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.
1-2paragraphsapa formatWelcome to Module 6. Divers.docxjasoninnes20
1-2
paragraphs
apa format
Welcome to Module 6. Diversity can help ensure that a team has the skills and knowledge necessary for the successful completion of tasks. Diverse teams, as long as they are well managed, tend to be more creative and achieve goals more efficiently. Leaders must understand and appreciate the diversity that exists in their team. Answer the following question as you think about the diversity that exists within your own organization.
How does this diversity help your team achieve its goals?
Have you noticed any barriers to team unity that may be attributed to the diversity of team members' backgrounds?
How has your background and experience prepared you to be an effective leader in an organization that holds diversity and inclusion as core to its mission and values?
.
1-Post a two-paragraph summary of the lecture; 2- Review the li.docxjasoninnes20
1-Post a two-paragraph summary of the lecture;
2- Review the links and select one. Briefly explain how they support our curse.
http://www.fldoe.org/
http://www.eric.ed.gov/ERICWebPortal/Home.portal
http://firn.edu/doe/sas/ftce/ftcecomp.htm
Use APA 7.
each work separately.
.
1-What are the pros and cons of parole. Discuss!2-Discuss ways t.docxjasoninnes20
1-What are the pros and cons of parole. Discuss!
2-Discuss ways to improve parole so that offenders have a better chance of being successful in the community
3-What are the barriers that parolees face when they return to the community that contribute to them failing. Give a relative example!
Submit in 3 paragraphs
.
1-page (max) proposal including a Title, Executive Summary, Outline,.docxjasoninnes20
1-page (max) proposal including a Title, Executive Summary, Outline, Team members, Task Assignment and Duration (who is doing what part). Include your anticipated dataset(s) and techniques/software. Please provide a list of the main references you want to use for your project in any appropriate format, e.g. Vancouver or APA style.
proposal is due by october 7th 2020 at 12pm est
project by 25th october
instructions for project are in the folder
.
1-Identify the benefits of sharing your action research with oth.docxjasoninnes20
1-Identify the benefits of sharing your action research with others.
-How does sharing your action research assist you in achieving your goal to improve the lives of your students?
2-Describe the criteria used to judge action research.
-What determines if your action research study gets published?
3-Identify one Web site resource (ERIC)and describe how it assisted you in designing, implementing, evaluating, writing and/or sharing your action research. Choose any one of the Web site sources listed in chapter 10(last page of attachment)
4-Why does Mills suggest in the last chapter of his book that this is really the beginning of your work?( start page 291)
Source:
Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.
.
1-page APA 7 the edition No referenceDescription of Personal a.docxjasoninnes20
1-page APA 7 the edition / No reference
Description of Personal and Professional Goals My personal goal within the health care field is to become a successful and exceptional
nurse.
1-page APA 7 the edition / No reference
Reflection of the program Discussions about the program has helped my growth as a capable nurse. And talk about how good the program.
.
1-Pretend that you are a new teacher. You see that one of your st.docxjasoninnes20
1-Pretend that you are a new teacher. You see that one of your students likes to tease and joke on the other students. This student targets some students more than others and is meaner to them. The students who are targeted most often are those who appear to be less socially adept than some of the others. They may be younger, seem to have a more obvious disability or be overweight, wear glasses or not dress in trendy clothes. The student's behavior goes well beyond "friendly banter" and often leaves the other students feeling hurt and ashamed. How do you stop the student from bullying his or her peers and work to build the self-esteem of the students who have been picked on? What could be some of the causes of the student's bullying behavior and how might you work to address the root of the behavior?
2-Tiered Behavior Management and Response to Intervention (RtI
Please share a situation where you have worked with a challenging or difficult student. Was a tiered program or RtI a part of the program used to work with the student? How does a tiered program encourage student success? What are some of the challenges you have experienced while working with a tiered program? How have your students responded to the program or programs?
