4 discussions due in 30 hours Discussion - Reader Response.docx
•Download as DOCX, PDF•
0 likes•5 views
4 discussions due in 30 hours Discussion - Reader Response A successful post meets rubric criteria (Content, Organization, Style/Language, and Sentence Structure/Grammar) and follows the discussion prompt. A successful reply to classmates answers their questions, provides additional insight into the topics they have discussed, generates additional questions, or engages in meaningful and substantive dialogue. Completing this forum should enable you to brainstorm a topic, organize an analysis essay, and compose an analysis essay. (MO 1,2,3) Instructions: In your post summarize what you have read and learned in the textbooks and online lecture materials this week. In other modules, you will be continuing the chapters and sections listed under 'Read' in the Module 1 overview. Note your progress as part of your reader response this week. Include a discussion point or question in your post about something you did not understand. Include a discussion point or question in your post about something you thought about as you read. Include a discussion point or question in your post about something you want your peers to think about. · Discussion - The Perfect Sandwich · · A successful post meets rubric criteria (Content, Organization, Style/Language, and Sentence Structure/Grammar) and follows the discussion prompt. A successful reply to classmates answers their questions, provides additional insight into the topics they have discussed, generates additional questions, or engages in meaningful and substantive dialogue. Completing this forum should enable you to brainstorm a topic, organize an analysis essay, and compose an analysis essay. (MO 1,2,3) · Instructions: · The simplest process essays are basic how-to steps on a craft or a recipe. A sandwich construction can either be incredibly simple or extremely complicated. Cartoonist Chic Young's character Dagwood Bumstead famously created sandwiches of comic proportions, inspiring real-life versions of the same. There are even sandwich debates: is a hot dog a sandwich, and what about a taco? In the subject line of your post put 'Your Name's Perfect Sandwich.' Define what a sandwich is and is not in your simplest terms. The bulk of your post should be your process for constructing what you opine to be the perfect sandwich. If you are not a sandwich eater, you may do this post about a similarly simple food item (i.e. baked potato, salad, ramen, etc.). Discussion - For Want of a Nail A successful post meets rubric criteria (Content, Organization, Style/Language, and Sentence Structure/Grammar) and follows the discussion prompt. A successful reply to classmates answers their questions, provides additional insight into the topics they have discussed, generates additional questions, or engages in meaningful and substantive dialogue. Completing this forum should enable you to brainstorm a topic, organize an analysis essay, and compose an analysis .
Report
Share
Report
Share
Recommended
2.1 Devotion Biblical PerspectiveGetting StartedYou wil.docx
2.1 Devotion: Biblical Perspective
Getting Started
You will see that crossing cultures is nothing new. Characters in the Bible were frequently confronted by value systems that were in direct conflict with their own. One of the most apparent issues for those who manage globally is learning to respond to differences in cultural values. This refers to philosophies and practices that derive from a long standing practice in a society, as well as thought and behavior that is acceptable or unacceptable because of societal consensus. Such values can be externalized (intellectually accepted because they are normative) or internalized (fully embraced intellectually and emotionally as my own).
Upon successful completion of this discussion, you will be able to:
· Articulate the importance of integrating a Christian worldview with global business practice.
Resources
·
Bible
Instructions
1. Review the rubric to make sure you understand the criteria for earning your grade.
2. Read the following passages in your Bible:
a. Matthew 5:21–22, 27–28, 31–32, 33–37, 38–42, and 43–48
b. Matthew 6:20–21 and 31–33
c. 2 Corinthians 6:14–18
3. After reading, think about how you would answer the following questions:
a. In the Matthew passages, you see just a few ways that Christ says the values of believers will be internalized as compared to the external norms established by societies. What are some of these differences?
b. In 2 Corinthian 6:14–18, Paul tells those who have believed in Christ that they are different. In what ways? What is his point?
c. 1 Corinthians 8 is a challenge for those who live in other cultures who have expectations of Christians (that may not even be correct). Why?
===========================================================================
2.2 Discussion: Power Distance (Part B)
Getting Started
Note: This is Part B of a two-week discussion forum. In the previous workshop, you made an initial post; in this workshop, you will respond to the posts of your classmates and will post a summary of your new learning. You and your classmates must pace yourselves to complete the discussion fully within the time allotted.
For this discussion, you will watch a 10-minute video in which researcher Geert Hofstede explains “power distance,” which is one of six dimensions of national culture that were described in his formative research on culture. From the video and the accompanying PowerPoint presentation, you will discover:
Definition of power distance
How power distance transfers between generations within a society
Differences between cultures characterized by large distance and small power distance
The role of the perception of inequality and hierarchy in power distance
Characteristics of power distance
Components of the power distance index (PDI)
Societal characteristics that can be correlated with the PDI
Upon successful completion of this discussion, you will be able to:
Examine theoretical concepts in th.
University of Arkansas 1 #32) Rhetorical Analysi.docx
University of Arkansas 1
#32) Rhetorical Analysis
A rhetorical analysis assignment usually asks you to read two articles and write a paper that accomplishes
three things: 1) identifies the ideas each author is trying to communicate; 2) analyzes the techniques each
author uses to accomplish his or her purpose; and 3) compares and contrasts the authors’ approaches. The
assignment is based on the premise that all writing is aimed at a specific audience for a specific purpose. This
handout provides suggestions to assist you in the process.
Topic Selection and Research
Students are typically asked to select a topic and two articles that address that topic. Select a topic related to
your area of study or that you find especially interesting and brainstorm related issues. Take care not to make
your topic too broad, and then follow these steps:
Search the library databases to find a good selection of articles on your topic. Don’t waste time! Ask for
help if your searches yield no results. The research librarians provide valuable assistance.
It will be to your advantage if the articles you select come from sources with distinctly different
readerships (e.g., Forbes and The Nation; Audubon and The Washington Times).
Ideally, the writers of both articles should make clear, assertive arguments. Research reports, clinical
studies, or other informative writing will likely be less useful to you than more persuasive writing, as
the authors of the former tend to utilize fewer obvious rhetorical devices.
Avoid shorter articles, as they offer little for analysis.
Determining Each Author’s Purpose
Once you have selected your two articles, you are ready to begin your pre-writing activities. The
following suggestions should help you begin.
Audience analysis: For each article, examine the entire print or electronic publication. By scanning the other
articles, editor’s page, graphics, and ads, you will be able to make an informed judgment regarding the
demographics, values, and personal and political interests of the audience. Determining the overall aim of the
publication should help you consider what the article itself may be intended to accomplish.
Read with rhetorical awareness: First, read each article all the way through without making notes or
annotations. Ask yourself about the writer’s intentions, and how the writer’s choices affect you as a reader.
Often you can determine the rhetorical purpose of an author by gauging your intellectual and emotional
reactions to the presentation. If you are angry or upset, for example, the author has achieved an effect through
the use of particular rhetorical devices.
Identify the rhetorical tactics: Next, read the texts closely and make annotations with the aim of highlighting
examples of the authors’ rhetorical strategies. The University of British Columbia’s website has a useful list of
critical reading questions for a rhetorical a ...
Due Date 1159 pm EST Sunday of Unit 1 Points 10.docx
Due Date: 11:59 pm EST Sunday of Unit 1
Points: 100
Overview:
A SWOT Analysis is used to evaluate the strengths, weaknesses, opportunities and
threats for a business. This analysis can be used to help in the creation of strategic
plans for the future. You will perform a SWOT Analysis for a real-world organization and
complete your assignment as a PowerPoint presentation.
Instructions:
Choose a real-world organization.
Perform a SWOT Analysis on the organization, creating a PowerPoint with your results.
Follow this format:
• Slide 1: Title slide with your name and the organization’s name.
• Slide 2: Mission of the company.
• Slide 3: Explain 4 to 6 strengths of the company (add more slides if needed).
• Slide 4: Explain 4 to 6 weaknesses of the company (add more slides if needed).
• Slide 5: Explain 4 to 6 opportunities of the company (add more slides if needed).
• Slide 6: Explain 4 to 6 threats for the company (add more slides if needed).
• Slide 7: Your conclusion. Provide your opinion on the strategic position of the
organization based on the findings of your SWOT.
• Slide 8: Reference page.
Requirements:
• Create a PowerPoint presentation, at least 8 slides.
• Include at least 2 valid, credible resources.
• Use APA formatting for citations, include in-text citations on slides.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
BUS411 – Business Policy
Seminar
SWOT Analysis
Evaluation Rubric for SWOT Analysis Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0-11 points 12-15 points 16-17 points 18-20 points
Content Elements of
the assignment
are not
addressed,
poorly
constructed,
lacking critical
thought, or
difficult to
evaluate.
Slides
somewhat
address the
elements of the
assignment in
though not in a
clear manner,
lacking some
critical thinking
and research.
Slides
generally
address all
elements of the
assignment in
a clear
manner,
showing
evidence of
critical thinking
and research.
Slides clearly
address all
elements of the
assignment in
a thorough and
detailed
manner.
Critical thinking
and research
are apparent.
Overall
Organization
Content is
difficult to
follow due to
lack of logical
structure or
flow.
Information
flow is
somewhat
logical,
may be difficult
to follow and
lack fluency.
Information
flow is
generally
logical and
easy to follow
but may lack
fluency.
Information is
presented in a
logical and
interesting
sequence that
is easy to
follow. Topics
flow smoothly
from one to
another with
appropriate
transitions.
Professionali
sm
Slides are
unclear,
overloaded, or
lack a
consistent
design style.
Slides and
supporting
notes are
presented in a
somewhat
consistent
manner but
lack an
effective
design style,
and
inconsistencies
are present.
Slides .
Michael Horton STOMP ePortfolio
ePortfolio from Successful Teaching Online Mentoring Program (STOMP), Harper College
Best Practices for Concept Paper DevelopmentNorthcentral Unive.docx
Best Practices for Concept Paper Development
Northcentral University - School of Education
Version 1.0, released Dec, 2010
Before beginning please read this article.
Conceptualizing and Conducting Meaningful Research Studies in Education
Navigate to a best practices list by clicking on a link below.
Title
Table of Contents
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Hypotheses
Definition of Key Terms
Brief Review of the Literature
Research Method
Research Design
Data Collection and Analysis
Operational Def. of Variables
Measurement
Summary
References
Annotated Bibliography
Common Errors to Avoid
Special Topics
Finding Sources
Identifying Scholarly Sources
Keeping Track of Sources
Common CP Writing Problems
What an Approved CP Means (and does not mean)
If the links above do not work, please read this.
Microsoft Word has a setting which allows you to choose between clicking to follow a hyperlink or using CTRL + Click to follow a hyperlink. If the links in this manual are not working when you click them, try holding down the control key and then clicking.
If you wish to change this option in your Microsoft Word 2007 program, click on the Orb displaying the Microsoft Office logo in the upper right corner. Click on Word Options at the bottom of the window that opens. Click on Advanced on the left side of the window that then opens. Make sure the fourth box down is unchecked (beside the box it says "Use CTRL + Click to follow hyperlink.")
Note: Most of the information found in this document comes from a review of the feedback offered by the Northcentral University Office of Academic Research (OAR) to over one hundred Concept Papers. By following the guidance found in this document you will avoid the most common errors made while developing a Concept Paper.
Title
Concept Paper
Submitted to Northcentral University
Graduate Faculty of the School of XXXXXXXXXXX
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF XXXXXXX
by
NAME
Prescott Valley, Arizona
Month Year
Table of Contents
[Note: this is a non-inclusive sample and will vary depending on your subheadings]
Introduction………………………………………………………………………………..1
Statement of the Problem………………………………………………………….1
Purpose of the Study………………………………………………………………1
Brief Review of the Literature…………………………………………………………….2
Research Method………………………………………………………………………….3
Appendix: Annotated Bibliography……………………………………………………….6
TOC
Best Practices for Developing the Table of Contents of a Concept Paper
Menu
1. Please note that only two heading levels are included in the Table of Contents. The Microsoft Help Menu will enable you to learn how to modify the presentation of a table of contents in a Word document. Click the question mark in the small blue circle at the upper right corner of the screen. Use Create a table of contents as your search phrase. Click on the link to Create a table of contents that appears along with other lin ...
Eng 200 Effective Communication / snaptutorial.com
ENG 200 Week 1 Assessing Arguments
Understanding the elements of an argument is the first step toward creating your own. In this assignment, you will review three essays, each demonstrating a unique style of presenting an argument, and choose one essay to evaluate using strategies outlined in your text. Evaluating these arguments will prepare you to write effective persuasive arguments.
Recommended
2.1 Devotion Biblical PerspectiveGetting StartedYou wil.docx
2.1 Devotion: Biblical Perspective
Getting Started
You will see that crossing cultures is nothing new. Characters in the Bible were frequently confronted by value systems that were in direct conflict with their own. One of the most apparent issues for those who manage globally is learning to respond to differences in cultural values. This refers to philosophies and practices that derive from a long standing practice in a society, as well as thought and behavior that is acceptable or unacceptable because of societal consensus. Such values can be externalized (intellectually accepted because they are normative) or internalized (fully embraced intellectually and emotionally as my own).
Upon successful completion of this discussion, you will be able to:
· Articulate the importance of integrating a Christian worldview with global business practice.
Resources
·
Bible
Instructions
1. Review the rubric to make sure you understand the criteria for earning your grade.
2. Read the following passages in your Bible:
a. Matthew 5:21–22, 27–28, 31–32, 33–37, 38–42, and 43–48
b. Matthew 6:20–21 and 31–33
c. 2 Corinthians 6:14–18
3. After reading, think about how you would answer the following questions:
a. In the Matthew passages, you see just a few ways that Christ says the values of believers will be internalized as compared to the external norms established by societies. What are some of these differences?
b. In 2 Corinthian 6:14–18, Paul tells those who have believed in Christ that they are different. In what ways? What is his point?
c. 1 Corinthians 8 is a challenge for those who live in other cultures who have expectations of Christians (that may not even be correct). Why?
===========================================================================
2.2 Discussion: Power Distance (Part B)
Getting Started
Note: This is Part B of a two-week discussion forum. In the previous workshop, you made an initial post; in this workshop, you will respond to the posts of your classmates and will post a summary of your new learning. You and your classmates must pace yourselves to complete the discussion fully within the time allotted.
