COMPARISON OF STUDENT EVALUATIONS OF TEACHING 1
Executive Summary
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 2
Comparison of Student Evaluations of Teaching with Online and Paper-Based Administration
John F. Doe
Central Michigan University
Master of Science in Administration
MSA 698: Directed Administrative Portfolio
Dr. Larry F. Ross
September 28, 2020
Author Note
Data collection and preliminary analysis were sponsored by the Office of the Provost and the
Student Assessment of Instruction Task Force. Portions of these findings were presented as a poster at
the 2016 National Institute on the Teaching of Psychology, St. Pete Beach, Florida, United States. We
have no conflicts of interest to disclose. Correspondence concerning this article should be addressed to
Claudia J. Stanny, Center for University Teaching, Learning, and Assessment, University of West Florida,
Building 53, 11000 University Parkway, Pensacola, FL 32514, United States. Email:
[email protected]
mailto:[email protected]
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 3
Table of Contents (optional)
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 4
Comparison of Student Evaluations of Teaching with Online and Paper-Based Administration
Student ratings and evaluations of instruction have a long history as sources of information
about teaching quality (Berk, 2013). Student evaluations of teaching (SETs) often play a significant role in
high-stakes decisions about hiring, promotion, tenure, and teaching awards. As a result, researchers
have examined the psychometric properties of SETs and the possible impact of variables such as race,
gender, age, course difficulty, and grading practices on average student ratings (Griffin et al., 2014;
Nulty, 2008; Spooren et al., 2013). They have also examined how decision-makers evaluate SET scores
(Boysen, 2015a, 2015b; Boysen et al., 2014; Dewar, 2011). In the last 20 years, considerable attention
has been directed toward the consequences of administering SETs online (Morrison, 2011; Stowell et al.,
2012) because low response rates may have implications for how decision-makers should interpret SETs.
Online Administration of Student Evaluations
Administering SETs online creates multiple benefits. Online administration enables instructors to
devote more class time to instruction (vs. administering paper-based forms) and can improve the
integrity of the process. Students who are not pressed for time in class are more likely to reflect on their
answers and write more detailed comments (Morrison, 2011; Stowell et al., 2012; Venette et al., 2010).
Because electronic aggregation of responses bypasses the time-consuming task of transcribing
comments (sometimes written in challenging handwriting), instructors can receive summary data and
verbatim comments shortly after the close of the term instead of weeks or months into the following
term.
Despite ...
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The document compares course evaluation ratings between online and traditional courses. Contrary to expectations, the study found no significant differences in ratings for most items, including those referring to in-class procedures. The only significant difference was that students in online courses perceived a higher workload than those in traditional courses, possibly because online students consider any work for the class as "outside of class." Overall, the results suggest that instructors are viewed similarly in online and traditional courses.
An Evaluation Of Predictors Of Achievement On Selected Outcomes In A Self-Pac...Zaara Jensen
This document summarizes a study that evaluated predictors of student achievement in a self-paced online Principles of Management course. The study examined whether demographic variables (gender, age), a psychosocial measure (Locus of Control), and student effort (cumulative GPA) predicted performance on three outcomes: written work, a post-test, and final course score. The researchers found that cumulative GPA, which measures student effort, was the only significant predictor of student outcomes in two of the three models analyzed.
Motivational characteristics of e-learning studentsKatarina Karalic
My research paper on the role of motivation in e-learning context. The study has confirmed that if students have mastery motivational orientation and are learning with combined classroom+remote virtual methodology will report better results and higher overall satisfaction.
My research paper was included in the European Distance and E-learning Network (EDEN) publication revisiting research, innovation and professional practice in distance and e-learning.
This paper was presented on EDEN (European Distance and E-learning Network) 2006 Annual Conference, E-competences for Life, Employment and Innovation, 14-17 June 2006, Vienna, University of Technology, Austria, Proceedings – ISBN 963 06 0063 3, Pages 320-324.
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
Oumh1103 pdf factor influencing adult learners' decicion to drop out or per...Mohamad Kelana Mat
1) The study examines factors that influence adult learners' decisions to drop out of or persist in online courses, comparing 147 learners who dropped out versus those who completed courses.
2) It finds that dropouts and completers differ significantly in their perceptions of family and organizational support as well as their satisfaction and perception of course relevance.
3) A theoretical framework including individual characteristics, family/organizational support, satisfaction, and relevance can predict whether learners will drop out or persist, with organizational support and relevance being particularly predictive. The results suggest lower dropout rates may result from enhancing course relevance and support for learners.
Felege, christopher online education perceptions and recommendations focus ...William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The document compares course evaluation ratings between online and traditional courses. Contrary to expectations, the study found no significant differences in ratings for most items, including those referring to in-class procedures. The only significant difference was that students in online courses perceived a higher workload than those in traditional courses, possibly because online students consider any work for the class as "outside of class." Overall, the results suggest that instructors are viewed similarly in online and traditional courses.
An Evaluation Of Predictors Of Achievement On Selected Outcomes In A Self-Pac...Zaara Jensen
This document summarizes a study that evaluated predictors of student achievement in a self-paced online Principles of Management course. The study examined whether demographic variables (gender, age), a psychosocial measure (Locus of Control), and student effort (cumulative GPA) predicted performance on three outcomes: written work, a post-test, and final course score. The researchers found that cumulative GPA, which measures student effort, was the only significant predictor of student outcomes in two of the three models analyzed.
Motivational characteristics of e-learning studentsKatarina Karalic
My research paper on the role of motivation in e-learning context. The study has confirmed that if students have mastery motivational orientation and are learning with combined classroom+remote virtual methodology will report better results and higher overall satisfaction.
My research paper was included in the European Distance and E-learning Network (EDEN) publication revisiting research, innovation and professional practice in distance and e-learning.
This paper was presented on EDEN (European Distance and E-learning Network) 2006 Annual Conference, E-competences for Life, Employment and Innovation, 14-17 June 2006, Vienna, University of Technology, Austria, Proceedings – ISBN 963 06 0063 3, Pages 320-324.
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
Oumh1103 pdf factor influencing adult learners' decicion to drop out or per...Mohamad Kelana Mat
1) The study examines factors that influence adult learners' decisions to drop out of or persist in online courses, comparing 147 learners who dropped out versus those who completed courses.
2) It finds that dropouts and completers differ significantly in their perceptions of family and organizational support as well as their satisfaction and perception of course relevance.
3) A theoretical framework including individual characteristics, family/organizational support, satisfaction, and relevance can predict whether learners will drop out or persist, with organizational support and relevance being particularly predictive. The results suggest lower dropout rates may result from enhancing course relevance and support for learners.
Academic Self-Concept And Critical Thinking Dispositions Devising A Predicti...Sabrina Green
This document discusses a study that aimed to develop a predictive model of college students' degree commitment based on their academic self-concept and critical thinking dispositions. It provides background on factors related to degree commitment such as attrition rates. It also discusses academic self-concept and critical thinking dispositions as potential predictors of degree commitment. A literature review covers research on degree commitment, critical thinking dispositions, academic self-concept, and the need to explore these factors among Greek college students. The study used a questionnaire to examine relationships between the predictors and degree commitment for 120 Greek college students.
EMOTION DETECTION AND OPINION MINING FROM STUDENT COMMENTS FOR TEACHING INNOV...ijejournal
Students can provide their opinions, comments, or suggestions about a course, course instructor, study environment, and available resources using the course evaluation at the end of every semester. This helps the course professors and other college authorities make appropriate changes or continue a particular approach to get the best experience in classrooms. These course evaluations are in both quantitative and qualitative forms. In quantitative feedback the evaluation is performed in terms of measurable outcomes and include a Likert-type scale to capture the level of agreement and disagreement. In qualitative feedback the students can convey their feelings, opinions or suggestions about the course, the course instructor, or their overall thoughts/comments towards the course. The qualitative feedbacks provide freedom for the students to express their honest thoughts on a course. The data collected in the qualitative form provides deeper insight into a student’s emotional state. In this work we focus on mining the qualitative student feedbacks and analyzing the student sentiments. We also analyze the efficiency of Light Weight teams and Flipped Classroom approach which are Active Learning methods. Results show that the implementation of these Active Learning methods is linked with increased positivity in student emotions.
This document compares two studies on the differences between online and traditional in-person courses. The first study found no significant difference in student grades but found that online students were less satisfied. The second study found statistically significant differences in final grades, failure rates, and course evaluations between the two formats, suggesting online students did not perform as well. However, the document concludes that learning outcomes ultimately depend more on individual student factors than the format alone, and both can provide effective education depending on student needs and learning styles.
The document provides guidance on conducting research and writing an introduction for an essay. It discusses the overall research process, including defining a problem, conducting a literature review, developing a research framework, gathering and analyzing data, and discussing findings. It then outlines the Introduction, Methods, Findings, and Discussion (IMFD) format for structuring a research paper. Specific details are provided on how to write an effective introduction, including presenting the research topic, briefly discussing the problem, and stating the objectives and scope. Teachers are assigned the task of finding literature on their research topic and preparing a draft introduction.
Lunenburg, fred c. reporting to parents and families schooling v1 n1 2010William Kritsonis
The document discusses methods that schools use to report student progress to parents, including report cards, conferences, newsletters and visits. It notes the importance of parent involvement but also difficulties in assigning grades due to variability between teachers and lack of standardized measures. The document then describes several common methods for reporting grades, such as percentages, letters, descriptive reports, percentiles and ranks. It concludes that the best reports include both qualitative and quantitative information.
Academic Performance, Relationship with Gender and Mode of Admissioniosrjce
In this paper, we examine the impact of gender, mode of admission, parental higher institutional
status, family home status and campus residential status on students’ level of academic performance using the
concept and application of multinomial logistic regression model. The statistical analysis is carried out on a
random sampling of 289 students from all the schools/faculty in FUTA. Information required for the analysis
was obtained through the administration of questionnaire to answer the research questions and thereafter
applied chi–square and multinomial logistic regression methodology was employed. The result showed that,
gender and mode of admission significantly affect the level of performance and that more male student are more
likely to have a high performance compared to the female counterpart. Also students who reside on campus tend
to have a high performance compared to those who reside off campus.
This document discusses a study that proposes an algorithm called PPP to predict students' performance through their procrastination behaviors using assignment submission data from an online course. The study builds feature vectors from students' submission behaviors, uses clustering to categorize students, and employs classification methods to predict performance. It finds that PPP can successfully predict performance with 96% accuracy, and that linear support vector machines perform best with continuous features while neural networks perform best with categorical features. The predictive power of all methods decreases with more student clusters.
This manuscript describes a two-phase process to redesign a university graduate college's program evaluation measures and methods. In phase one, the team conducted a needs analysis through literature review, focus groups, and interviews. Based on stakeholder feedback, they redesigned the evaluation instruments and conducted alpha testing. In phase two, they revised the instruments based on alpha testing data and conducted beta testing with over 2,000 students. The final redesigned evaluation system replaces a paper exit questionnaire with multi-event, online assessments aligned with organizational goals and reporting needs. It provides longitudinal data to support program improvement at the graduate college and department levels.
Discussion 5Critically think about ethnocentrism, culture, andLyndonPelletier761
Discussion 5
Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a student is college-ready or not?
The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...
Name:
Statement of Focus (100 points)
.
1. What area of ESE or Education do you feel YOU can change or improve? Please think of this in light of your proposed action research focus this term.
I would like to focus on increasing on-task behavior during distance learning time in gifted students diagnosed with ADHD at elementary level.
2. Why is this change particularly meaningful to YOU as an educator?
This change is particularly meaningful to me because, as an educator, I want my students to successfully engaged in academic learning time outside of the classroom setting.
3. What do other educators or professionals tell you when YOU discuss this topic with them?
Other educators agree that the classroom setting is the most successful one when it comes to knowledge acquisition because in this setting, students have less distractions than at home. Another concern that educators have in relation to this matter is that at home setting there is no scholar schedule and/or structure as in schools and also caregivers are not trained on teaching skills and most of the time responses to exercises/test can be biased by their help and/or other distractors environment related.
4. How is the desired outcome a part of YOUR educational philosophy?
The School is the ideal setting for learning acquisition for gifted students, but they can also learn in home setting if they have the appropriate resources. Applying behavioral intervention programs to keep them focused and engaged on tasks can be a method to successfully increase their academic learning time.
5. Describe the situation with your student/group of students that you want to change by implicitly focusing on: (What is the problem you would like to improve)
Who? What? When? Where? How?
I would like to increase the on-task behavior during distance learning time for gifted students at elementary level, at home setting. I will apply a behavioral intervention plan, based on the results of a preference assessment previously done according to functions of the behaviors observed.
International Review of Research in Open and Distributed Learning
Volume 18, Number 2
April – 2017
Analysis of Time-on-Task, Behavior Experiences, and
Performance in Two Online Courses with Different
Authentic Learning Tasks
Sanghoon Park
University of South Florida
Abstract
This paper reports the findings of a comparative analysis of online learner behavioral interactions, time-
on-task, attendance, and performance at different points throughout a semester (beginning, during, and
end) based on two online courses: one course offering authentic discussion-based learning activities and
the other course offering authentic design/development-based learning activities. Web log data were
collected to determine the number of learner behavioral interactions wit.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Effect of scoring patterns on scorer reliability in economics essay testsAlexander Decker
1) The study investigated the effect of different scoring patterns on scorer reliability when grading economics essay tests.
2) The findings showed that scoring items across all student responses (one question at a time for all students) produced more consistent scores between scorers compared to other patterns like scoring all items for one student.
3) It is recommended that scoring items across all responses be adopted to improve reliability when grading economics essay tests.
In this (Part 3 of the Action Research Proposal) draft, I introduced one research question (the “how” question from Table 1, Module 1), a research methodology, the target population impacted, and the professional practice/workplace setting (pseudonym). I also developed a data collection plan appropriate to the selected methodology.
Assessing Teamwork And Collaboration In High School Students A Multi-Method ...Jennifer Holmes
This document describes a study that developed a multi-method assessment system to measure teamwork skills in high school students. The assessment included self-report, situational judgment test, and teacher rating measures. The study examined evidence for the validity of these measures, including convergent validity through correlations between methods, discriminant validity by looking for minimal group differences, and criterion validity by relating scores to academic achievement. The assessment is intended to identify students' teamwork skills, inform intervention programs, and provide career guidance.
Assessing Teamwork Skills A Multi-Method ApproachCrystal Sanchez
This document describes a study that developed and validated measures of teamwork for high school students using multiple methods. Self-report, situational judgment test (SJT), and teacher rating scales were created to measure cooperation, advocacy, conflict resolution, and guidance. The measures demonstrated reasonable reliability and validity evidence including convergent validity between methods, discriminant validity with gender and ethnicity, and predictive validity with academic achievement. The study provides an assessment system for evaluating teamwork in high school students.
