The document provides instructions for a multi-part counseling ethics assignment. It explains that students pursuing licensure as a licensed professional counselor should evaluate the American Counseling Association (ACA) Code of Ethics as well as their state's rules and regulations.
The assignment has two parts: 1) Students must rewrite each section of their professional code(s) of ethics in their own words, providing an example for understanding. 2) Students must identify the specific license and state they are pursuing and compare the national code to their state's licensing standards, noting three similarities and three differences.
I have already added the title page and the data needed which will bdoylymaura
I have already added the title page and the data needed which will be attached. I will also be attaching the procedure section so you are aware of what the study is about. I will NOT be using a t test, I ran two anova's and a chi test!
3. Methods Section: I expect the following format
(15 points)
:
a. For this paper, the methods section starts on page 2.
b. Write
Method
at the top of this page, make it bold, and center it (see the top of this page as an example!)
c. The participants section comes next. The word
Participants
is bolded and left justified. In this section …
i. Tell me who your participants were (college students, family members, friends?) and how many there were.
1. Note: If a number starts a sentence, then spell out the number. That is, “Two-hundred and five participants participated in this study.”
2. If a number is mid-sentence, you can use numerals. “There were 205 participants in this study.”
3. But keep numbers consistent. If you spell out a number at the start of the sentence, carry that through and spell out other numbers in the sentence.
4. For statistics, always use numbers (for the mean, SD, %, etc.)
ii. Provide frequencies and descriptive statistics for relevant demographics.
1. For some variables—like ethnicity and gender—you only need to provide frequency information (the number of participants who fit that category). “There were 100 men (49%) and 105 women (51%) in the study.” Or “The sample was 49% male (
N
= 100) and 51% female (
N
= 105).”
2. Other variables—like age—are continuous (rather than categorical), so use descriptive statistics here (the range, mean, and the standard deviation). “Participants ranged in age from 18 to 77 (
M
= 24,
SD
= 3.50).” or “The average age of participants was 24 (
SD
= 3.50).” Your TA can help you find the mean and standard deviation for this assignment, though information is also available in a lab powerpoint.
3. Make sure to italicize the
N
,
M
, and
SD
(the letters, not the numbers)
d.
Materials and Procedure
i. For this section, things are flexible. Some studies include Materials and Procedure in the same section while others break them up into two sections. This is a matter of choice.
1. In general, the more complex the design, the better it is to split up the methods and results. In one section, the author may describe the materials; in the next, they describe what participants did with those materials (the procedure). This is one option for you. However …
2. However, your “Paper II: Methods, Results and Discussion (Study One)” is simple enough that I strongly recommend combining them into
one
overall Materials and Procedure section.
ii. Again, the words
Materials andProcedure
are flush left. In this section …
1. Provide information about your materials and your procedure.
a. I suggest starting with your procedure. Tell your reader what your participants did in the order participants did them. Be specific here. I have ...
EDUC 636
Strategies Portfolio Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Title and Strategy
32 to 35 points
Student chooses 5 strategies to review.
29 to 31 points
Student chooses 4 strategies to review.
1 to 28 points
Student chooses 2 or 3 strategies to review.
0 points
Student chooses 0 or 1 strategy to review.
Standards and Grade Level
32 to 35 points
Student provides standards and appropriate grade level for each of the 5 strategies.
29 to 31 points
Student provides standards and appropriate grade level for 4 of the 5 strategies.
1 to 28 points
Student provides standards and appropriate grade level for 3 of the 5 strategies.
0 points
Student provides standards and appropriate grade level for 2 or fewer strategies.
Description of Strategy
32 to 35 points
Student provides a thorough description outlining ideas and applications for each of the 5 strategies in 1–2 paragraphs.
29 to 31 points
Student provides a thorough description outlining ideas and applications for 4 of the 5 strategies in 1–2 paragraphs.
1 to 28 points
Student provides a thorough description outlining ideas and applications for 3 of the 5 strategies in 1–2 paragraphs.
0 points
Student provides a thorough description outlining ideas and applications for 2 or fewer strategies in 1–2 paragraphs.
Structure
Advanced
Proficient
Developing
Not present
Sources
14 to 15 points
Citations and references documented in current APA format with no errors.
13 points
Citations and references documented in current APA format with 1 to 2 style errors.
1 to 12 points
Citations and references documented in current APA format with 3 to 4 styles errors.
0 points
Citations and or references missing. More than 4 style errors.
Assignment Components
14 to 15 points
Student outlines all 4 components for each of the 5 strategies.
13 points
Student outlines 3 of the 4 components for each of the 5 strategies.
1 to 12 points
Student outlines 2 of the 4 components for each of the 5 strategies.
0 points
Student outlines 0 or 1 component for each of the 5 strategies.
Mechanics
14 to 15 points
No grammar, spelling, or punctuation errors are present.
13 points
A total of 1–2 grammar, spelling, or punctuation errors are present.
1 to 12 points
A total of 3–4 grammar, spelling, or punctuation errors are present.
0 points
More than 4 grammar, spelling, or punctuation errors are present.
1
Max Perez
Research Methods 2
11/9/21
Part 1
The research is intricately designed on a particular topic that is very common
in the United States and other parts of the world as well. The ultimate superiority of
white people and the treatment of police towards the black people.
We read about various research about the particular topic and how certain
factors are involved in stimulating powers to change this stigma from society.
The particular hypothesis unfolds that how this problem has prevailed in
society and it is the stigma that has bee ...
College of Doctoral Studies
RES-866 Qualitative Analysis Assignment Directions
In this assignment, you will analyze interview and focus group transcripts (three in total) by inductively coding the data and developing themes. This will mimic the process and feeling of coding a large study though on a much smaller scale. Read the following key points before completing this assignment.
· Coding is a step in a thematic analysis approach to data. Different qualitative designs may require different coding procedures. For example, coding in a case study is not the same as in phenomenological or narrative designs.
· Coding is conducted based on identifying similar topics that recur in the document regardless of frequency of occurrence. Something that recurs may not be significant, but simply common. Keep focus on the meaningof statements, not in their frequency.
· For the purposes of this assignment, you will use three generic steps in the coding process: (a) open coding, (b) collapsing the dozens of codes into a manageable number of codes, and (c) development of themes.
· Coding generally follows this progression: codes>categories>themes. Codes are the smallest unit of meaning and are then subsumed into categories, which are then subsumed into themes.
· Note: Analysis of the interview and focus group transcripts should be done separately, as each had different questions. Once the transcripts for the two data sets are coded separately, then they can be combined and reconciled.
Directions:
Perform the following tasks to conduct the analysis.
Task 1:Open Coding.
Hand code the data. To analyze the data, you must first identify codes and themes that appear in the data. To accomplish this, do the following:
· Make sure all transcripts are in a Word document. Do the interview transcripts first and then the focus group transcripts (see note above).
· Read each transcript several times and identify “chunks” of data (phrases, sentences, or paragraphs) that strike you as important. Mark the words in some fashion (highlight, circle, bold, underline). One idea is to highlight the transcripts, using a color for each code.
· When you recognize statements on the same topic that recur, make note of them. That is, circle or highlight them in the text.
· After reading all transcripts several times, review the recurring “chunks” of text you marked or wrote down and identify a list of useful codes.
· Create a code book that lists your codes, definitions and examples from the transcripts. See Table 1 below.
· Create a table that shows the recurring chunks of data with notes. This will help you collapse or group those numerous codes into a more manageable set.
Table 1
Code Book
Code
Definition of the Code
Example From Transcript
Table 2
Chunks of Data that Appear Frequently
Chunk of data (phrases, sentences, or paragraphs)
Notes on the Words/Phrases
Notes on Emerging Categories
Write down the word(s) or phrase(s) here.
For example, do they appear in .
EXAMS PLAN AHEAD-I am unable to accept emailed exams or late ex.docxelbanglis
EXAMS: PLAN AHEAD
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the reading ...
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
I have already added the title page and the data needed which will bdoylymaura
I have already added the title page and the data needed which will be attached. I will also be attaching the procedure section so you are aware of what the study is about. I will NOT be using a t test, I ran two anova's and a chi test!
3. Methods Section: I expect the following format
(15 points)
:
a. For this paper, the methods section starts on page 2.
b. Write
Method
at the top of this page, make it bold, and center it (see the top of this page as an example!)
c. The participants section comes next. The word
Participants
is bolded and left justified. In this section …
i. Tell me who your participants were (college students, family members, friends?) and how many there were.
1. Note: If a number starts a sentence, then spell out the number. That is, “Two-hundred and five participants participated in this study.”
2. If a number is mid-sentence, you can use numerals. “There were 205 participants in this study.”
3. But keep numbers consistent. If you spell out a number at the start of the sentence, carry that through and spell out other numbers in the sentence.
4. For statistics, always use numbers (for the mean, SD, %, etc.)
ii. Provide frequencies and descriptive statistics for relevant demographics.
1. For some variables—like ethnicity and gender—you only need to provide frequency information (the number of participants who fit that category). “There were 100 men (49%) and 105 women (51%) in the study.” Or “The sample was 49% male (
N
= 100) and 51% female (
N
= 105).”
2. Other variables—like age—are continuous (rather than categorical), so use descriptive statistics here (the range, mean, and the standard deviation). “Participants ranged in age from 18 to 77 (
M
= 24,
SD
= 3.50).” or “The average age of participants was 24 (
SD
= 3.50).” Your TA can help you find the mean and standard deviation for this assignment, though information is also available in a lab powerpoint.
3. Make sure to italicize the
N
,
M
, and
SD
(the letters, not the numbers)
d.
Materials and Procedure
i. For this section, things are flexible. Some studies include Materials and Procedure in the same section while others break them up into two sections. This is a matter of choice.
1. In general, the more complex the design, the better it is to split up the methods and results. In one section, the author may describe the materials; in the next, they describe what participants did with those materials (the procedure). This is one option for you. However …
2. However, your “Paper II: Methods, Results and Discussion (Study One)” is simple enough that I strongly recommend combining them into
one
overall Materials and Procedure section.
ii. Again, the words
Materials andProcedure
are flush left. In this section …
1. Provide information about your materials and your procedure.
a. I suggest starting with your procedure. Tell your reader what your participants did in the order participants did them. Be specific here. I have ...
EDUC 636
Strategies Portfolio Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Title and Strategy
32 to 35 points
Student chooses 5 strategies to review.
29 to 31 points
Student chooses 4 strategies to review.
1 to 28 points
Student chooses 2 or 3 strategies to review.
0 points
Student chooses 0 or 1 strategy to review.
Standards and Grade Level
32 to 35 points
Student provides standards and appropriate grade level for each of the 5 strategies.
29 to 31 points
Student provides standards and appropriate grade level for 4 of the 5 strategies.
1 to 28 points
Student provides standards and appropriate grade level for 3 of the 5 strategies.
0 points
Student provides standards and appropriate grade level for 2 or fewer strategies.
Description of Strategy
32 to 35 points
Student provides a thorough description outlining ideas and applications for each of the 5 strategies in 1–2 paragraphs.
29 to 31 points
Student provides a thorough description outlining ideas and applications for 4 of the 5 strategies in 1–2 paragraphs.
1 to 28 points
Student provides a thorough description outlining ideas and applications for 3 of the 5 strategies in 1–2 paragraphs.
0 points
Student provides a thorough description outlining ideas and applications for 2 or fewer strategies in 1–2 paragraphs.
Structure
Advanced
Proficient
Developing
Not present
Sources
14 to 15 points
Citations and references documented in current APA format with no errors.
13 points
Citations and references documented in current APA format with 1 to 2 style errors.
1 to 12 points
Citations and references documented in current APA format with 3 to 4 styles errors.
0 points
Citations and or references missing. More than 4 style errors.
Assignment Components
14 to 15 points
Student outlines all 4 components for each of the 5 strategies.
13 points
Student outlines 3 of the 4 components for each of the 5 strategies.
1 to 12 points
Student outlines 2 of the 4 components for each of the 5 strategies.
0 points
Student outlines 0 or 1 component for each of the 5 strategies.
Mechanics
14 to 15 points
No grammar, spelling, or punctuation errors are present.
13 points
A total of 1–2 grammar, spelling, or punctuation errors are present.
1 to 12 points
A total of 3–4 grammar, spelling, or punctuation errors are present.
0 points
More than 4 grammar, spelling, or punctuation errors are present.
1
Max Perez
Research Methods 2
11/9/21
Part 1
The research is intricately designed on a particular topic that is very common
in the United States and other parts of the world as well. The ultimate superiority of
white people and the treatment of police towards the black people.
We read about various research about the particular topic and how certain
factors are involved in stimulating powers to change this stigma from society.
The particular hypothesis unfolds that how this problem has prevailed in
society and it is the stigma that has bee ...
College of Doctoral Studies
RES-866 Qualitative Analysis Assignment Directions
In this assignment, you will analyze interview and focus group transcripts (three in total) by inductively coding the data and developing themes. This will mimic the process and feeling of coding a large study though on a much smaller scale. Read the following key points before completing this assignment.
· Coding is a step in a thematic analysis approach to data. Different qualitative designs may require different coding procedures. For example, coding in a case study is not the same as in phenomenological or narrative designs.
· Coding is conducted based on identifying similar topics that recur in the document regardless of frequency of occurrence. Something that recurs may not be significant, but simply common. Keep focus on the meaningof statements, not in their frequency.
· For the purposes of this assignment, you will use three generic steps in the coding process: (a) open coding, (b) collapsing the dozens of codes into a manageable number of codes, and (c) development of themes.
· Coding generally follows this progression: codes>categories>themes. Codes are the smallest unit of meaning and are then subsumed into categories, which are then subsumed into themes.
· Note: Analysis of the interview and focus group transcripts should be done separately, as each had different questions. Once the transcripts for the two data sets are coded separately, then they can be combined and reconciled.
Directions:
Perform the following tasks to conduct the analysis.
Task 1:Open Coding.
Hand code the data. To analyze the data, you must first identify codes and themes that appear in the data. To accomplish this, do the following:
· Make sure all transcripts are in a Word document. Do the interview transcripts first and then the focus group transcripts (see note above).
· Read each transcript several times and identify “chunks” of data (phrases, sentences, or paragraphs) that strike you as important. Mark the words in some fashion (highlight, circle, bold, underline). One idea is to highlight the transcripts, using a color for each code.
· When you recognize statements on the same topic that recur, make note of them. That is, circle or highlight them in the text.
· After reading all transcripts several times, review the recurring “chunks” of text you marked or wrote down and identify a list of useful codes.
· Create a code book that lists your codes, definitions and examples from the transcripts. See Table 1 below.
· Create a table that shows the recurring chunks of data with notes. This will help you collapse or group those numerous codes into a more manageable set.
Table 1
Code Book
Code
Definition of the Code
Example From Transcript
Table 2
Chunks of Data that Appear Frequently
Chunk of data (phrases, sentences, or paragraphs)
Notes on the Words/Phrases
Notes on Emerging Categories
Write down the word(s) or phrase(s) here.
For example, do they appear in .
EXAMS PLAN AHEAD-I am unable to accept emailed exams or late ex.docxelbanglis
EXAMS: PLAN AHEAD
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the reading ...
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
1RUNNING HEAD METHODS AND RESULTS1RUNNING HEAD METHODS.docxdrennanmicah
1
RUNNING HEAD: METHODS AND RESULTS
1
RUNNING HEAD: METHODS AND RESULTS
Methods and Results
PSY 520
Diamond Newton
April 21, 2019
Methods
Participants
This study was conducted using SNHU graduate level students in classes PSY 510/520. The link to the survey as well as the introduction was placed in an email to current classmates and in the SNHU MS Psychology Lounge where students were recruited to take the survey voluntarily. Each student was made aware that the survey was completely voluntary and any content provided will remain confidential. There were 12 people total to take the survey, and there was a mix of male and female students; only the first ten students were selected.
Materials
There were a couple of different materials used to complete this study. I utilized the participation of ten PSY 510/520 students from SNHU. I also utilized SPSS to analyze data obtained from the survey. The survey had 29 questions that included questions that were not broken into any category, but they measured the current choices and feelings made by the participants due to their childhood. The questions were not charged in nature. Special precautions to questions were taken to be sure not to trigger anyone’s past emotions if they may have had any. Qualtrics was also utilized as the platform for where students will be participating in the survey.
Methodological Procedures
The data collection heavily relied upon the Qualtrics. Qualtrics is a system utilized by SNHU for administering the questionnaire for students to participate. Once the questionnaires are completed, Qualtrics will analyze the data and group them.
Results
Raw Data
This raw data was reduced by eliminating unnecessary and repetitive questions. By simplifying the questionnaire, you can focus on the questions that will provide the necessary data. The Likert scale format will remain the same for this data set. The statistical analysis will consist of the current feelings and tasks of each participant in relations to their childhood. The statistical analysis will not include questions removed that provided no bearing to the research question, as the questions were multifaceted and created too much ambiguity.
Descriptive Statistics
Below I have included a table outlining the descriptive statistics. There will be three separate tables; 1. Demographics table, 2. Childhood challenges, and 3. Current feelings and actions.
Table 1: Demographics
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
What is your sex?
10
1
2
1.80
.422
What is the highest level of school you have completed or the highest degree you have received?
10
5
5
5.00
.000
Are you Spanish, Hispanic, or Latino or none of these?
10
2
2
2.00
.000
Choose one or more races that you consider yourself to be: - Selected Choice White
7
1
1
1.00
.000
Choose one or more races that you consider yourself to be: - Selected Choice Black or African American
3
1
1
1.00
.000
Were you raise.
Educational Psychology Developing Learners 8th Edition Ormrod Test Bankkynep
Full download http://alibabadownload.com/product/educational-psychology-developing-learners-8th-edition-ormrod-test-bank/
Educational Psychology Developing Learners 8th Edition Ormrod Test Bank
Florida National UniversityResearch Assignment #1PurposeThe ShainaBoling829
Florida National University
Research Assignment #1Purpose
The student will read and understand the given case scenario and further develop a hypothetical project. The student will answer given questions that will serve as a guide for this project. Also, the student will explain key concepts and apply theoretical frameworks, models and/ or theories pertinent to this case.General directions
1. You will submit one (1) paper as part of this assignment (individual assignment).
2. Your research paper must follow APA format according to Publication Manual American Psychological Association (APA) (6th ed.). Include a cover page and headings per 6th edition APA guidelines.
3. The research paper should be minimum of 3 pages (not including the title or reference pages) – maximum of 6 pages (not including the title or reference pages), single spaced, Times New Roman, Size 12, and 5 references related to the topic (3 must be peer-reviewed journal articles).Research Paper
4. Include the following components in your research paper:
a. Title Page
b. Introduction
c. Problem Statement
d. Population of Interest
e. Key concepts such as: obesity, social determinants of health, health promotion and risk reduction, role of community health nurses.
f. Theoretical frameworks of behavioral change / models
g. Planning community intervention / Funding
h. Evaluate the community-level intervention
i. Social marketing / resources
j. Research studies (at least 3 peer-reviewed journal articles)
k. Conclusion
l. References Page
5. All Florida National University policies related to plagiarism must be observed.Directions and Grading Criteria: Research paper #1
Category
Points
Description
Introduction
5
The introduction must be clear and concise and be inclusive of a brief summary of the intent of your paper. It must also provide a formal purpose statement to set your paper up for your reader(s).
Problem Statement
10
Fully describe the primary problem you are addressing as part of your potential hypothetical project. Integrate contemporary/scholarly evidence (no more than 7 years old) to support the need for change.
Population of Interest
5
Describe your population of interest.
Key
Concepts
10
1. Introduce / explain key concepts such as: obesity, social determinants of health, health promotion and risk reduction, role of community health nurses.
2. Theoretical frameworks of behavioral change / models
10
Describe and apply a behavioral change model that addresses health promotion and risk reduction in this particular case (theoretical frameworks of behavioral change / models discussed on Chapter 5 of textbook).
3. Planning community intervention / Funding
10
Describe the selection of the most appropriate intervention / Describe your implementation plan. Apply collaboration / teamwork / funding. Provide explanation. Support your answer with evidence-based research literature.
4. Evaluate the community-level intervention
10
Describe your evaluation of the community-le ...
MSN Capstone Project Proposal Form This is a building a.docxkendalfarrier
MSN Capstone Project Proposal Form
This is a building assignment that you will be completing over Week 1 through Week 9. This is a stepwise project proposal assignment in which you will complete one (1) section each week for your MSN Capstone Project Proposal. By the end of the Week 9, this form will have been filled in completely and your MSN Capstone Project Proposal will be completed. It is important that you keep up with the Weekly Assigned Section. Each
section is graded separately on a weekly basis while the final completed form will be graded with an overall grade. Each week the student will receive feedback from the instructor and the student is expected to incorporate the instructor feedback to edit and improve the weekly sections. The Week 9 final Capstone Project Proposal with be based on students incorporating the instructor’s weekly feedback.
How to use this form.· Must use the same form for all sections. The purpose is to have a completed the entire form by the end of the course.· Complete the week’s section with the requested information.· There are suggested word counts for each weekly section to provide you with an idea of what is expected. · You are to write in full sentences, paragraphs, correct grammar, and spelling.· Use APA formatting with citations and references list.· Refer to the
MSN Capstone Project Proposal Form Example found in Week 1 and in the Course Resources tab.
· Do not delete or edit the week section instructions.
· Do not lock the form because that will stop you from editing and revising within the form.
· Leave NO blank sections. All sections are graded separately.
· You may work ahead; however, the instructor will only grade the week’s section due for the assigned week and the form
must be submitted each week.
· Read the item descriptions carefully. Items request very specific information. Be sure you understand what is requested.
· Use primary sources for any references. Textbooks are not acceptable as references.
Late Assignments: Students will receive a 10-point grade reduction for each day the assignment is submitted past the due date. After three (3) days past the due date, students will receive a zero (0) for that weekly section but must complete for the final Week 9 grading.
MSN Capstone Project Proposal Form
Student Name
Ralph Marrero
MSN Program
Family Nurse Practitioner
Project Title
Depression in adolescent
Week 1
State Your Clinical Question Comment by Renita: Changes not made as suggested by Professor
[100 to 150 words]
· State your clinical question or topic for your capstone project proposal.
· What issue is the question/topic addressing?
· What are the reasons you selected this question/topic? Comment by Renita: Must list 3 reasons for choosing the topic
My topic of interest will be focus on the adolescent depression and how to identify risk factors to prevent suicide. Adolescen.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
Source Quality Rating Document General Information about Sources.docxwilliame8
Source Quality Rating Document
General Information about Sources: The best sources of specialized information are not more than five years old, whereas sources of general information can be older. For example, general information about cancer that was written 20 years ago might still be accurate, whereas preferred treatments for lung cancer would be considered specialized information and should be more current since they change often. Primary sources present original research on a subject, whereas secondary sources often cite original research, statistics, or information developed by others. Secondary sources are entirely acceptable for this course and for most academic writing, but one measure of their quality is the primary source on which they are based. Sources that emphasize facts and statistics are often more reliable than those that simply provide opinion, even the opinion of an expert on the subject. There are exceptions to all of the rules stated above.
