This document outlines a study that examines perceived changes in family relationships in St. Petersburg, Russia between 1983 and 2003. The study uses retrospective questionnaire data to analyze how the transition from communism to capitalism may have impacted family relationships. Key findings included a statistically significant deterioration in relationship quality with spouses, children, and extended family between 1983 and 1998. No recovery or improvement was seen between 1998 and 2003. The document provides historical context on the Soviet family and economy, and suggests ways the study could be improved, such as using longitudinal data.
This document outlines criteria for scoring student assignments on a scale of 20 points in each of 5 categories: Focus/Thesis, Content/Subject Knowledge, Critical Thinking Skills, Organization of Ideas/Format, and Writing Conventions. For each category, descriptors are provided for what constitutes an Exemplary (20 points), Accomplished (17 points), Developing (15 points), or Beginning (13 points) level of performance. Focus/Thesis addresses how well the student establishes and supports the central thesis. Content/Subject Knowledge examines the student's grasp and application of course material. Critical Thinking Skills assesses the student's ability to think critically and draw logical conclusions. Organization of Ideas/Format evaluates the structure
Describe how motivation and reinforcement would be used to influenAMMY30
This document outlines a rubric for evaluating a social studies lesson plan. The rubric assesses several areas of the lesson plan, including how well it integrates students' backgrounds, whether its objectives align with standards, how it incorporates academic language and content vocabulary, how instruction is differentiated, how cross-disciplinary skills are developed, the appropriateness and alignment of assessments, the organization of the content, writing mechanics, and documentation of sources. Criteria are judged as unacceptable, needs improvement, competent, or exemplary. The total possible points are 100.
Critical thinking1 michael priebesouthern new hampshire uAMMY30
The document summarizes Amy Tan's short story "Mother Tongue" in 3 paragraphs. Tan examines how language use varies by context, noting she uses different Englishes when speaking to her mother versus giving speeches. Her mother's limited English hindered access to services, though Tan overcame language barriers. The summary concludes that Tan rises above her "broken" or "limited" English and triumphs when her mother says reading in English is now easy.
Overview we provide a set of 50 guidelines to use iamit657720
The document provides 50 guidelines for assessing the quality and effectiveness of assessment in higher education. It discusses five major areas: having a clear purpose and readiness; involving stakeholders; what and how to assess; assessment as a story; and improvement and follow-up. The guidelines stress strategic intent, using assessment to improve programs and student learning, and involving stakeholders throughout the process from planning to implementation. Assessment should collect meaningful evidence to enhance student learning and inform institutional decision-making.
Stats & facts observerfpa journal.org12 journal of financrock73
1) The document provides tips for evaluating research-based writing by outlining 8 key questions to ask when reading academic research. These questions include understanding the problem/question being addressed, the methodology, results, practical applications, and implications for changing practice.
2) It also discusses the importance of practitioners becoming better able to recognize and apply research-based writing in order to strengthen the field of financial planning as a true profession.
3) Practitioners are encouraged to deepen their connection with academics producing research and to apply theory from academic research to their practice.
Communication 3 fall 2021informative speech guidelinesAMMY30
This document provides guidelines for an informative speech assignment in a Communication 3 class. It states that the speech should be between 4-7 minutes long and focus on informing the audience about a unique topic by explaining a concept or process. Students must use at least 3 credible sources, which must be cited verbally in the speech and listed on an outline with a references page in APA format. The speech should have an introduction, 2-3 main points in the body, and a conclusion. The goal is to objectively inform the audience without persuading them.
Due date 1159 p.m. est, sunday, of unit 7 points 100jasmin849794
This document provides instructions for an argument essay assignment due on Sunday at 11:59 pm EST. Students must write a 3-4 page essay arguing one side of one of three issues: climate change, universal healthcare, or employer access to employee social media. The essay must have an introduction with a thesis, 3 body paragraphs with an academic source supporting each topic, and a conclusion. It will be evaluated on introduction/conclusion, organization, argument development, use of sources, length, and writing mechanics.
Teaching analysis assignment100 points objectives and alignmentrock73
This document provides instructions for a teaching analysis assignment. Students are asked to find a YouTube video demonstrating a hands-on task, then analyze the video in a 3-page paper. They should identify the learning theories and techniques used in the video, reflect on their effectiveness for adult learners, and discuss how they will apply what they learned to their own teaching practice. The paper will be graded based on identification of the video, description and analysis of learning techniques, connection to relevant theories, depth of reflection, formatting, and grammar.
This document outlines criteria for scoring student assignments on a scale of 20 points in each of 5 categories: Focus/Thesis, Content/Subject Knowledge, Critical Thinking Skills, Organization of Ideas/Format, and Writing Conventions. For each category, descriptors are provided for what constitutes an Exemplary (20 points), Accomplished (17 points), Developing (15 points), or Beginning (13 points) level of performance. Focus/Thesis addresses how well the student establishes and supports the central thesis. Content/Subject Knowledge examines the student's grasp and application of course material. Critical Thinking Skills assesses the student's ability to think critically and draw logical conclusions. Organization of Ideas/Format evaluates the structure
Describe how motivation and reinforcement would be used to influenAMMY30
This document outlines a rubric for evaluating a social studies lesson plan. The rubric assesses several areas of the lesson plan, including how well it integrates students' backgrounds, whether its objectives align with standards, how it incorporates academic language and content vocabulary, how instruction is differentiated, how cross-disciplinary skills are developed, the appropriateness and alignment of assessments, the organization of the content, writing mechanics, and documentation of sources. Criteria are judged as unacceptable, needs improvement, competent, or exemplary. The total possible points are 100.
Critical thinking1 michael priebesouthern new hampshire uAMMY30
The document summarizes Amy Tan's short story "Mother Tongue" in 3 paragraphs. Tan examines how language use varies by context, noting she uses different Englishes when speaking to her mother versus giving speeches. Her mother's limited English hindered access to services, though Tan overcame language barriers. The summary concludes that Tan rises above her "broken" or "limited" English and triumphs when her mother says reading in English is now easy.
Overview we provide a set of 50 guidelines to use iamit657720
The document provides 50 guidelines for assessing the quality and effectiveness of assessment in higher education. It discusses five major areas: having a clear purpose and readiness; involving stakeholders; what and how to assess; assessment as a story; and improvement and follow-up. The guidelines stress strategic intent, using assessment to improve programs and student learning, and involving stakeholders throughout the process from planning to implementation. Assessment should collect meaningful evidence to enhance student learning and inform institutional decision-making.
Stats & facts observerfpa journal.org12 journal of financrock73
1) The document provides tips for evaluating research-based writing by outlining 8 key questions to ask when reading academic research. These questions include understanding the problem/question being addressed, the methodology, results, practical applications, and implications for changing practice.
2) It also discusses the importance of practitioners becoming better able to recognize and apply research-based writing in order to strengthen the field of financial planning as a true profession.
3) Practitioners are encouraged to deepen their connection with academics producing research and to apply theory from academic research to their practice.
Communication 3 fall 2021informative speech guidelinesAMMY30
This document provides guidelines for an informative speech assignment in a Communication 3 class. It states that the speech should be between 4-7 minutes long and focus on informing the audience about a unique topic by explaining a concept or process. Students must use at least 3 credible sources, which must be cited verbally in the speech and listed on an outline with a references page in APA format. The speech should have an introduction, 2-3 main points in the body, and a conclusion. The goal is to objectively inform the audience without persuading them.
Due date 1159 p.m. est, sunday, of unit 7 points 100jasmin849794
This document provides instructions for an argument essay assignment due on Sunday at 11:59 pm EST. Students must write a 3-4 page essay arguing one side of one of three issues: climate change, universal healthcare, or employer access to employee social media. The essay must have an introduction with a thesis, 3 body paragraphs with an academic source supporting each topic, and a conclusion. It will be evaluated on introduction/conclusion, organization, argument development, use of sources, length, and writing mechanics.
Teaching analysis assignment100 points objectives and alignmentrock73
This document provides instructions for a teaching analysis assignment. Students are asked to find a YouTube video demonstrating a hands-on task, then analyze the video in a 3-page paper. They should identify the learning theories and techniques used in the video, reflect on their effectiveness for adult learners, and discuss how they will apply what they learned to their own teaching practice. The paper will be graded based on identification of the video, description and analysis of learning techniques, connection to relevant theories, depth of reflection, formatting, and grammar.
Rubrics can help instructors grade assignments more consistently by identifying the criteria and standards for a given task. The document provides examples of rubrics for various assignments, such as presentations, research proposals, teamwork evaluations, and papers requiring critical analysis. It emphasizes that rubrics should be specific to the actual assignment in order to provide clear guidance and feedback to students. Sample rubrics are included for assignments in different subject areas like marketing, chemistry and history.
Composition ii syllabus dallas college north lake campusmehek4
This document is a syllabus for a Composition II course at Dallas College North Lake Campus. It provides information about contacting the instructor, Jared Westover, and his contact details. The course is ENGL 1302 in the fall 2020 semester. It meets online and has a last day to withdraw of April 15, 2021. The course focuses on developing research-based expository and persuasive essays. Graded assignments include several essays, a research unit, and a final exam essay. The grading scale and policies on attendance, late work, and academic integrity are also outlined. A detailed course schedule provides an overview of the units and assignments for each week of the semester.
Assignment· using the instructional task created earliergradualssuser454af01
The document provides instructions and assessment criteria for a case study assignment. It includes:
1) Details of the assignment which requires students to answer questions about a case study scenario and be assessed on identifying issues, analyzing problems, developing ideas, and linking to theories.
2) A rubric assessing these areas from exceptional to marginal fail.
3) Templates for creating learner outcomes at different DOK levels to measure mastery of standards, with examples provided.
Part 1 create an argument outline….example is belowtopicis eamit657720
This document provides guidance for writing an argumentative essay on the topic of whether extreme parenting is effective. It includes an outline example arguing that extreme parenting is not effective due to lack of work-life balance and psychological damage to children. The document instructs the student to write a 650+ word essay using at least three cited sources, and includes rubric criteria such as describing curriculum models, identifying appropriate nursing education levels, and outlining advantages and disadvantages for learners and educators.