This study compared learning outcomes and student satisfaction between an online graduate course and an equivalent face-to-face course. The study assessed student ratings of the instructor and course, perceptions of student-instructor interaction, course structure and support, as well as learning outcomes like course grades and student self-assessment of content knowledge. While students in the face-to-face course had slightly more positive views of the instructor and course quality, there was no significant difference in learning outcomes between the two course formats. The findings provide insight for developing and delivering effective online instruction.
A Comparison Study Of A Face-To-Face And Online Writing CoursesSarah Pollard
This study compared student attitudes, perceptions of ability, and success in online versus face-to-face writing courses. Surveys were given to students in both types of courses at the beginning, middle, and end of the semester. The study found that while students have preferences for aspects of online or in-person instruction, their attitudes about what makes a good writing course are often similar regardless of format. Student anxiety, perceived support, and sense of community also influence their perceptions and success. The researchers aimed to understand student experiences in both formats to help instructors design effective online writing courses.
International Journal of Engineering Research and DevelopmentIJERD Editor
Electrical, Electronics and Computer Engineering,
Information Engineering and Technology,
Mechanical, Industrial and Manufacturing Engineering,
Automation and Mechatronics Engineering,
Material and Chemical Engineering,
Civil and Architecture Engineering,
Biotechnology and Bio Engineering,
Environmental Engineering,
Petroleum and Mining Engineering,
Marine and Agriculture engineering,
Aerospace Engineering.
This study investigated the effects of different grading policies (lenient vs. strict) on engineering students' cumulative grade point averages (CGPAs) in Pakistan. A sample of 1578 students was analyzed, with around half graded under a lenient policy with 5 letter grades and the other half under a strict policy with 7 letter grades. Results showed that students graded under the strict policy had statistically higher CGPAs on average compared to those under the lenient policy. Low-performing students benefited more from the strict policy in terms of improved CGPA. The study provides evidence that stricter grading policies can positively motivate students to achieve higher performance levels.
The document discusses research on the relationship between student engagement and academic achievement in online courses at Texas community colleges. It aims to examine if time spent and interaction in online courses impact student performance. The literature review found that greater time spent and more frequent interaction were linked to higher achievement. However, studies did not prove causality and lacked data on reasons for low student participation. The author concludes the research supports the importance of engagement through time and interaction for student success in online community college courses.
· · · Must be a foreign film with subtitles· Provide you wit.docxLynellBull52
The document provides guidance for a management plan assignment. It discusses three best methods for management teams to use when problem solving: means-ends analysis, back up avoidance, and difference reduction. Means-ends analysis is recommended as it combines goal-driven and creative approaches. The role of judgment in problem solving processes and an example for the management plan are to be included. Problem solving involves breaking goals into sub-goals and applying appropriate methods. Management teams can acquire problem solving methods through discovery, instruction, or observing examples.
· Identify the stakeholders and how they were affected by Heene.docxLynellBull52
· Identify the stakeholders and how they were affected by Heene's actions?
· 2. What stage of moral reasoning is exhibited by Richard Heene's actions? Do you believe the punishment fit the crime? Why or why not?
· 3. Explain how the cognitive-developmental approach influences one's ability to make ethical judgments.
4. How do you assess at what stage of moral development in Kohlberg's model you reason at in making decisions? Are you satisfied with that stage? Do you believe there are factors or forces preventing you from reasoning at a higher level? If so, what are they?
.
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This document compares two studies on the differences between online and traditional in-person courses. The first study found no significant difference in student grades but found that online students were less satisfied. The second study found statistically significant differences in final grades, failure rates, and course evaluations between the two formats, suggesting online students did not perform as well. However, the document concludes that learning outcomes ultimately depend more on individual student factors than the format alone, and both can provide effective education depending on student needs and learning styles.
The document provides guidance on conducting research and writing an introduction for an essay. It discusses the overall research process, including defining a problem, conducting a literature review, developing a research framework, gathering and analyzing data, and discussing findings. It then outlines the Introduction, Methods, Findings, and Discussion (IMFD) format for structuring a research paper. Specific details are provided on how to write an effective introduction, including presenting the research topic, briefly discussing the problem, and stating the objectives and scope. Teachers are assigned the task of finding literature on their research topic and preparing a draft introduction.
Lunenburg, fred c. reporting to parents and families schooling v1 n1 2010William Kritsonis
The document discusses methods that schools use to report student progress to parents, including report cards, conferences, newsletters and visits. It notes the importance of parent involvement but also difficulties in assigning grades due to variability between teachers and lack of standardized measures. The document then describes several common methods for reporting grades, such as percentages, letters, descriptive reports, percentiles and ranks. It concludes that the best reports include both qualitative and quantitative information.
Academic Performance, Relationship with Gender and Mode of Admissioniosrjce
In this paper, we examine the impact of gender, mode of admission, parental higher institutional
status, family home status and campus residential status on students’ level of academic performance using the
concept and application of multinomial logistic regression model. The statistical analysis is carried out on a
random sampling of 289 students from all the schools/faculty in FUTA. Information required for the analysis
was obtained through the administration of questionnaire to answer the research questions and thereafter
applied chi–square and multinomial logistic regression methodology was employed. The result showed that,
gender and mode of admission significantly affect the level of performance and that more male student are more
likely to have a high performance compared to the female counterpart. Also students who reside on campus tend
to have a high performance compared to those who reside off campus.
This document discusses a study that proposes an algorithm called PPP to predict students' performance through their procrastination behaviors using assignment submission data from an online course. The study builds feature vectors from students' submission behaviors, uses clustering to categorize students, and employs classification methods to predict performance. It finds that PPP can successfully predict performance with 96% accuracy, and that linear support vector machines perform best with continuous features while neural networks perform best with categorical features. The predictive power of all methods decreases with more student clusters.
This manuscript describes a two-phase process to redesign a university graduate college's program evaluation measures and methods. In phase one, the team conducted a needs analysis through literature review, focus groups, and interviews. Based on stakeholder feedback, they redesigned the evaluation instruments and conducted alpha testing. In phase two, they revised the instruments based on alpha testing data and conducted beta testing with over 2,000 students. The final redesigned evaluation system replaces a paper exit questionnaire with multi-event, online assessments aligned with organizational goals and reporting needs. It provides longitudinal data to support program improvement at the graduate college and department levels.
Discussion 5Critically think about ethnocentrism, culture, andLyndonPelletier761
Discussion 5
Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a student is college-ready or not?
The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...
Name:
Statement of Focus (100 points)
.
1. What area of ESE or Education do you feel YOU can change or improve? Please think of this in light of your proposed action research focus this term.
I would like to focus on increasing on-task behavior during distance learning time in gifted students diagnosed with ADHD at elementary level.
2. Why is this change particularly meaningful to YOU as an educator?
This change is particularly meaningful to me because, as an educator, I want my students to successfully engaged in academic learning time outside of the classroom setting.
3. What do other educators or professionals tell you when YOU discuss this topic with them?
Other educators agree that the classroom setting is the most successful one when it comes to knowledge acquisition because in this setting, students have less distractions than at home. Another concern that educators have in relation to this matter is that at home setting there is no scholar schedule and/or structure as in schools and also caregivers are not trained on teaching skills and most of the time responses to exercises/test can be biased by their help and/or other distractors environment related.
4. How is the desired outcome a part of YOUR educational philosophy?
The School is the ideal setting for learning acquisition for gifted students, but they can also learn in home setting if they have the appropriate resources. Applying behavioral intervention programs to keep them focused and engaged on tasks can be a method to successfully increase their academic learning time.
5. Describe the situation with your student/group of students that you want to change by implicitly focusing on: (What is the problem you would like to improve)
Who? What? When? Where? How?
I would like to increase the on-task behavior during distance learning time for gifted students at elementary level, at home setting. I will apply a behavioral intervention plan, based on the results of a preference assessment previously done according to functions of the behaviors observed.
International Review of Research in Open and Distributed Learning
Volume 18, Number 2
April – 2017
Analysis of Time-on-Task, Behavior Experiences, and
Performance in Two Online Courses with Different
Authentic Learning Tasks
Sanghoon Park
University of South Florida
Abstract
This paper reports the findings of a comparative analysis of online learner behavioral interactions, time-
on-task, attendance, and performance at different points throughout a semester (beginning, during, and
end) based on two online courses: one course offering authentic discussion-based learning activities and
the other course offering authentic design/development-based learning activities. Web log data were
collected to determine the number of learner behavioral interactions wit.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
Effect of scoring patterns on scorer reliability in economics essay testsAlexander Decker
1) The study investigated the effect of different scoring patterns on scorer reliability when grading economics essay tests.
2) The findings showed that scoring items across all student responses (one question at a time for all students) produced more consistent scores between scorers compared to other patterns like scoring all items for one student.
3) It is recommended that scoring items across all responses be adopted to improve reliability when grading economics essay tests.
In this (Part 3 of the Action Research Proposal) draft, I introduced one research question (the “how” question from Table 1, Module 1), a research methodology, the target population impacted, and the professional practice/workplace setting (pseudonym). I also developed a data collection plan appropriate to the selected methodology.
Assessing Teamwork And Collaboration In High School Students A Multi-Method ...Jennifer Holmes
This document describes a study that developed a multi-method assessment system to measure teamwork skills in high school students. The assessment included self-report, situational judgment test, and teacher rating measures. The study examined evidence for the validity of these measures, including convergent validity through correlations between methods, discriminant validity by looking for minimal group differences, and criterion validity by relating scores to academic achievement. The assessment is intended to identify students' teamwork skills, inform intervention programs, and provide career guidance.
Assessing Teamwork Skills A Multi-Method ApproachCrystal Sanchez
This document describes a study that developed and validated measures of teamwork for high school students using multiple methods. Self-report, situational judgment test (SJT), and teacher rating scales were created to measure cooperation, advocacy, conflict resolution, and guidance. The measures demonstrated reasonable reliability and validity evidence including convergent validity between methods, discriminant validity with gender and ethnicity, and predictive validity with academic achievement. The study provides an assessment system for evaluating teamwork in high school students.
This study compared learning outcomes and student satisfaction between an online graduate course and an equivalent face-to-face course. The study assessed student ratings of the instructor and course, perceptions of student-instructor interaction, course structure and support, as well as learning outcomes like course grades and student self-assessment of content knowledge. While students in the face-to-face course had slightly more positive views of the instructor and course quality, there was no significant difference in learning outcomes between the two course formats. The findings provide insight for developing and delivering effective online instruction.
A Comparison Study Of A Face-To-Face And Online Writing CoursesSarah Pollard
This study compared student attitudes, perceptions of ability, and success in online versus face-to-face writing courses. Surveys were given to students in both types of courses at the beginning, middle, and end of the semester. The study found that while students have preferences for aspects of online or in-person instruction, their attitudes about what makes a good writing course are often similar regardless of format. Student anxiety, perceived support, and sense of community also influence their perceptions and success. The researchers aimed to understand student experiences in both formats to help instructors design effective online writing courses.
International Journal of Engineering Research and DevelopmentIJERD Editor
Electrical, Electronics and Computer Engineering,
Information Engineering and Technology,
Mechanical, Industrial and Manufacturing Engineering,
Automation and Mechatronics Engineering,
Material and Chemical Engineering,
Civil and Architecture Engineering,
Biotechnology and Bio Engineering,
Environmental Engineering,
Petroleum and Mining Engineering,
Marine and Agriculture engineering,
Aerospace Engineering.
This study investigated the effects of different grading policies (lenient vs. strict) on engineering students' cumulative grade point averages (CGPAs) in Pakistan. A sample of 1578 students was analyzed, with around half graded under a lenient policy with 5 letter grades and the other half under a strict policy with 7 letter grades. Results showed that students graded under the strict policy had statistically higher CGPAs on average compared to those under the lenient policy. Low-performing students benefited more from the strict policy in terms of improved CGPA. The study provides evidence that stricter grading policies can positively motivate students to achieve higher performance levels.
The document discusses research on the relationship between student engagement and academic achievement in online courses at Texas community colleges. It aims to examine if time spent and interaction in online courses impact student performance. The literature review found that greater time spent and more frequent interaction were linked to higher achievement. However, studies did not prove causality and lacked data on reasons for low student participation. The author concludes the research supports the importance of engagement through time and interaction for student success in online community college courses.
Similar to COMPARISON OF STUDENT EVALUATIONS OF TEACHING 1 Executi (20)
· · · Must be a foreign film with subtitles· Provide you wit.docxLynellBull52
The document provides guidance for a management plan assignment. It discusses three best methods for management teams to use when problem solving: means-ends analysis, back up avoidance, and difference reduction. Means-ends analysis is recommended as it combines goal-driven and creative approaches. The role of judgment in problem solving processes and an example for the management plan are to be included. Problem solving involves breaking goals into sub-goals and applying appropriate methods. Management teams can acquire problem solving methods through discovery, instruction, or observing examples.
· Identify the stakeholders and how they were affected by Heene.docxLynellBull52
· Identify the stakeholders and how they were affected by Heene's actions?
· 2. What stage of moral reasoning is exhibited by Richard Heene's actions? Do you believe the punishment fit the crime? Why or why not?
· 3. Explain how the cognitive-developmental approach influences one's ability to make ethical judgments.
4. How do you assess at what stage of moral development in Kohlberg's model you reason at in making decisions? Are you satisfied with that stage? Do you believe there are factors or forces preventing you from reasoning at a higher level? If so, what are they?
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· · Re WEEK ONE - DISCUSSION QUESTION # 2posted by DONALD DEN.docxLynellBull52
The document discusses financial statements and their importance for companies. It notes that the income statement shows a company's profitability over time by detailing revenue, gains, expenses, and losses. The balance sheet provides information on a company's assets, liabilities, and stockholders' equity at a point in time. It is used to make business decisions. Other comments add that the cash flow statement shows sources and uses of cash, and the owners' equity statement tracks changes in retained earnings. Unforeseen events like natural disasters, recessions, and changes in laws or regulations can impact businesses. There is a discussion around the importance of independent audits and maintaining separation between personal and business finances.
· Week 3 AssignmentGovernment and Not-For-Profit AccountingVal.docxLynellBull52
· Week 3 Assignment
Government and Not-For-Profit Accounting
Value of Donated Assets
Which is the proper value to be assigned to certain donated assets? (This is a question for which answers cannot be found in either GASB pronouncements or the text), research is necessary.
A city’s road maintenance department received “donations” of two type of assets:
1. From the county in which the city is located it received earthmoving equipment. The equipment had cost the county $800,000 when it was acquired five years earlier. Accounted for in a county proprietary fund, its book value, net of accumulated depreciation at the time of donation, was $500,000. Its fair market value was $530,000.
2. From the city’s own utility fund (a proprietary fund) it received motor vehicles that had cost the city $400,000 when acquired three years earlier. At the time of transfer, the vehicles were recorded on the utility’s books at $180,000, net of accumulated depreciation. Their fair market value was #225,000.
Write a 1000 word, APA you answer style paper where the following:
1. At what value should the city record in its government-wide financial statements for: (1) the earth-moving equipment, and (2) the motor vehicles?
1. Briefly justify your response, commenting on any apparent inconsistencies in the values assigned to each of the two types of assets.
1. Comment on the significance of the resultant book values for decisions or assessments to be made by statement users.
Myth Clash Paper #1
Zheng Hui
The present paper will discuss how different ancient poets describe the myths. It will compare and Contrast the two versions of the myth of the Cyclops Polyphemus in the Archaic Greek poet Homer’s Odyssey (EH 298-314) and in the Hellenistic poet Theocritus' poem (Idyll 11) (ACM 399-401). It will also elaborate how Roman poet Ovid combine elements from each of these earlier poets’ versions to make his own version of the myth in his poem, the Metamorphoses (OM 374-381). In general, the paper will discuss and analyze the differences and similarities among several versions from different aspects including characters, features, techniques and others.
According to ancient Greek myth, there were three separate tribes of the mythical, one eyed giants known as Cyclops, or Cyclopes. One of them is the Ouranian Cyclopes, who was the offspring of Gaea and Ouranos. Besides, there is also another Cyclops called the mason-Cyclopes, who represents workers in Hephaestus’s forge. The third one is the shepherd-like Cyclopes, who was neighbors of the island-dwelling Polyphemus, who was a son of Poseidon (Weinstock, 2013). Based on the description of the Cyclopes in the ancient Greek myth, one feature that is present in all these Cyclopes is that they had one unique anatomy. In addition, they all had a single round eye in the middle of their foreheads. In fact, the eye, according to the Greek poet Hesiod, is the source of their name.
In Greek, Cyclops means “circle-eye.” These giants .
· Week 10 Assignment 2 Submission
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Click the link above to submit your assignment.
Assignment 2: Critical Thinking
Topic: "People have become overly dependent on technology"
Your paper should present a reasoned, convincing argument for a position on a selected topic.
Write a four to six (4-6) page paper in which you:
1. Follow the five (5) steps of persuasion: establishing credibility, acknowledging the audience’s position, constructing a rationale, transplanting root elements, and asking for a response.
2. Clearly define your position and supporting evidence.
3. Include all the necessary “evidence” for the reader to reach the expected conclusion in each argument in the paper (whether the overriding argument or one contained in an individual paragraph)
4. Ensure that each argument in the paper (whether the overriding argument or one contained in an individual paragraph) is valid and free from both formal and informal fallacies.
5. Include at least four (4) references (sources). At least one (1) of your sources must be obtained from the collection of databases accessible from the Learning Resources Center Web page.
The paper should follow guidelines for clear and effectively organized writing:
• The paper is well-organized, and every explanation is both complete and easy to understand.
• Include an introductory paragraph and concluding paragraph for the paper.
• Main ideas should be addressed in body paragraphs with a topic sentence and supporting sentences.
• Adhere to standard rules of English grammar, punctuation, and mechanics.
• The paper should be checked for spelling and grammatical errors.
Your assignment must:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Create written work utilizing the concepts of critical thinking.
• Use technology and information resources to research issues in critical thinking skills and informal logic.
• Write clearly and concisely about issues in critical thinking using proper writing mechanics.
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· Write in paragraph format (no lists, bullets, or numbers).· .docxLynellBull52
The document discusses California becoming the first state to pass a law in 1999 legalizing electronic contracts and signatures. The law aims to ensure electronic contracts and signatures have the same legal standing as paper contracts. However, the law only applies when parties agree in advance to electronic transactions and excludes some transactions like wills and certain consumer protection agreements. While the law will significantly impact contract law in California and nationwide, its full effects remain to be determined through future legal cases involving electronic contracts.
· WEEK 1 Databases and SecurityLesson· Databases and Security.docxLynellBull52
· WEEK 1: Databases and SecurityLesson
· Databases and Security
Databases are in just about everything we use today. When you are performing any task, think to yourself, Does this involve a database in some way?
As a daily process, communication occurs between people by many mediums, but there is no other medium more utilized than the large internetwork of computer systems we know as the Internet. When we look at some of the transactions that are performed on a daily basis, it is highly likely that there is a database involved. For example, if you open a web page to www.google.com and type a keyword in the textbox to search for, this process starts a series of searches through multiple databases. Another example is when searching for a book in the APUS library, this search is conducted using a database of books known as a catalog. so databases play an integral part in our daily lives; they store millions of pieces of data and more is collected each day (Basta, 2012).
In recent years, we find that technology has expanded to the reaches of utilities and production environments. Many of the utilities we come to rely on so heavily, such as gas, oil and electric, have been tied into the networks we use today. This interconnection allows for many new innovations in keeping everything in working order, but at the same time it also presents some very real threats to security. In reality, an intruder could take down an entire electrical grid which would remove power to millions of customers. An article in CIO Insight gives a great perspective on this and other issues in security where databases play such an important role (CIOInsight, 2011).
With the importance of securing the database infrastructure, we need to look at a multilayered approach to security. As can be seen in many security programs, multiple layers allow for strong security because it adds another roadblock that an intruder has to bypass to get to these systems. This same approach leads us to begin with the foundation of security; the CIA Triad. It all begins with the most basic approach, computer security and moves forward from that point on. Below is a detailed description of the components of the CIA Triad from (Basta, 2012):
· Confidentiality: For a system to provide confidentiality, it needs to do two things: ensure that information maintains its privacy by limiting authorized access to resources; block unauthorized access to resources.
· Integrity: This refers to the efforts taken through policy, procedure, and design in order to create and maintain reliable, consistent, and complete information and systems.
· Availability: This refers to the efforts taken through policy, procedures, and design to maintain the accessibility of resources on a network or within a database. These resources include, but are not limited to, data, applications, other databases, computers, servers, applications, files, drives, shares, and network access.
Database Structure, Models and Management
A databa.
· Unit 4 Citizen RightsINTRODUCTIONIn George Orwells Animal.docxLynellBull52
· Unit 4 Citizen Rights
INTRODUCTION
In George Orwell's Animal Farm, the assertion that "all animals are equal but some animals are more equal than others" signals the breakdown of any semblance of a fair society. We have probably all experienced it: a situation where someone who was better connected, more influential, or in a position of power could advance far beyond the position or actions of the common person. On a typical day, this happens in travel, restaurant seating, the selection of a church pew, and the line at the grocery store.
It should not, however, happen in our public services. As citizens, we all have rights, and we all have the same rights. That is the beauty of the United States's democratic government structure, and perhaps one of the most cherished aspects of it. Economic and social diversity aside, when we interact with the government, we expect to receive the same treatment, whether we are a Rockefeller or a plumber. The reality is that this balance of citizen rights is difficult to achieve, because in many cases, those wielding power and influence attempt to trump equity.
TOGGLE DRAWERHIDE FULL INTRODUCTION
Inherent in the concept of citizenship is the exchange wherein citizens give allegiance to a nation and receive protection offered by that nation. Citizens therefore have certain privileges in the eyes of the nation, such as the right to vote, to pay taxes, and to refuse certain actions, such as reciting the Pledge of Allegiance because it refers to God. There are benefits and entitlements that the citizen can demand from the government. These rights are balanced by responsibilities, such as upholding the law, participating in government, and engaging in the same privileges previously mentioned.
In this unit, issues of the middle class, the welfare state, and what constitutes citizenship will be examined based on the concept of citizen rights.
Reference
Orwell, G. (1945). Animal Farm. New York, NY: Harcourt Brace & Company.
SANDRA CISNEROS
Woman Hollering Creek
The day Don Serafín gave Juan Pedro Martínez Sánchez permission to take CleófilasEnriquetaDeLeón Hernández as his bride, across her father’s threshold, over several miles of dirt road and several miles of paved, over one border and beyond to a town en el otrolado—on the other side—already did he divine the morning his daughter would raise her hand over her eyes, look south, and dream of returning to the chores that never ended, six good-for-nothing brothers, and one old man’s complaints.
He had said, after all, in the hubbub of parting: I am your father, I will never abandon you. He had said that, hadn’t he, when he hugged and then let her go. But at the moment Cleófilas was busy looking for Chela, her maid of honor, to fulfill their bouquet conspiracy. She would not remember her father’s parting words until later. I am your father, I will never abandon you.
Only now as a mother did she remember. Now, when she and Juan Pedrito sat by the creek’s edge..
· Unit Interface-User Interaction· Assignment Objectives Em.docxLynellBull52
· Unit: Interface-User Interaction
· Assignment Objectives: Employ appropriate tools and methods for simple, functional, and effective interfaces.
· Deliverable Length: Screenshot or functional application, and a Word document of 1-2 pages
Building on your initial user interface (UI) design mock-up of the organization’s program UI, the interface now needs to present more information to the user. Complete the following for this assignment:
· The interface should present information visually with icons or graphics and text regarding critical issues related to the system, such as the following:
· New orders
· Change in employee status
· Updated pictures
· New products or services offered
· You must add at least 5 critical issue UI design items to your interface. Remember to ensure that these are easily understood by users.
· Submit a screenshot in Word or another functional application.
· Describe the items that you added to your interface design. Be specific with your descriptions, and identify the particular design features along with an explanation of why they are added in the way that they were.
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· The Victims’ Rights MovementWrite a 2 page paper. Address the.docxLynellBull52
· The Victims’ Rights Movement
Write a 2 page paper. Address the following in your paper:
· Explain how has the victims’ rights movement has affected the criminal justice system and the rights of offenders?
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia).
Paper 2
· Victim Selection
Write a 2 page paper. Address the following in your paper:
· Is the victim selection process different between team serial killers and those who work alone?
· Discuss any differences and or similarities as it relates to motives, methods, and offender history.
· Support your argument. Be sure to cite your resource(s), use APA style formatting.
Include a title page and 3-5 references. Only one reference may be from the internet (not Wikipedia
Paper 3
· Credit Card Crime
In a two to three page paper, please discuss the following: Assume a person accidentally picks up a credit card that is not theirs and uses the card in several instances.
Can the person be charged with multiple violations of a state statute that makes it a crime to "knowingly obtain, possess, use, or transfer a means of identification or financial information of another?" Why or why not? See State vs. Leyda, 138 P.3d 610 (Wash. 2006).
Make sure you format your paper and cite all sources used in this paper appropriately according to APA style guidelines.
.
· Question 1· · How does internal environmental analy.docxLynellBull52
· Question 1
·
·
How does internal environmental analysis help health care organizations sustain competitive advantage? As a health care leader, what are some of the key aspects that you will assess in conducting your own internal environmental analysis?
Question 2
· How does the “value chain” relate to health care organizations? What is the role of the value chain in the strategic planning process?
Question 3
· How can the value chain be used to identify organizational strengths and weaknesses in health care organizations?
· Question 4
·
Read the Perspective 4-3–LEAN Six Sigma on page 140 in your textbook Discuss the Ottawa Ankle Rules as an example of Six Sigma utilization. How was Six Sigma beneficial in this case example? Think about your own health care organization or one which you hope to lead. How might Six Sigma be utilized in your own facility, as our colleagues in Ottawa did a few years ago?
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Clarence_Eder_Biography_(Jan_2015) (1).pdf
BIOGRAPHY: CLARENCE L. EDER (January 2015)
Clarence Eder is a retired United States Air Force officer and is currently working as Principal Acquisition
Associate and Senior Systems Engineer for Quantech Services, Inc. in El Segundo, California. He leads a team
of systems engineers and acquisition professionals in the development of strategies and documents to start the
new Air Force Weather Systems Follow-On (WSF) program. Clarence has over 18 years of acquisitions,
engineering, and operational experience in space, intelligence, missile defense, and aircraft programs.
Clarence was raised in Honolulu, Hawaii. He graduated with a Mechanical Engineering degree from the
University of Hawaii and was commissioned into the Air Force in 1996. As a second lieutenant, he was
assigned to Wright-Patterson Air Force Base in Dayton, Ohio. He worked to improve Air Force flying training
systems, and then became a project manager to improve T-37 aircraft engines and A-10 aircraft engines.
In 1999, he was assigned to Space and Missiles Systems Center in Los Angeles, California. He worked as an
Acquisition Support manager to implement Department of Defense (DoD) processes and policies to major space
programs. As a captain, he became a Mission Integration Manager for launch vehicles. He led teams to
integrate Global Positioning System (GPS), weather, and intelligence satellites into the newly acquired $18.8B
Air Force rockets. He also worked Ground systems integration issues.
In 2003, he was assigned to the National Geospatial Intelligence Agency (NGA) in Reston, Virginia to be Chief
of Tactical Imagery Dissemination. He led a team to develop, test, and deploy a $17M imagery system. He
trained Navy Seals and Special Forces deployed worldwide to use the system. As a major, he became a
Contacting Officer Technical Representative (COTR) for the $2B Geoscout program, NG.
· Question 1Question 192 out of 2 pointsWhat file in the.docxLynellBull52
· Question 1Question 19
2 out of 2 points
What file in the etc/ directory contains user’s hashed password?
Selected Answer:
etc/shadow file
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 20
1 out of 2 points
What file and file-field are read by the finger command?
Selected Answer:
Passwd file, it reads user id info like user name phone number and so on
Correct Answer:
[None]
Response Feedback:
gecos field
· Question 21
0 out of 2 points
When a parent process dies, what happens to any child processes that are still running?
Selected Answer:
They Child Processes keep running
Correct Answer:
[None]
Response Feedback:
process becomes child of init
· Question 22
1 out of 2 points
What is the effect of the command: $ killall root (Where root is the root account of the system)
Selected Answer:
It canceles all the Processes that the user
Correct Answer:
[None]
Response Feedback:
shutdown
· Question 23
2 out of 2 points
List 4 shortcomings of root accounts.
Selected Answer:
1- Single Point of failure if compromised
2-The security model is not strong enough for a network
3-High security environments enforce rules that cannot be implemented with traditional UNIX
4- Since some rules are implemented in command code, modification requires rewrite and recompilation
5- Minimal support for auditing
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 24
1 out of 2 points
Write a BASH command that would force the OS into single-user mode.
Selected Answer:
Root should run the init command to change the run level using the letter s or the number 1 for example
Correct Answer:
[None]
Response Feedback:
telinit 1
· Question 25
0 out of 2 points
Explain when it would be necessary to use the non-rewinding interface file of any backup device.
Selected Answer:
To implement permanent changes to the backup device
Correct Answer:
[None]
Response Feedback:
Only if multiple dumps were being made to the same tape drive. Failure to use the non-rewind would cause successive dumps to overwrite each other.
· Question 26
2 out of 2 points
What BASH shell command can send any signal level to a running process?
Selected Answer:
Kill Command
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 27
2 out of 2 points
Which two inter-process signals cannot be caught or blocked?
Selected Answer:
Kill process
Stop Process
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 28
2 out of 2 points
What BASH shell utility allows you to monitor CPU and memory usage?
Selected Answer:
Network Monitoring: Netstat, nethogs, iptraf, iftop
Disk I/O: iotop
CPU/ memory: top, Ps, htop, atop
Correct Answer:
[None]
Response Feedback:
[None Given]
· Question 29
0 out of 2 points
In the file permission listing drwxr-xr-x, what is the file type?
Selected Answer:
.sh
Correct Answer:
[None]
Response Feedback:
directory
· .
· Question 15 out of 5 pointsWhen psychologists discuss .docxLynellBull52
· Question 1
5 out of 5 points
When psychologists discuss fear, anger, sadness, joy, surprise, disgust, and contempt, they are usually describing the:
Answer
Selected Answer:
b.
primary emotions
· Question 2
5 out of 5 points
Studies on sex differences in emotion have found that men are more likely to ruminate about _____________ thoughts whereas women are more likely to ruminate about ____________.
Answer
Selected Answer:
a.
anger; depression
· Question 3
5 out of 5 points
Positive emotions evoke more electrical activity in the __________, and negative emotions evoke more activity in the __________.
Answer
Selected Answer:
c.
left hemisphere; right hemisphere
· Question 4
5 out of 5 points
What limbic structure is a center for fear responses?
Answer
Selected Answer:
b.
amygdala
· Question 5
5 out of 5 points
Imagine that you have just discovered a space craft that landed in a remote field near your home. Fortunately, the aliens aboard the space craft share your language, but they do not know anything about how to interact appropriately within the cultural norms of North America. Using your knowledge of emotions and emotional expression, create a list of 5 important points to remember when expressing emotion in this culture.
Answer
Selected Answer:
Smiling Frequently is ok
Dont kiss other male friends if male (european countries)
shake hands before hugging
Arms length of space between people, it can be seen as hostile or uncomfortable otherwise
Public displays of affection are often more acceptable then in other cultures
· Question 6
0 out of 5 points
Cindy used to study with her friend Amanda but found that she had to quit studying with her because Amanda was always so hyper and anxious before taking tests. Cindy often felt anxious after the study sessions and was worried that this might have a negative influence on her test performance. Cindy was probably experiencing:
Answer
Selected Answer:
c.
catharsis.
· Question 7
5 out of 5 points
Social and cultural rules that regulate when, how, and where a person may express emotions are referred to as:
Answer
Selected Answer:
c.
display rules
· Question 8
5 out of 5 points
Why are polygraph tests considered invalid or unreliable?
Answer
Selected Answer:
d.
There is no pattern of physical arousal that is specific to lying and distinct from other types of arousal
· Question 9
5 out of 5 points
This term is the process by which the facial muscles send messages to the brain about the basic emotion being expressed.
Answer
Selected Answer:
c.
facial feedback
· Question 10
5 out of 5 points
___________, or how we explain events or behavior, affect our emotional responses.
Answer
Selected Answer:
a.
Attributions
· Question 11
0 out of 5 points
In one study, infants were put on a modified version of a visual cliff that is only moderately frightening because the cliff did not dr.
· Question 1 2 out of 2 pointsWhich of the following i.docxLynellBull52
· Question 1
2 out of 2 points
Which of the following is not considered a union unfair labor practice?
Answer
Selected Answer:
under a valid union-shop agreement, demanding the discharge of an employee who fails to pay union dues
· Question 2
2 out of 2 points
In recent years,
Answer
Selected Answer:
all of the above
· Question 3
0 out of 2 points
The first U.S. President ever to grant official recognition to federal government employees to bargain collectively was President
Answer
Selected Answer:
Nixon
· Question 4
0 out of 2 points
Recent media campaign ads by the Automobile Workers have contained the message
Answer
Selected Answer:
"America works best when we say, 'Union, Yes!' "
· Question 5
0 out of 2 points
Most of the local union's time is devoted to
Answer
Selected Answer:
negotiating labor agreements.
· Question 6
0 out of 2 points
Most members of the National Education Association
Answer
Selected Answer:
support right-to-work laws
· Question 7
0 out of 2 points
About 85 percent of the UAW's spending goes to
Answer
Selected Answer:
strike funds.
· Question 8
0 out of 2 points
As compared to the Teachers, many of the building trades are much
Answer
Selected Answer:
less active in research efforts.
· Question 9
0 out of 2 points
In 1970, an unprecedented federal sector eight-day strile was carried on by the employees of the
Answer
Selected Answer:
State Department
· Question 10
2 out of 2 points
The American Federation of Labor was originally entitled the
Answer
Selected Answer:
Federation of Organized Trades and Labor Unions
· Question 11
0 out of 2 points
Under Taft-Hartley, if management or labor wishes to terminate or modify an existing labor contract, it must give a
Answer
Selected Answer:
thrity-day notice to the other party.
· Question 12
0 out of 2 points
At present, the unionized percentage of all United States workers is approximately
Answer
Selected Answer:
33.4
· Question 13
0 out of 2 points
In 1993, the Retail, Wholesale and Department Store Union merged with the
Answer
Selected Answer:
Service Employees International Union.
· Question 14
0 out of 2 points
By 1917 some thrity states had introduced
Answer
Selected Answer:
antitrust laws for unions.
· Question 15
0 out of 2 points
Investigation of union misconduct under the Landrum-Griffin is the responsibility of the
Answer
Selected Answer:
Senate Subcommittee on Ethics.
· Question 16
0 out of 2 points
COPE is a part of the
Answer
Selected Answer:
Furriers.
· Question 17
0 out of 2 points
When it has found that employees have been unlawfully discharged for union activities, the NLRB has most frequently required
Answer
Selected Answer:
automatic union certification.
· Question 18
2 out of 2 points
Employ.
· Processed on 09-Dec-2014 901 PM CST · ID 488406360 · Word .docxLynellBull52
· Processed on 09-Dec-2014 9:01 PM CST
· ID: 488406360
· Word Count: 1969
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sources:
1
30% match (Internet from 27-Mar-2009)
http://www.isaca.org/Content/ContentGroups/Journal1/20023/The_IS_Audit_Process.htm
2
13% match (Internet from 29-Mar-2011)
http://www.scribd.com/doc/36655995/Chapter-1-the-Information-System-Audit-Process
3
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Athula Ginige. "Web site auditing", Proceedings of the 14th international conference on Software engineering and knowledge engineering - SEKE 02 SEKE 02, 2002
4
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http://www.dc.fi.udc.es/~parapar/files/ai/The_IS_Audit_Process_isaca_sayana.pdf
5
1% match (Internet from 01-Apr-2009)
http://www.idkk.gov.tr/web/guest/it_audit_manual_isaca
paper text:
Running head: AUDITING INFORMATION SYSTEMS PROCESS Auditing information systems process Student’s Name University Affiliation Auditing information systems 2process Information systems are the livelihood of any huge business. As in past years, computer systems do not simply record transactions of business, but essentially drive the main business procedures of the enterprise. In such a situation, superior management and business managers do have worries concerning information systems. Auditing is a methodical process by which a proficient, independent person impartially obtains and assesses evidence concerning assertions about a financial entity or occasion for the reason of outlining an outlook about and reporting on the extent to which the contention matches to an acknowledged set of standards. Auditing of information systems is the administration controls assessment inside the communications of Information Technology. The obtained proof valuation is used to decide if systems of information are defensive assets, maintenance reliability of data, and also if they are efficiently operating in order to attain organization’s goals or objectives (Hoelzer, 2009). Auditing of Information Systems has become an essential part of business organization in both large and small business environments. This paper examines the preliminary points for carrying out and Information system audit and some of the, techniques, tools, guidelines and standards that can be employed to build, manage, and examine the review function. The Certified Information Systems Auditor (CISA) qualifications is recognized worldwide as a standard of accomplishment for those who assess, monitor, control and audit the information technology of an organization and business systems. Information Systems experts with a concern in information systems security, control and audit. At least five years of specialized information systems security, auditing and control work practice is necessary for certification. An audit contract should be present to evidently state the responsibility of the management, 2objectives for, and designation of authority to Information .
· Strengths Public Recognition of OrganizationOverall Positive P.docxLynellBull52
· Strengths Public Recognition of Organization
Overall Positive Perception of Organization
Established Integrity and Longevity of the Organizations
Continued success in saving lives and always willing to lend a helping hand
Weaknesses
Lack of Congruency of public and internal views
Commitment to service to the public overlooks the work environment of the employees that make these endeavors possible daily
Opportunities
Disaster relief is always a turning point for anyone’s perception of the organization especially when it hits close to home
Threats
Possibility of not being able to help someone due to lack in financial or physical resources
Understanding that it’s impossible to please everyone, there could be some bad experiences that are communicated to many tarnishing the positive perception of the brand
Strengths with Opportunities
Increasing amount of volunteers and assistance of employees on a continual basis in order to secure definite support in the face of a disaster
Weaknesses with Threats
Increase and expand awareness of employees concerns through surveys and group discussions in order to increase the morale of the organization.
Strengths with Threats
With understanding the necessity of all aspects of the organization needing to be congruent, implementing and ensuring that public and employees all hold the same values to be true simultaneously through continued efforts of the organization increasing the involvement of the employees in minor decision making abilities in order to feel as if the organization is less of a dictatorship and slightly reflective of a democracy
Weaknesses with Opportunities
Increasing awareness of the severity of a need for this organization in the country due to the lack of ability by the country alone
.
· Part I Key Case SummaryThis case discusses the Union Carbid.docxLynellBull52
· Part I: Key
Case Summary
This case discusses the Union Carbide gas leak that occurred in Bhopal, India in 1984. Over five thousand people were killed and hundreds of thousands were injured after water inadvertently mixed with methyl isocyanate (MIC) causing the release of a deadly gas. The plant in Bhopal was a pesticide production facility that served the increasing demand of India’s thriving farming industry. However, uncontrolled zoning allowed the plant to be built within close proximity to a densely populated region. While the plant was initially profitable, market changes negatively impacted revenue forcing budget cuts that led to the decay of maintenance and safety practices. There are several theories as to why the incident occurred such as a disgruntled employee’s maliciousness or an accidental contamination. Over several years, Union Carbide paid out hundreds of millions of dollars to the survivors and ultimately ceased to exist, while the community continues to struggle with the aftermath of the disaster.
Main Critical Issues (the list):
· India’s officials adopted careless zoning practices and allowed the construction of the plant near dense population.
· The proper safety procedures were not followed and the equipment was not being properly utilized as designed. UCIL managers placed a higher weight on cost cutting than on safety, resulting in the reduction of maintenance and safety practices.
· Union Carbide Corp. did not require frequent reporting from its subsidiary in India (UCIL), which allowed malpractices and unsafe systems in the Bhopal plant to go unnoticed.
· Union Carbide Corporation and UCIL had an ethical obligation to warn the surrounding community of potential dangers of living close to the pesticide plant
· If the case, the disgruntled employees action to sabotage the plant to take vengeance
· Employees and supervisors in the Bhopal plant did not follow numerous policies and routines that could have prevented the tragedy (e.g. acting upon the alarming increase in the tank pressure, instead of postponing it to after the tea break).
· The residents were not informed of what actions to take in the event of a toxic leak or accident.
· The employees did not use the emergency buses to evacuate surrounding residents.
·
Part II: Key
Stakeholders:
The following are the stakeholders in the case: The Union Carbide’s Corporation Stockholders, The Bhopal’s population, The Indian Government, The Bombay Stock Exchange, The Union Carbide’s workers from de Indian subsidiary “UCIL”. The workers from Union Carbide headquarter in Connecticut, The Board of Directors of Union Carbide Headquarter, and The Board of Directors from Union Carbide’s Indian subsidiary. The American and Indian lawyers. UCIL’s Executives. Carbides’ Scientifics. Indian Scientists and engineers. Indian Court Systems. Insurance company. Indian Public. Corrupts Physicians. Corrupts Court Officials. Bhopal Congress. Chemical Industry. Dow Chemical. The Activis.
· Perceptual process is a process through manager receive organize.docxLynellBull52
· Perceptual process is a process through manager receive organize and interpret information. According to this case, after Andrea decided quit this job, Sam chose Grant for the manager position from three candidates, even he is not very suitable for this position, because Sam strongly believes the manager have to be a full time based on previous customer experience(He believed that you can’t be a part time manager and that his customers would think Vibe was not a serious company if he appointed a part time manager for marketing and public relations-Sam Nguyen) Moreover Sam thought Grant could Increase himself-awareness to achieve demonstrate good relationship with customer.
· Job satisfaction is a collection of positive or negative felling that an individual holds toward their job. In this case, Andrea is a good example of having a negative felling of her job. ( Sam’s only criticism of her was that she seemed to live to work). Because Sam does not care about the employee satisfaction, Andrea can not get more spiritual benefit even get good salary. People may have different level of the job satisfaction. In this case, Andrea work long hours, she may feel very stressful, she is happy with cognitive job satisfaction, but not with the affective job satisfaction.
LIBRARY USE
lllillllllllllllll LA TROBE UNIVERSITY
3 2934 02374381 0
SEMESTER TWO EXAMINATION PERIOD
2010
student ID: Seat Number:
Unit Code: LST2LBA
Unit Name:
Paper Name:
Reading Time:
Writing Time:
Paper No: 1
Law of Business Association
Final
30 minutes
3 hours
No. of Pages (including cover sheet): 9
OFFICE USE ONLY (FACULTY/SCHOOL STAFF):
CAMPUS AW BE BU MI SH
Number
102
92
ALLOWABLE MATERIALS
Description
Open book, including electronic dictionary
Students may make notes during reading time (not on script books or multiple
choice answer sheets)
INSTRUCTIONS TO CANDIDATES
1. This examination Is in three parts:
i. Part A: This Is a set of 20 multiple choice questions, worth 1 mark each. You may tear off the
answer sheet at the back of the examination paper. Write your student number on the answer
sheet. Circle the appropriate letter for each question.
li. Part B: This comprises three questions worth 10 marks each. Answer all questions.
