Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus.
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
Degree focus: EDD Performance Improvement Leadership
Week 9
Critical Reflection and Writing Process Evaluation
Critical Thinking and Professional Growth
The core of effective leadership in education is centered on critical thinking. All the tough decisions require leaders to critically analyze problems, challenges, and issues through the lens of the critical thinker who consistently integrates critical thinking principles into all decisions about how to best lead educational organizations.Throughout the course, we have emphasized key elements of your program and specialization while remaining focused on the factors needed for success as leaders in education. These factors are represented through the essential course competencies:
Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Critically reflect on one's own professional decisions, attitudes, actions, and skills to direct one's own learning and growth.
Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Communicate in a manner that is scholarly, professional, and appropriate to purpose.
This week, you will work to transition what you have learned in this course to the start of your specific program or organization. As you prepare to progress from your first course at Capella to the program-specific requirements and courses for your own field or specialization, we encourage you to save the resources, links, materials, tools, and feedback to help you create your success. You will also continue your focus on critical thinking this week with emphasis on Paul and Elder's universal intellectual standards.
TO DO LIST:
Assignment
: Write a 12–15-page paper in which you compile your previous assignments and reflect on your experience writing papers for the course.
What You Need to Know
: Read about intellectual standards.
Assignment Overview
For this final assignment, you will revise and compile the assignments you have developed throughout this course and reflect on your experience writing papers.
What You Need to Know
Final Assignment
Your reading time this week will be devoted to completing your final assignment. The final assignment is a compilation of the revised assignments you developed throughout this course, along with your final reflection.
This week:
Review each writing revision matrix you worked on for your assignments in Weeks 4 and 7. Your final assignment is expected to include a reflection on how you addressed the feedback you received from Smarthinking, the Writing Center, and your instructor for each assignment. Revise your previous assignments to reflect the feedback you received.
Be sure to use the
Week 9 Assignment Template [DOCX]
as a guide to format, organize, and address the final assignment components.
Rework your assignments.
1 MBA Capstone Project Description MBA Capston.docxdurantheseldine
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing the strategic and tactical elements of a comprehensive project.
• Integrating and demonstrating the business leadership skills and techniques you have
learned throughout the MBA program.
• Communicating your analysis and recommendations for a real organization both in
written form and in a formal presentation.
• Completing your MBA program with an experience that reinforces and integrates what
you have learned throughout your MBA program.
The following information outlines the requirements and work associated with the capstone
project for MBA-FPX5910.
Capstone Project Examples
You have a wide variety of choice when it comes to choosing a capstone project that is
personally interesting and rewarding to you. It is your responsibility to propose a capstone topic
and scope that will allow you to demonstrate all of the MBA program outcomes.
Examples of project types that might be proposed to meet these requirements include, but are
not limited to:
• A strategic plan developed for an organization to use that helps them solve a problem or
take advantage of an opportunity.
• A strategic analysis conducted on a selected part or area of an organization.
• A case study developed on a selected part of or situation within an organization.
• An intervention developed to address an organizational issue; for example, a workshop
or training activity. The intervention should be broad-based enough to demonstrate the
program-level outcomes.
• A consulting report developed to analyze a problematic issue within an organization; the
issue and analysis should be broad-based enough to demonstrate program-level
outcomes.
You may propose other project types for the capstone project so long as you are able to identify
how the proposed project satisfies the requirement of demonstrating the program-level
outcomes. When choosing your project type and/or topic, keep in mind that it must result in
recommendations, next steps, or some other type of actionable, evidence-based takeaways for
your intended audience, user, or subject of the project.
2
Capstone Project Selection and Proposal Guidelines
The organization must be real, not fictitious. This may be an organization to which you have
direct access for data gathering or one for which you will gather data via published sources. In
either case, it must be an organization for which you can gather the data needed to complete
the project. If need be, you may be allowed to use a disg.
OL 421 Final Project Guidelines and Rubric Overview .docxcherishwinsland
OL 421 Final Project Guidelines and Rubric
Overview
You will complete a capstone that integrates the knowledge and skills you have developed in the business core coursework and over the duration of the term by
creating an executive summary that highlights the performance of your company from the Capsim simulation. The executive summary is your opportunity to
show your knowledge of the organization, products, and business functions—skills that professionals in this field must possess. You will also reflect on your
journey through the business core and how you plan to position yourself both professionally and in your upcoming program of study. This personal and
professional reflection will specifically focus on business communication skills, professional etiquette, and peer-to-peer and peer-to-leader collaboration.
Evaluation of Capstones
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are two separate components, which will be
evaluated as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a
running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. Your work is expected to meet the highest
professional standards.
This assessment will evaluate your mastery with respect to the following outcomes:
Demonstrate business communication skills and etiquette for constructing personal and professional reflections in a variety of business environments
Analyze strategic problem-solving skills for enhancing business success
Analyze the use of quantitative and qualitative tools for informing strategic decision-making
Assess ethical, legal, and social challenges for suggesting improvement and enhancement strategies
Assess peer-to-peer and peer-to-leader collaboration for improving performance and decision making
Analyze global business markets for informing future business expansion choices
Analyze entrepreneurial and innovative approaches for solving authentic business problems
Prompt
Since you just finished the Capsim simulation, compiled your results, and are now looking to the future of your company, the first component of your capstone
requires you to compose a company performance summary. Imagine that this summary is for new members of the board of directors of your company. It is
imperative that the board understand your company, its value, and its development cycle over the last eight years. This is your opportunity to exhibit your
knowledge of your organization, your products, and how your business functions.
High-level business executives are often short on time, so it is important that your summary is concisely written and rich in content. As has been emphasized in
previous classes in the business core, effective business communication, peer-to-peer and peer-to-leader collaborat.
Transferable SkillsThroughout your education, you have been aske.docxturveycharlyn
Transferable Skills
Throughout your education, you have been asked to research topics and write papers, engage in thought-provoking discussions, consider diverse perspectives, and a host of other challenges that have required you to use both your discipline-specific skills as well as your soft skills to show proficiency of content-related topics. These are called transferable skills. Transferable skills are skills that you develop that can be transferred and applied within your chosen career. Transferable skills are highly valuable and essential for career success.
Rasmussen College recognizes the following as the top transferable skills required by employers today:
Personal Skills
Critical Thinking
Improving thinking, including problem-solving and creativity, by applying intellectual standards such as clarity, precision, logic, and reflection.
Digital Fluency
Effectively employing and understanding digital tools to express ideas in appropriate contexts.
Information Literacy
Recognizing when information is needed and possessing the ability to locate, evaluate, and use effectively needed information.
Global Skills
Ethics & Professional Responsibility
Understanding and exhibiting principles of conduct and professional behavior which impact a greater good in the world and workplace. Understanding and applying ethical and professional principles of conduct.
Communication
Displaying capability in writing, reading, and oral communication; understanding of non-verbal language.
Diversity & Teamwork
Demonstrating awareness and empathy while working collaboratively with people of diverse backgrounds and perspectives.
Transferable Skills Summaries
The following transferable skills summaries will provide you with a deeper understanding of what each Transferable Skill means and how it will affect you in the future. Having an understanding of the Transferable Skill(s) you will be using will provide clarity as you complete your Capstone Portfolio. Click on each the title of each transferable skill to view the corresponding summary:
· Communication Transferable Skill Summary
· Critical Thinking Transferable Skill Summary
· Digital Fluency Transferable Skill Summary
· Diversity & Teamwork Transferable Skill Summary
· Ethics & Professional Responsibility Transferable Skill Summary
· Information Literacy Transferable Skill Summary
Transferable Skills Rubrics
For this course, you will need to assess the suitability of assignments to demonstrate your proficiency in at least three of the transferable skills by using the transferrable skill rubrics below. Click on each title to view the corresponding transferable skill rubric:
· Communication Transferable Skill Rubric
· Critical Thinking Transferable Skill Rubric
· Digital Fluency Transferable Skill Rubric
· Diversity & Teamwork Transferable Skill Rubric
· Ethics and Professional Responsibility Transferable Skill Rubric
· Information Literacy Transferable Skill Rubric
Capstone Portfolio Requirements
Capstone ...
First draft was 100 Plagiarized - Need to be revised ASAPDegree.docxclydes2
First draft was 100% Plagiarized - Need to be revised ASAP
Degree focus: EDD Performance Improvement Leadership
Week 9
Critical Reflection and Writing Process Evaluation
Critical Thinking and Professional Growth
The core of effective leadership in education is centered on critical thinking. All the tough decisions require leaders to critically analyze problems, challenges, and issues through the lens of the critical thinker who consistently integrates critical thinking principles into all decisions about how to best lead educational organizations.Throughout the course, we have emphasized key elements of your program and specialization while remaining focused on the factors needed for success as leaders in education. These factors are represented through the essential course competencies:
Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Critically reflect on one's own professional decisions, attitudes, actions, and skills to direct one's own learning and growth.
Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Communicate in a manner that is scholarly, professional, and appropriate to purpose.
This week, you will work to transition what you have learned in this course to the start of your specific program or organization. As you prepare to progress from your first course at Capella to the program-specific requirements and courses for your own field or specialization, we encourage you to save the resources, links, materials, tools, and feedback to help you create your success. You will also continue your focus on critical thinking this week with emphasis on Paul and Elder's universal intellectual standards.
TO DO LIST:
Assignment
: Write a 12–15-page paper in which you compile your previous assignments and reflect on your experience writing papers for the course.
What You Need to Know
: Read about intellectual standards.
Assignment Overview
For this final assignment, you will revise and compile the assignments you have developed throughout this course and reflect on your experience writing papers.
What You Need to Know
Final Assignment
Your reading time this week will be devoted to completing your final assignment. The final assignment is a compilation of the revised assignments you developed throughout this course, along with your final reflection.
This week:
Review each writing revision matrix you worked on for your assignments in Weeks 4 and 7. Your final assignment is expected to include a reflection on how you addressed the feedback you received from Smarthinking, the Writing Center, and your instructor for each assignment. Revise your previous assignments to reflect the feedback you received.
Be sure to use the
Week 9 Assignment Template [DOCX]
as a guide to format, organize, and address .
You might find that using analysis tools to analyze internal .docxMargaritoWhitt221
You might find that using analysis tools to analyze internal
and external environments is an effective way of analyzing the
chosen capstone organization. If you need to learn more
about these types of analysis tools, check out the resources
below.
Internal Analysis Tools
• tutor2u. (2016). PESTLE (PEST) analysis
explained [Video]. YouTube. https://www.youtube.com/
watch?v=sP2sDw5waEU
• SmartDraw. (n.d.). SWOT analysis. https://
www.smartdraw.com/swot-analysis/
• SWOT Framework.
External Analysis Tools
• Applying VRIO and PESTLE.
• PESTLE Analysis. (n.d.). What is PESTLE analysis? A
tool for business analysis. http://pestleanalysis.com/what-
is-pestle-analysis/
• Study.com. (n.d.). What is PESTLE analysis? Definition
and examples. https://study.com/academy/lesson/what-
is-pestle-analysis-definition-examples.html
• Management & Finance1 TU Delft. (2016). The five
competitive forces that shape strategy [Video]. YouTube.
https://www.youtube.com/watch?v=mYF2_FBCvXw
Use these resources as you see appropriate:
• Research Guide – MBA
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.smartdraw.com/swot-analysis/
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/SWOTFramework/wrapper.asp
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/ApplyVRIOandPESTLE/wrapper.asp
http://pestleanalysis.com/what-is-pestle-analysis/
http://pestleanalysis.com/what-is-pestle-analysis/
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://capellauniversity.libguides.com/MBA
• This research guide was custom created to help
MBA learners. If you are feeling a bit lost on where
to start, this would be a good starting point.
• James, N. (2007). Writing at work: How to write clearly,
effectively and professionally. Crows Nest, Australia:
Allen & Unwin.
• Use this as a general writing handbook. For
example, there are chapters on tone, grammar,
punctuation, style, et cetera.
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing .
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
Degree focus: EDD Performance Improvement Leadership
Week 9
Critical Reflection and Writing Process Evaluation
Critical Thinking and Professional Growth
The core of effective leadership in education is centered on critical thinking. All the tough decisions require leaders to critically analyze problems, challenges, and issues through the lens of the critical thinker who consistently integrates critical thinking principles into all decisions about how to best lead educational organizations.Throughout the course, we have emphasized key elements of your program and specialization while remaining focused on the factors needed for success as leaders in education. These factors are represented through the essential course competencies:
Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Critically reflect on one's own professional decisions, attitudes, actions, and skills to direct one's own learning and growth.
Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Communicate in a manner that is scholarly, professional, and appropriate to purpose.
This week, you will work to transition what you have learned in this course to the start of your specific program or organization. As you prepare to progress from your first course at Capella to the program-specific requirements and courses for your own field or specialization, we encourage you to save the resources, links, materials, tools, and feedback to help you create your success. You will also continue your focus on critical thinking this week with emphasis on Paul and Elder's universal intellectual standards.