For this discussion, you will watch a 10-minute video in which researcher Geert Hofstede explains “power distance,” which is one of six dimensions of national culture that were described in his formative research on culture. From the video and the accompanying PowerPoint presentation, you will discover:
Definition of power distance
How power distance transfers between generations within a society
Differences between cultures characterized by large distance and small power distance
The role of the perception of inequality and hierarchy in power distance
Characteristics of power distance
Components of the power distance index (PDI)
Societal characteristics that can be correlated with the PDI
Upon successful completion of this discussion, you will be able to:
Examine theoretical concepts in th.
University of Arkansas 1 #32) Rhetorical Analysi.docx
University of Arkansas 1
#32) Rhetorical Analysis
A rhetorical analysis assignment usually asks you to read two articles and write a paper that accomplishes
three things: 1) identifies the ideas each author is trying to communicate; 2) analyzes the techniques each
author uses to accomplish his or her purpose; and 3) compares and contrasts the authors’ approaches. The
assignment is based on the premise that all writing is aimed at a specific audience for a specific purpose. This
handout provides suggestions to assist you in the process.
Topic Selection and Research
Students are typically asked to select a topic and two articles that address that topic. Select a topic related to
your area of study or that you find especially interesting and brainstorm related issues. Take care not to make
your topic too broad, and then follow these steps:
Search the library databases to find a good selection of articles on your topic. Don’t waste time! Ask for
help if your searches yield no results. The research librarians provide valuable assistance.
It will be to your advantage if the articles you select come from sources with distinctly different
readerships (e.g., Forbes and The Nation; Audubon and The Washington Times).
Ideally, the writers of both articles should make clear, assertive arguments. Research reports, clinical
studies, or other informative writing will likely be less useful to you than more persuasive writing, as
the authors of the former tend to utilize fewer obvious rhetorical devices.
Avoid shorter articles, as they offer little for analysis.
Determining Each Author’s Purpose
Once you have selected your two articles, you are ready to begin your pre-writing activities. The
following suggestions should help you begin.
Audience analysis: For each article, examine the entire print or electronic publication. By scanning the other
articles, editor’s page, graphics, and ads, you will be able to make an informed judgment regarding the
demographics, values, and personal and political interests of the audience. Determining the overall aim of the
publication should help you consider what the article itself may be intended to accomplish.
Read with rhetorical awareness: First, read each article all the way through without making notes or
annotations. Ask yourself about the writer’s intentions, and how the writer’s choices affect you as a reader.
Often you can determine the rhetorical purpose of an author by gauging your intellectual and emotional
reactions to the presentation. If you are angry or upset, for example, the author has achieved an effect through
the use of particular rhetorical devices.
Identify the rhetorical tactics: Next, read the texts closely and make annotations with the aim of highlighting
examples of the authors’ rhetorical strategies. The University of British Columbia’s website has a useful list of
critical reading questions for a rhetorical a ...
Due Date 1159 pm EST Sunday of Unit 1 Points 10.docx
Due Date: 11:59 pm EST Sunday of Unit 1
Points: 100
Overview:
A SWOT Analysis is used to evaluate the strengths, weaknesses, opportunities and
threats for a business. This analysis can be used to help in the creation of strategic
plans for the future. You will perform a SWOT Analysis for a real-world organization and
complete your assignment as a PowerPoint presentation.
Instructions:
Choose a real-world organization.
Perform a SWOT Analysis on the organization, creating a PowerPoint with your results.
Follow this format:
• Slide 1: Title slide with your name and the organization’s name.
• Slide 2: Mission of the company.
• Slide 3: Explain 4 to 6 strengths of the company (add more slides if needed).
• Slide 4: Explain 4 to 6 weaknesses of the company (add more slides if needed).
• Slide 5: Explain 4 to 6 opportunities of the company (add more slides if needed).
• Slide 6: Explain 4 to 6 threats for the company (add more slides if needed).
• Slide 7: Your conclusion. Provide your opinion on the strategic position of the
organization based on the findings of your SWOT.
• Slide 8: Reference page.
Requirements:
• Create a PowerPoint presentation, at least 8 slides.
• Include at least 2 valid, credible resources.
• Use APA formatting for citations, include in-text citations on slides.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
BUS411 – Business Policy
Seminar
SWOT Analysis
Evaluation Rubric for SWOT Analysis Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0-11 points 12-15 points 16-17 points 18-20 points
Content Elements of
the assignment
are not
addressed,
poorly
constructed,
lacking critical
thought, or
difficult to
evaluate.
Slides
somewhat
address the
elements of the
assignment in
though not in a
clear manner,
lacking some
critical thinking
and research.
Slides
generally
address all
elements of the
assignment in
a clear
manner,
showing
evidence of
critical thinking
and research.
Slides clearly
address all
elements of the
assignment in
a thorough and
detailed
manner.
Critical thinking
and research
are apparent.
Overall
Organization
Content is
difficult to
follow due to
lack of logical
structure or
flow.
Information
flow is
somewhat
logical,
may be difficult
to follow and
lack fluency.
Information
flow is
generally
logical and
easy to follow
but may lack
fluency.
Information is
presented in a
logical and
interesting
sequence that
is easy to
follow. Topics
flow smoothly
from one to
another with
appropriate
transitions.
Professionali
sm
Slides are
unclear,
overloaded, or
lack a
consistent
design style.
Slides and
supporting
notes are
presented in a
somewhat
consistent
manner but
lack an
effective
design style,
and
inconsistencies
are present.
Slides .
Michael Horton STOMP ePortfolio
ePortfolio from Successful Teaching Online Mentoring Program (STOMP), Harper College
Best Practices for Concept Paper DevelopmentNorthcentral Unive.docx
Best Practices for Concept Paper Development
Northcentral University - School of Education
Version 1.0, released Dec, 2010
Before beginning please read this article.
Conceptualizing and Conducting Meaningful Research Studies in Education
Navigate to a best practices list by clicking on a link below.
Title
Table of Contents
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Hypotheses
Definition of Key Terms
Brief Review of the Literature
Research Method
Research Design
Data Collection and Analysis
Operational Def. of Variables
Measurement
Summary
References
Annotated Bibliography
Common Errors to Avoid
Special Topics
Finding Sources
Identifying Scholarly Sources
Keeping Track of Sources
Common CP Writing Problems
What an Approved CP Means (and does not mean)
If the links above do not work, please read this.
Microsoft Word has a setting which allows you to choose between clicking to follow a hyperlink or using CTRL + Click to follow a hyperlink. If the links in this manual are not working when you click them, try holding down the control key and then clicking.
If you wish to change this option in your Microsoft Word 2007 program, click on the Orb displaying the Microsoft Office logo in the upper right corner. Click on Word Options at the bottom of the window that opens. Click on Advanced on the left side of the window that then opens. Make sure the fourth box down is unchecked (beside the box it says "Use CTRL + Click to follow hyperlink.")
Note: Most of the information found in this document comes from a review of the feedback offered by the Northcentral University Office of Academic Research (OAR) to over one hundred Concept Papers. By following the guidance found in this document you will avoid the most common errors made while developing a Concept Paper.
Title
Concept Paper
Submitted to Northcentral University
Graduate Faculty of the School of XXXXXXXXXXX
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF XXXXXXX
by
NAME
Prescott Valley, Arizona
Month Year
Table of Contents
[Note: this is a non-inclusive sample and will vary depending on your subheadings]
Introduction………………………………………………………………………………..1
Statement of the Problem………………………………………………………….1
Purpose of the Study………………………………………………………………1
Brief Review of the Literature…………………………………………………………….2
Research Method………………………………………………………………………….3
Appendix: Annotated Bibliography……………………………………………………….6
TOC
Best Practices for Developing the Table of Contents of a Concept Paper
Menu
1. Please note that only two heading levels are included in the Table of Contents. The Microsoft Help Menu will enable you to learn how to modify the presentation of a table of contents in a Word document. Click the question mark in the small blue circle at the upper right corner of the screen. Use Create a table of contents as your search phrase. Click on the link to Create a table of contents that appears along with other lin ...
Eng 200 Effective Communication / snaptutorial.com
ENG 200 Week 1 Assessing Arguments
Understanding the elements of an argument is the first step toward creating your own. In this assignment, you will review three essays, each demonstrating a unique style of presenting an argument, and choose one essay to evaluate using strategies outlined in your text. Evaluating these arguments will prepare you to write effective persuasive arguments.
Best Practices for Concept Paper DevelopmentNorthcentral Unive.docx
Best Practices for Concept Paper Development
Northcentral University - School of Education
Version 1.0, released Dec, 2010
Before beginning please read this article.
Conceptualizing and Conducting Meaningful Research Studies in Education
Navigate to a best practices list by clicking on a link below.
Title
Table of Contents
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Hypotheses
Definition of Key Terms
Brief Review of the Literature
Research Method
Research Design
Data Collection and Analysis
Operational Def. of Variables
Measurement
Summary
References
Annotated Bibliography
Common Errors to Avoid
Special Topics
Finding Sources
Identifying Scholarly Sources
Keeping Track of Sources
Common CP Writing Problems
What an Approved CP Means (and does not mean)
If the links above do not work, please read this.
Microsoft Word has a setting which allows you to choose between clicking to follow a hyperlink or using CTRL + Click to follow a hyperlink. If the links in this manual are not working when you click them, try holding down the control key and then clicking.
If you wish to change this option in your Microsoft Word 2007 program, click on the Orb displaying the Microsoft Office logo in the upper right corner. Click on Word Options at the bottom of the window that opens. Click on Advanced on the left side of the window that then opens. Make sure the fourth box down is unchecked (beside the box it says "Use CTRL + Click to follow hyperlink.")
Note: Most of the information found in this document comes from a review of the feedback offered by the Northcentral University Office of Academic Research (OAR) to over one hundred Concept Papers. By following the guidance found in this document you will avoid the most common errors made while developing a Concept Paper.
Title
Concept Paper
Submitted to My University
Graduate Faculty of the School of XXXXXXXXXXX
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF XXXXXXX
by
NAME
Prescott Valley, CA
Month Year
Table of Contents
[Note: this is a non-inclusive sample and will vary depending on your subheadings]
Introduction………………………………………………………………………………..1
Statement of the Problem………………………………………………………….1
Purpose of the Study………………………………………………………………1
Brief Review of the Literature…………………………………………………………….2
Research Method………………………………………………………………………….3
Appendix: Annotated Bibliography……………………………………………………….6
TOC
Best Practices for Developing the Table of Contents of a Concept Paper
Menu
1. Please note that only two heading levels are included in the Table of Contents. The Microsoft Help Menu will enable you to learn how to modify the presentation of a table of contents in a Word document. Click the question mark in the small blue circle at the upper right corner of the screen. Use Create a table of contents as your search phrase. Click on the link to Create a table of contents that appears along with other links. Scroll down ...
College Writing 1 Summary and Response Essay Fall Semester 2018.docx
College Writing 1 Summary and Response Essay Fall Semester 2018
Due Date TBD (Goal date: First Draft Thursday, October 12)
Purpose: Summarize a reading and respond to content
Preparation:
1. Read pages 1-3 and summarize, “Is Google Making Us Stupid?” By Nicholas Carr on Blackboard
2. Prepare a “Reading the Text” graphic organizer
3. Practice group summary
4. Find a quote from the article to support your response. Cite it in APA format.
Writing Task:
Write a 3- page typed, double spaced summary and response essay. The student writer will...
1. Clearly state a thesis that shows whether they agree or disagree with Carr’s argument.
2. Produce an introduction, body (3-4), and conclusion
3. Produce a summary of the article
4. Practice integrating select quotations
5. Practice using a specific organizational pattern (block style or point by point style).
Your summary response will be graded on the following:
· Your ability to summarize the main ideas of a reading
· Your ability to formulate a thesis that shows your response
· Your ability to integrate a quote to support your thesis/response
· Your ability to use APA format to type your essay
· Your ability to find and incorporate a quote in your essay to support your thesis
· Your ability to cite the quote in APA format
· Your ability to articulate your ideas grammatically
Overview
A summary/response is a natural consequence of the reading and annotating process. In this type of essay, writers capture the controlling idea and the supporting details of a text and respond by agreeing or disagreeing and then explaining why.
The first step after active reading is writing a summary. Writing summaries is a common practice in college. They pull together the general conclusions and approaches of experts who have done research in a particular subject. Summaries should be written in your own words although you could include short quoted excerpts if you decide the author’s or speaker’s words summarize a point most precisely. Try to use pertinent quotations from the source, working them in gracefully where appropriate. Probably the best way to write a summary is ask yourself the following questions:
--What issues are described, explained or resolved in this work? --What is the controlling idea?
--What are the supporting details?
--What results or conclusions are made?
--What opinion does the author want readers to keep in mind about this topic? --What information does the author use to convince readers?
After you have written your summary, double-check to be sure that all facts you included are correct.
Summary Writing Guidelines
To move from an outline to a draft of a summary, follow these guidelines:
1. a) State the author’s name and the title of the text you’re summarizing in the first 1-2 sentences of the summary.
2. b) Express the author’s main idea in your own words in the first 1-2 sentences of the summary (no more than three words in a row from the text you’re summarizing.).
Essay 1 Rhetorical Analysis & ResponseInstructions for Essay .docx
Essay 1: Rhetorical Analysis & Response
Instructions for Essay 1: Rhetorical Analysis / Reader Response
You have already written two brief rhetorical analyses in this unit. For your major essay, you will write another rhetorical analysis, this time combined with a response or rebuttal.
Format
: MLA paper format and documentation.
Sources
: at least one source (the essay you are analyzing). Use of additional sources is encouraged but not required.
Length:
Three pages, approx 800 – 1000 words
Due Date:
Refer to the assignment calendar for this course.
First, read/view the texts that I have provided for you in the folder “Texts for Essay #1” located just below these instructions. Choose one of these texts to be the subject of your analysis and response. You will notice that there are a variety of texts to choose from, including videos and hybrid written/spoken multimedia texts.
Approach your rhetorical analysis much like you have with the previous assignments in this unit. Identify elements such as audience, purpose and context as a means of understanding how the text communicates its main idea (also known as a
thesis
). Also identify and provide examples of the types of appeals used by the author, pathos, logos, ethos, etc.
The new element for this assignment is that you will be
responding
to the main idea or thesis of the text that you are analyzing. In other words, once you have established what the text’s thesis is and how it communicates that thesis, you will then need to add your own voice, ideas and opinions to the mix. Think of it as joining a conversation. Do you think the author of the original text is mistaken? Has he/she failed to consider some important point? Or do you agree with the author? Perhaps you can provide additional reasons, examples and evidence to support the thesis. Sometimes you can both agree and disagree with the author, but if you do so, be sure to clearly identify which portions you agree with and which you disagree with.