III. Part C: Answer ONE of the two questions In Part C. It Is worth 20 marks.
2. This examination is worth 70 marks, being 70% of the marks for the course.
This paper MUST NOT BE REMOVED from the examination venue
Part A
This Part of the examination consists of twenty (20) multiple choice questions, each worth
one (1) marlc. The suggested time for completion is fifty minutes; that is, two minutes and
thirty seconds for each question. Be very careftal not to spend too much time on this section.
Students should circle the most appropriate answer to each question in Part A on the Part A
answer sheet provided at the end of this examination paper. Y o u may tear the answer shee.
· Performance Critique Assignment· During the first month of.docxLynellBull52
This document outlines an assignment to write a performance critique of a theatrical production attended during the first month of class. Students are instructed to develop an argument about how the production choices reflected or failed to reflect the play's central message. They should explore specific scenic choices and argue whether they furthered audience understanding or made sense within the world created. The critique should be 4 pages, describe the production, develop a clear thesis, and provide specific examples to back up the argument.
· Please read the following article excerpt, and view the video cl.docxLynellBull52
· Please read the following article excerpt, and view the video clips below. Listen carefully in order to understand as much of the Spanish as you can, using the images and contextual clues to help you get a sense of the gist of the video content.
· Next, write a 200-word response in English to the issues raised. Make sure to address the following questions:
1. What is syncretism and how does it differ from the concept of the melting pot?
2. How is Latin America’s (specifically Brazil and Cuba) experience with racial and cultural mixture different from that of the U.S.?
3. Can you give a couple of examples of syncretism in your own culture or in the U.S.?
Article
SYNCRETISM AND ITS SYNONYMS: REFLECTIONS ON CULTURAL MIXTURE by CHARLES STEWART
(If you would like to read the article from which this excerpt was taken, you can find it in Doc Sharing.)
The subject matter of anthropology has gradually changed over the last twenty years. Nowadays ethnographers rarely search for a stable or original form of cultures; they are usually more concerned with revealing how local communities respond to historical change and global influences. The burgeoning literature on transnational flows of ideas, global institutions, and cultural mixture reflects this shift of attention. This increased awareness of cultural penetration has, furthermore, been instrumental in the critique of earlier conceptions of “culture” that cast it as too stable: bounded, and homogeneous to be useful in a world characterized by migrations (voluntary or forced), cheap travel, international marketing, and telecommunications… In this body of literature the word syncretism has begun to reappear alongside such related concepts as hybridization and creolization as a means of portraying the dynamics of global social developments.
My purpose in considering the history of syncretism up to the present is not to enforce a standard usage conformed to the domain of religion; nor is it my goal to promote syncretism to a position of primus inter pares in the company of all other terms for mixture. I see my approach instead as an attempt to illustrate historically that syncretism has an objectionable but nevertheless instructive past…
Current Discussions of Mixture
Cultures, if we still wish to retain this term (and I do), are porous; they are open to intermixture with other, different cultures and they are subject to historical change precisely on account of these influences. This has no doubt always been the case…
Cultural borrowing and interpenetration are today seen as part of the very nature of cultures… To phrase it more accurately, syncretism describes the process by which cultures constitute themselves at any given point in time. Today's hybridization will simply give way to tomorrow's hybridization, the form of which will be dictated by historical-political events and contingencies… As [Edward] Said expresses it: all cultures are involved in one another, none is simple and pure, all.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
COMPARISON OF STUDENT EVALUATIONS OF TEACHING 1 Executi
1. COMPARISON OF STUDENT EVALUATIONS OF TEACHING
1
Executive Summary
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
2
Comparison of Student Evaluations of Teaching with Online and
Paper-Based Administration
John F. Doe
Central Michigan University
Master of Science in Administration
MSA 698: Directed Administrative Portfolio
Dr. Larry F. Ross
September 28, 2020
2. Author Note
Data collection and preliminary analysis were sponsored by the
Office of the Provost and the
Student Assessment of Instruction Task Force. Portions of these
findings were presented as a poster at
the 2016 National Institute on the Teaching of Psychology, St.
Pete Beach, Florida, United States. We
have no conflicts of interest to disclose. Correspondence
concerning this article should be addressed to
Claudia J. Stanny, Center for University Teaching, Learning,
and Assessment, University of West Florida,
Building 53, 11000 University Parkway, Pensacola, FL 32514,
United States. Email:
[email protected]
mailto:[email protected]
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
3
Table of Contents (optional)
3. COMPARISON OF STUDENT EVALUATIONS OF TEACHING
4
Comparison of Student Evaluations of Teaching with Online and
Paper-Based Administration
Student ratings and evaluations of instruction have a long
history as sources of information
about teaching quality (Berk, 2013). Student evaluations of
teaching (SETs) often play a significant role in
high-stakes decisions about hiring, promotion, tenure, and
teaching awards. As a result, researchers
have examined the psychometric properties of SETs and the
possible impact of variables such as race,
gender, age, course difficulty, and grading practices on average
student ratings (Griffin et al., 2014;
Nulty, 2008; Spooren et al., 2013). They have also examined
how decision-makers evaluate SET scores
(Boysen, 2015a, 2015b; Boysen et al., 2014; Dewar, 2011). In
the last 20 years, considerable attention
has been directed toward the consequences of administering
SETs online (Morrison, 2011; Stowell et al.,
2012) because low response rates may have implications for
4. how decision-makers should interpret SETs.
Online Administration of Student Evaluations
Administering SETs online creates multiple benefits. Online
administration enables instructors to
devote more class time to instruction (vs. administering paper -
based forms) and can improve the
integrity of the process. Students who are not pressed for time
in class are more likely to reflect on their
answers and write more detailed comments (Morrison, 2011;
Stowell et al., 2012; Venette et al., 2010).
Because electronic aggregation of responses bypasses the time-
consuming task of transcribing
comments (sometimes written in challenging handwriting),
instructors can receive summary data and
verbatim comments shortly after the close of the term instead of
weeks or months into the following
term.
Despite the many benefits of online administration, instructors
and students have expressed
concerns about online administration of SETs. Students have
expressed concern that their responses are
not confidential when they must use their student identification
number to log into the system
5. (Dommeyer et al., 2002). However, breaches of confidentiality
can occur even with paper-based
administration. For example, an instructor might recognize
student handwriting (one reason some
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
5
students do not write comments on paper-based forms), or an
instructor might remain present during
SET administration (Avery et al., 2006).
In-class, paper-based administration creates social expectations
that might motivate students to
complete SETs. In contrast, students who are concerned about
confidentiality or do not understand how
instructors and institutions use SET findings to improve
teaching might ignore requests to complete an
online SET (Dommeyer et al., 2002). Instructors, in turn, worry
that low response rates will reduce the
validity of the findings if students who do not complete a SET
differ in significant ways from students
who do (Stowell et al., 2012). For example, students who do not
attend class regularly often miss class
the day that SETs are administered. However, all students
6. (including nonattending students) can
complete the forms when they are administered online. Faculty
also fear that SET findings based on a
low-response sample will be dominated by students in extreme
categories (e.g., students with grudges,
students with extremely favorable attitudes), who may be
particularly motivated to complete online
SETs, and therefore that SET findings will inadequately
represent the voice of average students (Reiner
& Arnold, 2010).
Effects of Format on Response Rates and Student Evaluation
Scores
The potential for biased SET findings associated with low
response rates has been examined in
the published literature. In results that run contrary to faculty
fears that online SETs might be dominated
by low-performing students, Avery et al. (2006) found that
students with higher grade-point averages
(GPAs) were more likely to complete online evaluations.
Likewise, Jaquett et al. (2017) reported that
students who had positive experiences in their classes
(including receiving the grade they expected to
earn) were more likely to submit course evaluations.
7. Institutions can expect lower response rates when they
administer SETs online (Avery et al.,
2006; Dommeyer et al., 2002; Morrison, 2011; Nulty, 2008;
Reiner & Arnold, 2010; Stowell et al., 2012;
Venette et al., 2010). However, most researchers have found
that the mean SET rating does not change
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
6
significantly when they compare SETs administered on paper
with those completed online. These
findings have been replicated in multiple settings using a
variety of research methods (Avery et al., 2006;
Dommeyer et al., 2004; Morrison, 2011; Stowell et al., 2012;
Venette et al., 2010).
Exceptions to this pattern of minimal or nonsignificant
differences in average SET scores
appeared in Nowell et al. (2010) and Morrison (2011), who
examined a sample of 29 business courses.
Both studies reported lower average scores when SETs were
administered online. However, they also
found that SET scores for individual items varied more within
an instructor when SETs were
8. administered online versus on paper. Students who completed
SETs on paper tended to record the same
response for all questions, whereas students who completed the
forms online tended to respond
differently to different questions. Both research groups argued
that scores obtained online might not be
directly comparable to scores obtained through paper-based
forms. They advised that institutions
administer SETs entirely online or entirely on paper to ensure
consistent, comparable evaluations across
faculty.
Each university presents a unique environment and culture that
could influence how seriously
students take SETs and how they respond to decisions to
administer SETs online. Although a few large-
scale studies of the impact of online administration exist
(Reiner & Arnold, 2010; Risquez et al., 2015), a
local replication answers questions about characteristics unique
to that institution and generates
evidence about the generalizability of existing findings.
Purpose of the Present Study
In the present study, we examined patterns of responses for
online and paper-based SET scores
9. at a midsized, regional, comprehensive university in the United
States. We posed two questions: First,
does the response rate or the average SET score change when an
institution administers SET forms
online instead of on paper? Second, what is the minimal
response rate required to produce stable
average SET scores for an instructor? Whereas much earlier
research relied on small samples often
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
7
limited to a single academic department, we gathered SET data
on a large sample of courses (N = 364)
that included instructors from all colleges and all course levels
over three years. We controlled for
individual differences in instructors by limiting the sample to
courses taught by the same instructor in all
three years. The university offers nearly 30% of course sections
online in any given term, and these
courses have always administered online SETs. This allowed us
to examine the combined effects of
changing the method of delivery for SETs (paper-based to
online) for traditional classes and changing
10. from a mixed method of administering SETs (paper for
traditional classes and online for online classes in
the first two years of data gathered) to uniform use of online
forms for all classes in the final year of
data collection.
Method
Sample
Response rates and evaluation ratings were retrieved from
archived course evaluation data. The
archive of SET data did not include information about the
personal characteristics of the instructor
(gender, age, or years of teaching experience), and students
were not provided with any systematic
incentive to complete the paper or online versions of the SET.
We extracted data on response rates and
evaluation ratings for 364 courses that had been taught by the
same instructor during three consecutive
fall terms (2012, 2013, and 2014).
The sample included faculty who taught in each of the five
colleges at the university: 109
instructors (30%) taught in the College of Social Science and
Humanities, 82 (23%) taught in the College
of Science and Engineering, 75 (21%) taught in the College of
11. Education and Professional Studies, 58
(16%) taught in the College of Health, and 40 (11%) taught in
the College of Business. Each instructor
provided data on one course. Approximately 259 instructors
(71%) provided ratings for face-to-face
courses, and 105 (29%) provided ratings for online courses,
which accurately reflects the proportion of
face-to-face and online courses offered at the university. The
sample included 107 courses (29%) at the
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
8
beginning undergraduate level (1st- and 2nd-year students), 205
courses (56%) at the advanced
undergraduate level (3rd- and 4th-year students), and 52 courses
(14%) at the graduate level.
Instrument
The course evaluation instrument was a set of 18 items
developed by the state university
system. The first eight items were designed to measure the
quality of the instructor, concluding with a
global rating of instructor quality (Item 8: “Overall assessment
of instructor”). The remaining items
12. asked students to evaluate components of the course, concluding
with a global rating of course
organization (Item 18: “Overall, I would rate the course
organization”). No formal data on the
psychometric properties of the items are available, although all
items have obvious face validity.
Students were asked to rate each instructor as poor (0), fair (1),
good (2), very good (3), or
excellent (4) in response to each item. Evaluation ratings were
subsequently calculated for each course
and instructor. A median rating was computed when an
instructor taught more than one section of a
course during a term.
The institution limited our access to SET data for the three
years of data requested. We
obtained scores for Item 8 (“Overall assessment of instructor”)
for all three years but could obtain
scores for Item 18 (“Overall, I would rate the course
organization”) only for Year 3. We computed the
correlation between scores on Item 8 and Item 18 (from course
data recorded in the 3rd year only) to
estimate the internal consistency of the evaluation instrument.
These two items, which serve as
13. composite summaries of preceding items (Item 8 for Items 1–7
and Item 18 for Items 9–17), were
strongly related, r(362) = .92. Feistauer and Richter (2016) also
reported strong correlations between
global items in a large analysis of SET responses.
Design
This study took advantage of a natural experiment created when
the university decided to
administer all course evaluations online. We requested SET data
for the fall semesters for 2 years
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
9
preceding the change, when students completed paper-based
SET forms for face-to-face courses and
online SET forms for online courses, and data for the fall
semester of the implementation year, when
students completed online SET forms for all courses. We used a
2 × 3 × 3 factorial design in which course
delivery method (face to face and online) and course level
(beginning undergraduate, advanced
undergraduate, and graduate) were between-subjects factors and
evaluation year (Year 1: 2012, Year 2:
14. 2013, and Year 3: 2014) was a repeated-measures factor. The
dependent measures were the response
rate (measured as a percentage of class enrollment) and the
rating for Item 8 (“Overall assessment of
instructor”).
Data analysis was limited to scores on Item 8 because the
institution agreed to release data on
this one item only. Data for scores on Item 18 were made
available for SET forms administered in Year 3
to address questions about variation in responses across items.
The strong correlation between scores
on Item 8 and scores on Item 18 suggested that Item 8 could be
used as a surrogate for all the items.
These two items were of particular interest because faculty,
department chairs, and review committees
frequently rely on these two items as stand-alone indicators of
teaching quality for annual evaluations
and tenure and promotion reviews.
Results
Response Rates
Response rates are presented in Table 1. The findings indicate
that response rates for face-to-
15. face courses were much higher than for online courses, but only
when face-to-face course evaluations
were administered in the classroom. In the Year 3
administration, when all course evaluations were
administered online, response rates for face-to-face courses
declined (M = 47.18%, SD = 20.11), but
were still slightly higher than for online courses (M = 41.60%,
SD = 18.23). These findings produced a
statistically significant interaction between course delivery
method and evaluation year, F(1.78, 716) =
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
10
101.34, MSE = 210.61, p < .001.1 The strength of the overall
interaction effect was .22 (ηp2). Simple main-
effects tests revealed statistically significant differences in the
response rates for face-to-face courses
and online courses for each of the 3 observation years.2 The
greatest differences occurred during Year 1
(p < .001) and Year 2 (p < .001), when evaluations were
administered on paper in the classroom for all
face-to-face courses and online for all online courses. Although
the difference in response rate between
16. face-to-face and online courses during the Year 3 administration
was statistically reliable (when both
face-to-to-face and online courses were evaluated with online
surveys), the effect was small (ηp2 = .02).