3-Special education teachers may work at different education levels at various points in their careers. Inclusion will be different in the lower grades than it would be in a high school classroom. How do you think that inclusion may look different for students at the elementary level as opposed to the high school level? What are some of the methods used to include students at all educational levels? What are some of the benefits and challenges you can see of the different inclusion models used with the different age students?
4-As a teacher of students with mild disabilities your class may be a diverse mix of students with various abilities and disabilities. How might inclusion and classroom management change when working with students with Autism and Autism Spectrum Disorders or other specific disabilities such as Down Syndrome? What would you need to take into account when developing behavior intervention plans (BIPs) and Individual Education Plans (IEPs)? How do you think these would change as the student grew and progressed through school?
5- This week you have a special task for the discussion. You will need to read about a disability category or specific disability that is of interest to you. Many of you may have a student, friend or family member with a specific disability we have not talked about so far in class. Use what you learn in the materials you read, the professional organization's website you visit or the videos you watch to talk about the specific inclusion and behavior management needs of students with that disability.
Example: My niece has ADHD and Asperger's Syndrome. She has been receiving services part time since she was in kindergarten. She also sees a counselor a.
1- What is the difference between a multi-valued attribute and a.docxjasoninnes20
1- What is the difference between a multi-valued attribute and a composite attribute? Give examples.
2- Create an ERD for the following requirements (You can use Dia diagramming tool to create your ERD):
Some Tiny College staff employees are information technology (IT) personnel. Some IT personnel provide technology support for academic programs, some provide technology infrastructure support, and some provide support for both. IT personnel are not professors; they are required to take periodic training to retain their technical expertise. Tiny College tracks all IT personnel training by date, type, and results (completed vs. not completed).
.
1- What is a Relational Algebra What are the operators. Explain.docxjasoninnes20
1- What is a Relational Algebra? What are the operators. Explain each.
2- What is the
INNER JOIN
operation between the following two relations (data sets or tables of data).
Hint: Use OWNER_ID column as common column between the two tables and list all columns of the two tables that have common OWNER_ID.
.
1- Watch the movie Don Quixote, which is an adaptation of Cerv.docxjasoninnes20
1-
Watch the movie
Don Quixote
, which is an adaptation of Cervantes' novel
Don Quixote
. Then, write at least two paragraphs (minimum five well-developed sentences per paragraph) to explain a lesson one could learn from the characters. You need to incorporate at least three of the ideas provided below:
The value of friendship
Humility and nobility
Importance of time
Importance of reading
Importance of optimism
The role of imagination and vision
Justifying commitment
Sense of self and disciple
Building leadership
.
1- reply to both below, no more than 75 words per each. PSY 771.docxjasoninnes20
1- reply to both below, no more than 75 words per each.
PSY 7710
4 days ago
Karissa Milano
unit 9 discussion scenario 3
COLLAPSE
ABA Procedure: A DRO (differential reinforcement of other behavior) to address SIB exhibited by a toddler in a home setting.
Special Methods: Any appropriate behaviors other than SIB will be reinforced through a specific amount of time (every five minutes). Reinforcement is only given when the individual does not engage in SIB behaviors.
Risks
Notes
1 Implementing the plan at home can be difficult.
1 The family might be concerned with their safety and the safety of the child. There should be a protocol before implementing this intervention.
2 Family members and client could be at risk for danger.
2 The parents might be concerned for the safety of themselves and their child.
3 Possible increase in SIB
3 SIB behaviors might increase before it decreases due to an extinction burst. The behavior analyst should have a protocol before implementing this intervention.
4 SIB behaviors could remain the same.
4 If there is no change in the clients SIB behaviors then a preference test should be conducted to determine motivating reinfoncers.
Benefits
Notes
1 Generalization
1 The client will learn to use this skill at home as well as be able generalize this skill into other settings.
2 Improved learning environment
2 SIB behaviors will decrease and appropriate behavior will be taught. SIB will no longer impact the client and family in the future.
3 Increase in appropriate behaviors
3 Appropriate behaviors will be taught and replace the SIB behavior.
4 Least intrusive intervention
4 Using reinforcement to decrease the problem behavior and increase appropriate behaviors. This is a least restrictive method of treatment.