Due date by 1159 p.m. est, wednesday, of unit 6 points mehek4
This document provides instructions for a journal assignment on Covey's 7th habit of "Sharpening the Saw," which involves regularly renewing the four dimensions of one's life - body, brain, heart, and soul. Students are asked to reflect on how they can balance and improve these dimensions while in school and their future profession. The assignment is evaluated based on the depth of content reflection, evidence of personal growth and application, and writing quality. Initial journal entries are due by varying deadlines throughout the week.
Strategies For Improvement On Ohios State Tests 112008(2)ashlandumjm
The document provides strategies for analyzing state test performance and improving student success, including:
1) Analyzing released test questions to identify strengths and weaknesses, looking at question content and percentages of students answering correctly.
2) Using two methods - comparing to state averages and measuring actual performance above 85%/below 40% - to identify trends across subject areas.
3) Recommendations for developing student skills through effective classroom practices like questioning, feedback, and divergent questions.
This document provides an overview and required readings for a module on job redesign. It includes links to two introductory videos on traditional job redesign techniques and the concept of job crafting. Students are instructed to read two in-depth articles on job rotation, job enrichment, job enlargement and core job characteristics. Additional required readings cover job crafting and specific strategies for cognitive, relational and task crafting. The assignment requires students to analyze how these concepts apply to their own job, and discuss which type of job redesign or crafting strategy would be most effective for improving their role and motivation.
Coun 6250 group leadership self assessment guidelinesssuserfa5723
The document provides guidelines for a self-assessment assignment in a group leadership course. It outlines two parts for the self-assessment. Part I involves taking notes over 4 weeks on one's experiences working with a group project and reflecting on prompts about role, dynamics, conflicts, strengths/growth areas. Part II involves assuming a group leader role in scenarios and reflecting on skills, conceptualization of leadership, and preparation for future experiences. The assignment requires integrating notes, using APA style, and being 3-5 pages.
Week5a writing statement of the problem & general purpose 2Hafizul Mukhlis
This document provides guidance on developing statements of the problem, general purpose, and research questions for a research study. It begins by outlining the learning objectives, which are to discuss and demonstrate understanding of these components, identify language forms used, and formulate sample statements. It emphasizes having an inquisitive mind and questioning attitude. Key questions to consider include the significance of topics, unanswered questions, and feasibility of research. The document provides examples of language for the statement of problem, general purpose, and research questions. It also notes the link between these components and importance of replication studies.
Sheet1 your name hereadvertiser #1advertiser #2advertiser #3advertrock73
The document provides instructions for a research paper assignment on the theme of human behavior. Students must write a 6-8 page paper that presents a problem or issue related to human behavior, conducts research to answer questions about the topic, and develops an argument supported by sources. The assignment includes a proposal, annotated bibliography, outline, drafts, and final paper. It also provides a grading rubric that evaluates elements such as the thesis, organization, argument development, research, source integration, and writing mechanics.
Economics 458 seminar on the economics of higher education springmodi11
This document outlines the syllabus for an economics seminar on higher education. The course will examine the complex US higher education system through an economic lens, exploring topics like the relationship between the sector and the broader economy, rising income inequality, demographic changes, and technological disruption. Students will complete response papers, an exam, a group policy brief and presentation, and an independent research paper on a question of their choosing. The professor emphasizes that students should view the readings as a starting point and conduct their own research, utilizing data sources and pursuing questions that extend existing literature. Participation through video engagement in online class sessions is also stressed.
The document discusses survey questionnaires. A questionnaire is a form used to collect data in a survey by asking respondents questions. It serves four purposes: to collect appropriate data, make data comparable and analyzable, minimize bias, and make questions engaging. The document provides guidance on developing a questionnaire, including deciding what information is needed, defining the target population, formulating questions to answer research questions, organizing questions logically, consulting experts, piloting the questionnaire, and adhering to ethical standards. It also discusses open-ended versus closed-ended questions and examples of each.
Seu hcm515 critical thinking writing rubric module 6 aryan532920
This document outlines a rubric for evaluating critical thinking writing assignments in a module 6 course. It evaluates submissions on content, research, analysis, sources, and mechanics. For each category, it provides criteria for exceeds expectations, meets expectations, below expectations, and limited evidence. Points are assigned for each level of achievement in each category, with exceeds expectations receiving the most points and limited evidence receiving the fewest. The total possible points that can be earned is 105.
This document provides guidance on note making for assignments. It recommends analyzing the assignment question by identifying task words, content words, and limitations. It then advises using source articles to start building notes to answer the question and address the requirements. The notes will then be used to write the assignment.
1 quantitative research study critiquestudent namewalden abhi353063
This document outlines the sections and criteria to consider for a quantitative research study critique. The critique should include an introduction naming the study and previewing the critique structure. The body will evaluate the title and authors' credibility, literature review, research strategy and design, and threats to internal validity. It will conclude by connecting the study to social work practice and assessing if it can safely inform the reviewer's practice.
Course code bco121 bcn1962 course name ethics in business tamehek4
This document outlines the requirements for an individual case study assignment on business ethics. Students must:
1) Research and analyze an organization's stated ethical values and principles and the extent to which it applies them in practice.
2) Consider how the organization addresses ethical challenges in an international context.
3) Structure the case study with an introduction, body, conclusions, and references in Harvard citation style. The case study should be 1,500 words and submitted by the due date for a grade worth 30% of the course.
Order #172228247 (status writer assigned)review evaluation (2 pagJUST36
The document outlines an action research project assignment involving 5 iterations over 8 weeks to research and address a technological problem. It provides templates and requirements for key sections including an introduction, methodology, literature review, proposal outlining the 5 iterations, and sections for each iteration including plan, action, observation, and reflection. The document also includes an example proposal focusing on improving an organization's needs assessment process.
The Introduction chapter of the Case Study Summary report presents shortly the history of the Alternative work development also called New Ways of Working a.k.a NewWoW. The effect of enablers usually classified as Technological, Physical and Social are in the main focus.
Objectives are 1) perform three complementary approaches of enablers, concept and future of the organization using the same consultative process to engage work practices 2) find quantitative information of the aspects (what?) of the work environment affecting to personal life using a survey 3) find out qualitative information of “How aspects of the social environment enhance or disrupt Knowledge Work – on individual, team, organizational, societal levels. Why?” using focus group discussions in the same three organizations.
The first part of the report is describing the companies (VTT, Granlund and ISS) change plans and the target setting. The Optimaze engagement methodology and the results are described for the three organizations cases. The key work practices in three organizations have remarkable similarities: the need for communication, coordination, sharing, being with customers/partners/colleagues etc.
The second part describes a survey of totally 255 persons in three organizations addressing question “What factors of the social environment enhance or disrupt Knowledge Work?”. The SPSS™ statistical program was used to analyse the survey data. The differences between the Granlund, ISS and VTT in survey response patterns reflected mainly the fact that they are different type of organizations.
The third part describes the preparation, execution and the data analysis of the Focus group interviews. The transcripts were content coded both manually and by Atlas.ti, a software package for qualitative data analysis. The overall impression from the group discussion is that that most of the participants cared deeply about are issues that personally affect them or their close colleagues. The drivers for Job Crafting arise from three personal needs. Firstly to exert some control over the job to avoid alienation, secondly to build a positive self-image, and thirdly to connect with others. The three aforementioned needs echo the basic psychological needs of Self-Determination Theory: namely Autonomy, Competence and Relatedness.
Teacher’s feedback hi john you earned a grade of f on this paperock73
The teacher provided feedback on a paper written by John, grading it an F (45%). The feedback identified several areas for improvement, including a lack of detail describing the organization and issue, weak analysis of corporate culture without proper sources or examples, and loose connections between weaknesses and supporting material. The teacher asked for stronger analysis of organizational strengths and weaknesses as they apply broadly, and for more explanation and details supporting proposed modifications to organizational practices and solutions.
PAGE
1
METHOD PAPER
Method
Method Description
This study focuses on relational satisfaction among dating and married couples. A survey design will be the research method for this study. A correlational design is appropriate because this study aims to understand how couples perceive their relationship. More precisely, questionnaires will be conducted in responds to the following hypothesis question; overbenefitted and underbenefitted relational partners are less satisfied than people in equitable relationships. This study assumes that perceived equity is positively related to relational satisfaction. The questions pertain to how each partner views the overall relationship. Equity seems to play a vital role in the determining relational satisfaction, therefore it will be examined.
Procedures
Participants. A non-random, convenience and snowball sample of 250 couples (500 individuals total) will be required for this study. A large number of participants will be needed to ensure that the population will be accounted for. Although this study includes people from a large age range, all participants must meet an age requirement of 18 years or older. Also, all participants must have been in a relationship for at least 6 months. Two types of participants will be recruited for this study. Dating couples will be recruited from Arizona State University communication classes. Students will be given extra credit for participating in a two-part study. Encouraging student’s participation by offering extra credit will be the most efficient method of reaching a quota of 250 couples. Part one of the study requires the student and their partner to fill out a questionnaire about their perception and their partner’s perception of the relationship. Part two entails students to have their parents fill out the same questionnaire. In other words, married couples will be recruited by the student participants.
Procedures. Participation is based on a first come first served basis. The first 125 students who sign up will receive extra credit upon completing their participation. Student couples will show up to a designated area on school campus. They will immediately be separated and given identical questionnaires. They will be instructed to complete the questionnaire and any clarification will be addressed by a confederate. Participants will be asked not to discuss their responds with their partners until both complete the questionnaires. This will prevent biased responds form participants. After the couple completes the questionnaire, the student who signed up for the study will be given two confidential envelops for each parent. Parents will be instructed to fill out the survey individually and their children (student) will return the package to an assigned area. The procedure for this study is appropriate because students have the incentive to gain extra credit. Also, reliability and validity will be determined by the instrumentation of study.
Measures/I ...
- The document summarizes a case study investigating factors that influence student satisfaction with academic advising.
- The researchers hypothesized 8 variables were important, including relationships with faculty and administration.
- The most important variable was relationships with faculty, as positive relationships increased the odds of being satisfied by 360%. Positive relationships with administration and receiving academic support were also important.
- The researchers recommend universities focus on strengthening relationships between advisors and advisees to improve student satisfaction.
Rubrics can help instructors grade assignments more consistently by identifying the criteria and standards for a given task. The document provides examples of rubrics for various assignments, such as presentations, research proposals, teamwork evaluations, and papers requiring critical analysis. It emphasizes that rubrics should be specific to the actual assignment in order to provide clear guidance and feedback to students. Sample rubrics are included for assignments in different subject areas like marketing, chemistry and history.
Composition ii syllabus dallas college north lake campusmehek4
This document is a syllabus for a Composition II course at Dallas College North Lake Campus. It provides information about contacting the instructor, Jared Westover, and his contact details. The course is ENGL 1302 in the fall 2020 semester. It meets online and has a last day to withdraw of April 15, 2021. The course focuses on developing research-based expository and persuasive essays. Graded assignments include several essays, a research unit, and a final exam essay. The grading scale and policies on attendance, late work, and academic integrity are also outlined. A detailed course schedule provides an overview of the units and assignments for each week of the semester.
Assignment· using the instructional task created earliergradualssuser454af01
The document provides instructions and assessment criteria for a case study assignment. It includes:
1) Details of the assignment which requires students to answer questions about a case study scenario and be assessed on identifying issues, analyzing problems, developing ideas, and linking to theories.
2) A rubric assessing these areas from exceptional to marginal fail.
3) Templates for creating learner outcomes at different DOK levels to measure mastery of standards, with examples provided.
Part 1 create an argument outline….example is belowtopicis eamit657720
This document provides guidance for writing an argumentative essay on the topic of whether extreme parenting is effective. It includes an outline example arguing that extreme parenting is not effective due to lack of work-life balance and psychological damage to children. The document instructs the student to write a 650+ word essay using at least three cited sources, and includes rubric criteria such as describing curriculum models, identifying appropriate nursing education levels, and outlining advantages and disadvantages for learners and educators.
Due date by 1159 p.m. est, wednesday, of unit 6 points mehek4
This document provides instructions for a journal assignment on Covey's 7th habit of "Sharpening the Saw," which involves regularly renewing the four dimensions of one's life - body, brain, heart, and soul. Students are asked to reflect on how they can balance and improve these dimensions while in school and their future profession. The assignment is evaluated based on the depth of content reflection, evidence of personal growth and application, and writing quality. Initial journal entries are due by varying deadlines throughout the week.
Strategies For Improvement On Ohios State Tests 112008(2)ashlandumjm
The document provides strategies for analyzing state test performance and improving student success, including:
1) Analyzing released test questions to identify strengths and weaknesses, looking at question content and percentages of students answering correctly.
2) Using two methods - comparing to state averages and measuring actual performance above 85%/below 40% - to identify trends across subject areas.
3) Recommendations for developing student skills through effective classroom practices like questioning, feedback, and divergent questions.
This document provides an overview and required readings for a module on job redesign. It includes links to two introductory videos on traditional job redesign techniques and the concept of job crafting. Students are instructed to read two in-depth articles on job rotation, job enrichment, job enlargement and core job characteristics. Additional required readings cover job crafting and specific strategies for cognitive, relational and task crafting. The assignment requires students to analyze how these concepts apply to their own job, and discuss which type of job redesign or crafting strategy would be most effective for improving their role and motivation.
Coun 6250 group leadership self assessment guidelinesssuserfa5723
The document provides guidelines for a self-assessment assignment in a group leadership course. It outlines two parts for the self-assessment. Part I involves taking notes over 4 weeks on one's experiences working with a group project and reflecting on prompts about role, dynamics, conflicts, strengths/growth areas. Part II involves assuming a group leader role in scenarios and reflecting on skills, conceptualization of leadership, and preparation for future experiences. The assignment requires integrating notes, using APA style, and being 3-5 pages.
Week5a writing statement of the problem & general purpose 2Hafizul Mukhlis
This document provides guidance on developing statements of the problem, general purpose, and research questions for a research study. It begins by outlining the learning objectives, which are to discuss and demonstrate understanding of these components, identify language forms used, and formulate sample statements. It emphasizes having an inquisitive mind and questioning attitude. Key questions to consider include the significance of topics, unanswered questions, and feasibility of research. The document provides examples of language for the statement of problem, general purpose, and research questions. It also notes the link between these components and importance of replication studies.
Sheet1 your name hereadvertiser #1advertiser #2advertiser #3advertrock73
The document provides instructions for a research paper assignment on the theme of human behavior. Students must write a 6-8 page paper that presents a problem or issue related to human behavior, conducts research to answer questions about the topic, and develops an argument supported by sources. The assignment includes a proposal, annotated bibliography, outline, drafts, and final paper. It also provides a grading rubric that evaluates elements such as the thesis, organization, argument development, research, source integration, and writing mechanics.
Economics 458 seminar on the economics of higher education springmodi11
This document outlines the syllabus for an economics seminar on higher education. The course will examine the complex US higher education system through an economic lens, exploring topics like the relationship between the sector and the broader economy, rising income inequality, demographic changes, and technological disruption. Students will complete response papers, an exam, a group policy brief and presentation, and an independent research paper on a question of their choosing. The professor emphasizes that students should view the readings as a starting point and conduct their own research, utilizing data sources and pursuing questions that extend existing literature. Participation through video engagement in online class sessions is also stressed.
The document discusses survey questionnaires. A questionnaire is a form used to collect data in a survey by asking respondents questions. It serves four purposes: to collect appropriate data, make data comparable and analyzable, minimize bias, and make questions engaging. The document provides guidance on developing a questionnaire, including deciding what information is needed, defining the target population, formulating questions to answer research questions, organizing questions logically, consulting experts, piloting the questionnaire, and adhering to ethical standards. It also discusses open-ended versus closed-ended questions and examples of each.
Seu hcm515 critical thinking writing rubric module 6 aryan532920
This document outlines a rubric for evaluating critical thinking writing assignments in a module 6 course. It evaluates submissions on content, research, analysis, sources, and mechanics. For each category, it provides criteria for exceeds expectations, meets expectations, below expectations, and limited evidence. Points are assigned for each level of achievement in each category, with exceeds expectations receiving the most points and limited evidence receiving the fewest. The total possible points that can be earned is 105.
This document provides guidance on note making for assignments. It recommends analyzing the assignment question by identifying task words, content words, and limitations. It then advises using source articles to start building notes to answer the question and address the requirements. The notes will then be used to write the assignment.
1 quantitative research study critiquestudent namewalden abhi353063
This document outlines the sections and criteria to consider for a quantitative research study critique. The critique should include an introduction naming the study and previewing the critique structure. The body will evaluate the title and authors' credibility, literature review, research strategy and design, and threats to internal validity. It will conclude by connecting the study to social work practice and assessing if it can safely inform the reviewer's practice.
Course code bco121 bcn1962 course name ethics in business tamehek4
This document outlines the requirements for an individual case study assignment on business ethics. Students must:
1) Research and analyze an organization's stated ethical values and principles and the extent to which it applies them in practice.
2) Consider how the organization addresses ethical challenges in an international context.
3) Structure the case study with an introduction, body, conclusions, and references in Harvard citation style. The case study should be 1,500 words and submitted by the due date for a grade worth 30% of the course.
Order #172228247 (status writer assigned)review evaluation (2 pagJUST36
The document outlines an action research project assignment involving 5 iterations over 8 weeks to research and address a technological problem. It provides templates and requirements for key sections including an introduction, methodology, literature review, proposal outlining the 5 iterations, and sections for each iteration including plan, action, observation, and reflection. The document also includes an example proposal focusing on improving an organization's needs assessment process.
The Introduction chapter of the Case Study Summary report presents shortly the history of the Alternative work development also called New Ways of Working a.k.a NewWoW. The effect of enablers usually classified as Technological, Physical and Social are in the main focus.
Objectives are 1) perform three complementary approaches of enablers, concept and future of the organization using the same consultative process to engage work practices 2) find quantitative information of the aspects (what?) of the work environment affecting to personal life using a survey 3) find out qualitative information of “How aspects of the social environment enhance or disrupt Knowledge Work – on individual, team, organizational, societal levels. Why?” using focus group discussions in the same three organizations.
The first part of the report is describing the companies (VTT, Granlund and ISS) change plans and the target setting. The Optimaze engagement methodology and the results are described for the three organizations cases. The key work practices in three organizations have remarkable similarities: the need for communication, coordination, sharing, being with customers/partners/colleagues etc.
The second part describes a survey of totally 255 persons in three organizations addressing question “What factors of the social environment enhance or disrupt Knowledge Work?”. The SPSS™ statistical program was used to analyse the survey data. The differences between the Granlund, ISS and VTT in survey response patterns reflected mainly the fact that they are different type of organizations.
The third part describes the preparation, execution and the data analysis of the Focus group interviews. The transcripts were content coded both manually and by Atlas.ti, a software package for qualitative data analysis. The overall impression from the group discussion is that that most of the participants cared deeply about are issues that personally affect them or their close colleagues. The drivers for Job Crafting arise from three personal needs. Firstly to exert some control over the job to avoid alienation, secondly to build a positive self-image, and thirdly to connect with others. The three aforementioned needs echo the basic psychological needs of Self-Determination Theory: namely Autonomy, Competence and Relatedness.
Teacher’s feedback hi john you earned a grade of f on this paperock73
The teacher provided feedback on a paper written by John, grading it an F (45%). The feedback identified several areas for improvement, including a lack of detail describing the organization and issue, weak analysis of corporate culture without proper sources or examples, and loose connections between weaknesses and supporting material. The teacher asked for stronger analysis of organizational strengths and weaknesses as they apply broadly, and for more explanation and details supporting proposed modifications to organizational practices and solutions.
PAGE
1
METHOD PAPER
Method
Method Description
This study focuses on relational satisfaction among dating and married couples. A survey design will be the research method for this study. A correlational design is appropriate because this study aims to understand how couples perceive their relationship. More precisely, questionnaires will be conducted in responds to the following hypothesis question; overbenefitted and underbenefitted relational partners are less satisfied than people in equitable relationships. This study assumes that perceived equity is positively related to relational satisfaction. The questions pertain to how each partner views the overall relationship. Equity seems to play a vital role in the determining relational satisfaction, therefore it will be examined.
Procedures
Participants. A non-random, convenience and snowball sample of 250 couples (500 individuals total) will be required for this study. A large number of participants will be needed to ensure that the population will be accounted for. Although this study includes people from a large age range, all participants must meet an age requirement of 18 years or older. Also, all participants must have been in a relationship for at least 6 months. Two types of participants will be recruited for this study. Dating couples will be recruited from Arizona State University communication classes. Students will be given extra credit for participating in a two-part study. Encouraging student’s participation by offering extra credit will be the most efficient method of reaching a quota of 250 couples. Part one of the study requires the student and their partner to fill out a questionnaire about their perception and their partner’s perception of the relationship. Part two entails students to have their parents fill out the same questionnaire. In other words, married couples will be recruited by the student participants.
Procedures. Participation is based on a first come first served basis. The first 125 students who sign up will receive extra credit upon completing their participation. Student couples will show up to a designated area on school campus. They will immediately be separated and given identical questionnaires. They will be instructed to complete the questionnaire and any clarification will be addressed by a confederate. Participants will be asked not to discuss their responds with their partners until both complete the questionnaires. This will prevent biased responds form participants. After the couple completes the questionnaire, the student who signed up for the study will be given two confidential envelops for each parent. Parents will be instructed to fill out the survey individually and their children (student) will return the package to an assigned area. The procedure for this study is appropriate because students have the incentive to gain extra credit. Also, reliability and validity will be determined by the instrumentation of study.
Measures/I ...
- The document summarizes a case study investigating factors that influence student satisfaction with academic advising.
- The researchers hypothesized 8 variables were important, including relationships with faculty and administration.
- The most important variable was relationships with faculty, as positive relationships increased the odds of being satisfied by 360%. Positive relationships with administration and receiving academic support were also important.
- The researchers recommend universities focus on strengthening relationships between advisors and advisees to improve student satisfaction.
Create a pamphlet using any type of publisher software you choose CruzIbarra161
Create a pamphlet using any type of publisher software you choose to educate clients on a current patient safety issue.
For example:
· How aging adults can care for themselves at home
· Medication–polypharmacy and how a patient cannot make a self-medication error,
· Or other appropriate safety issues.
If you have a question about a specific topic, check with your instructor. It is recommended that you save your pamphlet as a PDF for submission.
Your pamphlet must include the following items:
1. At least five tips for preventive care for the patient.
2. Information that should be shared with family or caregivers.
3. Local resources in the community that might be available for this type of safety concern.
4. At least three APA-formatted references published within the last five years.
Need help? Here's a YouTube video on creating a trifold brochure that you can use as a guide: https://youtu.be/2-wuhi2W-Yc (Links to an external site.)
Rubric
NURS_440_OL - NURS 440 Week 3 Rubric - Patient Safety Culture Pamphlet
NURS_440_OL - NURS 440 Week 3 Rubric - Patient Safety Culture Pamphlet
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeCritical Analysis
40 to >35.6 pts
Meets or Exceeds Expectations
Communicates purpose of project with superior understanding of material, shows insight and engages patients or reader. Style is appropriate for intended audience. Presents an exemplary articulation and insightful analysis of significant concepts and/or theories presented for the chosen topic. Ideas are professionally sound and creative; they are supported by scientific evidence that is credible and timely.
35.6 to >30.0 pts
Mostly Meets Expectations
Presents an accurate understanding of the chosen topic, but might be missing a detail or two or miss the intended audience. Ideas are mostly supported by scientific evidence that is credible and timely.
30 to >23.6 pts
Below Expectations
Provides insufficient explanations of significant concepts for the chosen topic. Ideas are generally unsupported by scientific evidence, but some attempt has been made.
23.6 to >0 pts
Does Not Meet Expectations
Does not, or incorrectly, portrays insufficient explanations for the chosen topic. Information is not scientifically sound.
40 pts
This criterion is linked to a Learning OutcomeContent
40 to >35.6 pts
Meets or Exceeds Expectations
Offers detailed and specific examples to educate on the chosen topic. Includes a minimum of five tips for preventive care for the patient. Includes information that should be shared with family or caregivers. Includes local resources in the community that might be available. Includes at least three references.
35.6 to >30.0 pts
Mostly Meets Expectations
Offers specific examples to educate on the chosen topic, but might be missing one or two details. Response indicates a more general understanding of the concepts to educate on the chosen topic. Either missing the full five preventative tips, information for family or caregiv ...
Assignment 3 Written Paper 2 (Week 4) DUE Mar 30, 2014 1155.docxsherni1
Assignment 3: Written Paper 2 (Week 4)
DUE: Mar 30, 2014 11:55 PM
Assignment Instructions
Instructions:
In 2-3 pages, explain what expenses and costs face today's air industry. In addition, evaluate what the current fuel costs do to the industry and how do they affect the ticket prices and the patrons flying occurences.
Submission Instructions: Please attach the assignment in Word Format. Format your paper consistent with APA guidelines.
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thin ...
SLA Default Written Assignment Grading Rubric 2013-2014 .docxbudabrooks46239
SLA Default Written Assignment Grading Rubric 2013-2014
Grading Rubric,
Written Assignments
2013-2014
Value for column and grade equivalent
Criteria F(0) F (11) D (13) C (15) B (17) A (20)
Writing Skills:
Grammar, spelling and
syntax are correct. Length
meets requirements for the
assignment.
No submission Significant number of
errors in grammar,
spelling and/or syntax per
page. Indicates a
significant lack of
proofreading effort. Does
not adhere to length
requirements.
Many errors in grammar,
spelling and/or syntax on
most pages. Some minor
effort at proofreading,
insufficient. Does not
adhere to length
requirements.
Rare errors in grammar,
spelling and/or syntax;
for example - fewer than
two per page. Overall,
some effort at
proofreading; meets
length requirements.
No obvious errors in
grammar, spelling and/or
syntax; for example-fewer
than one minor error per
page; meets length
requirements.
Essentially, no errors in
grammar, spelling or
syntax throughout the
entire document; meets
length requirements.
Development: Core theme
or thesis statement is
present along with
coherent, coordinated,
supported arguments
No submission 1) Paper has no
theme/thesis statement; 2)
Lacks identifiable
arguments and/or ideas
1) Paper’s core
theme/thesis statement is
difficult to identify; 2)
Rudimentary
development of
arguments and/or ideas
1) Paper is organized
around a core
theme/thesis statement; 2)
Identifiable development
of arguments and/or ideas
1) Paper is focused on a well
developed theme/thesis
statement; 2) Ideas and
arguments are clear and well
defined
1) Paper's theme/thesis
statement is completely
developed 2) the arguments
and ideas are clear, well
defined and comprehensive
Content: Paper contains
the appropriate quality and
quantity of well thought
out ideas to support and
address the topic as
required.
No submission Paper lacks the most
basic quality and quantity
of ideas to support and
address the topic as
required.
Paper contains poorly
developed ideas that
inconsistently support and
address the topic as
required.
Paper contains the
minimum quality and
quantity of ideas that
support the topic as
required.
Paper contains the
appropriate quality and
quantity of ideas to support
and address fully the topic as
required.
Paper contains high quality
ideas that are skillfully
used to support the topic
completely as required.
Conclusion: Paper
contains a well-developed
summary or conclusion
that builds on the
theme/thesis and the ideas
or arguments presented.
No submission Paper lacks a
summary/conclusion
drawn from stated ideas.
Paper has incorrect and/or
incomplete
summary/conclusion.
Paper has an adequate
summary/conclusion.
Paper has a convincing and
inclusive
summary/conclusion.
Paper has a cogent,
in.
Psyc 255 case study paper instructionsreviewed for fall d 2020 YASHU40
This document provides instructions for a case study assignment in a psychology course. Students must answer 4 questions about case studies in 2-4 pages using APA format. They must include a title page, references page, and headings for each question. The questions address defining a case study, advantages and disadvantages, reasons for using the approach, and sources of information. Proper APA formatting, citations, and at least 2 references are required. The assignment is due in Module 5.
Ruuninghead Curriculum and Assessment Reyes 1 .docxrtodd599
Ruuninghead: Curriculum and Assessment Reyes 1
Examination of Curriculum and Assessment
Student
EDU382: Meeting the Needs of Diverse Learners
Instructor Carl Beyer
Date
Ruuninghead: Curriculum and Assessment Reyes 2
After looking at the Immigration Lesson Plan and reviewing the learning objectives, I
believe the entire lesson unit is able to engage the students in learning along with incorporating
the five characteristics to providing a quality curriculum. I know the objectives are aligned
because the lesson can be adapted to the different grades from third to fifth. There is also a list of
the extension activities so the activities can be used. This lesson plan also focuses on improving
and developing student understanding on the immigration era and how the immigrants came to
the United States.
This unit is able to help the students to develop prior knowledge by asking the students if
they know if any of their family members had immigrated or if they know if anyone has. One of
the activities that peaks my interest is the audio tours that would help the student to use their
imagination so they could feel what it is like to be an immigrant.
Some activities that could be added to the lesson would be to recreate a replica in the
classroom of what it was like for immigrants to go through Ellis Island. Assign the student to
learn about a different country then have the students go through the line.
Yes the work asked of the students is simple enough but the lesson plan can also be
adapted using a Knowing, Understand and able to do Chart. In the text it mentions the
importance of using learning tasks that encourage the students to use their essential knowledge
and making sure the students are able to understand the true meaning of what they have learned.
(Sousa, D. A. & Tomlinson, C. A. 2011).
The content can make a difference because this unit lesson actually engages the students
and the different activities can be made to work individually or within a group setting. The goal
of this unit helps to incorporate the students taking a trip and talking to someone who has
immigrated to the United States.
Commented [BC1]: Good job evaluating the alignment of the
learning objectives, the learning activities, and assessments.
Commented [BC2]: You did a good job demonstrating that this
unit is constructed to ensure high relevance to students’ lives and
experiences so that they can build new knowledge on the prior
knowledge or experience they bring to the classroom and providing
examples that shows how this supports the characteristics of a
quality curriculum.
Commented [BC3]: Your evaluation of whether the lesson plan
supports student in becoming thinkers and problem solvers, often
drawing on methods and practices of experts is well done.
Ruuninghead: Curriculum and Assessment Reyes 3
Yes I agree with the assessments because it allows .
How can School/Home Connections Be Improved To Ensure Student Success In Asse...s0127912
This document presents Rebecca Savage's investigation into how school/home connections can be improved to ensure student success in assessment. It explores the importance of school/home connections for student achievement and the community. Surveys found that most educators, students, and parents feel connections need improving, and communicating via text was the preferred method. Theoretical frameworks on parent-teacher relationships and Bronfenbrenner's ecological systems are discussed. A 2002 research project using technology to enhance home-school connections is also referenced.
School relationships can positively or negatively impact student performance and grades. This study aims to identify how students can balance their time at school with relationships, determine their roles as students and partners, and identify how maintaining grades while receiving encouragement from partners. The study provides data on how students can balance academics and relationships, focusing on lovers and empowering students to solve their own problems.
Review the various theories of Aging in Chapters 14 and 15 of the te.docxcheryllwashburn
Review the various theories of Aging in Chapters 14 and 15 of the text.
Interview a person of your choice (they may be your parents, relatives, or friends). These questions must address the following:
Cognitive, physical, and psychosocial development during the interviewee's Maturity stage of adulthood (age 65 or older).
How peers influenced the interviewee during his or her lifetime.
What people and/or events influenced the interviewee's development of morals.
How the interviewee's experiences have formulated who he or she is as a Mature adult.
Note: American Psychological Association (APA) ethical guidelines indicate that interviewees have the right to refuse to answer any question posed to them by an interviewer. Please ensure that your interviewees are aware of this, and do not force them to answer where the opportunity to reply has been refused.
Pick one of the theories reviewed in Chapters 14 and 15 of the text.
Write a paper of 750-1,000 words, discussing the selected theory and how it relates to your interview. Include the following in your paper:
A description of the selected theory.
A description of your interviewee (gender, age, ethnicity, etc.)
How the interviewee's responses illustrate the selected theory. Support your response with examples.
Include at least three scholarly references in addition to the text in your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
THERE NEEDS TO BE AT LEAST 4 SCHOLARY RESOURCES USED IN THIS ASSIGNMENT. THE PAPER NEEDS TO BE WRITTEN IN APA FORMAT.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
15.0 %A Description of the Selected Theory
Does not include a description of the selected theory.
Includes an inaccurate or vague description of the selected theory.
Demonstrates an understanding of the selected theory by included an accurate description of the theory that includes major points of importance to the topic.
Demonstrates a thorough understanding of the selected theory by providing an accurate description of the theory that includes major points of importance on the topic.
Demonstrates an understanding of the selected theory by including a detailed and accurate description of the theory as well as major points of importance to the topic and clearly ties the information provided to the practice of professional counseling.
80.0 %Content
15.0 %A Description of the Interviewee (Gender, Age, Ethnicity, etc.)
Does not include a description of the interviewee and/or the person interviewed was not appropriate for the assignment.
A minimal description of the interviewed was included and/or the person interviewed was minimally appropriate for the assignmen.
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxShiraPrater50
This document provides information about a government-business relations course offered at California State University San Bernardino in Spring 2020. It includes the course description, learning objectives, required text, assignments and grading criteria. The course examines the relationship between government policies and business development. Major assignments include weekly writing assignments, quizzes, an ethics research paper, an economic development case study and presentation, and a final exam. The course aims to help students understand ethics and interactions between government and business.
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxadkinspaige22
This document provides information about a government-business relations course offered at California State University San Bernardino in Spring 2020. It includes the course description, learning objectives, required text, assignments and grading criteria. The main assignments are weekly writing assignments, quizzes, an ethics research paper, an economic development case study and presentation, and a globalization reflective essay. The course aims to develop students' understanding of the interactions between government and business.
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS hirstcruz
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
Week 6 Final Assignment AnnouncementThis final ass.docxcockekeshia
Week 6 Final Assignment Announcement
This final assignment is in 3 parts. I have included all parts here in this announcement. GCU allows you to bring in some of your course work you have already completed during this course to address some of the criteria of this paper. You do not need to turn your paper to Turnitin and you do not have to worry about high familiarity percentages.
Take your time with this paper. Make sure that you address all the criteria of the assignment.
Part 1
Survey of Teacher Websites and Communication Efforts
The Internet has become an integral way schools and teachers communicate with students, families, and community members. Compare the online communication efforts of two teachers working in different schools and different districts.
Assume you are a parent or guardian of at least one elementary student enrolled in each of your selected teacher’s classes, and complete and submit the "Survey of Teacher Websites and Communication Efforts" document from that point of view.
Conclude this assignment by writing a 250-500-word summary of what you thought worked and what did not with the websites. Include one to three recommendations for each teacher to improve or make valuable additions to his or her website.
APA style is not required, but solid academic writing is expected.
You are not required to submit this assignment to Turnitin.
40.0
Part 1
Interview a certified elementary or middle school teacher about the school’s behavior expectations for students, the school’s behavior management program, and how these expectations are shared and made visible across the campus and in the classroom.
Your interview questions should probe:
1. The type, number, and degree to which the expectations are stated in positive language and the rationales for these expectations
2. The forms and locations in which the expectations are posted on the school grounds and in the classroom
3. How expectations are initially taught, reinforced, and monitored schoolwide and at the classroom level
4. How students who enroll after the start of the year are taught the school’s behavioral expectations
5. The teacher’s reflections on the overall degree of effectiveness of his or her school’s behavior-management program
6. The teacher’s recommendations for changes to the school’s behavior-management program based on personal experiences
Ask additional questions and follow-up questions as appropriate. Retain a copy of the questions asked and responses received.
Document your time on your Clinical Field Experience Verification Form accessed in Taskstream.
Submit the completed Clinical Field Experience Verification Form along with this assignment to your instructor in LoudCloud.
You will also submit the completed Clinical Field Experience Verification Form to Taskstream with your Benchmark Assessment.
APA format is not required, but solid academic writing is expected.
You are not required to sub.
PRTH 172
Applying Biblical Principles Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Understanding of verse when written
/15
14-15
Demonstrates excellent work in showing what the verses meant when written
11-13
Demonstrates average work in showing what the verses meant when written
1-10
Demonstrates basic work; does not clearly show what the verses meant when written
0
Not Present
Verses Then and Now
/15
14-15
Shows excellence in showing the difference between then and now
11-13
Shows average understanding of the difference between then and now.
1-10
Shows basic understanding of the difference between then and now
0
Not Present
Abiding Theological Principle
/15
14-15
Shows excellence describing the abiding theological principle.
11-13
Shows average skill finding the abiding theological principle.
1-10
Shows basic skill determining the abiding theological principle.
0
Not Present
Common Use/Application
/25
23-25
Demonstrates excellence in summarizing misuse of the verse and applying the verse
18-22
Demonstrates average application summarizing misuse of the verse and applying the verse
1-17
Demonstrates only a basic understanding of the misuse of the verse and applying the verse
0
Not Present
Structure 30%
Advanced 90-100%
Proficient 70-89%
Developing 1-69%
Not present
Thread Specific Requirements
/30
27-30
Submission is complete and is free of spelling errors, punctuation errors, or grammatical errors.
21-26
Submission is basically complete and contains minimal spelling errors, punctuation errors, or grammatical errors.
1-20
Submission is lacking and contains multiple spelling errors, punctuation errors, or grammatical errors.
0
Not Present
Unit 2 Assignment AGrading RubricPoints Possible:55No ProgressIntroductoryEmergentPracticedProficientMasteryGrading ScoreRelative WeightPoints012345Identify…Student work demonstrates no understanding or progress towards achievement of this outcome.Student identified only two principles of sustainability is included in the long-term recovery process.Student identified only three principles of sustainability is included in the long-term recovery process.Student identified only four principles of sustainability is included in the long-term recovery process.Student identified only five principles of sustainability is included in the long-term recovery process.Student identified how each of the six principles of sustainability is included in the long-term recovery process.515%8.25Research…Student work demonstrates no understanding or progress towards achievement of this outcome.Student used only the text material as references.Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor.Student used one credible resource beyond the text material.Student used at least two credible sources beyond the text.
Attitude, Legislation, and Litigation 1 Unsatisf.docxikirkton
Attitude, Legislation, and Litigation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Attitude, Legislation, and Litigation: Address the social implications of attitude, legislation, and litigation on the lives of students with disabilities
Fails to address the changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Explanations of changes in the following are underdeveloped: perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Adequately explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Proficiently explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Comprehensively explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
30.0 % Content Comprehension
Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.
Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.
Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.
Content is comprehensive and accurate; definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment's criteria. At least two relevant academic sources are cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment' ...
Top of FormAssessment of the Child Functional Health Pattern An.docxturveycharlyn
Top of Form
Assessment of the Child: Functional Health Pattern Analysis Worksheet
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
90.0 %Content
30.0 %Lists Two Assessment Findings Characteristic of Each Age Group and Describes Two Potential Problems That a Nurse May Discover in an Assessment of Each Age Group for Each Pattern
Two assessment findings characteristic of each age group and/or description of two potential problems that a nurse may discover in an assessment of each age group are not given.
Two assessment findings characteristic of each age group and/or description of two potential problems that a nurse may discover in an assessment of each age group are incomplete, as relevant information is missing.
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given.
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given in detail.
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given in detail and demonstrate thoughtful reflection.
30.0 %Short Answer Question 1: Compares and Contrasts Identified Similarities as Well as Differences In Expected Assessment Across the Childhood Age Groups
No compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are incomplete, as relevant information is missing.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered in detail.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered in detail and demonstrate thoughtful reflection.
30.0 %Short Answer Question 2: Summarizes How a Nurse Would Handle Physical Assessments, Examinations, Education, and Communication Differently With Children Vs. Adults; Considers Spirituality and Cultural Differences
No summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given.
Summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given, but is incomplete, lacking relevant information, or does not consider spirituality and cultural differences.
Summary of how a nurse would handle ph ...
The document discusses learning styles and their importance in education. It provides information on the VARK learning styles questionnaire and asks the reader to complete it. The reader is then asked to write a paper analyzing their learning style based on the questionnaire results, comparing their preferred learning strategies to those identified in their style. The paper should also discuss how learning styles affect educational performance and the importance of educators understanding individual styles. It concludes by asking the reader to address how understanding learning styles can help achieve desired outcomes in health promotion programs and behavioral changes.
Community Teaching Plan Teaching Experience Paper 1Unsatisf.docxdonnajames55
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic
Summary of community teaching plan is not identified or missing.
Summary of community teaching plan is incomplete.
Summary of community teaching plan is offered but some elements are vague.
Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.
50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described
Evaluation of teaching experience is omitted or incomplete.
Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.
Evaluation of teaching experience is provided with a brief discussion of community response to teaching.
A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.
Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed and/or vague; purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.
There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 %Mechanics of Writing (includes spelling.
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_____________________________________________________________________
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Course code bco121 bcn1974 course name ethics in business ta
1. COURSE CODE BCO121-BCN1974 COURSE NAME ETHICS
IN BUSINESS Task brief & rubrics
Task
• This is an individual task.
• The professor will provide a list of organizations for every
student to choose one. It is very important that every student
has a different organization.
• Students must do research about this organization and develop
a case study following the questions/guide here below:
A. A brief description of the organization.
B. Mention and briefly define its objectives.
C. What are the ethical values or principles guiding the
organization according to their website?
D. To what extent does the organization apply those principles
or values? Use examples to support your conclusions.
• Contextual information:
o The student must make sure:
▪ That the challenges related to operating at an international
level are considered in the answer. This topic is discussed in
class session 2.
2. ▪ That the evaluation whether of the extent to which the
organization applies those principles is based on the theoretical
frameworks and
concepts/concepts discussed from session 1 to 3.
• Expected table of contents:
o Introduction
o Body
o Conclusions
o References
• Students must upload a case study in pdf format.
Formalities:
• Wordcount: 1,500 +/-10%
• Cover, Table of Contents, References and Appendix are
excluded of the total wordcount.
• Font: Arial 12,5 pts.
• Text alignment: Justified.
• The in-text References and the Bibliography have to be in
Harvard’s citation style.
Submission: Week 4 – Via Moodle (Turnitin). February the
19th, 2021 22:00 CET.
3. Weight: This task is a 30% of your total grade for this subject.
It assesses the following learning outcomes:
• Outcome 1: Understand the concept of sustainability and its
implications and become familiar with the main approaches to
business ethics and corporate social
responsibility;
• Outcome 4: Understand commonly-occurring ethical issues
and dilemmas in managing businesses;
• Outcome 7: Communicate in terms of responsibility and
accountability.
Rubrics
Exceptional 90-100 Good 80-89 Fair 70-79 Marginal fail 60-69
Fail <60
Knowledge &
Understanding (30%)
Student demonstrates
excellent understanding of
the task and basic key
concepts or theories.
Student uses a wide range
4. of vocabulary in an entirely
appropriate manner.
Student demonstrates
good understanding of the
task and mentions some
relevant basic concepts or
theories. The student uses
some vocabulary in an
appropriate manner.
Student demonstrates fair
understanding of the task
and mentions few relevant
basic concepts or theories.
The student uses little
vocabulary in an
appropriate manner. Some
of the vocabulary might be
used inaccurately.
Student demonstrates
marginally inadequate
understanding of the task
and does not mention key
basic concepts or theories.
The student uses very little
amount of relevant
vocabulary or uses it in an
entirely inadequate manner.
Student fails to
demonstrate an
understanding of the task
and does not mention
any basic key concepts or
5. theories.
Evaluation
(30%)
Student makes an excellent
evaluation of the
organization’s ethical
performance. Provides
excellent conceptual
(concepts or theories) and
factual (examples or data)
grounds for said evaluation.
Student makes a good
evaluation of the
organization’s ethical
performance and considers
different approaches to
ethics. Provides some
conceptual (concepts or
theories) or factual
(examples or data) grounds
for said evaluation.
Student makes a fair
evaluation of the
organization’s ethical
performance. Provides little
conceptual (concepts or
theories) or factual
(examples or data) grounds
for said evaluation.
Student makes little attempt
6. to evaluate the
organization’s ethical
performance. There is very
little or no consideration of
different approaches.
Student makes no
appreciable attempt to
evaluate the
organization’s ethical
performance.
Communication
(10%)
The student communicates
the results of their work
very accurately and
reliably, and with very well
structured and coherent
arguments, respecting
word count, grammar and
spellcheck. The student
makes excellent use of
Harvard citation style at all
times.
The student communicates
the results of their
study/work with some
accuracy and reliability, and
with structured and
coherent arguments and
respecting word count.
There may be very few
grammar and spellcheck
7. errors. The student uses
Harvard citation style most
of the time and with very
few errors.
The student communicates
the results of their
study/work with some
accuracy and reliability. The
arguments may lack some
structure and coherence.
The work falls below or
above the word count by
20%. There are some
grammar and spellcheck
errors. The student
attempts to cite and
reference their work but
does not use Harvard style.
The student communicates
the results of their work with
very little accuracy and
reliability. The arguments
lack structure and
coherence. The work falls
below or above the word
count by 20% to 30%. There
are several grammar and
spellcheck errors. The
students presents sources
but there is no attempt to
cite or reference them.
The student
communicates the results
8. of their work with no
accuracy nor reliability.
The arguments entirely
lack structure and
coherence. The work falls
below or above the word
count by more than 30%.
There are many grammar
and spellcheck errors
that make it very difficult
to read the work. The
student does not present
sources.
Article Evaluation
16 Feb
Justification for the use of the technique.
In order to measure the perceived changes in family
relationships in St. Petersburg during the said period of
economic change, data is collected using different statistical
techniques. The most recommended technique is the non-
probability method. It is used because it believed that the result
of calculated data on the specified topic makes it more valuable.
This technique provides more precise results as compared to the
others. It is justified that the results through this technique is
statistically more accurate because we does to door data
collection technique is used. But there is one thing that is
remarkable. Which is that the bias is a term which may be
present in this statistical technique. Because due to door to door
collection there are many factors that may be present which
cause bias. For the purpose of inferential analysis, linear
regression is used to check the relationship between
independent and dependent variables.
9. Evidence of data screening and assumptions tested.
This data is gathered through a questionnaire. The questionnaire
asked about for their perceptions of their present and past
relationships, and because the results may entail inaccuracies
due to reconstructions, bad memory, or nostalgia, there is
reason to treat them with cautions.
On the other hand, the commonly held assumption that most
human memories are reconstructed rather than recalled may not
be entirely accurate.
Quality of the results presentation with complete information
needed to evaluate the result.
Since the relationship quality with siblings and parents
registered an insignificant difference in means over the four -
time periods, no regressions are run on these. Instead,
relationship quality with children and the spouse, whose 1983
values correlate at .423 and factor together under one
component with a .844 loading, are combined into a composite
close family relationship quality index with 1983 as a base. It is
clear from the results presented above that individuals
interviewed in this study have perceived a decline in the quality
of their relationships between 1983 and 1998, with no better
than stagnation thereafter. Regarding possible reasons for this
deterioration, linear regressions are performed to test the
influence of respondents' reported causes of relationship
problems on relationship quality. Therefore, three linear
regressions have been performed corresponding to the last three
time measurements of each of two dependent variables: close
family relationship quality and extended family relationship
quality. Each dependent variable is predicted based on the
previous value of the same variable, the age and sex of the
respondent, and the effects of contemporaneous and previous
income, family cohesion, and the 13 reported relationship
problems.
Discussion of results supported by the information offered
According to the respondents, the results are clearly significant.
there was a clear statistically significant deterioration in
10. happiness with relationships, relationship quality with spouses,
children, and extended family, and in the frequencies of close
families eating together and extended family gatherings when
comparing 1983 and 2003. Regarding the specific transition
periods, each of the above variables, except the frequency of
eating meals together, shows significant decline in the 10 years
between 1983 and 1993. Over the last transition period, from
1998 to 2003, none of these relationship or cohesion variables
shows significant change. What stands out from this part of the
analysis, aside from the notable 1983 to 1998 deterioration, is
also that none of these variables ever shows a significant
increase. Even after the steep drop in most relationship
variables between 1983 and 1998, none of these recovers
between 1998 and 2003.
Suggestions for improving the report.
This particular study has attempted to connect perceptions of
deteriorating family relationships directly to the period of
economic change in St. Petersburg. The intent is not to imply
that other cultural factors, such as changing religious and
poetical values, evolving gender roles, or shifts in family
functions, have had no influence. In addition, similar research
conducted with a probability sampling technique may verify and
help to generalize this study's results. Furthermore, the use of
longitudinal data would be a sure-fire way to measure
relationship changes without the doubts often raised with
retrospective studies.
The Lost Years: Assessing Family Change
in St. Petersburg, Russia, between 1983 and 2003*
Christopher S. Swader**
The transition from cotnmunism to capitalism following the
11. breakup ofthe U.S.S.R. provides
a unique opportunity to analyze the itnpact of radical social
change upon 'the relationship.'
Within this study, the city of St. Petersburg serves as a
laboratory in which to see how this
transformation affected perceptions of social relationships,
specifically those within the
family.
A concern about "the deteriorating effectiveness of the family
as a source of moral and
social guidance and values" (Hopper, 2003:36) motivates this
investigation. The basic
assumption behind such a worry is that the social relationship
serves as the glue that binds
individuals together, and is thus the mechanism through which
social order is maintained.
Family relationships are particularly important because of their
role in imprinting, enforcing,
and maintaining social norms.
With such concerns in mind, this article first reports on whether
or not respondents in St.
Petersburg, Russia, have perceived a change in the quality of
their family relationships
between 1983 and 2003. Second, the immediate causes of
reported changes are explored
through analyzing multiple regression results. Third, two family
change perspectives, those
of family stress and of individualization, are used to interpret
the results. These three issues
are dealt with through the lens of retrospective questionnaire
data collected in St. Petersburg
in the summer of 2003.
HISTORICALOVERVIEW
12. The Family
In order to frame this analysis, it is necessary to first briefly
introduce the historical context
ofthe Soviet family before seeing how it may have changed after
the fall ofthe U.S.S.R. On
the one hand, the Soviet state was highly anti-social and
espoused policies that were
destructive for families. Shlapentokh (1991) describes how the
Russian family in Stalinist
* The author is thankful for ihe advice of Baldo Blinkert of the
University of Freiburg and for ihe fieldwork
assistance provided in St. Petersburg by Nina Oding of the
Leontief Centre, Lyuba Ejova of the Centre for
Independetit Social Research, and Maria Yashina of Herzen
University. Many thanks as well to Andreas
Obermaier of the University of Bremen and to anonymous
reviewers for their feedback and careful reading.
**Graduate School of Social Sciences (GSSS), University of
Bremen, Germany, [email protected]
318 Joumal of Comparative Family Studies
times lived under three immense pressures. First, state ideology,
not the family, was the chief
determinant of social values, and these values both emphasized
public life over private life
and work over family. Second, the Soviet state before and
through Stalin's reign existed in
conditions of stark material poverty. According to Sblapentokh
(1991), tbis poverty
13. exacerbated the low-priority of family life because the poor
living conditions within Soviet
homes and communal apartments of that era provided little
incentive to spend time with tbe
family within tbem. Tbe third and most direct pressure exacted
by tbe Soviet state against
the stability of families was that it pitted family members
against one anotber in its mecbanisms
of repression. Stalinist intelligence services set cbildren against
parents., wives against
husbands, and neighbors against eacb otber by encouraging
them to spy on one anotber.
This sort of treachery, woven into every-day life by tbe state, in
Sblapentokh's (1991) view,
made family life tense. These pressures on the family were
apparently great because people
reportedly "devoted little time and energy to their famihes"
(Sblapentokb, 1991:267). Another
researcher. Malysheva (1992:10), has dubbed tbe Soviet person
of this era "Homo Sovieticus,"
a human being "completely deprived of its social roots."
On tbe other hand, the Soviet family became a sanctuary from
tbe state, a place wbere state
ideology could not intrude. Under the strain of tbe above
pressures, family members relied
more upon one another. As Sblapentokh (1991:267) puts it,
"when faced witb the Stalinist
leviathan, the Soviet people tumed to their families for
protection against the horrors of
everyday life." Similarly, Malysbeva (1992:3) called family
"the only place of expression and
resistance in a spiritual vacuum." Furthermore, tbe pressures
that affected Russian families
especially in Stalin's time weakened considerably at tbe latter
end of Soviet rule, to the
14. benefit of the family. The ideological collapse entailing tbe
failure of communist ideals and
the declining authority of the state, tbe improvement in living
conditions, and tbe decline of
repression allowed family life to "re-emerge" (Sblapentokb,
1991:269).
This re-emergence of tbe importance of family life was
apparently short-lived, for signs of
family decay and of a greater Russian social deterioration were
obvious by the late 198O's.
Descriptions of Russian families in the eighties and in tbe years
afterwards often use tbe
mantra of "demoralization" (Malysbeva, 1992; Shlapentokh.
1991). This demoralization did
not reach a critical mass until it was catalyzed by tbe total loss
of popular trust in socialist
reality and ideology with glasnost and perestroika in tbe 198O's.
By tbe moment of the
collapse of tbe U.S.S.R., tbe decline of the family was fully
visible. For example, in 1991,
Shlapentokb (1991) called tbe demoralization of Soviet society
and tbe erosion of social
bonds the main threat to the Russian family. He notes that many
Soviet writers of this period
decried the "loss of prestige of family in society," "tbe
devaluation of tbe family," and "the
collapse of tbe family" (Shlapentokh. 1991:272). Malysheva
(1992) was no exception and
argued during tbis period tbat the demoralization of society was
causing tbe demoralization
of tbe family and would lead to a subsequent rise in crime,
alcohol consumption, drug use,
prostitution, runaways, and divorce rates.
The Eomomy
15. Tbe economic crises of tbe 199O's provide the context within
wbicb tbe family change of tbis
period should be viewed. Russia's initial transformation from a
centrally planned to a market
economy entailed at least five significant aspects. The archite cts
of this transformation
The Lost Years: Assessing Family Change 319
called it 'shock therapy,' and while it certainly caused a shock
for the population, whether or
not the economic changes were 'therapeutic' lies in the eye of
the beholder. These reforms
initially caused a fall in living standards of nearly all parts of
the population (Komozin, 1993).
First, in January 1992, prices were freed from their artificial
fixed levels, causing massive
inflation. Second, the government had to balance its budget. It
instituted an austerity plan
which made large cuts to almost all public welfare programs,
such as health, education,
pensions, and social services (Malysheva, 1992:153). Third, the
Ruble was opened up to
international trade, and its drop in value made it even harder for
Russians to deal with
inflation. Fourth, privatization wa.s implemented. What was
supposed to be a transfer of
property to workers and managers instead became a sale of state
property to government
cronies at well-below market prices (Koliandre, 2001). This
"sale of the century" (Freeland,
20(X)) created a new class of Russian oligarchs who became
16. rich by stripping state enterprises
of their assets, resulting in a loss of enterprise efficiency
(Stiglitz, 2002:144). Fifth, the
inefficient Soviet industrial economy was subjected to market
forces with paralyzing
consequences. 80 percent of the Soviet economy fell somewhere
within the military industrial
complex. The subjection of these industries to market pressures
caused a partial industrial
collapse. In 1992, the country's GDP decreased by 14.5 percent
from the previous year. In
1993. the decrease was 8.7 percent, and in 1994, 12.7 percent.
The decline of the rate of
industrial production was even greater: 18 percent in 1992.14
percent in 1993, and 21 percent
in 1994 (Polozhevets, 2001). The human result of these GDP
downturns was, of course,
unemployment.
To make matters worse, in addition to the shock therapy
characterizing Russia's initial market
transformation, more economic trouble occurred in 1998.
Partially because of the Asian
crisis of 1997. international speculation, and falling oil prices,
Russia's currency collapsed in
August of 1998. The ruble lost 75 percent of its value almost
instantly, and as a result, the
govenunent defaulted on its foreign debt. In addition, people's
purchasing power evaporated,
wiping out the emerging Russian middle class, and this problem
was compounded by the
collapse of businesses and high unemployment. Banks also
failed during this time, as the
Russian stock market, where the main index had grown five
times larger between 1995 and
1997, lost 93 percent of its value in half a year (Meier, 1999;
17. Polozhevets, 2001).
Since the 1998 crisis, the Russian and St. Petersburg economies
have begun to recover, with
the St. Petersburg gross regional product growing by nearly
seven percent in the first year
after the ruble devaluation, in 1999 (ETLA, 2000). Now, Russia
is in the midst of solid
economic growth, hoping to double its GDP in 10 years. It has
also been removed from the
list of 'hyper-inflationary' economies (International Bank of St.
Petersburg, 2002). Therefore,
now is a time of economic hope for St. Petersburg, especially
when compared with the
disastrous 199O's.
Given the consensus that family decay had already begun by the
moment of the Soviet
collapse and that radical changes were brought about by the
decade of economic collapse
and recovery which followed, it is fair to ask how the Russian
family might have fared during
this roller coaster ride after the collapse of socialism.
320 Journal of Comparative Family Studies
MEIHOD
In order to measure the perceived changes in family
relationships in St. Petershurg during
the said period of economic change, data collected from 120 St.
Petersburg residents through
a questionnaire administered in the summer of 2003 are used. A
non-probability quota
18. sample was collected because of resource constraints and the
well-known (and, perhaps,
well-justified) suspicions of many Russian respondents toward
door-to-door interviewers.
It is believed that the total dearth of quantitative data on the
topic makes this data valuable
to analyze despite the generalization difficulties due to the
sampling style. Since panel data
are unavailable, a retrospective questionnaire format was
chosen as a means of assessing
changes in respondents, family relationships during the period
of transformation.
The questionnaire asks respondents to recall their relationships
and the problems within
them in four years: 2003, 1998, 1993, and 1983, The time
period 15 years ago, 1988, was
omitted because of a desire to focus specifically on 1993
through 2003 (the years of radical
economic change) while using 1983 as abase.
Respondents were first asked to rate the curTent (2003) quality
of five sets of relationships
with the following family members: their parents, their siblings,
their children, their spouse,
and their other relatives. Five possible responses (excellent,
good, neutral, bad, or very
bad) were available. Respondents were then asked about these
same relationships 5 vears
ago, 10 years ago. and 20 years ago. Finally, measures of family
cohesion, specifically the
"frequency of eating together with immediate family" and the
"frequency of extended family
gatherings/' were also collected in order to measure the
regularity of basic face-to-face
social interactions within families.
19. Regarding the immediate causes of relationship changes, after
respondents evaluated each
relationship within the four time periods, the questionnaire
asked: "if there are problems in
this relationship, what are their main causes?" Respondents
could choose up to three
problems including an "other" blank where they could write
their own response. Their
responses were coded into the following 13 problem codes: "the
other person moved away
from St. Petersburg." "I or they work too much," "arguments
about money," "unemployment."
"substance abuse." "they care more about their income than
their family," "they care more
about their friends than their family." "difference in
personalities," "other: (non-economic),"
"Aging/Health related." "Rarely meet or live in different cities,"
"Household related problems,"
or "other (economic)."
The complete questionnaire was composed of 75 questions and
required an average of 20-25
minutes to complete. Interviewers' collected questionnaires
from a quota sample of 120 St.
Petersburg residents between the ages of 30 and 69. This
population was divided into two
age groups, the first between 30 and 49 and the second between
50 and 69. 50 percent of the
questionnaires were collected from each age group. Next, the
age groups were broken down
into gender according to the city's actual demographics, with
roughly 52 percent women in
the younger group, and 55 percent women in the older group.
Finally, five of the city's
20. ' St. Petersburg sociology professor Maria Yashina from Herzeti
University assisted with the task of
administering the questionnaires by leading a team of her
students as interviewers.
The Lost Years: Assessing Family Change 321
districts were cbosen into which to distribute the sample: two
higher income districts,
Vasileostrovsky and Vyiborsky; two lower income districts.
Fruzensky and Nevsky; and one
central and very diverse district, Zentralny. The four respondent
groups (older women,
younger women, older men, younger men) were then distributed
into each of these districts
based on the actual population size of each district. Interviewers
were then assigned to a
particular district with a quota for each respondent group. They
traveled to areas where
people had free time, such as outside subway stations (where
there were sometimes long
lines while crews perform maintenance) or to parks, approached
the first lone person who
appeared to meet the quota criteria, and requested to administer
the questionnaire. In the
end. roughly 75 percent of the 120respondents were collected in
this manner. 25 percent of
the questionnaires were completed via telephone using the same
quota guidelines at the end
of the collection period because of time constraints.
The method used here to measure the quality of relationships,
retrospection, raises an
important concern. This questionnaire asked respondents for
21. their perceptions of their
present and past relationships, and because the results may
entail inaccuracies due to
reconstructions, bad memory, or nostalgia, there is reason to
treat them with caution. On the
other hand, the commonly held assumption that most human
memories are reconstructed
rather than recalled may not be entirely accurate. For example.
Herrmann (1994) concluded,
based on results from a series of experiments he conducted, that
the reconstruction — as
opposed to direct recall — of memories is relatively infrequent.
Therefore, although studies
advise the need to exercise care when using retrospection, and it
is thus unclear how accurate
retrospective relationship valuations might be, there is
nonetheless no reason to outright
reject the potential research value of retrospective data.
Especially considering that
longitudinal data are unavailable for tbis research question,
retrospective data must be
considered.
RESULTS: DETERIORATING RELATIONSHIPS AND
COHESION
To answer the primary research question conceming the fate of
family relationships in St.
Petersburg between 1983 and 2003. the one-way repeated
measures ANOVA results and
pairwise mean differences of three types of data collected by
the questionnaire are presented
within Tables 1 and 2:
1. Changes in the perceived relationship quality of the five
relationships between 1983 and
22. 2003.
2. Changes in reported family cohesion, that is in the frequency
of immediate families
eating together and of extended family gatherings, between
1983 and 2003.
3. Changes in reported family relationship happiness between
1983 and 2003.
Relationship Quality
Relationsbip quality was determined by asking respondents to
rate tbe quality of their
relationships with their parents, siblings, children, other
relatives, and spouse on a five-
point scale during the four time periods.
322 Journal of Comparative Family Studies
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324 Journal of Comparative Family Studies
As shown in Tables I and 2, overall reported relationship
quality with parents cannot be said
to significantly change over time. However, reported quality of
52. relationships with parents in
1983 is significantly higher than in 1998, the year of the ruble
crash.
Similarly, relationship quality with siblings shows no
significant change over time. The lone
significant pairwise comparison is that relationships among
siblings were reported as stronger
in 1993 than in 1998.
Regarding relationships with children, Table 1 shows a
significant (p<.01) difference between
the four time periods. Specifically, relationship quality with
children in 1983 is significantly
higher than in any period thereafter.
Perceived relationship quality with other relatives, which was
defmed as any relatives except
for parents, siblings, children, the spouse, grandparents, or
grandchildren, also shows
significant deterioration (p<.001). with 1983 having a
significantly higher mean than every
latertimeperiod, and with 2003 significantly lower than 1993.
Finally, the tables show that relationship quality with the
spouse has deteriorated significantly
since 1983 (p<.001). Perceived 1983 spouse relationship quality
was significantly higher
than at any time period afterwards.
Family Cohesion
Cohesion was measured within the questionnaire in two ways.
First, for immediate family,
cohesion was defined as the frequency the family eats meals
together on a regular basis.
53. Table 1 demonstrates a gradual significant decline in how often
families eat together. In 1983,
respondents report having eaten together with their families
significantly more often than in
2003.
Extended family cohesion was defined by how often
respondents' families held extended
family gatherings. This type of social activity decreased steeply
between 1983 and 1998.
There were more reported extended family gatherings in 1983
than in 1993, and more in 1993
than in 1998 or 2(X)3. However, the frequency of these
gatherings has leveled off between
1998 and 2003 and has not experienced further deterioration.
Relationship Happiness
Respondents were asked to respond to the question, "Are you
happy with your relationships
with your family?" This question was asked for each of the four
time periods and was
answered on the following five-point scale: No, Mostly No,
Maybe, Mostly Yes, or Yes. As
seen in Tables 1 and 2, one-way repeated measures ANOVA
analysis shows a very significant
(p<.001) difference between respondents' happiness w ith tbeir
relationships in the four time
periods. Respondents' reported 1983 happiness with their
relationships is significantly
higher than their 1993 relationships, and they report that they
were also happier in 1993 than
in either 1998 or 2003. In short, the data indicate a noticeable
perceived decline in happiness
54. The Lost Years: AsseJising Family Change 325
with relationships between 1983 and 1998. Although there is a
decline as well in the mean of
relationship happiness during the economic recovery from 1998
to 2003, it is not statistically
significant. What is significant is the low happiness with
relationships in 2003 compared to
1993 or 1983.
RESULTS: IMMEDIATE CAUSES OF DETERIORATION
It is clear from the results presented above that individuals
interviewed in this study have
perceived a decline in the quality of their relationships between
1983 and 1998, with no better
than stagnation thereafter. Regarding possible reasons for this
deterioration, linear regressions
are performed to test the influence of respondents' reported
causes of relationship problems
on relationship quality.
Since the relationship quality with siblings and parents
registered an insignificant difference
in means over the four time periods, no regressions are run on
these. Instead, relationship
quality with children and the spouse, whose 1983 values
correlate at .423 and factor together
under one component with a .844 loading, are combined into a
composite close family
relationship quality index with 1983 as a base. In addi tion, an
extended family relationship
quality variable ("other" relatives) is also used as a dependent
variable. Also, since it is not
central to this article's interests in tracing causes of the changes
55. in the reported quality of
relationships over time, results of regressions performed with
relationship happiness as a
dependent variable are not reported here.
Therefore, three linear regressions have been performed
corresponding to the last three time
measurements of each of two dependent variables: close family
relationship quality and
extended family relationship quality. The structure of these
regressions can be found in
Figure 1. Each dependent variable is predicted based on the
previous value of the same
variable, the age and sex of the respondent, and the effects of
contemporaneous and previous
income, family cohesion, and the 13 reported relationship
problems.
Close-Family Relationship Quality
As shown in column one in Table 3, regression results with
1993 close relationship quality as
a dependent variable show that females were less likely to
report high quality child and
spouse relationships in this year. Furthermore, it is notable that
the previous level of close
relationship quality in 1983 had no effect on later close
relationship quality in 1993, a fact that
could be explained by the vast socio-economic changes between
1983 and 1993. Regarding
contemporaneous effects, only the cohesion variable of the
frequency of eating together in
1993 had a positive significant effect on that year's close fa mily
relationship quality. However,
when one turns to previous 1983 influences, one sees that
earlier frequency of eating together
56. in 1983 has a Hf-gar/Ve effect on I993closefamily
relationships; this indicates that families
which were cohesive in 1983 were less likely to have close
family relationships in 1993, and
vice versa. Similarly, those who reported the problem that their
family members valued
friends more than the family in 1983 were more likely to enjoy
close family relationships in
1993. The remaining 1983 variable having influence on 1993
close relationship quality is the
"other (economic)" relationship problems, or those responses
that could not be clearly
326 Joumal of Comparative Family Studies
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The Lost Years: Assessing Family Change 327
categorized into any of the twelve other problem groups, but
were clearly related to money.
The fact that 1983 "other economic" problems negatively
influence 1993 close relationships
could indicate that those families which already had money-
related problems before the
transformation were particularly ill-suited to face the big
economic transition to come.
Table 3
Variable
OLS Regression Results for Close Family Relationships (T
values)
1993 1998 2003
Adjusted R-Squared
Q l - A g e
Q3-Sex: Female
Previous Quality of Close Relationships
Contemporary Household Income
Contemporary Frequency of Eating Together
Contemporary Problem: Moving Away
59. Contemporary Problem: "Working too much"
Contemporary Problem: Arguments about money
Contemporary Problem: Unemployment
Contemporary Problem: Substance Abuse
Contemporary Problem: Value income more than family
Contemporary Problem: Value friends more than family
Contemporary Problem: Different Personalities
Contemporary Problem: Other (non-economic)
Contemporary Problem: Aging/Health
Contemporary Problem: Rarely Meet/Different Cities
Contemporary Problem: Household related
Contemporary Problem: Other (economic)
Previous Household Income
Previous Frequency of Eating Together
Previous Problem: Moving Away
Previous Problem: "Working too much"
Previous Problem: Arguments about money
Previous Problem: Unemployment
Previous Problem: Substance Abuse
Previous Problem: Value income more than family
Previous Problem: Value friends more than family
Previous Problem: Different Personalities
Previous Problem: Other (non-economic)
Previous Problem: Aging/Health
Previous Problem: Rarely Meet/Different Cities
Previous Problem: Household related
Previous Problem: Other (economic)
.816
-1.986
-2.811*
1.434
-2.024
2.511*
1.184
63. 1.744
1.061
m.c.
1344
-2.621*
*p<.05. **p<.OI. ***p<.001
n.a. These items were deleted from the calculation because they
were either constants or lacked con-elations
with the dependent variable
m.c. Deleted because of multi-col linearity with same variable
of later time period.
328 Journal of Comparative Family Studies
As shown in Table 3, column two, with 1998 close relationship
quality as the dependent
variable, stability with the previous 1993 strength of close
relationships begins to exert a
strong influence. In addition, contemporary problems of
unemployment begin to negatively
affect child and spouse relationships. Finally, another
contemporary effect is that the problem
of "rarely meet or different cities" begins to negatively affect
close family relationships as
family members meet one another less often or may have moved
away. No previous 1993
variables, except for the previous close relationship quality,
have a significant influence on
1998 close family relationship quality.
Column three illustrates the results of linear regression
performed on 2003 close family
64. relationship quality as a dependent variable. First, the earlier
1993 effect having reversed
itself, women in 2003 report stronger close family relationships
than men. Next, there is once
again a strong stability effect from previous 1998 close
relationship quality. In addition, the
frequency of eating together positively influences close family
relationship quality. Also,
reported 2003 unemployment problems, substance abuse (mainly
alcoholism), "'other (non-
economic)" problems, and "different personalities" problems
exert a negative influence on
close family relationships. Finally. 1998 "'other (economic)"
relationship problems have a
detrimental impact on 2(X)3 close family relationships as well.
Extended-Family Relationship Quality
As shown within Table 4. column one, the strongest predictor of
reported 1993 extended
family relationship quality is the previous 1983 level, a result
that differs substantially from
findings on elose family relationships, where there was
evidence for a rupture between 1983
and 1993. Besides that, 1993 extended family …