TO DO LIST:
Assignment
: Write a 12–15-page paper in which you compile your previous assignments and reflect on your experience writing papers for the course.
What You Need to Know
: Read about intellectual standards.
Assignment Overview
For this final assignment, you will revise and compile the assignments you have developed throughout this course and reflect on your experience writing papers.
What You Need to Know
Final Assignment
Your reading time this week will be devoted to completing your final assignment. The final assignment is a compilation of the revised assignments you developed throughout this course, along with your final reflection.
This week:
Review each writing revision matrix you worked on for your assignments in Weeks 4 and 7. Your final assignment is expected to include a reflection on how you addressed the feedback you received from Smarthinking, the Writing Center, and your instructor for each assignment. Revise your previous assignments to reflect the feedback you received.
Be sure to use the
Week 9 Assignment Template [DOCX]
as a guide to format, organize, and address the final assignment components.
Rework your assignments.
1 MBA Capstone Project Description MBA Capston.docxdurantheseldine
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing the strategic and tactical elements of a comprehensive project.
• Integrating and demonstrating the business leadership skills and techniques you have
learned throughout the MBA program.
• Communicating your analysis and recommendations for a real organization both in
written form and in a formal presentation.
• Completing your MBA program with an experience that reinforces and integrates what
you have learned throughout your MBA program.
The following information outlines the requirements and work associated with the capstone
project for MBA-FPX5910.
Capstone Project Examples
You have a wide variety of choice when it comes to choosing a capstone project that is
personally interesting and rewarding to you. It is your responsibility to propose a capstone topic
and scope that will allow you to demonstrate all of the MBA program outcomes.
Examples of project types that might be proposed to meet these requirements include, but are
not limited to:
• A strategic plan developed for an organization to use that helps them solve a problem or
take advantage of an opportunity.
• A strategic analysis conducted on a selected part or area of an organization.
• A case study developed on a selected part of or situation within an organization.
• An intervention developed to address an organizational issue; for example, a workshop
or training activity. The intervention should be broad-based enough to demonstrate the
program-level outcomes.
• A consulting report developed to analyze a problematic issue within an organization; the
issue and analysis should be broad-based enough to demonstrate program-level
outcomes.
You may propose other project types for the capstone project so long as you are able to identify
how the proposed project satisfies the requirement of demonstrating the program-level
outcomes. When choosing your project type and/or topic, keep in mind that it must result in
recommendations, next steps, or some other type of actionable, evidence-based takeaways for
your intended audience, user, or subject of the project.
2
Capstone Project Selection and Proposal Guidelines
The organization must be real, not fictitious. This may be an organization to which you have
direct access for data gathering or one for which you will gather data via published sources. In
either case, it must be an organization for which you can gather the data needed to complete
the project. If need be, you may be allowed to use a disg.
OL 421 Final Project Guidelines and Rubric Overview .docxcherishwinsland
OL 421 Final Project Guidelines and Rubric
Overview
You will complete a capstone that integrates the knowledge and skills you have developed in the business core coursework and over the duration of the term by
creating an executive summary that highlights the performance of your company from the Capsim simulation. The executive summary is your opportunity to
show your knowledge of the organization, products, and business functions—skills that professionals in this field must possess. You will also reflect on your
journey through the business core and how you plan to position yourself both professionally and in your upcoming program of study. This personal and
professional reflection will specifically focus on business communication skills, professional etiquette, and peer-to-peer and peer-to-leader collaboration.
Evaluation of Capstones
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are two separate components, which will be
evaluated as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a
running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. Your work is expected to meet the highest
professional standards.
This assessment will evaluate your mastery with respect to the following outcomes:
Demonstrate business communication skills and etiquette for constructing personal and professional reflections in a variety of business environments
Analyze strategic problem-solving skills for enhancing business success
Analyze the use of quantitative and qualitative tools for informing strategic decision-making
Assess ethical, legal, and social challenges for suggesting improvement and enhancement strategies
Assess peer-to-peer and peer-to-leader collaboration for improving performance and decision making
Analyze global business markets for informing future business expansion choices
Analyze entrepreneurial and innovative approaches for solving authentic business problems
Prompt
Since you just finished the Capsim simulation, compiled your results, and are now looking to the future of your company, the first component of your capstone
requires you to compose a company performance summary. Imagine that this summary is for new members of the board of directors of your company. It is
imperative that the board understand your company, its value, and its development cycle over the last eight years. This is your opportunity to exhibit your
knowledge of your organization, your products, and how your business functions.
High-level business executives are often short on time, so it is important that your summary is concisely written and rich in content. As has been emphasized in
previous classes in the business core, effective business communication, peer-to-peer and peer-to-leader collaborat.
Transferable SkillsThroughout your education, you have been aske.docxturveycharlyn
Transferable Skills
Throughout your education, you have been asked to research topics and write papers, engage in thought-provoking discussions, consider diverse perspectives, and a host of other challenges that have required you to use both your discipline-specific skills as well as your soft skills to show proficiency of content-related topics. These are called transferable skills. Transferable skills are skills that you develop that can be transferred and applied within your chosen career. Transferable skills are highly valuable and essential for career success.
Rasmussen College recognizes the following as the top transferable skills required by employers today:
Personal Skills
Critical Thinking
Improving thinking, including problem-solving and creativity, by applying intellectual standards such as clarity, precision, logic, and reflection.
Digital Fluency
Effectively employing and understanding digital tools to express ideas in appropriate contexts.
Information Literacy
Recognizing when information is needed and possessing the ability to locate, evaluate, and use effectively needed information.
Global Skills
Ethics & Professional Responsibility
Understanding and exhibiting principles of conduct and professional behavior which impact a greater good in the world and workplace. Understanding and applying ethical and professional principles of conduct.
Communication
Displaying capability in writing, reading, and oral communication; understanding of non-verbal language.
Diversity & Teamwork
Demonstrating awareness and empathy while working collaboratively with people of diverse backgrounds and perspectives.
Transferable Skills Summaries
The following transferable skills summaries will provide you with a deeper understanding of what each Transferable Skill means and how it will affect you in the future. Having an understanding of the Transferable Skill(s) you will be using will provide clarity as you complete your Capstone Portfolio. Click on each the title of each transferable skill to view the corresponding summary:
· Communication Transferable Skill Summary
· Critical Thinking Transferable Skill Summary
· Digital Fluency Transferable Skill Summary
· Diversity & Teamwork Transferable Skill Summary
· Ethics & Professional Responsibility Transferable Skill Summary
· Information Literacy Transferable Skill Summary
Transferable Skills Rubrics
For this course, you will need to assess the suitability of assignments to demonstrate your proficiency in at least three of the transferable skills by using the transferrable skill rubrics below. Click on each title to view the corresponding transferable skill rubric:
· Communication Transferable Skill Rubric
· Critical Thinking Transferable Skill Rubric
· Digital Fluency Transferable Skill Rubric
· Diversity & Teamwork Transferable Skill Rubric
· Ethics and Professional Responsibility Transferable Skill Rubric
· Information Literacy Transferable Skill Rubric
Capstone Portfolio Requirements
Capstone ...
First draft was 100 Plagiarized - Need to be revised ASAPDegree.docxclydes2
First draft was 100% Plagiarized - Need to be revised ASAP
Degree focus: EDD Performance Improvement Leadership
Week 9
Critical Reflection and Writing Process Evaluation
Critical Thinking and Professional Growth
The core of effective leadership in education is centered on critical thinking. All the tough decisions require leaders to critically analyze problems, challenges, and issues through the lens of the critical thinker who consistently integrates critical thinking principles into all decisions about how to best lead educational organizations.Throughout the course, we have emphasized key elements of your program and specialization while remaining focused on the factors needed for success as leaders in education. These factors are represented through the essential course competencies:
Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Critically reflect on one's own professional decisions, attitudes, actions, and skills to direct one's own learning and growth.
Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Communicate in a manner that is scholarly, professional, and appropriate to purpose.
This week, you will work to transition what you have learned in this course to the start of your specific program or organization. As you prepare to progress from your first course at Capella to the program-specific requirements and courses for your own field or specialization, we encourage you to save the resources, links, materials, tools, and feedback to help you create your success. You will also continue your focus on critical thinking this week with emphasis on Paul and Elder's universal intellectual standards.
TO DO LIST:
Assignment
: Write a 12–15-page paper in which you compile your previous assignments and reflect on your experience writing papers for the course.
What You Need to Know
: Read about intellectual standards.
Assignment Overview
For this final assignment, you will revise and compile the assignments you have developed throughout this course and reflect on your experience writing papers.
What You Need to Know
Final Assignment
Your reading time this week will be devoted to completing your final assignment. The final assignment is a compilation of the revised assignments you developed throughout this course, along with your final reflection.
This week:
Review each writing revision matrix you worked on for your assignments in Weeks 4 and 7. Your final assignment is expected to include a reflection on how you addressed the feedback you received from Smarthinking, the Writing Center, and your instructor for each assignment. Revise your previous assignments to reflect the feedback you received.
Be sure to use the
Week 9 Assignment Template [DOCX]
as a guide to format, organize, and address .
You might find that using analysis tools to analyze internal .docxMargaritoWhitt221
You might find that using analysis tools to analyze internal
and external environments is an effective way of analyzing the
chosen capstone organization. If you need to learn more
about these types of analysis tools, check out the resources
below.
Internal Analysis Tools
• tutor2u. (2016). PESTLE (PEST) analysis
explained [Video]. YouTube. https://www.youtube.com/
watch?v=sP2sDw5waEU
• SmartDraw. (n.d.). SWOT analysis. https://
www.smartdraw.com/swot-analysis/
• SWOT Framework.
External Analysis Tools
• Applying VRIO and PESTLE.
• PESTLE Analysis. (n.d.). What is PESTLE analysis? A
tool for business analysis. http://pestleanalysis.com/what-
is-pestle-analysis/
• Study.com. (n.d.). What is PESTLE analysis? Definition
and examples. https://study.com/academy/lesson/what-
is-pestle-analysis-definition-examples.html
• Management & Finance1 TU Delft. (2016). The five
competitive forces that shape strategy [Video]. YouTube.
https://www.youtube.com/watch?v=mYF2_FBCvXw
Use these resources as you see appropriate:
• Research Guide – MBA
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.smartdraw.com/swot-analysis/
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/SWOTFramework/wrapper.asp
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/ApplyVRIOandPESTLE/wrapper.asp
http://pestleanalysis.com/what-is-pestle-analysis/
http://pestleanalysis.com/what-is-pestle-analysis/
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://capellauniversity.libguides.com/MBA
• This research guide was custom created to help
MBA learners. If you are feeling a bit lost on where
to start, this would be a good starting point.
• James, N. (2007). Writing at work: How to write clearly,
effectively and professionally. Crows Nest, Australia:
Allen & Unwin.
• Use this as a general writing handbook. For
example, there are chapters on tone, grammar,
punctuation, style, et cetera.
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing .
FREE 8 Sample Student Resume Templates in PDF MS Word Excel. Undergraduate Resume: Examples for Students amp; How to Write. Undergraduates student resume samples Career Services University .... 8 Undergraduate Students Resume Sample - Free Samples , Examples .... Undergraduate Student CV - Free Samples , Examples amp; Format Resume .... Undergraduate Student Resume / Resume Format Undergraduate Resumeformat .... Undergraduate Teaching Assistant Resumes Rocket Resume. College Student Resume Example amp; Writing Tips for 2021. FREE 8 Sample College Student Resume Templates in PDF MS Word. Undergraduate College Student Resume Template amp; Guide. Resume Example For Undergraduate Student - Resume Themplate Ideas. Resume Template For Undergraduate Student Collection. Undergraduate Resume Template Doc : Undergraduate Curriculum Vitae .... Undergraduate College Student Resume: Sample amp; Templates. University Student Resume Template K
Create a detailed, integrated project charter to address a healt.docxvictorring
Create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site.
Introduction
In NHS-FPX8040, you prepared a preliminary project charter. At that time, you may not have secured your practicum site or preceptor yet. Now that these are in place, in this course you will delve more deeply into creating a project charter appropriate for your practicum site’s needs. You may be able to use some of the project charter work you did in the previous course. At the same time, you may find you need to completely retool your work as it may no longer be appropriate for your practicum site. This is the changing nature of doctoral projects. As we learn more information, doctoral projects change. Your ability to manage this ambiguity and change will be critical to your successfully completing your doctoral program.
In this assessment, you will create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site. You will need to obtain input from your practicum site about how you can help to meet their needs. After submitting your project charter, you will receive your faculty member’s feedback on your charter’s alignment with department objectives, academic rigor, coherency, and readiness for Institutional Review Board (IRB) submission.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Create a project charter to address a clinical or organizational problem or take advantage of an opportunity for improvement within a health care setting.
Clearly describe the people who will be involved in and affected by a project.
Clearly describe an overview of all aspects of a project plan.
Clearly describe the strengths, weaknesses, opportunities, and threats related to a project plan.
Clearly describe the ethical considerations, constraints, external dependencies, and communication strategy of a project plan.
Clearly describe the outcome measures related to a project plan.
Clearly describe the data collection procedures related to a project plan.
Describe a project that could, within 8 to 12 weeks, produce a meaningful, sustainable change in practice or process that can be empirically evaluated, with minimal or no risk to participants or the organization.
Synthesize scholarly, authoritative evidence supporting each part of the project charter.
Competency 4: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Write clearly and coherently, using communication style and vocabulary appropriate for scholarly work.
Correctly reference and cite scholarly and/or authoritative sources.
Preparation
To successfully prepare for this assessment, you will need to:
Ensure that your project aligns with your pract.
CAPS794 Presentation RubricLearning Outcome Assess the leader.docxhacksoni
CAPS794 Presentation Rubric
Learning Outcome: Assess the leadership, human resources and organizational development needs associated with a firm’s strategic goals.
Presentation Content:
Your presentation is based on Greenwood Resources, Case #8 and should include:
· A Power Point presentation MUST also be included in conjunction with your Video
· An introduction and conclusion/recommendations must be included
· A brief overview of the case
· Applying concepts from Chapter 7 analyze their international strategy (reason for international expansion, entry mode, international strategy, etc.)
· Integrating concepts from chapter 8 discuss how Greenwood Resources adopted entrepreneurial strategies in its quest for growth.
· Must include references and citations when the thoughts or ideas are not your own
APA format
Add recording notes in the note section of the powerpoint below each slide, explaining in detail what the slide is explain.
This is not just SLIDES…. There has to be details that I will read on video explaining the context.. and it should flow as if you were giving a presentation in person
Levels of Achievement
Criteria
Does Not Meet Expectations or Missing
Needs Improvement
Meets Expectations
Demonstrates Mastery
Introduction and Conclusion
Weight 5%
0 to 72%
Introduction or Conclusion were missing.
73 to 79%
Failed to introduce self or purpose. Abrupt ending with no referencing.
80 to 93%
Introduced topic, purpose and self. General summary with appropriate referencing.
94 to 100%
Introduced topic, purpose and self along with an effective attention getter. Conclusion reinforced main points, appropriate referencing.
Body of the Presentation
Weight 50.00%
0 to 72 %
Several content areas are missing OR content areas are not addressed at the level of detail required.
73 to 79 %
A required content area may be missing OR some content demonstrates weak understanding of concepts being assessed and could be expanded upon.
80 to 93 %
Adequately addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in detail demonstrating a basic understanding of the concepts being assessed.
94 to 100 %
Addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in great detail demonstrating a strong understanding of the concepts being assessed.
Presentation Design
Weight
15%
0 to 72 %
Several content areas are not supported with information from the sim or textbook
73 to 79 %
Information from the simulation or the text is barely used or not used appropriately.
80 to 93%
Information from the simulation and the textbooks is used appropriately to support discussion and decisions.
94 to 100 %
Information from the simulation and the textbook is always used appropriately to support discussion and decisions with a high level of application to sim results.
Organization and Flow
Weight 10%
0 to 72 %
Information is not organized in a cl.
CAPSTONE CASE The Student will be required to read the Capstone.docxhacksoni
CAPSTONE CASE:
The Student will be required to read the Capstone Case (page 476 of the course text) and respond to the 15 questions on page 483 & 484. Each question will require no less than a one-page response with appropriate references in APA format double-spaced, Times New Roman 12point font. Capstone case is due December 5, 2018, @ 9:00AM.
476
Presented here is the description of a serial homicide investigation in the 1960s that involved
the sexually motivated murders of seven mostly college-aged women in Michigan. The
discussion provided here draws primarily on Edward Keyes’s, The Michigan Murders.1 The
case is longer and more detailed than the other From the Case File chapter introductions.
It can serve as a capstone discussion of many of the issues covered in Criminal Investigation,
including the basic problems of criminal investigation, the value of eyewitness identifica-
tions, the value of other evidence, the potential value of DNA evidence, how proof can be
established, and the impact of technology on investigations. Questions for discussion and
review are presented at the conclusion of the case.
Appendix
Capstone Case
Capstone CASE
The Coed Murders
The nightmare began on the evening of July 10, 1967,
when nineteen-year-old Mary Fleszar did not return
to her apartment, which was located just a few
blocks from the Eastern Michigan University (EMU)
campus in Ypsilanti, Michigan. Mary was a student at
the university. As is the case in most missing person
investigations, the first task for investigators was to
determine when and where she was last seen. In
reconstructing the last known whereabouts of Mary,
an EMU police officer recalled seeing a girl matching
her description walking near campus at about
8:45 p.m. the night before she was reported missing.
She was alone. Another witness reported he had seen
the girl at about 9:00 p.m. that same night in the same
area, walking on the sidewalk. The witness reported
that a car had driven up next to her and stopped.
According to report the witness gave, the only person
in the vehicle was a young man, and the vehicle was
bluish-gray in color, possibly a Chevy. The witness said
it appeared that the young man inside the car said
something to Mary, she shook her head, and the car
drove off. Shortly thereafter, the same car passed the
witness’s house again and pulled into a driveway in
front of Mary, blocking her path. Mary walked around
the back of the car and continued down the sidewalk.
The car pulled out of the driveway and, tires squealing,
drove down the street. At this point the witness lost
sight of Mary and the vehicle. Mary was never again
seen alive.
On August 7, 1967, a heavily decomposed nude body
was found on farmland two miles north of Ypsilanti.
The body was identified as Mary Fleszar through
dental records. It was clear to investigators that the
cause of death was certainly not natural, accidental,
or suicide, given the area.
Capitalism emphasizes fostering individualism while socialism emphas.docxhacksoni
Capitalism emphasizes fostering individualism while socialism emphasizes collectivism. A major criticism of capitalism is that it creates an unequal distribution of resources and income within society because of its focus on individualism over collectivism. However, a major criticism of socialism is that it lacks the incentives necessary for greater innovation thus preventing an economy from achieving a level of productivity to adequately support society.
Questions:
A. Why do socialist countries typically have difficulty keeping up with the technological innovations of capitalist countries?
B. Would a society that emphasized a capitalist mode of production benefit by a moral framework that emphasized collectivism (i.e., emphasized greater consideration of others and society)? Why or why not?
Source: Copied & Paraphrased from Colander (2010): Macroeconomics, 8th edition
NOTE: Write your initial response with separate paragraph of no more than 5-7 complete, non-compound sentences for each part. Put each part into a separate paragraph. Subsequent responses must be no more than 10 complete, non-compound sentences.
All sources must be cited. Information should not be copied directly from any source.
.
Capitão et al. Translational Psychiatry ( 2019) 930 httpsdoi.docxhacksoni
Capitão et al. Translational Psychiatry ( 2019) 9:30
https://doi.org/10.1038/s41398-018-0332-2 Translational Psychiatry
ARTICLE
Open Access
A single dose of fluoxetine reduces neural limbic responses to anger in depressed adolescents
Liliana P. Capitão1,2, Robert Chapman1,2, Susannah E. Murphy1,2, Christopher-James Harvey1, Anthony James1,2,
Philip J. Cowen1,2 and Catherine J. Harmer1,2Abstract
Depression in adolescence is frequently characterised by symptoms of irritability. Fluoxetine is the antidepressant with the most favourable benefit:risk ratio profile to treat adolescent depression, but the neural mechanisms underlying antidepressant drugs in the young brain are still poorly understood. Previous studies have characterised the neural effects of long-term fluoxetine treatment in depressed adolescents, but these are limited by concurrent mood changes and a lack of placebo control. There is also recent evidence suggesting that fluoxetine reduces the processing of anger in young healthy volunteers, which is consistent with its effect for the treatment of irritability in this age group, but this remains to be investigated in depressed adolescents. Here we assessed the effects of a single, first dose of 10 mg fluoxetine vs. placebo on neural response to anger cues using fMRI in a sample of adolescents with Major Depressive Disorder (MDD) who had been recently prescribed fluoxetine. As predicted, adolescents receiving fluoxetine showed reduced activity in response to angry facial expressions in the amygdala-hippocampal region relative to placebo. Activity in the dorsal anterior cingulate cortex (dACC) was also increased. No changes in symptoms were observed. These results demonstrate, for the first time in depressed adolescents, that fluoxetine has immediate neural effects on core components of the cortico-limbic circuitry prior to clinical changes in mood. The effect on anger is consistent with our previous work and could represent a key mechanism through which fluoxetine may act to alleviate irritability symptoms in adolescent depression.
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Introduction
Adolescence is a developmental period in which the risk of experiencing psychological disorders increases significantly. Depression is common during this age period, being associated with a high rate of recurrence and significant risk of suicide1,2. Clinically, adolescents with depression display the same symptoms as seen in adulthood, but there are some key differences: depressed youth often exhibit irritability rather than (or in addition to) low mood. This is reflected in the high rates of irritability reported in community and clinical youth samples with depression, varying between 30 and 85%3–5. For this
reason, irritability is included as a cardinal symptom in the diagnosis of Major Depressive Disorder (MDD) among children and adolescents but not adults6. More recently, irritability has also been recognised as a core.
Capital-Equipment BudgetingCapital-equipment budgeting is typica.docxhacksoni
Capital-Equipment Budgeting
Capital-equipment budgeting is typically related to the expansion of current services. This type of budget must be justified and requires a viability or return on investment analysis. Evaluate the advantages and disadvantages of financing options (e.g., mortgages and loans; lines of credit, leases; bond financing) for a specified capital improvement or equipment project.
Resources
Readings
1. Textbook:
Dropkin, M., Halpin, J., & LaTouche, B. (2007).
The budget-building book for nonprofits
(2nd ed.). Jossey-Bass.
Chapter 16: Allocating Administrative, Overhead, and Shared Costs
Chapter 17: Revising Draft Operating Budgets
Chapter 18: Zero-Based Budgeting (ZBB)
Chapter 19: Capital Budgeting
2. Video:
Rae, W, [ehowfinance]. (2009, February 6). Making a Budget: How to Create a 0-Based Budget [Video File]. Retrieved from
https://youtu.be/4HNFnNrSNjA (Links to an external site.)
Recommended Readings
1. Websites:
SAMHSA. (n.d.) Grants. Substance Abuse and Mental Health Services Administration. Retrieved from
https://www.samhsa.gov/Grants (Links to an external site.)
National Institute of Health (NIH). (2015). Grants and funding: NIH's central resource for grants and funding information. National Institute of Health (NIH). Retrieved from
http://grants.nih.gov/grants/oer.htm
.
Capital StructureCreate an argument for a publically traded heal.docxhacksoni
Capital Structure
Create an argument for a publically traded health care organization to issue stocks or bonds as part of its capital structure. Provide support for your position.
Imagine that a publicly traded health care organization has just experienced a downgrade in its credit rating from a rating agency, such as Moody’s or Standard & Poor’s. Determine the most likely impact that this event would have on the publically traded health care organization. Indicate an approach that management could take to minimize the impact that you have determined. Provide support for your rationale.
Use at least one reference:
.
Capital RationingCompare and contrast the Internal Rate of Retur.docxhacksoni
Capital Rationing
Compare and contrast the Internal Rate of Return (IRR), the Net Present Value (NPV) and Payback approaches to capital rationing. Which do you think is better? Why? Provide examples and evidence from two articles from ProQuest to support your position. Your post should be 200-250 words in length.
.
Capital Investment EvaluationSelect one of the capital investmen.docxhacksoni
Capital Investment Evaluation
Select one of the capital investment evaluation methods described in Chapter 10 of your text. Fully explain the capital evaluation method’s strengths and weaknesses. Take a position and defend the use of your selected method. Be sure to use at least two scholarly sources to support your position. Your initial post should be 200-250 words.
.
Capital Investment 5Sources of Finance for the Proposed .docxhacksoni
Capital Investment 5
Sources of Finance for the Proposed CI Project and the Gap between the Theory and Practice of Capital Budgeting
By
Course
Tutor
University
City/State
Date
Introduction Comment by Ufuk Misirlioglu: No need along introduction, and add a very limited contribution.
Capital budgeting is one of the key processes businesses use to determine the potential of projects succeeding or failing to recuperate the initial financial investments. The process is very critical when large companies want to expand or introduce huge assets, which probably require colossal amounts of first cash investment as well as maintenance. These investments and projects can range from constructing massive new production plants to other long-term schemes. In such instances, business capital investment managers often spend a significant amount of time assessing the new project’s prospective lifetime success, including the cash outflows and inflows. This investment appraisal process is important in evaluating whether the potential outcomes or revenues generated can meet the target benchmark.
After achieving a successful capital budgeting plan, it is critical that a firm evaluates its prospective financial sources to fund the proposed projects. For example, based on its financial position, the projected amount of investment capital, and the repayment duration, an organization can either opt for a bank loan or sells its equity to other potential investors. That being said, Foster Construction Ltd needs to assess a wide range of possible financiers to support the purchase of the new ALII. This paper, therefore, mainly discusses some of these capital financing proposals the company can explore, with the last section detailing the existing gap between theory and practice of capital budgeting.
Discussion
A. Sources of Finance for the Proposed CI Project
Foster is a reputable company and boasts of a sizeable annual revenue-meaning that the firm cannot struggle to pay its debts. We truly have quite a range of options that can assist us to fund the new ALII capital project as a private firm. The following are some of the two most viable financial alternatives for the organization:
Firstly, I propose we obtain a short-term loan, probably payable within four years, from a renowned financial institution or commercial bank. I strongly believe a short-term loan can assist the Foster Construction Ltd to buy and maintain the modern ALII crane and restore the old one for the next four years. However, there are critical factors that must be considered before identifying the right financier and the amount we can apply. Current and projected inflation rates in the country will definitely play a central role. We must also consider the interest rates offered by each particular organization to determine the lowest repayable amount within the four years. Comment by Ufuk Misirlioglu: Mismatch. Comment by Ufuk Misirlioglu: This is not a short-term. Comment by .
Capital Investment Case Waterways Corporation is a private.docxhacksoni
Capital Investment Case
Waterways Corporation is a private company providing irrigation and drainage products
and services for residential, commercial, and public sector projects, including farms,
parks, and sports fields. It has a plant located in a small city north of Toronto that
manufactures the products it markets to retail outlets across Canada. It also maintains a
division that provides installation and warranty servicing in the Greater Toronto Area.
The mission of Waterways is to manufacture quality parts that can be used for effective
water management, be it drainage or irrigation. The company hopes to satisfy its
customers with its products, provide rapid and responsible service, and serve the
community and the employees who represent it in each community.
Waterways puts much emphasis on cash flow when it plans for capital investments. The
company chose its discount rate of 8% based on the rate of return it must pay its
owners and creditors. Using that rate, Waterways then uses different methods to
determine the best decisions for making capital outlays.
In 2020 Waterways is considering buying five new backhoes to replace the backhoes it
now has at its installation and training division. The new backhoes are faster, cost less
to run, provide for more accurate trench digging, have comfort features for the
operators, and have associated one-year maintenance agreements. The old backhoes
are working well, but they do require considerable maintenance. The operators are very
familiar with the old backhoes and would need to learn some new skills to use the new
equipment.
The following information is available to use in deciding whether to purchase the new
backhoes.
Old Backhoes New Backhoes
Purchase cost when new $90,000 $200,000
Salvage value now $42,000 None
Investment in major overhaul needed in next year $55,000 None
Salvage value in 8 years None $ 50,000
Remaining life 8 years 8 years
Net cash flow generated each year $25,250 $ 41,000
Instructions
a. Using the following methods, evaluate whether to purchase the new equipment or
overhaul the old equipment. (Hint: For the old machine, the initial investment is the cost
of the overhaul. For the new machine, subtract the salvage value of the old machine to
determine the initial cost of the investment.) Ignore income taxes in your analysis.
1. Use the net present value method for buying new or keeping the old.
2. Use the payback method for each choice. (Hint: For the old machine, evaluate the
payback of an overhaul.)
3. Compare the profitability index for each choice.
4. Compare the internal rate of return for each choice to the required 8% discount rate.
b. Are there any intangible benefits or negatives that would influence this decision?
c. What decision would you make and why?
Capital Investment CaseInstructions
quality
Quality management
principles
http://www.iso.org
This document introduces seven quality .
Capital Budgeting ProcessComplete an APA-formatted two-page paper .docxhacksoni
Capital Budgeting Process
Complete an APA-formatted two-page paper (not including the title and reference pages) answering the following questions.
Organizations that decide to issue bonds generally go through a series of steps. Discuss the six steps.
An alternative to traditional equity and debt financing is leasing. Leasing is undertaken primarily for what purposes?
Discuss the two major types of leases.
Discuss the terms short-term borrowing and long-term financing.
What are the primary sources of equity financing for not-for-profit healthcare organizations?
The capital budgeting process occurs in several stages, but generally includes what?
Discuss and list the three discounted cash flow methods.
.
Can We Know the Universe The following excerpt was publ.docxhacksoni
Can We Know the Universe?
The following excerpt was published in Broca's Brain (1979).
by Carl Sagan
"Nothing is rich but the inexhaustible wealth of nature. She shows us only
surfaces, but she is a million fathoms deep." — Ralph Waldo Emerson
Science is a way of thinking much more than it is a body of knowledge.
Its goal is to find out how the world works, to seek what regularities
there may be, to penetrate the connections of things—from subnuclear
particles, which may be the constituents of all matter, to living
organisms, the human social community, and thence to the cosmos as a
whole. Our intuition is by no means an infallible guide. Our
perceptions may be distorted by training and prejudice or merely
because of the limitations of our sense organs, which, of course,
perceive directly but a small fraction of the phenomena of the world.
Even so straightforward a question as whether in the absence of friction
a pound of lead falls faster than a gram of fluff was answered
incorrectly by Aristotle and almost everyone else before the time of
Galileo. Science is based on experiment, on a willingness to challenge
old dogma, on an openness to see the universe as it really is.
Accordingly, science sometimes requires courage—at the very least the
courage to question the conventional wisdom.
Beyond this the main trick of science is to really think of something: the
shape of clouds and their occasional sharp bottom edges at the same
altitude everywhere in the sky; the formation of the dewdrop on a leaf;
the origin of a name or a word—Shakespeare, say, or "philanthropic";
the reason for human social customs—the incest taboo, for example;
how it is that a lens in sunlight can make paper burn; how a "walking
stick" got to look so much like a twig; why the Moon seems to follow us
as we walk; what prevents us from digging a hole down to the center of
the Earth; what the definition is of "down" on a spherical Earth; how it
is possible for the body to convert yesterday's lunch into today's muscle
and sinew; or how far is up—does the universe go on forever, or if it
does not, is there any meaning to the question of what lies on the other
side? Some of these questions are pretty easy. Others, especially the
last, are mysteries to which no one even today knows the answer. They
are natural questions to ask. Every culture has posed such questions in
one way or another. Almost always the proposed answers are in the
nature of "Just So Stories," attempted explanations divorced from
experiment, or even from careful comparative observations.
But the scientific cast of mind examines the world critically as if many
alternative worlds might exist, as if other things might be here which
are not. Then we are forced to ask why what we see is present and not
something else. Why are the Sun and the Moon and the planets
spheres? Why not pyramids, or cubes, or dodecahedra? Why not
irregular, jumbly shapes? Why so sym.
Capital Budgeting and Dividend PolicyWe examined two very import.docxhacksoni
Capital Budgeting and Dividend Policy
We examined two very important topics in finance this week; Capital Budgeting and Dividend Policy.
Critically reflect on the importance of selecting the right projects in which to invest capital. Do we always select those projects that have the highest return on investment? What other factors play into capital budgeting decisions?
We also looked at dividend policy. What incentive is there for a company to pay dividends? What signals does dividend policy provide to investors?
.
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Create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site.
Introduction
In NHS-FPX8040, you prepared a preliminary project charter. At that time, you may not have secured your practicum site or preceptor yet. Now that these are in place, in this course you will delve more deeply into creating a project charter appropriate for your practicum site’s needs. You may be able to use some of the project charter work you did in the previous course. At the same time, you may find you need to completely retool your work as it may no longer be appropriate for your practicum site. This is the changing nature of doctoral projects. As we learn more information, doctoral projects change. Your ability to manage this ambiguity and change will be critical to your successfully completing your doctoral program.
In this assessment, you will create a detailed, integrated project charter to address a healthcare gap, need, or improvement at your practicum site. You will need to obtain input from your practicum site about how you can help to meet their needs. After submitting your project charter, you will receive your faculty member’s feedback on your charter’s alignment with department objectives, academic rigor, coherency, and readiness for Institutional Review Board (IRB) submission.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Create a project charter to address a clinical or organizational problem or take advantage of an opportunity for improvement within a health care setting.
Clearly describe the people who will be involved in and affected by a project.
Clearly describe an overview of all aspects of a project plan.
Clearly describe the strengths, weaknesses, opportunities, and threats related to a project plan.
Clearly describe the ethical considerations, constraints, external dependencies, and communication strategy of a project plan.
Clearly describe the outcome measures related to a project plan.
Clearly describe the data collection procedures related to a project plan.
Describe a project that could, within 8 to 12 weeks, produce a meaningful, sustainable change in practice or process that can be empirically evaluated, with minimal or no risk to participants or the organization.
Synthesize scholarly, authoritative evidence supporting each part of the project charter.
Competency 4: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
Write clearly and coherently, using communication style and vocabulary appropriate for scholarly work.
Correctly reference and cite scholarly and/or authoritative sources.
Preparation
To successfully prepare for this assessment, you will need to:
Ensure that your project aligns with your pract.
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CAPS794 Presentation RubricLearning Outcome Assess the leader.docxhacksoni
CAPS794 Presentation Rubric
Learning Outcome: Assess the leadership, human resources and organizational development needs associated with a firm’s strategic goals.
Presentation Content:
Your presentation is based on Greenwood Resources, Case #8 and should include:
· A Power Point presentation MUST also be included in conjunction with your Video
· An introduction and conclusion/recommendations must be included
· A brief overview of the case
· Applying concepts from Chapter 7 analyze their international strategy (reason for international expansion, entry mode, international strategy, etc.)
· Integrating concepts from chapter 8 discuss how Greenwood Resources adopted entrepreneurial strategies in its quest for growth.
· Must include references and citations when the thoughts or ideas are not your own
APA format
Add recording notes in the note section of the powerpoint below each slide, explaining in detail what the slide is explain.
This is not just SLIDES…. There has to be details that I will read on video explaining the context.. and it should flow as if you were giving a presentation in person
Levels of Achievement
Criteria
Does Not Meet Expectations or Missing
Needs Improvement
Meets Expectations
Demonstrates Mastery
Introduction and Conclusion
Weight 5%
0 to 72%
Introduction or Conclusion were missing.
73 to 79%
Failed to introduce self or purpose. Abrupt ending with no referencing.
80 to 93%
Introduced topic, purpose and self. General summary with appropriate referencing.
94 to 100%
Introduced topic, purpose and self along with an effective attention getter. Conclusion reinforced main points, appropriate referencing.
Body of the Presentation
Weight 50.00%
0 to 72 %
Several content areas are missing OR content areas are not addressed at the level of detail required.
73 to 79 %
A required content area may be missing OR some content demonstrates weak understanding of concepts being assessed and could be expanded upon.
80 to 93 %
Adequately addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in detail demonstrating a basic understanding of the concepts being assessed.
94 to 100 %
Addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in great detail demonstrating a strong understanding of the concepts being assessed.
Presentation Design
Weight
15%
0 to 72 %
Several content areas are not supported with information from the sim or textbook
73 to 79 %
Information from the simulation or the text is barely used or not used appropriately.
80 to 93%
Information from the simulation and the textbooks is used appropriately to support discussion and decisions.
94 to 100 %
Information from the simulation and the textbook is always used appropriately to support discussion and decisions with a high level of application to sim results.
Organization and Flow
Weight 10%
0 to 72 %
Information is not organized in a cl.
CAPSTONE CASE The Student will be required to read the Capstone.docxhacksoni
CAPSTONE CASE:
The Student will be required to read the Capstone Case (page 476 of the course text) and respond to the 15 questions on page 483 & 484. Each question will require no less than a one-page response with appropriate references in APA format double-spaced, Times New Roman 12point font. Capstone case is due December 5, 2018, @ 9:00AM.
476
Presented here is the description of a serial homicide investigation in the 1960s that involved
the sexually motivated murders of seven mostly college-aged women in Michigan. The
discussion provided here draws primarily on Edward Keyes’s, The Michigan Murders.1 The
case is longer and more detailed than the other From the Case File chapter introductions.
It can serve as a capstone discussion of many of the issues covered in Criminal Investigation,
including the basic problems of criminal investigation, the value of eyewitness identifica-
tions, the value of other evidence, the potential value of DNA evidence, how proof can be
established, and the impact of technology on investigations. Questions for discussion and
review are presented at the conclusion of the case.
Appendix
Capstone Case
Capstone CASE
The Coed Murders
The nightmare began on the evening of July 10, 1967,
when nineteen-year-old Mary Fleszar did not return
to her apartment, which was located just a few
blocks from the Eastern Michigan University (EMU)
campus in Ypsilanti, Michigan. Mary was a student at
the university. As is the case in most missing person
investigations, the first task for investigators was to
determine when and where she was last seen. In
reconstructing the last known whereabouts of Mary,
an EMU police officer recalled seeing a girl matching
her description walking near campus at about
8:45 p.m. the night before she was reported missing.
She was alone. Another witness reported he had seen
the girl at about 9:00 p.m. that same night in the same
area, walking on the sidewalk. The witness reported
that a car had driven up next to her and stopped.