An outline of your essay might look like this:
Introduction
Identify the text, the author and the subject matter. Make sure your reader knows what you will be talking about in your analysis.
Rhetorical analysis
Analyze the rhetorical situation (audience, purpose, context, visual or spatial elements, auditory elements, etc.) Explain how these elements, along with the author's use of logos, pathos, and ethos are used to persuade or convince the audience and evaluate the effectiveness of these elements. This section might be several paragraphs long.
Response
Respond to the author’s thesis by agreeing/disagreeing. Add your own ideas opinions and examples.
Conclusion
Wrap up the essay by restating your conclusions and position on the topic.
There are three individual due dates associated with this essay. Look at the assignment calendar and you will see them listed as:
Essay 1 - Post Worki.
EH 1020, English Composition II Course Syllabus Course Descri.docx
EH 1020, English Composition II
Course Syllabus
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
4. Apply APA style guidelines within a literature review, annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated bibliography and literature review.
6. Differentiate between the writing styles and citation methods across different disciplines.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbooks. Units II, III, and V also contain Supplemental Readings.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These Non-Graded Learning Activities are provided to aid students in their course of study.
6. Assignments: This course has eight assignments, one to be submitted for each unit. With each assignment, students will work toward completing the final draft of the Research Paper (due in Unit VIII). Specific information and instructions regarding these assignments are provided below in this syllabus. Following is a list of each assignment and the unit in which it is due. Grading rubrics are included with all assignments. Specific information about accessing these rubrics is provided below.
a. Unit I Assignment – due in Unit I
b. Research Proposal – due in Unit II
c. Annotated Bibliography – due in Unit III (Students will need access to Microsoft Word to access the Annotated Bibliography Template provided in the assignment instructions.)
d. Research Paper Draft 1 – due in Unit IV
e. Formal Sentence Outline – due in Unit ...
ENG 200 Education Organization - snaptutorial.com
For more classes visit
www.snaptutorial.com
ENG 200 Week 1 Assessing Arguments
Understanding the elements of an argument is the first step toward creating your own. In this assignment, you will review three essays, each demonstrating
TaskBelow are listed a list of topics. You are required to -Sele.docx
Task
Below are listed a list of topics. You are required to -
Select a topic from the list and conduct research (based on literature, at least three recent research papers) and prepare a summary report with brief supportive descriptions to post on the forum/blog. In your posting you should provide information about the topic (discuss the topic, challenges, problems, describe the relevant technologies, applications of the technologies, clarify vague areas, research questions… etc.)
Provide constructive feedback for (at least two) cohort colleagues and receive feedback from (at least two) cohort colleagues on your own design and make refinements accordingly.
Raise questions about the information provided by other students (this must be done in an adequately professional manner)
Respond to questions raised about your own information and other student's
Contribute to discussions in general
Note that the aim of this task is:
1.to build an understanding and perspective of current hot topics in Information Security; and
2. to build generic skills including, but not limited to:
a capacity for teamwork and collaboration;
an ability for critical thinking, analysis and problem solving;
information technological literacy;
a capacity for lifelong learning and an appreciation of its necessity.
As such, the more you contribute in the development of these topics and related discussion the more likely you will score well in this task.
Topics Set
1. US cryptography export restrictions: past, present, and future.
2. Biometrics for authentication: security and privacy implications.
3. Denial of service and distributed denial of service attacks.
4. Malware: past, present and future.
5. Employee privacy and email, WWW, and instant messaging.
6. Security threats to mobile devices and countermeasures.
7. Security threats in cloud computing and preventive methods.
8. Security threats in smart devices.
9. Data Exfiltration.
10. Wireless Network security and preventive methods.
11. Security issues in Software Defined Networks (SDN)
12. Security and privacy issues in Internet of Things (IoT)
Your submission :
You are required to prepare and submit a report on your topic to address the following questions (the length of the report within 1500~2000 words, excluding references):
a. Provide your published (to the forum/blog) research report on the chosen topic with brief supportive descriptions about the challenges, problems, relevant technologies, applications of the technologies, clarify vague areas and research questions.
b. Summarize the issues discussed in the forum (at least two peers). Discuss how your own posts contributed to this knowledge and discuss whether or not the summary presented by your peers is accurate.
c. Identify any important issue/s that you believe were not addressed, or not addressed adequately in the discussions. Discuss why you view this issue/these issues as important.
d. Discuss the impact of the above mentioned issues and the.
Week 6 Creating Bibliographies and Practicing MLA Citation
Week 6: Creating Bibliographies and Practicing MLA Citation
Revision Narrative Assignment Sheet and Rubric
After feedback has been received from your peer group and course instructor, you are
responsible for making appropriate changes and reflecting upon these changes from initial draft to
final submitted draft. This assignment is reflective in nature and you are not expected to quote
assigned reading or course content. Instead, think about the assignment holistically and trace
your drafting stages from beginning to final product.
Our personal identities and experiences affect how we view ourselves as writers, and we need a
certain level of self-awareness as writers in order to recognize the power and control we have to
guide how we compose texts. This Revision Narrative Worksheet should help you approach two
outcomes: demonstrating motivated decision-making and revision throughout an ongoing process
of composition and articulating connections between one’s identity and experiences and the
rhetorical choices one makes. As you answer the questions on this worksheet, narrate how your
awareness and decisions changed across the revision process for this project. Notes:
• Be as specific as possible about the realizations and decisions you narrate, but don’t feel
like you have to include every little thing you realized or did.
• The “work on your own” category is where you can describe steps you took to revise
beyond the required steps I ask you to complete. It could include additional exercises you
did on your own outside of class, visits to academic resource centers, things you applied
based on any readings, feedback you solicited from someone outside of class, etc. Either
replace the “work on your own” box with a description of what you did or delete those rows
if you’re not using them.
• To successfully complete this Revision Narrative worksheet, your answers should do the
following:
o demonstrate the use of a variety of revision strategies
o articulate the potential influence or consequences of one’s identity and experiences
as the composer
o reflect on the affective experiences of the composition process
You do not need to integrate all of the suggested changes, but goal of this assignment is to get
you thinking about the writing process at large and consider the steps you take when you revise
your own composition. To receive full credit, review the assignment rubric below and complete the
following revision narrative outline.
Criteria
Below Expectation
(0-9)
Meeting Expectations
(10-17)
Outstanding
(18-25)
Total
Points
Nuts and Bolts
Did student fully complete the revision narrative template meeting a minimum total of
500 words? Did students submit in an acceptable word .doc or .docx format? Did
student demonstrate strong close reading strategies and meaningfully integrate the
suggestions provided from peer and instructor feedback? If feedback was not
integr ...
HSAD 301- Weekly Discussion Board Grading RubricStudents wil.docx
HSAD 301- Weekly Discussion Board Grading Rubric
Students will earn points as follows:
Response to Assignment, Demonstration of Knowledge, and Quality of Response to other learners’ postings
Excellent
35 pts
Average
18 pts
Below Average
9 pts
None
0 pts
Clearly understands concepts and incorporates them in discussion
Always includes examples and real life applications, or reference/s
Always advances discussion
Understands concepts and incorporates them in discussion
Often/sometimes includes examples and real life applications, or reference/s.
Often/sometimes advances discussion
Not evident concepts are understood and are not incorporated in discussion
Examples and real life applications, or reference/s are not included
Responses are copied, have little to do with concepts and does not advance discussion
Did not post a response to the weekly discussion board assignment.
Did not respond/post to other learners’ postings.
Examples of the types of participation
While this obviously isn’t the only way to create a discussion, these examples should be helpful to you in identifying “what is” each level of participation.
Discussion about building a house-Original part of comment you are responding to:
The use of laminated beams in today’s building materials greatly reduces the need for other materials like steel beams.
Excellent
Very true, our text states that laminated beams are also more structurally sound and are made from young growth trees. By using laminated beams you can also reduce the number of regular wood beams you use. In essence, using these beams is also good for our environment-less lumber harvesting. Do you think architects are using more of these in today’s housing construction or do you think some still adhere to “old school” methods?
Average
Good point-I hadn’t thought about how it could reduce the need for steel beams. Laminated beams allow for the same load bearing strength without the cost and overall weight of a steel beam. I wonder if the steel industry is impacted at all by the introduction of laminated beams.
Below Average
Good point- I agree.
BOS 3401, Construction Safety 1
Course Description
Overview of key issues and practices related to the occupational safety and health (OSH) profession in the construction
industry. Examines construction standards, identification and control of hazards common to the construction industry, and
tools necessary for successful management of OSH related efforts.
Course Textbook
Johnson, D. (2013). DeWALT construction safety and OSHA handbook. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Examine regulatory standards and laws related to occupational safety and health in the construction industry.
2. Describe occupational safety and health related regulatory practices in the U.S. as they apply to the construction
industry.
3. Evaluate injury, illness, and fata.
1 Created by Millie Jones in 2016 WRITING A GOOD DI.docx
1
Created by Millie Jones in 2016
WRITING A GOOD DISCUSSION BOARD POST
There are several key steps that you’ll need to follow in order to write a complete and engaging
discussion board post. For every discussion post, you need to:
1. UNDERSTAND what the discussion is asking you to do
2. READ all required or supplemental materials
3. WRITE the post, and
4. REVIEW using the Discussion Post Checklist
Now, let’s go through each of these important steps in more detail.
First, break down the instructions of the discussion and take notes to understand exactly
what you need to do to complete it.
a. Identify the purpose or goal of the discussion post and how it relates to the course concepts
under review for the week.
b. Be sure to note any required course reading, such as the instructor guidance, chapters from
your textbook, or an article or webpage.
c. Look for key terms in the instructions—these are terms or course concepts that you will see in
the reading for the week, or that you have become familiar with in earlier weeks of the course. Be
sure to underline, highlight, or note these key words, as these are the themes that you will focus
on in your discussion post this week.
d. Make note of any key questions or directives that you are asked to address. If these
questions/directives are already in a bulleted or numbered list, great! But if they are not, go ahead
and number them so you can later use them as a checklist for yourself.
*Note- Directives are action verbs in the instructions that tell you what to do. Examples that you
might see include Define, Explain, Describe, or Discuss. The Writing Center’s guide on
Understanding the Verbs in Your Prompt can help you understand the expectations of each of
these directive words.
e. Note any additional requirements such as word count or APA formatting.
f. Finally, if a grading rubric is provided, be sure to review each part of it. The rubric can be used
as a checklist to ensure you have completed each of the requirements of the discussion.
This may sound like a lot of work now, but it actually only takes 10 to 15 minutes to go through the
instructions and make notes on what needs to be accomplished. These few minutes will save you time
when you begin writing and will help you to write a better post.
https://awc.ashford.edu/essay-dev-key-terms-in-academic-writing.html
2
Created by Millie Jones in 2016
Here is an example of a discussion prompt where each of these elements has been marked:
In Chapter 2 of your text, Bevan and Sole (2014) lay out many psychological concepts concerning the
“self.” These key elements of human psychology are central to how we communicate with
ourselves (intrapersonal communication) and others (interpersonal communication).
Prepare: As you prepare to write your discussion for this topic, take a few moments to do the
following:
• Review Chapter 2 in your text.
• Focus on the segments ...
Eng 200 Enhance teaching-snaptutorial.com
For more classes visit
www.snaptutorial.com
ENG 200 Week 1 Assessing Arguments
Understanding the elements of an argument is the first step toward creating your own. In this assignment, you will review three essays, each demonstrating a unique style of presenting an argument, and choose one essay to evaluate using strategies outlined in your text. Evaluating these arguments will prepare you to write effective persuasive arguments.
Review the following essays in Ch. 1 of Elements of Argument.
Eng 200 Exceptional Education / snaptutorial.com
For more classes visit
www.snaptutorial.com
ENG 200 Week 1 Assessing Arguments
Understanding the elements of an argument is the first step toward creating your own. In this assignment, you will review three essays, each demonstrating a unique style of presenting an argument, and choose one essay to evaluate using strategies outlined in your text. Evaluating these arguments will prepare you to write effective persuasive arguments.
5 to 8 sentence each 1. Declining marriage rates have led many .docx
5 to 8 sentence each
1. Declining marriage rates have led many to conclude that Americans no longer place a high value on marriage. Use data and arguments to advocate for and against this conclusion.
2. Discuss the varied causes and ramifications of cohabitation among couples who choose it as a living arrangement before marriage, instead of marriage, or after divorce.
.
5-7 PagesYou will craft individual essays in response to the pro.docx
5-7 Pages
You will craft individual essays in response to the provided prompts. You must use the current Turabian style with default margins and 12-pt Times New Roman font. For each essay, include a title page and reference page, also in current Turabian format. You must include citations to a sufficient number of appropriate scholarly sources to fully support your assertions and conclusions (which will likely require more than the minimum number of citations). Each paper must contain at least 5 7 scholarly sources
original to this paper
,
The UN— “A More Perfect Union?”
Considering the readings, video presentations, and your own research, draft a quality 6–7-page research paper on the role, legitimacy, and authority of the UN according to the following prompts, answering in a separate or integrated manner as you wish.
Identify at least 3reasons that states might defend the intrinsic legitimacy of the UN as a governing authority. In reverse, identify at least 3reasons that states might criticize its legitimacy and authority.
In short, make an argument for the limits and possibilities of the UN as a legitimate governing authority in a world of sovereign states.
What is the relationship of the UN to the current international system of states?
Considering the reasons for the creation of the UN after WWII, does it seem driven by political necessity or the political utility? In plainer English, do states need the UN more than the UN needs the states? Or do states both large and small find the UN a useful tool for improving their relative power and legitimacy vis-à-vis other states and global institutions? Is there some position in-between?
Using other sources and extra-Scholar sources (The commentaries, teachings, other writings, etc.) to inform your own reasoning, comment on the compatibility with the idea of
World Government
. [
Attention
: The Instructor does not view the question as rhetorical, nor the answer self-evident. So, reason carefully.] For example, if the logic of collective action under the
Articles of Confederation
—the logic of state sovereignty—failed to secure American liberties as well as the ‘more perfect union’, the new Constitution established by the Framers in 1787 to replace it, effectively requiring states to cede sovereignty to a larger collective authority, why would the same logic of collective action not justify the UN as a ‘more perfect union’ to replace an anarchic system of sovereign states putting the world at risk in a nuclear age?
.
5.1 Assignment Reading and RemediationGetting Start.docx
5.1 Assignment: Reading and Remediation
Getting Started
Viewing the videos and practicing using the practice Excel file with its video can prepare you for the work needed on the research report.