1. Provide the title of your source and the Internet link or other locating information:
2. Use the Walden Writing Center to locate proper APA citation format, and practice:
3. Rate your source on the following points with 1 being the lowest and 5 being the highest rating:
· __ How current is the source?
· ___ Does your source cite other sources as the basis for its claims? Yes If so, how many? __
· Of what quality do you judge the original sources to be?
· ___ Does your source provide statistics or other facts, or is it completely or primarily expert opinion?
NOTE: More than one rating of “3” or lower should provide the basis for concern about the quality of your source. In that case, you should consult your professor.
Case Study Overview
What Is a Case Study?
Are you more interested in abstract concepts that have little application to your own life
or real-life scenarios that could happen to you or to someone you know? The answer is
almost surely the latter, and that is why this course is built around case studies. Case
studies are relevant situations that might never happen to you but that you could easily
imagine happening to you. You work through a case study of some kind every day in
your work or family life, even if you don’t realize it. A case study is a group of related
factors that come together to form a problem or a circumstance that you are called on to
resolve. Often there are several choices to be considered and different possible
outcomes based on each of the choices.
You might have a case study situation at your job based on the fact that you have two
major projects due at the same time—both of equal importance to your company—and
there is simply not enough time for you to handle both of the projects with the high
degree of attention they need. You could work on both projects and hope for the best.
You could ask your boss to reassign one of the projects to another team member. You
could ask a colleague to help you. Each of thes.
(Lesson Plan Template – OverviewFor a more detailed expla.docxtarifarmarie
(
Lesson Plan Template –
Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
)
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones. Click HEREto locate a developmental milestone checklist that includes developmental standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state.
HeadStart Framework: If you work in a HeadStart program, please click HERE to choose a standard from the HeadStart Early Learning Framework.
K-3: Click HERE to locate the Kindergarten through 3rd grade standards for your state.
Materials
The materials section lists all items needed throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development:
The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
Differentiation
Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing
Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity.
(
Lesson Plan Template
)
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/ Checking for
Understanding)
Closing
References
Center on Enhancing.
RSCH 8200 Introduction to StatisticsVideo Podcast Transcrip.docxjoellemurphey
RSCH 8200: Introduction to Statistics
Video Podcast Transcript
JENNIFER ANN MORROW: My name is Dr. Jennifer Ann Morrow,
and I'm an assistant professor at Old Dominion University in Norfolk,
Virginia. I have a bachelor's degree in general psychology, which I
received from the University of Rhode Island, and a master's degree
in general psychology, which I received from Rhode Island College.
And I have my PhD in experimental psychology, also from the
University of Rhode Island, where I specialized in research
methodology and program evaluation. A lot of the research that I am
doing currently is looking at effective pedagogies in how to teach
statistics. And so I look at the effectiveness of various teaching
methods and how that impacts students' anxiety towards statistics
and their usefulness of using statistics in psychological research.
Most of what I teach is statistics and research methods, both at the
undergrad level as well at the graduate level. So I teach
undergraduate research methods. I teach a graduate statistics and
research methods course. And I'm also teaching social psychology,
program evaluation, and health psychology courses. My teaching
philosophy around statistics and research methods is to teach it from
a conceptual and applied approach. Formulas are not enough. I need
to make sure students understand why you're using statistics and
how you're using statistics and why it's so important to understand
them.
What Can You Expect in This Course
JENNIFER ANN MORROW: Over the next few weeks, you'll be
exposed to various methods of using statistics, from the basic
descriptive statistics to a univariate statistics, such as analysis of
variants, independent T tests, and dependent T tests. Most weeks,
you'll see me doing a demonstration of a particular statistic from the
beginning to the end and understanding how to interpret it and use it
in your own research area. As researchers, we have to digest lots of
information in journal articles and newspapers where people are
using statistics, and if we don't understand how they're used, we can't
critique whether or not they're used properly. One advantage of this
course is, I'll be using practical examples throughout the semester.
We're going to be using one data set for all of the analyses, and
these hopefully will have real-world data that you can see why
statistics is used and understand it in a more detailed fashion. I would
say that most students feel a bit anxious when they're taking a
statistics course, and a lot of research shows that even almost up to
80% of graduate students feel some type of statistics anxiety. And
what statistics anxiety is is that apprehension that, "Oh, my God, I
have to take a statistics course," or, "How do I understand this
information in order to get through to my degree?" And so it's very,
very common. And there's a lot of reasons for it. One of the main
reasons is, a lot of students feel a fear of failure that they're going
into this class, and the ...
Peer Review Assignment Due Week 8 and worth 50 points Peer rev.docxdanhaley45372
Peer Review Assignment
Due Week 8 and worth 50 points
Peer reviews should provide feedback to a peer on the criteria expected in the paper. The Week 8 Feedback Form can be downloaded from the Appendices section of the course guide by clicking the link here. Follow these instructions:
For Online Students:
1. Choose a classmate's paper from the "Easy Drop off/Pick up Zone" discussion thread in the course shell.
2. Obtain the Peer Review Feedback Form from the course shell.
3. Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
4. Provide completed Peer Review Feedback Form by posting it to the same "Easy Drop off/Pick up Zone" discussion thread AND submitting it to the Peer Review Assignment link above.
For On-ground Students:
1. Receive a classmate’s paper from your professor.
2. Obtain the Peer Review Feedback Form from the course shell.
3. Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
4. Provide completed Peer Review Feedback Form and classmate’s paper as directed by your professor.
Note: On-ground students should submit the feedback form and paper to the professor during the class meeting in which the paper is reviewed; online students should submit the feedback form and paper to the professor via the "Easy Drop off/Pick up Zone" discussion thread and Peer Review Assignment link in the course shell.
As you read a classmate’s paper, address these criteria:
· Identify the course, assignment, and date.
· Provide positive feedback, where appropriate, on the criteria.
· Identify areas for improvement, where appropriate, and recommend improvements.
The specific course learning outcomes associated with this assignment are:
· Recognize the elements and correct use of a thesis statement.
· Recognize transitional words, phrases, and sentences.
· Identify effective sentence variety and word choice.
· Identify positive qualities and opportunities for improvement in writing samples.
· Analyze the rhetorical strategies of ethos, pathos, logos in writing samples and for incorporation into essays or presentations.
· Correct grammatical and stylistic errors consistent with Standard Written English
· Recognize how to organize ideas with transitional words, phrases, and sentences.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.
Points: 50
Assignment: Peer Review
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Identify the course, assignment, and date.
Weight: 10%
Did not submit or incompletely identified the course, assignment, and date.
Insufficiently identified the course, assignment, and date.
Partially identified the course, assignment, and date.
Satisfactorily identified the course, assignment, and date.
Thoroughly identified the course, assignment, and date.
2. Gi.
EDSP 360Case Study 2 Grading RubricCriterionPoints Possible.docxjack60216
EDSP 360
Case Study 2 Grading Rubric
Criterion
Points Possible
Points
Earned
Instructor Comments
Clear goals set based on student performance
18
Strategies match goals, are explained, and are from reputable source or the STAR sheet
21
All questions answered
16
References cited
10
Correct grammar and spelling
10
Total Points
75
When working with individuals who have bipolar disorder, there is often a high resistance to pharmacotherapy. Many of these individuals cite the medication side effects as the prime reasons for refusing medical treatment. For some, the “high” experienced during a manic phase is invigorating. That is, these individuals often experience a rush of energy and productivity, as well as creativity; these positive aspect of this manic phase results in enjoyment and pleasure. With medication, however, the “high” is no longer reached; for many, feeling normal is too difficult and, as a result, these individuals don’t feel right. Beyond this, there are some individuals who do not believe they have a problem, and as a result, refuse to seek treatment.
Based upon your reading and ancillary research, what can be done? How can these individuals be reached? What needs to happen in order for these individuals to seek treatment? I look forward to your additional thoughts.
My initial post is below:
Bipolar disorder is a mental condition that is characterized by periods of elevated moods, also known as mania and periods of severe depressions. During the manic episode, a person acts unusually energetic, happy or is easily irritated (Barnett & Smoller, 2009). At extreme levels, people in the manic episode experience psychosis, which is a state in which the individual’s ability to think is affected along with the mood. An individual in the manic episode can also experience hallucination which may make the person violent and hence uncooperative in the treatment process thus making the whole treatment process difficult. Due to the severity of the symptoms during the manic episodes, professional help is crucial; force is sometimes used for resistant patients to get them to undergo treatment (Barnett & Smoller, 2009).
There is, however, a milder form of mania called “hypomania”. Hypomania is not associated with rapid mood changes, irritability or psychosis. In most of the cases, hypomanic episodes may be related to overall increase in productivity and increased energy levels. Hypomanic episodes hardly progress to manic episodes and thus can be managed without seeking any professional help (Beentjes, Goossens, & Poslawsky, 2012).
In children and adolescents, bipolar disorder is characterized by very rapid and frequent mood changes and in some cases, accompanied by chronic symptoms also; suicide attempts are common at this stage (Cosgrove, Roybal, & Chang, 2013). At this point, the condition is referred to as early-onset bipolar disorder. Adults experience more discrete periods of depression and mania. Successful treatment of the ...
Reflection essay should be at least 350-400 words.Student resp.docxsimisterchristen
Reflection essay should be at least
350-400 words.
Student responses should reflect critical consideration of the question and interaction with material from the Bible, the textbooks, and other related materials.
APA 6th ed cover page 12 font
Write a reflective essay on how do Bible stories from the past such as those about Samuel, Saul, David, and Solomon help us to understand God today?
.
Reflection is no less than one page, but no more than two pages. (2..docxsimisterchristen
Reflection is no less than one page, but no more than two pages. (2.5 points)
Reflection uses Times New Roman font; 1" margins (2.5 points)
Reflection describes the following:
Key lesson(s) that you learned (individually) as you completed the simulation (10 points)
What you would have done differently had you been the sole decision maker for each of the functional areas. (10 points)
How do you think this would have contributed to the success of your company? In other words, what do think would have been the effects of your decisions?
company : baldwin
finance part of the company
.
Reflecting on Personal Identity and Global CitizenshipReview the .docxsimisterchristen
Reflecting on Personal Identity and Global Citizenship
Review the
Global Education and Global Citizenship
video and read the article “
A Model of Global Citizenship: Antecedents and Outcomes
” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
Based on the video, explain the importance of educating others on global citizenship.
Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
Analyze how your general education courses influenced you to become a global citizen.
Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must cite at least the two sources used for this assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Required Resources
Articles
Austin, M. W. (2011, April 13).
The value of general education
[Blog post]. Retrieved from https://www.psychologytoday.com/blog/ethics-everyone/201104/the-value-general-education
In this article, the author gives some reasons that support the importance of general education courses. The reasons for general education courses include: helping a student become a better citizen; increasing critical thinking skills; and providing students with a broad and deep education.
Dowd, M. (2015).
What is the purpose of taking general classes for a college degree?
Retrieved from http://education.seattlepi.com/purpose-taking-general-classes-college-degree-1876.html
In this article, the author explains the importance of breadth of learning. General education courses encompass several areas of study (social sciences, math, science, humanities and nature), which will help prepare students to think more analytically, consider many views on a topic and value cultural differences when they begin their advanced study courses.