Thus, there was minimal difference in response rate between
face-to-face and online courses when
evaluations were administered online for all courses. No other
factors or interactions included in the
analysis were statistically reliable.
Evaluation Ratings
The same 2 × 3 × 3 analysis of variance model was used to
evaluate mean SET ratings. This
analysis produced two statistically significant main effects. The
first main effect involved evaluation
year, F(1.86, 716) = 3.44, MSE = 0.18, p = .03 (ηp2 = .01; see
Footnote 1). Evaluation ratings associated
with the Year 3 administration (M = 3.26, SD = 0.60) were
significantly lower than the evaluation ratings
associated with both the Year 1 (M = 3.35, SD = 0.53) and Year
2 (M = 3.38, SD = 0.54) administrations.
Thus, all courses received lower SET scores in Year 3,
regardless of course delivery method and course
level. However, the size of this effect was small (the largest
difference in mean rating was 0.11 on a five-
17. item scale).
1 A Greenhouse–Geisser adjustment of the degrees of freedom
was performed in anticipation of a
sphericity assumption violation.
2 A test of the homogeneity of variance assumption revealed no
statistically significant difference in
response rate variance between the two delivery modes for the
1st, 2nd, and 3rd years.
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
11
The second statistically significant main effect involved
delivery mode, F(1, 358) = 23.51, MSE =
0.52, p = .01 (ηp2 = .06; see Footnote 2). Face-to-face courses
(M = 3.41, SD = 0.50) received significantly
higher mean ratings than did online courses (M = 3.13, SD =
0.63), regardless of evaluation year and
course level. No other factors or interactions included in the
analysis were statistically reliable.
Stability of Ratings
The scatterplot presented in Figure 1 illustrates the relation
18. between SET scores and response
rates. Although the correlation between SET scores and
response rate was small and not statistically
significant, r(362) = .07, visual inspection of the plot of SET
scores suggests that SET ratings became less
variable as response rate increased. We conducted Levene’s test
to evaluate the variability of SET scores
above and below the 60% response rate, which several
researchers have recommended as an
acceptable threshold for response rates (Berk, 2012, 2013;
Nulty, 2008). The variability of scores above
and below the 60% threshold was not statistically reliable, F(1,
362) = 1.53, p = .22.
Discussion
Online administration of SETs in this study was associated with
lower response rates, yet it is
curious that online courses experienced a 10% increase in
response rate when all courses were
evaluated with online forms in Year three. Online courses had
suffered from chronically low response
rates in previous years when face-to-face classes continued to
use paper-based forms. The benefit to
response rates observed for online courses when all SET forms
were administered online might be
19. attributed to increased communications that encouraged students
to complete the online course
evaluations. Despite this improvement, response rates for online
courses continued to lag behind those
for face-to-face courses. Differences in response rates for face-
to-face and online courses might be
attributed to the characteristics of the students who enrolled or
to differences in the quality of student
engagement created in each learning modality. Avery et al.
(2006) found that higher-performing
students (defined as students with higher GPAs) were more
likely to complete online SETs.
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
12
Although the average SET rating was significantly lower in
Year 3 than in the previous 2 years,
the magnitude of the numeric difference was small (differences
ranged from 0.08 to 0.11, based on a 0–
4 Likert-like scale). This difference is similar to the differences
Risquez et al. (2015) reported for SET
scores after statistically adjusting for the influence of several
potential confounding variables. A
20. substantial literature has discussed the appropriate and
inappropriate interpretation of SET ratings
(Berk, 2013; Boysen, 2015a, 2015b; Boysen et al., 2014; Dewar,
2011; Stark & Freishtat, 2014).
Faculty have often raised concerns about the potential
variability of SET scores due to low
response rates and thus small sample sizes. However, our
analysis indicated that classes with high
response rates produced equally variable SET scores, as did
classes with low response rates. Reviewers
should take extra care when they interpret SET scores.
Decision-makers often ignore questions about
whether means derived from small samples accurately represent
the population mean (Tversky &
Kahneman, 1971). Reviewers frequently treat all numeric
differences as if they were equally meaningful
as measures of actual differences and give them credibility even
after receiving explicit warnings that
these differences are not significant (Boysen, 2015a, 2015b).
Because low response rates produce small sample sizes, we
expected that the SET scores based
on smaller class samples (i.e., courses with low response rates)
would be more variable than those
21. based on larger class samples (i.e., courses with high response
rates). Although researchers have
recommended that response rates reach the criterion of 60% –
80% when SET data are used for high-
stakes decisions (Berk, 2012, 2013; Nulty, 2008), our findings
did not indicate a significant reduction in
SET score variability with higher response rates.
Implications for Practice
Improving SET Response Rates
When decision-makers use SET data to make high-stakes
decisions (faculty hires, annual
evaluations, tenure, promotions, teaching awards), institutions
would be wise to take steps to ensure
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
13
that SETs have acceptable response rates. Researchers have
discussed effective strategies to improve
response rates for SETs (Nulty, 2008; see also Berk, 2013;
Dommeyer et al., 2004; Jaquett et al., 2016).
These strategies include offering empirically validated
incentives, creating high-quality technical systems
22. with good human factors characteristics, and promoting an
institutional culture that supports the use of
SET data and other information to improve the quality of
teaching and learning. Programs and
instructors must discuss why information from SETs is essential
for decision-making and provide
students with tangible evidence of how SET information guides
decisions about curriculum
improvement. The institution should provide students with
compelling evidence that the administration
system protects the confidentiality of their responses.
Evaluating SET Scores
In addition to ensuring adequate response rates on SETs,
decision-makers should demand
multiple sources of evidence about teaching quality (Buller,
2012). High-stakes decisions should never
rely exclusively on numeric data from SETs. Reviewers often
treat SET ratings as a surrogate for a
measure of the impact an instructor has on student learning.
However, a recent meta-analysis (Uttl et
al., 2017) questioned whether SET scores have any relation to
student learning. Reviewers need
evidence in addition to SET ratings to evaluate teachings, such
as evidence of the instructor’s disciplinary
23. content expertise, skill with classroom management, ability to
engage learners with lectures or other
activities, impact on student learning, or success with efforts to
modify and improve courses and
teaching strategies (Berk, 2013; Stark & Freishtat, 2014). As
with other forms of assessment, anyone's
measure may be limited in terms of the quality of information it
provides. Therefore, multiple measures
are more informative than any single measure.
A portfolio of evidence can better inform high-stakes decisions
(Berk, 2013). Portfolios might
include summaries of class observations by senior faculty, the
chair, or peers. Examples of assignments
and exams can document the rigor of learning, especially if
accompanied by redacted samples of
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
14
student work. Course syllabi can identify intended learning
outcomes; describe instructional strategies
that reflect the severity of the course (required assignments and
grading practices); and provide other
24. information about course content, design, instructional
strategies, and instructor interactions with
students (Palmer et al., 2014; Stanny et al., 2015).
Conclusion
Psychology has a long history of devising creative strategies to
measure the “unmeasurable,”
whether the targeted variable is a mental process, an attitude, or
the quality of teaching (e.g., Webb et
al., 1966). Besides, psychologists have documented various
heuristics and biases that contribute to the
misinterpretation of quantitative data (Gilovich et al., 2002),
including SET scores (Boysen, 2015a,
2015b; Boysen et al., 2014). These skills enable psychologists
to offer multiple solutions to the challenge
posed by the need to objectively evaluate the quality of teaching
and the impact of teaching on student
learning.
Online administration of SET forms presents multiple desirable
features, including rapid
feedback to instructors, economy, and support for
environmental sustainability. However, institutions
should adopt implementation procedures that do not undermine
the usefulness of the data gathered.
25. Moreover, institutions should be wary of emphasizing methods
that produce high response rates only to
lull faculty into believing that SET data can be the primary (or
only) metric used for high-stakes decisions
about the quality of faculty teaching. Instead, decision-makers
should expect to use multiple measures
to evaluate the quality of faculty teaching.
Recommendations
Data
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
15
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COMPARISON OF STUDENT EVALUATIONS OF TEACHING
19
Table 1
Means and Standard Deviations for Response Rates (Course
Delivery Method by Evaluation Year)
33. Administration year Face-to-face course Online course
M SD M SD
Year 1: 2012 71.72 16.42 32.93 15.73
Year 2: 2013 72.31 14.93 32.55 15.96
Year 3: 2014 47.18 20.11 41.60 18.23
Note. Student evaluations of teaching (SETs) were administered
in two modalities in Years 1 and 2:
paper based for face-to-face courses and online for online
courses. SETs were administered online for all
courses in Year 3.
COMPARISON OF STUDENT EVALUATIONS OF TEACHING
20
Figure 1
Scatterplot Depicting the Correlation Between Response Rates
and Evaluation Ratings
Note. Evaluation ratings were made during the 2014 fall
academic term.
34. COMPARISON OF STUDENT EVALUATIONS OF TEACHING
21
Appendixes (if applicable)
1
5
Ensuring Diversity in the Workforce
Emad N. Alkhadabah
Central Michigan University
Master of Science in Administration
MSA 698: Directed Administrative Portfolio
Dr. Larry F. Ross
April 7, 2021
Introduction
Diversity consciousness makes one open and welcoming to
35. characteristics that various individuals tend to assume are
correct but are not. Many people view diversity as a positive
trait. Diversity typically includes; age difference, sexual
orientation, ethnicity, race, culture, etc.?? This is very helpful
in getting a whole extensive scope of the point of view. When
working with groups, there are prompts and many thoughts,
which helps in extensive exchanges on the chances and
difficulties that may arise as one is working with a large group
of people from wide and far. Having diversity consciousness is
essential in ensuring that the business and its operation are
increasing, and it is ready to address any issues that may arise
from diverse markets.
Diversity is only perceived when there exists a close monitoring
of the working environment. One must be supposed to ensure
that the healthcare sector is supposed to blossom with diversity
consciousness since the workers will be very mindful about
social wellness, positively impacting the people. Getting
prepared and planning on working well with groups is essential
in ensuring that groups are working. This helps the organization
have a culture of regard, being corresponding, and being more
resistant if there are some challenges in the organization. This
paper will discuss the possible challenges of diversity,
systematic approach and attention, competence, language use
and training. This is because diversity is very important in
promoting the organization's development (Butin, 2016).
System's Approach and Attention to Cultural Competence
Cultural competence can be described as the set of congruent
behaviors, policies, and attitudes that come together in a health
care system, enabling the whole system to work together more
effectively. However, it not only concentrates on the health
sector but also on a broader approach, and this aims to provide
diverse clients with some services that are all for their
excellent. Systematic attention is required in the field of
diversity since it is possible to promote an organization's output
by assessing all its departments. The assessment can be
conducted to ensure that all the departments observe the
36. diversity and inclusion policies as stipulated by the
organization.
For any society to have cultural competence, one must require
many other attributes. This includes an open attitude, which
means that one can learn so much from others since they have
the spirit of curiosity. Self-awareness means that one regards
his/her worldview; this may include knowing your assumptions,
biases (spelling), and judgment. Having awareness for others is
essential, which means that some actions demonstrate cultural
knowledge. Through this, one is in a position to acquire
information from others. This can either be regarding values,
norms and beliefs. This will help one know how well they are
supposed to adapt to certain places with different people.
Specific system approaches are applicable in various sectors of
the health care system. This is because health care is an
interrelated and interdependent body. The health care system
has some professional staff, deals with finances, and has
physical and administrative subsystems. The system approach is
important in cultural competency since it integrates many
practices of the organization's management. The policies and
the structures are critical in ensuring that health care workers
are working in the most effective and culturally diverse
situations. A culturally diverse working environment is
important as there is a lot of learning and adapting to the
systems, which further demonstrates the need for having a
diverse workforce in the health care sector.
Diversity Challenges
In any organization which has diverse groups of people, there
are several challenges that the organization might experience.
The first challenge is harassment; this means that there is any
unwelcome conduct in the organization. This is based on
specific characteristics such as age, race, pregnancy status, and
sex. The other challenge is the issue of age discrimination. This
means that some people consist of some special treatment more
than others because of their age. An act was formulated to
ensure that people are not getting discriminates against based on
37. their ages. Harassment can also be classified into reverse
discrimination; in this case, discrimination can happen against
women and other racial and ethnics who are the minority in the
organization. Some organizations have tried to address this
challenge by providing equal opportunity to everyone to
exercise their talents, but there is still reverse discrimination in
other sectors.
Race and ethnic disparities
There are socially constructed categories, and this includes race
and ethnicity. However, the two have effects on how one is
being perceived and how one perceives others. Therefore,
acknowledging that there are concepts of race and ethnicity that
are supposed to be considered is very important. This will
ensure that the implications of the two have been mitigated.
This can be done by accepting the individual differences in
society and becoming an agent of change.
There are some health disparities amongst the Native
Americans. This is by creating Indian health services; this can
be described as the trend in self-determination. This has
contributed to improving the Native American health sector to
ensure that disparity is being solved. A national interview was
carried out, and the report was stated on either the fairness or
the impoverished circumstances of the health sector. This was
only 9.8 % of the total population (MacDorman, 2011)
Disparities or Differences across Other Diversity Dimensions
Gender, Sexual Orientation, the Elderly
Health disparities and gender disparities go hand in hand;
they're acknowledging that some biological inequality is
significant. This is, for instance, when it comes to the issue of
having prostate and ovarian cancer. However, some other
disparities may stem from social, economic conditions, which is
essential in shaping gender differences in healthcare sectors.
Workforce diversity challenges
There may be Workplace Discrimination, and thus can be said
to occur if an employee is being mistreated, maybe during the
hiring of jobs. This makes the organization have a negative
38. image in the public's eyes, and most people do not like to work
together under such circumstances. When an organization
conducts a fair hiring process where the candidates a selected
based on merits, the healthcare sector will develop positive
image to the public and attract more workers (Saxena, 2014).
Language differences
Many people work in the health sector, which, to some point,
they lack English proficiency. There is language Access
PortalExtrnal, and this contains some of the information which
is in multiple languages. This ensures that all the languages that
the patients in the healthcare sector speak are understood. This
is most common where we have immigrants. The healthcare
sector must have a translator to facilitate effective
communication.
Strategies to Reduce the Disparity
Stakeholder Attention Disparities
Here are different people who are responsible for the disparities
which are happening in the organization. Management should be
blamed. This is because the moment people from diverse places
have come together to work, all the disparities ar4 (spelling?)
supposed to be dealt with and ensure no other difference is
observed. The other stakeholders are the staff themselves; they
are supposed to work together and ensure no disparities in the
organization (Zimmerman-Oster et al., 2010). APA problem –
corrected!
Systematic Strategies for Reducing Disparities
One way to do this is to ensure a culture of equity in the
organization, which can be done by recognizing some existing
equity champions. The other mechanism is to ensure that there
is the incorporation of the intervention measures into the
current systems, which would mean that there will be no one
who will have some disparities. Involving all the members and
the target population during planning is very important in
reducing inequalities (Millery & Kukafka, 2010).
People have different healthcare ideas; they have different
languages they use and have different literacy levels. Culture
39. and diversity are essential, and it allows people to get into
communications. This is because people from different
diversities require a lot of communicating and sharing to know
what other people think and understand regarding some
issues. As I had stated earlier, where we have immigrants, there
is a high possibility of having different languages and hence the
need for effective communication.
There are some communication rules which are supposed to be
learned. This includes knowing the best language to use, which
is going to be understood by all people. In the United States,
English language is the mode of communication regardless of
whether you are a citizen or an immigrant.
The Creative and Exponential Leadership Training Program
Getting compassion for the members is very important, being a
member who is involved in different kinds of projects which are
having different groups of people has got a lot of advantages.
This means that people can learn so much from what other
people are doing differently to ensure that the projects are
progressing using the resources more effectively. As a member
of different groups, one becomes very familiar with how to deal
with issues, such as watching and trying to figure out some of
the instructions given to the structure and how projects are
supposed to be carried out to ensure that they are working
effectively. It was profound that when a person has some
experiences, thinking about the activities that are supposed to
be undertaken should be because there is a lot of learning. This
means that very few strategies would require the extra gathering
of the information. The person who is working with diverse
groups of people and conscious about what is happening to learn
becomes very easy, and this is called experiential learning
(Robinson, 2017)
This can be described as one way towards the learning process,
and this makes a thing to be very easy since there is a lot of
understanding about what is being learnt. All these are
characterized through learning and reflecting from what one has
seen. For instance, as a creative leader, one can undertake a
40. training program as well, and an example of this can be how to
build a raft together and reflect on the styles of leadership. This
is important as it helps people venture out in a group through
the help of the building activity and the review on some specific
initiatives. This can be through gathering information from
different groups. This can construct a platform whereby people
can be learning from it.
Through this, people will be able to comprehend some of the
administration styles used by others to make sure that they are
achieving the objectives they have targeted. There must be a
discussion that should be carried out during the meeting. From
this discussion, the four leadership styles are supposed to be
discussed broadly to ensure that people are aware of best
initiatives to be used. The situation is where a person is.
Knowing which leadership style is the best for each person is
very important. A good leader is supposed to acknowledge the
values of diversity, foster the sense of diversity in the
workplace and acknowledge that globalization has influenced
the workforce to become more diverse.
The Value of Diversity Consciousness in Leadership
Effectiveness
Many investigations have been made regarding the value of
diversity consciousness, which has helped gather more
information about different kinds of groups and how they can be
handled. All these can be managed by understanding the
viewpoint's scope; the specialists can invest this to know the
issue's complexity. The reason for doing this is that some of the
gatherings are better to keep away from them. This is because
there is no learning which can take place from such groups.
However, some other groups are very compliant, which helps
ensure that the individuals' self-esteem has been boosted when
they are staying in. This is through having an examination and
basic assessment as well. When groups reach such places,
diversity issues such as sex, age, and ethnic diversities are
significant parts that people can learn from. Everything is
supposed to adjust so that they can continue being at the same
41. pace with all others. Each person in the group should therefore
be bound to keep up and aim that they are going to pursue
objectives and the reason as to why they went and involved
themselves with the groups (Jones et al., 2014).
The Future of Diversity and Cultural Competence
There are several ways the organization can ensure diversity
and cultural competence are guaranteed in the future. First,
there will be imperative demographics that are supposed to be
well established. Therefore, the case diversity will continue to
improve. There will be global interest and cultural competence
in health care, which will continue trending and the system
approach. There will be many force field analyses. This will
ensure that pressures have been analyzed and pressure against
change. This is because some people are struggling with how
they can make very tough decisions. All organizations must be
supposed to be sustainable to ensure that there are no changes
that are being made at any time (Northouse, 2014)
Diversity Skills
Many skills help improve some various skills to finish tasks and
the activities they are supposed to be taken into consideration.
There are some skills associated with taking up some exercises
and programs connected to direct results. This is linked with
associating with one's culture, which helps understand different
characters; this will empower social equity, which is essential
in making the world a better place to live. There is some
educational background that is important in ensuring that one
gets to acquire some of the skulls, which are essential in making
sure that one can interact. This is important in ensuring
cooperation and collaboration amongst the members who are
either specialists or others. The skills will be critical for solving
some issues, culture, and politics, amongst other things (Steffes,
2012).
Experiential training in diversity-conscious leadership
Anything good to happen to need some experience and time,
which is essential in creating some authority abilities, can be
achieved by drawing some determined companions through
42. training. This is important in making sure that diversity has
been considered to make sure that the advantages of diversity
have been acknowledged. There are many types of benefits; for
instance, there is much learning concerning what other people
might view as a good thing and what others may view some
things as not appealing. Training will help people know how
they can term one either a good or bad thing. There are other
authorities given to the people, which allows most people to
propel when they are working with groups. Therefore, having
continuous advancement of groups is essential in making
decisions, especially concerning the right person and at the
right time.
Conclusion
There are different advantages that the organization can get if it
becomes conscious in terms of diversity. Since diversity has
brought many benefits, it is essential if it is improved and in
every organization. This would mean that achieving many
things will be very easy because people with different
experiences and skills will be coming together, and the work
which will be done will be very effective. People will be doing
things using significantly less time.
References 0/0/doubled-spaced!
Butin, D. W. (2006). The limits of service-learning in higher
education. The review of higher education, 29(4), 473-498.
Jones, S. R., & Abes, E. S. (2004). Enduring influences of
service-learning on college students' identity
development. Journal of College Student Development, 45(2),
149-166.
MacDorman, M. F. (2011, August). Race and ethnic disparities
in fetal mortality, preterm birth, and infant mortality in the
United States: an overview. In Seminars in perinatology, 35(4),
200-208.
Millery, M., & Kukafka, R. (2010). Health information
technology and quality of health care: Strategies for reducing
disparities in underresourced settings. Medical Care Research
43. and Review, 67(5_suppl), 268S-298S.
Northouse, P. G. (2014). Leadership: Theory and practice.
SAGE Publications.
Saxena, A. (2014). Workforce diversity: A key to improve
productivity. Procedia Economics and Finance, 11, 76-85.
Steffes, J. S. (2012). Creative powerful learning environments
beyond the classroom. Academic Search Premier, 36 (3).
Zimmerman-Oster, K., & Burkhardt, J. C. (2000). Leadership in
the Making: Impact and Insights from Leadership Development
Programs in US Colleges and Universities. Executive Summary.
Emad, this is a good paper. The content and analysis are good. I
did make some changes to help the paper read a bit better . There
are some APA problems, and always remember that the entire
paper must be 0/0/doubled-spaced. Let me know if you have any
questions. Be safe, Dr. Ross.
Master of Science in Administration Project Paper
Partial Fulfillment for MSA 698
Rubric for MSA 602 Paper
Student Name:
Student I.D. Number:
Concentration:
Project Title:
Program Center:
EPN:
44. Semester/Year for MSA 698:
Instructor’s Name:
Instructions
Course instructors are required to use this rubric for the
individual papers, MSA 601, 602, 603, and 604.
Compute the total points and insert the grade based on the
grading scale at the bottom of this form.
Dimension and Percentage Weight
MSA Instructor
(Score & Feedback)
Assessment (10 points)
Score:
Relationship to Concentration and Administration
This paper reflects an administrative approach to examining an
issue directly related to the student’s concentration. Specify the
student’s concentration in the feedback box.
Core Course Objectives (20 points)
Score:
Does the paper reflect current financial statement theory and
protocols?
Does the paper display a significant level of financial
understanding?
Does the paper apply financial theory?
Does the paper demonstrate a solid understanding of the
objectives of MSA 602?
Paper Introduction, Body of the Paper and Conclusion (45
45. points)
Score:
Does the introduction adequately support the contents of the
paper?
Is there a natural progression from the introduction through to
the conclusion of the paper?
Does the paper explain how this core course fits it with the
other core courses?
Does the paper use financial analysis in the proper context?
Does the conclusion fully summarize the contents of the paper?
References (10 points)
Score:
Are the references in compliance with the latest APA style
manual?
Are references scholarly and sufficient in number to support the
paper. There should be no less than 6 scholarly references.
Are sources in the text properly listed on the reference pages,
and vice-versa?
Writing Format (15 points)
Score:
Executive summary is not over one page.
Demonstrates proper English usage, spelling, and context
Proofread for spelling, typing, and grammatical errors.
References in text and on reference page follow current APA
style,
46. Proper citation
All elements conform to the latest edition of the APA Style
Manual
Writing reflects graduate work.
Total Points (Possible 100 Points)
Total Score:
Grade:
Grading Scale:
94-100%
A
90-93%
A-
87-89%
B+
84-86%
B
80-83%
B-
77-79%
C+
74-76%
C
<74%
E
Instructor’s Name:
Title:
Date:
47. - Rubric for MSA 602 Paper –(revised August 2017)
2
1 | P a g e
MSA 698 Research Data Support
This is an overview. The paper submission links and grading
rubrics are in the weekly
folders under “Weekly Materials | Tasks.”
Students will produce four (4) papers and a final critical
analysis paper related to their area of
concentration. Papers must reflect the master’s level writing.
We expect the four essays and the
final critical analysis paper will require a minimum of 150-
clock hours of work for
completion. Cognitive tasks must be specifically designed to
relate directly to the student’s
professional work assignments or the approval of the instructor.
The papers should be of
sufficient depth to deal entirely with the issue.
The minimum length is eight (8) pages with a maximum of ten
(10) pages for each of the four
(4) papers, and 12-15 written pages for the final critical
analysis, excluding tables, graphs, and
appendixes.
Papers 1-4 follow the same issue, or organization, or problem.
48. 1. Paper 1 applies to content and theory from MSA 601 to an
issue/problem/research
related to the student’s concentration.
2. Paper 2 applies to content and theory from MSA 603 to the
same issue/problem/research
developed in paper 1 and is related to the student’s
concentration.
3. Paper 3 applies to content and theory from MSA 604 to the
same issue/problem/research
developed in papers 1 and 2 and is related to the student’s
concentration
4. Paper 4 applies to content and theory from MSA 602 to the
same issue/problem/research
developed in papers 1-3 and is related to the student’s
concentration.
We expect the final critical analysis paper to draw conclusions
and make recommendations
based on the insights discovered in papers 1-4. I recommend
that your title be generic, and here
is why?
If you look at the examples that we gave you in the document
“MSA 698 Research Data
Support,” you will find that the only thing that is constant for
each paper would be “John Doe
Administration.” For example, here are the titles that one could
generate for each paper in the
John Doe Administration:
49. Administration
Administration
Administration
Besides, according to some scholars, good titles in academic
research papers have several
characteristics:
• The title accurately addresses the subject and scope of the
study.
• The title should not have any abbreviations.
2 | P a g e
• Make sure that one uses only words that create a positive
impression and stimulate reader
interest.
• Always use a current nomenclature from the field of
study/concentration.
• Make a concerted effort to identify critical variables, both
dependent and independent.
• In many cases, you might want to reveal how the paper will be
organized.
• There are times that you might suggest a relationship between
variables which supports the
primary hypothesis.
• It is limited to 10 to 15 substantive words – shorter is much
50. better.
• Make sure it does not include the study of, analysis of, or
similar constructions.
• Many titles are usually in the form of a phrase. However, it
can also be in the form of a
question.
• Always use correct grammar and capitalization with all first
words and last words
capitalized, including the first word of a subtitle. All nouns,
pronouns, verbs, adjectives,
and adverbs that appear between the first and last words of the
title are also capitalized.
• In academic papers, rarely is a title followed by an
exclamation mark. However, a title or
subtitle can be in the form of a question.
Again, looking at the above, we could have a generic title that
could cut across all papers as “An
Effective John Doe Administration.” As one might see, this is a
short, simple, and to the point
title. Another example could be “John Doe: An Effective John
Doe Administration.”
Nevertheless, if one did not start with a generic title, one would
create a title for each
assignment, as seen with the four paper illustrations above. In
the end, a generic title is best
because we can cover any body of knowledge of research.
Therefore a generic title is best, and
you will not have to generate a title for each paper. At that
point, you will need only to cover the
“same issue, or organization, or problem” for each essay/paper.
Each of the five papers must include the following:
51. • Title Page. The title should be descriptive and suggest the
paper’s purpose
• Table of Contents
• Contain an introduction, body of the paper, and conclusion.
• Appendices (if applicable):
• Reference List (every citation in the Text must be correctly
listed in the Reference
List) There must be 6 to 10 scholarly references per paper.
If you have more than one Table, a List of Tables Page follows
the Table of Contents
If you have more than one Figure, a List of Figures Page
follows the Table of Contents or the
List of Tables Page (if there is a List of Tables Page).
Students must follow the most recent edition of the APA
Publication Manual when submitting
the papers required for this course.
Format:
a. Blank Page
b. Executive Summary
c. Title Page
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d. Table of Contents
e. List of Tables (optional)
f. List of Figures (optional)
52. g. The Text
h. References
Copies:
• The student must submit all five papers electronically to the
instructor via the submission
links in Bb.
• Students should always retain a copy of any materials
submitted to the instructor.
• Individual Feedback:
• The instructor reviews the student’s papers and notes any
concerns, and, if necessary,
returns them to the student with appropriate feedback.
• The student will schedule a 15-minute appointment with the
instructor to discuss the
feedback.
• The Final Critical Analysis Report Presentation:
• The presentation should be brief (approximately eight
minutes) and should be
accompanied by a short PowerPoint.
• Record the presentation using Blackboard WebEx. Detail and
resources are provided in
the Week 12-15 folder.
As we might already know, students will be writing about and
seeking to understand concepts
and practices about many subjects. We might even feel that
there are a great many reasons for
53. the popularity of the subject matter we want to address.
Therefore, we challenge you not to be
nervous about the subject matter and push forward to get it
done.
We want to do everything that we can to help in this endeavor.
Below is a helpful guide on the
concepts used in various MSA courses (601, 602, 603, and 604)
that can be used to link to any
subject matter (title). Operating as an example, “John Doe
Administration,” the data below can
serve as topics to address in the paper to clearly show the link
to the various MSA courses. Some
simple things that could link the title/problem statement to one
of the courses: State that it is a
challenge for the John Doe Administration’s capacity to align
the organization to better support
the mission. You could also argue its ability to upgrade
technology to enhance the production of
John Doe services. By expanding the thought process above, we
would see a tangible link to the
MSA 603 course. In other words, the topics below have
something for everyone. The items
below were generated from various books on John Doe and each
of the course books (MSA 601,
602, 603, and 604). Again, it does not matter what topic the
subject matter is; one can find
data/material below to address in the paper associated with a
particular course. Please do not
hesitate to address any concerns with the professor. You can do
this!
Example Generic Titles that cut across all Papers for a John Doe
Administration:
• An Effective John Doe Administration
54. • John Doe: An Effective John Doe Administration
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One again, if one used a generic title like the above example,
there would be no need to change
each paper title.
MSA 601 Organizational Behavior and John Doe Administration
1. The connection: Overview of John Doe and Organizational
Behavior
• John Doe structure
• Diversity in John Doe organization
• Attitudes and perceptions of John Doe
2. Foundations of Organizational Structure
• What is an organizational structure in the John Doe industry?
• Common organizational frameworks and structures (The
simple structure, the
bureaucracy, the matrix structure)
• Alternate design options
• The leaner organization: Downsizing
• Why does the structure differ?
• Organizational designs and employee behavior
3. Understanding Individuals Behaviors in John Doe
Administration
• Content theories of motivation
• Process theories of motivation
• Attribution theory and motivation
55. • Contemporary theories of motivation
• Job engagement
• Employee involvement and participation
• Using rewards to motivate employees
• Using benefits to motivate employees
• Using intrinsic rewards to motivate employees
4. Leadership
• Power and influence
• Trait and behavioral theories of leadership
• Contingency theories of leadership
• Contemporary leadership theories
• Transactional and transformational leadership
• Servant leadership
• Positive leadership
• Training to be a leader
5. Communication
• Functions of communication
• Direction of communication
• Modes of communication
• Persuasive communication
• Barriers to effective communication
• Cultural factors in communication
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6. Intrapersonal and Interpersonal issues associated with John
Doe
• Stress in the workplace and stress management
• Decision making
• Conflict management and negotiation skills
• Coping skills
56. 7. Groups and Teams
• Overview of group dynamics in the John Doe industry
• Defining and classifying groups
• Stages of group development
• Roles and norms
• Why teams?
• Type of teams
• Team and team building
• Creating effective teams
• Turning individuals into team players
8. Managing Organizational Change in the John Doe Facility
• Change in an organization
• Approaches to managing change
• Organizational development
• Resistance to change and change management
9. Diversity in Organizations
• Demographics characteristics in the organization
• Levels of diversity in John Doe organization
• Discrimination patterns
• Implementing diversity management strategies
• Implications for leadership and the organization as a whole
10. Attitudes and Job Satisfaction
• Climate study data
• Job attitudes
• Job satisfaction
• The impact of job dissatisfaction
11. Personality and Values
• Personality framework
• Personality and situations
• Linking an individual’s personality and values to the
workplace/organization
57. • Cultural values
12. Perception and Individual Decision Making
• What is perception?
• Person perception: Making a judgment about others
• The link between perception and individual decision-making
• Decision-making in organizations
• Influences on decision-making: Individual differences and
organizational
constraints
• What about ethics in decision-making?
6 | P a g e
• Creativity, creative decision-making, and innovation in
organizations
13. Power and politics
• Power and leadership
• Bases of power
• Dependence: The key to power
• Power tactics and political savviness
• How power affects people
• Politics: Power in action
• Causes and consequences of political behavior
14. Organizational Culture
• What is organizational culture?
• What does culture do?
• Creating and sustaining the culture
• How employees learn the culture
• The learning organization
58. • Influencing an organizational culture (An ethical culture; A
positive culture; A
spiritual culture)
15. Human Resources Policies and Practices
• Recruitment practices
• Selection practices
• Substantive and contingent selection
• Training and development programs
• The leadership role of HR
• Succession planning
MSA 603 Strategic Planning and John Doe Administration
1. Leadership and Strategic Planning
• Definition of leadership
• Key Leadership Roles in the John Doe facility
• Physician involvement in John Doe’s strategic planning
2. Mission, Vision, and Culture: The Foundation for Strategic
Planning in John Doe
Administration (facility)
• The impact of mission, vision, and culture on profits and
strategic planning
• The effect of ownership on profits and the strategic planning
process
• Implementing organizational change
3. Transformational Leadership Maximizes Strategic Planning
• The concept of transformational leadership
• Why is transformational leadership essential to this research
59. study?
• Ethics as a foundation for leadership and strategic planning
• The role of transformational leaders in managing the strategic
planning process in
John Doe Administration
• Organizational transformation as a competitive advantage
• Factors affecting organizational transformation
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4. Fundamentals of Strategic Planning in John Doe
Administration
• Analysis of the internal environment - inside the organization
• Analysis of the external environment - outside the
organization
• Gap analysis
• Discuss the strategic planning areas
• Evaluation of previous performance
• Discuss planning at the local, regional, national, or
international (Global) levels
5. Strategic Planning and SWOT Analysis
• Steps in the SWOT analysis
• Force Field Analysis
• Gap analysis
• Results
6. Strategic planning and John Doe Information Technology
(HIT)
• Strategic HIT initiatives
• Strategic planning for HIT
• John Doe information databases
60. 7. Strategic Planning and the John Doe Business Plan
• John Doe business plan
• Net present value
• Internal rate of return
• Planning tools
8. Communicating the Strategic Plan
• Motivation
• Presentation of the strategic plan
9. Medical Group Planning and Joint Ventures
• Clinical integration
• Potential structures for physician-hospital integration
• Physician engagement in strategic planning
10. Strategic Planning and John Doe Long term Care Services
• Demographics of an aging population
• Inpatient John Doe rehab facilities
• Skilled nursing facilities
• Adult daycare centers
• Hospice
11. Strategic Planning in John Doe Systems
• Hospital mergers and acquisition
• Integrated delivery systems
• Strategic Planning at the John Doe system level
12. Strategic Planning and Pay for Performance
• Medicare Pay-for-performance initiatives
• Additional initiatives in pay for performance
• Physicians attitudes regarding pay for performance
• The growing demand for quality-related data
• Future P4P initiatives: Pay for value
61. 8 | P a g e
• Incorporating P4P into a strategic plan
13. The New Value Paradigm in John Doe Organization
• The value frontier
• Strategic planning for John Doe’s value
MSA 604 Diversity Consciousness and John Doe Administration
1. A System’s Approach to Cultural Competence
• Dimensions of diversity
• John Doe diversity challenges
• John Doe disparities in the United States
• Changing the U.S. John Doe care system
• System approach in the John Doe care delivery organization
• The importance of leadership
2. Systematic Attention to John Doe Disparities
• What are John Doe disparities?
• Race and ethnic disparities in John Doe
• Disparities or differences across other diversity dimensions:
Gender, sexual
orientation, the elderly
• Stakeholder attention to John Doe disparities
• Systematic strategies for reducing John Doe disparities
3. Workforce Demographics
• Trends in the US labor force
• Diversity and the John Doe professions
62. • Drivers of inequalities in the John Doe professions
• Workforce diversity challenges
4. Foundations for Cultural Competence in John Doe
• What is cultural competence in John Doe?
• Cultural competence and the John Doe provider organization
• Cultural competence and the multicultural John Doe workforce
5. Training for knowledge and skills in culturally competent
care for diverse populations
• The principals for knowledge and skills training
• Cultural competence knowledge and skills for John Doe
administrators
• Cultural competency training for the John Doe professional in
John Doe
operations
• Cultural competence training for support staff
• The role of assessment in cultural competence training
6. Cultural Competence in John Doe Encounters
• Models from transcultural nursing
• Being culturally responsive
7. Language Access Services and cross-cultural communication
• Language use in the United States
• Language differences in John Doe encounter
• Attitudes toward limited-English speakers
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• Changing responses to language barriers in John Doe
operations
63. • An expanding profession: The John Doe interpreter
• The translation is written by John Doe communication
8. Group Identity Development and John Doe Delivery
• Discuss the minority status group - identity development
• Discuss the majority status group - identity development
• Models to illustrate
9. The Centrality of Organizational Behavior
• The science of organizational behavior
• Organizations as a context for behavior
• Can culturally competent John Doe professionals do it by
themselves?
10. The Business Case for Best Practices
• The business case for cultural competence in John Doe
operations
• Workforce, HRM, and the business case
• Best demonstrated practices
• Benchmarking
11. The Future of Diversity and Cultural Competence in John
Doe
• Trends to support the adoption of a system’s approach to
diversity and cultural
competence in John Doe practices
• The sustainability movement
• Change management and force field analysis: Tools to
envision and shape the
future
MSA 602 Financial Management and John Doe Administration
64. 1. The Role of Financial Management in John Doe
Administration
• Financial Management in the John Doe industry (facility)
• Current challenges
• Organizational goals
• Tax laws and the impact on John Doe
• John Doe reform and financial management
2. John Doe Insurance
• Major John Doe insurers (Third-Party Payers)
• Private insurers
• Public Insurers
• Medicare (government insurance)
• Value-Based benefit and insurance design
• John Doe reform and insurance
3. Payments to John Doe Providers
• Coding: The foundation of fee-for-service reimbursement
• Generic reimbursement methods
• Financial incentives to providers
• Financial risks to providers
• Pay for performance
• John Doe reform and payments to providers
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4. Time Value Analysis
• Timelines
• Future value of a lump sum (compounding)
• The present value of a lump sum (discounting)
• Opportunity cost
• Solving the interest rate and time
• Annuities
65. • Perpetuities
• Uneven cash flow streams
• Using time value analysis to analysis to measure ROI
• Amortized loans
5. Financial Risk and Required Return
• The many faces of financial risks
• Risk aversion
• Probability distributions
• Expected and real rates of return
• Stand-alone risk
• Portfolio risk and return
• Portfolio risk of business investments
• Portfolio risk of stocks (Entire businesses)
• Portfolio betas
• The relevance of the risk measures
• Interpretation of risk measures
• The relationship between risk and return
6. Debt Financing
• The cost of debt
• Long-term debt
• Short-term debt
• Term loans
• Bonds
• Credit ratings
• Interest ratings
• Interest rate components
• The term structure of interest rates
• Advantages and disadvantages of debt financing
• Securities valuation
• The general valuation models
• Debt valuation
7. Equity Financing
• Rights and privileges of common stockholders
66. • Selling new common stock
• The market for common stock
• The decision to go public
• Advantages and disadvantages of common stock financing
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• Equity in not-for-profit corporations
• Common stock valuation
• Security market equilibrium
• Information efficiency
• The risk/return trade-off
8. Lease Financing
• Lease parties and types
• Per procedure versus fixed payment leases
• Tax effects
• Balance sheet effects
• Evaluation by the lessee
• Evaluation by the lessor
• Lease analysis symmetry
• Setting the lease payment
• Leveraged leases
• Motivations for leasing
9. The Cost of Capital and Capital Structure
• An overview of the cost-of-capital estimation process
• Estimating the cost of debt
• Estimating the cost of equity to large investor-owned
businesses
• Estimating the cost of equity to large investor-owned
businesses
• Estimating the corporate cost of capital
67. • An economic interpretation of the corporate cost of capital
• Flotation costs
• Divisional cost of capital
• Cost-of-capital for small businesses
• Factors that influence a business’ cost of capital
10. Capital Structure
• Impact of debt financing on risk and return
• Business and financial risk
• Capital structure theory
• The Miller Model
• Financial distress costs
• Trade-Off models
• The asymmetric information model of capital structure
• Summary of the capital structure models
• Application of capital structure theory to not-for-profit firms
• Making the capital structure decision
• Capital structure decisions for a small investor-owned
business
11. Capital Budgeting
• Project clarifications
• The role of financial analysis in John Doe services capital
budgeting
• Overview of capital budgeting financial analysis
• Cash flow estimation
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• Cash flow estimation example
• Breakeven analysis
• Return on Investment analysis
• Final thoughts on breakeven and profitability analysis
68. 12. Financial Condition Analysis
• Financial reporting in the John Doe services industry
• Financial statement analysis
• Ratio analysis
• Tying the ratio together: Du Pont analysis
• Operating indicator analysis
• Limitations of financial statement and operating indicator
analysis
• Economic value added
• Benchmarking
• Key performance indicator and dashboards
13. Financial Forecasting
• Strategic planning
• Operational planning
• Financial planning
• Revenue forecasting
• Discuss forecasted financial statements
• Constant growth forecasting
• Factors that influence the external financing requirement
• Problems with constant growth methods
• Real-world forecasting
• Computerized financial forecasting models
• Financial controls
14. Revenue Cycle and Current Accounts Management
• Cash management
• Marketable securities management
• Revenue cycle management
• Supply chain management
• Current liability management
15. Business Combinations Valuation
• Level of merger activity
• Motives for the merger: The Good, the bad, and the ugly
69. (analysis with a story)
• Types of mergers
• Hostile versus friendly takeovers
• Mergers involving not-for-profit businesses
• Business valuation
• Unique problems in valuing small businesses
• Setting the bid price
• Structuring the takeover bid
• Due diligence analysis
• Corporate alliances
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• Goodwill
• Who wins on a merger, the empirical evidence?
Contact the course instructor if you have any questions.
MIND MAP DISCUSSION
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MIND MAP DISCUSSION
Mind Map Discussion
70. Diversity and Financial Management
Diversity is a critical factor since it promotes effective
outcomes based on financial assessment of a corporation. It is
possible to assess insurance, financial risk, debt financing, and
capital structure. All these subjects are connected to diversity
since promotes effective outcomes due to the availability of a
variety of talent to pick from. Research reveals that a diverse
workforce has been provided to be highly financially profitable
(Catalyst, 2020). Issues such as financial risk can get mitigated
by ensuring effective outcomes based on capabilities of each
employee. A company can develop a productive capital
structure by assessing its capabilities and comparing it to the
workforce. Once all diversity constraints are mitigated, it is
possible to produce high profits.
Reference
Catalyst, Why Diversity and Inclusion Matter: Financial
Performance (June 24, 2020).
Grissom, A. R. (2018). The Alert Collector: Workplace
Diversity and Inclusion. Reference & User Services Quarterly,
57(4). doi: http://dx.doi.org/10.5860/rusq.57.4.6700.
Narasimhan, S. D. (2019). A Commitment to Gender Diversity
in Peer Review, 57(4).
https://doi.org/10.1016/j.cell.2019.08.043.