5 Parent training and involvement
5 Parents will feel confident about implementing this evidence based treatment at home. This will can lead to an increase a buy in from the family and they will feel comfortable implementing other interventions in the future.
Summary: DRO is an intervention that is used when the client does not engage in the problem behavior (SIB) (Bailey & Burch, 2016). Reinforcement should only be given to the individual after a certain amount of time that the client is not engaging in the problem behavior; in this case it should be after five minutes of the client not engaging in SIB. The person who is implementing this treatment should not reinforce the problem behavior. The benefits of implementing DRO outweigh the risks of implementing DRO. DRO is a good intervention to use when decreasing SIB behavior. Although there are some risks, the individual who is implementing DRO should have the knowledge, training and experience and be confident when implementing DRO ( Bailey & Burch, 2016).
Reference
Bailey, J. S., & Burch, M. R. (2016).
Ethics for behavior analysts
(3rd ed.). New York, NY: Routledge.
PSY 7711
3 days ago
Emily Gentile
Unit 9 Discussion
C.
1- Pathogenesis 2- Organs affected in the body 3- Chain of i.docxjasoninnes20
1- Pathogenesis
2- Organs affected in the body
3- Chain of infection and its Links associated: Infectious agent, Reservoirs, Portal of Exit, Route of Transmission, portal of Entry, and Susceptible Host. All must to be defined in the chosen agent.
4- Incidence, Prevalence, and Prevention of this infectious disease
5- Treatment if possible
6- Please answer, being a Nurse. “How are you going to break down the chain of infection of the selected microorganisms, to avoid Cross Contamination ?
.
1- I can totally see where there would be tension between.docxjasoninnes20
1- I can totally see where there would be tension between these two, especially in today’s world. I am no expert on religion or science for that matter, but I do feel like some of the tension is unnecessary. I feel that the two can work to benefit our patients by balancing them with the needs of the patient. Let’s take my kids for instance, if they were sick with some known treatable disease there would be no other option in my mind to treat them with science and medicine that has been proven to work. I wouldn’t only pray for them to get better and not do anything about it, but I would pray for them and do whatever was necessary to help my family deal with the stress and worry of a child being sick. Here we have used them both to our benefit and they each serve a different purpose and effectiveness. Thanks again for your post!
2-My perception of the tension between science and religion is founded at first glance and then not when looked at more closely. Science and religion can coincide in health care if respected for their own strengths and limitations. I feel that a healthy balance of both can benefit our patients providing different needs when they’re needed. I have seen with my own eyes CRP markers drop in an infant receiving antibiotic treatment and I have also seen an infant that wasn’t supposed to live by scientific probability actually make it and thrive with prayer being the only obvious intervention. So, trying to single out one over the other as more effective than the other seems less beneficial than trying to work them both in when the patient requires such help.
I feel that science is good for some of the more usual cases and things we feel we can help with its information, and I also feel that we can use religion to help a patient with their mental aspects of healing. We can quantify an improvement in a patient through lab levels and such, but it's hard to do the same with religion and how a patient uses that tool as comfort or however they use it in their lives. “Some observational studies suggest that people who have regular spiritual practices tend to live longer. Another study points to a possible mechanism: interleukin (IL)-6. Increased levels of IL-6 are associated with an increased incidence of disease. A research study involving 1700 older adults showed that those who attended church were half as likely to have elevated levels of IL-6. The authors hypothesized that religious commitment may improve stress control by offering better coping mechanisms, richer social support, and the strength of personal values and worldview” (NCBI, 2001). In this example we see the benefits were surveyed to be founded, but the exact workings aren’t exactly known. The great thing about science is that usually we have some tangible results that are repeatable and there’s safety to be found in that. The great thing about religion is that we can have faith in whatever we believe in and that’s all that’s needed. It's our.
1- One of the most difficult challenges leaders face is to integrate.docxjasoninnes20
1- One of the most difficult challenges leaders face is to integrate their task and relationship behaviors. Do you see this as a challenge in your own leadership? How do you integrate task and relationship behaviors?
2- If you were to change in an effort to improve your leadership, what aspect of your style would you change? Would you try to be more task oriented or more relationship oriented?
.
1- Design one assignment of the Word Find (education word) and the o.docxjasoninnes20
1- Design one assignment of the Word Find (education word) and the one of Using Digital Technology in two separate attachments, each named. Note that a sample of each is located in attachment.
2- Read the lecture and post a one-paragraph summary of the lecture. (Graphic organizers).
.
1- This chapter suggests that emotional intelligence is an interpers.docxjasoninnes20
1- This chapter suggests that emotional intelligence is an interpersonal leadership whether you agree or disagree with this assumption. As you think about your own leadership, do emotions help or hinder your role as a leader? Discuss.
2- One unique aspect of leadership skills is that they can be practiced. List and briefly describe three things you could do to improve administrative skills.
.
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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.
Similar to Capella Career Center Last updated 62216 1 COMPE.docx (6)
1-2paragraphsapa formatWelcome to Module 6. Divers.docxjasoninnes20
1-2
paragraphs
apa format
Welcome to Module 6. Diversity can help ensure that a team has the skills and knowledge necessary for the successful completion of tasks. Diverse teams, as long as they are well managed, tend to be more creative and achieve goals more efficiently. Leaders must understand and appreciate the diversity that exists in their team. Answer the following question as you think about the diversity that exists within your own organization.
How does this diversity help your team achieve its goals?
Have you noticed any barriers to team unity that may be attributed to the diversity of team members' backgrounds?
How has your background and experience prepared you to be an effective leader in an organization that holds diversity and inclusion as core to its mission and values?
.
1-Post a two-paragraph summary of the lecture; 2- Review the li.docxjasoninnes20
1-Post a two-paragraph summary of the lecture;
2- Review the links and select one. Briefly explain how they support our curse.
http://www.fldoe.org/
http://www.eric.ed.gov/ERICWebPortal/Home.portal
http://firn.edu/doe/sas/ftce/ftcecomp.htm
Use APA 7.
each work separately.
.
1-What are the pros and cons of parole. Discuss!2-Discuss ways t.docxjasoninnes20
1-What are the pros and cons of parole. Discuss!
2-Discuss ways to improve parole so that offenders have a better chance of being successful in the community
3-What are the barriers that parolees face when they return to the community that contribute to them failing. Give a relative example!
Submit in 3 paragraphs
.
1-page (max) proposal including a Title, Executive Summary, Outline,.docxjasoninnes20
1-page (max) proposal including a Title, Executive Summary, Outline, Team members, Task Assignment and Duration (who is doing what part). Include your anticipated dataset(s) and techniques/software. Please provide a list of the main references you want to use for your project in any appropriate format, e.g. Vancouver or APA style.
proposal is due by october 7th 2020 at 12pm est
project by 25th october
instructions for project are in the folder
.
1-Identify the benefits of sharing your action research with oth.docxjasoninnes20
1-Identify the benefits of sharing your action research with others.
-How does sharing your action research assist you in achieving your goal to improve the lives of your students?
2-Describe the criteria used to judge action research.
-What determines if your action research study gets published?
3-Identify one Web site resource (ERIC)and describe how it assisted you in designing, implementing, evaluating, writing and/or sharing your action research. Choose any one of the Web site sources listed in chapter 10(last page of attachment)
4-Why does Mills suggest in the last chapter of his book that this is really the beginning of your work?( start page 291)
Source:
Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.
.
1-page APA 7 the edition No referenceDescription of Personal a.docxjasoninnes20
1-page APA 7 the edition / No reference
Description of Personal and Professional Goals My personal goal within the health care field is to become a successful and exceptional
nurse.
1-page APA 7 the edition / No reference
Reflection of the program Discussions about the program has helped my growth as a capable nurse. And talk about how good the program.
.
1-Pretend that you are a new teacher. You see that one of your st.docxjasoninnes20
1-Pretend that you are a new teacher. You see that one of your students likes to tease and joke on the other students. This student targets some students more than others and is meaner to them. The students who are targeted most often are those who appear to be less socially adept than some of the others. They may be younger, seem to have a more obvious disability or be overweight, wear glasses or not dress in trendy clothes. The student's behavior goes well beyond "friendly banter" and often leaves the other students feeling hurt and ashamed. How do you stop the student from bullying his or her peers and work to build the self-esteem of the students who have been picked on? What could be some of the causes of the student's bullying behavior and how might you work to address the root of the behavior?
2-Tiered Behavior Management and Response to Intervention (RtI
Please share a situation where you have worked with a challenging or difficult student. Was a tiered program or RtI a part of the program used to work with the student? How does a tiered program encourage student success? What are some of the challenges you have experienced while working with a tiered program? How have your students responded to the program or programs?
3-Special education teachers may work at different education levels at various points in their careers. Inclusion will be different in the lower grades than it would be in a high school classroom. How do you think that inclusion may look different for students at the elementary level as opposed to the high school level? What are some of the methods used to include students at all educational levels? What are some of the benefits and challenges you can see of the different inclusion models used with the different age students?
4-As a teacher of students with mild disabilities your class may be a diverse mix of students with various abilities and disabilities. How might inclusion and classroom management change when working with students with Autism and Autism Spectrum Disorders or other specific disabilities such as Down Syndrome? What would you need to take into account when developing behavior intervention plans (BIPs) and Individual Education Plans (IEPs)? How do you think these would change as the student grew and progressed through school?
5- This week you have a special task for the discussion. You will need to read about a disability category or specific disability that is of interest to you. Many of you may have a student, friend or family member with a specific disability we have not talked about so far in class. Use what you learn in the materials you read, the professional organization's website you visit or the videos you watch to talk about the specific inclusion and behavior management needs of students with that disability.
Example: My niece has ADHD and Asperger's Syndrome. She has been receiving services part time since she was in kindergarten. She also sees a counselor a.
1- What is the difference between a multi-valued attribute and a.docxjasoninnes20
1- What is the difference between a multi-valued attribute and a composite attribute? Give examples.
2- Create an ERD for the following requirements (You can use Dia diagramming tool to create your ERD):
Some Tiny College staff employees are information technology (IT) personnel. Some IT personnel provide technology support for academic programs, some provide technology infrastructure support, and some provide support for both. IT personnel are not professors; they are required to take periodic training to retain their technical expertise. Tiny College tracks all IT personnel training by date, type, and results (completed vs. not completed).
.
1- What is a Relational Algebra What are the operators. Explain.docxjasoninnes20
1- What is a Relational Algebra? What are the operators. Explain each.
2- What is the
INNER JOIN
operation between the following two relations (data sets or tables of data).
Hint: Use OWNER_ID column as common column between the two tables and list all columns of the two tables that have common OWNER_ID.
.
1- Watch the movie Don Quixote, which is an adaptation of Cerv.docxjasoninnes20
1-
Watch the movie
Don Quixote
, which is an adaptation of Cervantes' novel
Don Quixote
. Then, write at least two paragraphs (minimum five well-developed sentences per paragraph) to explain a lesson one could learn from the characters. You need to incorporate at least three of the ideas provided below:
The value of friendship
Humility and nobility
Importance of time
Importance of reading
Importance of optimism
The role of imagination and vision
Justifying commitment
Sense of self and disciple
Building leadership
.
1- reply to both below, no more than 75 words per each. PSY 771.docxjasoninnes20
1- reply to both below, no more than 75 words per each.
PSY 7710
4 days ago
Karissa Milano
unit 9 discussion scenario 3
COLLAPSE
ABA Procedure: A DRO (differential reinforcement of other behavior) to address SIB exhibited by a toddler in a home setting.
Special Methods: Any appropriate behaviors other than SIB will be reinforced through a specific amount of time (every five minutes). Reinforcement is only given when the individual does not engage in SIB behaviors.
Risks
Notes
1 Implementing the plan at home can be difficult.
1 The family might be concerned with their safety and the safety of the child. There should be a protocol before implementing this intervention.
2 Family members and client could be at risk for danger.
2 The parents might be concerned for the safety of themselves and their child.
3 Possible increase in SIB
3 SIB behaviors might increase before it decreases due to an extinction burst. The behavior analyst should have a protocol before implementing this intervention.
4 SIB behaviors could remain the same.
4 If there is no change in the clients SIB behaviors then a preference test should be conducted to determine motivating reinfoncers.
Benefits
Notes
1 Generalization
1 The client will learn to use this skill at home as well as be able generalize this skill into other settings.
2 Improved learning environment
2 SIB behaviors will decrease and appropriate behavior will be taught. SIB will no longer impact the client and family in the future.
3 Increase in appropriate behaviors
3 Appropriate behaviors will be taught and replace the SIB behavior.
4 Least intrusive intervention
4 Using reinforcement to decrease the problem behavior and increase appropriate behaviors. This is a least restrictive method of treatment.
5 Parent training and involvement
5 Parents will feel confident about implementing this evidence based treatment at home. This will can lead to an increase a buy in from the family and they will feel comfortable implementing other interventions in the future.
Summary: DRO is an intervention that is used when the client does not engage in the problem behavior (SIB) (Bailey & Burch, 2016). Reinforcement should only be given to the individual after a certain amount of time that the client is not engaging in the problem behavior; in this case it should be after five minutes of the client not engaging in SIB. The person who is implementing this treatment should not reinforce the problem behavior. The benefits of implementing DRO outweigh the risks of implementing DRO. DRO is a good intervention to use when decreasing SIB behavior. Although there are some risks, the individual who is implementing DRO should have the knowledge, training and experience and be confident when implementing DRO ( Bailey & Burch, 2016).
Reference
Bailey, J. S., & Burch, M. R. (2016).
Ethics for behavior analysts
(3rd ed.). New York, NY: Routledge.
PSY 7711
3 days ago
Emily Gentile
Unit 9 Discussion
C.
1- Pathogenesis 2- Organs affected in the body 3- Chain of i.docxjasoninnes20
1- Pathogenesis
2- Organs affected in the body
3- Chain of infection and its Links associated: Infectious agent, Reservoirs, Portal of Exit, Route of Transmission, portal of Entry, and Susceptible Host. All must to be defined in the chosen agent.
4- Incidence, Prevalence, and Prevention of this infectious disease
5- Treatment if possible
6- Please answer, being a Nurse. “How are you going to break down the chain of infection of the selected microorganisms, to avoid Cross Contamination ?
.
1- I can totally see where there would be tension between.docxjasoninnes20
1- I can totally see where there would be tension between these two, especially in today’s world. I am no expert on religion or science for that matter, but I do feel like some of the tension is unnecessary. I feel that the two can work to benefit our patients by balancing them with the needs of the patient. Let’s take my kids for instance, if they were sick with some known treatable disease there would be no other option in my mind to treat them with science and medicine that has been proven to work. I wouldn’t only pray for them to get better and not do anything about it, but I would pray for them and do whatever was necessary to help my family deal with the stress and worry of a child being sick. Here we have used them both to our benefit and they each serve a different purpose and effectiveness. Thanks again for your post!
2-My perception of the tension between science and religion is founded at first glance and then not when looked at more closely. Science and religion can coincide in health care if respected for their own strengths and limitations. I feel that a healthy balance of both can benefit our patients providing different needs when they’re needed. I have seen with my own eyes CRP markers drop in an infant receiving antibiotic treatment and I have also seen an infant that wasn’t supposed to live by scientific probability actually make it and thrive with prayer being the only obvious intervention. So, trying to single out one over the other as more effective than the other seems less beneficial than trying to work them both in when the patient requires such help.