In order to successfully complete this exercise, you should be able to:
Review videos about statistics fundamentals.
Practice with the Excel file provided.
Resources
File: WS5Practice
File: WS5Homework
Video: Chi-Square
Video: Chi-Square Testing
Textbook:
OpenIntro Statistics
File: Chi-Square_10by10.xlsx
Background Information
Providing background and descriptive statistics is like a literature review section of a dissertation. You review and communicate the analysis on the raw data. You present visual representations of the data to give meaning to the raw data.
Instructions
Watch the following video on chi-square:
Watch the Excel remediation videos on chi-square testing:
Chi-Square Testing
using the
Chi-Square_10by10.xlsx
file.
An optional supplementary textbook is
OpenIntro Statistics
, and you can read the concepts there.
Use the lab file
WS5Practice
to practice the Excel skills (includes an Excel hands-on video inside the spreadsheet as a link).
Use the file
WS5Homework
to demonstrate the Excel skills. Each of the three problems is worth 20 points, for a total of 60 points possible for this assignment.
When you have completed your assignment, save a copy for yourself and submit a copy to your instructor by the end of the workshop.
=================================================
5.2 Assignment: Summarizing Raw Data
Getting Started
Being able to summarize data using pivot tables is a crucial skill to develop in business and research. Excel provides a powerful pivot table tool that is heavily used in finance, accounting, information technology, and other business areas. In this course, the skill is used to support a chi-square analysis.
In order to successfully complete this assignment, you should be able to:
Summarize data into a contingency table from raw data using pivot tables.
Resources
File: WS5-2_PivotTables
File: WS5-2_PivotAssignment
Instructions
Review the rubric to make sure you understand the criteria for earning your grade.
Read the file
WS5-2_PivotTables
.
After reading the Word document, open the file
WS5-2_PivotAssignment
.
Create the appropriate summary tables called contingency tables.
Turn in an Excel file showing the pivot table you have created.
When you have completed your assignment, save a copy for yourself and submit a copy to your instructor by the end of the workshop.
===============================================
5.4 Assignment: Create Categorical Hypothesis
Getting Started
After the prior activities, the analysis section can be written for the research report. Since there are three analyses to perform, this is a partial assignment for the analysis section.
In order to successfully complete this assignment, you should be able to:
Wri.
4TH EDITIONManaging and UsingInformation Systems.docx
4TH EDITION
Managing and Using
Information Systems
A Strategic Approach
KERI E. PEARLSON
KP Partners
CAROL S. SAUNDERS
University of Central Florida
JOHN WILEY & SONS, INC.
To Yale & Hana
To Rusty, Russell &Kristin
VICE PRESIDENT & EXECUTIVE PUBLISHER Don Fowley
EXECUTIVE EDITOR Beth Lang Golub
EDITORIAL ASSISTANT Lyle Curry
MARKETING MANAGER Carly DeCandia
DESIGN DIRECTOR Harry Nolan
SENIOR DESIGNER Kevin Murphy
SENIOR PRODUCTION EDITOR Patricia McFadden
SENIOR MEDIA EDITOR Lauren Sapira
PRODUCTION MANAGEMENT SERVICES Pine Tree Composition
This book is printed on acid-free paper.
Copyright ! 2010 John Wiley & Sons, Inc. All rights reserved. No part of this publication
may be reproduced, stored in a retrieval system or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as
permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without
either the prior written permission of the Publisher, or authorization through payment of
the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood
Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for
permission should be addressed to the Permissions Department, John Wiley & Sons, Inc.,
111 River Street, Hoboken, NJ 07030-5774, (201) 748-6011, fax (201) 748-6008, website
www.wiley.com/go/permissions.
To order books or for customer service please, call 1-800-CALL WILEY (225-5945).
ISBN 978-0-470-34381-4
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
http://www.copyright.com
http://www.wiley.com/go/permissions
!Preface
Information technology and business are becoming inextricably interwoven. I
don’t think anybody can talk meaningfully about one without the talking about the
other.1
Bill Gates
Microsoft
I’m not hiring MBA students for the technology you learn while in school, but for
your ability to learn about, use and subsequently manage new technologies when
you get out.
IT Executive
Federal Express
Give me a fish and I eat for a day; teach me to fish and I eat for a lifetime.
Proverb
Managers do not have the luxury of abdicating participation in information
systems decisions. Managers who choose to do so risk limiting their future business
options. Information systems are at the heart of virtually every business interaction,
process, and decision, especially when one considers the vast penetration of the
Web in the last few years. Managers who let someone else make decisions about
their information systems are letting someone else make decisions about the
very foundation of their business. This is a textbook about managing and using
information, written for current and future managers as a way of introducing the
broader implications of the impact of information systems.
The goal of this book is to assist managers in becoming knowledgeable par-
ticipants in information systems decisions. Becoming a knowledgeable participant
means lear.
5. The Holy Trinity is central to Catholic beliefs about God. We acc.docx
5. The Holy Trinity is central to Catholic beliefs about God. We accept it as both a reality and a great mystery. Throughout history there have been many artists who have tried to represent this belief in their artworks. Choose one of the images from the following pages and explain, in the space that follows, why it best symbolises our central Catholic belief about the relationship between God, Jesus and the Holy Spirit.
.
5.1 Provide a brief definition of network access control.5.2 W.docx
5.1 Provide a brief definition of network access control.
5.2 What is an EAP?
5.3 List and briefly define four EAP authentication methods.
5.4 What is EAPOL?
5.5 What is the function of IEEE 802.1X?
5.6 Define cloud computing.
5.7 List and briefly define three cloud service models.
5.8 What is the cloud computing reference architecture?
5.9 Describe some of the main cloud-specific security threats.
Complete your answers on a WORD Document,
.
4Discussion 6 Review of Four Indiana State Policies.docx
4
Discussion 6: Review of Four Indiana State Policies
Author’s Name
Institutional Affiliation
Course Name
Instructor
Due Date
Discussion 6: Review of Four Indiana State Policies
In Chapter 9, St. John, Daun-Barnett, and Moronski-Chapman (2013) discuss four state policies in Indiana, which ensure low-income students have better chances of getting higher education opportunities. These state policies are the 21st Century Scholars (TFCS) program, Core 40, Indiana Project on Academic Success (IPAS), and the DREAM Act Bill. The State of Indiana and tuition facilitates the financing of these policies. Specifically, funding is attained through need-based student aid and public tuition charges. This coordination ensures that neither the parents nor the state is overwhelmed with funding the learners. Higher education institutions play a limited role in supporting these four state policies. These policies rely on financial incentives for students, colleges, and schools. Higher education systems play a tiny part in offering support services to students in this regard. Nevertheless, they have tried to implement retention projects through policies such as IPAS.
Regarding the outcome of these policies, for starters, they have improved academic preparation among students in high school. These students are better prepared to succeed in higher learning institutions. However, despite the academic preparation facilitated by the policies, there have been no notable improvements in high school graduation rates among the different racial/ethnic groups. Nevertheless, the SAT scores in Indiana have been considerably better compared to other states in the country (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Also, degree completion, college access, and diversity have been remarkably good in Indiana due to these policies. Out of the four policies, the one that I feel has had the greatest success in eradicating inequalities, supporting students’ progress, and enhancing learners’ access to higher education is the TFCS program. This program not only funds needy students but also prepares them from an early age to be model citizens who do not engage in vices such as drug abuse. It guides both parents and students to take practices that will facilitate good learning outcomes.
Reference
St. John, E. P. S., Daun-Barnett, N., & Moronski-Chapman, K. M. (2013). Public policy and higher education: Reframing strategies for preparation, access, and college success. Routledge.
Vera Discussion:
Hello all,
In higher education financing a student’s tuition is a critical part of enrollment and admissions. The principal component of the funding for state colleges and universities comes from the state government, and ultimately tax dollars. Federal money is available through loans and grants to students, but the schools are primarily depending on state support. Our textbook presented four different higher education plans from California, Indiana, M.
More Related Content
Similar to 4 discussions due in 30 hours Discussion - Reader Response.docx
Best Practices for Concept Paper DevelopmentNorthcentral Unive.docx
Best Practices for Concept Paper Development
Northcentral University - School of Education
Version 1.0, released Dec, 2010
Before beginning please read this article.
Conceptualizing and Conducting Meaningful Research Studies in Education
Navigate to a best practices list by clicking on a link below.
Title
Table of Contents
Introduction
Statement of the Problem
Purpose of the Study
Research Questions
Hypotheses
Definition of Key Terms
Brief Review of the Literature
Research Method
Research Design
Data Collection and Analysis
Operational Def. of Variables
Measurement
Summary
References
Annotated Bibliography
Common Errors to Avoid
Special Topics
Finding Sources
Identifying Scholarly Sources
Keeping Track of Sources
Common CP Writing Problems
What an Approved CP Means (and does not mean)
If the links above do not work, please read this.
Microsoft Word has a setting which allows you to choose between clicking to follow a hyperlink or using CTRL + Click to follow a hyperlink. If the links in this manual are not working when you click them, try holding down the control key and then clicking.
If you wish to change this option in your Microsoft Word 2007 program, click on the Orb displaying the Microsoft Office logo in the upper right corner. Click on Word Options at the bottom of the window that opens. Click on Advanced on the left side of the window that then opens. Make sure the fourth box down is unchecked (beside the box it says "Use CTRL + Click to follow hyperlink.")
Note: Most of the information found in this document comes from a review of the feedback offered by the Northcentral University Office of Academic Research (OAR) to over one hundred Concept Papers. By following the guidance found in this document you will avoid the most common errors made while developing a Concept Paper.
Title
Concept Paper
Submitted to My University
Graduate Faculty of the School of XXXXXXXXXXX
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF XXXXXXX
by
NAME
Prescott Valley, CA
Month Year
Table of Contents
[Note: this is a non-inclusive sample and will vary depending on your subheadings]
Introduction………………………………………………………………………………..1
Statement of the Problem………………………………………………………….1
Purpose of the Study………………………………………………………………1
Brief Review of the Literature…………………………………………………………….2
Research Method………………………………………………………………………….3
Appendix: Annotated Bibliography……………………………………………………….6
TOC
Best Practices for Developing the Table of Contents of a Concept Paper
Menu
1. Please note that only two heading levels are included in the Table of Contents. The Microsoft Help Menu will enable you to learn how to modify the presentation of a table of contents in a Word document. Click the question mark in the small blue circle at the upper right corner of the screen. Use Create a table of contents as your search phrase. Click on the link to Create a table of contents that appears along with other links. Scroll down ...
College Writing 1 Summary and Response Essay Fall Semester 2018.docx
College Writing 1 Summary and Response Essay Fall Semester 2018
Due Date TBD (Goal date: First Draft Thursday, October 12)
Purpose: Summarize a reading and respond to content
Preparation:
1. Read pages 1-3 and summarize, “Is Google Making Us Stupid?” By Nicholas Carr on Blackboard
2. Prepare a “Reading the Text” graphic organizer
3. Practice group summary
4. Find a quote from the article to support your response. Cite it in APA format.
Writing Task:
Write a 3- page typed, double spaced summary and response essay. The student writer will...
1. Clearly state a thesis that shows whether they agree or disagree with Carr’s argument.
2. Produce an introduction, body (3-4), and conclusion
3. Produce a summary of the article
4. Practice integrating select quotations
5. Practice using a specific organizational pattern (block style or point by point style).
Your summary response will be graded on the following:
· Your ability to summarize the main ideas of a reading
· Your ability to formulate a thesis that shows your response
· Your ability to integrate a quote to support your thesis/response
· Your ability to use APA format to type your essay
· Your ability to find and incorporate a quote in your essay to support your thesis
· Your ability to cite the quote in APA format
· Your ability to articulate your ideas grammatically
Overview
A summary/response is a natural consequence of the reading and annotating process. In this type of essay, writers capture the controlling idea and the supporting details of a text and respond by agreeing or disagreeing and then explaining why.
The first step after active reading is writing a summary. Writing summaries is a common practice in college. They pull together the general conclusions and approaches of experts who have done research in a particular subject. Summaries should be written in your own words although you could include short quoted excerpts if you decide the author’s or speaker’s words summarize a point most precisely. Try to use pertinent quotations from the source, working them in gracefully where appropriate. Probably the best way to write a summary is ask yourself the following questions:
--What issues are described, explained or resolved in this work? --What is the controlling idea?
--What are the supporting details?
--What results or conclusions are made?
--What opinion does the author want readers to keep in mind about this topic? --What information does the author use to convince readers?
After you have written your summary, double-check to be sure that all facts you included are correct.
Summary Writing Guidelines
To move from an outline to a draft of a summary, follow these guidelines:
1. a) State the author’s name and the title of the text you’re summarizing in the first 1-2 sentences of the summary.
2. b) Express the author’s main idea in your own words in the first 1-2 sentences of the summary (no more than three words in a row from the text you’re summarizing.).
Essay 1 Rhetorical Analysis & ResponseInstructions for Essay .docx
Essay 1: Rhetorical Analysis & Response
Instructions for Essay 1: Rhetorical Analysis / Reader Response
You have already written two brief rhetorical analyses in this unit. For your major essay, you will write another rhetorical analysis, this time combined with a response or rebuttal.
Format
: MLA paper format and documentation.
Sources
: at least one source (the essay you are analyzing). Use of additional sources is encouraged but not required.
Length:
Three pages, approx 800 – 1000 words
Due Date:
Refer to the assignment calendar for this course.
First, read/view the texts that I have provided for you in the folder “Texts for Essay #1” located just below these instructions. Choose one of these texts to be the subject of your analysis and response. You will notice that there are a variety of texts to choose from, including videos and hybrid written/spoken multimedia texts.
Approach your rhetorical analysis much like you have with the previous assignments in this unit. Identify elements such as audience, purpose and context as a means of understanding how the text communicates its main idea (also known as a
thesis
). Also identify and provide examples of the types of appeals used by the author, pathos, logos, ethos, etc.
The new element for this assignment is that you will be
responding
to the main idea or thesis of the text that you are analyzing. In other words, once you have established what the text’s thesis is and how it communicates that thesis, you will then need to add your own voice, ideas and opinions to the mix. Think of it as joining a conversation. Do you think the author of the original text is mistaken? Has he/she failed to consider some important point? Or do you agree with the author? Perhaps you can provide additional reasons, examples and evidence to support the thesis. Sometimes you can both agree and disagree with the author, but if you do so, be sure to clearly identify which portions you agree with and which you disagree with.
An outline of your essay might look like this:
Introduction
Identify the text, the author and the subject matter. Make sure your reader knows what you will be talking about in your analysis.
Rhetorical analysis
Analyze the rhetorical situation (audience, purpose, context, visual or spatial elements, auditory elements, etc.) Explain how these elements, along with the author's use of logos, pathos, and ethos are used to persuade or convince the audience and evaluate the effectiveness of these elements. This section might be several paragraphs long.
Response
Respond to the author’s thesis by agreeing/disagreeing. Add your own ideas opinions and examples.
Conclusion
Wrap up the essay by restating your conclusions and position on the topic.
There are three individual due dates associated with this essay. Look at the assignment calendar and you will see them listed as:
Essay 1 - Post Worki.
EH 1020, English Composition II Course Syllabus Course Descri.docx
EH 1020, English Composition II
Course Syllabus
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
4. Apply APA style guidelines within a literature review, annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated bibliography and literature review.
6. Differentiate between the writing styles and citation methods across different disciplines.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbooks. Units II, III, and V also contain Supplemental Readings.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These Non-Graded Learning Activities are provided to aid students in their course of study.
6. Assignments: This course has eight assignments, one to be submitted for each unit. With each assignment, students will work toward completing the final draft of the Research Paper (due in Unit VIII). Specific information and instructions regarding these assignments are provided below in this syllabus. Following is a list of each assignment and the unit in which it is due. Grading rubrics are included with all assignments. Specific information about accessing these rubrics is provided below.
a. Unit I Assignment – due in Unit I
b. Research Proposal – due in Unit II
c. Annotated Bibliography – due in Unit III (Students will need access to Microsoft Word to access the Annotated Bibliography Template provided in the assignment instructions.)
d. Research Paper Draft 1 – due in Unit IV
e. Formal Sentence Outline – due in Unit ...
ENG 200 Education Organization - snaptutorial.com
For more classes visit
www.snaptutorial.com
ENG 200 Week 1 Assessing Arguments
Understanding the elements of an argument is the first step toward creating your own. In this assignment, you will review three essays, each demonstrating
TaskBelow are listed a list of topics. You are required to -Sele.docx
Task
Below are listed a list of topics. You are required to -
Select a topic from the list and conduct research (based on literature, at least three recent research papers) and prepare a summary report with brief supportive descriptions to post on the forum/blog. In your posting you should provide information about the topic (discuss the topic, challenges, problems, describe the relevant technologies, applications of the technologies, clarify vague areas, research questions… etc.)
Provide constructive feedback for (at least two) cohort colleagues and receive feedback from (at least two) cohort colleagues on your own design and make refinements accordingly.
Raise questions about the information provided by other students (this must be done in an adequately professional manner)
Respond to questions raised about your own information and other student's
Contribute to discussions in general
Note that the aim of this task is:
1.to build an understanding and perspective of current hot topics in Information Security; and
2. to build generic skills including, but not limited to:
a capacity for teamwork and collaboration;
an ability for critical thinking, analysis and problem solving;
information technological literacy;
a capacity for lifelong learning and an appreciation of its necessity.
As such, the more you contribute in the development of these topics and related discussion the more likely you will score well in this task.
Topics Set
1. US cryptography export restrictions: past, present, and future.
2. Biometrics for authentication: security and privacy implications.
3. Denial of service and distributed denial of service attacks.
4. Malware: past, present and future.
5. Employee privacy and email, WWW, and instant messaging.
6. Security threats to mobile devices and countermeasures.
7. Security threats in cloud computing and preventive methods.
8. Security threats in smart devices.
9. Data Exfiltration.
10. Wireless Network security and preventive methods.
11. Security issues in Software Defined Networks (SDN)
12. Security and privacy issues in Internet of Things (IoT)
Your submission :
You are required to prepare and submit a report on your topic to address the following questions (the length of the report within 1500~2000 words, excluding references):
a. Provide your published (to the forum/blog) research report on the chosen topic with brief supportive descriptions about the challenges, problems, relevant technologies, applications of the technologies, clarify vague areas and research questions.
b. Summarize the issues discussed in the forum (at least two peers). Discuss how your own posts contributed to this knowledge and discuss whether or not the summary presented by your peers is accurate.
c. Identify any important issue/s that you believe were not addressed, or not addressed adequately in the discussions. Discuss why you view this issue/these issues as important.
d. Discuss the impact of the above mentioned issues and the.
Week 6 Creating Bibliographies and Practicing MLA Citation
Week 6: Creating Bibliographies and Practicing MLA Citation
Revision Narrative Assignment Sheet and Rubric
After feedback has been received from your peer group and course instructor, you are
responsible for making appropriate changes and reflecting upon these changes from initial draft to
final submitted draft. This assignment is reflective in nature and you are not expected to quote
assigned reading or course content. Instead, think about the assignment holistically and trace
your drafting stages from beginning to final product.
Our personal identities and experiences affect how we view ourselves as writers, and we need a
certain level of self-awareness as writers in order to recognize the power and control we have to
guide how we compose texts. This Revision Narrative Worksheet should help you approach two
outcomes: demonstrating motivated decision-making and revision throughout an ongoing process
of composition and articulating connections between one’s identity and experiences and the
rhetorical choices one makes. As you answer the questions on this worksheet, narrate how your
awareness and decisions changed across the revision process for this project. Notes:
• Be as specific as possible about the realizations and decisions you narrate, but don’t feel
like you have to include every little thing you realized or did.
• The “work on your own” category is where you can describe steps you took to revise
beyond the required steps I ask you to complete. It could include additional exercises you
did on your own outside of class, visits to academic resource centers, things you applied
based on any readings, feedback you solicited from someone outside of class, etc. Either
replace the “work on your own” box with a description of what you did or delete those rows
if you’re not using them.
• To successfully complete this Revision Narrative worksheet, your answers should do the
following:
o demonstrate the use of a variety of revision strategies
o articulate the potential influence or consequences of one’s identity and experiences
as the composer
o reflect on the affective experiences of the composition process
You do not need to integrate all of the suggested changes, but goal of this assignment is to get
you thinking about the writing process at large and consider the steps you take when you revise
your own composition. To receive full credit, review the assignment rubric below and complete the
following revision narrative outline.
Criteria
Below Expectation
(0-9)
Meeting Expectations
(10-17)
Outstanding
(18-25)
Total
Points
Nuts and Bolts
Did student fully complete the revision narrative template meeting a minimum total of
500 words? Did students submit in an acceptable word .doc or .docx format? Did
student demonstrate strong close reading strategies and meaningfully integrate the
suggestions provided from peer and instructor feedback? If feedback was not
integr ...
HSAD 301- Weekly Discussion Board Grading RubricStudents wil.docx
HSAD 301- Weekly Discussion Board Grading Rubric
Students will earn points as follows:
Response to Assignment, Demonstration of Knowledge, and Quality of Response to other learners’ postings
Excellent
35 pts
Average
18 pts
Below Average
9 pts
None
0 pts
Clearly understands concepts and incorporates them in discussion
Always includes examples and real life applications, or reference/s
Always advances discussion
Understands concepts and incorporates them in discussion
Often/sometimes includes examples and real life applications, or reference/s.
Often/sometimes advances discussion
Not evident concepts are understood and are not incorporated in discussion
Examples and real life applications, or reference/s are not included
Responses are copied, have little to do with concepts and does not advance discussion
Did not post a response to the weekly discussion board assignment.
Did not respond/post to other learners’ postings.
Examples of the types of participation
While this obviously isn’t the only way to create a discussion, these examples should be helpful to you in identifying “what is” each level of participation.
Discussion about building a house-Original part of comment you are responding to:
The use of laminated beams in today’s building materials greatly reduces the need for other materials like steel beams.
Excellent
Very true, our text states that laminated beams are also more structurally sound and are made from young growth trees. By using laminated beams you can also reduce the number of regular wood beams you use. In essence, using these beams is also good for our environment-less lumber harvesting. Do you think architects are using more of these in today’s housing construction or do you think some still adhere to “old school” methods?
Average
Good point-I hadn’t thought about how it could reduce the need for steel beams. Laminated beams allow for the same load bearing strength without the cost and overall weight of a steel beam. I wonder if the steel industry is impacted at all by the introduction of laminated beams.
Below Average
Good point- I agree.
BOS 3401, Construction Safety 1
Course Description
Overview of key issues and practices related to the occupational safety and health (OSH) profession in the construction
industry. Examines construction standards, identification and control of hazards common to the construction industry, and
tools necessary for successful management of OSH related efforts.
Course Textbook
Johnson, D. (2013). DeWALT construction safety and OSHA handbook. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Examine regulatory standards and laws related to occupational safety and health in the construction industry.
2. Describe occupational safety and health related regulatory practices in the U.S. as they apply to the construction
industry.
3. Evaluate injury, illness, and fata.
1 Created by Millie Jones in 2016 WRITING A GOOD DI.docx
1
Created by Millie Jones in 2016
WRITING A GOOD DISCUSSION BOARD POST
There are several key steps that you’ll need to follow in order to write a complete and engaging
discussion board post. For every discussion post, you need to:
1. UNDERSTAND what the discussion is asking you to do
2. READ all required or supplemental materials
3. WRITE the post, and
4. REVIEW using the Discussion Post Checklist
Now, let’s go through each of these important steps in more detail.
First, break down the instructions of the discussion and take notes to understand exactly
what you need to do to complete it.
a. Identify the purpose or goal of the discussion post and how it relates to the course concepts
under review for the week.
b. Be sure to note any required course reading, such as the instructor guidance, chapters from
your textbook, or an article or webpage.
c. Look for key terms in the instructions—these are terms or course concepts that you will see in
the reading for the week, or that you have become familiar with in earlier weeks of the course. Be
sure to underline, highlight, or note these key words, as these are the themes that you will focus
on in your discussion post this week.
d. Make note of any key questions or directives that you are asked to address. If these
questions/directives are already in a bulleted or numbered list, great! But if they are not, go ahead
and number them so you can later use them as a checklist for yourself.
*Note- Directives are action verbs in the instructions that tell you what to do. Examples that you
might see include Define, Explain, Describe, or Discuss. The Writing Center’s guide on
Understanding the Verbs in Your Prompt can help you understand the expectations of each of
these directive words.
e. Note any additional requirements such as word count or APA formatting.
f. Finally, if a grading rubric is provided, be sure to review each part of it. The rubric can be used
as a checklist to ensure you have completed each of the requirements of the discussion.
This may sound like a lot of work now, but it actually only takes 10 to 15 minutes to go through the
instructions and make notes on what needs to be accomplished. These few minutes will save you time
when you begin writing and will help you to write a better post.
https://awc.ashford.edu/essay-dev-key-terms-in-academic-writing.html
2
Created by Millie Jones in 2016
Here is an example of a discussion prompt where each of these elements has been marked:
In Chapter 2 of your text, Bevan and Sole (2014) lay out many psychological concepts concerning the
“self.” These key elements of human psychology are central to how we communicate with
ourselves (intrapersonal communication) and others (interpersonal communication).
Prepare: As you prepare to write your discussion for this topic, take a few moments to do the
following:
• Review Chapter 2 in your text.
• Focus on the segments ...
Eng 200 Enhance teaching-snaptutorial.com
For more classes visit
www.snaptutorial.com
ENG 200 Week 1 Assessing Arguments
Understanding the elements of an argument is the first step toward creating your own. In this assignment, you will review three essays, each demonstrating a unique style of presenting an argument, and choose one essay to evaluate using strategies outlined in your text. Evaluating these arguments will prepare you to write effective persuasive arguments.
Review the following essays in Ch. 1 of Elements of Argument.
Eng 200 Exceptional Education / snaptutorial.com
For more classes visit
www.snaptutorial.com
ENG 200 Week 1 Assessing Arguments
Understanding the elements of an argument is the first step toward creating your own. In this assignment, you will review three essays, each demonstrating a unique style of presenting an argument, and choose one essay to evaluate using strategies outlined in your text. Evaluating these arguments will prepare you to write effective persuasive arguments.
Similar to 4 discussions due in 30 hours Discussion - Reader Response.docx (15)
Best Practices for Concept Paper DevelopmentNorthcentral Unive.docx
Best Practices for Concept Paper DevelopmentNorthcentral Unive.docx
College Writing 1 Summary and Response Essay Fall Semester 2018.docx
College Writing 1 Summary and Response Essay Fall Semester 2018.docx
Essay 1 Rhetorical Analysis & ResponseInstructions for Essay .docx
Essay 1 Rhetorical Analysis & ResponseInstructions for Essay .docx
writing_research_paper_facilitator_guide(goerzen2011)
writing_research_paper_facilitator_guide(goerzen2011)
EH 1020, English Composition II Course Syllabus Course Descri.docx
EH 1020, English Composition II Course Syllabus Course Descri.docx
TaskBelow are listed a list of topics. You are required to -Sele.docx
TaskBelow are listed a list of topics. You are required to -Sele.docx
Week 6 Creating Bibliographies and Practicing MLA Citation
Week 6 Creating Bibliographies and Practicing MLA Citation
HSAD 301- Weekly Discussion Board Grading RubricStudents wil.docx
HSAD 301- Weekly Discussion Board Grading RubricStudents wil.docx
1 Created by Millie Jones in 2016 WRITING A GOOD DI.docx
1 Created by Millie Jones in 2016 WRITING A GOOD DI.docx
More from domenicacullison
5 to 8 sentence each 1. Declining marriage rates have led many .docx
5 to 8 sentence each
1. Declining marriage rates have led many to conclude that Americans no longer place a high value on marriage. Use data and arguments to advocate for and against this conclusion.
2. Discuss the varied causes and ramifications of cohabitation among couples who choose it as a living arrangement before marriage, instead of marriage, or after divorce.
.
5-7 PagesYou will craft individual essays in response to the pro.docx
5-7 Pages
You will craft individual essays in response to the provided prompts. You must use the current Turabian style with default margins and 12-pt Times New Roman font. For each essay, include a title page and reference page, also in current Turabian format. You must include citations to a sufficient number of appropriate scholarly sources to fully support your assertions and conclusions (which will likely require more than the minimum number of citations). Each paper must contain at least 5 7 scholarly sources
original to this paper
,
The UN— “A More Perfect Union?”
Considering the readings, video presentations, and your own research, draft a quality 6–7-page research paper on the role, legitimacy, and authority of the UN according to the following prompts, answering in a separate or integrated manner as you wish.
Identify at least 3reasons that states might defend the intrinsic legitimacy of the UN as a governing authority. In reverse, identify at least 3reasons that states might criticize its legitimacy and authority.
In short, make an argument for the limits and possibilities of the UN as a legitimate governing authority in a world of sovereign states.
What is the relationship of the UN to the current international system of states?
Considering the reasons for the creation of the UN after WWII, does it seem driven by political necessity or the political utility? In plainer English, do states need the UN more than the UN needs the states? Or do states both large and small find the UN a useful tool for improving their relative power and legitimacy vis-à-vis other states and global institutions? Is there some position in-between?
Using other sources and extra-Scholar sources (The commentaries, teachings, other writings, etc.) to inform your own reasoning, comment on the compatibility with the idea of
World Government
. [
Attention
: The Instructor does not view the question as rhetorical, nor the answer self-evident. So, reason carefully.] For example, if the logic of collective action under the
Articles of Confederation
—the logic of state sovereignty—failed to secure American liberties as well as the ‘more perfect union’, the new Constitution established by the Framers in 1787 to replace it, effectively requiring states to cede sovereignty to a larger collective authority, why would the same logic of collective action not justify the UN as a ‘more perfect union’ to replace an anarchic system of sovereign states putting the world at risk in a nuclear age?
.
5.1 Assignment Reading and RemediationGetting Start.docx
5.1 Assignment: Reading and Remediation
Getting Started
Viewing the videos and practicing using the practice Excel file with its video can prepare you for the work needed on the research report.
In order to successfully complete this exercise, you should be able to:
Review videos about statistics fundamentals.
Practice with the Excel file provided.
Resources
File: WS5Practice
File: WS5Homework
Video: Chi-Square
Video: Chi-Square Testing
Textbook:
OpenIntro Statistics
File: Chi-Square_10by10.xlsx
Background Information
Providing background and descriptive statistics is like a literature review section of a dissertation. You review and communicate the analysis on the raw data. You present visual representations of the data to give meaning to the raw data.
Instructions
Watch the following video on chi-square:
Watch the Excel remediation videos on chi-square testing:
Chi-Square Testing
using the
Chi-Square_10by10.xlsx
file.
An optional supplementary textbook is
OpenIntro Statistics
, and you can read the concepts there.
Use the lab file
WS5Practice
to practice the Excel skills (includes an Excel hands-on video inside the spreadsheet as a link).
Use the file
WS5Homework
to demonstrate the Excel skills. Each of the three problems is worth 20 points, for a total of 60 points possible for this assignment.
When you have completed your assignment, save a copy for yourself and submit a copy to your instructor by the end of the workshop.
=================================================
5.2 Assignment: Summarizing Raw Data
Getting Started
Being able to summarize data using pivot tables is a crucial skill to develop in business and research. Excel provides a powerful pivot table tool that is heavily used in finance, accounting, information technology, and other business areas. In this course, the skill is used to support a chi-square analysis.
In order to successfully complete this assignment, you should be able to:
Summarize data into a contingency table from raw data using pivot tables.
Resources
File: WS5-2_PivotTables
File: WS5-2_PivotAssignment
Instructions
Review the rubric to make sure you understand the criteria for earning your grade.
Read the file
WS5-2_PivotTables
.
After reading the Word document, open the file
WS5-2_PivotAssignment
.
Create the appropriate summary tables called contingency tables.
Turn in an Excel file showing the pivot table you have created.
When you have completed your assignment, save a copy for yourself and submit a copy to your instructor by the end of the workshop.
===============================================
5.4 Assignment: Create Categorical Hypothesis
Getting Started
After the prior activities, the analysis section can be written for the research report. Since there are three analyses to perform, this is a partial assignment for the analysis section.
In order to successfully complete this assignment, you should be able to:
Wri.
4TH EDITIONManaging and UsingInformation Systems.docx
4TH EDITION
Managing and Using
Information Systems
A Strategic Approach
KERI E. PEARLSON
KP Partners
CAROL S. SAUNDERS
University of Central Florida
JOHN WILEY & SONS, INC.
To Yale & Hana
To Rusty, Russell &Kristin
VICE PRESIDENT & EXECUTIVE PUBLISHER Don Fowley
EXECUTIVE EDITOR Beth Lang Golub
EDITORIAL ASSISTANT Lyle Curry
MARKETING MANAGER Carly DeCandia
DESIGN DIRECTOR Harry Nolan
SENIOR DESIGNER Kevin Murphy
SENIOR PRODUCTION EDITOR Patricia McFadden
SENIOR MEDIA EDITOR Lauren Sapira
PRODUCTION MANAGEMENT SERVICES Pine Tree Composition
This book is printed on acid-free paper.
Copyright ! 2010 John Wiley & Sons, Inc. All rights reserved. No part of this publication
may be reproduced, stored in a retrieval system or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as
permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without
either the prior written permission of the Publisher, or authorization through payment of
the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood
Drive, Danvers, MA 01923, website www.copyright.com. Requests to the Publisher for
permission should be addressed to the Permissions Department, John Wiley & Sons, Inc.,
111 River Street, Hoboken, NJ 07030-5774, (201) 748-6011, fax (201) 748-6008, website
www.wiley.com/go/permissions.
To order books or for customer service please, call 1-800-CALL WILEY (225-5945).
ISBN 978-0-470-34381-4
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
http://www.copyright.com
http://www.wiley.com/go/permissions
!Preface
Information technology and business are becoming inextricably interwoven. I
don’t think anybody can talk meaningfully about one without the talking about the
other.1
Bill Gates
Microsoft
I’m not hiring MBA students for the technology you learn while in school, but for
your ability to learn about, use and subsequently manage new technologies when
you get out.
IT Executive
Federal Express
Give me a fish and I eat for a day; teach me to fish and I eat for a lifetime.
Proverb
Managers do not have the luxury of abdicating participation in information
systems decisions. Managers who choose to do so risk limiting their future business
options. Information systems are at the heart of virtually every business interaction,
process, and decision, especially when one considers the vast penetration of the
Web in the last few years. Managers who let someone else make decisions about
their information systems are letting someone else make decisions about the
very foundation of their business. This is a textbook about managing and using
information, written for current and future managers as a way of introducing the
broader implications of the impact of information systems.
The goal of this book is to assist managers in becoming knowledgeable par-
ticipants in information systems decisions. Becoming a knowledgeable participant
means lear.
5. The Holy Trinity is central to Catholic beliefs about God. We acc.docx
5. The Holy Trinity is central to Catholic beliefs about God. We accept it as both a reality and a great mystery. Throughout history there have been many artists who have tried to represent this belief in their artworks. Choose one of the images from the following pages and explain, in the space that follows, why it best symbolises our central Catholic belief about the relationship between God, Jesus and the Holy Spirit.
.
5.1 Provide a brief definition of network access control.5.2 W.docx
5.1 Provide a brief definition of network access control.
5.2 What is an EAP?
5.3 List and briefly define four EAP authentication methods.
5.4 What is EAPOL?
5.5 What is the function of IEEE 802.1X?
5.6 Define cloud computing.
5.7 List and briefly define three cloud service models.
5.8 What is the cloud computing reference architecture?
5.9 Describe some of the main cloud-specific security threats.
Complete your answers on a WORD Document,
.
4Discussion 6 Review of Four Indiana State Policies.docx
4
Discussion 6: Review of Four Indiana State Policies
Author’s Name
Institutional Affiliation
Course Name
Instructor
Due Date
Discussion 6: Review of Four Indiana State Policies
In Chapter 9, St. John, Daun-Barnett, and Moronski-Chapman (2013) discuss four state policies in Indiana, which ensure low-income students have better chances of getting higher education opportunities. These state policies are the 21st Century Scholars (TFCS) program, Core 40, Indiana Project on Academic Success (IPAS), and the DREAM Act Bill. The State of Indiana and tuition facilitates the financing of these policies. Specifically, funding is attained through need-based student aid and public tuition charges. This coordination ensures that neither the parents nor the state is overwhelmed with funding the learners. Higher education institutions play a limited role in supporting these four state policies. These policies rely on financial incentives for students, colleges, and schools. Higher education systems play a tiny part in offering support services to students in this regard. Nevertheless, they have tried to implement retention projects through policies such as IPAS.
Regarding the outcome of these policies, for starters, they have improved academic preparation among students in high school. These students are better prepared to succeed in higher learning institutions. However, despite the academic preparation facilitated by the policies, there have been no notable improvements in high school graduation rates among the different racial/ethnic groups. Nevertheless, the SAT scores in Indiana have been considerably better compared to other states in the country (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Also, degree completion, college access, and diversity have been remarkably good in Indiana due to these policies. Out of the four policies, the one that I feel has had the greatest success in eradicating inequalities, supporting students’ progress, and enhancing learners’ access to higher education is the TFCS program. This program not only funds needy students but also prepares them from an early age to be model citizens who do not engage in vices such as drug abuse. It guides both parents and students to take practices that will facilitate good learning outcomes.
Reference
St. John, E. P. S., Daun-Barnett, N., & Moronski-Chapman, K. M. (2013). Public policy and higher education: Reframing strategies for preparation, access, and college success. Routledge.
Vera Discussion:
Hello all,
In higher education financing a student’s tuition is a critical part of enrollment and admissions. The principal component of the funding for state colleges and universities comes from the state government, and ultimately tax dollars. Federal money is available through loans and grants to students, but the schools are primarily depending on state support. Our textbook presented four different higher education plans from California, Indiana, M.
492020 Print Previewhttpsng.cengage.comstaticnbui.docx
4/9/2020 Print Preview
https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentId=58359619423830582821152086&dockAppUid=101&eISBN=9781337619738&id=678082867&… 1/18
Chapter 11: Financial Statement Fraud: Appendix A Laws and Corporate Governance Changes Following the Sarbanes-Oxley Act
Book Title: Fraud Examination
Printed By: Weicheng Han ([email protected])
© 2019 Cengage Learning, Inc.
Chapter Review
Appendix A Laws and Corporate Governance Changes Following the Sarbanes-
Oxley Act
As described in the chapter, the period 2001–2003 marked the discovery of some of the
largest financial statement frauds in U.S. history and some of the most significant legislation
regarding the auditing profession and corporate governance since the 1933–1934 SEC
acts. These events followed a very prosperous decade that saw the NASDAQ grow 10
percent per year from 1987 to 1995 and then from an index of 1,291 on January 1, 1997 to
5,049 on March 10, 2000 for a 391 percent increase in three years. The Dow Jones
Industrial Average, while not quite so dramatic, rose from 6,448 on January 1, 1997 to a
high of 11,723 on January 14, 2000 for an increase of 81 percent in three years. Much of
this growth came from individual investors who found they could invest on the Internet by
paying only small fees ($8 to $10 per trade).
When the first financial statement frauds, including Enron and WorldCom, were revealed,
there was near panic in the market. The NASDAQ fell from its high of 5,049 on March 10 to
1,114 on October 9, 2002, leaving it at only 22 percent of its peak value. Similarly, the Dow
Jones Industrial Average (NYSE) fell from its high of 11,723 on January 15, 2000 to a low of
7,286 on October 9, 2002, leaving it at only 62 percent of its previous value. The total
decline in worldwide stock markets was $15 trillion. These sharp declines meant that nearly
everyone’s 401(k) and other retirement plans and personal wealth suffered tremendous
losses. Worse yet, several well-known companies that were involved in financial statement
fraud declared bankruptcy. At the time when the Sarbanes-Oxley Act was passed in July
2002, many of the companies that were found to have committed fraud around this time
period were among the largest bankruptcies in U.S. history, including WorldCom (largest),
Enron (second largest), Global Crossing (fifth largest), and Adelphia (seventh largest).
The Sarbanes-Oxley Act
Because of the pressure brought by constituents, Congress was quick to act. On July 30,
2002, President Bush signed into law the Sarbanes-Oxley Act, which had been quickly
passed by both the House and the Senate. The law was intended to bolster public
confidence in U.S. capital markets and impose new duties and significant penalties for
noncompliance on public companies and their executives, directors, auditors, attorneys, and
securities analysts.
The Sarbanes-Oxley Act is comprised of 11 separate sections or titles. You can read the full
text of the act on sev.
4pagesone is assginmentthe other 3 essays are related wo.docx
4pages
one is assginment
the other 3 essays are related work for this English class.
The main themes of the course are the ethics of land (proposed by Leopold), the climate crisis, the ecological crisis, the carbon footprint, and the path of sustainable development.
.
47PATIENT FILEThe Case The sleepy woman with anxiety.docx
47
PATIENT FILE
The Case: The sleepy woman with anxiety
The Question: How can you be anxious and narcoleptic at the same time?
The Dilemma: Finding an effective regimen for recurrent, treatment
resistant anxious depression while juggling complex treatments for sleep
disorders
Pretest Self Assessment Question (answer at the end of the case)
Which of the following are approved treatments for treatment resistant
depression?
A. Deep brain stimulation
B. Transcranial magnetic stimulation
C. Vagal nerve stimulation
D. Aripiprazole (Abilify)
E. Quetiapine (Seroquel)
F. MAO inhibitors
Patient Intake
• 44-year-old woman with a chief complaint of anxiety
Psychiatric History
• The patient had onset of anxiety and depression at about age 15, which
she began self-medicating with alcohol
• After graduating from high school, she began college and was about to
leave for study abroad when she experienced a panic attack for which
she was treated in the emergency room
• She was then hospitalized and treated for alcohol abuse at age 18,
and has remained sober ever since, although she does admit to some
possible alprazolam (Xanax) abuse in 1999 as well as one overdose
with alprazolam
• Her history also includes multiple hospitalizations for major depression
– Age 19 (approximately one year after her release from the hospital
for alcohol abuse) because she became suicidal
– Age 24 due to recurrence of depression
– Age 26 with an overdose following a divorce and recurrence of
depression
– Age 27 due to recurrence of depression
– Age 29 after two miscarriages, with a possible postpartum element
and some discontinuation of her medications at that time to try to
get pregnant
– Age 30 when she received electroconvulsive therapy (ECT): 7
sessions as an inpatient and 23 as an outpatient
Downloaded from http://stahlonline.cambridge.org
by IP 100.101.44.120 on Wed Apr 08 00:14:46 UTC 2020
Stahl Online © 2020 Cambridge University Press.
All rights reserved. Not for commercial use or unauthorized distribution.
48
PATIENT FILE
• Details of medication history unclear from available information and
from patient’s memory, but has received numerous psychotropic drugs
including antidepressants, antipsychotics, and mood stabilizers, all
with poor results
• She was much better for several years following her ECT treatment, but
had severe memory impairment
• She had a recurrence of her depression one year ago severe enough
to become totally disabled, necessitating resignation from a job as an
offi ce worker that she had enjoyed
• She continues to be disabled from depression and has a great deal
of anxiety, subjectively more disturbed by her anxiety than by her
depression
Social and Personal History
• Married since 1996 (second marriage); no children from either
marriage
• Non smoker
• Husband an architect, supportive
• Little contact with her family of origin
• Few friends or outside interests
Medical History
• Narcolepsy.
4To Replace with name Comment by Sharon Rose Use down ar.docx
4
To: Replace with name Comment by Sharon Rose: Use down arrow to expand all comments below.
Remove all comments in paper before submitting to earn a better grade. One way to do this, right click on each comment, select ‘Delete Comment’.
All Papers will be checked using SafeAssign. Please focus on keeping the SafeAssign percentage to approximately 20%. Comment by James Manning: From: Replace with nameDate: Replace with dateSubject: Replace with subject of memo Introduction Comment by Sharon Rose: The CEO challenge is for an internal employee provide recommendation of new IT system to remove or bring the Shadow IT projects under the IT department.
Include how this assignment will communicate how your project proposal satisfied the CEO's concern.
Remember Shadow IT from the Week 1 Discussion. The Shadow IT has to either be adopted by the organization, or it has to be removed by the organization. Comment by James Manning:
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum et nisl ante. Etiam pulvinar fringilla ipsum facilisis efficitur. Maecenas volutpat risus dignissim dui euismod auctor. Nulla facilisi. Mauris euismod tellus malesuada dolor egestas, ac vulputate odio suscipit. Comment by Sharon Rose: Replace Latin text with your writing for this assignment. Enter your content where the Latin text appears.
The Introduction is a short overview of your memo.
Comment by James Manning:
Sed pellentesque sagittis diam, sit amet faucibus diam lobortis quis. Sed mattis turpis ligula, in accumsan ante pellentesque eu. Quisque ut nisl leo. Nullam ipsum odio, eleifend non orcinon, volutpat sollicitudin lacus. (Beetle Baily Cartoon) Proposed Information System Comment by Sharon Rose: Identify the main functions of your proposed information system and why they are important to the business.
To earn an ‘A’ in this section you must (From Grading Rubric):
Proposed an original information system. Identified the main functions of the system. Explained the importance of each function to the business.
Explained the stylistic choices for architecture of information system. Connected main functions of system to business needs and shadow IT.
Donec tincidunt ligula eget sollicitudin vehicula. Proin pharetra tellus id lectus mollis sollicitudin. Etiam auctor ligula a nulla posuere, consequat feugiat ex lobortis. Duis eu cursus arcu, congue luctus turpis. Sed dapibus turpis ac diam viverra consectetur. Aliquam placerat molestie eros vel posuere.
Comment by Sharon Rose: Add diagrams when applicable.
If a diagram is added, it should show the proposed information system. Comment by James Manning:
This Photo by Unknown Author is licensed under CC BY-SA
Figure 1. Title (Source: www.source-of-graphic.edu ) Comment by Sharon Rose: Include source if applicable, remove when diagram is original) Comment by James Manning: Functions Important to Business Comment by James Manning:
To earn an “A” in this section (From Grading Rubric):
Exp.
5 pages in length (not including title page or references)This.docx
5 pages in length (not including title page or references)
This week’s journal article focuses on attribution theory and how it influences the implementation of innovation technologies. Two types of employee attributions are noted in the article (intentionality and deceptive intentionality), please review these concepts and answer the following questions:
1. Provide a high-level overview/ summary of the case study
2. Note how constructive intentionality impacts innovation implementations
3. Find another article that adds to the overall findings of the case and note how attribution-based perspective enhances successful innovation implementations. Please be explicit and detailed in answering this question.
4. Discuss what ethical leadership is and how it impacts the organizational culture.
5. What are the various dimensions of ethical leadership?
6. Note some failures in ethical leadership, please find an example, explain the failure and note possible solutions to fix the issue with leadership.
(Question 1, 2 and 3 below Journals):
Journal Article 3.1: Lucas, J.W. and Baxter, A.R. (2012) ‘Power, influence, and diversity in organizations’, The ANNALS of the American Academy of Political and Social Science, 639(1): 49–70.
Journal Article 3.2: Martinez, A.D., Kane, R.E., Ferris, G.R. and Brooks, C.D. (2012) ‘Power in leader–follower work relationships’, Journal of Leadership & Organizational Studies, 19(2): 142–151.
Journal Article 4.1: Petty, M.M., Beadles, N.A., Chapman, D.F., Lowery, C.M. and Connell, D.W. (1995) ‘Relationships between organizational culture and organizational performance,’ Psychological Reports, 76(2): 483–492.
Journal Article 4.2: Bonavia, T. (2006) ‘Preliminary organizational culture scale focused on artifacts’, Psychological Reports, 99(3): 671–674.
Journal Article 4.3: Walker, R.C. and Aritz, J. (2015) ‘Women doing leadership: leadership styles and organizational culture,’ International Journal of Business Communication, 52(4): 452–478.
(Question 4, 5 and 6 below Journals):
Journal Article 5.1:Bormann, K.C. and Rowold, J. (2016) ‘Ethical leadership’s potential and boundaries in organizational change: a moderated mediation model of employee silence,’ German Journal of Human Resource Management, 30(3–4): 225–245.
Journal Article 5.2:Haney, A.B., Pope, J. and Arden, Z. (2018) ‘Making it personal: developing sustainability leaders in business,’ Organization & Environment. DOI: 10.1177/1086026618806201
Please be sure that journal articles are peer-reviewed and are published within the last five years.
The paper should meet the following requirements:
• 5 pages in length (not including title page or references)
• APA guidelines must be followed. The paper must include a cover page, an introduction, a body with fully developed content, and a conclusion.
.
5 to 7 DAY EXERCISE LOG Exercise Log Name___Hejin Lin__.docx
5 to 7 DAY EXERCISE LOG
Exercise Log
Name___Hejin Lin__________________________ Section # __2____ Start Date _4/7_________ End Date _4/12_______
I. Cardio Respiratory Endurance
Day
Type of Exercise
Duration
(Time)
Intensity (Peak Target Heart rate or Rate of Perceived Exertion)
Cardio Comments for the week- a short descriptive comment for each workout or one long comment summarizing the week on how you felt after each workout
1
Running
25 mins
175
I felt tired, and end up fast walking
2
Running
25 mins
170
kind of tired
3
Running
30 mins
168
Feeling better, also gain more times
4
Running
30 mins
172
much better
5
Swimming
25 mins
176
I felt tired at first, and then gets better
II. Muscular Strength/Endurance
Number of Sets ___2__
Rest Period __3 mins___
Exercise
Sunday Wt/Reps
Monday Wt/Reps
Tuesday Wt/Reps
Wednesday Wt/Reps
Thursday Wt/Reps
Friday Wt/Reps
Saturday Wt/Reps
Push up
/20
/
/
/25
/25
/
/30
Arm curl
25/10
/
/
25/12
30/8
/
30/10
Crunches
/25
/
/
/30
/30
/
/30
Heel raise
/
/
95/12
/
/
100/15
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
Descriptive Strength Comments for the week (Mandatory) on how you felt after each workout
I felt my stomach muscles working when I am doing the exercise, and my muscles were sore, I think I am going get used to it.
III. Flexibility
Number of Sets ___1_____
Reps ____10____
Duration ___35 sec_____
Check each exercise performed
Exercise
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Shoulder rolls
10
10
10
10
Lateral abdominal
10
10
10
10
Hamstring stretch
10
10
Descriptive Flexibility Comments for the week: (Mandatory) on how you felt after each workout
Feels great that after stretching, my muscles still felt a little bit sore, but much better.
5 to 7 DAY EXERCISE LOG
Exercise Log
Name________Hejin Lin__________________Section # __3____ Start Date ____4/15_______ End Date ____4/20____
I. Cardio Respiratory Endurance
Day
Type of Exercise
Duration
(Time)
Intensity (Peak Target Heart rate or Rate of Perceived Exertion)
Cardio Comments for the week- a short descriptive comment for each workout or one long comment summarizing the week on how you felt after each workout
1
Running
30 mins
Not very tired, almost get used to it
2
Running
35 mins
Gains 5 more mins, feels good
3
Running
35 mins
Woke up in the morning, had more energy
4
Running
40 mins
Gains 5 more mins to 40 mins, felt a little bit tired
5
Running
40 mins
Much better
II. Muscular Strength/Endurance
Number of Sets ___2 to 3_
Rest Period __2 mins___
Exercise
Sunday Wt/Reps
Monday Wt/Reps
Tuesday Wt/Reps
Wednesday Wt/Reps
Thursday Wt/Reps
Friday Wt/Reps
Saturday Wt/Reps
Crunches
/35
/35
/
/35
/
/35
/
Push up
/25
/25
/
/25
/
/25
/
Triceps
30/10
30/10
/
30/10
/
30/10
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
.
5 Pages 1. Should nonprofit organizations be viewed principally .docx
5 Pages
1. Should nonprofit organizations be viewed principally as businesses with a social purpose or are they inherently different from for-profit companies? Compare and contrast in your explanation.
2. What are the five general and complementary approaches to judging the effectiveness of nonprofit organizations?
Identify which of these you might find more challenging as a nonprofit leader and explain why.
3. Provide a brief summary of the legal accountability, roles, and responsibilities of nonprofit leadership.
.
5 pagesResearch either a wildfire and mass movement (one tha.docx
5 pages
Research either a wildfire and mass movement (one that has actually occurred and been reported on).
Instructions:
essay between 1,250 and 1,750 words (5 pages in length) identifying:
· the type and origin of the natural disaster,
· the magnitude of the damage, including structural damage and harm to humans and the environment,
· agency response (governmental or private agencies) and ethical dimension,
· lessons learned and any resulting changes in regulations related to building code modifications, siting requirements, procedural changes, etc.,
· your opinion as to the effectiveness of any corrective actions taken to minimize the chance of recurrence.
· APA Format, place citations for work in the body and provide reference page
.
5 Establishing Organizational ObjectivesiStockThinkstock.docx
5 Establishing Organizational Objectives
iStock/Thinkstock
Ah, but a man’s reach should exceed his grasp,
Or what’s a heaven for?
—Robert Browning
Learning Objectives
After reading this chapter, you should be able to do the following:
• Describe the nature of objectives and the important role of—and management by—objectives in an HCO.
• Discuss the characteristics of good objectives.
• Delineate the types of objectives that are included in a strategic plan, and include examples of objectives for
key result areas.
• Provide an example of how to use data from an internal and external environmental analysis to set good
objectives.
• Explain how to perform a periodic review of objectives for measuring progress and making updates
as needed.
Section 5.1The Nature and Role of Objectives
Introduction
An HCO cannot achieve goals if none exist for the organization. Although this idea is quite
simple, many people overlook it. To accomplish anything, an organization must have a clear
understanding of what is to be accomplished. Strategic objectives are the tool by which
organizations define their goals and sketch out a specific road map for achieving them. If we
fail to set specific objectives, we simply waste our time and energy by going in circles. Later,
we look back at what we accomplished and wonder where the time went. Just being busy and
involved in activities does not mean that we are accomplishing what we need to accomplish.
This chapter focuses on the need to establish objectives, the characteristics of good objec-
tives, and the process of writing objectives. After the vision and mission of the HCO have been
defined, and the internal and external analyses completed, relevant objectives are developed
for the strategic plan.
5.1 The Nature and Role of Objectives
Objectives can be defined as clear, concise written statements outlining what is to be accom-
plished in key result areas in a certain time period, in measurable terms. Peter Drucker argues
that “objectives are not fate; they are direction. They are not commands, but they are com-
mitments. They do not determine the future, but they are the means by which the resources
and energies of the operation can be mobilized for the making of the future” (Drucker, 1954,
p. 102).
As noted in Chapter 2, the words key results, goals, and targets often are used synonymously
when talking about short- and long-term objectives. Whatever the label used, the idea is to
focus on a specific set of target activities and outcomes to be accomplished. Think of the anal-
ogy of the archer used in Chapter 2. An HCO administrator wants the whole organization
aimed at a single target, just as an archer wants every arrow aimed at the bull’s-eye. People
get confused and disorganized if they do not know where they are going. In large measure,
the success or failure of an HCO is based on its ability to set goals, as well as on tools with
which to measure progress toward those.
465 Current Procedural Terminology © 2015 American Medical A.docx
465
Current Procedural Terminology © 2015 American Medical Association. All Rights Reserved.
Objectives
Upon successful completion of this chapter, you should be able to:
1. Define key terms.
2. Explain the history of BlueCross and BlueShield.
3. Differentiate among BlueCross BlueShield plans.
4. Apply BlueCross BlueShield billing notes when completing CMS-1500 claims.
5. Complete BlueCross BlueShield primary and secondary claims.
Key terms
Away From Home Care® Program
BCBS basic coverage
BCBS major medical (MM)
coverage
BlueCard®
BlueCard Worldwide®
BlueCross
BlueCross BlueShield (BCBS)
BlueGeo®
BlueShield
coordinated home health
and hospice care
Federal Employee Health Benefits
Program (FEHBP)
Federal Employee Program (FEP)
for-profit corporation
Government-Wide Service Benefit
Plan
Healthcare Anywhere
indemnity coverage
medical emergency care rider
Medicare supplemental plans
member
member hospital
nonprofit corporation
outpatient pretreatment authoriza-
tion plan (OPAP)
PPN provider
precertification
preferred provider network (PPN)
prepaid health plan
prospective authorization
rider
second surgical opinion (SSO)
service location
special accidental injury rider
usual, customary, and reasonable
(UCR)
chapter Outline
History of BlueCross and BlueShield
BlueCross BlueShield Plans
Billing Notes
Claims Instructions
BlueCross BlueShield Secondary Coverage
BlueCross BlueShield
chapter 13
47428_ch13_ptg01.indd 465 23/11/15 5:38 PM
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Chapter 13466
Current Procedural Terminology © 2015 American Medical Association. All Rights Reserved.
intrOductiOn
BlueCross and BlueShield plans are perhaps the best known medical insurance pro-
grams in the United States. They began as two separate prepaid health plans selling
contracts to individuals or groups for coverage of specified medical expenses as
long as the premiums were paid. BCBS offer a number of products to subscribers.