According to report the witness gave, the only person
in the vehicle was a young man, and the vehicle was
bluish-gray in color, possibly a Chevy. The witness said
it appeared that the young man inside the car said
something to Mary, she shook her head, and the car
drove off. Shortly thereafter, the same car passed the
witness’s house again and pulled into a driveway in
front of Mary, blocking her path. Mary walked around
the back of the car and continued down the sidewalk.
The car pulled out of the driveway and, tires squealing,
drove down the street. At this point the witness lost
sight of Mary and the vehicle. Mary was never again
seen alive.
On August 7, 1967, a heavily decomposed nude body
was found on farmland two miles north of Ypsilanti.
The body was identified as Mary Fleszar through
dental records. It was clear to investigators that the
cause of death was certainly not natural, accidental,
or suicide, given the area.
Capitalism emphasizes fostering individualism while socialism emphas.docxhacksoni
Capitalism emphasizes fostering individualism while socialism emphasizes collectivism. A major criticism of capitalism is that it creates an unequal distribution of resources and income within society because of its focus on individualism over collectivism. However, a major criticism of socialism is that it lacks the incentives necessary for greater innovation thus preventing an economy from achieving a level of productivity to adequately support society.
Questions:
A. Why do socialist countries typically have difficulty keeping up with the technological innovations of capitalist countries?
B. Would a society that emphasized a capitalist mode of production benefit by a moral framework that emphasized collectivism (i.e., emphasized greater consideration of others and society)? Why or why not?
Source: Copied & Paraphrased from Colander (2010): Macroeconomics, 8th edition
NOTE: Write your initial response with separate paragraph of no more than 5-7 complete, non-compound sentences for each part. Put each part into a separate paragraph. Subsequent responses must be no more than 10 complete, non-compound sentences.
All sources must be cited. Information should not be copied directly from any source.
.
Capitão et al. Translational Psychiatry ( 2019) 930 httpsdoi.docxhacksoni
Capitão et al. Translational Psychiatry ( 2019) 9:30
https://doi.org/10.1038/s41398-018-0332-2 Translational Psychiatry
ARTICLE
Open Access
A single dose of fluoxetine reduces neural limbic responses to anger in depressed adolescents
Liliana P. Capitão1,2, Robert Chapman1,2, Susannah E. Murphy1,2, Christopher-James Harvey1, Anthony James1,2,
Philip J. Cowen1,2 and Catherine J. Harmer1,2Abstract
Depression in adolescence is frequently characterised by symptoms of irritability. Fluoxetine is the antidepressant with the most favourable benefit:risk ratio profile to treat adolescent depression, but the neural mechanisms underlying antidepressant drugs in the young brain are still poorly understood. Previous studies have characterised the neural effects of long-term fluoxetine treatment in depressed adolescents, but these are limited by concurrent mood changes and a lack of placebo control. There is also recent evidence suggesting that fluoxetine reduces the processing of anger in young healthy volunteers, which is consistent with its effect for the treatment of irritability in this age group, but this remains to be investigated in depressed adolescents. Here we assessed the effects of a single, first dose of 10 mg fluoxetine vs. placebo on neural response to anger cues using fMRI in a sample of adolescents with Major Depressive Disorder (MDD) who had been recently prescribed fluoxetine. As predicted, adolescents receiving fluoxetine showed reduced activity in response to angry facial expressions in the amygdala-hippocampal region relative to placebo. Activity in the dorsal anterior cingulate cortex (dACC) was also increased. No changes in symptoms were observed. These results demonstrate, for the first time in depressed adolescents, that fluoxetine has immediate neural effects on core components of the cortico-limbic circuitry prior to clinical changes in mood. The effect on anger is consistent with our previous work and could represent a key mechanism through which fluoxetine may act to alleviate irritability symptoms in adolescent depression.
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Introduction
Adolescence is a developmental period in which the risk of experiencing psychological disorders increases significantly. Depression is common during this age period, being associated with a high rate of recurrence and significant risk of suicide1,2. Clinically, adolescents with depression display the same symptoms as seen in adulthood, but there are some key differences: depressed youth often exhibit irritability rather than (or in addition to) low mood. This is reflected in the high rates of irritability reported in community and clinical youth samples with depression, varying between 30 and 85%3–5. For this
reason, irritability is included as a cardinal symptom in the diagnosis of Major Depressive Disorder (MDD) among children and adolescents but not adults6. More recently, irritability has also been recognised as a core.
Capital-Equipment BudgetingCapital-equipment budgeting is typica.docxhacksoni
Capital-Equipment Budgeting
Capital-equipment budgeting is typically related to the expansion of current services. This type of budget must be justified and requires a viability or return on investment analysis. Evaluate the advantages and disadvantages of financing options (e.g., mortgages and loans; lines of credit, leases; bond financing) for a specified capital improvement or equipment project.
Resources
Readings
1. Textbook:
Dropkin, M., Halpin, J., & LaTouche, B. (2007).
The budget-building book for nonprofits
(2nd ed.). Jossey-Bass.
Chapter 16: Allocating Administrative, Overhead, and Shared Costs
Chapter 17: Revising Draft Operating Budgets
Chapter 18: Zero-Based Budgeting (ZBB)
Chapter 19: Capital Budgeting
2. Video:
Rae, W, [ehowfinance]. (2009, February 6). Making a Budget: How to Create a 0-Based Budget [Video File]. Retrieved from
https://youtu.be/4HNFnNrSNjA (Links to an external site.)
Recommended Readings
1. Websites:
SAMHSA. (n.d.) Grants. Substance Abuse and Mental Health Services Administration. Retrieved from
https://www.samhsa.gov/Grants (Links to an external site.)
National Institute of Health (NIH). (2015). Grants and funding: NIH's central resource for grants and funding information. National Institute of Health (NIH). Retrieved from
http://grants.nih.gov/grants/oer.htm
.
Capital StructureCreate an argument for a publically traded heal.docxhacksoni
Capital Structure
Create an argument for a publically traded health care organization to issue stocks or bonds as part of its capital structure. Provide support for your position.
Imagine that a publicly traded health care organization has just experienced a downgrade in its credit rating from a rating agency, such as Moody’s or Standard & Poor’s. Determine the most likely impact that this event would have on the publically traded health care organization. Indicate an approach that management could take to minimize the impact that you have determined. Provide support for your rationale.
Use at least one reference:
.
Capital RationingCompare and contrast the Internal Rate of Retur.docxhacksoni
Capital Rationing
Compare and contrast the Internal Rate of Return (IRR), the Net Present Value (NPV) and Payback approaches to capital rationing. Which do you think is better? Why? Provide examples and evidence from two articles from ProQuest to support your position. Your post should be 200-250 words in length.
.
Capital Investment EvaluationSelect one of the capital investmen.docxhacksoni
Capital Investment Evaluation
Select one of the capital investment evaluation methods described in Chapter 10 of your text. Fully explain the capital evaluation method’s strengths and weaknesses. Take a position and defend the use of your selected method. Be sure to use at least two scholarly sources to support your position. Your initial post should be 200-250 words.
.
Capital Investment 5Sources of Finance for the Proposed .docxhacksoni
Capital Investment 5
Sources of Finance for the Proposed CI Project and the Gap between the Theory and Practice of Capital Budgeting
By
Course
Tutor
University
City/State
Date
Introduction Comment by Ufuk Misirlioglu: No need along introduction, and add a very limited contribution.
Capital budgeting is one of the key processes businesses use to determine the potential of projects succeeding or failing to recuperate the initial financial investments. The process is very critical when large companies want to expand or introduce huge assets, which probably require colossal amounts of first cash investment as well as maintenance. These investments and projects can range from constructing massive new production plants to other long-term schemes. In such instances, business capital investment managers often spend a significant amount of time assessing the new project’s prospective lifetime success, including the cash outflows and inflows. This investment appraisal process is important in evaluating whether the potential outcomes or revenues generated can meet the target benchmark.
After achieving a successful capital budgeting plan, it is critical that a firm evaluates its prospective financial sources to fund the proposed projects. For example, based on its financial position, the projected amount of investment capital, and the repayment duration, an organization can either opt for a bank loan or sells its equity to other potential investors. That being said, Foster Construction Ltd needs to assess a wide range of possible financiers to support the purchase of the new ALII. This paper, therefore, mainly discusses some of these capital financing proposals the company can explore, with the last section detailing the existing gap between theory and practice of capital budgeting.
Discussion
A. Sources of Finance for the Proposed CI Project
Foster is a reputable company and boasts of a sizeable annual revenue-meaning that the firm cannot struggle to pay its debts. We truly have quite a range of options that can assist us to fund the new ALII capital project as a private firm. The following are some of the two most viable financial alternatives for the organization:
Firstly, I propose we obtain a short-term loan, probably payable within four years, from a renowned financial institution or commercial bank. I strongly believe a short-term loan can assist the Foster Construction Ltd to buy and maintain the modern ALII crane and restore the old one for the next four years. However, there are critical factors that must be considered before identifying the right financier and the amount we can apply. Current and projected inflation rates in the country will definitely play a central role. We must also consider the interest rates offered by each particular organization to determine the lowest repayable amount within the four years. Comment by Ufuk Misirlioglu: Mismatch. Comment by Ufuk Misirlioglu: This is not a short-term. Comment by .
Capital Investment Case Waterways Corporation is a private.docxhacksoni
Capital Investment Case
Waterways Corporation is a private company providing irrigation and drainage products
and services for residential, commercial, and public sector projects, including farms,
parks, and sports fields. It has a plant located in a small city north of Toronto that
manufactures the products it markets to retail outlets across Canada. It also maintains a
division that provides installation and warranty servicing in the Greater Toronto Area.
The mission of Waterways is to manufacture quality parts that can be used for effective
water management, be it drainage or irrigation. The company hopes to satisfy its
customers with its products, provide rapid and responsible service, and serve the
community and the employees who represent it in each community.
Waterways puts much emphasis on cash flow when it plans for capital investments. The
company chose its discount rate of 8% based on the rate of return it must pay its
owners and creditors. Using that rate, Waterways then uses different methods to
determine the best decisions for making capital outlays.
In 2020 Waterways is considering buying five new backhoes to replace the backhoes it
now has at its installation and training division. The new backhoes are faster, cost less
to run, provide for more accurate trench digging, have comfort features for the
operators, and have associated one-year maintenance agreements. The old backhoes
are working well, but they do require considerable maintenance. The operators are very
familiar with the old backhoes and would need to learn some new skills to use the new
equipment.
The following information is available to use in deciding whether to purchase the new
backhoes.
Old Backhoes New Backhoes
Purchase cost when new $90,000 $200,000
Salvage value now $42,000 None
Investment in major overhaul needed in next year $55,000 None
Salvage value in 8 years None $ 50,000
Remaining life 8 years 8 years
Net cash flow generated each year $25,250 $ 41,000
Instructions
a. Using the following methods, evaluate whether to purchase the new equipment or
overhaul the old equipment. (Hint: For the old machine, the initial investment is the cost
of the overhaul. For the new machine, subtract the salvage value of the old machine to
determine the initial cost of the investment.) Ignore income taxes in your analysis.
1. Use the net present value method for buying new or keeping the old.
2. Use the payback method for each choice. (Hint: For the old machine, evaluate the
payback of an overhaul.)
3. Compare the profitability index for each choice.
4. Compare the internal rate of return for each choice to the required 8% discount rate.
b. Are there any intangible benefits or negatives that would influence this decision?
c. What decision would you make and why?
Capital Investment CaseInstructions
quality
Quality management
principles
http://www.iso.org
This document introduces seven quality .
Capital Budgeting ProcessComplete an APA-formatted two-page paper .docxhacksoni
Capital Budgeting Process
Complete an APA-formatted two-page paper (not including the title and reference pages) answering the following questions.
Organizations that decide to issue bonds generally go through a series of steps. Discuss the six steps.
An alternative to traditional equity and debt financing is leasing. Leasing is undertaken primarily for what purposes?
Discuss the two major types of leases.
Discuss the terms short-term borrowing and long-term financing.
What are the primary sources of equity financing for not-for-profit healthcare organizations?
The capital budgeting process occurs in several stages, but generally includes what?
Discuss and list the three discounted cash flow methods.
.
Can We Know the Universe The following excerpt was publ.docxhacksoni
Can We Know the Universe?
The following excerpt was published in Broca's Brain (1979).
by Carl Sagan
"Nothing is rich but the inexhaustible wealth of nature. She shows us only
surfaces, but she is a million fathoms deep." — Ralph Waldo Emerson
Science is a way of thinking much more than it is a body of knowledge.
Its goal is to find out how the world works, to seek what regularities
there may be, to penetrate the connections of things—from subnuclear
particles, which may be the constituents of all matter, to living
organisms, the human social community, and thence to the cosmos as a
whole. Our intuition is by no means an infallible guide. Our
perceptions may be distorted by training and prejudice or merely
because of the limitations of our sense organs, which, of course,
perceive directly but a small fraction of the phenomena of the world.
Even so straightforward a question as whether in the absence of friction
a pound of lead falls faster than a gram of fluff was answered
incorrectly by Aristotle and almost everyone else before the time of
Galileo. Science is based on experiment, on a willingness to challenge
old dogma, on an openness to see the universe as it really is.
Accordingly, science sometimes requires courage—at the very least the
courage to question the conventional wisdom.
Beyond this the main trick of science is to really think of something: the
shape of clouds and their occasional sharp bottom edges at the same
altitude everywhere in the sky; the formation of the dewdrop on a leaf;
the origin of a name or a word—Shakespeare, say, or "philanthropic";
the reason for human social customs—the incest taboo, for example;
how it is that a lens in sunlight can make paper burn; how a "walking
stick" got to look so much like a twig; why the Moon seems to follow us
as we walk; what prevents us from digging a hole down to the center of
the Earth; what the definition is of "down" on a spherical Earth; how it
is possible for the body to convert yesterday's lunch into today's muscle
and sinew; or how far is up—does the universe go on forever, or if it
does not, is there any meaning to the question of what lies on the other
side? Some of these questions are pretty easy. Others, especially the
last, are mysteries to which no one even today knows the answer. They
are natural questions to ask. Every culture has posed such questions in
one way or another. Almost always the proposed answers are in the
nature of "Just So Stories," attempted explanations divorced from
experiment, or even from careful comparative observations.
But the scientific cast of mind examines the world critically as if many
alternative worlds might exist, as if other things might be here which
are not. Then we are forced to ask why what we see is present and not
something else. Why are the Sun and the Moon and the planets
spheres? Why not pyramids, or cubes, or dodecahedra? Why not
irregular, jumbly shapes? Why so sym.
Capital Budgeting and Dividend PolicyWe examined two very import.docxhacksoni
Capital Budgeting and Dividend Policy
We examined two very important topics in finance this week; Capital Budgeting and Dividend Policy.
Critically reflect on the importance of selecting the right projects in which to invest capital. Do we always select those projects that have the highest return on investment? What other factors play into capital budgeting decisions?
We also looked at dividend policy. What incentive is there for a company to pay dividends? What signals does dividend policy provide to investors?
.
Cape Town contends with worst drought in over a century By D.docxhacksoni
Cape Town contends with worst drought in over a century
By Derek Van Dam, CNN Meteorologist
Updated 1:35 PM ET, Thu June 1, 2017
(CNN)The worst drought in a century is forcing the most stringent water restrictions ever implemented
for South Africa's second largest city.
Cape Town has less than 10% of its useable water remaining for its nearly 4 million residents. The city
is implementing Level 4 water restrictions, which ask residents to limit daily usage to 100 liters (26
gallons) per person. The measure is meant to reduce demand and conserve what little water is still
available and means significant sacrifices for residents.
http://www.capetown.gov.za/media-and-news/Water%20resilience%20a%20heightened%20approach%20to%20avoiding%20water%20shortages%20and%20achieving%20long-term%20water%20security
For Cape Town resident Suzanne Buckley, the restrictions mean adapting to a new lifestyle.
"We have buckets in our shower and bathroom sink to save excess water," Buckley said. "The gray
water is then used to flush our toilets."
The restrictions are in effect across the city in an aggressive effort to preserve its remaining drinking
water, but it may not be enough. South Africa ranks as the 30th driest country in the world and is
considered a water-scarce region. A highly variable climate causes uneven distribution of rainfall,
making droughts even more extreme.
Speaking to CNN, Cape Town Executive Mayor Patricia de Lille explained her concerns about the
growing water crisis. "Climate change is a reality and we cannot depend on rainwater alone to fill our
dams but must look at alternative sources like desalination and underground aquifers."
The Western Cape, one of the country's nine provinces and home to Cape Town, experiences its
annual rainy season during the winter months (June-September). Capetonians are likely several weeks
away from any substantial, drought-relieving rainfall. Even then, predictions are dire for this winter as a
potential El Niño develops off the west coast of South America, according to the Climate Prediction
Center. If El Niño does materialize, it would have a negative effect on rainfall across the Western Cape.
Severe water restrictions
The average American uses between 80 and 100 gallons (302-378 liters) of water per day. This
includes flushing toilets, taking showers or baths, brushing teeth, running dishwashers and
watering lawns.
Imagine restricting daily water use to 25 gallons. Some of the most basic tasks involving water that
we take for granted would be eliminated or severely restricted.
For Cape Town resident Kathy Basso, saving water has meant adopting the "if it's yellow let it mellow, if
it's brown flush it down campaign," a simple and effective measure that saves nearly 10 liters of water
per flush, and has been promoted by city officials.
Hotels across the city are closing their pools and asking patrons to be water .
Cape Cod Wind project Please respond to the followingThe Cape.docxhacksoni
"Cape Cod Wind project" Please respond to the following:
The Cape Cod Wind Project is not only an important environmental issue, but also an important political one. From the e-Activity, either justify or challenge the appropriateness of the government's influence. Provide an argument to justify your position.
"Cape Cod Town Upset About Planned Wind Farm." WCVBtv. 1 October 2010. YouTube. (2 min 54 s), Then use the Internet or the Strayer Library to research the government's role in the Cape Cod Wind Project. Be prepared to discuss.
.
Cape Town Water Crisis and the Efficient Use of Scarce Water B.docxhacksoni
Cape Town Water Crisis and the Efficient Use of Scarce Water
By: Peter Ferrara
Cape Town Water Crisis Overview
As far back as 1990, water scarcity was talked about in South Africa, with an article in the Cape Times predicting the city would run out of water in 2007
Since then rapid population growth has played a role in the water conversation
From 1995 to 2018 Cape Town’s Population grew 79%
Population not sits at close to 4 million people including the greater metropolitan area
2014: cities water supply is 71.9%
2015: dropped all the way to 50% total capacity
May 2017: water levels reach low of 10% capacity
Water Restriction Timeline
South Africa experienced a once in a century drought from 2015-late 2017
Water restrictions
Jan. 1, 2016- level 2
Nov. 1, 2016- level 3, no use of hoses or sprinklers in residential areas
Jun. 1 2017- level 4, water usage limited to 100L/person/day
Sep. 3, 2017- level 5, water usage limited to 50L/person/day
By Christmas Day 0 was set for April 21 2018
> Day 0 is the day when municiple water supplies would largely be shut off and residents would have to rely on 140 water collection points throughout the city to collect their water ration of 25 L/person/day
> Day 0 was eventually moved back to May, then June, then July and eventually postponed to an undisclosed date in 2019
> while the intense drought has largely finished Cape town in not yet free of water scarcity
Tourism
According to the Tourism Satellite Account for South Africa report, tourism directly contributed to 2.9% of GDP in 2016
This may seem small however, the tourism sector is now a larger GDP driver than Agriculture
Despite pressure from the drought, the tourism sector saw a net gain of 40,000 jobs from 2012 to 2016
Additionally it is hard to fully estimate how much revenue tourism generates because certain actions by tourists are categorized differently in GDP (buses and trains fall under transportation)
Where does Cape Town go from here?
While the drought may be considered over, Cape Town and South Africa in general most take further precautions to prevent a crisis like this happening again
Recognizing that tourism is an essential driver of South Africa’s GDP, Cape Town must include its water usage in any and all water conservation methods moving forward.
Possible solutions
Desalination Centers
Cape Town has already released funding to build 3 emergency desalination plants
More Efficient Dam Drainage Systems
Roughly 10% of their main water supply is unusable because it is too difficult to drain from the dam
References
Flynn, Jaqueline. “How Cape Town Defeated Day Zero-for Now.” Pulitzer Center, 23 Oct. 2018
“Chapter 9.” Environmental and Natural Resource Economics, by Thomas H. Tietenberg, Taylor & Francis Group, 2018, pp. 208–212.
Africa, Statistics South. “How Important Is Tourism to the South African Economy?” Statistics South Africa, 26 Mar. 2018, www.statssa.gov.za/?p=11030.
Env.
Cantu was hired as a special education teacher by the San Benito Con.docxhacksoni
Cantu was hired as a special education teacher by the San Benito Consolidated Independent School District under a one-year contract for the 1990–91 school year. On August 18, 1990, shortly before the start of the school year, Cantu hand-delivered to her supervisor a letter of resignation, effective August 17, 1990. In this letter, Cantu requested that her final pay- check be forwarded to an address in McAllen, Texas, some 50 miles from the San Benito office where she tendered the resignation. The San Benito superinten- dent of schools, the only official authorized to accept resignations on behalf of the school district, received Cantu’s resignation on Monday, August 20. The superintendent wrote a letter accepting Cantu’s resig- nation the same day and deposited the letter, properly stamped and addressed, in the mail at approximately 5:15 pm that afternoon. At about 8:00 am the next morning, August 21, Cantu hand-delivered to the superintendent’s office a letter withdrawing her res- ignation. This letter contained a San Benito return ad- dress. In response, the superintendent hand-delivered that same day a copy of his letter mailed the previous day to inform Cantu that her resignation had been ac- cepted and could not be withdrawn. The dispute was taken to the state commissioner of education, who concluded that the school district’s refusal to honor Cantu’s contract was lawful, because the school district’s acceptance of Cantu’s resignation was ef- fective when mailed, which resulted in the formation of an agreement to rescind Cantu’s employment con- tract. Cantu argued that the mailbox rule should not
apply because her offer was made in person and the superintendent was not authorized to accept by using mail. Is this a good argument
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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.
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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.
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
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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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Capella Career Center Last updated 62216 1 COMPE.docx
1. Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn
throughout your program and documenting how you have
demonstrated
the skills required for your positions of interest. Possible uses
for this information include: resume accomplishment
statements,
interview responses, performance review conversations,
promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample
language.
The purpose of Chart 1 below is to encourage you to reflect on
and record what you’ve learned and how you might apply it in
your
career. Start early in your program so you can easily refer to the
information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
2. competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
3. budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-
translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific
jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
4. program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge,
solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to
leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and
Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqw
TRLcoq6kS1
5. http://assets.capella.edu/campus/career-center/competencies-in-
action.pdf
https://campus.capella.edu/web/career-center/job-search-
tools/resumes
https://campus.capella.edu/web/career-center/job-search-
tools/cover-letters
https://campus.capella.edu/web/career-center/job-search-
tools/portfolio-and-work-samples
https://campus.capella.edu/web/career-center/job-search-
tools/interviewingcompetency translator
Course name Optional Include description from catalogRow1:
List of required competencies From competency map in
courseRow1: Key project Demonstration of learningSkills
acquired Be specific as this could be included in resume and
performance reviewRow1: Possible application of learning
Where and how could you apply this learningRow1: Actual
application of learning Where and how did you apply thisRow1:
Artifact example Ie proposal lesson plan or budgetRow1: Career
goal check in How has this class influenced your career
goalRow1: Job or career goal of interestRow1: Requisite skill
Find on job posting LinkedIn profiles and networkingRow1:
Best demonstration of each skill Reflect on degree program
volunteer and work experienceRow1: CARD example Write
specific example in bullet or narrative form using CARD format
Challenge Problem goal or requirement in the example Action
Specific actions you took to resolve the challenge solve the
problem or meet the requirement Result Benefit resulting in
specific and measurable terms Details Clarifying details to
provide context consider these questions how many how much
how long and how oftenRow1: Artifact example List tangible
item such as proposal lesson plan or budget to highlight on
LinkedIn website or portfolioRow1: Requisite skill Find on job
posting LinkedIn profiles and networkingRow2: Best
demonstration of each skill Reflect on degree program volunteer
and work experienceRow2: CARD example Write specific
example in bullet or narrative form using CARD format
6. Challenge Problem goal or requirement in the example Action
Specific actions you took to resolve the challenge solve the
problem or meet the requirement Result Benefit resulting in
specific and measurable terms Details Clarifying details to
provide context consider these questions how many how much
how long and how oftenRow2: Artifact example List tangible
item such as proposal lesson plan or budget to highlight on
LinkedIn website or portfolioRow2: Requisite skill Find on job
posting LinkedIn profiles and networkingRow3: Best
demonstration of each skill Reflect on degree program volunteer
and work experienceRow3: CARD example Write specific
example in bullet or narrative form using CARD format
Challenge Problem goal or requirement in the example Action
Specific actions you took to resolve the challenge solve the
problem or meet the requirement Result Benefit resulting in
specific and measurable terms Details Clarifying details to
provide context consider these questions how many how much
how long and how oftenRow3: Artifact example List tangible
item such as proposal lesson plan or budget to highlight on
LinkedIn website or portfolioRow3: Requisite skill Find on job
posting LinkedIn profiles and networkingRow4: Best
demonstration of each skill Reflect on degree program volunteer
and work experienceRow4: CARD example Write specific
example in bullet or narrative form using CARD format
Challenge Problem goal or requirement in the example Action
Specific actions you took to resolve the challenge solve the
problem or meet the requirement Result Benefit resulting in
specific and measurable terms Details Clarifying details to
provide context consider these questions how many how much
how long and how oftenRow4: Artifact example List tangible
item such as proposal lesson plan or budget to highlight on
LinkedIn website or portfolioRow4:
Your Career in Psychology Worksheet
7. This document helps you on the path to transforming your
future career vision into a reality by translating the critical
competencies and requirements for your career into a step-by-
step action plan. Each week, you will complete a section of the
guide and draft that section of your paper to improve the clarity
of your descriptions and action plan.
Remember to consider this a snapshot in time. This will be a
cornerstone for your professional development and you will
want to come back to your career plan regularly to make sure
you make progress towards your future in the field of
psychology.
Week 7: Applying Critical Thinking Skills
Research: Identify Professional Competencies
Throughout the course, you have worked toward establishing a
vision for your future career in psychology based on your
passions, interests, and aspirations in the field. You have also
covered a wide range of competencies relevant to your success
as a psychology professional and graduate learner.
Workplace competencies are capabilities needed to accomplish
tasks that are central to one's profession. They comprise critical
skills, knowledge, and attitudes. Understanding the
competencies that are critical to your success is essential for
preparing yourself to become a practitioner-scholar in your
specialized field. You may know that education in such
competencies is fundamental to Capella's mission and
philosophy. The syllabus of each course lists the competencies
that learners will acquire and demonstrate in the course. At the
levels of programs and specializations, these competencies are
generalized as learning outcomes.
Investigate the following resources to identify the competencies
needed for the specialization you are most interested in:
8. · Review the program learning outcomes for psychology and
clinical psychology listed below:
· Determine the scientific merit of the professional literature.
· Apply theoretical and research findings from the discipline of
psychology to professional and academic activities.
· Apply ethical principles and standards of psychology to
academic and professional activities.
· Embrace, respect, and respond to individual differences and
diversity in the practice of psychology.
· Communicate psychological concepts effectively using the
professional standards of the discipline.
· Find the outcomes for a specialization:
· Go to the Master's Degrees in Psychology web page.
· Click the Explore program button for your program.
· Go to the Specializations section and select a specialization.
· Review the learning outcomes listed under What You'll Learn.
· Find full learning and career outcomes for your program and
specialization:
· Go to the Master of Science in Psychology page or the Master
of Science in Clinical Psychology page of the Capella Learning
and Career Outcomes site.
· Select a specialization to see potential employment settings
and common job titles and positions.
9. · Visit the Psychology Jobs website and browse job openings by
category or search with keywords related to a specialization.
Make note of the competencies, requirements, and qualifications
that employers desire for these positions.
From these sources, develop a comprehensive list of about 10
competencies you will need for the specialization you are
interested in, and enter them into the table below.
· Enter the competencies and requirements for your
specialization that you have gathered. We have started these
lists for you with some critical competencies for everyone in
psychology. Continue this work in the table.
· Be sure to note the sources of your information in the
References section below for use in your paper.
Use your completed work to draft the Professional
Competencies section of the Your Career in Psychology
Template.
Knowledge
Skills
Attitudes
· Evidence-based practices.
·
· Effective decision making.
· Critical thinking.
· Effective communication.
·
· Ethical integrity.
·
References
Week 8: Ethics in Psychology
10. Research: Identify Professional Requirements
Understanding the requirements that enable your specialized
practice and scholarship is critical to planning your future
career.
2. Outline the key requirements for achieving your future career
vision in these categories:
· Capella MS in psychology requirements.
· Capella specialization requirements.
· Additional education.
· Additional training.
· Licensure, credentialing, or accreditation.
· Work experience.
· Investigate sources for this information:
· Find the required courses for a specialization:
· Return to Master's Degrees in Psychology.
· Click the Explore Program button for your program.
· Go to the Specializations section and select a specialization.
· Click Courses.
· Review the sample courses and then click View All Courses.
· If applicable, visit the Association of State and Provincial
Psychology Boards to document any specific licensure or
11. certification or other requirements for your career vision.
· Explore Industry Information: Psychology, Counseling, and
Mental Health from the Career Center. Visit the web pages of
organizations related to your specialization and document any
requirements they list.
· Search for additional information in the Capella library and on
the Internet. Refer to the PSY5002 & PSY5005 Research
Guide for guidance.
Fill in the table below. Be sure to note the sources of your
information in the References column for use in your paper.
Use your completed work to draft the Professional
Requirements section of the Your Career in Psychology
Template.
Category
Requirements
References
Capella MS in Psychology Requirements
Capella Specialization Requirements
Additional Education
Additional Training
Licensure, Credentialing, or Accreditation
Work Experience
12. Professional Associations
Ethical Codes, Policies, Laws, et cetera
Week 9: Your Career in Psychology
Envisioning yourself as practitioner-scholar in psychology is a
great way to integrate the important competencies of connecting
the rigor of theory and the relevance of practice into the vision
for your future career in your specialized field. The following
activities will help you connect your vision to becoming a
practitioner-scholar. It will also help you create meaningful
goals to achieve your vision.
Refining Your Vision
Based on the knowledge you have gained throughout the course,
revise your vision for your final assignment.
Your Revised Vision
Reflect on the how your activities in the course have affected
your vision.
Questions
13. Reflection
How does your vision relate to being a practitioner-scholar?
You may want to reference these resources:
· Capella University. (2003). Learning model quick reference
and examples. Minneapolis, MN: Author.
· McClintock, C. (2004). Scholar practitioner model. In A.
DiStefano, K. E. Rudestam, & R. J. Silverman (Eds.),
Encyclopedia of distributed learning (pp. 394–397). Thousand
Oaks, CA: SAGE.
How would you apply your findings from your literature review
to your future professional practice in psychology?
How will your work this quarter help you accomplish the
functions, responsibilities, and ethics required of a professional
in your specialization?
How was your vision affected by the information in your
readings from your Career Paths in Psychology text and your
exploration of the Career Center and other resources?
Use your completed work to draft the Application and Research
Vision section of the Your Career in Psychology
Template.Creating Meaningful Goals
Once you create your vision as a psychology practitioner-
scholar, it is time to translate that vision into specific,
measurable, achievable, relevant, and timely long-term goals to
14. create milestones for a plan of action. Review your narrative
and formulate personally meaningful and relevant educational,
career, and life goals to achieve your vision. Here are a couple
of examples to get you started:
· Earn my master's degree in psychology in three years.
· Develop strategies to stay up to date and evaluate scholarly
and professional literature and research related to key theories,
authors, and best practices in technology enhanced K–12
learning over the next three years.
· Accurately select, administer, score, and interpret
psychological tests in the workplace in four years.
Complete the following:
1. Review the SMART Goals presentation for more information
about creating specific, measurable, attainable, relevant, and
time-bound goals. Focus on the Long-Term Goal section at this
point.
Review your vision statement and use the table below to start
drafting goals to break down your vision into long-term
milestones.
Specific
What exactly should I be doing to help me achieve my vision?
Measurable
How will I know when the goal is complete?
Attainable
Is the goal reachable?
Relevant
15. Does the goal reflect steps needed to achieve my vision?
Time-Bound
Are there definite start and end dates and/or time for this goal?
As you complete your goals section, you may uncover new
elements related to your vision. Be sure to go back and add any
16. of those elements into your vision draft to ensure your goals and
vision align.
Review the following information as you draft your goals:
· Purpose: The purpose of your vision is to create an
inspirational and realistic description for how you want to
contribute to your specialized field of psychology based on your
passions and interests.
· Primary Audience: Because this is a personal vision statement
for your future career, you are your primary audience. Envision
yourself in a time where you are frustrated and want to throw in
the towel. What would help you remember your purpose and
inspire you to continue moving forward towards your vision?
· Secondary Audience: Your vision should also be clear to other
people (such as family, friends, and your instructor) so you can
share it with others and receive support in achieving it.
· References: Reference any supporting documents you used to
create your vision.
Use your completed work to draft the Application and Research
Vision section of the Your Career in Psychology
Template.Week 10: Taking Action and Moving Forward
Planning Your Actions
Now that you have all this knowledge of the competencies and
requirements for your field you are ready to plot your course to
make these aspirations a reality. This section helps you translate
the requirements for your profession and the development areas
you identified into specific, measurable, achievable, realistic,
and timed steps to achieve your vision.
Complete the following:
3. Add your goals to the first column.
4. Review your work in the previous sections and draft any
17. additional long-term goals required to achieve your future
career vision.
5. Use the steps column to break down your long-term goal into
smaller steps to accomplish. Here are a couple of examples:
· Complete your Capella program, additional training, and
volunteer opportunities to overcome your knowledge and skill
gaps.
· Create opportunities in your current position to develop
additional skills through coaching or stretch assignments.
· Join Capella Community groups and professional
organizations for networking with others and completing
additional informational interviews.
· Stay current with the research and literature in the field by
reading specific peer-reviewed journals.
· Use Smarthinking and other support resources to improve the
skills required to successfully develop your writing and other
competencies essential to the profession and your role as a
graduate learner.
6. Use the support column to identify what you need to help you
achieve your goal.
Long-Term Goal
What should I be doing to help me achieve my vision?
Steps
What specific, measurable, attainable, relevant, and time-bound
steps do I need to take to achieve the goal?
Support
18. What information, resources, and people do I need to achieve
my goal?
· Even with the best intentions, you may run into barriers to
achieve your goals. Use the table below to outline potential
barriers to achieving your goals and solutions for addressing
them.
Barriers
What might get in my way of my goal?
Solution
s
How could I best address those barriers?
19. Understanding the benefits of achieving your vision, your
confidence in completing your outlined steps, and your
commitment to your plan are important to motivating yourself
to achieve your career vision. Use the table below to reflect on
these elements related to the steps you outlined.
Reflective Question
Reflective Response
What are the benefits of achieving your future career vision?
How confident are you about taking the steps you outlined
above to achieve your vision?
How committed are you to achieving your vision?
Hopefully, these exercises have helped you clarify your vision
for your future in psychology and your path to your desired
20. career. Use the table below to reflect on what you have learned
throughout this process.
Reflective Question
Reflective Response
What have you learned about yourself throughout this process?
How have your psychology interests, career vision, and
professional perspective changed from this process?
What are you most excited about related to your career plan?
Use your completed work to draft the Action Plan section of the
Your Career in Psychology Template.Drafting Your Career in
Psychology Assignment
Now that you have worked through preliminary exercises and
drafted some sections of your paper, you are prepared to begin
the remaining sections in the Your Career in Psychology
Template:
7. Review your notes from your interview with a psychology
professional and integrate any relevant information into your
paper.
8. After completing a draft of the previously outlined sections
of your paper, draft these additional sections in the assignment
template:
21. · Title page in APA format.
· Abstract: A concise summary of every main point in the paper.
· Introduction: A concise overview of the paper's content.
· Conclusion: A concise summary of important points of the
paper, explaining the benefits of achieving your future career
vision and becoming a practitioner scholar in the field of
psychology and the importance and relevance of your vision and
goals to your personal and professional aspirations.
· References in APA format.
Note: To maximize your scoring potential, be sure that you fully
address all assignment requirements and meet the criteria in the
Your Career in Psychology Scoring Guide.
At this point, your paper should be 7–9 typed and double-spaced
pages excluding the title page, abstract, table of contents, and
reference list. If you do not meet this requirement, go back and
add more detailed explanation to your paper. Use Times New
Roman 12-point font.
Your paper should also include a minimum of five references
with at least three of them from course readings. If you do not
22. meet this requirement, go back to the research you found
throughout the course and see how you may include some
insights into your paper.
Read through your draft with a fresh perspective and revise it to
improve the big picture elements:
· The main ideas in your paper and how you explain them.
· The order of your paragraphs and the logic behind the
organization.
· Your purpose for writing and the way you speak to your
audience.
· The focus of the sections of your paper.
· The organization of your paper and the flow from section to
section.
Use Smarthinking: How to Submit a Writing Sample to submit
your draft for evaluation.
· Be aware that the turnaround time for Smarthinking can be
24–48 hours from submission to receiving the feedback report.
23. Plan accordingly.
Submit the assignment to SafeAssign for review of proper
citations and references. It is very important that you always
submit your work as a draft so you can make revisions before
submitting it to the assignment link. Refer to the courseroom
SafeAssign resources for guidance in accessing your feedback
from SafeAssign, interpreting your report, and improving your
writing and citations for your assignment.
Now that you drafted the components of your paper, revised it
to improve flow, and received feedback from SafeAssign and
Smarthinking, you are ready to finalize your assignment.
Complete the following:
· Review the feedback you received from Smarthinking and
SafeAssign and revise your draft as needed.
Submit your assignmentno later than Friday, 11:59 p.m. Central
time. Make sure your submission is a Word document.
10
24. 1
Ethics Case Studies by Specialization
Applied Behavior Analysis
Situation 1:
Jamie is a BCBA. For the past year, she has been working with
children with autism, ages 5–8
years, in their homes. She enjoys her work, but it is tiring to
travel from home to home. She was
recently offered a job as a BCBA for a local nursing home,
providing behavioral support to
senior citizens with dementia. What are the ethical concerns
with Jamie accepting this position?
Situation 2:
Sam is a BCBA providing parent training to families of children
with autism. One of the parents
showed Sam a brochure for a new kind of therapy involving
dance, horses, and sensory
integration. She wants to implement this therapy with her child.
What are Sam’s ethical
responsibilities?
25. Situation 3:
Adam’s brother is interested in becoming a BCBA. He has
completed his coursework but is
having a hard time finding a supervisor. What are the ethical
implications if Adam supervises his
brother for fieldwork hours?
Child and Adolescent Psychology
Situation 1:
Sybil's mom has been asked to allow Sybil to participate in a
research study on blended
families, and she agrees. Sybil is a 7-year-old child who wears
glasses and is somewhat
overweight. When Sybil is brought to the interview session and
is asked a question about her
stepsisters, she starts to cry and refuses to talk. The researcher
tells her that her Mom agreed
to her being in the study, so she has to answer the questions.
Sybil cries even harder and will
not look at the researcher. Finally, the researcher gives up and
Sybil is sent back to class. He
then calls her mother and reports that Sybil was uncooperative.
26. Situation 2:
Manny, a skinny and short 9-year-old, is very quiet in class,
which is unusual. Mrs. Sykes
notices a bruise on his arm and asks him about it. He says that
he walked into a door. When
she persists in asking questions, he asks her not to do anything,
because he is afraid of what
will happen to him. She agrees and lets it go.
Clinical or Counseling Psychology (ABA: Situations 1, 2, 4–7)
2
Situation 1:
As Dee Compensating became increasingly psychotic, Lucia
Panicky, PhD, did not want to
continue treating her because Ms. Compensating refused to
enter the hospital or take any
medication. Dr. Panicky informed Dee that she could not be her
client any longer, because she
refused to cooperate with the treatment recommendations.
27. What are the ethical issues involved?
Situation 2:
Fred Narrow is a Caucasian-American from a small city in the
Midwest where there are very few
Asian people. He is working with a client who recently moved
into the area from Japan. When
asked how he is dealing with any cultural issues, he stated that
he has read several books on
Japan and has asked his neighbor, who is also Japanese, what
issues he should be aware of.
What are the ethical issues involved?
Situation 3:
Dr. Dave has a widely listened-to radio show, which involves
giving advice to individuals who
call in about relationships, child rearing, and mental health
issues. During an interview with a
newspaper, Dr. Dave states that while he does have training in
counseling, his doctorate is in
human physiology. The interviewer asks if it is ethical for Dr.
Dave to use the title “doctor” since
his doctorate is not in counseling or psychology. Dr. Dave
28. answers that he does have a
doctorate and therefore he is not doing anything unethical.
What are the ethical issues involved?
Situation 4:
A 23-year-old man, Mr. L., has been in psychotherapy with a
psychologist, Dr. T. During the
course of treatment, Mr. L. has described his anger at his former
girlfriend, Ms. S., an
undergraduate student at a local university. As therapy has
continued, Mr. L.’s anger with Ms. S.
has become more intense. During the most recent session, Mr.
L. stated he was going to kill
Ms. S. and left the office.
What are the ethical issues involved?
Situation 5:
Mr. M. has been severely depressed and meets the DSM-IV
criteria for a person diagnosed with
unipolar depression. His psychiatrist, Dr. D., has prescribed
medication and psychotherapy as
treatment for Mr. M. Mr. M. told his psychologist, Dr. S., that
he refuses to take any medication,
29. stating that he has read about the side-effects of this medicine
and wants no part of it.
What are the legal and ethical issues, if any, confronting Dr.
D.?
Situation 6:
Dr. R. has been seeing Joan T., a 15-year-old girl for
counseling. Mr. and Mrs. T. have
requested to see Dr. R. to find out how the counseling is going.
During the meeting, Mrs. T.
requests to see Joan’s case file. Dr. R. refuses, citing
confidentiality. Mrs. T. demands to see
the file, stating that as the parent of a minor, she has every right
to see the file.
Does she have the right? What are the ethical issues involved?
3
Situation 7:
Carrie is a graduate student at a local university. While still
30. undecided about her specialization,
she is leaning toward a specialty in clinical psychology. As a
very religious person, Carrie is a
strong believer in the power of prayer and does not believe in
the idea of diagnosis or
psychopathology. She really believes that all mental illness is a
punishment by God for not
being a true believer. So, she intends to develop a practice as a
spiritual therapist when she
graduates.
You are her clinical supervisor. What ethical issues are
presented by Carrie’s approach to
clinical work?
Educational Psychology
Situation 1: (Note: this case is also appropriate for industrial-
organizational psychology.)
As an educational psychologist with expertise in program
evaluation, you have been contracted
to evaluate programs and services offered by an area agency
that provides services to the
public. The agency receives funding from several private and
public sources and is required to
31. complete periodic program reviews. Your contract indicates that
you should provide your results
in written form to the board of directors for the agency.
After you complete your evaluation, the results indicate that
some of the programs and services
are effective and efficient, but that a number of others are
poorly managed and provide low-
quality services to the public. You deliver the report to the
board of directors, as specified. You
assume that the report will be forwarded to the sponsoring
funding sources. A few weeks later,
you find out that only the positive aspects of the report were
released to the funding sponsors.
You return to the board of directors and express your concerns
but you are told, politely, to mind
your own business and that if you pursue this inquiry you will
never be employed by this agency
again. You decide to seek advice from a colleague.
What are the ethical issues involved?
Situation 2: (Note: This case is also appropriate for anyone
planning a
career in which conducting research is an important part of the
32. work.)
As an educational psychologist, you are employed in higher
education to teach undergraduate
students enrolled in a teacher education program. You have an
ongoing research program that
involves studies on the perceptions and training of
undergraduates enrolled in teacher
education programs. As a course instructor, you offer extra
credit for students to participate in
your ongoing research. Typically, this involves completing
various surveys and paper-and-pencil
instruments of perception and beliefs related to becoming a
teacher. A colleague suggests to
you that students in your courses are really not free to choose to
participate, because they may
fear that their final course grade will be influenced by their
choice to participate. You have
assured your students that their participation will not affect
their final course grade.
What are the ethical issues involved?
General Psychology – Addictions (ABA: Situation 2)
33. 4
Situation 1:
A psychologist works in a setting where he or she has to
complete substance abuse
assessments. He or she is only given 30 minutes to complete
each assessment, though an
accurate assessment requires 60–90 minutes. The psychologist
is concerned that the
information may not properly represent what is being assessed
and may potentially cause harm.
The person in charge of the setting, however, is demanding
assessments and is unwilling to
extend more time.
What are the ethical issues and choices the psychologist must
consider?
Situation 2:
A psychologist who is a recovering alcoholic sees a client at an
Alcoholics Anonymous meeting.
What are the ethical issues involved?
34. General Psychology – Health (ABA: Situation 2)
Situation 1:
A patient sees his or her physician with complaints of chest pain
and job stress. The goal is to
ascertain psychosocial and physical processes that may cause
the chief complaint, chest pain.
The physician asks for a history of recent life stressors and
behaviors and wants a consultation
with a psychologist. Based on a combination of psychological
factors and standard lab tests, the
physician forms a diagnosis but does not want to meet with the
patient, until the patient has
seen the psychologist. However, this 45-year-old gentleman
does not agree to see the
psychologist and will not listen to reason as to why this is
recommended.
As a trained health psychologist, what do you advise the
physician?
Situation 2:
A physician refers a hospitalized patient to you for consultation.
The patient is terminally ill, with
35. (at best) a month to live. He is in considerable pain and on
morphine, which makes him sleep
most of the time. When awake, he is still suffering. He is
completely bedridden, needing
assistance even to turn over. He has dialysis treatments three
times a week. The patient has
said he wants all life-saving procedures possible, but the doctor
and the patient’s family feel he
has suffered enough and would like to remove him from
dialysis. You agree that this would be a
reasonable and ethical course of action. The doctor explained to
you, the health psychologist,
that if the patient has no more dialysis treatments, he will fall
asleep and die peacefully in a day
or two. The lack of dialysis will not lead to more pain or
discomfort than he is already
experiencing. You are asked to evaluate the patient for
competency to make his own decisions.
The physician does not believe he can really understand his
situation and wants you to talk the
patient into stopping dialysis. You interview the patient and
find that he has a clear
understanding of his condition, his impending death, and the
implications of stopping dialysis. In
spite of all this, he wants all measures to sustain life continued.
36. As a trained health psychologist, what is your responsibility in
talking with the family and
physician?
General Psychology – Sport
5
Situation:
The president of a national sport organization hires you to
evaluate the top-level athletes and
coaches of this sport on their ability to work together and group
cohesion. You suggest testing,
such as the Group Environment Questionnaire, and conducting
interviews. After collecting
dozens of questionnaires and conducting a multitude of
interviews, you find out that the
president wants a detailed report, complete with the weaknesses
of the coaches. After a little
digging, you find out that the president’s true agenda is to find
reasons to fire some of the
37. coaching staff.
How would you approach this situation? Is there anything you
could have done or should have
done prior to being hired?
Industrial-Organizational Psychology
Situation 1:
A large pharmaceutical firm let go 1,100 employees in one
week. All of the affected individuals
were told that in order to receive their final paychecks, they
must attend a three-day job search
seminar. At the end of the seminar, they would collect their
final paychecks. Seminars were held
at a nearby hotel and individuals were dispersed into small
group workshops. On the second
day, representatives from HR stopped by to observe the
workshops. The workshops had been
guaranteed to be confidential and the individuals had been told
that they would be able to share
their concerns without HR interference or knowledge about
what they said.
As the seminar leader trained to work with individuals and
38. groups in this setting, what are the
issues and how will you handle them?
Situation 2:
A personnel psychologist who lacked training in the
interpretation of the Minnesota Multiphasic
Personality Inventory (MMPI) hired a clinical psychologist to
purchase MMPI materials from the
test publisher, then administer and interpret the tests. The
clinical psychologist was trained to
read and interpret the test records of applicants for nuclear
power plant positions and to
determine their emotional fitness for work in one of two power
companies. After a period of time,
because of financial pressures, the personnel psychologist
discontinued the use of the clinical
psychologist. The personnel psychologist continued to purchase
the MMPI from the test
publisher and did not inform the test publisher that the services
of the clinical psychologist had
been discontinued.
The test publisher's agreement to provide the needed test
materials was based on the
understanding that consultation by the clinical psychologist,
39. trained in the interpretation of the
MMPI, was ongoing. The personnel psychologist also continued
to provide the psychological
screening service to the two power companies without
informing these two organizations of the
lack of his knowledge of MMPI interpretation.
What are the issues involved? What should be done?
Reference
Bersoff, D. N. (2003). Ethical conflicts in psychology.
Washington, DC: American Psychological
Association.
6
School Psychology or ABA
Situation:
A 15-year-old high school student has been seeing the school
psychologist for social skills
40. training sessions to help her develop better relationships with
her peers. She shares that she
has befriended a group of girls who have some things in
common. She admits to the school
psychologist that she engages in cutting behavior, as do her
friends. She asks the school
psychologist not to tell anyone because her parents do not know
and it is helping her make
friends at the school. She said that she is cutting her thighs so
no one sees the marks. She said
the cuts are not deep and that she is just doing it to be part of
the group.
The school psychologist has never discussed confidentiality
issues with the student and feels
that the student is not suicidal. The student shares that she and
her friends go on the Web and
post about their experiences, so that she has a group of friends
from all over the world. She is
so happy to have friends and begs the school psychologist not to
report the behavior. She
shares that she is sure her parents and teachers do not know
about the cutting behavior. She
states that she will stop cutting if the school psychologist
promises not to tell anyone. She noted
41. that she really did not mean to tell the psychologist, but did so
only because she was so happy
to have made some friends and she wanted to share that with the
psychologist.
What are the responsibilities of the psychologist? What should
he or she do?
Ethics Case Studies by SpecializationApplied Behavior
AnalysisSituation 1:Jamie is a BCBA. For the past year, she has
been working with children with autism, ages 5–8 years, in their
homes. She enjoys her work, but it is tiring to travel from home
to home. She was recently offered a job as a BCBA for a local
nursing home, p...Situation 2:Situation 3:Child and Adolescent
PsychologySituation 1:Situation 2:Clinical or Counseling
Psychology (ABA: Situations 1, 2, 4–7)Situation 1:Situation
2:Situation 3:Situation 4:Situation 5:Situation 6:Situation
7:Educational PsychologySituation 1: (Note: this case is also
appropriate for industrial-organizational psychology.)Situation
2: (Note: This case is also appropriate for anyone planning a
career in which conducting research is an important part of the
42. work.)General Psychology – Addictions (ABA: Situation
2)Situation 1:Situation 2:General Psychology – Health (ABA:
Situation 2)Situation 1:Situation 2:General Psychology –
SportSituation:Industrial-Organizational PsychologySituation
1:Situation 2:ReferenceBersoff, D. N. (2003). Ethical conflicts
in psychology. Washington, DC: American Psychological
Association.School Psychology or ABASituation: