Drexel University, College of Engineering2015-2016 Academic Year
Drexel University
Office of the Dean of the College of Engineering
ENGR 232 – Dynamic Engineering Systems
Week 1 Laboratory Assignment
In this lab we will investigate the use of direction fields to evaluate solutions to first order differential equations.
For this lab, we will study these qualitative analysis tools via the example of population growth using the Gompertz equation as a model. This equation is used to model the growth of tumor cells, and gives an expression of the dependence of tumor size on time.
The differential equation governing the growth is:
Here is the growth rate is a reflection of the carrying capacity of the tumor.
Let ; ; and V range from 0 to 100
1. Plot the graph of vs. . Note you may have to use the vectorization operator “.” to evaluate the function of the differential equation.
2. Determine the equilibrium points (by-hand or MATLAB) and plot them on the same graph as part (1) using red circles. Use a legend to indicate the equilibrium points and the original plot.
3. Using the gradient() function, plot the derivative of versus on the same plot. That is, plot vs. .
4. Determine the stability of each equilibrium point and the region of attraction. Write these answers as comments in your code. Comment on the stability as it related to the graph.
5. From this graph, are we able to tell how long the tumor will take to grow to units if the initial size is units? Why? Write your answers as comments in the code.
We will now use the direction field tool to examine the solution.
6. Download the file from the course website in the MATLAB Resources folder. You may have to right-click and save the file to your computer. IMPORTANT! Make sure it is in the current directory you are working in.
OR
Access the dfield tools at http://math.rice.edu/~dfield/dfpp.html
7. Using the same parameters as above, plot the direction field of this differential equation. Set the time and variable limits appropriately.
8. Compare your results from part (4) to the direction field obtained to check: the stability of each equilibrium point and the region of attraction. Include these as comments in your code.
9. Estimate how long it will take for if. Hint: You can go to: WINDOW DFIELD Keyboard Input to enter the initial conditions.
10. Repeat the direction field plot with and estimate again how long it takes for if . Comment on your results as they compare to part (9).
EH 1020, English Composition II 1
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods,
and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Les ...
EH 1020, English Composition II Course Syllabus Course Descri.docxMARRY7
EH 1020, English Composition II
Course Syllabus
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
4. Apply APA style guidelines within a literature review, annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated bibliography and literature review.
6. Differentiate between the writing styles and citation methods across different disciplines.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbooks. Units II, III, and V also contain Supplemental Readings.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These Non-Graded Learning Activities are provided to aid students in their course of study.
6. Assignments: This course has eight assignments, one to be submitted for each unit. With each assignment, students will work toward completing the final draft of the Research Paper (due in Unit VIII). Specific information and instructions regarding these assignments are provided below in this syllabus. Following is a list of each assignment and the unit in which it is due. Grading rubrics are included with all assignments. Specific information about accessing these rubrics is provided below.
a. Unit I Assignment – due in Unit I
b. Research Proposal – due in Unit II
c. Annotated Bibliography – due in Unit III (Students will need access to Microsoft Word to access the Annotated Bibliography Template provided in the assignment instructions.)
d. Research Paper Draft 1 – due in Unit IV
e. Formal Sentence Outline – due in Unit ...
EH 1020, English Composition II 1 Course Description .docxjack60216
EH 1020, English Composition II 1
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods,
and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY:
Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful
research papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature
review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
4. Apply APA style guidelines within a literature review, annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated bibliography and literature review.
6. Differentiate between the writing styles and citation methods across different disciplines.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Learning Objectives that specify the measurable skills
and knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from
the textbooks. Units II, III, and V also contain Supplemental Readings.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should
pay particular attention to Key Terms as they represent important concepts within the unit
material and reading.
5. Learning Activities (Non-Graded): These Non-Graded Learning Activities are provided to aid
students in their course of study.
6. Unit Assessments: This course does NOT have assessments.
EH 1020, English Composition II
Course Syllabus
EH 1020, English Composition II 2
7. Assignments: This course has eight assignments, one to be submitted for each unit. With each
assignment, students will work toward completing the final draft of the Research Paper (due in Unit
VIII). Specific information and instructions regarding these assignments are provided below in this
syllabus. Following is a list of each assignment and the unit in which it is due. A grading rubric is
included with the Final Research Paper assignment. Specific information for accessing this rubric is
included below.
...
This presentation will outline an effective model for a Hybrid Statistics course. The course continues to be very successful, incorporating on-line instruction, testing, blogs, and, above all, a data analysis project based on real up-to-date easily understood data.The course follows a project driven trajectory motivating students
to engage more aggressively in the class and rise up to the challenge of writing an original research paper. Obstacles, benefits and successes of this endeavor will be addressed.
NUR504 All Assignments latest/NUR 504
Click Link Below To Buy:
https://hwaid.com/shop/nur504-assignments-latestnur-504/
Contact Us:
hwaidservices@gmail.com
1 Saint Leo University GBA 334 Applied Decision.docxaryan532920
1
Saint Leo University
GBA 334
Applied Decision Methods for Business
Course Description:
This course explores the use of applied quantitative techniques to aid in business-oriented decision
making. Emphasis is on problem identification and formulation with application of solution techniques and
the interpretation of results. Included are probability theory; decision making under certainty, risk and
uncertainty; utility theory; forecasting; inventory control; PERT/CPM; queuing theory; and linear
programming.
Prerequisite:
MAT 201
Textbook:
Saint Leo University. (2013), Quantitative analysis (custom). Boston, MA: Pearson Learning
Solution
s.
eBook with print upgrade option – ISBN: 978-1-269-86314-8
You will access the eBook via a link in the Course Home menu, where you can purchase the print
upgrade option.
Software
The use of statistical software is a required component in this course. It is expected that you already have
a basic understanding of computers and Microsoft Excel. In-depth training is provided during the course
on the appropriate use of the following packages:
TreePlan-Student-179 Excel Add In
Excel QM, version 4
POM QM, version 4
Analysis Tool Pack for Microsoft Excel must be activated
To access the information needed to install the software, click the Software Installation Information link
located under Resources in the course menu.
Learning Outcomes:
At the completion of the course you should be familiar with several decision methods of decision-making
in a business environment. You will find that almost every type of problem to which you will be exposed in
the business world has been explored and methods of solving them have been devised. You should be
able to apply these methods to the real-world situations in which you will one day find yourself. The skills
developed during this class include:
1. Explain the key attributes and differences between the normal, standard normal, and binomial
distribution of variables.
2. Identify and explain the underlying assumptions, key variables, theoretical basis, and solution
techniques for the following decision-making problems:
a. Decision Analysis
b. Probability Theory and Analysis
c. Regression Analysis
d. Forecasting Methods
e. Inventory Control Methods
f. Project Management (including PERT/CPM)
g. Network Models
h. Queuing Theory
i. Linear Programming Approaches and the Transportation and Assignment Special Cases
j. Statistical Process Control
2
3. Formulate and execute a solution to a variety of decision-making problems using computer
software.
4. Identify, explain, and interpret the key areas of computer output for the various decision-making
problems.
5. Apply one of the approaches covered in class to a real-world issue and present the findings.
6. VALUES OUTCOME: Demonstrate the core value of excellence by adequately preparing for
each class session, actively participating in cl ...
EH 1020, English Composition II Course Syllabus Course Descri.docxMARRY7
EH 1020, English Composition II
Course Syllabus
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods, and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful research papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
4. Apply APA style guidelines within a literature review, annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated bibliography and literature review.
6. Differentiate between the writing styles and citation methods across different disciplines.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbooks. Units II, III, and V also contain Supplemental Readings.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular attention to Key Terms as they represent important concepts within the unit material and reading.
5. Learning Activities (Non-Graded): These Non-Graded Learning Activities are provided to aid students in their course of study.
6. Assignments: This course has eight assignments, one to be submitted for each unit. With each assignment, students will work toward completing the final draft of the Research Paper (due in Unit VIII). Specific information and instructions regarding these assignments are provided below in this syllabus. Following is a list of each assignment and the unit in which it is due. Grading rubrics are included with all assignments. Specific information about accessing these rubrics is provided below.
a. Unit I Assignment – due in Unit I
b. Research Proposal – due in Unit II
c. Annotated Bibliography – due in Unit III (Students will need access to Microsoft Word to access the Annotated Bibliography Template provided in the assignment instructions.)
d. Research Paper Draft 1 – due in Unit IV
e. Formal Sentence Outline – due in Unit ...
EH 1020, English Composition II 1 Course Description .docxjack60216
EH 1020, English Composition II 1
Course Description
Advanced introduction to the basic concepts and requirements of college-level writing. Presents additional skills, methods,
and techniques to improve and polish the student’s completed written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with exercises (2nd custom ed.). New York, NY:
Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R. (2010/2011). Strategies for writing successful
research papers (2nd custom ed.). New York, NY: Pearson Learning
Solution
s.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for finding information.
2. Apply the steps of the writing process and appropriate research and citation methods to write a literature
review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and appropriate research and citation methods.
4. Apply APA style guidelines within a literature review, annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated bibliography and literature review.
6. Differentiate between the writing styles and citation methods across different disciplines.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Learning Objectives that specify the measurable skills
and knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from
the textbooks. Units II, III, and V also contain Supplemental Readings.
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should
pay particular attention to Key Terms as they represent important concepts within the unit
material and reading.
5. Learning Activities (Non-Graded): These Non-Graded Learning Activities are provided to aid
students in their course of study.
6. Unit Assessments: This course does NOT have assessments.
EH 1020, English Composition II
Course Syllabus
EH 1020, English Composition II 2
7. Assignments: This course has eight assignments, one to be submitted for each unit. With each
assignment, students will work toward completing the final draft of the Research Paper (due in Unit
VIII). Specific information and instructions regarding these assignments are provided below in this
syllabus. Following is a list of each assignment and the unit in which it is due. A grading rubric is
included with the Final Research Paper assignment. Specific information for accessing this rubric is
included below.
...
This presentation will outline an effective model for a Hybrid Statistics course. The course continues to be very successful, incorporating on-line instruction, testing, blogs, and, above all, a data analysis project based on real up-to-date easily understood data.The course follows a project driven trajectory motivating students
to engage more aggressively in the class and rise up to the challenge of writing an original research paper. Obstacles, benefits and successes of this endeavor will be addressed.
NUR504 All Assignments latest/NUR 504
Click Link Below To Buy:
https://hwaid.com/shop/nur504-assignments-latestnur-504/
Contact Us:
hwaidservices@gmail.com
1 Saint Leo University GBA 334 Applied Decision.docxaryan532920
1
Saint Leo University
GBA 334
Applied Decision Methods for Business
Course Description:
This course explores the use of applied quantitative techniques to aid in business-oriented decision
making. Emphasis is on problem identification and formulation with application of solution techniques and
the interpretation of results. Included are probability theory; decision making under certainty, risk and
uncertainty; utility theory; forecasting; inventory control; PERT/CPM; queuing theory; and linear
programming.
Prerequisite:
MAT 201
Textbook:
Saint Leo University. (2013), Quantitative analysis (custom). Boston, MA: Pearson Learning
Solution
s.
eBook with print upgrade option – ISBN: 978-1-269-86314-8
You will access the eBook via a link in the Course Home menu, where you can purchase the print
upgrade option.
Software
The use of statistical software is a required component in this course. It is expected that you already have
a basic understanding of computers and Microsoft Excel. In-depth training is provided during the course
on the appropriate use of the following packages:
TreePlan-Student-179 Excel Add In
Excel QM, version 4
POM QM, version 4
Analysis Tool Pack for Microsoft Excel must be activated
To access the information needed to install the software, click the Software Installation Information link
located under Resources in the course menu.
Learning Outcomes:
At the completion of the course you should be familiar with several decision methods of decision-making
in a business environment. You will find that almost every type of problem to which you will be exposed in
the business world has been explored and methods of solving them have been devised. You should be
able to apply these methods to the real-world situations in which you will one day find yourself. The skills
developed during this class include:
1. Explain the key attributes and differences between the normal, standard normal, and binomial
distribution of variables.
2. Identify and explain the underlying assumptions, key variables, theoretical basis, and solution
techniques for the following decision-making problems:
a. Decision Analysis
b. Probability Theory and Analysis
c. Regression Analysis
d. Forecasting Methods
e. Inventory Control Methods
f. Project Management (including PERT/CPM)
g. Network Models
h. Queuing Theory
i. Linear Programming Approaches and the Transportation and Assignment Special Cases
j. Statistical Process Control
2
3. Formulate and execute a solution to a variety of decision-making problems using computer
software.
4. Identify, explain, and interpret the key areas of computer output for the various decision-making
problems.
5. Apply one of the approaches covered in class to a real-world issue and present the findings.
6. VALUES OUTCOME: Demonstrate the core value of excellence by adequately preparing for
each class session, actively participating in cl ...
EH 1010, English Composition I 1 Course Description .docxSALU18
EH 1010, English Composition I 1
Course Description
English Composition I is an introduction to the basic concepts and requirements of college-level writing. This course
provides students with the opportunity to implement effective communication skills via the written word.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Demonstrate proper use of Standard Written English and the conventions of APA documentation style.
2. Employ the concepts of audience and perspective when approaching others in the writing situation.
3. Construct different genres of writing.
4. Effectively incorporate relevant academic sources containing both qualitative and quantitative data.
5. Demonstrate critical reading skills that translate to improvement in writing practices, such as the crafting of
effective sentences and paragraphs.
6. Utilize pre-writing and planning strategies for the writing process.
7. Assert argumentative thesis statements that are supported by structured essays that have an introduction, body,
and conclusion.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson composed of interactive Adobe Captivate lessons, which discuss
lesson material. Transcripts for each of the lessons are also available in each unit. Be sure to open the study
guide documents in each unit of this course as all of the course content is found in the study guides. There is no
textbook.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
5. Journals: Students are required to submit Journals in Units I-VIII. Journals provide students the opportunity to
reflect critically on course concepts and ideas. Specific information about accessing the Journal rubric is provided
below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
EH 1010, English Composition I
Course Syllabus
EH 1010, English Composition I 2
7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
8. Student Break Room: This communication forum ...
MEE 5801, Industrial and Hazardous Waste ManagementCourse .docxARIV4
MEE 5801, Industrial and Hazardous
Waste Management
Course Syllabus
Course Description
A study of solid and hazardous wastes and how such wastes are managed in modern society. Topics covered are the generation, treatment, and disposal of wastes generated by the non-commercial and industrial segments of society.
Course Textbook
Bahadori, A. (2014). Waste management in the chemical and petroleum industries. West Sussex, United Kingdom: Wiley.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Assess the fundamental science and engineering principles applicable to the management and treatment of solid and hazardous wastes.
2. Examine the key attributes of solid and hazardous wastes.
3. Evaluate laws, standards, and best practices related to hazardous wastes.
4. Examine leadership and management principles related to industrial and hazardous waste issues.
5. Evaluate operations and technologies related to industrial and hazardous wastes.
6. Assess the impact of industrial and hazardous waste on human populations.
7. Solve hazardous waste related problems through collaborative methods of problem solving.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Units I-VII contain Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in the Unit I-V and VIII study guides. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit. Assessments are composed of written-response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-III, V, VI, and VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.
9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.
10. Student Break Room: This communication forum allows for casual conversation with your c ...
BHR 3301, Compensation and Benefits 1 Course Description.docxAASTHA76
BHR 3301, Compensation and Benefits 1
Course Description
Student will be provided comprehensive knowledge and understanding of the dynamics involved in compensating
employees for services rendered in a modern organization. This course focuses on the critical tools and techniques of
job analysis, job descriptions, job evaluation, pay surveys, pay structures, pay administration, and required benefits.
Course Textbook
Milkovich, G. T., Newman, J. M., & Gerhart, B. (2014). Compensation (11th ed.). New York, NY: McGraw-Hill/Irwin.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain how to perform a job analysis.
2. Develop a pay survey and a pay structure.
3. Discuss issues involved in determining an organization’s total compensation strategy.
4. Determine differences in compensation opportunities for employees in different jobs and at different levels in the
organization.
5. Elaborate on various kinds of pay-for-performance programs and the situations in which such programs may be
preferable.
6. Compare strengths, weaknesses, and opportunities for various kinds of performance appraisal programs.
7. Interpret the role of compensation and its influence on employee behavior.
8. Explain the influences of government regulations on compensation practices.
9. Compare and contrast various options to pay plans including team based, executive compensation, and
employee benefits, both required and non-required.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Chapter presentations are provided in each unit study guide as Supplemental Reading to aid students in their
course of study.
4. Learning Activity (Non-Graded): This non-graded Learning Activity is provided in Unit IV to aid students in their
course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III-
VII. Assessments are composed of written response questions.
7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II, IV, V, and VIII.
Specific information and instructions regarding these assignments are provided below. Grading rubrics are
included with each Assignment. Specific information about accessing these rubrics is provided below.
BHR 3301, C ...
What are the basic service classifications and how can under.docxphilipnelson29183
What are the basic service classifications and how can understanding these classifications be important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no
plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
HTH 1306, Introduction to Health Care Statistics 1
Course Description
This course introduces students to basic statistical principles and calculations as applied in the health care environment.
This course focuses on procedures for collecting and reporting vital statistics and basic quality control population
statistics. In addition, students will learn the fundamentals of displaying statistical information using a variety of graphs
and charts.
Course Textbook
Koch, G. (2008). Basic allied health statistics and analysis (3rd ed.). Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain how statistics are used in healthcare.
2. Differentiate between descriptive and inferential statistics.
3. Formulate statistics that meet medical and administrative reporting needs and requirements of government
regulatory and voluntary agencies.
4. Prepare statistical reports to support healthcare information and department operations and services.
5. Analyze health care statistics, vital statistics, descriptive statistics, data validity, and reliability.
6. Utilize appropriate methods of data display.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Suggested Readings are listed in Units I, II, III, and VI. The readings themselves are not provided in the course,
but students are encouraged to read the resources listed if the opportunity arises as they have valuable
information that expands upon the lesson material.
4. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu.
Case Study Research paper- report Spring 20201) Total points.docxzebadiahsummers
Case Study Research paper- report Spring 2020
1) Total points 100 and Optional Presentation =10 points must be 5-6 Power points 4-5 Minutes.
2) So, expectation is to submit a Research Paper (13-14 PAGES) + PowerPoint Presentation on the Research Paper.
2) All Case Study Assignment due: Must post on Black Board; before the beginning of the class
: Thursday 5/04/2020 No Email attachments the late work will not be accepted
3) Individual work. All written submissions must be typed in 12-point font and double spaced.