Lewis, H. R. (2008).
A core curriculum for tomorrow's citizens
.
Education Digest
,
73
(5), 47-50. Retrieved from https://www.eddigest.com/
The full-text version of this article can be accessed through the.
Reflecting on Personal Identity and Global CitizenshipReview the.docxsimisterchristen
Reflecting on Personal Identity and Global Citizenship
Review the
Global Education and Global Citizenship
video and read the article “
A Model of Global Citizenship: Antecedents and Outcomes
” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
Based on the video, explain the importance of educating others on global citizenship.
Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
Analyze how your general education courses influenced you to become a global citizen.
Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must cite at least the two sources used for this assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
.
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1RUNNING HEAD METHODS AND RESULTS1RUNNING HEAD METHODS.docxdrennanmicah
1
RUNNING HEAD: METHODS AND RESULTS
1
RUNNING HEAD: METHODS AND RESULTS
Methods and Results
PSY 520
Diamond Newton
April 21, 2019
Methods
Participants
This study was conducted using SNHU graduate level students in classes PSY 510/520. The link to the survey as well as the introduction was placed in an email to current classmates and in the SNHU MS Psychology Lounge where students were recruited to take the survey voluntarily. Each student was made aware that the survey was completely voluntary and any content provided will remain confidential. There were 12 people total to take the survey, and there was a mix of male and female students; only the first ten students were selected.
Materials
There were a couple of different materials used to complete this study. I utilized the participation of ten PSY 510/520 students from SNHU. I also utilized SPSS to analyze data obtained from the survey. The survey had 29 questions that included questions that were not broken into any category, but they measured the current choices and feelings made by the participants due to their childhood. The questions were not charged in nature. Special precautions to questions were taken to be sure not to trigger anyone’s past emotions if they may have had any. Qualtrics was also utilized as the platform for where students will be participating in the survey.
Methodological Procedures
The data collection heavily relied upon the Qualtrics. Qualtrics is a system utilized by SNHU for administering the questionnaire for students to participate. Once the questionnaires are completed, Qualtrics will analyze the data and group them.
Results
Raw Data
This raw data was reduced by eliminating unnecessary and repetitive questions. By simplifying the questionnaire, you can focus on the questions that will provide the necessary data. The Likert scale format will remain the same for this data set. The statistical analysis will consist of the current feelings and tasks of each participant in relations to their childhood. The statistical analysis will not include questions removed that provided no bearing to the research question, as the questions were multifaceted and created too much ambiguity.
Descriptive Statistics
Below I have included a table outlining the descriptive statistics. There will be three separate tables; 1. Demographics table, 2. Childhood challenges, and 3. Current feelings and actions.
Table 1: Demographics
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
What is your sex?
10
1
2
1.80
.422
What is the highest level of school you have completed or the highest degree you have received?
10
5
5
5.00
.000
Are you Spanish, Hispanic, or Latino or none of these?
10
2
2
2.00
.000
Choose one or more races that you consider yourself to be: - Selected Choice White
7
1
1
1.00
.000
Choose one or more races that you consider yourself to be: - Selected Choice Black or African American
3
1
1
1.00
.000
Were you raise.
Educational Psychology Developing Learners 8th Edition Ormrod Test Bankkynep
Full download http://alibabadownload.com/product/educational-psychology-developing-learners-8th-edition-ormrod-test-bank/
Educational Psychology Developing Learners 8th Edition Ormrod Test Bank
Florida National UniversityResearch Assignment #1PurposeThe ShainaBoling829
Florida National University
Research Assignment #1Purpose
The student will read and understand the given case scenario and further develop a hypothetical project. The student will answer given questions that will serve as a guide for this project. Also, the student will explain key concepts and apply theoretical frameworks, models and/ or theories pertinent to this case.General directions
1. You will submit one (1) paper as part of this assignment (individual assignment).
2. Your research paper must follow APA format according to Publication Manual American Psychological Association (APA) (6th ed.). Include a cover page and headings per 6th edition APA guidelines.
3. The research paper should be minimum of 3 pages (not including the title or reference pages) – maximum of 6 pages (not including the title or reference pages), single spaced, Times New Roman, Size 12, and 5 references related to the topic (3 must be peer-reviewed journal articles).Research Paper
4. Include the following components in your research paper:
a. Title Page
b. Introduction
c. Problem Statement
d. Population of Interest
e. Key concepts such as: obesity, social determinants of health, health promotion and risk reduction, role of community health nurses.
f. Theoretical frameworks of behavioral change / models
g. Planning community intervention / Funding
h. Evaluate the community-level intervention
i. Social marketing / resources
j. Research studies (at least 3 peer-reviewed journal articles)
k. Conclusion
l. References Page
5. All Florida National University policies related to plagiarism must be observed.Directions and Grading Criteria: Research paper #1
Category
Points
Description
Introduction
5
The introduction must be clear and concise and be inclusive of a brief summary of the intent of your paper. It must also provide a formal purpose statement to set your paper up for your reader(s).
Problem Statement
10
Fully describe the primary problem you are addressing as part of your potential hypothetical project. Integrate contemporary/scholarly evidence (no more than 7 years old) to support the need for change.
Population of Interest
5
Describe your population of interest.
Key
Concepts
10
1. Introduce / explain key concepts such as: obesity, social determinants of health, health promotion and risk reduction, role of community health nurses.
2. Theoretical frameworks of behavioral change / models
10
Describe and apply a behavioral change model that addresses health promotion and risk reduction in this particular case (theoretical frameworks of behavioral change / models discussed on Chapter 5 of textbook).
3. Planning community intervention / Funding
10
Describe the selection of the most appropriate intervention / Describe your implementation plan. Apply collaboration / teamwork / funding. Provide explanation. Support your answer with evidence-based research literature.
4. Evaluate the community-level intervention
10
Describe your evaluation of the community-le ...
MSN Capstone Project Proposal Form This is a building a.docxkendalfarrier
MSN Capstone Project Proposal Form
This is a building assignment that you will be completing over Week 1 through Week 9. This is a stepwise project proposal assignment in which you will complete one (1) section each week for your MSN Capstone Project Proposal. By the end of the Week 9, this form will have been filled in completely and your MSN Capstone Project Proposal will be completed. It is important that you keep up with the Weekly Assigned Section. Each
section is graded separately on a weekly basis while the final completed form will be graded with an overall grade. Each week the student will receive feedback from the instructor and the student is expected to incorporate the instructor feedback to edit and improve the weekly sections. The Week 9 final Capstone Project Proposal with be based on students incorporating the instructor’s weekly feedback.
How to use this form.· Must use the same form for all sections. The purpose is to have a completed the entire form by the end of the course.· Complete the week’s section with the requested information.· There are suggested word counts for each weekly section to provide you with an idea of what is expected. · You are to write in full sentences, paragraphs, correct grammar, and spelling.· Use APA formatting with citations and references list.· Refer to the
MSN Capstone Project Proposal Form Example found in Week 1 and in the Course Resources tab.
· Do not delete or edit the week section instructions.
· Do not lock the form because that will stop you from editing and revising within the form.
· Leave NO blank sections. All sections are graded separately.
· You may work ahead; however, the instructor will only grade the week’s section due for the assigned week and the form
must be submitted each week.
· Read the item descriptions carefully. Items request very specific information. Be sure you understand what is requested.
· Use primary sources for any references. Textbooks are not acceptable as references.
Late Assignments: Students will receive a 10-point grade reduction for each day the assignment is submitted past the due date. After three (3) days past the due date, students will receive a zero (0) for that weekly section but must complete for the final Week 9 grading.
MSN Capstone Project Proposal Form
Student Name
Ralph Marrero
MSN Program
Family Nurse Practitioner
Project Title
Depression in adolescent
Week 1
State Your Clinical Question Comment by Renita: Changes not made as suggested by Professor
[100 to 150 words]
· State your clinical question or topic for your capstone project proposal.
· What issue is the question/topic addressing?
· What are the reasons you selected this question/topic? Comment by Renita: Must list 3 reasons for choosing the topic
My topic of interest will be focus on the adolescent depression and how to identify risk factors to prevent suicide. Adolescen.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
Source Quality Rating Document General Information about Sources.docxwilliame8
Source Quality Rating Document
General Information about Sources: The best sources of specialized information are not more than five years old, whereas sources of general information can be older. For example, general information about cancer that was written 20 years ago might still be accurate, whereas preferred treatments for lung cancer would be considered specialized information and should be more current since they change often. Primary sources present original research on a subject, whereas secondary sources often cite original research, statistics, or information developed by others. Secondary sources are entirely acceptable for this course and for most academic writing, but one measure of their quality is the primary source on which they are based. Sources that emphasize facts and statistics are often more reliable than those that simply provide opinion, even the opinion of an expert on the subject. There are exceptions to all of the rules stated above.
1. Provide the title of your source and the Internet link or other locating information:
2. Use the Walden Writing Center to locate proper APA citation format, and practice:
3. Rate your source on the following points with 1 being the lowest and 5 being the highest rating:
· __ How current is the source?
· ___ Does your source cite other sources as the basis for its claims? Yes If so, how many? __
· Of what quality do you judge the original sources to be?
· ___ Does your source provide statistics or other facts, or is it completely or primarily expert opinion?
NOTE: More than one rating of “3” or lower should provide the basis for concern about the quality of your source. In that case, you should consult your professor.
Case Study Overview
What Is a Case Study?
Are you more interested in abstract concepts that have little application to your own life
or real-life scenarios that could happen to you or to someone you know? The answer is
almost surely the latter, and that is why this course is built around case studies. Case
studies are relevant situations that might never happen to you but that you could easily
imagine happening to you. You work through a case study of some kind every day in
your work or family life, even if you don’t realize it. A case study is a group of related
factors that come together to form a problem or a circumstance that you are called on to
resolve. Often there are several choices to be considered and different possible
outcomes based on each of the choices.
You might have a case study situation at your job based on the fact that you have two
major projects due at the same time—both of equal importance to your company—and
there is simply not enough time for you to handle both of the projects with the high
degree of attention they need. You could work on both projects and hope for the best.
You could ask your boss to reassign one of the projects to another team member. You
could ask a colleague to help you. Each of thes.
(Lesson Plan Template – OverviewFor a more detailed expla.docxtarifarmarie
(
Lesson Plan Template –
Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
)
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones. Click HEREto locate a developmental milestone checklist that includes developmental standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state.
HeadStart Framework: If you work in a HeadStart program, please click HERE to choose a standard from the HeadStart Early Learning Framework.
K-3: Click HERE to locate the Kindergarten through 3rd grade standards for your state.
Materials
The materials section lists all items needed throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development:
The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
Differentiation
Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing
Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity.
(
Lesson Plan Template
)
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/ Checking for
Understanding)
Closing
References
Center on Enhancing.
RSCH 8200 Introduction to StatisticsVideo Podcast Transcrip.docxjoellemurphey
RSCH 8200: Introduction to Statistics
Video Podcast Transcript
JENNIFER ANN MORROW: My name is Dr. Jennifer Ann Morrow,
and I'm an assistant professor at Old Dominion University in Norfolk,
Virginia. I have a bachelor's degree in general psychology, which I
received from the University of Rhode Island, and a master's degree
in general psychology, which I received from Rhode Island College.
And I have my PhD in experimental psychology, also from the
University of Rhode Island, where I specialized in research
methodology and program evaluation. A lot of the research that I am
doing currently is looking at effective pedagogies in how to teach
statistics. And so I look at the effectiveness of various teaching
methods and how that impacts students' anxiety towards statistics
and their usefulness of using statistics in psychological research.
Most of what I teach is statistics and research methods, both at the
undergrad level as well at the graduate level. So I teach
undergraduate research methods. I teach a graduate statistics and
research methods course. And I'm also teaching social psychology,
program evaluation, and health psychology courses. My teaching
philosophy around statistics and research methods is to teach it from
a conceptual and applied approach. Formulas are not enough. I need
to make sure students understand why you're using statistics and
how you're using statistics and why it's so important to understand
them.
What Can You Expect in This Course
JENNIFER ANN MORROW: Over the next few weeks, you'll be
exposed to various methods of using statistics, from the basic
descriptive statistics to a univariate statistics, such as analysis of
variants, independent T tests, and dependent T tests. Most weeks,
you'll see me doing a demonstration of a particular statistic from the
beginning to the end and understanding how to interpret it and use it
in your own research area. As researchers, we have to digest lots of
information in journal articles and newspapers where people are
using statistics, and if we don't understand how they're used, we can't
critique whether or not they're used properly. One advantage of this
course is, I'll be using practical examples throughout the semester.
We're going to be using one data set for all of the analyses, and
these hopefully will have real-world data that you can see why
statistics is used and understand it in a more detailed fashion. I would
say that most students feel a bit anxious when they're taking a
statistics course, and a lot of research shows that even almost up to
80% of graduate students feel some type of statistics anxiety. And
what statistics anxiety is is that apprehension that, "Oh, my God, I
have to take a statistics course," or, "How do I understand this
information in order to get through to my degree?" And so it's very,
very common. And there's a lot of reasons for it. One of the main
reasons is, a lot of students feel a fear of failure that they're going
into this class, and the ...
Peer Review Assignment Due Week 8 and worth 50 points Peer rev.docxdanhaley45372
Peer Review Assignment
Due Week 8 and worth 50 points
Peer reviews should provide feedback to a peer on the criteria expected in the paper. The Week 8 Feedback Form can be downloaded from the Appendices section of the course guide by clicking the link here. Follow these instructions:
For Online Students:
1. Choose a classmate's paper from the "Easy Drop off/Pick up Zone" discussion thread in the course shell.
2. Obtain the Peer Review Feedback Form from the course shell.
3. Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
4. Provide completed Peer Review Feedback Form by posting it to the same "Easy Drop off/Pick up Zone" discussion thread AND submitting it to the Peer Review Assignment link above.
For On-ground Students:
1. Receive a classmate’s paper from your professor.
2. Obtain the Peer Review Feedback Form from the course shell.
3. Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
4. Provide completed Peer Review Feedback Form and classmate’s paper as directed by your professor.
Note: On-ground students should submit the feedback form and paper to the professor during the class meeting in which the paper is reviewed; online students should submit the feedback form and paper to the professor via the "Easy Drop off/Pick up Zone" discussion thread and Peer Review Assignment link in the course shell.
As you read a classmate’s paper, address these criteria:
· Identify the course, assignment, and date.
· Provide positive feedback, where appropriate, on the criteria.
· Identify areas for improvement, where appropriate, and recommend improvements.
The specific course learning outcomes associated with this assignment are:
· Recognize the elements and correct use of a thesis statement.
· Recognize transitional words, phrases, and sentences.
· Identify effective sentence variety and word choice.
· Identify positive qualities and opportunities for improvement in writing samples.
· Analyze the rhetorical strategies of ethos, pathos, logos in writing samples and for incorporation into essays or presentations.
· Correct grammatical and stylistic errors consistent with Standard Written English
· Recognize how to organize ideas with transitional words, phrases, and sentences.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.
Points: 50
Assignment: Peer Review
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Identify the course, assignment, and date.
Weight: 10%
Did not submit or incompletely identified the course, assignment, and date.
Insufficiently identified the course, assignment, and date.
Partially identified the course, assignment, and date.
Satisfactorily identified the course, assignment, and date.
Thoroughly identified the course, assignment, and date.
2. Gi.
EDSP 360Case Study 2 Grading RubricCriterionPoints Possible.docxjack60216
EDSP 360
Case Study 2 Grading Rubric
Criterion
Points Possible
Points
Earned
Instructor Comments
Clear goals set based on student performance
18
Strategies match goals, are explained, and are from reputable source or the STAR sheet
21
All questions answered
16
References cited
10
Correct grammar and spelling
10
Total Points
75
When working with individuals who have bipolar disorder, there is often a high resistance to pharmacotherapy. Many of these individuals cite the medication side effects as the prime reasons for refusing medical treatment. For some, the “high” experienced during a manic phase is invigorating. That is, these individuals often experience a rush of energy and productivity, as well as creativity; these positive aspect of this manic phase results in enjoyment and pleasure. With medication, however, the “high” is no longer reached; for many, feeling normal is too difficult and, as a result, these individuals don’t feel right. Beyond this, there are some individuals who do not believe they have a problem, and as a result, refuse to seek treatment.
Based upon your reading and ancillary research, what can be done? How can these individuals be reached? What needs to happen in order for these individuals to seek treatment? I look forward to your additional thoughts.
My initial post is below:
Bipolar disorder is a mental condition that is characterized by periods of elevated moods, also known as mania and periods of severe depressions. During the manic episode, a person acts unusually energetic, happy or is easily irritated (Barnett & Smoller, 2009). At extreme levels, people in the manic episode experience psychosis, which is a state in which the individual’s ability to think is affected along with the mood. An individual in the manic episode can also experience hallucination which may make the person violent and hence uncooperative in the treatment process thus making the whole treatment process difficult. Due to the severity of the symptoms during the manic episodes, professional help is crucial; force is sometimes used for resistant patients to get them to undergo treatment (Barnett & Smoller, 2009).
There is, however, a milder form of mania called “hypomania”. Hypomania is not associated with rapid mood changes, irritability or psychosis. In most of the cases, hypomanic episodes may be related to overall increase in productivity and increased energy levels. Hypomanic episodes hardly progress to manic episodes and thus can be managed without seeking any professional help (Beentjes, Goossens, & Poslawsky, 2012).
In children and adolescents, bipolar disorder is characterized by very rapid and frequent mood changes and in some cases, accompanied by chronic symptoms also; suicide attempts are common at this stage (Cosgrove, Roybal, & Chang, 2013). At this point, the condition is referred to as early-onset bipolar disorder. Adults experience more discrete periods of depression and mania. Successful treatment of the ...
Reflection essay should be at least 350-400 words.Student resp.docxsimisterchristen
Reflection essay should be at least
350-400 words.
Student responses should reflect critical consideration of the question and interaction with material from the Bible, the textbooks, and other related materials.
APA 6th ed cover page 12 font
Write a reflective essay on how do Bible stories from the past such as those about Samuel, Saul, David, and Solomon help us to understand God today?
.
Reflection is no less than one page, but no more than two pages. (2..docxsimisterchristen
Reflection is no less than one page, but no more than two pages. (2.5 points)
Reflection uses Times New Roman font; 1" margins (2.5 points)
Reflection describes the following:
Key lesson(s) that you learned (individually) as you completed the simulation (10 points)
What you would have done differently had you been the sole decision maker for each of the functional areas. (10 points)
How do you think this would have contributed to the success of your company? In other words, what do think would have been the effects of your decisions?
company : baldwin
finance part of the company
.
Reflecting on Personal Identity and Global CitizenshipReview the .docxsimisterchristen
Reflecting on Personal Identity and Global Citizenship
Review the
Global Education and Global Citizenship
video and read the article “
A Model of Global Citizenship: Antecedents and Outcomes
” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
Based on the video, explain the importance of educating others on global citizenship.
Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
Analyze how your general education courses influenced you to become a global citizen.
Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must cite at least the two sources used for this assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
Required Resources
Articles
Austin, M. W. (2011, April 13).
The value of general education
[Blog post]. Retrieved from https://www.psychologytoday.com/blog/ethics-everyone/201104/the-value-general-education
In this article, the author gives some reasons that support the importance of general education courses. The reasons for general education courses include: helping a student become a better citizen; increasing critical thinking skills; and providing students with a broad and deep education.
Dowd, M. (2015).
What is the purpose of taking general classes for a college degree?
Retrieved from http://education.seattlepi.com/purpose-taking-general-classes-college-degree-1876.html
In this article, the author explains the importance of breadth of learning. General education courses encompass several areas of study (social sciences, math, science, humanities and nature), which will help prepare students to think more analytically, consider many views on a topic and value cultural differences when they begin their advanced study courses.
Lewis, H. R. (2008).
A core curriculum for tomorrow's citizens
.
Education Digest
,
73
(5), 47-50. Retrieved from https://www.eddigest.com/
The full-text version of this article can be accessed through the.
Reflecting on Personal Identity and Global CitizenshipReview the.docxsimisterchristen
Reflecting on Personal Identity and Global Citizenship
Review the
Global Education and Global Citizenship
video and read the article “
A Model of Global Citizenship: Antecedents and Outcomes
” by Stephen Reysen and Iva Katzarska-Miller. Please take some time to reflect on how the concept of global citizenship has shaped your identity and respond to the following prompts:
Based on the video, explain the importance of educating others on global citizenship.
Address each of the following outcomes of global citizenship as they pertain to the development of your own identity: intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world (found in the article). Explain how your environment influences these outcomes.
Provide at least two personal examples or events in your life that illustrate the development of global citizenship based on the outcomes.
Analyze how your general education courses influenced you to become a global citizen.
Demonstrate critical thinking by accurately interpreting the evidence (scholarly sources) provided.
Your paper
Must be 750 – 1,000 words in length (excluding title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center
.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must cite at least the two sources used for this assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
.
Reflecting on the movie we watched in class, 12 Angry Men, please ad.docxsimisterchristen
Reflecting on the movie we watched in class, 12 Angry Men, please address the following prompts:
1. Summarize the nature of the conflict between the jurors.
2. Describe the TRIP goals exhibited by the various jurors during the conflict.
TRIP goals: Topic goals-emerge as different ideas about what to do, what decisiond to make, where to go, how to allocate resources, or other externally objectifiable issues.
Relational goals-how each party wants to be treated by the other and the amout of interdependece they desire.
Identity goals-face saving, the key question is who am I in this particular interaction. As conflct increase in intensity, the parties shift to face saving as a key goal.
Process goals- The key question is what commmunication process would work best? Many times people disagree about how to formally or informally conduct a conflict.
3. What were some of the barriers to reaching a verdict/resolving the conflict?
4. How were the jurors ultimately able to move past those barriers?
The paper should be a minimum of three pages long and apply the theories we have covered in class.
.
Reflect on your understanding of the relationship between thinking a.docxsimisterchristen
Reflect on your understanding of the relationship between thinking and language.
Answer the following questions in 100 words each:
How do individuals acquire and develop language?
How do you personally communicate your thoughts and how did you learn to do so?
Based on your own experiences, what are some symbols (e.g., letters of the alphabet) people use to communicate?
Explain how you think these symbols are related to critical thinking?
The assignment will be graded according to the following criteria:
Clarity: The intent of the writer is clear.
Logic: The answer makes sense.
Answers question: The questions are addressed fully.
Mechanics: Answers contain proper punctuation and grammar.
.
Reflect on your experiences during research processes and MLA style.docxsimisterchristen
Reflect on your experiences during research processes and MLA style
Topic:
MLA Research Style
Write a two page essay to address the following elements:
Briefly discuss your experiences in completing research assignments prior to taking this course.
Discuss your understanding and the challenges of the research process this term.
Discuss your understanding and the challenges of researching a topic, creating works cited entries, and creating in-text citations.
Discuss your concerns about the research process as you prepare for your next Composition course.
Format:
2 pages
Size 12 print
Times New Roman font
Double space (all lines)
Heading in top left corner (double spaced)--your name, course name, my name, date
Effective and original title (five words or more)
No bold print, italics, underlining, or quotation marks for emphasis
Use essay format (introduction, body, and conclusion).
Use paragraph format and complete sentences.
NO PLAGIARISM
.
Reflect on what you learned in regards to mission statements.1) Di.docxsimisterchristen
Reflect on what you learned in regards to mission statements.
1) Discuss the importance of a mission statement. Imagine that you just opened a Human Services program for the homeless population in your community. Write a mission statement with goals and objectives that would explain the purpose of your program.
2) Discuss how your mission will assist your organization in achieving their goals and objectives.
(Remember to support your statements with appropriate scholarly resources)
.
Reflect on the following for your 1-page journal reflection. As a ma.docxsimisterchristen
Reflect on the following for your 1-page journal reflection. As a manager, you may encounter people from many different countries, each of whom have different perspectives based on their own unique combination of characteristics. Think about a culture from outside of the United States that you may have encountered, and that you would like to learn more about. What are some strategies you can use to learn more about this culture?
.
Reflect on what you have learned in this course.What future concer.docxsimisterchristen
Reflect on what you have learned in this course.
What future concerns are likely to impact public health?
How do you see global health concerns impacting your community?
How can you apply what you have learned in this course to your current practice?
APA Format
Nies, M. A., & McEwen, M. (2015).
Community/Public health nursing: Promoting the health of populations
(6th ed.). St. Louis, MO: Saunders/Elsevier.
Chapter 15: Globalization and International Health
Kulbok, P. A., Thatcher, E., Park, E., & Meszaros, P. S. (2012). Evolving public health nursing roles: Focus on community participatory health promotion and prevention.
Online Journal of Issues in Nursing, 17
(2), 1. doi:10.3912/OJIN.Vol17No02Man01.
Click here to retrieve.
:
.
Reflect on this semester as it is coming to an end. Please summariz.docxsimisterchristen
Reflect on this semester as it is coming to an end. Please summarize in complete detailed paragraphs how your semester went looking at the context of your classes, your social life, and the things you have accomplished. Also reflect on what you plan to do next semester to improve your situation or to fully engage as a college student.
.
Reflect on the University Personal Development. What impediments.docxsimisterchristen
Reflect on the University
Personal Development
. What impediments to personal development do criminal and immoral acts cause against individuals? What impediments to personal development do criminal and immoral acts cause against societal development?
Personal Development.The University
stresses the development of every person's mind, spirit, and body for a balanced life. All members of the University community must demonstrate their commitment to personal development to help strengthen the character of our community.
.
Reflect on an experience when you interacted with someone from anoth.docxsimisterchristen
Reflect on an experience when you interacted with someone from another nation, ethnicity, religious affiliation, or political affiliation and you detected deep, underlying assumptions that were different from your own. Describe that interaction. Through what clues did the individual's deep, underlying assumptions become apparent to you? How did you react? In retrospect, what does that experience reveal to you about your own deeply held assumptions? (125 Words)
.
ReferencesAssignment Submit a reference list showing your r.docxsimisterchristen
References
Assignment:
Submit a reference list showing your research for the Environmental Issues Project
(My topic is to drill or not to drill
). The reference list should have a minimum of 6 sources and follow the APA format. You reference list can include citations from articles, your textbook, books, magazines, interviews, the Internet, etc. Make sure that the list is in alphabetical order.
Here is my submission for the project:
Pollution has been a major factor to the surrounding because most of the time many hazards such as; health problems, global warming, soil erosion among others have resulted due to the same fact. However, several factors cause the stated problems, and these include: noise, cutting down on trees, oil or chemical spills, wastes (Whitacre, 2012) Therefore, the following paper will put the focus on oil spills and the effect on the environment.
Oil spills may take place as a result of the bursting of the pipes that transport oil or spills from the oil tanks. Spillage might end up on water bodies being used by the marine animals and even on land leading to great destructions. For that reason, inspections are always being done each and every day on the tanks and pipes containing oil so as to make sure that no leakage is reported.
·
Alphabetize your sources. Make sure there are sources representing both sides of the issue.
Your references must match your intext citations
Examples of how I want your references done
Lamb, G
. (
2005, September 27
).
Science and politics: a dangerous mix.
Christian Science Monitor
,
97
(213
), 11-13.
Retrieved April 10, 2016
,
from Academic Search Premier database.
Link to article
Pielke Jr., R. (2006, Spring2006). When Scientists Politicize Science.
Regulation
,
29
(1), 28-34. Retrieved April 10, 2016, from Business Source Complete database.
Link to article
Author last name is always
first (this is how they are put in order)
Date of publication
Name of article and publication
DATE IT WAS RETRIEVED BY YOU
From where it was retrieved and the link
.
Referenced from American Literature Since the Civil War. Create.docxsimisterchristen
Referenced from:
American Literature Since the Civil War
. Create ed. McGraw-Hill, 2015. E-book.
Ernest Hemingway: Author Bio
Ernest Hemingway: Big Two-Hearted River: Part I and Part II
ee cummings:
I carry your heart with me ( I carry it in my heart)
ee cummings
:
Buffalo Bill's defunct
ee cummings
:
In just spring
T. S. Eliot: Author Bio
T. S. Eliot: The Love Song of J. Alfred Prufrock
TS Eliot:
The Hollow Men
Part I:
Identify three symbols in the readings from this week and discuss what you think those symbols mean in the context of the story or poem in which they are found.
Part II:
Based on Hemingway and TS Eliot, what are your impressions of the "Modern Man"?
Part III:
Share a web-based resource that you located that gave you more information about one of our readings this week, about Modernism, about WWI or about a specific author we covered. It could be a video or a website with text. Explain how the source contributed to your understanding. Is it the kind of source you could use in a literary essay, or is it better for 'preliminary research' and overall understanding, but not appropriate for academic use? Why?
Initial discussion should be at least 200 words. It must include MLA citations – both in-text and an end citation.
Citations are not counted as part of your 200 word count requirement
.
Refer to the project from your local community or state that you des.docxsimisterchristen
Refer to the project from your local community or state that you described in Week 8, Discussion 1. You have learned that the unk-unk mind-set necessitates team management and creates a culture of encouraging problem reporting, valuing diversity, and utilizing social cohesion.
Write a one to two (1-2) page paper in which you:
Describe to your project sponsor how you intend to develop and implement an infrastructure of your project's management systems, focusing on at least two (2) significant unk-unks.
Prepare a communication on how your project team uses social cohesion as it implements an infrastructure of one (1) of the five (5) areas of management systems.
Use at least two (2) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
.
Recruitment Methods  Please respond to the followingDevelop a b.docxsimisterchristen
Recruitment Methods" Â Please respond to the following:
Develop a brief plan to recruit for 20 nursing positions for your organization, using both internal and external recruiting sources. Justify the different resources you will use for this plan. Provide specific examples to support your rationale.
Analyze two ethical and legal considerations in using standardized interviews or employment tests that assess aptitude, attitude, honesty, and personality during the selection process. Provide specific examples to support your rationale.
.
Recommended Pages 5Style MLACitations Have a works cited page.docxsimisterchristen
Recommended Pages: 5
Style: MLA
Citations: Have a works cited page at the end of your essay and at least three citations.
Thesis: For this essay the general statement and the specificity will be chosen for you, but you will
need to find the depth on your own.
Scenario:
You are the foreman of a large nuclear bomb shelter that can sustain 100 people for 100 years. A
nuclear war has begun and 97 of the people who were supposed to come to this bomb shelter have
come, but three slots remain open. There are a number of people on the waiting list to be allowed
admittance into the bomb shelter. You will be given which three to save and you must write an essay
explaining why these three people were allowed into the shelter. You will research every factor of your
people including their jobs, diseases, social circumstances, and anything else that will add weight to
your argument. You will also spend some time explaining why you did not choose other more obvious
choices. You may assume your shelter has 10 million dollars in resources.
Bios
A.
Bradley Stevens
Age: 36
Sex: M
Occupation: HVAC Repairs
Family: Henry Stevens (son), Emily Stevens (Ex-wife)
In addition to his air conditioning mechanics, Bradley also has basic carpentry skills and has a
beginner’s pilot license. He completed an associate’s degree in Air conditioning repair at Denver
community college. He no longer lives with his son but is willing to raise him if the two are
admitted into the shelter. Bradley has one domestic battery conviction and served six months in
prison and two years of probation. He is mildly overweight, wears corrective lenses, but is in
good health.
B.
Emily Stevens
Age: 32
Sex: F
Occupation: None
Family: Henry Stevens (son), Bradley Stevens (Ex-husband)
Emily has some amateur gardening skills. She dropped out of college after two years. She has
five years of experience as an administrator’s assistant but has not worked for three years. Emily
lives with her son, Henry, and would prefer to live with him. Emily has no criminal record. She is
in good physical shape, and in good health. She has been diagnosed with severe depression
three years ago and takes anti-depressant medication.
C.
Henry Stevens
Age: 12
Sex: M
Occupation: None
Family: Bradley Stevens (Father), Emily Stevens (mother)
Henry is a grade school student. His aptitude tests are average and his grades are usually below average. He has two years of experience as a cub scout and has learned several camping and survival tactics. Henry will have to live with a guardian and prefers his mother, but will not require as many meals as a full grown adult. Henry has been diagnosed with ADD and has had
difficulty with his schoolwork. He has no other illnesses or diseases.
D.
Geoffrey Augustus
Age: 34
Sex: M
Occupation: Physics Instructor
Family: None
Geoffrey has advanced knowledge of physics and has a five year background as an engineer. He has a Masters in Science for engineering and a Bachelor’s degree in physics. He h.
Reducing Communication BarriersIdentify what techniques you can im.docxsimisterchristen
Reducing Communication Barriers
Identify what techniques you can implement to improve the likelihood that your communications will be received and understood as you intended. Can you identify and reduce the likelihood of barriers interfering with the communication? Give examples. Use at least one resource to support your key points.
Intercultural Communication Competence
Critically examine your personal level of intercultural communication competence. Is it important for you to achieve a certain level of intercultural communication competence? Would enhanced intercultural communication competence help you personally? Professionally? Academically? Include examples in your submission and use at least one resource to support your key points.
.
Red-green color blindness in humans is an example of __________..docxsimisterchristen
Red-green color blindness in humans is an example of __________.
Incomplete dominance
Codominance
Polygenic traits
Pedigree
Human Genome Project
SCID
Cloning
Therapeutic cloning
GMO
Codon
A.
Determined nucleotide base sequence and location of genes
B.
Determines bone size and structure
C.
Two different alleles of a gene are expressed
D.
Immune disorder being treated with gene therapy
E.
Sequence of mRNA that codes for an amino acid
F.
Family tree that allows inheritance of traits
G.
Using stem cells to produce healthy tissues to treat degenerative diseases
H.
Flower color of snapdragons
I.
Nucleotide sequence of tRNA
J.
Transgenic organism
K.
Making an exact copy of an organism
What are the chances that a hemophiliac male and an unaffected, non-carrier female could have a baby that is a hemophiliac male?
.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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.
Assignment InstructionsCounselors have the responsibility of kn
1. Assignment Instructions:
Counselors have the responsibility of knowing and
understanding their profession’s codes of ethics. Codes of ethics
are viewed as the minimum standards for a given profession
(and professional identity) which are based off best
practices. These codes serve as guidelines for practice but do
not tell counselors what to do in a given situation; counselors
are given the autonomy to make decisions based on the
circumstances. Depending on the individual counselor’s
professional license, professional memberships, and specialty
area(s), this may include one or more codes of ethics. For
example, members of the of the American Counseling
Association and Licensed Professional Counselors (or state of
practice equivalent) follow the ACA (2014) Code of Ethics and
members of the American Association for Marriage and Family
Therapists and Licensed Marriage and Family Therapist are
expected to follow the AAMFT (2015) Code of Ethics.
Students will evaluate the license they are pursuing and then
proceed accordingly. Students who would like to pursue
licensure as a Licensed Professional Counselor will evaluate
the
ACA (2014) Code of Ethics along with their state of
practices’ current rules and regulations for Licensed
Professional Counselors (for example, in Texas this would be
the
Texas State Board of Examiners of Professional
Counselors [TSEBPC]).
This assignment includes two parts:
Part 1:
For this assignment and to ensure understanding of best
2. practices in counseling individuals, couples, and families,
students are to rewrite their professional code(s) of ethics
(section by section) in their own words. Please note, in the ACA
(2014) Code of ethics Section A: The Counseling Relationship
includes subsections A.1.-A.12, therefore the student will write
one to four paragraphs per section. Students must provide an
applicable example to further indicate understanding for each
section.
Part 2:
The students will clearly identify the specific license they are
pursuing and their state of practice.
Additionally, students will evaluate how their current state of
practice’s licensing standards and ethical codes (rules and
regulations) compare to the national code (ACA, 2014). Student
should utilize the national code(s) used in Part 1 of the
assignment and explore at least three specific similarities and
three specific difference with the current state of practice’s
standards and national standards. In discussing the similarities
and differences students should make note of how the
differences may impact their professional behaviors,
interactions, and their license(s).
I am pursuing LPC so this paper should be based on that.
Copy of the questionnaire used in survey.sav
On the pages that follow, I have included a portion of the actual
questionnaire used to
collect the data included in the survey.sav file. The first page
includes the demographic
questions, followed by the Life Orientation Test (6 items) and
the Positive and Negative
3. Affect Scale (20 items).
Sample questionnaire:
1. Sex: male (please tick whichever applies)
female
2. Age: _________ (in years)
3. What is your marital status? (please tick whichever applies)
1. single
2. in a steady relationship
3. living with partner
4. married for first time
5. remarried
6. separated
7. divorced
8. widowed
4. Do you have any children currently living at home with you?
(please tick)
yes
no
5. What is the highest level of education that you have
completed? (please tick the
4. highest level you have completed)
1. primary school
2. some secondary school
3. completed high school
4. some additional training (apprenticeship, TAFE courses etc.)
5. undergraduate university
6. postgraduate university
6. What are the major sources of stress in your life?
_____________________________________________________
________
7. Do you smoke? (please tick)
yes
no
If yes, how many cigarettes do you smoke per week?
____________
Please read through the following statements and decide how
much you either agree
or disagree with each. Using the scale provided write the
number that best indicates
5. how you feel on the line next to each statement.
strongly disagree 1 2 3 4 5 strongly agree
1. _____ In uncertain times I usually expect the best.
2. _____ If something can go wrong for me it will.
3. _____ I'm always optimistic about my future.
4. _____ I hardly ever expect things to go my way.
5. _____ Overall I expect more good things to happen to me
than bad.
6. _____ I rarely count on good things happening to me.
Source: Scheier, Carver & Bridges, 1994.
This scale consists of a number of words that describe different
feelings and emotions.
For each item indicate to what extent you have felt this way
during the past few weeks.
Write a number from 1 to 5 on the line next to each item.
very slightly or not
at all
6. 1
a little
2
moderately
3
quite a bit
4
extremely
5
1. ______ interested
2. ______ upset
3. ______ scared
4. ______ proud
5. ______ ashamed
6. ______ determined
7. ______ active
8. ______ distressed
8. Full variable name SPSS variable
name
Coding instructions
Identification number id subject identification number
Sex sex 1 = males; 2 = females
Age age in years
Marital marital 1 = single; 2 = steady relationship; 3 = living
with
a partner; 4 = married for the first time; 5 =
remarried; 6 = separated; 7 = divorced; 8 =
widowed
Children child 1 = yes; 2 = no
Highest level of education educ 1 = primary; 2 = some
secondary;
3 = completed high school;
4 = some additional training;
5 = completed undergraduate;
6 = completed postgraduate.
Major source of stress source 1 = work; 2 = spouse or partner;
9. 3 =
relationships; 4 = children; 5 = family; 6 = health /
illness; 7 = life in general
Do you smoke? smoke 1 = yes; 2 = no
Cigarettes smoked per week smokenum Number of cigarettes
smoked per week
Optimism Scale
op1 to op6 1=strongly disagree , 5=strongly agree
Mastery Scale mast1 to mast7 1=strongly disagree , 4=strongly
agree
PANAS Scale pn1 to pn20 1=very slightly, 5=extremely
Life Satisfaction Scale
lifsat1 to lifsat5 1=strongly disagree , 7=strongly agree
Perceived Stress Scale pss1 to pss10 1=never, 5=very often
Self esteem Scale sest1 to sest10 1=strongly disagree ,
4=strongly agree
10. Marlowe-Crowne Social
Desirability Scale
m1 to m10 1=true, 2=false
Perceived Control of Internal
States Scale (PCOISS)
pc1 to pc18 1=strongly disagree, 5=strongly agree
Total scale scores included in survey.sav
Full variable name SPSS Variable
name
Coding instructions
Total Optimism Toptim reverse items op2, op4, op6
add all scores op1 to op6
range 6 to 30
Total Mastery Tmast reverse items mast1, mast3, mast4, mast6,
mast7
add all items mast1 to mast7
range 7 to 28
11. Total Positive affect Tposaff add items pn1, pn4, pn6, pn7, pn9,
pn12, pn13,
pn15, pn17, pn18
range 10 to 50
Total Negative affect Tnegaff add items pn2, pn3, pn5, pn8,
pn10, pn11, pn14,
pn16, pn19, pn20
range 10 to 50
Total Life Satisfaction Tlifesat add all items lifsat1 to lifsat5
range 5 to 35
Total Perceived Stress Tpstress reverse items pss4, pss5, pss7,
pss8
add all items pss1 to pss10
range 10 to 50
Total Self-esteem Tslfest reverse items sest3, sest5, sest7,
sest9, sest10
add all items sest1 to sest10
range 10 to 40
Total Social desirability Tmarlow reverse items m6 to m10
(recode true=1, false
=0)
add all items m1 to m10
range 0 to 10
12. Total Perceived Control
of Internal States
Tpcoiss reverse items pc1, pc2, pc7, pc11, pc15, pc16
add all items pc1 to pc18
range 18 to 90
New Education
categories
educ2 recoded the categories primary, some secondary
into one group because of small numbers in each
group.
1=primary/some secondary, 2=completed
secondary, 3=some additional training,
4=completed undergraduate university,
5=completed postgraduate university.
Age group 3 categories Agegp3 1=18-29yrs, 2=30-44yrs,
3=45+yrs
Age group 5 categories Agegp5 1=18-24yrs, 2=25-32yrs, 3=33-
40yrs, 4=41-49,
5=50+yrs.
1
13. Copy of questionnaire for survey5ED.sav
General instructions
In this booklet are a number of scales and questions designed
to measure your opinions,
beliefs and behaviour. Please answer the questions as honestly
as possible, in a way that shows
how you really are, not how you would like to be or how you
think you should be.
You may feel that some questions are very similar to others in
the questionnaire. Each of the
different sets of questions is measuring different aspects so it is
important that you answer each of
the questions. Don’t spend too much time thinking about your
answers. The first answer that pops
into your head is what is needed.
Instructions are given for each of the different sets of
questions. Please read these carefully
as they vary from section to section. Some sets of questions ask
you to give an answer by ticking a
box. Others ask you to rate how much you agree or disagree
using a 4 point scale, others use a 5, 6
or 7 point scale. It is important that you use the correct scale for
each question.
Thank you very much for agreeing to participate in this study.
14. 1. Sex: _____Male _____Female (please tick whichever
applies)
2. Age: ___________ (in years)
3. What is your marital status: (please tick whichever best
describes your current situation)
_____1. single _____2. in a steady relationship _____3. living
with partner _____4. married for
first time
_____5. remarried _____6. separated _____7. divorced
_____8. widowed
4. Do you have any children currently living at home with you:
_____Yes _____No
5. What is the highest level of education that you have
completed: (please tick the highest level you
have completed).
_____ primary school _____ some secondary school _____
completed high school
_____ some additional training
(apprenticeship, TAFE courses etc.) _____ completed
undergraduate University
_____ completed postgraduate University
15. 6. What are the major sources of stress in your life?
_____________________________________________________
____________________________
7. Do you smoke?: _____Yes _____No
If yes, how many cigarettes do you smoke per week
____________
2
Scale A
Please read through the following statements and decide how
much you either agree or disagree with each.
Using the scale provided write the number that best indicates
how you feel on the line next to each statement.
strongly disagree 1 2 3 4 5 strongly agree
16. ______ 1. In uncertain times I usually expect the best.
______ 2. If something can go wrong for me it will.
______ 3. I’m always optimistic about my future.
______ 4. I hardly ever expect things to go my way.
______ 5. Overall I expect more good things to happen to me
than bad.
______ 6. I rarely count on good things happening to me.
Scale B
Please indicate how much you either agree or disagree with each
statement. Write a number from 1 to 4 on
the line next to each statement.
strongly disagree 1 2 3 4 strongly
agree
1. ______ I have little control over the things that happen to me
2. ______ I can do just about anything I really set my mind to
do
17. 3. ______ There is really no way I can solve some of the
problems I have
4. ______ There is little I can do to change many of the
important things in my life
5. ______ What happens to me in the future mostly depends on
me
6. ______ I often feel helpless in dealing with the problems of
life
7. ______ Sometimes I feel that I'm being pushed around in life
3
Scale C
This scale consists of a number of words that describe different
feelings and emotions. For each item indicate
to what extent you have felt this way during the past few weeks.
Write a number from 1 to 5 on the line next to
each item.
very slightly or not
at all
1
18. a little
2
moderately
3
quite a bit
4
extremely
5
1. ______ interested
2. ______ upset
3. ______ scared
4. ______ proud
5. ______ ashamed
6. ______ determined
7. ______ active
19. 8. ______ distressed
9. ______ strong
10. ______ hostile
11. ______ irritable
12. ______ inspired
13. ______ attentive
14. ______ afraid
15. ______ excited
16. ______ guilty
17. ______ enthusiastic
18. ______ alert
19. ______ nervous
20. ______ jittery
Scale D
Below are five statements with which you may agree or
20. disagree. Using a 1 to 7 scale, indicate your
agreement with each item by placing the appropriate number on
the line next to that item.
strongly disagree 1 2 3 4 5
6 7 strongly agree
1. ______ In most ways my life is close to ideal
2. ______ The conditions of my life are excellent
3. ______ I am satisfied with my life
4. ______ So far I have got the important things I want in life
5. ______ If I could live my life again, I would change almost
nothing
4
Scale E
Please use the scale below to answer each of the following
questions. Write a number from 1 to 5 in the space
provided.
21. never
1
almost never
2
sometimes
3
fairly often
4
very often
5
In the last few weeks:
______1. How often have you been upset because of
something that happened unexpectedly?
______2. How often have you felt that you were unable to
control the important things in your life?
______3. How often have you felt nervous and 'stressed’?
______4. How often have you felt confident about your ability
to handle your personal problems?
______5. How often have you felt that things were going your
way?
______6. How often have you found that you could not cope
with all the things that you had to do?
22. ______7. How often have you been able to control irritations
in your life?
______8. How often have you felt that you were on top of
things?
______9. How often have you been angered because of things
that happened that were outside of
your control?
______10. How often have you felt difficulties were piling up
so high that you could not overcome
them?
5
Scale F
Please indicate how much you agree or disagree with each of
these statements using the scale provided
below. Write the number that best indicates how you feel in the
space next to each statement.
strongly disagree 1 2 3 4 strongly agree
23. 1. ______ I feel that I am a person of worth, at least on an
equal basis with others
2. ______ I feel that I have a number of good qualities
3. ______ All in all, I am inclined to feel that I am a failure
4. ______ I am able to do things as well as most other people
5. ______ I feel I do not have much to be proud of
6. ______ I take a positive attitude toward myself
7. ______ I wish I could have more respect for myself
8. ______ On the whole, I am satisfied with myself
9. ______ I certainly feel useless at times
10. ______ At times I think I am no good at all
Scale G
Listed below are a number of statements concerning personal
attitudes and traits. Read each item
and decide whether the statement is true or false as it relates to
you.
Circle either True (T) or False (F) for each statement
24. T F 1. I’m always willing to admit it when I make a
mistake
T F 2. I always try to practice what I preach
T F 3. I never resent being asked to return a favour
T F 4. I have never been irked when people expressed
ideas very different from my own
T F 5. I have never deliberately said something that hurt
someone’s feelings
T F 6. I like to gossip at times
T F 7. There have been occasions when I took advantage
of someone
T F 8. I sometimes try to get even rather than forgive and
forget
T F 9. At times I have really insisted on having things
my own way
T F 10. There have been occasions when I felt like
smashing things
6
Scale H
25. Using the scale provided, decide how much you either agree or
disagree with each statement. Next to
each statement, write the number that best indicates how you
feel.
strongly strongly
disagree 1 2 3 4 5 agree
______ 1. I don't have much control over my emotional
reactions to stressful situations.
______ 2. When I'm in a bad mood I find it hard to snap myself
out of it.
______ 3. My feelings are usually fairly stable.
______ 4. I can usually talk myself out of feeling bad.
______ 5. No matter what happens to me in my life I am
confident of my ability to cope
emotionally.
______ 6. I have a number of good techniques that will help me
cope with any stressful situation.
______ 7. I find it hard to stop myself from thinking about my
problems.
______ 8. If I start to worry about something I can usually
distract myself and think about
26. something nicer.
______ 9. If I realize I am thinking silly thoughts I can usually
stop myself.
______ 10. I am usually able to keep my thoughts under control.
______ 11. I imagine there will be many situations in the future
where silly thoughts will get the
better of me.
______ 12. I have a number of techniques which I am confident
will help me think clearly and
rationally in any situation I might find myself.
______ 13. Even when under pressure I can usually keep calm
and relaxed.
______ 14. I have a number of techniques or tricks that I use to
stay relaxed in stressful situations.
______ 15. When I'm anxious or uptight there does not seem to
be much that I can do to help
myself relax.
______ 16. There is not much I can do to relax when I get
uptight.
______ 17. I have a number of ways of relaxing that I am
confident will help me cope.
______18. If my stress levels get too high I know there are
27. things I can do to help myself.
You have reached the end of the questionnaire.
Thank you very much for participating in this study.
Your assistance is greatly appreciated
Midterm Exam
The purpose of this examination is to practice using SPSS to
analyze the data. You should attempt each of the questions
detailed on the following pages. You will need to have read
through the provided materials in the class
first to familiarize yourself with its contents and revise
the various statistical procedures covered.
There are a number of parts to this exercise.
· In Part A, you are asked to create your own data file and to
perform analyses on this data file.
· In Part B, you will be asked to interpret some output generated
by SPSS.
· In Part C, you will be using the data file attached in mid-term
dropbox. Full details of this data file is also included in the
dropbox, and you should read through this section thoroughly
before beginning. This is a real data file that is condensed from
data collected by Postgraduate Diploma of Psychology students.
· In Part D, you will estimate sample size by using G*power.
The following rules apply for this assignment:
· If applicable, answer the question under three headings.
1. SPSS syntax
28. 2. Necessary SPSS output
3. Interpretation and/or conclusion of your analysis
· Organize your work in a reasonably neat and coherent way.
Work scattered all over the page without a clear ordering will
receive very little credit.
· Only necessary output from the SPSS software should be in
the submitted exam.
· You are required to work INDIVIDUALLY.
· Justification does not include hundreds of pages of computer
output with hopes you covered all aspects. Justification is a
well thought out and well-articulated rationale for what you do!
Do not JUST SUBMIT SPSS OUTPUTS or CODES
Part A
Sample questionnaire
1. Sex
___ Male ___ Female
2. Age in years __________
3. Education level (please indicate the highest level of
schooling that you completed)
_____ Year 10 _____ Year 12 ______ University or
College
4. Are you currently on a diet to lose weight?
____ Yes ____ No
Mastery Scale
Please indicate how much you either agree or disagree with each
of the following statements.
Write a number from 1 to 4 on the line next to each statement.
strongly disagree 1 2 3 4 strongly
agree
1. ______ I have little control over the things that happen to me
2. ______ I can do just about anything I really set my mind to
3. ______ There is really no way I can solve some of the
problems I have
4. ______ There is little I can do to change many of the
important things in my life
29. 5. ______ What happens to me in the future mostly depends on
me
6. ______ I often feel helpless in dealing with the problems of
life
7. ______ Sometimes I feel that I'm being pushed around in life
1. Prepare a codebook for this questionnaire, detailing each of
the variable names and codes to be used to prepare the data for
entry into SPSS
. (3 points)2. Using the
codebook you developed, describe how you would create value
labels for Question 3 (Education level). Describe the steps you
would use in SPSS.
(3 points)
3. Using SPSS, create a new data file for this questionnaire.
Enter some pretend data in this data file (for at least five cases).
(3
points)4. It is important to check your data set for errors
before conducting your major analyses.
(a) Describe how you would go about doing this using SPSS. In
particular, how would you identify cases that had values that
did not fall in the range of possible values for a particular
variable?
(3 points)
(b) Perform a check for errors on your pretend data file. Correct
any errors you find.
(3 points)
5. Using your pretend data file, calculate total scale scores for
the Mastery scale used in the questionnaire (make sure you
reverse the negatively worded items first). High scores on the
Mastery scale should represent high levels of mastery. Report
the mean and standard deviation for the Mastery scale.
(3 points)
6. Create a new variable by recoding the responses to Question
30. 3 (education level) so that there are only two groups (Yr 10 and
Yr 12 = 0; University/College = 1).
(3 points)
7. Create a new age group variable (agegp4) that breaks the
sample into 4 groups:
18-25yrs = 1, 26-45yrs =2, 46-60yrs = 3, 61yrs and above = 4.
Remember to attach value labels to describe what each value in
the new variable represents.
(6 points)
Part B
1. A market researcher is interested in the coffee drinking habits
of males and females. He asks a sample of male and female
office workers to record the number of cups of coffee they
consume during a week.
(a) Which statistical technique could the researcher use to
determine if males and females differ in terms of the number
of cups of coffee consumed in a week? Explain why you have
chosen this technique.
(6 points)
(b) What assumptions should you check for when using the
technique that you chose in question 2(a) above.
(3 points)
2. The following output was obtained using SPSS.
Coefficientsa
Model
Unstandardized Coefficients
Standardized Coefficients
t
Sig.
31. B
Std. Error
Beta
1
(Constant)
-11.823
8.806
-1.343
.198
hours spent revising
.551
.171
.456
3.226
.005
anxiety
.104
.058
.179
1.796
.091
A-level entry points
1.989
.469
.581
4.239
.001
a. Dependent Variable: exam score
(a) Which parametric statistical technique was used to obtain
this output?
32. (3 points)
(b) What research question/s could be addressed using this
output?
(3 points)
(c) Interpret this output in terms of the research question/s you
gave in question 3(b), above.
(3 points)
3. A researcher is interested in assessing the impact of a number
of changes in a public health department on the job satisfaction
of employees. Before the changes are implemented the
researcher distributes a questionnaire to a sample of employees,
which measures their attitudes to their work and their overall
job satisfaction. The same questionnaire is distributed to the
same group of employees one month after the workplace
changes were implemented and again three months later.
(a) Which parametric statistical technique could the researcher
use to see if workers’ job satisfaction levels had changed across
the three time periods measured? Briefly justify your answer.
(3 points)
(b) What non-parametric technique (if any) could be used to
explore this question?
(3 points)
Part C
In this part, you will need to open the data file that accompanies
in dropbox folder
,
survey.sav. Details of the questionnaire, the scales
used, and the codebook are provided in dropbox.
1. Using the
33. survey.sav data file, report the descriptive statistics for
gender, age, marital status, and education level. Write up the
results of these descriptive statistics as they would appear in the
Method section of a research article.
(6 points)
2. (
Bonus Question) It is essential to check the reliability
of scales used in your study. Check the Cronbach alpha values
for the following scales: (
4 points)
(a) Mastery scale
(b) Life Satisfaction scale
(c) Perceived Control of Internal States scale
(d) Perceived Stress scale
3. A researcher is interested in exploring the possibility of
gender differences in levels of perceived stress (total score)
controlling for age (in years as continuous).
(a) Perform the appropriate statistical analysis to address this
question. Be sure to check that you have not violated any
assumptions.
(3 points)
(b) Report the conclusions
(
6 points)
4. The same researcher is interested in exploring the
relationship between perceived control (tpcoiss) and life
satisfaction. She suspects that higher levels of perceived control
would be associated with greater life satisfaction.
(a) Perform whatever analyses you feel are appropriate to
address this question (including assumption testing if
applicable).
(3 points)
(b) Describe the analyses you performed and report on these
analyses and the results, as you would in a research report.
34. (3 points)
5. A researcher is interested in exploring the effect of sex and
age group (age as categorical variable) on Life Satisfaction
scores.
(a) Using the sex and agegp3 variables, perform the appropriate
analyses to address this question. For this particular question, it
is not necessary to show assumption testing.
(3 points)
(b) Report the conclusions
(
6 points)
Part D
Using G power, estimate the sample size for following scenario.
A community health worker wants to compare two intervention,
A and B, for reduction of stress due to COVID pandemic. He
hypothesizes that intervention A (Group 1) will be better than
intervention B (Group 2), in terms of overall stress reduction.
He plans to get a match paired sample of participants from his
community and randomly assign them to one of the two
interventions. He decides to do matching based on demographic
variables. At the end of the experiment, which lasts 2 weeks, a
total PSS (total perceived stress score) will be estimated on
each participant. He also expects that the average difference in
total perceived stress score between the two groups will be
about 5 points. Furthermore, she also assumes the standard
deviation of total stress score for intervention A to be 5 and the
standard deviation for intervention B to be 8. The community
health worker wants to know the number of subjects needed
in each group and total sample size assuming equal
sized groups with 95% power. (Hint: Use G power to estimate
the total sample size. Also assume the correlation between
groups to be 0.5). You may attached screenshot from G*Power
to receive a partial credit for this question (