History of Bluecross and BluesHield
Origin of BlueCross
The forerunner of what is known today as the BlueCross plan began in 1929
when Baylor University Hospital in Dallas, Texas, approached teachers in the
Dallas school district with a plan that would guarantee up to 21 days of hospi-
talization per year for subscribers and each of their dependents, in exchange
for a $6 annual premium. This prepaid health plan was accepted by the teachers
and worked so well that the concept soon spread across the country. Early
plans specified which hospital subscribers and their dependents could use f.
450+ WordsDiscussion Questions What are the main tenants of.docx
450+ Words
Discussion Questions
: What are the main tenants of U.S. cyber policy from a civilian and military sector perspective? What are the strengths and weaknesses? This is your opportunity to take a critical look at current US cyber policy and assess it for its positive aspects as well as the negative. How does US policy stand up in light of everything we have learned so far?
.
459- Provide a substantive response to at least two of your pe.docx
459-
Provide a substantive response to at least two of your peers who presented an example that was not in your response. What did you learn from the examples they presented? Are you now more aware of the challenge of change in health care?
Peer 1.Keneisha
- In health care, the consistency of handling change is constant. Change is an effect of snowball within a healthcare facility. Improvement in one area may or may not impact another establishment area irrespective of the correlations. Eventually, change affects the whole organization.
Electronic health records (EHR) and the Health Insurance Probability and Accountability Act (HIPPA) are two indicators of the healthcare industry. Although many resisted the change within the medical records and implemented EHR, the change made life much easier to navigate through with medical records. The move saved money and didn't have to use as many paper products. EHR made chart access and legibility much faster and easier to navigate through.
Within the change, HIPAA was a little more complex. HIPPA has been introduced to allow an individual to change jobs and not to complicate the coverage of the modified work transaction. HIPAA is meant to protect the protection of patient information and not to be widely distributed. This also included training in patient privacy and security issues for each health care staff members.
Reflecting on these two improvements show that once change is introduced, it can result in substantial change for the better and development of both staff and patients. Both need an open attitude and training, but implement a productive workflow.
Peer 2. Qiana
- Change is not always easy for anyone, and those in the healthcare field. Though change can be good because it can change or make the healthcare delivery systems better and meet those needs of their area. The healthcare environment continues to change and can be a challenge. With changing trends and concerns within healthcare settings, they can show the stages of life cycles within the organization and survival strategies. When rends change, there are changes that occur in case of patients and administrative support. (Liebler & McConnell, 2017). To ensure the survival of any organization change is essential to have a competitive edge in the healthcare environment. Often, for staff managers must be leaders during this process and try to make these changes go smoothly, because it can be difficult for employees.
Healthcare managers must be able to manage change, even though it may be complicated. Being able to manage change can be difficult but all involved must be able to adapt, and it is the job of the manager to inform employees as well as constituents and help them to understand why the change is a necessity and their roles even though it may be difficult.
The two examples of successful change I have chosen are Change as Opportunity: Y2K and A Study in Proactive Change: Electronic Health Records. The trn of the year 2.
4th Grade Science-A Discussion of how Students Learn to Self Assess.docx
4th Grade Science-A Discussion of how Students' Learn to Self Assess Science
For this assignment, candidate will work alone to research and observe selected videos in their discipline (area of study). Candidate will observe a total of 5 hours of videos.
Candidates will provide a written analysis and/or reflection that responds to the video and selected writing prompt.
.
More from domenicacullison (20)
5 to 8 sentence each 1. Declining marriage rates have led many .docx
5 to 8 sentence each 1. Declining marriage rates have led many .docx
5-7 PagesYou will craft individual essays in response to the pro.docx
5-7 PagesYou will craft individual essays in response to the pro.docx
5.1 Assignment Reading and RemediationGetting Start.docx
5.1 Assignment Reading and RemediationGetting Start.docx
4TH EDITIONManaging and UsingInformation Systems.docx
4TH EDITIONManaging and UsingInformation Systems.docx
5. The Holy Trinity is central to Catholic beliefs about God. We acc.docx
5. The Holy Trinity is central to Catholic beliefs about God. We acc.docx
5.1 Provide a brief definition of network access control.5.2 W.docx
5.1 Provide a brief definition of network access control.5.2 W.docx
4Discussion 6 Review of Four Indiana State Policies.docx
4Discussion 6 Review of Four Indiana State Policies.docx
492020 Print Previewhttpsng.cengage.comstaticnbui.docx
492020 Print Previewhttpsng.cengage.comstaticnbui.docx
4pagesone is assginmentthe other 3 essays are related wo.docx
4pagesone is assginmentthe other 3 essays are related wo.docx
47PATIENT FILEThe Case The sleepy woman with anxiety.docx
47PATIENT FILEThe Case The sleepy woman with anxiety.docx
4To Replace with name Comment by Sharon Rose Use down ar.docx
4To Replace with name Comment by Sharon Rose Use down ar.docx
5 pages in length (not including title page or references)This.docx
5 pages in length (not including title page or references)This.docx
5 to 7 DAY EXERCISE LOG Exercise Log Name___Hejin Lin__.docx
5 to 7 DAY EXERCISE LOG Exercise Log Name___Hejin Lin__.docx
5 Pages 1. Should nonprofit organizations be viewed principally .docx
5 Pages 1. Should nonprofit organizations be viewed principally .docx
5 pagesResearch either a wildfire and mass movement (one tha.docx
5 pagesResearch either a wildfire and mass movement (one tha.docx
5 Establishing Organizational ObjectivesiStockThinkstock.docx
5 Establishing Organizational ObjectivesiStockThinkstock.docx
465 Current Procedural Terminology © 2015 American Medical A.docx
465 Current Procedural Terminology © 2015 American Medical A.docx
450+ WordsDiscussion Questions What are the main tenants of.docx
450+ WordsDiscussion Questions What are the main tenants of.docx
459- Provide a substantive response to at least two of your pe.docx
459- Provide a substantive response to at least two of your pe.docx
4th Grade Science-A Discussion of how Students Learn to Self Assess.docx
4th Grade Science-A Discussion of how Students Learn to Self Assess.docx
Recently uploaded
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
Polish students' mobility in the Czech Republic
Polish students mobility to the Czech Republic within eTwinning project "Medieval adventures with Marco Polo"
678020731-Sumas-y-Restas-Para-Colorear.pdf
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
Digital Tools and AI for Teaching Learning and Research
This Presentation in details discusses on Digital Tools and AI for Teaching Learning and Research
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...Nguyen Thanh Tu Collection
https://app.box.com/s/hqnndn05v4q5a4k4jd597rkdbda0fniiSupporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Instructions for Submissions thorugh G- Classroom.pptx
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
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
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
Biological Screening of Herbal Drugs in detailed.
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
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
Recently uploaded (20)
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
4 discussions due in 30 hours Discussion - Reader Response.docx
- 1. 4 discussions due in 30 hours Discussion - Reader Response A successful post meets rubric criteria (Content, Organization, Style/Language, and Sentence Structure/Grammar) and follows the discussion prompt. A successful reply to classmates answers their questions, provides additional insight into the topics they have discussed, generates additional questions, or engages in meaningful and substantive dialogue. Completing this forum should enable you to brainstorm a topic, organize an analysis essay, and compose an analysis essay. (MO 1,2,3) Instructions: In your post summarize what you have read and learned in the textbooks and online lecture materials this week. In other modules, you will be continuing the chapters and sections listed under 'Read' in the Module 1 overview. Note your progress as part of your reader response this week. Include a discussion point or question in your post about something you did not understand. Include a discussion point or question in your post about something you thought about as you read. Include a discussion point or question in your post about
- 2. something you want your peers to think about. · Discussion - The Perfect Sandwich · · A successful post meets rubric criteria (Content, Organization, Style/Language, and Sentence Structure/Grammar) and follows the discussion prompt. A successful reply to classmates answers their questions, provides additional insight into the topics they have discussed, generates additional questions, or engages in meaningful and substantive dialogue. Completing this forum should enable you to brainstorm a topic, organize an analysis essay, and compose an analysis essay. (MO 1,2,3) · Instructions: · The simplest process essays are basic how-to steps on a craft or a recipe. A sandwich construction can either be incredibly simple or extremely complicated. Cartoonist Chic Young's character Dagwood Bumstead famously created sandwiches of comic proportions, inspiring real-life versions of the same. There are even sandwich debates: is a hot dog a sandwich, and what about a taco? In the subject line of your post put 'Your Name's Perfect Sandwich.' Define what a sandwich is and is not in your simplest terms. The bulk of your post should be your process for constructing what you opine to be the perfect sandwich. If you are not a sandwich eater, you may do this post about a similarly simple food item (i.e. baked potato, salad, ramen, etc.). Discussion
- 3. - For Want of a Nail A successful post meets rubric criteria (Content, Organization, Style/Language, and Sentence Structure/Grammar) and follows the discussion prompt. A successful reply to classmates answers their questions, provides additional insight into the topics they have discussed, generates additional questions, or engages in meaningful and substantive dialogue. Completing this forum should enable you to brainstorm a topic, organize an analysis essay, and compose an analysis essay. (MO 1,2,3) Instructions: Think about a time in your life where you needed to obtain a specific item or complete a specific task but were unable to for a specified reason. This can be a stand-alone concern--a causal analysis of a specific situation. Alternatively, this can be something that was required to have been completed in order to essentially domino effect the completion of multiple other tasks--a causal analysis of a failed process completion. The subject line of your post will be your unique title for this mini- essay/paragraph. Have fun with this. You can be as simple or complex and as silly or serious as you wish. Discussion - Optional Process Playlist A successful post meets rubric criteria (Content, Organization, Style/Language, and Sentence Structure/Grammar) and follows the discussion prompt. A successful reply to classmates answers their questions, provides additional insight into the topics they
- 4. have discussed, generates additional questions, or engages in meaningful and substantive dialogue. Completing this forum should enable you to brainstorm a topic, organize an analysis essay, and compose an analysis essay. (MO 1,2,3) Instructions: Participation in this discussion is optional. This item will count as 'extra credit' in the gradebook, so it can only count for you, never against you! The total possible points is equivalent to that of a discussion forum (non-participants will see a 0 displayed in the gradebook). One of the rhetorical modes we are working on this week is process analysis (how-to, how-was, how-did, how-will, etc.). Choose one of these options to complete before making your initial response. Option 1 Create a public playlist on YouTube, Spotify, or another site that hosts music that you can link the class to. Name the playlist "Songs Describing a Process" and put up to ten songs on the playlist. You are not being asked to take the time to upload original content on these platforms. You are adding other people's posted content to the playlist to make sure the artists get credit for their work. Option 2 Gather links to up to ten songs describing a process. Using the Kaltura Embed option in the forum text editor or the insert link option in the forum text editor, provide us with links or embedded videos of the songs.
- 5. Posting Details Type up a brief but complete summary of why you chose whichever one of the options, what each song describes the process of, and its significance and post it here. Remember to either link the class to the public playlist you created or link/embed the individual songs into your post. Include any direct quotes from the songs if it seems appropriate to do so. Include citations for all the songs on your playlist. Module 3: Overview Module Introduction In this module, you will be learning about and working on an analysis essay. An analysis essay analyzes--examines, picks apart, discusses in detail--a topic. Analysis can make an argument or persuade a point. This module focuses primarily on process analysis (how-to, how-will, how-did, etc.) and causal analysis (cause & effect). There are other types of analysis. Analysis essays may use 'outside the box' typographical devices such as headers, bullets, numbered lists, and other graphic elements. If you did not create these yourself, you must cite them in MLA format. You may need to access an outside source. You may need to send your reader to an outside source for details. Always cite sources. Only pick a topic that interests you and that you know a lot about! This module will help you learn to be able to break assignments into component pieces, identify the component pieces, establish appropriate deadlines for completion of the task, and compose a written analysis that follows the appropriate rules of grammar and composition. (CLO 1,2,3,4)
- 6. Click the video below to watch the introduction from your faculty. This module does not include a video introduction. Module Objectives At the end of this module students will be able to: brainstorm a topic. (CLO 1,2,3) organize an analysis essay. (CLO 1,2,3,4) compose an analysis essay. (CLO 1,2,3,4) Module Activities Below is an outline of the items for which you will be responsible throughout the module.
- 7. READ DUE: Early in the week Read the following early in the week to help you respond to the discussion questions and to complete your assignment(s). Required Textbook Readings Continuing Required Textbook Readings from Module 1 – (MO 1,2,3) The Norton Reader , p. 574-579, "Rhetorical Modes Index" [skim & bookmark this] – (MO 1,2,3) The Norton Reader , Choose one essay listed under 'Explaining a Process' in the RM index. – (MO 1,2,3) The Norton Reader , Choose one essay listed under 'Analyzing Cause & Effect' in the RM index. – (MO 1,2,3) The Norton Reader , p. 568-573, "Genres Index" [skim & bookmark this] – (MO 1,2,3) The Norton Reader , Choose one essay listed under 'Cultural Analysis' in the GI index. –
- 8. (MO 123) The Norton Reader , Choose one essay listed under 'Textual Analysis' in the GI index. – (MO 123) READ AND WATCH ONLINE DUE: Early in the week Online Lecture Material: Read and listen to the online lecture material on the following topics. Process Analysis Essay – (MO 1,2,3) Process Analysis – (MO 1,2,3) Process Essay – (MO 1,2,3) Structuring The Process Essay – (MO 1,2,3) Writing a Process Essay
- 9. – (MO 1,2,3) Causal Analysis – (MO 1,2,3) Sample Essays – (MO 1,2,3) Online Lecture - Process Analysis & Causal Analysis This lecture consists of a variety of content delivery methods in the broader subject areas of process analysis and causal analysis (not to be confused with casual analysis) which are intended to provide you with a foundation for success in this and future courses and other personal, academic, and professional pursuits. (MO 1,2,3) Be sure to read or view all content here before moving on to other module materials. An analysis essay analyzes--examines, picks apart, discusses--a topic. Analysis can make an argument or persuade a point. Your next essay can be one of these types of analysis: process analysis (how-to, how-will, how-did, etc.) causal analysis (cause & effect) These are not the only kinds of analysis.
- 10. The Norton Reader's includes some other kinds of analysis essays. You may use 'outside the box' typographical devices: headers bullets numbered lists graphic elements If you did not create these yourself, you must cite them in MLA format. You may need to access an outside source. You may need to send your reader to an outside source for details. Always cite sources. Only pick a process or a cause/effect that interests you. Click the video below to watch the online lecture. Process Analysis Essay The PowerPoint presentation above by Kristie Weeks summarizes the basics of process analysis essays. The presentation includes some details about a specific assignment which are not relevant to this course but the rest of the presentation is useful and relevant. (MO 1,2,3)