4) The papers should be logically organized, reflect a theoretical or research foundation where applicable.
5) On Cover Page. a) Title of your Case Study Report and Make sure that b) Last Name c) First name,
d) Class row number e) Professor Hemati f) Spring 2020
Select a Case Study to cover 3-4 topics We discussed and apply in your field of your Major-Program of study (MY MAJOR is ENVIRONMENTAL ENGINEERING); related to Process developments or Services, of Application and Implementation of capital equipment’s Selections and Replacements, and/ or Future needs.
Interest and Equivalence Economic; Present Worth and Annual Cash Flow Analysis
Choosing the Best Alternative; Income Tax; Replacement Analysis; Inflation and Price Change
Safety and Environmental Needs in the Public or Private Sector.
Application: Case Study:
100 Points
· Proposal of Case Study; Explain the Issues or concerns and report
10 points
· Apply various Engineering Economy techniques (at least 3-methods)
20 points
· Apply relevant formulas and Assumption for financial analysis.
10 points
· Explanation in Detail economy analysis in the Private or Public sector
20 points
· Apply economic analysis in managerial decision and recommendations
20 points
· With are alternatives and future risk, factor?
10 points
· Conclusion and Recommendations with alternative options
10 points
Course Objectives
To Offer Framework for cost management in engineering Projects.
· To offer assistance in managerial decision making
· To introduce fundamentals of Personal, Private and Public-sector Financing Engineering Project
· Apply Mathematics of finance to engineering and managerial decision making.
· Introduce the fundamentals of economic analysis used in engineering decision making.
· To introduce Economic Analysis of Replacement and Retention Decisions
· To prepare students for PE/FE Examinations
Course Learning Outcomes:
This course is one of many that you will take towards your degree in Civil, Construction or Environmental Engineering. Each of our courses are designed as part of your career development in your respective Engineering profession. Program Outcomes are intended to provide a broad base of knowledge to find your career. However, each course in the curriculum emphasizes particular aspects of that overall body of knowledge. Although other outcomes may also be ad.
This section provides general guidance related to the research typ.docxjuliennehar
This section provides general guidance related to the research type and methodology. Please review this information carefully. There are specific research types and methods associated with the degree plan you are pursuing.
Research Study Type
For DBA students taking BUSI 987 – 990, the Research Study type is a Dissertation For DBA students taking BUSI 887 – 890, the Research Study type can be either a Case Study Project or a Consulting Project
With the dissertation or case study project approach, the student begins by researching the literature to find a problem, develops a research proposal to study the problem, and then finds an organization within which to study the problem. With the consulting project approach, the student begins with an organization with a problem, researches the literature to better understand the problem, and then develops a proposed solution to the problem. In all three cases a problem statement based upon the current literature must be developed.
Methodology
The methodology is how you will study the problem at a very high level, all research will be conducted using one of the following research approaches:
Fixed Design using Quantitative Methods Flexible Design using Qualitative Methods Mixed Method Design using Quantitative and Qualitative Methods
Fixed Designs are fully defined (fixed) as part of the research proposal and following the proposal, the researcher executes the research and analysis using quantitative tools as described. Flexible designs on the other hand are defined in a general sense as part of the research proposal and following the proposal, the researcher is free to execute adjust (flexible) the research as is necessary using qualitative tools as described. Mixed Method Designs as the name implies, use a combination of both. The choice of research approach is guided by the research questions.
Within each research approach there are specific methods that can be employed. The table below lists the most common methods utilized in the three research approaches. Once selected, the method becomes the methodology or specific ‘research design’ for the study.
Fixed Designs Experimental Quasi-experimental Nonexperimental Descriptive Correlational Causal-Comparative
Flexible Designs Narrative Phenomenology Grounded Theory Case Study Single Case Study Multiple Case Study Ethnography
Mixed Method Designs Convergent parallel Explanatory Sequential Exploratory Sequential Transformative
Common Methods for fixed, flexible and mixed research designs.
An effective way to begin the discussion of methodology is to start with the sentence: “This study will be conducted with a XXXXX design using XXXXX method(s) specifically, a XXXXX design will be used”
Examples:
This study will be conducted with a flexible design using qualitative methods specifically, a single case study design will be used.
- Or -
This study will be conducted with a fixed ...
Assignment Description Congratulations! If you are seeing this .docxlesleyryder69361
Assignment Description:
Congratulations! If you are seeing this assignment you are getting ready to complete the semester. Kudos for a job well done!
In the last two weeks of the course you will reflect and communicate on what you learned both in written and oral form. We will evaluate you on your ability to communicate major concepts from the course through oral and written communication.
There will be two parts to this assignment – a reflection paper and an oral communication.
The Paper/Reflection – Due by
1. Your reflection should be 750-1000 words double spaced in Microsoft Word (If you are using another word processing application please convert your final submission into .doc)
2. There should be 3 parts to your paper.
a. Each part will be a reflection on one aspect of the course
b. The ‘parts’ includeMap Analysis and Interpretation (weeks 1 –3), Projections and Coordinate Systems (weeks 4 and 5), Spatial Data Analysis (weeks 6-8), and Map Interpretation(Weeks 9 and 10)
c. Pick three of these parts to reflect on (3 out of the 4 mentioned above)
3. Content for each section
a. Choose a lab that is associated with the part(s) of the course you chose
b. Choose a concept/learning objective in one lab from each of the three ‘parts’ above.
1. For example: From lab #5 one of the learning objectives might have been ‘Identify and distinguish between different types of data’ This is a concept you should explore in more detail for this assignment.
c. Define the learning objective/concept in your own words. Please draw on course materials such as lectures and labs for the explanation of the concept.
d. Explain how you used/accomplished this concept/learning objective in a lab you completed this semester. For example, if you were selecting Projections and Coordinate Systems (For Example: Learning objective: Assign projections to different geographic areas based on location and geographic extent) you can explain what projections are (in your own words/as used in the course) and then discuss how you assigned them to different locations. Please be specific about what lab(s) you are referring to and what questions in the labs demonstrate the concept you chose.
e. Explain what successes or difficulties you had dealing with this learning/ objective/concept.
f. Finally do some independent research. Investigate how this concept has been employed to understand or solve real life problems. For the example of projections you might cite how a poor understanding of projections caused experts to totally misinterpret a misslie threat from North Korea. Feel free to use this example if your paper.
g. You will complete this flow 3 times – once for each section of the class you choose. Each reflection should be about 3 pages – so you should 3-4 pages total.
4. To finish write a short conclusion that reflects on your entire experience in the class. Where did you succeeded? Where did you struggle? Is there something in the course you will take with you once our.
Research Proposal Tentative Schedule and Assignment(All of the .docxdebishakespeare
Research Proposal: Tentative Schedule and Assignment
(All of the individual and group assignments, except the final draft, should be turn in through Moodle by the due)
1. Week 4: Topic selection
Individual Assignment (Due: by the noon of the class day).
· Turn in at least one potential research topic which can be used for your group proposal
With the library search, select one or two interesting research topic. Develop a research question (s) for the topic and attach the reference list. Bring the hard copy to the class for your group discussion (your group will select one research topic for a group research proposal).
Group Assignment (Due: by the midnight of the Saturday in the week)
· Turn in a report of the chosen research topic for your group proposal.
Evaluate the potential research topics brought by your peers. Determine one topic which will be used for your group proposal. Develop a report which include; 1) the tentative title, 2) name of the participants (alphabetical order of the last name), 3) description of the topic (one paragraph) including the research question and goal, and 4) references (APA).
2. Week 5-7: Annotated bibliography
Annotated bibliography: An annotated bibliography begins with the full citation information of an article or book which is relevant to your research and a summary of the relevant information from the source. The annotated bibliography provides a ready reference when preparing your research proposal and manuscript. Choose the most significant manuscripts in your topic (could be found in your current reference list or from a new search) and summarize them. Consider manuscripts of a classic research and/or a recent study, an empirical study, and authored by one or more current CSUN FCS faculty members in your area of study.
Include the following information in your annotated bibliography: the complete citation in APA format, the work’s focus (research question/goal/objective), dependent variables, main independent variables, framework/theory, data or data collection methods, the sample used, the analytical method (such as multiple regression, ANOVA, logistic regression, factor analysis, structural equation modeling, latent growth curve, general linear model, and so on), results, and the conclusion. Proper citation is expected. Limit the length to two double spaced pages for one article.
Individual Assignment (Due: by the noon of the class day).
· Turn in the annotated bibliography for two articles that can be used as the references for your group proposal.
Bring the annotated bibliography and the original copies of the articles to the class for a group discussion. Present your articles to your group and discuss if/how this article can be used in your group proposal.
Group Assignment (Due: by the midnight of the Saturday in the week)
· Turn in an updated report from the previous work by adding one paragraph of the description of the selected articles.
This update will include all of the p ...
ASSIGNMENT 2 - Research Proposal Weighting 30 tow.docxsherni1
ASSIGNMENT 2 - Research Proposal
Weighting: 30% towards final grade
Word limit: 3000 (-/+10%) – text only, excluding tables, appendices, references,
covers page, contents.
This is an individual piece of work
Apply the requirements of the Harvard Referencing System throughout the
report.
Use the structure appearing below:
Research Proposal Specifics
You are about to commence a new research project in a field of your choice.
You are expected to write a report that constitutes a research proposal.
1. Working individually, you will:
- Have chosen a clear and specific research question/ aim/ hypothesis for your research;
- Have contextualised your research question/ aim within the academic literature;
- Understand the philosophical and methodological bases for your research;
- Have a sound method to address the research question/ aim/ hypothesis.
2. Use Harvard style in-text citation and referencing.
3. Do not copy any materials you use word for word unless you identify these sections clearly as
quotations.
4. If you paraphrase any materials, you must identify sources through in-text referencing.
5. This is an individual assignment please do not work closely with anyone else.
6. Write 3000 words (+ or – 10%) excluding the header sheet, cover page, contents page, reference
list, footnotes and appendices.
Marks for criteria: Criteria
10% Focus and Completion Does the proposal
address the set tasks in a meaningful
manner?
20% Research Objective Does the proposal
clearly articulate
20% Synthesis and Soundness Does the
proposal place the research objective in
the context of the relevant academic
literature and any relevant past studies?
Does the discussion demonstrate a
comprehensive understanding of that
literature?
30% Research Methods and Methodology Does
the proposal sensibly outline methods for
accessing sources of data that will address
or answer the research objective? Is the
method consistent with the methodology?
10% Clarity of Approach Is the proposal well
organised, logically constructed and
attentive to the needs of the reader? Does
the timeline include an Gantt chart or key
milestones for research?
10% Mechanical Soundness Is the portfolio
clearly written, spell
Structuring the research proposal
1. Introduction (~200 words)
Explain the issue you are examining and why it is significant.
Describe the general area to be studied
Explain why this area is important to the general area under study (e.g., psychology of
language, second language acquisition, teaching methods)
2. Background/Review of the Literature (~1000 words)
A description of what has already known about this area and short discussion of why the background
studies are not sufficient.
Summarise what is already known about the field. Include a summary of the basic
background information on the topic gleaned from your literature re ...
HSAD 301- Weekly Discussion Board Grading Rubric
Students will earn points as follows:
Response to Assignment, Demonstration of Knowledge, and Quality of Response to other learners’ postings
Excellent
35 pts
Average
18 pts
Below Average
9 pts
None
0 pts
Clearly understands concepts and incorporates them in discussion
Always includes examples and real life applications, or reference/s
Always advances discussion
Understands concepts and incorporates them in discussion
Often/sometimes includes examples and real life applications, or reference/s.
Often/sometimes advances discussion
Not evident concepts are understood and are not incorporated in discussion
Examples and real life applications, or reference/s are not included
Responses are copied, have little to do with concepts and does not advance discussion
Did not post a response to the weekly discussion board assignment.
Did not respond/post to other learners’ postings.
Examples of the types of participation
While this obviously isn’t the only way to create a discussion, these examples should be helpful to you in identifying “what is” each level of participation.
Discussion about building a house-Original part of comment you are responding to:
The use of laminated beams in today’s building materials greatly reduces the need for other materials like steel beams.
Excellent
Very true, our text states that laminated beams are also more structurally sound and are made from young growth trees. By using laminated beams you can also reduce the number of regular wood beams you use. In essence, using these beams is also good for our environment-less lumber harvesting. Do you think architects are using more of these in today’s housing construction or do you think some still adhere to “old school” methods?
Average
Good point-I hadn’t thought about how it could reduce the need for steel beams. Laminated beams allow for the same load bearing strength without the cost and overall weight of a steel beam. I wonder if the steel industry is impacted at all by the introduction of laminated beams.
Below Average
Good point- I agree.
BOS 3401, Construction Safety 1
Course Description
Overview of key issues and practices related to the occupational safety and health (OSH) profession in the construction
industry. Examines construction standards, identification and control of hazards common to the construction industry, and
tools necessary for successful management of OSH related efforts.
Course Textbook
Johnson, D. (2013). DeWALT construction safety and OSHA handbook. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Examine regulatory standards and laws related to occupational safety and health in the construction industry.
2. Describe occupational safety and health related regulatory practices in the U.S. as they apply to the construction
industry.
3. Evaluate injury, illness, and fata.
As a team, you are to do your research and develop a PowerPoint wi.docxdavezstarr61655
As a team, you are to do your research and develop a PowerPoint with voice over presentation that can be used to make a formal presentation to the VP of HR. Please note you are making this presentation to your Professor who is the VP of HR for this company.
Remember in your project work you have address the cost of purchase which should include the cost of customization to convert the off-the-shelf purchased system into a ready to use turn-key HRIS/Payroll integrated solution for the company. Also training costs of current employees in the use of the new system should be included. You also have to clearly lay out the benefits of the two
Your paper and presentation has to also include a ROI Analysis and Commentary based on research you do on ROI for HRIS Acquisitions.
There are two deliverables for this project:
First, you are to Prepare a PowerPoint Presentation for the VP of HR. The PowerPoint Presentation should be a voice over Presentation using VoiceThread.
Second, a report should be written as though you were giving it to your client the VP of HR. It should be clear, concise, and well thought out. Writing should be professional and clean.
Not to go over 20 page-count, however, it should be thorough.
· Include all aspects of the assignment grading criteria.
· Cite in text when using thoughts that are not your own. All sources must be appropriately cited—use APA for in text and reference list citation formatting.
· Include a reference page for source(s).
· Put the paper title information on a separate page.
· Use 12-point font (Arial, Times Roman), double spaced, and 1" margins as a standard format.
· Do not include extra lines between paragraphs, and so forth.
· Grammar, punctuation, spelling, and so forth, will all be taken into consideration when awarding points.
· Proofread your paper before submitting; spell check is not foolproof.
· Writing content is critical. If you make a statement, for example, "All people who break the law should improve their communication skills to stay out of jail," you need to substantiate that statement. If that statement is not your own thought or a statistic, cite. If it is your opinion, state that and explain what led you to that conclusion. Provide enough information to validate and explain the statement.
Treat this assignment as a real-world situation. This will give you the opportunity to practice how you would research and provide information as an HRM professional.
Course Syllabus
Course Description
Provides a framework for conducting and evaluating independent research in the fire
service by examining the basic principles and methodology for analyzing current fire-
related research.
Course Textbook(s)
Kumar, R. (2014). Research methodology: A step-by-step guide for beginners (4th
ed.). London, United Kingdom: Sage.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Locate, evaluate, and analyze fire-related research.
2. Demonstrate the application .
OverviewThe US is currently undergoing an energy boom largel.docxjacksnathalie
Overview
The US is currently undergoing an energy boom largely because of the development of the greatly expanded use of a well technique developed over 40 years ago - hydraulic fracking. It can be used for both oil and natural gas wells.. The technique allows previously unrecoverable oil and gas in old, played out wells to be accessed and increases the efficiency of recovery in new wells significantly. The current level of both recovery and new well drilling is dramatically higher than it has been for decades. The dramatic increase in well activity, some of which has been near towns and places no one thought drilling would ever occur. It has brought a great deal of attention to the technique and associated effects on everything from ground water and air pollution, to biodiversity disruption and earthquakes.
One important fact to weave into your opinion about fracking pro or con is that all of the sub-surface mineral rights in the US are owned by someone (a private individual, a business, or the state or federal government) but surface and mineral rights can be separated, i.e. sold. Originally, mineral rights were sold along with the land and then companies or individuals could decide if they wanted to keep or sell the mineral rights. Before mineral rights were so valuable, many people opted to sell their mineral rights to oil & gas companies. It never occurred to many people that someone would actually be drilling on their property or their neighbors. Oil and gas companies have a legal right to exercise their ownership options and if you are going to say "no" to them, then you owe them for what you are not letting them have, i.e. the money that would be produced if they were allowed to drill. This is not a trivial issue.
Instructions
This week’s discussion focuses on the pros and cons of hydraulic fracking and asks for your SCIENCE informed opinion on whether the economics and political fossil fuel issues justify the negative tradeoffs.
Address each of the following in your discussion:
How is fracking done and why are companies doing this action versus traditional drilling?
Are the environmental issues with fracking worse than conventional drilling? Why or why not?
Why are people along the Front Range and in other states where fracking is widespread, so upset about it now even though fracking has been occurring for a long time?
*In your initial post, please provide 3-4 references in APA format with in-text citations.
.
OverviewThe United Nations (UN) has hired you as a consultan.docxjacksnathalie
Overview
The United Nations (UN) has hired you as a consultant, and your task is to assess the impact that global warming is expected to have on population growth and the ability of societies in the developing world to ensure the adequate security of their food supplies.
Case Assessment
As the world’s population nears 10 billion by 2050, the effects of global warming are stripping some natural resources from the environment. As they diminish in number, developing countries will face mounting obstacles to improving the livelihoods of their citizens and stabilizing their access to enough food. The reason these governments are struggling even now is that our climate influences their economic health and the consequent diminishing living standards of their peoples. Climate changes are responsible for the current loss of biodiversity as well as the physical access to some critical farming regions. As such, these changes in global weather patterns diminish agricultural output and the distribution of food to local and international markets. These difficulties will become even more significant for these countries as the Earth’s climate changes for the worse. Temperatures are already increasing incrementally, and polar ice caps are melting, so the salient question is: what does this suggest for developing societies?
The issue before the developing world is not its lack of food, but rather how to gain access to food. Simply put, changes in our climate are affecting the global food chain, and hence, the living standards of entire populations. Added to this is the fact that food is not getting to where it is needed in time to prevent hunger or starvation. In many developing countries, shortages are due to governments’ control over distribution networks rather than an insufficient supply of food itself. In effect, these governments are weaponizing food by favoring certain ethnic or religious groups over others. When added to dramatic climate changes that we are experiencing even now, the future for billions of poor people looks increasingly dim.
Instructions
You are to write a minimum of a 5 page persuasive paper for the UN that addresses the following questions about the relationship between atmospheric weather patterns and food security in the developing world:
Climate change and global warming are often used interchangeably, but they are not the same phenomenon. What are the differences between the two concepts and what leads to the confusion between them?
In 1900, the average global temperature was about 13.7° Celsius (56.7° Fahrenheit) (Osborn, 2021), but as of 2020, the temperature has risen another 1.2°C to 14.9°C (58.9°F). According to the Earth and climate science community, if the Earth’s surface temperature rises another 2°C (3.6°F), we will suffer catastrophic weather patterns that, among other things, will raise sea levels, cause widespread droughts and wildfires, result in plant, insect, and animal extinctions, and reduce agricultura.
OverviewThis project will allow you to write a program to get mo.docxjacksnathalie
Overview
This project will allow you to write a program to get more practice with object-oriented ideas that we explored in the previous project, as well as some practice with more advanced ideas such as inheritance and the use of interfaces.
Ipods and other MP3 players organize a user's music selection into groups known as playlists. These are data structures that provide a collection of songs and an ordering for how those songs will be played. For this assignment you will be writing a set of PlayList classes that could be used for a program that organizes music for a user. These classes will be written to implement a particular PlayList interface so that they can be easily exchange in and out as the program requires. In addition, you will also be using the SimpleTrack class you wrote for the closed lab on Interfaces - if you did not finish this class before the end of lab, you will need to finish it before starting on this project.
Objectives
Practice with programming fundamentals
Review of various Java fundamentals (branching, loops, variables, methods, etc.)
Review of Java File I/O concepts
Practice with Java ArrayList concepts
Practice with object-oriented programming and design
Practice with Java interfaces
Project Description
The SimplePlaylist Class
Once you have coded and tested your SimpleTrack class, you will need to write a SimplePlaylist class that implements the Playist interface given in the project folder.
The SimplePlayList class stores music tracks in order - the first track added to the play list should be the first one removed from the play list. You should recognize this data structure as a
queue
(or a
first-in, first-out queue
). You do not need to implement the equals, hashCode and toString methods for this class but if you choose to do so make sure you document your implementations properly!
The PlayList Management Program
Once you have written and tested a SimpleTrack class and a SimplePlaylist class, it is time to use them to write a program to manage playlists. This program will simulate the playing of songs from a play list. For the SimplePlaylist, the songs are removed from the playlist as they are played, so you know that you're at the end of the list when your list is empty. This program should be implemented in the file MusicPlayerSimulator.java. Note that we are not defining ANY of the methods you are using for this program - the design is all up to you. You must, however, practice good programming style - make sure you are breaking the program up into smaller methods and aren't just trying to solve everything with one monolithic main method. If you have fewer than 5 methods for this program you are probably trying to fit too much into a single method.
Here is a sample transcript of the output of this program:
Enter database filename:
input.txt
Currently playing: 'Elvis Presley / Blue Suede Shoes / Elvis Presley: Legacy Edition' Next track to play: 'The Beatles / Wit.
OverviewThis week, we begin our examination of contemporary resp.docxjacksnathalie
Overview
This week, we begin our examination of contemporary responses to youths’ illegal behaviors. The goal for this week is to assess pre-adjudication responses to youths’ illegal behavior. Primarily, our focus will be on nonformal responses or diversion. As a prelude to this discussion, we will consider the “school to prison pipeline” as it provides a good way to understand the need for diversion in juvenile justice.
Objectives
Upon completion of this week’s lesson, you should be able to:
Define what is meant by the “school to prison pipeline.”
Explain how the political economy contributes to the school to prison pipeline.
Explain how trends in education, policing, and juvenile justice contribute to the school to prison pipeline
Describe juvenile arrest trends and trends in the willingness of police to refer youths to juvenile court.
Define radical nonintervention or true diversion and assess the role in can play in juvenile justice.
Explain the rationale for diversion and its value in juvenile justice.
Describe diversion programs that appear to be effective and programs that are not effective
Assess arguments that are made in support of diversion.
Assess the potential problems that should be addressed when developing or operating diversion programs
Tasks
View Video Lecture (Part 1 and Part 2 below) on the School to Prison Pipeline. While viewing the videos, use the pause feature to stop the slides when needed so that you can examine the content.
Part 1
Part 2
Watch the video:
Rethinking Challenging Kids-Where There's a Skill There's a Way | J. Stuart Ablon | TEDxBeaconStreet
Read the material below, Juvenile Diversion.
View Video Lecture 3
.
OverviewProgress monitoring is a type of formative assessment in.docxjacksnathalie
Overview
Progress monitoring is a type of formative assessment in which student learning is evaluated
on a regular basis to provide useful feedback about performance to both students and
teachers. Though there are a number of methods for monitoring a student’s progress, the most
widely used is general outcome measurement, sometimes referred to as curriculum-based
measurement (CBM). Progress monitoring consists of the frequent administration (e.g., once
per month, every two weeks) of brief probes or tests, which include sample items from every
skill taught across the academic year. After each probe is scored, the teacher or student plots
the score on an individual CBM graph. The teacher can then use this data to determine a
student’s:
• Rate of growth — Average growth of a student’s mathematics skills over a period of time
• Performance level — An indication of a student’s current mathematics skills, often
denoted by a score on a test or probe.
You will determine the rate of growth for the two students listed on page 3 using the data provided.
.
OverviewThe work you do throughout the modules culminates into a.docxjacksnathalie
Overview
The work you do throughout the modules culminates into a Customer Service Plan. This plan incorporates the following:
Module 2: Company Description & Evaluation
Module 3: Examine Customer Service & Quality
Module 4: Examine Customer Service Practices in the Twenty-First Century
Module 5: Company Analysis
Instructions
Part I:
Customer Perspective
In relation to what you have learned in Module 3 so far, observe and describe the following as you would view it from the customer’s perspective. Hint: What is each communicating to the customer?
Physical appearance of the business
How quickly is a customer greeted
Pace of the transaction
Parking lot
Hours of operation
Courtesy of customer service representative
Knowledge of customer service representative
Website - if there is a website, how user-friendly is it?
Part II: Quality Recognition
Discuss the following:
Identify criteria that your organization deems important in communications.
How do you know this criteria is important?
How are representatives evaluated on this?
What training is provided to employees in the five main methods of communication (Listening, writing, talking, reading, nonverbal expression)?
What are the expectations when using technology to communicate with customers?
Part III: Proactive Practices
Evaluate the practices in place to avoid challenging situations. What are the practices in place in your business to demonstrate:
Respecting the customer’s time
Keeping a positive attitude
Recognizing regular customers
Maintaining professional communication
Showing initiative
.
OverviewThis discussion is about organizational design and.docxjacksnathalie
Overview
This discussion is about
organizational design and leadership
, as well as
global leadership issues and practices
. Conduct research on current events relating to one of the unit concepts of interest to you. Then, share your findings in an initial post. Try to choose a concept that has not been, or is rarely, addressed by your classmates. Review peers' findings and then engage in an active discussion to learn more about the topic at hand.
Resources
Park LibraryLinks to an external site.
Click on the Library Sources tab.
Enter your topic in the search box.
Click on full text, and you will find one, or several, articles to analyze.
.
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EH 1010, English Composition I 1 Course Description .docxSALU18
EH 1010, English Composition I 1
Course Description
English Composition I is an introduction to the basic concepts and requirements of college-level writing. This course
provides students with the opportunity to implement effective communication skills via the written word.
Course Material(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Demonstrate proper use of Standard Written English and the conventions of APA documentation style.
2. Employ the concepts of audience and perspective when approaching others in the writing situation.
3. Construct different genres of writing.
4. Effectively incorporate relevant academic sources containing both qualitative and quantitative data.
5. Demonstrate critical reading skills that translate to improvement in writing practices, such as the crafting of
effective sentences and paragraphs.
6. Utilize pre-writing and planning strategies for the writing process.
7. Assert argumentative thesis statements that are supported by structured essays that have an introduction, body,
and conclusion.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson composed of interactive Adobe Captivate lessons, which discuss
lesson material. Transcripts for each of the lessons are also available in each unit. Be sure to open the study
guide documents in each unit of this course as all of the course content is found in the study guides. There is no
textbook.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
5. Journals: Students are required to submit Journals in Units I-VIII. Journals provide students the opportunity to
reflect critically on course concepts and ideas. Specific information about accessing the Journal rubric is provided
below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III-VIII. Specific
information and instructions regarding these assignments are provided below. Grading rubrics are included with
each assignment. Specific information about accessing these rubrics is provided below.
EH 1010, English Composition I
Course Syllabus
EH 1010, English Composition I 2
7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
8. Student Break Room: This communication forum ...
MEE 5801, Industrial and Hazardous Waste ManagementCourse .docxARIV4
MEE 5801, Industrial and Hazardous
Waste Management
Course Syllabus
Course Description
A study of solid and hazardous wastes and how such wastes are managed in modern society. Topics covered are the generation, treatment, and disposal of wastes generated by the non-commercial and industrial segments of society.
Course Textbook
Bahadori, A. (2014). Waste management in the chemical and petroleum industries. West Sussex, United Kingdom: Wiley.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Assess the fundamental science and engineering principles applicable to the management and treatment of solid and hazardous wastes.
2. Examine the key attributes of solid and hazardous wastes.
3. Evaluate laws, standards, and best practices related to hazardous wastes.
4. Examine leadership and management principles related to industrial and hazardous waste issues.
5. Evaluate operations and technologies related to industrial and hazardous wastes.
6. Assess the impact of industrial and hazardous waste on human populations.
7. Solve hazardous waste related problems through collaborative methods of problem solving.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Units I-VII contain Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in the Unit I-V and VIII study guides. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar.
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit. Assessments are composed of written-response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I-III, V, VI, and VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.
9. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.
10. Student Break Room: This communication forum allows for casual conversation with your c ...
BHR 3301, Compensation and Benefits 1 Course Description.docxAASTHA76
BHR 3301, Compensation and Benefits 1
Course Description
Student will be provided comprehensive knowledge and understanding of the dynamics involved in compensating
employees for services rendered in a modern organization. This course focuses on the critical tools and techniques of
job analysis, job descriptions, job evaluation, pay surveys, pay structures, pay administration, and required benefits.
Course Textbook
Milkovich, G. T., Newman, J. M., & Gerhart, B. (2014). Compensation (11th ed.). New York, NY: McGraw-Hill/Irwin.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain how to perform a job analysis.
2. Develop a pay survey and a pay structure.
3. Discuss issues involved in determining an organization’s total compensation strategy.
4. Determine differences in compensation opportunities for employees in different jobs and at different levels in the
organization.
5. Elaborate on various kinds of pay-for-performance programs and the situations in which such programs may be
preferable.
6. Compare strengths, weaknesses, and opportunities for various kinds of performance appraisal programs.
7. Interpret the role of compensation and its influence on employee behavior.
8. Explain the influences of government regulations on compensation practices.
9. Compare and contrast various options to pay plans including team based, executive compensation, and
employee benefits, both required and non-required.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Chapter presentations are provided in each unit study guide as Supplemental Reading to aid students in their
course of study.
4. Learning Activity (Non-Graded): This non-graded Learning Activity is provided in Unit IV to aid students in their
course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III-
VII. Assessments are composed of written response questions.
7. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II, IV, V, and VIII.
Specific information and instructions regarding these assignments are provided below. Grading rubrics are
included with each Assignment. Specific information about accessing these rubrics is provided below.
BHR 3301, C ...
What are the basic service classifications and how can under.docxphilipnelson29183
What are the basic service classifications and how can understanding these classifications be important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no
plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
HTH 1306, Introduction to Health Care Statistics 1
Course Description
This course introduces students to basic statistical principles and calculations as applied in the health care environment.
This course focuses on procedures for collecting and reporting vital statistics and basic quality control population
statistics. In addition, students will learn the fundamentals of displaying statistical information using a variety of graphs
and charts.
Course Textbook
Koch, G. (2008). Basic allied health statistics and analysis (3rd ed.). Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain how statistics are used in healthcare.
2. Differentiate between descriptive and inferential statistics.
3. Formulate statistics that meet medical and administrative reporting needs and requirements of government
regulatory and voluntary agencies.
4. Prepare statistical reports to support healthcare information and department operations and services.
5. Analyze health care statistics, vital statistics, descriptive statistics, data validity, and reliability.
6. Utilize appropriate methods of data display.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Suggested Readings are listed in Units I, II, III, and VI. The readings themselves are not provided in the course,
but students are encouraged to read the resources listed if the opportunity arises as they have valuable
information that expands upon the lesson material.
4. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu.
Case Study Research paper- report Spring 20201) Total points.docxzebadiahsummers
Case Study Research paper- report Spring 2020
1) Total points 100 and Optional Presentation =10 points must be 5-6 Power points 4-5 Minutes.
2) So, expectation is to submit a Research Paper (13-14 PAGES) + PowerPoint Presentation on the Research Paper.
2) All Case Study Assignment due: Must post on Black Board; before the beginning of the class
: Thursday 5/04/2020 No Email attachments the late work will not be accepted
3) Individual work. All written submissions must be typed in 12-point font and double spaced.
4) The papers should be logically organized, reflect a theoretical or research foundation where applicable.
5) On Cover Page. a) Title of your Case Study Report and Make sure that b) Last Name c) First name,
d) Class row number e) Professor Hemati f) Spring 2020
Select a Case Study to cover 3-4 topics We discussed and apply in your field of your Major-Program of study (MY MAJOR is ENVIRONMENTAL ENGINEERING); related to Process developments or Services, of Application and Implementation of capital equipment’s Selections and Replacements, and/ or Future needs.
Interest and Equivalence Economic; Present Worth and Annual Cash Flow Analysis
Choosing the Best Alternative; Income Tax; Replacement Analysis; Inflation and Price Change
Safety and Environmental Needs in the Public or Private Sector.
Application: Case Study:
100 Points
· Proposal of Case Study; Explain the Issues or concerns and report
10 points
· Apply various Engineering Economy techniques (at least 3-methods)
20 points
· Apply relevant formulas and Assumption for financial analysis.
10 points
· Explanation in Detail economy analysis in the Private or Public sector
20 points
· Apply economic analysis in managerial decision and recommendations
20 points
· With are alternatives and future risk, factor?
10 points
· Conclusion and Recommendations with alternative options
10 points
Course Objectives
To Offer Framework for cost management in engineering Projects.
· To offer assistance in managerial decision making
· To introduce fundamentals of Personal, Private and Public-sector Financing Engineering Project
· Apply Mathematics of finance to engineering and managerial decision making.
· Introduce the fundamentals of economic analysis used in engineering decision making.
· To introduce Economic Analysis of Replacement and Retention Decisions
· To prepare students for PE/FE Examinations
Course Learning Outcomes:
This course is one of many that you will take towards your degree in Civil, Construction or Environmental Engineering. Each of our courses are designed as part of your career development in your respective Engineering profession. Program Outcomes are intended to provide a broad base of knowledge to find your career. However, each course in the curriculum emphasizes particular aspects of that overall body of knowledge. Although other outcomes may also be ad.
This section provides general guidance related to the research typ.docxjuliennehar
This section provides general guidance related to the research type and methodology. Please review this information carefully. There are specific research types and methods associated with the degree plan you are pursuing.
Research Study Type
For DBA students taking BUSI 987 – 990, the Research Study type is a Dissertation For DBA students taking BUSI 887 – 890, the Research Study type can be either a Case Study Project or a Consulting Project
With the dissertation or case study project approach, the student begins by researching the literature to find a problem, develops a research proposal to study the problem, and then finds an organization within which to study the problem. With the consulting project approach, the student begins with an organization with a problem, researches the literature to better understand the problem, and then develops a proposed solution to the problem. In all three cases a problem statement based upon the current literature must be developed.
Methodology
The methodology is how you will study the problem at a very high level, all research will be conducted using one of the following research approaches:
Fixed Design using Quantitative Methods Flexible Design using Qualitative Methods Mixed Method Design using Quantitative and Qualitative Methods
Fixed Designs are fully defined (fixed) as part of the research proposal and following the proposal, the researcher executes the research and analysis using quantitative tools as described. Flexible designs on the other hand are defined in a general sense as part of the research proposal and following the proposal, the researcher is free to execute adjust (flexible) the research as is necessary using qualitative tools as described. Mixed Method Designs as the name implies, use a combination of both. The choice of research approach is guided by the research questions.
Within each research approach there are specific methods that can be employed. The table below lists the most common methods utilized in the three research approaches. Once selected, the method becomes the methodology or specific ‘research design’ for the study.
Fixed Designs Experimental Quasi-experimental Nonexperimental Descriptive Correlational Causal-Comparative
Flexible Designs Narrative Phenomenology Grounded Theory Case Study Single Case Study Multiple Case Study Ethnography
Mixed Method Designs Convergent parallel Explanatory Sequential Exploratory Sequential Transformative
Common Methods for fixed, flexible and mixed research designs.
An effective way to begin the discussion of methodology is to start with the sentence: “This study will be conducted with a XXXXX design using XXXXX method(s) specifically, a XXXXX design will be used”
Examples:
This study will be conducted with a flexible design using qualitative methods specifically, a single case study design will be used.
- Or -
This study will be conducted with a fixed ...
Assignment Description Congratulations! If you are seeing this .docxlesleyryder69361
Assignment Description:
Congratulations! If you are seeing this assignment you are getting ready to complete the semester. Kudos for a job well done!
In the last two weeks of the course you will reflect and communicate on what you learned both in written and oral form. We will evaluate you on your ability to communicate major concepts from the course through oral and written communication.
There will be two parts to this assignment – a reflection paper and an oral communication.
The Paper/Reflection – Due by
1. Your reflection should be 750-1000 words double spaced in Microsoft Word (If you are using another word processing application please convert your final submission into .doc)
2. There should be 3 parts to your paper.
a. Each part will be a reflection on one aspect of the course
b. The ‘parts’ includeMap Analysis and Interpretation (weeks 1 –3), Projections and Coordinate Systems (weeks 4 and 5), Spatial Data Analysis (weeks 6-8), and Map Interpretation(Weeks 9 and 10)
c. Pick three of these parts to reflect on (3 out of the 4 mentioned above)
3. Content for each section
a. Choose a lab that is associated with the part(s) of the course you chose
b. Choose a concept/learning objective in one lab from each of the three ‘parts’ above.
1. For example: From lab #5 one of the learning objectives might have been ‘Identify and distinguish between different types of data’ This is a concept you should explore in more detail for this assignment.
c. Define the learning objective/concept in your own words. Please draw on course materials such as lectures and labs for the explanation of the concept.
d. Explain how you used/accomplished this concept/learning objective in a lab you completed this semester. For example, if you were selecting Projections and Coordinate Systems (For Example: Learning objective: Assign projections to different geographic areas based on location and geographic extent) you can explain what projections are (in your own words/as used in the course) and then discuss how you assigned them to different locations. Please be specific about what lab(s) you are referring to and what questions in the labs demonstrate the concept you chose.
e. Explain what successes or difficulties you had dealing with this learning/ objective/concept.
f. Finally do some independent research. Investigate how this concept has been employed to understand or solve real life problems. For the example of projections you might cite how a poor understanding of projections caused experts to totally misinterpret a misslie threat from North Korea. Feel free to use this example if your paper.
g. You will complete this flow 3 times – once for each section of the class you choose. Each reflection should be about 3 pages – so you should 3-4 pages total.
4. To finish write a short conclusion that reflects on your entire experience in the class. Where did you succeeded? Where did you struggle? Is there something in the course you will take with you once our.
Research Proposal Tentative Schedule and Assignment(All of the .docxdebishakespeare
Research Proposal: Tentative Schedule and Assignment
(All of the individual and group assignments, except the final draft, should be turn in through Moodle by the due)
1. Week 4: Topic selection
Individual Assignment (Due: by the noon of the class day).
· Turn in at least one potential research topic which can be used for your group proposal
With the library search, select one or two interesting research topic. Develop a research question (s) for the topic and attach the reference list. Bring the hard copy to the class for your group discussion (your group will select one research topic for a group research proposal).
Group Assignment (Due: by the midnight of the Saturday in the week)
· Turn in a report of the chosen research topic for your group proposal.
Evaluate the potential research topics brought by your peers. Determine one topic which will be used for your group proposal. Develop a report which include; 1) the tentative title, 2) name of the participants (alphabetical order of the last name), 3) description of the topic (one paragraph) including the research question and goal, and 4) references (APA).
2. Week 5-7: Annotated bibliography
Annotated bibliography: An annotated bibliography begins with the full citation information of an article or book which is relevant to your research and a summary of the relevant information from the source. The annotated bibliography provides a ready reference when preparing your research proposal and manuscript. Choose the most significant manuscripts in your topic (could be found in your current reference list or from a new search) and summarize them. Consider manuscripts of a classic research and/or a recent study, an empirical study, and authored by one or more current CSUN FCS faculty members in your area of study.
Include the following information in your annotated bibliography: the complete citation in APA format, the work’s focus (research question/goal/objective), dependent variables, main independent variables, framework/theory, data or data collection methods, the sample used, the analytical method (such as multiple regression, ANOVA, logistic regression, factor analysis, structural equation modeling, latent growth curve, general linear model, and so on), results, and the conclusion. Proper citation is expected. Limit the length to two double spaced pages for one article.
Individual Assignment (Due: by the noon of the class day).
· Turn in the annotated bibliography for two articles that can be used as the references for your group proposal.
Bring the annotated bibliography and the original copies of the articles to the class for a group discussion. Present your articles to your group and discuss if/how this article can be used in your group proposal.
Group Assignment (Due: by the midnight of the Saturday in the week)
· Turn in an updated report from the previous work by adding one paragraph of the description of the selected articles.
This update will include all of the p ...
ASSIGNMENT 2 - Research Proposal Weighting 30 tow.docxsherni1
ASSIGNMENT 2 - Research Proposal
Weighting: 30% towards final grade
Word limit: 3000 (-/+10%) – text only, excluding tables, appendices, references,
covers page, contents.
This is an individual piece of work
Apply the requirements of the Harvard Referencing System throughout the
report.
Use the structure appearing below:
Research Proposal Specifics
You are about to commence a new research project in a field of your choice.
You are expected to write a report that constitutes a research proposal.
1. Working individually, you will:
- Have chosen a clear and specific research question/ aim/ hypothesis for your research;
- Have contextualised your research question/ aim within the academic literature;
- Understand the philosophical and methodological bases for your research;
- Have a sound method to address the research question/ aim/ hypothesis.
2. Use Harvard style in-text citation and referencing.
3. Do not copy any materials you use word for word unless you identify these sections clearly as
quotations.
4. If you paraphrase any materials, you must identify sources through in-text referencing.
5. This is an individual assignment please do not work closely with anyone else.
6. Write 3000 words (+ or – 10%) excluding the header sheet, cover page, contents page, reference
list, footnotes and appendices.
Marks for criteria: Criteria
10% Focus and Completion Does the proposal
address the set tasks in a meaningful
manner?
20% Research Objective Does the proposal
clearly articulate
20% Synthesis and Soundness Does the
proposal place the research objective in
the context of the relevant academic
literature and any relevant past studies?
Does the discussion demonstrate a
comprehensive understanding of that
literature?
30% Research Methods and Methodology Does
the proposal sensibly outline methods for
accessing sources of data that will address
or answer the research objective? Is the
method consistent with the methodology?
10% Clarity of Approach Is the proposal well
organised, logically constructed and
attentive to the needs of the reader? Does
the timeline include an Gantt chart or key
milestones for research?
10% Mechanical Soundness Is the portfolio
clearly written, spell
Structuring the research proposal
1. Introduction (~200 words)
Explain the issue you are examining and why it is significant.
Describe the general area to be studied
Explain why this area is important to the general area under study (e.g., psychology of
language, second language acquisition, teaching methods)
2. Background/Review of the Literature (~1000 words)
A description of what has already known about this area and short discussion of why the background
studies are not sufficient.
Summarise what is already known about the field. Include a summary of the basic
background information on the topic gleaned from your literature re ...
HSAD 301- Weekly Discussion Board Grading Rubric
Students will earn points as follows:
Response to Assignment, Demonstration of Knowledge, and Quality of Response to other learners’ postings
Excellent
35 pts
Average
18 pts
Below Average
9 pts
None
0 pts
Clearly understands concepts and incorporates them in discussion
Always includes examples and real life applications, or reference/s
Always advances discussion
Understands concepts and incorporates them in discussion
Often/sometimes includes examples and real life applications, or reference/s.
Often/sometimes advances discussion
Not evident concepts are understood and are not incorporated in discussion
Examples and real life applications, or reference/s are not included
Responses are copied, have little to do with concepts and does not advance discussion
Did not post a response to the weekly discussion board assignment.
Did not respond/post to other learners’ postings.
Examples of the types of participation
While this obviously isn’t the only way to create a discussion, these examples should be helpful to you in identifying “what is” each level of participation.
Discussion about building a house-Original part of comment you are responding to:
The use of laminated beams in today’s building materials greatly reduces the need for other materials like steel beams.
Excellent
Very true, our text states that laminated beams are also more structurally sound and are made from young growth trees. By using laminated beams you can also reduce the number of regular wood beams you use. In essence, using these beams is also good for our environment-less lumber harvesting. Do you think architects are using more of these in today’s housing construction or do you think some still adhere to “old school” methods?
Average
Good point-I hadn’t thought about how it could reduce the need for steel beams. Laminated beams allow for the same load bearing strength without the cost and overall weight of a steel beam. I wonder if the steel industry is impacted at all by the introduction of laminated beams.
Below Average
Good point- I agree.
BOS 3401, Construction Safety 1
Course Description
Overview of key issues and practices related to the occupational safety and health (OSH) profession in the construction
industry. Examines construction standards, identification and control of hazards common to the construction industry, and
tools necessary for successful management of OSH related efforts.
Course Textbook
Johnson, D. (2013). DeWALT construction safety and OSHA handbook. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Examine regulatory standards and laws related to occupational safety and health in the construction industry.
2. Describe occupational safety and health related regulatory practices in the U.S. as they apply to the construction
industry.
3. Evaluate injury, illness, and fata.
As a team, you are to do your research and develop a PowerPoint wi.docxdavezstarr61655
As a team, you are to do your research and develop a PowerPoint with voice over presentation that can be used to make a formal presentation to the VP of HR. Please note you are making this presentation to your Professor who is the VP of HR for this company.
Remember in your project work you have address the cost of purchase which should include the cost of customization to convert the off-the-shelf purchased system into a ready to use turn-key HRIS/Payroll integrated solution for the company. Also training costs of current employees in the use of the new system should be included. You also have to clearly lay out the benefits of the two
Your paper and presentation has to also include a ROI Analysis and Commentary based on research you do on ROI for HRIS Acquisitions.
There are two deliverables for this project:
First, you are to Prepare a PowerPoint Presentation for the VP of HR. The PowerPoint Presentation should be a voice over Presentation using VoiceThread.
Second, a report should be written as though you were giving it to your client the VP of HR. It should be clear, concise, and well thought out. Writing should be professional and clean.
Not to go over 20 page-count, however, it should be thorough.
· Include all aspects of the assignment grading criteria.
· Cite in text when using thoughts that are not your own. All sources must be appropriately cited—use APA for in text and reference list citation formatting.
· Include a reference page for source(s).
· Put the paper title information on a separate page.
· Use 12-point font (Arial, Times Roman), double spaced, and 1" margins as a standard format.
· Do not include extra lines between paragraphs, and so forth.
· Grammar, punctuation, spelling, and so forth, will all be taken into consideration when awarding points.
· Proofread your paper before submitting; spell check is not foolproof.
· Writing content is critical. If you make a statement, for example, "All people who break the law should improve their communication skills to stay out of jail," you need to substantiate that statement. If that statement is not your own thought or a statistic, cite. If it is your opinion, state that and explain what led you to that conclusion. Provide enough information to validate and explain the statement.
Treat this assignment as a real-world situation. This will give you the opportunity to practice how you would research and provide information as an HRM professional.
Course Syllabus
Course Description
Provides a framework for conducting and evaluating independent research in the fire
service by examining the basic principles and methodology for analyzing current fire-
related research.
Course Textbook(s)
Kumar, R. (2014). Research methodology: A step-by-step guide for beginners (4th
ed.). London, United Kingdom: Sage.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Locate, evaluate, and analyze fire-related research.
2. Demonstrate the application .
Similar to Drexel University, College of Engineering2015-2016 Academic Year.docx (15)
OverviewThe US is currently undergoing an energy boom largel.docxjacksnathalie
Overview
The US is currently undergoing an energy boom largely because of the development of the greatly expanded use of a well technique developed over 40 years ago - hydraulic fracking. It can be used for both oil and natural gas wells.. The technique allows previously unrecoverable oil and gas in old, played out wells to be accessed and increases the efficiency of recovery in new wells significantly. The current level of both recovery and new well drilling is dramatically higher than it has been for decades. The dramatic increase in well activity, some of which has been near towns and places no one thought drilling would ever occur. It has brought a great deal of attention to the technique and associated effects on everything from ground water and air pollution, to biodiversity disruption and earthquakes.
One important fact to weave into your opinion about fracking pro or con is that all of the sub-surface mineral rights in the US are owned by someone (a private individual, a business, or the state or federal government) but surface and mineral rights can be separated, i.e. sold. Originally, mineral rights were sold along with the land and then companies or individuals could decide if they wanted to keep or sell the mineral rights. Before mineral rights were so valuable, many people opted to sell their mineral rights to oil & gas companies. It never occurred to many people that someone would actually be drilling on their property or their neighbors. Oil and gas companies have a legal right to exercise their ownership options and if you are going to say "no" to them, then you owe them for what you are not letting them have, i.e. the money that would be produced if they were allowed to drill. This is not a trivial issue.
Instructions
This week’s discussion focuses on the pros and cons of hydraulic fracking and asks for your SCIENCE informed opinion on whether the economics and political fossil fuel issues justify the negative tradeoffs.
Address each of the following in your discussion:
How is fracking done and why are companies doing this action versus traditional drilling?
Are the environmental issues with fracking worse than conventional drilling? Why or why not?
Why are people along the Front Range and in other states where fracking is widespread, so upset about it now even though fracking has been occurring for a long time?
*In your initial post, please provide 3-4 references in APA format with in-text citations.
.
OverviewThe United Nations (UN) has hired you as a consultan.docxjacksnathalie
Overview
The United Nations (UN) has hired you as a consultant, and your task is to assess the impact that global warming is expected to have on population growth and the ability of societies in the developing world to ensure the adequate security of their food supplies.
Case Assessment
As the world’s population nears 10 billion by 2050, the effects of global warming are stripping some natural resources from the environment. As they diminish in number, developing countries will face mounting obstacles to improving the livelihoods of their citizens and stabilizing their access to enough food. The reason these governments are struggling even now is that our climate influences their economic health and the consequent diminishing living standards of their peoples. Climate changes are responsible for the current loss of biodiversity as well as the physical access to some critical farming regions. As such, these changes in global weather patterns diminish agricultural output and the distribution of food to local and international markets. These difficulties will become even more significant for these countries as the Earth’s climate changes for the worse. Temperatures are already increasing incrementally, and polar ice caps are melting, so the salient question is: what does this suggest for developing societies?
The issue before the developing world is not its lack of food, but rather how to gain access to food. Simply put, changes in our climate are affecting the global food chain, and hence, the living standards of entire populations. Added to this is the fact that food is not getting to where it is needed in time to prevent hunger or starvation. In many developing countries, shortages are due to governments’ control over distribution networks rather than an insufficient supply of food itself. In effect, these governments are weaponizing food by favoring certain ethnic or religious groups over others. When added to dramatic climate changes that we are experiencing even now, the future for billions of poor people looks increasingly dim.
Instructions
You are to write a minimum of a 5 page persuasive paper for the UN that addresses the following questions about the relationship between atmospheric weather patterns and food security in the developing world:
Climate change and global warming are often used interchangeably, but they are not the same phenomenon. What are the differences between the two concepts and what leads to the confusion between them?
In 1900, the average global temperature was about 13.7° Celsius (56.7° Fahrenheit) (Osborn, 2021), but as of 2020, the temperature has risen another 1.2°C to 14.9°C (58.9°F). According to the Earth and climate science community, if the Earth’s surface temperature rises another 2°C (3.6°F), we will suffer catastrophic weather patterns that, among other things, will raise sea levels, cause widespread droughts and wildfires, result in plant, insect, and animal extinctions, and reduce agricultura.
OverviewThis project will allow you to write a program to get mo.docxjacksnathalie
Overview
This project will allow you to write a program to get more practice with object-oriented ideas that we explored in the previous project, as well as some practice with more advanced ideas such as inheritance and the use of interfaces.
Ipods and other MP3 players organize a user's music selection into groups known as playlists. These are data structures that provide a collection of songs and an ordering for how those songs will be played. For this assignment you will be writing a set of PlayList classes that could be used for a program that organizes music for a user. These classes will be written to implement a particular PlayList interface so that they can be easily exchange in and out as the program requires. In addition, you will also be using the SimpleTrack class you wrote for the closed lab on Interfaces - if you did not finish this class before the end of lab, you will need to finish it before starting on this project.
Objectives
Practice with programming fundamentals
Review of various Java fundamentals (branching, loops, variables, methods, etc.)
Review of Java File I/O concepts
Practice with Java ArrayList concepts
Practice with object-oriented programming and design
Practice with Java interfaces
Project Description
The SimplePlaylist Class
Once you have coded and tested your SimpleTrack class, you will need to write a SimplePlaylist class that implements the Playist interface given in the project folder.
The SimplePlayList class stores music tracks in order - the first track added to the play list should be the first one removed from the play list. You should recognize this data structure as a
queue
(or a
first-in, first-out queue
). You do not need to implement the equals, hashCode and toString methods for this class but if you choose to do so make sure you document your implementations properly!
The PlayList Management Program
Once you have written and tested a SimpleTrack class and a SimplePlaylist class, it is time to use them to write a program to manage playlists. This program will simulate the playing of songs from a play list. For the SimplePlaylist, the songs are removed from the playlist as they are played, so you know that you're at the end of the list when your list is empty. This program should be implemented in the file MusicPlayerSimulator.java. Note that we are not defining ANY of the methods you are using for this program - the design is all up to you. You must, however, practice good programming style - make sure you are breaking the program up into smaller methods and aren't just trying to solve everything with one monolithic main method. If you have fewer than 5 methods for this program you are probably trying to fit too much into a single method.
Here is a sample transcript of the output of this program:
Enter database filename:
input.txt
Currently playing: 'Elvis Presley / Blue Suede Shoes / Elvis Presley: Legacy Edition' Next track to play: 'The Beatles / Wit.
OverviewThis week, we begin our examination of contemporary resp.docxjacksnathalie
Overview
This week, we begin our examination of contemporary responses to youths’ illegal behaviors. The goal for this week is to assess pre-adjudication responses to youths’ illegal behavior. Primarily, our focus will be on nonformal responses or diversion. As a prelude to this discussion, we will consider the “school to prison pipeline” as it provides a good way to understand the need for diversion in juvenile justice.
Objectives
Upon completion of this week’s lesson, you should be able to:
Define what is meant by the “school to prison pipeline.”
Explain how the political economy contributes to the school to prison pipeline.
Explain how trends in education, policing, and juvenile justice contribute to the school to prison pipeline
Describe juvenile arrest trends and trends in the willingness of police to refer youths to juvenile court.
Define radical nonintervention or true diversion and assess the role in can play in juvenile justice.
Explain the rationale for diversion and its value in juvenile justice.
Describe diversion programs that appear to be effective and programs that are not effective
Assess arguments that are made in support of diversion.
Assess the potential problems that should be addressed when developing or operating diversion programs
Tasks
View Video Lecture (Part 1 and Part 2 below) on the School to Prison Pipeline. While viewing the videos, use the pause feature to stop the slides when needed so that you can examine the content.
Part 1
Part 2
Watch the video:
Rethinking Challenging Kids-Where There's a Skill There's a Way | J. Stuart Ablon | TEDxBeaconStreet
Read the material below, Juvenile Diversion.
View Video Lecture 3
.
OverviewProgress monitoring is a type of formative assessment in.docxjacksnathalie
Overview
Progress monitoring is a type of formative assessment in which student learning is evaluated
on a regular basis to provide useful feedback about performance to both students and
teachers. Though there are a number of methods for monitoring a student’s progress, the most
widely used is general outcome measurement, sometimes referred to as curriculum-based
measurement (CBM). Progress monitoring consists of the frequent administration (e.g., once
per month, every two weeks) of brief probes or tests, which include sample items from every
skill taught across the academic year. After each probe is scored, the teacher or student plots
the score on an individual CBM graph. The teacher can then use this data to determine a
student’s:
• Rate of growth — Average growth of a student’s mathematics skills over a period of time
• Performance level — An indication of a student’s current mathematics skills, often
denoted by a score on a test or probe.
You will determine the rate of growth for the two students listed on page 3 using the data provided.
.
OverviewThe work you do throughout the modules culminates into a.docxjacksnathalie
Overview
The work you do throughout the modules culminates into a Customer Service Plan. This plan incorporates the following:
Module 2: Company Description & Evaluation
Module 3: Examine Customer Service & Quality
Module 4: Examine Customer Service Practices in the Twenty-First Century
Module 5: Company Analysis
Instructions
Part I:
Customer Perspective
In relation to what you have learned in Module 3 so far, observe and describe the following as you would view it from the customer’s perspective. Hint: What is each communicating to the customer?
Physical appearance of the business
How quickly is a customer greeted
Pace of the transaction
Parking lot
Hours of operation
Courtesy of customer service representative
Knowledge of customer service representative
Website - if there is a website, how user-friendly is it?
Part II: Quality Recognition
Discuss the following:
Identify criteria that your organization deems important in communications.
How do you know this criteria is important?
How are representatives evaluated on this?
What training is provided to employees in the five main methods of communication (Listening, writing, talking, reading, nonverbal expression)?
What are the expectations when using technology to communicate with customers?
Part III: Proactive Practices
Evaluate the practices in place to avoid challenging situations. What are the practices in place in your business to demonstrate:
Respecting the customer’s time
Keeping a positive attitude
Recognizing regular customers
Maintaining professional communication
Showing initiative
.
OverviewThis discussion is about organizational design and.docxjacksnathalie
Overview
This discussion is about
organizational design and leadership
, as well as
global leadership issues and practices
. Conduct research on current events relating to one of the unit concepts of interest to you. Then, share your findings in an initial post. Try to choose a concept that has not been, or is rarely, addressed by your classmates. Review peers' findings and then engage in an active discussion to learn more about the topic at hand.
Resources
Park LibraryLinks to an external site.
Click on the Library Sources tab.
Enter your topic in the search box.
Click on full text, and you will find one, or several, articles to analyze.
.
OverviewScholarly dissemination is essential for any doctora.docxjacksnathalie
Overview
Scholarly dissemination is essential for any doctoral level student. Posters are often a way to ease into scholarly communication. Building a poster is one of the ways scholars participate in the dissemination of knowledge.
Instructions
1. Your poster submission must have a central focus, as developed from the topic selected in Module 2, and that focus must be evident throughout the poster. Specifically, your introduction, analysis, and results must be focused on a set of research questions and/or hypotheses that are obvious in your theoretical diagram.
2. The focus must comprehensively place the problem/question in appropriate scholarly context (scholarly literature, theory, model, or genre).
.
OverviewRegardless of whether you own a business or are a s.docxjacksnathalie
Overview:
Regardless of whether you own a business or are a stakeholder in a business, understanding basic contract terms is important. Businesses enter into contracts with many areas, from shipping to suppliers to customers. As a business owner or manager knowledge of these basic terms will assist you in the day to day operations of the business, regardless of the field.
Instructions:
• Fill in the attached template.
• For each term, define the term with citation to authority, define the term in your own words and provide an example of each term.
Requirements:
• Use APA format for non-legal sources such as the textbook. Use Bluebook citation format for any legal citations.
• Submit a Word document using the template.
• Maximum two pages in length, excluding the Reference page.
.
OverviewImagine you have been hired as a consultant for th.docxjacksnathalie
Overview
Imagine you have been hired as a consultant for the United Nations. You have been asked to write an analysis on how global population growth has caused the following problem and how it affects
TURKEY
A growing global population that consumes natural resources is partially to blame for the release of greenhouse gases since human consumption patterns lead to deforestation, soil erosion, and farming (overturned dirt releases CO2). However, the critical issue is the burning of fossil fuels (hydrocarbons) such as coal oil and natural gas to produce energy that is used for things like electricity production, and vehicle, heating, and cooking fuels.
Instructions
Content
The U.N. has asked that your paper contain three sections. It has asked that each section be one page (or approximately 300 words) in length and answer specific questions, identified in the outline below. It also asks that you use examples from Turkey when answering the questions.
Introduction
Provide an introduction of half a page minimum that addresses points
points
1–5 below:
Explain the problem the U.N. has asked you to address in your own words.
Identify the three sections your paper will cover.
Identify the developing country (TURKEY) you will consider.
Telly
the U.N. which causes of greenhouse gases you will explore.
Provide a one-sentence statement of your solutions at the end of your introduction paragraph.
Section I. Background
What are greenhouse gases?
How do greenhouse gases contribute to global warming?
Section II. How Emissions Causes Problems for the Developing World
Which countries produce the most greenhouse gases?
What are the economic challenges of these emissions in Turkey?
What are the security challenges of these emissions in Turkey?
What are the political challenges of these emissions in Turkey?
Section III. Causes and
Solution
s of Greenhouse Gases
Name two causes of greenhouse gases.
What are potential solutions to address each of the causes you identified?
What is the relationship between population control and greenhouse gases?
Conclusion
Provide a conclusion of half a page minimum that includes a summary of your findings that the United Nations can use to inform future policy decisions.
Success Tips
In answering each question, use examples from Turkey to illustrate your points.
The U.N. needs facts and objective analysis on which to base future policy decisions. Avoid
personal opinion
and make sure your answers are based on information you find through research.
Formatting Requirements
Make sure your paper consists of 4–6 pages (1,200 words minimum, not including the cover page, reference page, and quoted material if any).
Create headings for each section of your paper as follows:
Section I. Background.
Section II. How Emissions Causes Problems for the Developing World.
Section III. Causes and
.
OverviewDevelop a 4–6-page position about a specific health care.docxjacksnathalie
Overview
Develop a 4–6-page position about a specific health care issue as it relates to a target vulnerable population. Include an analysis of existing evidence and position papers to help support your position. Your analysis should also present and respond to one or more opposing viewpoints.
Note
: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Position papers are a method to evaluate the most current evidence and policies related to health care issues. They offer a way for researchers to explore the views of any number of organizations around a topic. This can help you to develop your own position and approach to care around a topic or issue.
This assessment will focus on analyzing position papers about an issue related to addiction, chronicity, emotional and mental health, genetics and genomics, or immunity. Many of these topics are quickly evolving as technology advances, or as we attempt to push past stigmas. For example, technology advances and DNA sequencing provide comprehensive information to allow treatment to become more targeted and effective for the individual. However as a result, nurses must be able to understand and teach patients about the impact of this information. With this great power comes concerns that patient conditions are protected in an ethical and compassionate manner.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Evaluate the evidence and positions of others that could support a team's approach to improving the quality and outcomes of care for a specific issue in a target population.
Evaluate the evidence and positions of others that are contrary to a team's approach to improving the quality and outcomes of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Explain the role of the interprofessional team in facilitating improvements for a specific issue in a target population.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Explain a position with regard to health outcomes for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate an initial viewpoint regarding a specific issue in a target population and a synthesis of existing positions in a logically structured and concise manner, writing content clearly with correct use of grammar, punctuation, and spelling.
Integrate .
Overview This purpose of the week 6 discussion board is to exam.docxjacksnathalie
Overview:
This purpose of the week 6 discussion board is to examine social class and global stratification. Answer prompt 1. Then select and answer one prompt from prompts 2-4. Refer to Chapters 7 and 8 to answer the prompts.
Instructions:
Respond to prompts in paragraph form (200-400 words
Prompt 1:
Describe 3 topics from Chapters 7 and 8 that you found interesting. Three topics I found interesting from Chapter 7 and 8 were the Dependency Theory, World Systems Theory, and Modernization Theory.
Prompt 2:
Describe 3 different social classes and criteria for membership in each.
Prompt 3:
Describe the effect of social inequality upon dominant and minority groups.
Prompt 4
: Describe social mobility regarding how to rise up the social class ladder, if it is possible.
Prompt 5:
Apply a functionalist or conflict theory perspective to social inequality.
.
Overall Scenario Always Fresh Foods Inc. is a food distributor w.docxjacksnathalie
Overall Scenario
Always Fresh Foods Inc. is a food distributor with a central headquarters and main warehouse in Colorado, as well as two regional warehouses in Nevada and Virginia. The company runs Microsoft Windows 2019 on its servers and Microsoft Windows 10 on its workstations. There are 2 database servers, 4 application servers, 2 web servers, and 25 workstation computers in the headquarters offices and main warehouse. The network uses workgroups, and users are created locally on each computer. Employees from the regional warehouses connect to the Colorado network via a virtual private network (VPN) connection. Due to a recent security breach, Always Fresh wants to increase the overall security of its network and systems. They have chosen to use a solid multilayered defense to reduce the likelihood that an attacker will successfully compromise the company’s information security. Multiple layers of defense throughout the IT infrastructure makes the process of compromising any protected resource or data more difficult than any single security control. In this way, Always Fresh protects its business by protecting its information.
Scenario 1
Assume you are an entry-level security administrator working for Always Fresh. You have been asked to evaluate the option of adding Active Directory to the company’s network.
Tasks
Create a summary report to management that answers the following questions to satisfy the key points of interest regarding the addition of Active Directory to the network:
1. System administrators currently create users on each computer where users need access. In Active Directory, where will system administrators create users?
2. How will the procedures for making changes to the user accounts, such as password changes, be different in Active Directory?
3. What action should administrators take for the existing workgroup user accounts after converting to Active Directory?
4. How will the administrators resolve differences between user accounts defined on different computers? In other words, if user accounts have different settings on different computers, how will Active Directory address that issue? (Hint: Consider security identifiers [SIDs].)
.
OverviewCreate a 15-minute oral presentation (3–4 pages) that .docxjacksnathalie
Overview
Create a 15-minute oral presentation (3–4 pages) that examines the moral and ethical issues related to triaging patients in an emergency room.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Explain the effect of health care policies, legislation, and legal issues on health care delivery and patient outcomes.
. Explain the health care policies that can affect emergency care.
. Recommend evidence-based decision-making strategies nurses can use during triage.
· Competency 3: Apply professional nursing ethical standards and principles to the decision-making process.
. Describe the moral and ethical challenges nurses can face when following hospital policies and protocols.
. Explain how health care disparities impact treatment decisions.
· Competency 4: Communicate in a manner that is consistent with expectations of nursing professionals.
. Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
. Correctly format citations and references using APA style.
Context
Working in an emergency room gives rise to ethical dilemmas. Due to time restraints and the patient's cognitive impairment and lack of medical history, complications can and do occur. The nurse has very little time to get detailed patient information. He or she must make a quick assessment and take action based on hospital protocol. The organized chaos of the emergency room presents unique ethical challenge, which is why nurses are required to have knowledge of ethical concepts and principles.
Questions to consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
· How does a triage nurse decide which patient gets seen first?
· How does health disparity affect the triage nurse's decision making?
· What ethical and moral issues does the triage nurse take into account when making a decision?
· What are triage-level designations?
Resources
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
· APA Paper Template.
· APA Paper Tutorial.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
· Tingle, J., & Cribb, A. (Eds.). (2014). Nursing law and ethics (4th ed.). Somerset, NJ: John Wiley & Sons.
· Cranmer, P., & Nhemachena, J. (2013). Ethics for nurses: Theory and practice. Maidenhead, UK: Open University Press.
· Aacharya, R. P., Gastmans, C., & Denier, Y. (2011). Emergency department triage: An ethical analysis. B MC Emergency Medicine, 11(1), 16–29.
· Guidet, B., H.
Overall CommentsHi Khanh,Overall you made a nice start with y.docxjacksnathalie
Overall Comments:
Hi Khanh,
Overall you made a nice start with your U06a1 assignment; however, many of the required objectives have not been addressed in the first version of your assignment. Please carefully review the scoring guide, and review my feedback below, and be sure to contact me if you have any questions about my comments. You can reach me at: [email protected] or 813-417-0860.
Sincerely,
Dr. Marni Swain
COMPETENCY: Assess approaches for recruiting, selecting, and retaining talent.
CRITERION: Explain why and when candidate background checks will be authorized.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Explains why but not when candidate background checks will be authorized.
Faculty Comments:“
You made a nice start with this discussion; however, it is important to develop your content further to address the legalities involving when a background check can be conducted during the interview process, and the other steps employers have to follow to be in compliance with the law.
”
CRITERION: Identify the top three candidates to interview for the position.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not identify the top three candidates to interview for the position.
Faculty Comments:“
Please develop your content further to address this topic in your assignment.
”
CRITERION: Explain rationale for why the selected candidates should be interviewed.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not explain rationale for why the selected candidates should be interviewed.
Faculty Comments:“
Please develop your content further to address this topic in your assignment.
”
CRITERION: Identify pre-employment screening tests for the position being recruited.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Identifies a pre-employment screening test for the position being recruited.
Faculty Comments:“
I would like to see your content developed further to clearly identify your rationale for the pre-employment screening tests you selected, as this is not clear based on the limited information provided.
”
CRITERION: Select assessment methods to use based on the job being recruited and the budget available.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not select assessment methods to use based on the job being recruited and the budget available.
Faculty Comments:“
I would like to see your content developed further to clearly identify the assessment methods you will use for CapraTek's Regional Sales positions based on the available budget, as this is not identified in your work.
”
CRITERION: Develop the sequence in which methods will be used to screen applicants.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not develop the sequence in which methods will be used to screen applicants.
Faculty Comments:“
Please develop your content further to address this topic in your assignment.
”
CRITERION: Design a final candidate selection process for the CapraTek.
Overall CommentsHi Khanh,Overall you made a nice start with.docxjacksnathalie
Overall Comments:
Hi Khanh,
Overall you made a nice start with your U03a1 assignment; however, your content still does not address the required objectives. For this assignment you will need to focus the content on Capra Tek's regional sales position, and for objective #1 analyze the KSAs for this position, and for objective #2 you will need to analyze wage trends related to this position as well. Objectives 3 & 4 focus on job description and the job analysis so please carefully review what is required for these two objectives.
Please see my feedback below and be sure to let me know if you have any questions about my comments.
Sincerely,
Dr. Marni Swain
COMPETENCY: Describe how hiring practices support an organization's strategy.
CRITERION: Articulate the components of a job description for a position.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not articulate the components of a job description for this position.
Faculty Comments:“
Please see feedback above.
”
COMPETENCY: Assess approaches for recruiting, selecting, and retaining talent.
CRITERION: Identify the knowledge, skills, and abilities required for this position.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not identify the knowledge, skills, and abilities required for this position.
Faculty Comments:“
Please see feedback above.
”
COMPETENCY: Explore technology tools that support recruiting and staffing management.
CRITERION: Identify wage information and employment trends for this position in a selected state.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not identify wage information and employment trends for this position in a selected state.
Faculty Comments:“
Please see feedback above.
”
COMPETENCY: Analyze the impact of legal and regulatory issues on staffing management.
CRITERION: Explain why a job analysis is a requirement for any recruiting and selecting process.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not explain why a job analysis is a requirement for any recruiting and selecting process.
Faculty Comments:“
Please see feedback above.
”
COMPETENCY: Communicate in a manner that is scholarly and professional.
CRITERION: Communicate in a professional manner that is appropriate for the intended audience.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not communicate in a professional manner that is appropriate for the intended audience.
Faculty Comments:“
Please see feedback above.
”
Dysphagia .
Dysphagia is a serious problem and contributes to weight loss, malnutrition, dehydration, aspiration pneumonia, and death. Careful assessment of risk factors, observation for signs and symptoms, and collaboration with speech-language pathologists on interventions are essential.
Dysphagia, or difficulty swallowing, is a common problem in older adults. The prevalence of swallowing disorders is 16% to 22% in adults older than 50 years of age, and up to 60% of nursing ho.
Overall feedbackYou addressed most all of the assignment req.docxjacksnathalie
Overall feedback:
You addressed most all of the assignment requirements. The assignment had several requirements including, but not limited to: an introduction, 3 questions, conclusion, and at least 2 scholarly references to support your claims. You did include an introduction. However, the introduction should briefly identify the key areas/sections to be covered in the paper. This helps the reader navigate through the organization of both your paper and thought process. You did address the question requirements. The assignment required at least 2 scholarly peer reviewed journal articles. Although you included several references, I only saw one scholarly peer reviewed journal article. Moving forward. Be sure to carefully review the instructions before and after you complete your final draft to ensure all requirements have been met. Second, always include an introduction which briefly describes what areas will be covered. Finally, make sure that you include the required number of scholarly peer reviewed journal articles to support your claims. If you have questions, please contact me.
be sure to fully address the question with terminology and concepts from the book to apply to the case. This demonstrates proficiency at the required tasks. For example, question 2 asked:
Question #2: Discuss your plans for developing formal job descriptions for the employees at the second shop
For this question, I was looking for your approach in terms of methods discussed in the text (interviews, observations, questionnaires, etc.) and application to the case study to show application of the concepts/theories.
As far as the scholarly peer reviewed journal articles, this is an essential part of supporting your claims at the graduate level of writing. The assignment required 2 scholarly peer reviewed journal articles. I only saw one? The purpose of this requirement is to ensure that you are supporting your claims with contemporary research within the management/business discipline. Second, this also gives credit to the author's ideas. While I do not point out every error or missing item on your paper, I focus on those areas/content that are required and can be improved. Moving forward, be sure to fully address each question with terminology from the text/material, as well as provide examples to demonstrate the ability to apply the concepts to the case study. I look forward to receiving your next paper. Second, be sure to include the required number of current (within past 5 years) scholarly peer reviewed journal articles to support your paper.
.
Performance Management
Third Edition
Herman Aguinis
Kelley School of Business
Indiana University
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Credits and acknowledgments borrowed from other sources and reproduced, with per.
Overall Comments Overall you made a nice start with your U02a1 .docxjacksnathalie
Overall Comments:
Overall you made a nice start with your U02a1 assignment. Please see my specific feedback below for each objective, and I can be reached at: [email protected] or 813-417-0860 if you have any questions about my comments.
COMPETENCY: Analyze the impact of legal and regulatory issues on staffing management.
CRITERION: Describe the important issues in the case.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not identify the important issues in the case.
Faculty Comments:“
It is important to select a legal case of disparate impact as the focus of your assignment, and it is unclear if the case you selected is this type of case based on the information provided. Please develop your content further to clearly analyze the important issues of this case, and be sure to describe why this is a case of disparate impact.
”
CRITERION: Distinguish the theory of disparate (or adverse) impact from the theory of disparate treatment.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Basic
Partially distinguishes the theory of disparate (or adverse) impact from the theory of disparate treatment.
Faculty Comments:“
You made a nice start with this objective; however, I would like to see your content developed further to clearly distinguish the theory of disparate treatment from disparate or adverse impact, and this is only briefly addressed in your assignment.
”
CRITERION: Analyze the outcome of the case.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not state the outcome of the case.
Faculty Comments:“
It is important to select a legal case of disparate impact as the focus of your assignment, and it is unclear if the case you selected is this type of case based on the information provided. Please develop your content further to clearly analyze the outcome of this case, and be sure to apply disparate impact theory.
”
CRITERION: Analyze the evidence of discriminatory effects.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not describe the evidence of discriminatory effects.
Faculty Comments:“
It is important to select a legal case of disparate impact as the focus of your assignment, and it is unclear if the case you selected is this type of case based on the information provided. Please develop your content further to clearly analyze the evidence of discriminatory effects in this case, and provide specific examples of connections to the rule, policy or process.
”
CRITERION: Describe how the Uniform Guidelines on Employee Selection Procedures help employers avoid issues related to disparate or adverse impact.
DISTINGUISHED
PROFICIENT
BASIC
NON-PERFORMANCE
Non-Performance
Does not identify how the Uniform Guidelines on Employee Selection Procedures help employers avoid issues related to disparate or adverse impact.
Faculty Comments:“
Please develop your content further to address this in your work.
”
COMPETENCY: Communicate in a manner that is scholarly and professional.
CRITERION: Commun.
Overview This purpose of the week 12 discussion board is to e.docxjacksnathalie
Overview:
This purpose of the week 12 discussion board is to examine health, healthcare, and disability status. Answer prompt 1. Then select and answer one prompt from prompts 2-4. Refer to Chapter 13 to answer the prompts.
Instructions:
Respond to prompts in paragraph form (200-400 words)
Prompt 1:
Describe 3 topics from Chapter 13 that you found interesting.Three topics I found interesting in Chapter 14 was "A Functionalist Perspective: The Sick Role", "A Symbolic Interactionist Perspective:
Prompt 2:
Describe how stereotypes regarding disability status may lead to prejudice and discrimination.
Prompt 3:
Describe how access to healthcare is associated with social class location (e.g., socioeconomic status).
Prompt 4:
How is culture associated with attitudes towards health and healthcare.
Prompt 5:
Compare how the United States pays for health care with how other nations provide health services for their citizens.
.
Over the years, the style and practice of leadership within law .docxjacksnathalie
Over the years, the style and practice of leadership within law enforcement agencies has gradually changed. In the past, leadership was primarily relegated to one individual within the department. However, there has been a transformation in leadership theory resulting in a more dynamic, multifaceted nature of teamwork, inclusion, and dispersed leadership. More and more, police chiefs are being encouraged to move toward a more participatory leadership style of management, one that encourages collaboration and cooperation in the decision-making process.
Based on your readings in the text and credible Internet research, respond to the following:
What does the term
shared leadership
mean? What advantages or disadvantages do you see in this leadership approach?
What direction should law enforcement leaders take for the future, related to leadership styles?
What does the term
visionary leadership
mean?
2-3 pages
.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Drexel University, College of Engineering2015-2016 Academic Year.docx
1. Drexel University, College of Engineering2015-2016 Academic
Year
Drexel University
Office of the Dean of the College of Engineering
ENGR 232 – Dynamic Engineering Systems
Week 1 Laboratory Assignment
In this lab we will investigate the use of direction fields to
evaluate solutions to first order differential equations.
For this lab, we will study these qualitative analysis tools via
the example of population growth using the Gompertz equation
as a model. This equation is used to model the growth of tumor
cells, and gives an expression of the dependence of tumor size
on time.
The differential equation governing the growth is:
Here is the growth rate is a reflection of the carrying capacity
of the tumor.
Let ; ; and V range from 0 to 100
1. Plot the graph of vs. . Note you may have to use the
vectorization operator “.” to evaluate the function of the
differential equation.
2. Determine the equilibrium points (by-hand or MATLAB) and
plot them on the same graph as part (1) using red circles. Use a
legend to indicate the equilibrium points and the original plot.
3. Using the gradient() function, plot the derivative of versus
on the same plot. That is, plot vs. .
4. Determine the stability of each equilibrium point and the
region of attraction. Write these answers as comments in your
code. Comment on the stability as it related to the graph.
2. 5. From this graph, are we able to tell how long the tumor will
take to grow to units if the initial size is units? Why? Write
your answers as comments in the code.
We will now use the direction field tool to examine the
solution.
6. Download the file from the course website in the MATLAB
Resources folder. You may have to right-click and save the file
to your computer. IMPORTANT! Make sure it is in the current
directory you are working in.
OR
Access the dfield tools at http://math.rice.edu/~dfield/dfpp.html
7. Using the same parameters as above, plot the direction field
of this differential equation. Set the time and variable limits
appropriately.
8. Compare your results from part (4) to the direction field
obtained to check: the stability of each equilibrium point and
the region of attraction. Include these as comments in your
code.
9. Estimate how long it will take for if. Hint: You can go to:
WINDOW DFIELD Keyboard Input to enter the initial
conditions.
10. Repeat the direction field plot with and estimate again how
long it takes for if . Comment on your results as they compare
to part (9).
EH 1020, English Composition II 1
Course Description
3. Advanced introduction to the basic concepts and requirements
of college-level writing. Presents additional skills, methods,
and techniques to improve and polish the student’s completed
written documents.
Prerequisites
EH 1010: English Composition I or equivalent
Course Textbook
Aaron, J. E. (2010). The Little, Brown compact handbook with
exercises (2nd custom ed.). New York, NY: Longman.
Lester, J. D., Lester, J. D., Reinking, J. A., & von der Osten, R.
(2010/2011). Strategies for writing successful
research papers (2nd custom ed.). New York, NY: Pearson
Learning
Solution
s.
Course Learning Outcomes
4. Upon completion of this course, students should be able to:
1. Apply and describe research strategies and methods for
finding information.
2. Apply the steps of the writing process and appropriate
research and citation methods to write a literature
review, annotated bibliography, and research paper.
3. Critique writing samples in terms of style, substance, and
appropriate research and citation methods.
4. Apply APA style guidelines within a literature review,
annotated bibliography, and research paper.
5. Summarize academic sources for use in an annotated
bibliography and literature review.
6. Differentiate between the writing styles and citation methods
across different disciplines.
Credits
Upon completion of this course, the students will earn three (3)
hours of college credit.
5. Course Structure
1. Unit Learning Outcomes: Each unit contains Learning
Outcomes that specify the measurable skills
and knowledge students should gain upon completion of the
unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which
discusses unit material.
3. Reading Assignments: Each unit contains Reading
Assignments from one or more chapters from
the textbooks. Units II, III, and V also contain Supplemental
Readings.
4. Key Terms: Key Terms are intended to guide students in their
course of study. Students should
pay particular attention to Key Terms as they represent
important concepts within the unit
material and reading.
5. Learning Activities (Non-Graded): These Non-Graded
6. Learning Activities are provided to aid
students in their course of study.
6. Discussion Boards: Discussion Boards are a part of all CSU
term courses. Information and
specifications regarding these assignments are provided in the
Academic Policies listed in the
Course Menu bar.
EH 1020, English Composition II
Course Syllabus
EH 1020, English Composition II 2
7. Unit Assessments: This course does NOT have assessments.
8. Assignments: This course has eight assignments, one to be
submitted for each unit. With each
assignment, students will work toward completing the final
draft of the Research Paper (due in Unit
VIII). Specific information and instructions regarding these
assignments are provided below in this
syllabus. Following is a list of each assignment and the unit in
7. which it is due. Grading rubrics are
included with all assignments. Specific information about
accessing these rubrics is provided below.
a. Unit I Assignment – due in Unit I
b. Research Proposal – due in Unit II
c. Annotated Bibliography – due in Unit III (Students will need
access to Microsoft Word to access
the Annotated Bibliography Template provided in the
assignment instructions.)
d. Research Paper Draft 1 – due in Unit IV
e. Formal Sentence Outline – due in Unit V
f. Research Paper Draft 2 – due in Unit VI
g. Research Paper Draft 3 – due in Unit VII
h. Research Paper Final Draft – due in Unit VIII
9. Ask the Professor: This communication forum provides you
with an opportunity to ask your
professor general or course content related questions.
10. Student Break Room: This communication forum allows for
casual conversation with your classmates.
8. CSU Online Library
There is a virtual library with resources, including both journals
and ebooks, to support your program and your course at
Columbia Southern University. eResources are accessible 24
hours a day/7 days a week from the CSU Online Library
gateway page. To access the library, log into myCSU, and then
click on CSU Online Library. Resources are organized in
the library by title, but if you click on Research Guides, you
will find eResources arranged by subject.
The Library Reference service is available 7 days a week; you
can reach CSU’s virtual librarians by e-mailing
[email protected] These professional librarians will be glad to
help you develop your research
plan or to assist you in any way in finding relevant, appropriate,
and timely information.
Librarian responses may occur within minutes or hours, but it
will never take more than 24 hours for a librarian to send a
response to the e-mail address you have provided. Replies to
reference requests may include customized keyword
search strategies, links to videos, research guides, screen
captures, attachments, a phone call, live screen sharing,
meeting room appointments, and other forms of instruction.
9. Unit I Assignment
This assignment has three parts total: Topics Inventory,
Controlling Idea Statement, and Short Proposal. Submit all
three
parts in one document. If you have questions, please email your
professor for assistance. As always, you may also seek
out the guidance of the Success Center; the tutors are always
there to assist you with your writing and comprehension. You
may submit writing assignments to the Success Center by using
a “Writing Center Request form” located on the myCSU
Student Portal. To submit a “Writing Center Request form,” log
into the myCSU Student Portal, click on “Success Center,”
and then click on “Tutoring.” If you have questions concerning
APA or your writing assignment, you can contact the
Success Center at [email protected] or by phone at ext. 6538.
The following webinar created by the Success Center may be
beneficial to your success in this course. It provides a
general overview for the course. Click here to view the webinar.
10. In addition, the following sample paper here may be helpful for
you to have an idea of what is expected for your final product:
Sample Student Paper.
Part I: Topics Inventory
For the Topics Inventory, you will construct a list of topics
from which you may choose one to develop into a Research
Paper for this course. This exercise is based on the models on p.
318 of Strategies for Writing Successful Research
Papers, so you will want to refer back to this page for examples.
(NOTE: The book does not always provide three possible
topics per category, but you will be required to do so. Please
see the Unit I Example.
mailto:[email protected]
mailto:[email protected]
http://columbiasouthern.adobeconnect.com/csueh1020/
http://online.columbiasouthern.edu/CSU_Content/courses/Gener
al_Studies/EH/EH1020/12E/UnitVIII_ExampleWithBubbles.pdf
http://online.columbiasouthern.edu/CSU_Content/Courses/Gene
ral_Studies/EH/EH1020/12E/Sample_APA_Paper.pdf
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
11. ral_Studies/EH/EH1020/12F/UnitI_Example.pdf
EH 1020, English Composition II 3
Purpose:
The purpose of this assignment is to help you formulate an
inventory of topics that you are interested in so that you may
choose one to research in Unit II and develop into a Research
Proposal. Be sure to choose a topic that you are invested in,
as you are more likely to be motivated and excited about a
subject that interests you. You will want to choose a topic that
is
academically viable, for as Lester et al (2011) state, “You can’t
write a personal essay and call it a research paper, yet you
can choose topics close to your life” (p. 318).
Description:
You will supply three (3) possible topics in each of the
following four (4) categories:
1. Academic subject
12. 2. Social issue
3. Scientific subject
4. Cultural background
Within each of these four (4) categories, you will supply three
(3) possible academic topics. Use the following format to
organize your topics inventory:
1. Personal interest
2. The category (repeated from above: academic study, social
issue, scientific subject, and cultural background)
3. Three possible academic topics (each should be distinctive,
developed, and as specific as possible)
After you complete Part I, you will have twelve (12) possible
topics that you could choose from and develop into a research
project. You will choose one of these and work with the same
one for Part II and Part III.
Example: Academic study
13. 1. Personal interest: Cars
2. Academic subject: Eco-engineering
3. Possible academic topic:
• “The Fate of Hybrid Vehicles: The Cost Is Not Worth the
Environmental Toll”
• “Hydrogen Cars: The Dirty On If They Are Clean”
• “Electric Cars Are Not ‘Saving’ Environmental Resources,
Only Saving Money at the Gas Pump”
Part II: Controlling Idea Statement
Understanding your controlling idea will aid you in your
research endeavor in Unit II as you launch into researching
materials to help you better develop your research paper.
Purpose:
The purpose of this exercise is to help you bridge between your
Topics Inventory and your Short Proposal by helping you
to formulate a controlling idea statement.
Description:
14. You will formulate a controlling idea statement through one of
the following: a thesis, an enthymeme, or a hypothesis. For
this assignment, you are required to only produce one
Controlling Idea Statement. It should be a statement, not a
question.
Further, your final Research Paper will be an argumentative,
research-based, academic-style Research Paper; therefore,
your Controlling Idea Statement must propose an argument. In
other words, your Controlling Idea Statement must be a
contestable statement that invites argumentation—something
that you must prove or support with research.
Process:
Refer back to your Topics Inventory and Chapter 14, Section
14f, of Strategies for Writing Successful Research Papers,
“Developing a Thesis Statement, Enthymeme, or Hypothesis”
(pp. 328-331). The Success Center has created a webinar
that will assist you when you are constructing your
argumentative thesis statement. Click here to view this webinar.
http://columbiasouthern.adobeconnect.com/argumentativethesis/
15. EH 1020, English Composition II 4
Follow these steps, and draft a Controlling Idea Statement:
1. Choose one topic from the list of twelve possible topics that
you created when you wrote your Topics Inventory.
Consider these questions when choosing your topic: Which of
these topics is most appealing to you? Which one
seems as though it has the most possibility for ease of
researching and for developing a research paper?
2. Choose one type of Controlling Idea Statement you would
like to write:
• a thesis statement “advances a conclusion the writer will
defend”;
• an enthymeme “uses a because clause to make a claim the
writer will defend”;
• a hypothesis “is a theory that must be tested…to prove its
validity” (Lester & Lester, 2010, p. 328).
3. Draft your statement; use the examples in Section 14f as
examples to assist you.
4. Save a copy of this statement for yourself, and submit your
16. Controlling Idea Statement with the Unit I Assignment.
The Controlling Idea Statement is worth 10 points of this
assignment.
Part III: Short Proposal
For the Short Proposal, you will write a research proposal
developed from the Topic Inventory you constructed and the
Controlling Idea Assignment (a thesis, an enthymeme, or
hypothesis).
Your Short Proposal must be between 150-200 words and
written in one cohesive paragraph. All source material used in
the Short Proposal must be cited correctly according to APA
convention and style. If material is quoted, then quotation
marks must be used, along with a parenthetical citation. If
material is paraphrased, then a parenthetical citation giving
attribution to the author must be used. A list of references must
be included as well. Textbooks should not be included on a
references list.
Purpose:
17. The purpose of this assignment is to help you prepare for the
next stages of the Research Paper writing process that you
will participate in for Unit II, which will give you the
foundations of research methods. In Unit II, you will be writing
a full-
fledged Research Proposal as well, so you will want to seriously
consider what you write for this Short Proposal as a
precursor to that assignment.
Description:
This assignment is based on the models in Chapter 14, Section
14f, of Strategies for Writing Successful Research Papers
(p. 331), so you will want to refer back to this page for an
example. Your Short Proposal should include the following five
elements:
1. The specific topic.
2. The purpose of the paper: Your paper must be an
argumentative paper, so you will want to cast your purpose
statement towards this argumentative end.
3. The intended audience: If you are unsure about whom your
audience might be, consult Chapter 1, Section 1d, of
18. The Little, Brown Compact Handbook with Exercises (p. 7-8).
4. Your voice as a writer (informer, advocate, concerned
citizen, etc.).
5. The preliminary thesis statement or opening hypothesis.
The Short Proposal is worth 50 points of this assignment.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit II Research Proposal
Follow the directions below for the completion of the Research
Proposal assignment for Unit II. If you have questions,
please email your professor for assistance. As always, you may
also seek out the guidance of the Success Center; the
tutors are always there to assist you with your writing and
comprehension. You may submit writing assignments to the
Success Center by using a “Writing Center Request form”
located on the myCSU Student Portal. To submit a “Writing
Center Request form,” log into the myCSU Student Portal, click
19. on “Success Center,” and then click on “Tutoring.” If you
have questions concerning APA or your writing assignment, you
can contact the Success Center at
[email protected] or by phone at ext. 6538.
mailto:[email protected]
EH 1020, English Composition II 5
Purpose:
The purpose of the Research Proposal is to mold the preliminary
ideas you have about your topic and to develop them in
an academic manner. This development occurs as a direct result
of your research on the subject. Therefore, this is your
first formal articulation of your project. The Research Proposal
is the next step towards writing assignments that will help
you construct your Research Paper.
Description:
In this 500-600-word, essay-style Research Proposal, you will
develop the project that you intend to write about for your
20. final Research Paper for this course. If your Research Proposal
is less than this word count, then it is likely you have not
fully developed your proposal or adhered to the assignment
appropriately, which can severely impact your grade for this
assignment. Your Research Proposal will include the elements
listed below.
Your Research Proposal should also include a list of references
in APA style and should adhere to APA convention
throughout for in-text citation and style. When you write for
academic or public audiences, it is imperative that you are
supported by voices other than your own. In other words, even
if you are an expert, you still must support your assertions.
In a Research Proposal, the same is true. For this assignment,
you will include at least one source in your description of
your tentative argument. The source cannot be yourself, an
interview, or your text book. You must research your topic in
order to gain a valid academic source that speaks to your topic
in some way.
Elements:
Your Research Proposal grade will be largely based on your
inclusion of the elements listed below, as well as your
21. development of the project. For assistance, you might want to
refer to Chapter 1, Section 1a, of The Little, Brown Compact
Handbook with Exercises (pp. 3-4). Your Research Proposal
must contain the following elements:
1. Cover page and APA formatting:
You will include an APA-style cover page for your Research
Proposal. See the example on page 16 of The CSU
APA Guide (6th edition). Your cover page should include the
following: the title of your future Research Paper (this
may be changed as your project develops), your name, and the
name of your university (Columbia Southern
University). The cover page must also include a running head
which should include up to 50 characters from the
title of the paper, along with a sequential page number in the
upper right-hand corner. You can find instructions for
formatting the running head on pp. 9-11 of The CSU APA
Guide.
2. Purpose:
22. Review the purpose statement on p. 333 of Strategies for
Writing Successful Research Papers. You may also want
to refer to Chapter 1, Section 1c of The Little, Brown Compact
Handbook with Exercises (pp. 6-7). The following
questions should be addressed in the first paragraph of your
Research Proposal, which should be dedicated to
establishing your purpose for doing this particular project.
• What is your rationale for this project?
• What do you hope to learn from the project, or what to do you
want to see happen as a result of it?
• Who is your audience for this project? Chapter 1, Section 1d,
of The Little, Brown Compact
Handbook with Exercises (pp. 7-8)
• What role will you play in this project: investigator or
advocate?
3. Statement of qualification:
Address the following questions as they are applicable to your
project.
23. • What is your investment in the topic?
• What personal experience do you bring to the topic?
• What special qualities do you bring to the project?
• How might your investment, experience, and special qualities
make you particularly apt at developing this
project?
EH 1020, English Composition II 6
4. Tentative argument:
Your final Research Paper for this course will be an
argumentative, research-based, academic paper. While it is
unlikely that you will have a concrete idea of what your entire
argument will be at this point in the writing process, it
is necessary for you to articulate your argument as you
understand it to be right now. Address the following
questions.
24. • What is the context surrounding your topic? In other words, is
there some event that was a catalyst
for bringing your topic into the public eye? (Optional)
• What is your explanation or definition of the topic?
• What is your analysis of the specific issue surrounding your
topic?
• What is your tentative thesis statement or hypothesis?
5. References:
Include a references list as the last page of your Research
Proposal. See the example on pages 6, 7, and 21 of
The CSU APA Guide (6th edition). All entries are those that
have been cited in the text. No others are to be
included. No textbooks should be included on the references
list.
This long proposal example pulls together everything you have
learned in this unit, following the elements listed above.
Click here to access the long proposal example.
25. Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit III Annotated Bibliography
Follow the directions below for the completion of the Annotated
Bibliography assignment for Unit III. If you have
questions, please email your professor for assistance. As
always, you may also seek out the guidance of the Success
Center; the tutors are always there to assist you with your
writing and comprehension. You may submit writing
assignments to the Success Center by using a “Writing Center
Request form” located on the myCSU Student Portal. To
submit a “Writing Center Request form,” log into the myCSU
Student Portal, click on “Success Center,” and then click on
“Tutoring.” If you have questions concerning APA or your
writing assignment, you can contact the Success Center at
[email protected] or by phone at ext. 6538.
Purpose:
The purpose of the Annotated Bibliography is to summarize the
26. sources that you have gathered to support your Research
Proposal project. These summaries help you to think about the
complex arguments presented in your sources and the
massive information therein in terms of short, digestible
articulations. In addition, these summaries will likely form the
basis
for Draft 1 of your Research Paper (the review of literature) that
you will complete in Unit IV, which is largely comprised of
summaries that are transitioned together and that form a
conversation about the issue.
Description:
In this assignment, you will create an Annotated Bibliography
consisting of five sources. Each entry will consist of a
reference list citation that precedes a 100-150 word summary of
the source. If each of the five entries is less than the word
count, it is likely you have not fully developed your summary,
and this lack of development can severely impact your grade
for this assignment. Your Annotated Bibliography will include
the elements listed below.
Elements:
Your Annotated Bibliography must contain specific elements.
27. Your grade is largely based on your inclusion of these
elements, as well as your ability to summarize your sources. For
assistance, you may want to refer to the example in
Chapter 20, Section 20f, of Strategies for Writing Successful
Research Papers (pp. 436-438). The elements include the
following.
http://online.columbiasouthern.edu/CSU_Content/courses/Gener
al_Studies/EH/EH1020/12E/UnitII_ExamplePaper.pdf
mailto:[email protected]
EH 1020, English Composition II 7
1. Cover page and APA formatting:
You will include an APA-style cover page for your Annotated
Bibliography. See the example in The CSU APA
Guide (6th edition) on page 16. Your cover page should include
the following: the title, your name, and the name
of your university (Columbia Southern University). Your title
will appear in the running head which should include
up to 50 characters from the title of the paper, along with a
28. sequential page number in the upper right-hand corner.
The following conventions should be followed as well. See the
Annotated Bibliography example (linked below) for
guidance:
• The entries should be ordered in alphabetical order according
to the first substantive word in the reference list citation.
• The entire Annotated Bibliography should be double-spaced,
with no additional spaces between entries.
• No reference list should be included with the Annotated
Bibliography, as the entries themselves will contain the
reference list citation information.
• The first line of each reference list citation should be flush
left with the left-hand margin (no indentation), and the
second and proceeding lines should be indented ½” from the
left-hand margin (hanging indent of one-half inch).
• The summary paragraph begins on the line following the end
of the reference. It lines up with the indented portion of
the reference, with the exception that the first line is indented
an additional one-half inch. (Look at the example to
29. see how this formats.)
2. Entries:
Each of the five entries should begin with a reference list
citation in APA format and be followed by a 100-150 word
summary of the source’s information. An Annotated
Bibliography summary should include the most important
information from the text. Sometimes, this means that you will
broadly summarize larger portions of text (as in main
ideas of a whole essay); other times, this means that you will
focus on summarizing one paragraph out of an entire
source. Whenever you quote information, use APA in-text
citations.
Annotated Bibliography Example:
The purpose of the Annotated Bibliography example is to help
you with the formatting of the Annotated Bibliography, which
can be confusing. Use the document formatting as a guide. If
assistance is required with the APA formatting, see page 13
of The CSU APA Guide (6th edition), and follow the
30. instructions for formatting hanging indents. If further assistance
is needed,
contact the Success Center or your professor. Click here to
access the Annotated Bibliography example.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit IV Research Paper Draft 1
Follow the directions below for the completion of your
Research Paper Draft 1 (the review of literature) for Unit IV. If
you
have questions, please email your professor for assistance. As
always, you may also seek out the guidance of the Success
Center; the tutors are always there to assist you with your
writing and comprehension. You may submit writing
assignments
to the Success Center by using a “Writing Center Request form”
located on the myCSU Student Portal. To submit a
“Writing Center Request form,” log into the myCSU Student
Portal, click on “Success Center,” and then click on “Tutoring.”
If you have questions concerning APA or your writing
31. assignment, you can contact the Success Center at
[email protected] or by phone at ext. 6538.
Purpose:
The purpose of Draft 1 is to build upon the Annotated
Bibliography and to move forward in drafting your final
Research
Paper.
Description:
In this assignment, you will build upon the summaries that you
did for the Annotated Bibliography for Unit III. Unlike the
Annotated Bibliography, however, the Draft 1 of your Research
Paper is more than just a summary of sources. Instead, it is
a conversation between sources wherein the student author
places his or her sources into a conversation about topics
surrounding the issue. You will need to review at least five
academic sources for this assignment. You are not restricted to
the sources used in the Annotated Bibliography, but that would
be a good place to start. The length of the draft should be
between 3-5 pages, not including the cover page or references
page.
32. http://online.columbiasouthern.edu/CSU_Content/courses/Gener
al_Studies/EH/EH1020/12E/UnitIII_AnnotatedBibliographyTem
plate.pdf
mailto:[email protected]
EH 1020, English Composition II 8
Elements:
Your Draft 1 grade is largely based on your inclusion of several
elements and the overall quality of your writing. For
assistance, you might want to refer to the examples in Chapter
20, Section 20g, of Strategies for Writing Successful
Research Papers (pp. 438-444). Your Draft 1 must contain the
following elements.
NOTE: the following resources will provide you with guidance
and examples that will help you as you write your review of
literature (underlined words link to .pdf documents):
• Click here to access a review of the literature example.
• Click here for a webinar on paraphrasing and summarizing.
33. 1. Cover page and APA formatting:
You should include an APA-style cover page for your Draft 1.
See the example on page 16 of The CSU APA Guide
(6th edition). Your cover page should include the following: the
title of your paper, your name, and the name of your
university (Columbia Southern University). The running head
should include up to 50 characters from the title of the
paper, along with a sequential page number in the upper right-
hand corner.
2. Review of literature:
Below are techniques for writing a review of literature.
• Consider the topics that your sources cover. Then make a list
of those topics. Cluster the topics together, and decide
which sources speak to the same concerns.
• Decide which sources speak to the same issues, and decide
34. which material from those sources that you will include.
• When sources discuss the same topic but do not agree, you
should still include them in the same paragraph if you
would like. There is nothing that says that two sources that
disagree cannot be presented in the same paragraph.
• Remember to transition between ideas, sources, and
paragraphs. Check out the list of transitional expressions on pp.
44-45 of The Little, Brown Compact Handbook with Exercises.
• Remember to include concise summaries of the material.
Avoid the following in a review of literature.
• Do not comment on the sources. Your job here is to present
the material only, not to give your take on what is has to
say.
• Do not include your argument. You do not want to argue in the
review of literature because you are reviewing the
literature, not asserting your argument. You will be able to
argue for your position later in the paper.
35. • Do not just insert the summary paragraphs from your
Annotated Bibliography. The review of literature is far more
than
just a list of paragraphs summarizing sources.
• Do not forget to cite your sources in text and to include a
references page.
NOTE: “Integrating Literary Resources,” a webinar created by
the Success Center, may help you with your review
of literature. Click here to view the webinar.
3. References:
Include a references list as the last page of the paper. See the
example on pages 6, 7, and 21 of The CSU APA
Guide (6th edition). All entries are those that have been cited in
the text. No others are to be included. No
textbooks should be included on the references list.
Information about accessing the Blackboard Grading Rubric for
36. this assignment is provided below.
Unit V Assignment
Formal Sentence Outline
Follow the directions below for the completion of the Formal
Sentence Outline assignment for Unit V. If you have questions,
please email your professor for assistance. As always, you may
also seek out the guidance of the Success Center; the
tutors are always there to assist you with your writing and
comprehension. You may submit writing assignments to the
Success Center by using a “Writing Center Request form”
located on the myCSU Student Portal. To submit a “Writing
http://online.columbiasouthern.edu/CSU_Content/courses/Gener
al_Studies/EH/EH1020/12E/UnitIV_ExamplePaper.pdf
http://columbiasouthern.adobeconnect.com/paraphrasing2014/
http://columbiasouthern.adobeconnect.com/integratingliteraryso
urces/
EH 1020, English Composition II 9
37. Center Request form,” log into the myCSU Student Portal, click
on “Success Center,” and then click on “Tutoring.” If you
have questions concerning APA or your writing assignment, you
can contact the Success Center at
[email protected] or by phone at ext. 6538.
Purpose:
The purpose of the Formal Sentence Outline is to help you
organize, design, and outline your final Research Paper for this
course. Now that you have researched your topic and composed
a review of literature that demonstrates your
understanding of the conversation surrounding your topic, you
are ready to begin fleshing out your paper—one section at a
time. In the last three units of the course, you will write the
remaining sections of your paper (introduction, body,
conclusion, and abstract), and this outline will guide you
through that process.
Description:
In this 300-500-word, Formal Sentence Outline, you will
organize and outline the project that you intend to write about
for
38. your final Research Paper. If your Formal Sentence Outline is
less than the word count, it is likely you have not fully
developed your outline or adhered to the assignment
appropriately, and this lack of development can severely impact
your
grade for this assignment. Your outline will include the
elements listed below.
Your Formal Sentence Outline should also include a list of
references in APA style and should adhere to APA convention
throughout for in-text citation and style.
Elements:
Your grade is largely based on your inclusion of the following
elements, as well as your development of the project. For a
model, you might want to refer back to pp. 465-467 of
Strategies for Writing Successful Research Papers. Your outline
must contain the following elements.
1. Cover page and APA formatting:
You should include an APA-style cover page for your Formal
Sentence Outline. See the example on page 16 of
39. The CSU APA Guide (6th edition). Your cover page should
include the following: the title, your name, and the
name of your university (Columbia Southern University). The
running head should include up to 50 characters from
the title of the paper, along with a sequential page number in
the upper right-hand corner.
The entire outline should be double-spaced throughout, without
additional spaces between sections.
2. Thesis:
The thesis statement should be provided at the beginning of the
outline, and it should be labeled “Thesis,” followed
by a colon. The thesis statement should be an argumentative
statement that embodies the argument of your paper.
Please see the directions for double-checking the
argumentativeness of your thesis statement in the lecture for
Unit V.
When writing your outline, make certain that every topic and
40. subtopic is written as a complete
sentence. Additionally, it is required to include in-text citations
within your outline. For instance, one of your
subtopics may be a direct quote; therefore, you would place an
in-text citation at the closing of the sentence just
as you would do if it were written in essay form. For example:
I. Hybrid vehicles are far inferior to our country’s available
technology.
A. Electric cars are more energy efficient and do not have
tailpipe pollutants.
1. Nissan CEO, Carlos Ghosn (2008), states, “I want a pure
electric car. I don't want
a range extender that still uses oil. That is unsustainable” (para.
2).
Furthermore, any in-text citation will also have a correlating
reference entry listed on the reference page. For the
purpose of this outline, you will only reference the sources,
which have in-text citations to match (in the
outline). In later drafts, you will include every source that you
41. used in your essay on your reference
page. However, the outline only requires that you reference
sources that were used solely in the outline.
mailto:[email protected]
EH 1020, English Composition II 10
3. Headings and subheadings:
You must include at least four headings in your outline,
indicated by Roman numerals (I, II, III, IV). Each of these
headings must have at least two subheadings, indicated by
capital letters (A, B, C). The best outlines will break
down these subheadings into topics, indicated with numerals (1,
2, 3). A framework for an outline might look like
the following.
Thesis: Hydrogen cars might be the future’s best hope for an
environment-friendly family vehicle, but the
42. unstable nature of the hydrogen that powers them is not worth
the risk of personal injury.
I. There have been a number of alternative cars designed in the
last decade, but none that are as
efficient as the hydrogen models. (Heading)
A. Efficiency for alternative car models means production costs
do not exceed the financial strain
of consumers. (Subheading)
1. Hybrid cars are not as efficient as electric cars. (Topic)
2. Electric cars place undue energy demands on society. (Topic)
B. Subheading 1.2
1. Topic
2. Topic
II. Heading II
A. Subheading 2.1
43. 1. Topic
2. Topic
B. Subheading 2.2
1. Topic
2. Topic
C. Subheading 2.3
1. Topic
2. Topic
III. Heading III
A. Subheading 3.1
1. Topic
2. Topic
3. Topic
B. Subheading 3.2
1. Topic
2. Topic
IV. Heading IV
44. A. Subheading 4.1
1. Topic
2. Topic
B. Subheading 4.2
1. Topic
2. Topic
3. Topic
4. References:
Include a references list as the last page of the paper. See the
example on pages 6, 7, and 21 of The CSU APA
Guide (6th edition). Be sure that all in-text citations have a
corresponding reference citation.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
45. EH 1020, English Composition II 11
Unit VI Research Paper Draft 2
Follow the directions below for the completion of your
Research Paper Draft 2 (introduction and review of literature)
for Unit
VI. If you have questions, please email your professor for
assistance. As always, you may also seek out the guidance of
the Success Center; the tutors are always there to assist you
with your writing and comprehension. You may submit writing
assignments to the Success Center by using a “Writing Center
Request form” located on the myCSU Student Portal. To
submit a “Writing Center Request form,” log into the myCSU
Student Portal, click on “Success Center,” and then click on
“Tutoring.” If you have questions concerning APA or your
writing assignment, you can contact the Success Center at
[email protected] or by phone at ext. 6538.
Purpose:
The purpose of the second draft is to build upon the first draft
46. that you have already written and to move your drafting
process forward so that you can add a body, conclusion, and
abstract to the paper, making it a cohesive and whole
academic paper.
Description:
In this assignment, you will take Draft 1 (review of literature),
written in Unit IV, and write an introduction to your final
Research Paper that sets the context for your project,
establishes your argument, asserts your thesis, and allows for an
easy transition from your review of literature. Your introduction
alone should be between 250-350 words. If the introduction
alone is less than this word count, it is likely you have not fully
developed your introduction, and this lack of development
can severely impact your grade for this assignment. Your Draft
2 should include the elements listed below.
Elements:
The grade of your second draft is largely based on your
inclusion of these elements and the overall quality of your
writing.
For assistance, you may want to refer to the examples in
Chapter 23, Section 23a, of Strategies for Writing Successful
47. Research Papers (pp. 507-509). Your Draft 2 must contain the
following elements.
1. Cover page and APA formatting:
You should include an APA-style cover page for your Research
Paper Draft 2. See the example on page 16 of The
CSU APA Guide (6th edition). Your cover page should include
the following: the title of your paper, your name, and
the name of your university (Columbia Southern University).
The running head should include up to 50 characters
from the title of the paper, along with a sequential page number
in the upper right-hand corner.
2. Introduction:
Draft and revise an introduction between 250-350 words to
come before your revised review of literature. There are
some pitfalls to writing an introductory paragraph, and you can
avoid some of them by reading through the
Checklist: “Avoid Certain Mistakes in the Introduction” on p.
495 of Strategies for Writing Successful Research
48. Papers.
3. Review of literature:
Using the comments that you received on your Draft 1, revise
your review of literature, and include it with Draft 2.
4. References:
Include a references list as the last page of the paper. See the
example on pages 6, 7, and 21 of The CSU APA
Guide (6th edition). All entries are those that have been cited in
the text. No others are to be included. No
textbooks should be included on the references list.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit VII Research Paper Draft 3
49. Follow the directions below for the completion of your
Research Paper Draft 3 (introduction, review of literature, and
body)
for Unit VII. If you have questions, please email your professor
for assistance. As always, you may also seek out the
guidance of the Success Center; the tutors are always there to
assist you with your writing and comprehension. You may
mailto:[email protected]
EH 1020, English Composition II 12
submit writing assignments to the Success Center by using a
“Writing Center Request form” located on the myCSU
Student Portal. To submit a “Writing Center Request form,” log
into the myCSU Student Portal, click on “Success Center,”
and then click on “Tutoring.” If you have questions concerning
APA or your writing assignment, you can contact the
Success Center at [email protected] or by phone at ext. 6538.
Purpose:
The purpose of Draft 3 is to build upon Draft 2 and to move
50. your drafting process forward so that you can add a body,
conclusion, and abstract to your paper, making it a cohesive,
whole academic paper.
Description:
In this assignment, you will take Draft 2 (introduction and
review of literature), written in Unit VI, and add the body of
your
paper. Your body paragraphs should contain the six elements
indicated below and be developed in an appropriate manner.
If the body does not contain these elements, it is likely you
have not fully developed the body, and this lack of development
can severely impact your grade for this assignment. You will
need to write at least four body paragraphs while incorporating
five academic sources for this assignment. The paragraphs
should be thorough and cover all the listed elements. Your
Draft 3 (introduction, review of literature, and body) should
include the elements listed below. With the addition of your
Body, you should have a paper that is approximately 7-10 pages
long, without the addition of a conclusion or abstract and
without counting your cover page or references page.
Elements:
51. Your grade for Draft 3 is largely based on your inclusion of
various elements and the overall quality of your writing. Your
Draft 3 must contain the following elements.
1. Cover page and APA formatting:
You should include an APA-style cover page for your Draft 3.
See the example on page 16 of The CSU APA Guide
(6th edition). Your cover page should include the following: the
title of your paper, your name, and the name of your
university (Columbia Southern University). The running head
should include up to 50 characters from the title of the
paper, along with a sequential page number in the upper right-
hand corner.
2. Introduction:
Using the comments that you received on your Draft 2, revise
your introduction. There are some pitfalls to writing
an introductory paragraph, and you can avoid some of them by
reading through the Checklist: “Avoid Certain
Mistakes in the Introduction” on p. 495 of Strategies for
Writing Successful Research Papers.
52. 3. Review of literature:
Using the comments that you received on your Draft 1, revise
your review of literature, and include it with this
newest draft.
4. Body paragraphs:
Each paragraph of the body of your Research Paper should be a
cohesive unit. It should be tight, but developed. It
should serve a function, and its purpose should always be to
bolster the thesis. Therefore, you should use the
following order for each paragraph in the body.
a. Topic sentence: This sentence summarizes the entire
paragraph in one strong, well-written sentence, and it
directly supports the thesis statement.
b. Explanation of topic sentence (1-2 sentences): Often times
there is more to be said about the topic sentence,
53. more explanation that is necessary in order for it to be a clear
idea, so there are usually a few sentences that follow
the topic sentence that explicate the idea more for the reader.
These sentences not only “unpack” the topic
sentence, but they also anticipate the evidence that will be used
to support the topic sentence, usually indirectly.
c. Introduction to evidence (1-2 sentences): No piece of
evidence (quotation, example, paraphrase, etc.) should
be dropped into a paragraph without first introducing it. An
introduction might include the title of the source, the
author, and/or a short description of the source/author’s
credentials. In this way, no evidence is presented without a
context because it is this context that makes the evidence
meaningful.
d. Evidence: The evidence that you present backs up your topic
sentence and, by extension, supports your thesis
statement. The evidence that you supply can be a number of
things: a quotation from a source; a reasonable,
illustrative example; a statistic; commentary from an interview;
etc.
mailto:[email protected]
54. EH 1020, English Composition II 13
e. Explanation of evidence: No piece of evidence stands on its
own or is convincing on its own. Although it may
seem to draw a direct line to your topic sentence to support it,
often the reader needs you to make the connection
between the two. Further, the general rule is that for each
sentence of quoted material, your explanation should be
just as long, so if you include a block quotation, the block
quotation should be met with an equally long explanation.
f. Transition (1-2 sentences): Transitions are essential for
research papers because body paragraphs, especially,
are written as units, and it is the transitions that allow for these
units to be linked together. Take a look at the list of
transitional expressions on pp. 44-45 in The Little, Brown
Compact Handbook with Exercises.
5. References:
Include a references list as the last page of your Research
Proposal. See the example on pages 6, 7, and 21 of
55. The CSU APA Guide (6th edition).
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
Unit VIII Final Research Paper Draft
Follow the directions below for the completion of your
Research Paper Final Draft for Unit VIII. If you have questions,
please email your professor for assistance. As always, you may
also seek out the guidance of the Success Center; the
tutors are always there to assist you with your writing and
comprehension. You may submit writing assignments to the
Success Center by using a “Writing Center Request form”
located on the myCSU Student Portal. To submit a “Writing
Center Request form,” log into the myCSU Student Portal, click
on “Success Center,” and then click on “Tutoring.” If you
have questions concerning APA or your writing assignment, you
can contact the Success Center at
[email protected] or by phone at ext. 6538.
Purpose:
56. The purpose of this final draft is to finish the paper you have
been working on throughout the course by adding a
conclusion and an abstract.
Description:
In this assignment, you will assemble the final draft of your
Research Paper you have been working on throughout the
course. Your Research Paper Final Draft should include the
elements listed below.
Elements:
The grade of your Research Paper Final Draft is largely based
on your inclusion of these elements and the overall quality
of your writing. Your paper must contain the following
elements.
1. Cover page and APA formatting:
You should include an APA-style cover page for your Research
Paper. See the example on page 16 of The CSU
APA Guide (6th edition). Your cover page should include the
57. following: the title of your paper, your name, and the
name of your university (Columbia Southern University). The
running head should include up to 50 characters from
the title of the paper, along with a sequential page number in
the upper right-hand corner.
2. Abstract:
The abstract is a 150-250 word summary of your Research
Paper, and it should be written only after you have
finished writing the entire paper because how your abstract is
worded largely depends on the development of your
paper. Your abstract should be accurate, self-contained, concise
and specific, non-evaluative, coherent, and
readable. Your abstract may be modeled after the theoretical
paper model or empirical study model. For
information or an example of an abstract, see p. 12 of The CSU
APA Guide (6th edition) and p. 511 of Strategies for
Writing Successful Research Papers. Note that the abstract
presented references MLA, but yours should be in
APA style. The abstract should be the second page in the paper,
after the cover page, and the abstract should be
on its own page. The text of the paper itself should begin on
page 3. Your abstract must meet the following
58. standards:
mailto:[email protected]
EH 1020, English Composition II 14
• Be 150-250 words
• Be located on the second page of your final draft
• Have a heading of Abstract that is centered at the top of the
page.
3. Introduction:
There are some pitfalls to writing an introductory paragraph,
and you can avoid some of them by reading through
the Checklist: “Avoid Certain Mistakes in the Introduction” on
p. 495 of Strategies for Writing Successful Research
Papers.
4. Review of literature:
59. The review of literature should be a smooth transition from the
introduction of your paper and should present a
controlled summary of the conversation surrounding your topic.
5. Body paragraphs:
Each paragraph of the body of your Research Paper should be a
cohesive unit. It should be tight, but developed. It
should serve a function, and its purpose should always be to
bolster the thesis. Therefore, you should use the
following order for each paragraph in the body.
a. Topic sentence: This sentence summarizes the entire
paragraph in one strong, well-written sentence, and it
directly supports the thesis statement.
b. Explanation of topic sentence (1-2 sentences): Often times
there is more to be said about the topic sentence,
more explanation that is necessary in order for it to be a clear
idea, so there are usually a few sentences that follow
the topic sentence that explicate the idea more for the reader.
60. These sentences not only “unpack” the topic
sentence, but they also anticipate the evidence that will be used
to support the topic sentence, usually indirectly.
c. Introduction to evidence (1-2 sentences): No piece of
evidence (quotation, example, paraphrase, etc.) should be
dropped into a paragraph without first introducing it. An
introduction might include the title of the source, the author,
and/or a short description of the source/author’s credentials. In
this way, no evidence is presented without a
context because it is this context that makes the evidence
meaningful.
d. Evidence: The evidence that you present backs up your topic
sentence, and by extension, supports your thesis
statement. The evidence that you supply can be a number of
things: a quotation from a source; a reasonable,
illustrative example; a statistic; commentary from an interview;
etc.
e. Explanation of evidence: No piece of evidence stands on its
own or is convincing on its own. Although it may
seem to draw a direct line to your topic sentence to support it,
often the reader needs you to make the connection
between the two. Further, the general rule is that for each
61. sentence of quoted material, your explanation should be
just as long, so if you include a block quotation, the block
quotation should be met with an equally long explanation.
f. Transition (1-2 sentences): Transitions are essential for
research papers because body paragraphs, especially,
are written as units, and it is the transitions that allow for these
units to be linked together. Take a look at the list of
transitional expressions on pp. 44-45 in The Little, Brown
Compact Handbook with Exercises.
6. Conclusion:
Your conclusion should pull together your entire paper. Do not
consider the conclusion a summary of your paper;
your abstract is the summary of your paper. Instead, your
conclusion is your opportunity to suggest what might be
done with your findings. A good conclusion will restate the
thesis, place a judgment on the issue discussed,
discuss the implications of your findings, issue a directive or
call to action to the reader, and close out the paper
with a strong final thought. However, depending upon your
topic and your treatment of that topic, the conclusion
62. may take different forms. Your conclusion for this paper must
be at least 150 words. If the conclusion is less than
the word count, it is likely you have not fully developed your
conclusion, and this lack of development can severely
impact your grade for this assignment. For an example and
explicit instructions on how to write a conclusion, see
pp. 501-506 of Strategies for Writing Successful Research
Papers.
If you wish to take another look at the completed example paper
that you saw in Unit I, click here.
Information about accessing the Blackboard Grading Rubric for
this assignment is provided below.
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/EH/EH1020/12E/UnitVIII_ExampleWithBubbles.pd
f
EH 1020, English Composition II 15
63. APA Guidelines
CSU requires that students use the APA style for papers and
projects. Therefore, the APA rules for formatting, quoting,
paraphrasing, citing, and listing of sources are to be followed.
Students can find CSU’s Citation Guide in the myCSU
Student Portal by clicking on the “Citation Resources” link in
the “Learning Resources” area of the myCSU Student Portal.
This document includes examples and sample papers and
provides information on how to contact the CSU Success
Center.
Blackboard Grading Rubrics
Assignment Rubrics
One or more assignments in this course utilizes a Blackboard
Grading Rubric. A rubric is a tool that lists evaluation criteria
and can help you organize your efforts to meet the requirements
of an assignment. Your professor will use the Blackboard
Grading Rubric to assign points and provide feedback for the
assignment.
64. You are encouraged to view the assignment rubric before
submitting your work. This will allow you to review the
evaluation criteria as you prepare your assignments. You may
access the rubric in “My Grades” through the “Tools” button
in your course menu. Click the “View Rubric” link to see the
evaluation criteria for the assignment. Upon receiving your
assignment grade, you may view your grade breakdown and
feedback in the rubric.
CSU Grading Rubrics for Papers/Projects, Discussion Boards,
and Assessments
The Learning Resource area of the myCSU Student Portal
provides the rubrics, and information on how to use them, for
Discussion Boards, written response questions in Unit
Assessments, and Research Papers/Projects.
The course writing assignments will be graded based on the
CSU Grading Rubric for all types of writing assignments,
unless otherwise specified within assignment instructions. In
addition, all papers will be submitted for electronic evaluation
to rule out plagiarism. Course projects will contain project
specific grading criteria defined in the project directions.
65. To view the rubrics, click the Academic Policies link on the
Course Menu, or access it through the CSU Grading Rubric
link found in the Learning Resources area of the myCSU
Student Portal.
Communication Forums
These are non-graded discussion forums that allow you to
communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not
required. You can access these forums with the buttons in
the Course Menu. Instructions for subscribing/unsubscribing to
these forums are provided below.
Click here for instructions on how to subscribe/unsubscribe and
post to the Communication Forums.
Ask the Professor
This communication forum provides you with an opportunity to
ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course
66. components, textbook or course content elaboration,
additional guidance on assessment requirements, or general
advice from other students.
Questions that are specific in nature, such as inquiries regarding
assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If
you have questions, comments, or concerns of a non-
public nature, please feel free to email your professor.
Responses to your post will be addressed or emailed by the
professor within 48 hours.
Before posting, please ensure that you have read all relevant
course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other
important information.
https://online.columbiasouthern.edu/CSU_Content/common_file
s/instructions/DB/Create_New_Thread_Subscribe.pdf
EH 1020, English Composition II 16
Student Break Room
67. This communication forum allows for casual conversation with
your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for
your fellow classmates. This forum should NOT be used to
share assessment answers.
Grading
Discussion Boards (8 @ 2%) = 16%
Unit I Assignment = 7%
Unit II Research Proposal = 9%
Unit III Annotated Bibliography = 9%
Unit IV Research Paper Draft 1 = 9%
Unit V Formal Sentence Outline = 9%
Unit VI Research Paper Draft 2 = 9%
Unit VII Research Paper Draft 3 = 9%
Unit VIII Research Paper Final Draft = 23%
Total = 100%
Course Schedule/Checklist (PLEASE PRINT)
68. The following pages contain a printable Course Schedule to
assist you through this course. By following this schedule,
you will be assured that you will complete the course within the
time allotted.
EH 1020, English Composition II 17
EH 1020, English Composition II Course Schedule
By following this schedule, you will be assured that you will
complete the course within the time allotted. Please keep
this schedule for reference as you progress through your course.
Unit I Beginning Your Research Paper
Review:
Non-Graded): See Study Guide
69. Read:
The Little, Brown Compact Handbook with Exercises
-
29k
-45c
Strategies for Writing Successful Research Papers
-13e
-14f
15a-15h
Discuss:
Discussion Board question by
Saturday, Midnight (Central Time)
Discussion Board response by
Tuesday, Midnight (Central Time)
70. Notes/Goals:
Unit II Research as a Basis for the Research Paper
Review:
-Graded): See Study Guide
Read:
The Little, Brown Compact Handbook with Exercises
7a-17c
-
34b
71. Strategies for Writing Successful Research Papers
-16k
-
17c
ter 18: Conducting Field Research, Sections 18a-18e
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Time)
Notes/Goals:
72. EH 1020, English Composition II 18
EH 1020, English Composition II Course Schedule
Unit III Writing the Annotated Bibliography
Review:
-Graded): See Study Guide
Read:
The Little, Brown Compact Handbook with Exercises
-Antecedent Agreement, Sections 31a-
73. 31d
-20g
Strategies for Writing Successful Research Papers
-
20e
tive Notes and Creating Outlines,
Sections 21a-21g
-
Payer Plans,” pp. 259-265
265-270
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74. (Central Time)
Notes/Goals:
Unit IV Writing the Literature Review
Review:
-Graded): See Study Guide
Read:
The Little, Brown Compact Handbook with Exercises
-30d
75. Strategies for Writing Successful Research Papers
an Ehrenhalt, “The Misguided Zeal of the
Privacy Lobby,” pp. 270-273
pp. 273-278
The CSU Citation Guide (6th edition)
Used?, p. 4
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S
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76. Notes/Goals:
EH 1020, English Composition II 19
EH 1020, English Composition II Course Schedule
Unit V Outlining Your Research Paper
Review:
Guide
-Graded): See Study Guide
77. Read:
The Little, Brown Compact Handbook with Exercises
-3b
-27b
ntecedent, Sections
32a-32e
Strategies for Writing Successful Research Papers
Section 21h
279-282
, “A Journalist’s View of
Black Economics,” pp. 282-288
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ent: Comment on another student’s
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Notes/Goals:
Unit VI Writing the Introduction of Your Research Paper
Review:
-Graded): See Study Guide
Read:
79. The Little, Brown Compact Handbook with Exercises
-25f
-26e
Strategies for Writing Successful Research Papers
Sections 22a-22f
Section 23a
288-293
12: Mark Krikorian, “Not Amnesty but Attrition,”
pp. 293-298
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80. (Central Time)
Notes/Goals:
EH 1020, English Composition II 20
EH 1020, English Composition II Course Schedule
Unit VII Writing the Body of Your Research Paper
Review:
81. -Graded): See Study Guide
Read:
The Little, Brown Compact Handbook with Exercises
-28b
ther Marks, Sections 44a-44e
Strategies for Writing Successful Research Papers
Section 23b
Rough Draft, Sections 24a
and 24c-24d
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83. The Little, Brown Compact Handbook with Exercises
-
18b
-19b
Strategies for Writing Successful Research Papers
oduction Body, and Conclusion,
Section 23c
The CSU Citation Guide (6th edition)
-17
-20
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84. (Central Time)
Notes/Goals:
Drexel University, College of Engineering 2015-2016
Academic Year
Drexel University
Office of the Dean of the College of Engineering
ENGR 232 – Dynamic Engineering Systems
85. Homework 1 – Week 1
The following problems are assigned from the main course
textbook: Differential Equations and Linear Algebra
(Farlow and Hall); solutions will be posted in a couple of days.
The material tested here will appear on Week 2 Quiz
1.
Problem 1.
Fill in the following table, specifying the dependent variable,
the independent variable(s), the order of
the differential equation and whether it is linear or non-linear
and explain why. If the system is non-
linear, place a box around the term(s) making it non-linear. All
equations are in terms of a function of
an independent variable.
SYSTEM ORDER?
Dependent
Variable
92. 3
3
dt
xd
+ kRt = sin (t) * exp(t)
Problem 2
Solve the IVP numerically
����
����
= f(t, y) = t - y.
Let t0 = 0, y(0) = 1
Additionally, choose t to be in increment of 0.5 until you reach
t = 2.5. Show your result in tabular form
using the format below:
93. t Euler (yn) ����
����
0 0
1 0.5
2 1
3 1.5
4 2
5 2.5
Drexel University, College of Engineering 2015-2016
Academic Year
Problem 3
Solve the IVP numerically
94. ����
����
= f(t, y) = 4 - 2t + 2.5y
Let t0 = 0, y(0) = 1
Additionally, choose t to be in increment of 0.1 until you reach
t = 0.4. Show your result in tabular form
using the format below:
t Euler (yn) ����
����
0 0
1 0.1
2 0.2
3 0.3
4 0.4
95. Drexel University, College of Engineering 2015-2016
Academic Year
Problem 4
Given the direction field for ��′ = −��
��
��(�� + ��)(�� − ��) showing x vs. t
a) How many equilibrium solutions for this differential
equation? List in the box:
b) Estimate the time for the initial condition x(0) = -1 to reach
its equilibrium solution. Draw the curve on the
direction field and show the time, fill in the values below
c) Draw the solution curve for x(0) = 1 on the direction field.