I feel that science is good for some of the more usual cases and things we feel we can help with its information, and I also feel that we can use religion to help a patient with their mental aspects of healing. We can quantify an improvement in a patient through lab levels and such, but it's hard to do the same with religion and how a patient uses that tool as comfort or however they use it in their lives. “Some observational studies suggest that people who have regular spiritual practices tend to live longer. Another study points to a possible mechanism: interleukin (IL)-6. Increased levels of IL-6 are associated with an increased incidence of disease. A research study involving 1700 older adults showed that those who attended church were half as likely to have elevated levels of IL-6. The authors hypothesized that religious commitment may improve stress control by offering better coping mechanisms, richer social support, and the strength of personal values and worldview” (NCBI, 2001). In this example we see the benefits were surveyed to be founded, but the exact workings aren’t exactly known. The great thing about science is that usually we have some tangible results that are repeatable and there’s safety to be found in that. The great thing about religion is that we can have faith in whatever we believe in and that’s all that’s needed. It's our.
1- One of the most difficult challenges leaders face is to integrate.docxjasoninnes20
1- One of the most difficult challenges leaders face is to integrate their task and relationship behaviors. Do you see this as a challenge in your own leadership? How do you integrate task and relationship behaviors?
2- If you were to change in an effort to improve your leadership, what aspect of your style would you change? Would you try to be more task oriented or more relationship oriented?
.
1- Design one assignment of the Word Find (education word) and the o.docxjasoninnes20
1- Design one assignment of the Word Find (education word) and the one of Using Digital Technology in two separate attachments, each named. Note that a sample of each is located in attachment.
2- Read the lecture and post a one-paragraph summary of the lecture. (Graphic organizers).
.
1- This chapter suggests that emotional intelligence is an interpers.docxjasoninnes20
1- This chapter suggests that emotional intelligence is an interpersonal leadership whether you agree or disagree with this assumption. As you think about your own leadership, do emotions help or hinder your role as a leader? Discuss.
2- One unique aspect of leadership skills is that they can be practiced. List and briefly describe three things you could do to improve administrative skills.
.
1-2 pages APA format1. overall purpose of site 2. resources .docxjasoninnes20
1-2 pages APA format
1. overall purpose of site
2. resources available to social workers on the site and
3. how these resources can be specifically used in either the social worker assessment of or the social work intervention with children. Make certain to fully reference the site in a separate page. must include 3 headings that address Each requiremen.
.
1-Define Energy.2- What is Potential energy3- What is K.docxjasoninnes20
1-Define Energy.
2- What is Potential energy?
3- What is Kinetic energy?
4-Define Metabolism and name the two main types of metabolism.
5-Define an Enzyme and name the most important classes of Enzymes.
6- Name the three Metabolic Pathways.
7-What is Aerobic cellular respiration?
8-What is Anaerobic respiration?
9- Define Fermentation.
10.Name the final Products of Anaerobic Respiration.
1. - What is the main function of enzymes in our body?
2. - Please name the 6 types of enzymes:
3. - What is Energy of Activation, for the enzymes?
4. - Factors that affect enzyme activity include:
5. - What is a cofactor:
.
1- Find one quote from chapter 7-9. Explain why this quote stood.docxjasoninnes20
1- Find one quote from chapter 7-9. Explain why this quote stood out to you. What is its importance?
2- Discussion 7-9
1-Share your quote and ideas.
2- “violence is the only lever big enough to move the world”
3-Compare and contrast Elwood and Turner.
4-Why is Turner right? Why is he wrong?
5- Theme. reading vs reals world, inside vs outside, optimism vs pessimism, violence, division of lower class among racial lines.
7- “violence is the only lever big enough to move the world”
.
1-Confucianism2-ShintoChoose one of the religious system.docxjasoninnes20
1-Confucianism
2-Shinto
Choose one of the religious systems above; find some point of interest to discuss (350 wds). You may use your textbook OR any other reputable encyclopedia or source. ALWAYS CITE your source.
To support your response you are required to provide at least one supporting reference with proper citation
.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
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: