EDUC 622
Data Collection Template for Assessment Evaluations
Collect information about each instrument separately.
This form is used multiple times and is turned in with assignment, by inserting as a chart in the written report.
Name of InstrumentTest of Early Reading Ability—Fourth Edition (TERA-4)
Author(s) of InstrumentD. Kim Reid, Wayne P. Hresko, Donald D. Hammill
Date of Publication2018
PublisherPRO-ED
1. Describe the subtests (e.g., learning areas)Click or tap here to enter text.
2. Describe the age range.Click or tap here to enter text.
3. State the purpose of the instrument.
Click or tap here to enter text.
4. Describe the examiner qualifications.Click or tap here to enter text.
5. Describe the available scores.Click or tap here to enter text.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms, research).Click or tap here to enter text.
7. Describe features of the instrument that provide well-designed and easy-to-follow administration procedures.Click or tap here to enter text.
8. State the approximate administration and scoring time.Click or tap here to enter text.
9. Describe features of the scoring procedures that are well designed and easy to follow.Click or tap here to enter text.
10. Explain this instrument’s adaptation for students with limited English proficiencyClick or tap here to enter text.
11. Explain the appropriateness of the instrument for use with children who have disabilities.Click or tap here to enter text.
12. Describe the adaptation of the instrument for use with children who have special needs.Click or tap here to enter text.
13. Describe the strengths of the instrument.Click or tap here to enter text.
14. State any weaknesses of the instrument.Click or tap here to enter text.
15. Additional comments, information, and observations:Click or tap here to enter text.
EDUC 622
Data Collection Template for Assessment Evaluations
Collect information about each instrument separately.
This form is used multiple times and is turned in with assignment, by inserting as a chart in the written report.
Name of InstrumentWIAT-III.
Author(s) of InstrumentPearson
Date of Publication2009
PublisherPearson
1. Describe the subtests (e.g., learning areas)Click or tap here to enter text.
2. Describe the age range.Click or tap here to enter text.
3. State the purpose of the instrument.
Click or tap here to enter text.
4. Describe the examiner qualifications.Click or tap here to enter text.
5. Describe the available scores.Click or tap here to enter text.
6. Describe the instrument’s technical data provided (i.e., validity, reliability, norms, research).Click or tap here to enter text.
7. Describe features of the instrument that provide well-designed and easy-to-follow administration procedures.Click or tap here to enter text.
8. State the approximate administration and scoring time.Click or tap here to enter text.
9. Describe features of the scoring procedures that are well designed and easy ...
The document discusses the importance of data extraction in systematic reviews and provides guidance on developing effective data extraction forms and processes. Specifically, it outlines that data extraction 1) involves accurately summarizing studies in a common format to facilitate analysis and presentation, 2) identifies numerical data for meta-analyses, and 3) obtains information to assess risk of bias and applicability; and recommends 4) developing structured yet adaptable forms, 5) providing clear instructions, and 6) considering single versus double extraction.
EDUC 622
Approved Assessment Instruments List
Test Abbreviation
Title
Selections for Evaluation #1 *
Selections for Evaluation #2
(Indicate if behavioral, remediation or intervention) *
ABAS
Adaptive Behavior Assessment System
ADDES
Attention-Deficit Disorders Evaluation Scale
ADI-R
Autism Diagnostic Interview-Revised
BAI
Beck Anxiety Inventory
BASC
Behavior Assessment System for Children
BDI-II
Beck Depression Inventory-II
BDIS
Behavior Disorders Identification Scale
CARS2
Childhood Autism Rating Scales 2
Conners
Conners Rating Scale
CMAT
Comprehensive Mathematical Abilities Test
CMI
Classroom Mathematics Inventory
DAR
Diagnostic Assessments of Reading
EVT
Expressive Vocabulary Test
GORT-5
Gray Oral Reading Test
IRI
Informational Reading Inventory
KeyMath
KeyMath Diagnostic Assessment
LDES
Learning Disabilities Evaluation Scale
OWLS-II
Oral and Written Language Scales
PALS: PreK-3
Phonological Awareness Literacy Screening
Piers-Harris
Piers-HarrisSelf-Concept Scale
PPVT
Peabody Picture Vocabulary Test
QRI
Qualitative Reading Inventory
SSIS
Social Skills Rating System
TELD
Test of Early Language Development
TERA
Test of Early Reading Ability
TEWL
Test of Early Written Language
TOAL
Test of Adolescent and Adult Language
TOLD
Test of Language Development
TOMA
Test of Mathematical Abilities
TOWL
Test of Written Language
TPI
Transition Planning Inventory
Vineland
Vineland Adaptive Behavior Scales
WIAT
Wechsler Individual Achievement Test
WJ-III-Ach
Woodcock Diagnostic Reading Battery
WJ-III-Cog
Woodcock-JohnsonTests of Cognitive Ability
*Math Specialist Candidates MUST evaluate math specific instruments.
EDUC 622
Approved Assessment Instruments List
Test Abbreviation
Title
Selections for Evaluation #1 *
Selections for Evaluation #2
(Indicate if behavioral, remediation or intervention) *
ABAS
Adaptive Behavior Assessment System
ADDES
Attention-Deficit Disorders Evaluation Scale
ADI-R
Autism Diagnostic Interview-Revised
BAI
Beck Anxiety Inventory
BASC
Behavior Assessment System for Children
BDI-II
Beck Depression Inventory-II
BDIS
Behavior Disorders Identification Scale
CARS2
Childhood Autism Rating Scales 2
Conners
Conners Rating Scale
CMAT
Comprehensive Mathematical Abilities Test
CMI
Classroom Mathematics Inventory
DAR
Diagnostic Assessments of Reading
EVT
Expressive Vocabulary Test
GORT-5
Gray Oral Reading Test
IRI
Informational Reading Inventory
KeyMath
KeyMath Diagnostic Assessment
LDES
Learning Disabilities Evaluation Scale
OWLS-II
Oral and Written Language Scales
PALS: PreK-3
Phonological Awareness Literacy Screening
Piers-Harris
Piers-HarrisSelf-Concept Scale
PPVT
Peabody Picture Vocabulary Test
QRI
Qualitative Reading Inventory
SSIS
Social Skills Rating System
TELD
Test of Early Language Development
TERA
Test of Early Reading Ability
TEWL
Test of Early Written Language
TOAL
Test of Adolescent and Adult Language
TOL.
Introduction to Epidemiology Course Project Detailed Article Cri.docxmariuse18nolet
Introduction to Epidemiology Course Project
Detailed Article Critique
Reading, interpreting, and judging the value of epidemiologic literature is a skill that you will exercise throughout your academic career in public health and beyond. To help prepare you for your thesis or capstone experience as well as future coursework, your project this term involves writing a detailed critique of an article. (See link in blackboard.) Construct your critique using complete paragraphs. DO NOT present your critique as an outline.
Please consult the table on the next page to ensure that your review includes the required major elements for this assignment. We will use this table in our evaluation of your project. Each element is worth a specified number of points. Please understand that full credit will not be awarded for simply mentioning each element. You must justify your assessment. For example, you cannot simply state, “The authors justified the importance of their study.” You need to point out how the authors did or did not meet each criterion. Your critique should not be longer than 4-6 pages double-spaced with one-inch margins. There is no minimum page requirement.
For additional assistance, please refer to the article by Young et al. (2009) that is also posted in Blackboard along with the article that you are to review.
See next page for more details. ( ( ( ( ( (
Name___________________________
Element
Possible Points
Grade
Objectives:
· What is/are the research question(s) addressed by this study?
· Did the authors justify the need for their study? What was it?
5
5
Study Design:
· Describe the study design and methods used for the study.
· Critique the overall design by addressing the following:
· Did the authors correctly identify their study design (e.g., the authors stated that their study was a cohort study when it really was a cross-sectional study)?
· Did the authors present clear definitions of their exposure/health outcomes?
· Did the authors adequately describe their sampling (e.g., convenience, consecutive, or random; response rate; study population) and data collection methods (e.g., questionnaire, records, biomarkers, surveys, etc.)?
15
10
Analysis:
· Describe the data analysis plan overall.
· Critique the analysis plan by addressing the following:
· Is the analysis appropriate for the study design (considering you level of statistical knowledge)? Was potential confounding addressed in the analysis stage? If so, how?
· Are the tables and graphs well organized and labeled? Do the tables and graphs provide enough data for reader to draw their own conclusions (e.g. do they stand alone?)?
· Are the findings within the tables/figures consistent? Is each table/figure consistent with the text and other tables/figures?
· Can the findings be attributed simply to chance?
5
10
Validity and Conclusions:
· Internal validity- Consider the potential for selection bias, information bias, and .
Characteristics of Report || Characteristics of Short Report || Presentation ...Mahabub Azam
Characteristics of Report || Characteristics of Short Report That objective and purpose can only be achieved if a report has the following qualities and characteristics: It should be factual: Every report should be based on facts, verified information and valid proofs. Clear and Easily understandable: Explained below. Free from errors and duplication.
This document provides guidance on completing Assignment 6 which involves individually testing and comparing two digital tools or apps. It outlines the steps to complete a usability test of the tools, including choosing two similar tools, performing tasks with each tool while taking notes, and writing a white paper summarizing the findings. The white paper should follow a specific format, including an introduction describing what was tested and why, a methods section detailing the tasks performed, a results section presenting the test findings and any issues encountered, and a recommendation section advising potential users on the tools. Examples of tool categories and specific tools that could be tested are also provided.
• Cooperated with fellow colleagues in a lab environment and experimented on the science of fluid flow through various types of piping and fittings.
• Researched the head loss that is caused in different piping including Venturi pipe, orifice plate, and elbow pipe fittings.
[Write the title of your Strategic Plan issue here.].docxgertrudebellgrove
[Write the title of your Strategic Plan issue here.]
Strategic Plan
Student Name
Date
Table of Contents
Section 1: Summary of Issue3
Section 2: SWOT Analysis3
Section 3: Goals, Objectives, and Strategies3
Section 4: Proposed Core Team of Change Champions4
Section 5: Budgeting and Timeline Tools4
Section 6: Balanced Scorecard4
Section 7: Evaluation Plan5
Section 8: Executive Summary5
Section 9: References5
This template is to be used for NURS 6241: Strategic Planning in Healthcare Organizations to complete the strategic planning project. Under each heading are instructions for that section. This document needs to be in APA format.
Note: Please delete all the instructions before submitting to Instructor.
Section 1: Summary of Issue
Write a 2- to 3-page summary of the strategic plan issue. Include the following in your summary:
· The strategic plan issue and how the issue’s need is evident in the group or organization.
· The mission, vision, and values of the group or organization.
· Background, including:
· Data from historical analysis and forecasting to support the need for the plan
· Evidence from the literature to support the need for the plan
· Previous attempts by various individuals and groups to address this issue
· Stakeholders that should be included in the strategic planning process
Note: Document each resource that you use in APA style in the References section of the template. The References section will only be graded in Module 4.
Section 2: SWOT Analysis
Write a 2- to 3-page summary that conveys the results of your SWOT analysis. Include:
· Two organizational strengths
· Two organizational weaknesses
· Two market opportunities
· Two environmental threats
· An explanation of whether the organizational threats and/or weaknesses may also pose opportunities
Note: Document each resource that you use in APA style in the References section of the template. The References section will only be graded in Module 4.Section 3: Goals, Objectives, and Strategies
Write a 2- to 3- page summary of the goals, objectives, and strategies for your Strategic Plan. In your summary:
· Identify the goals, objectives, and strategies for your plan.
· Explain how success in attaining each goal, objective, and strategy will be defined, monitored, and evaluated.
· Explain how the goals, objectives, and strategies reflect the needs of relevant stakeholders.
Note: Document each resource that you use in APA style in the References section of the template. The References section will only be graded in Module 4.
Section 4: Proposed Core Team of Change Champions
Write a 1- to 2-page description of your core team of change champions. Include the following:
· Identify internal and external stakeholders, and explain why they were selected.
· Explain how stakeholders will be involved in the strategic planning process.
· Explain how you will collaborate and communicate with stakeholders.
· Explain how you will keep stakeholders motivated and .
The document discusses the importance of data extraction in systematic reviews and provides guidance on developing effective data extraction forms and processes. Specifically, it outlines that data extraction 1) involves accurately summarizing studies in a common format to facilitate analysis and presentation, 2) identifies numerical data for meta-analyses, and 3) obtains information to assess risk of bias and applicability; and recommends 4) developing structured yet adaptable forms, 5) providing clear instructions, and 6) considering single versus double extraction.
EDUC 622
Approved Assessment Instruments List
Test Abbreviation
Title
Selections for Evaluation #1 *
Selections for Evaluation #2
(Indicate if behavioral, remediation or intervention) *
ABAS
Adaptive Behavior Assessment System
ADDES
Attention-Deficit Disorders Evaluation Scale
ADI-R
Autism Diagnostic Interview-Revised
BAI
Beck Anxiety Inventory
BASC
Behavior Assessment System for Children
BDI-II
Beck Depression Inventory-II
BDIS
Behavior Disorders Identification Scale
CARS2
Childhood Autism Rating Scales 2
Conners
Conners Rating Scale
CMAT
Comprehensive Mathematical Abilities Test
CMI
Classroom Mathematics Inventory
DAR
Diagnostic Assessments of Reading
EVT
Expressive Vocabulary Test
GORT-5
Gray Oral Reading Test
IRI
Informational Reading Inventory
KeyMath
KeyMath Diagnostic Assessment
LDES
Learning Disabilities Evaluation Scale
OWLS-II
Oral and Written Language Scales
PALS: PreK-3
Phonological Awareness Literacy Screening
Piers-Harris
Piers-HarrisSelf-Concept Scale
PPVT
Peabody Picture Vocabulary Test
QRI
Qualitative Reading Inventory
SSIS
Social Skills Rating System
TELD
Test of Early Language Development
TERA
Test of Early Reading Ability
TEWL
Test of Early Written Language
TOAL
Test of Adolescent and Adult Language
TOLD
Test of Language Development
TOMA
Test of Mathematical Abilities
TOWL
Test of Written Language
TPI
Transition Planning Inventory
Vineland
Vineland Adaptive Behavior Scales
WIAT
Wechsler Individual Achievement Test
WJ-III-Ach
Woodcock Diagnostic Reading Battery
WJ-III-Cog
Woodcock-JohnsonTests of Cognitive Ability
*Math Specialist Candidates MUST evaluate math specific instruments.
EDUC 622
Approved Assessment Instruments List
Test Abbreviation
Title
Selections for Evaluation #1 *
Selections for Evaluation #2
(Indicate if behavioral, remediation or intervention) *
ABAS
Adaptive Behavior Assessment System
ADDES
Attention-Deficit Disorders Evaluation Scale
ADI-R
Autism Diagnostic Interview-Revised
BAI
Beck Anxiety Inventory
BASC
Behavior Assessment System for Children
BDI-II
Beck Depression Inventory-II
BDIS
Behavior Disorders Identification Scale
CARS2
Childhood Autism Rating Scales 2
Conners
Conners Rating Scale
CMAT
Comprehensive Mathematical Abilities Test
CMI
Classroom Mathematics Inventory
DAR
Diagnostic Assessments of Reading
EVT
Expressive Vocabulary Test
GORT-5
Gray Oral Reading Test
IRI
Informational Reading Inventory
KeyMath
KeyMath Diagnostic Assessment
LDES
Learning Disabilities Evaluation Scale
OWLS-II
Oral and Written Language Scales
PALS: PreK-3
Phonological Awareness Literacy Screening
Piers-Harris
Piers-HarrisSelf-Concept Scale
PPVT
Peabody Picture Vocabulary Test
QRI
Qualitative Reading Inventory
SSIS
Social Skills Rating System
TELD
Test of Early Language Development
TERA
Test of Early Reading Ability
TEWL
Test of Early Written Language
TOAL
Test of Adolescent and Adult Language
TOL.
Introduction to Epidemiology Course Project Detailed Article Cri.docxmariuse18nolet
Introduction to Epidemiology Course Project
Detailed Article Critique
Reading, interpreting, and judging the value of epidemiologic literature is a skill that you will exercise throughout your academic career in public health and beyond. To help prepare you for your thesis or capstone experience as well as future coursework, your project this term involves writing a detailed critique of an article. (See link in blackboard.) Construct your critique using complete paragraphs. DO NOT present your critique as an outline.
Please consult the table on the next page to ensure that your review includes the required major elements for this assignment. We will use this table in our evaluation of your project. Each element is worth a specified number of points. Please understand that full credit will not be awarded for simply mentioning each element. You must justify your assessment. For example, you cannot simply state, “The authors justified the importance of their study.” You need to point out how the authors did or did not meet each criterion. Your critique should not be longer than 4-6 pages double-spaced with one-inch margins. There is no minimum page requirement.
For additional assistance, please refer to the article by Young et al. (2009) that is also posted in Blackboard along with the article that you are to review.
See next page for more details. ( ( ( ( ( (
Name___________________________
Element
Possible Points
Grade
Objectives:
· What is/are the research question(s) addressed by this study?
· Did the authors justify the need for their study? What was it?
5
5
Study Design:
· Describe the study design and methods used for the study.
· Critique the overall design by addressing the following:
· Did the authors correctly identify their study design (e.g., the authors stated that their study was a cohort study when it really was a cross-sectional study)?
· Did the authors present clear definitions of their exposure/health outcomes?
· Did the authors adequately describe their sampling (e.g., convenience, consecutive, or random; response rate; study population) and data collection methods (e.g., questionnaire, records, biomarkers, surveys, etc.)?
15
10
Analysis:
· Describe the data analysis plan overall.
· Critique the analysis plan by addressing the following:
· Is the analysis appropriate for the study design (considering you level of statistical knowledge)? Was potential confounding addressed in the analysis stage? If so, how?
· Are the tables and graphs well organized and labeled? Do the tables and graphs provide enough data for reader to draw their own conclusions (e.g. do they stand alone?)?
· Are the findings within the tables/figures consistent? Is each table/figure consistent with the text and other tables/figures?
· Can the findings be attributed simply to chance?
5
10
Validity and Conclusions:
· Internal validity- Consider the potential for selection bias, information bias, and .
Characteristics of Report || Characteristics of Short Report || Presentation ...Mahabub Azam
Characteristics of Report || Characteristics of Short Report That objective and purpose can only be achieved if a report has the following qualities and characteristics: It should be factual: Every report should be based on facts, verified information and valid proofs. Clear and Easily understandable: Explained below. Free from errors and duplication.
This document provides guidance on completing Assignment 6 which involves individually testing and comparing two digital tools or apps. It outlines the steps to complete a usability test of the tools, including choosing two similar tools, performing tasks with each tool while taking notes, and writing a white paper summarizing the findings. The white paper should follow a specific format, including an introduction describing what was tested and why, a methods section detailing the tasks performed, a results section presenting the test findings and any issues encountered, and a recommendation section advising potential users on the tools. Examples of tool categories and specific tools that could be tested are also provided.
• Cooperated with fellow colleagues in a lab environment and experimented on the science of fluid flow through various types of piping and fittings.
• Researched the head loss that is caused in different piping including Venturi pipe, orifice plate, and elbow pipe fittings.
[Write the title of your Strategic Plan issue here.].docxgertrudebellgrove
[Write the title of your Strategic Plan issue here.]
Strategic Plan
Student Name
Date
Table of Contents
Section 1: Summary of Issue3
Section 2: SWOT Analysis3
Section 3: Goals, Objectives, and Strategies3
Section 4: Proposed Core Team of Change Champions4
Section 5: Budgeting and Timeline Tools4
Section 6: Balanced Scorecard4
Section 7: Evaluation Plan5
Section 8: Executive Summary5
Section 9: References5
This template is to be used for NURS 6241: Strategic Planning in Healthcare Organizations to complete the strategic planning project. Under each heading are instructions for that section. This document needs to be in APA format.
Note: Please delete all the instructions before submitting to Instructor.
Section 1: Summary of Issue
Write a 2- to 3-page summary of the strategic plan issue. Include the following in your summary:
· The strategic plan issue and how the issue’s need is evident in the group or organization.
· The mission, vision, and values of the group or organization.
· Background, including:
· Data from historical analysis and forecasting to support the need for the plan
· Evidence from the literature to support the need for the plan
· Previous attempts by various individuals and groups to address this issue
· Stakeholders that should be included in the strategic planning process
Note: Document each resource that you use in APA style in the References section of the template. The References section will only be graded in Module 4.
Section 2: SWOT Analysis
Write a 2- to 3-page summary that conveys the results of your SWOT analysis. Include:
· Two organizational strengths
· Two organizational weaknesses
· Two market opportunities
· Two environmental threats
· An explanation of whether the organizational threats and/or weaknesses may also pose opportunities
Note: Document each resource that you use in APA style in the References section of the template. The References section will only be graded in Module 4.Section 3: Goals, Objectives, and Strategies
Write a 2- to 3- page summary of the goals, objectives, and strategies for your Strategic Plan. In your summary:
· Identify the goals, objectives, and strategies for your plan.
· Explain how success in attaining each goal, objective, and strategy will be defined, monitored, and evaluated.
· Explain how the goals, objectives, and strategies reflect the needs of relevant stakeholders.
Note: Document each resource that you use in APA style in the References section of the template. The References section will only be graded in Module 4.
Section 4: Proposed Core Team of Change Champions
Write a 1- to 2-page description of your core team of change champions. Include the following:
· Identify internal and external stakeholders, and explain why they were selected.
· Explain how stakeholders will be involved in the strategic planning process.
· Explain how you will collaborate and communicate with stakeholders.
· Explain how you will keep stakeholders motivated and .
Feedback from Part 1 please read and look for typos and grammar!! .docxmglenn3
Feedback from Part 1 please read and look for typos and grammar!! 100 Authentic
· Attempts in-text citations and reference lists; APA style errors are noted throughout; Fails to use APAcitations when appropriate 3 times in document. (0.525 - 0.59)
12:13
· Attempts to presents company conclusion that emphasizes the purpose/significance of the analysis, the consequences of findings, and indicate the wider application derived from main points using course material and research to support the reasoning and conclusions but significant clarity or development is needed.
Instructions
Project 2: Internal Environmental Analysis/Strategy Analysis (Week 6)
NOTE: All submitted work is to be your original work (and only yours). You may not use any work from another student, the Internet or an online clearinghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy, and know that it is your responsibility to learn about instructor and general academic expectations with regard to proper citation of sources as specified in the APA Publication Manual, 6th Ed. (Students are held accountable for in-text citations and an associated reference list only).
Purpose:
This project is the second of three projects. Students will perform an internal environmental analysis using the tools and concepts learned in the course to date. You will also draw from previous business courses to develop an understanding of how organizations develop and manage strategies to establish, safeguard and sustain its position in a competitive market.
Students also have the opportunity to review an organization’s objectives and goals and the key functional areas within the organization. Performing an internal environment analysis helps assess a firm’s internal resources and capabilities and plays a critical role in formulating strategy by identifying a firm’s strengths to capitalize on so that it can effectively overcome weaknesses.
Skill Building:
In this project, you are building many different skills including research, critical thinking, writing and developing analytical skills related to various financial analysis tools and strategy tools used in business.
Outcomes Met With This Project:
· utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically;
· integrate ideas, concepts, and theories from previously taken functional courses including, accounting, finance, market, business and human resource management;
· analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to revise a current plan or write a new plan and present a strategic plan.
Instructions:
Step 1: Research
In completing the report, students will use the chapters in the eBook as a guide and perform research on the company from Project 1 so that they can answer the required elements below in narrative form following the steps.
Library Resources
Y.
OL 325 Milestone Three Guidelines and Rubric SectionMoseStaton39
OL 325 Milestone Three Guidelines and Rubric
Section 2: External Competitiveness
Section 2 shifts your focus outside the company to compare pay rates of positions inside the firm with similar positions in the external market place. The shift to
outside the company will move you away from the previous focus on e-sonic’s internal consistency to external competitiveness. Conducting an analysis of
external market data will support your decisions about appropriate pay-policy mixes for job structures in the company.
In section 2 of Milestone Three, you will be introduced to tools compensation professionals use to allocate total compensation within job structures. Total
compensation includes base pay, benefits, and varied incentives used to attract and retain employees. During the simulation you will use some of these tools to
develop pay policies for each e-sonic job structure.
In order to conduct your external market survey you will use web-based salary sites developed by the US Bureau of Labor Statistics and Glassdoor.com. These
websites develop salary information based off of actual pay data from professionals working in specific jobs and potentially represent the most current pay for
the job titles at e-sonic. Follow the steps outlined below:
Section 2 Outline:
Executive Summary Findings
1. Determine Appropriate Pay-Policy Levels for E-sonic Jobs
2. External Market Review
a) Research market competitiveness using the free salary websites listed above, which provide salary data by title and region.
b) Research trends about cost of living adjustments in e-sonic locations. Apply some discussion around leading, lagging or matching the market to
the salary data you found in your market salary research. Assume that the salary research you are using is similar to benchmark jobs. Also,
discuss whether jobs you researched would match the benchmark jobs or require more or less experience and talent than the benchmark job.
c) Update salary data for inflation using CPI-U.
3. Implement Salary Survey Results
a) Create pay grades and ranges by integrating external market data with internal pay grades.
b) Evaluate and summarize decisions made for each job structure.
The External Competitiveness section is fully described in the MyManagementLab Building Strategic Compensation Systems casebook for faculty and students,
linked in the course menu. Follow the explanations and outline to complete this milestone. Section 2: External Marketplace is due at the end of Module Six.
Rubric
Requirements of submission: Each section of the final project must follow these formatting guidelines: 5–7 pages, double spacing, 12-point Times New Roman
font, one-inch margins, and discipline-appropriate citations.
https://www.bls.gov/bls/blswage.htm
https://www.glassdoor.com/Salaries/index.htm
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Section 2: External
Compet ...
Validation and moderation_-_guide_for_developing_assessment_toolsKaztiania Andig
This document provides guidance on developing assessment tools. It outlines ideal characteristics that tools should possess, such as clearly describing the context, competency mapping, evidence criteria, and recording requirements. The document then gives an example of how these characteristics could be applied to a portfolio-based assessment tool, outlining features such as instructions for candidates, evidence to be collected, decision-making rules, and allowing for reasonable adjustments. Overall, the guidance aims to help ensure assessment tools are valid, reliable, and flexible.
The document outlines the steps and guidelines for collaborative report writing for a marketing plan and team process paper. It discusses reviewing document guides, creating a project schedule, assigning roles, publishing detailed plans, gathering data, creating drafts, reviewing/editing/rewriting, and publishing. Guidelines are provided for the structure and content of the marketing plan and team process paper, including sections on the executive summary, market trends analysis, objectives, research, strategy, recommendations, and finances.
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Course Description
A comprehensive study of the essential component needed in developing an effective safety management system. Examines the cultural aspects of integrating total safety management into all levels of an operation.
Course Textbook
Manuele, F. A. (2008). Advanced safety management focusing on Z10 and serious injury prevention. Hoboken, N.J: John Wiley & Sons.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Describe the characteristics of an effective safety management system.
2. Discuss the importance of management commitment in establishing a safety culture.
3. Develop effective safety management policy statements, goals, and objectives.
4. Discuss the need for employee involvement in the development and execution of an effective safety management system.
5. Recognize the importance of clear assignment of safety responsibilities.
6. Establish safety accountability and develop related performance measures.
7. Describe the components of a hazard prevention and control system.
8. Apply risk management principles to reduce the impact of workplace hazards.
9. Explain various incident causation theories and use these theories to conduct an incident investigation.
10. Identify safety and health training needs.
11. Apply continuous improvement principles to safety management concepts.
12. Assess the effectiveness of an existing safety management system.
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 Unit Learning Objectives that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lessons: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Supplemental Readings are provided in the unit study guides to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII 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. Discussion Boards: Discussion Boards are a part of all Waldorf courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains seven Unit Assessments, one to be completed at the end of Units I-VII. Assessments are composed of multiple choice and written response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III, IV, V, and VII. ...
Swot AnalysisConduct SWOT analysis giving 5 points each fo.docxssuserf9c51d
Swot Analysis
Conduct SWOT analysis giving 5 points each for S, W,O,T as per descriptions below to help project
managers.
Strengths
1.
2.
3.
4.
5.
Weakness
1.
2.
3.
4.
5.
Opportunity
1.
2.
3.
4.
5.
Threats
1.
2.
3.
4.
5.
Project Charter
Date: <today’s date>
Project Title: <Title of your Project>
Project Start Date: 4 Jan 2016
Project End Date: < dura�on is 6 months, calculate the end date>
Budget Informa�on: $50000.00
Project Manager: < Name>, < Email>, <Telephone No>
Project Objec�ves:
⦁ Clear, concise reasoning for why the project is being performed
⦁ Clear, concise definition of what the project’s activities will entail
⦁ Brief description of primary deliverable(s)
⦁ Clear description of the project’s behefits to the organisation
⦁ Recognition and description of any limits that the project will not cover and address
Acceptance Criteria
⦁ Identification of specific factors against which the project can be compared to determine
success/failure
⦁ Identification of specific deliverables not only for class, but for the project as a whole
⦁ Agency-specific deliverables
⦁ Inclusion of due dates for the deliverables
⦁ Clear identification of milestone and milestone exit points
⦁ Factors should include a specific metrical comparison
Assumptions and Constraints
⦁ Any assumptions made during the course of the project
⦁ List of constraints that entail the limitations that are required to be addressed
Stakeholder List
Stakeholder
No
Name and Signature Role and
Responsibility
Position Contact
Information
1
2
3
4
5
6
7
Lessons Learned
⦁ Identification of pitfalls to be avoided, based on the student’s past experience
⦁ Evidence of thought as to what can and cannot affect the project in terms of how the project
will run
Charter Signoff
Communica�on Plan Template
Plan purpose – A brief description of why and how the plan was developed, and an overview of the
overall team communication philosophy. Also states types of communications planned, for lateral,
downward, and upward communication.
Change management – Description on how the team will handle changes in the project, whether it is in
terms of project scope, schedule, or resources. This includes how the team plans to communicate
changes as well as how the team plans to make decisions about changes.
Meeting agenda – Gives a brief overview of what the team plans to accomplish in each of its meetings,
how it documents goals and objectives for meetings, and defines and assigns actions for the team to
accomplish project objectives.
Stakeholder Information to
be shared
Frequency of
information
exchange
Location of
information
exchange
Purpose of
communication
Mechanism for
communication
Who What When Where Why How
BMGT 495 Strategic Management
Assignment 2: Internal Environmental Analysis/Strategy Analysis and Strategy Selection (Week 6)
Purpose: This assignment is the second of three assignments. Students will use the tools and concepts learned ...
Resource Adverse Trend and Data Management Grading CriteriaId.docxsjennifer395
Resource
: Adverse Trend and Data Management Grading Criteria
Identify
an adverse trend (across multiple patients) that could occur within your organization.
Part I: Flow Chart
Create
a flow chart or step-by-step guide identifying how you will collect, review, and apply data to make a decision that will affect patient care in general.
·
Identify the steps you will take to collect, review, and apply data to make a decision that will affect patient care.
·
List the type and source of information needed in each step.
·
Identify the technologies used in each step.
Part II: Paper
Write
a 750- to 1,050-word paper explaining the flow chart or step-by-step guide.
·
Describe how you may become aware of the trend in question and why you would want to investigate further.
·
Describe the data you would need to collect, the source(s), and why you would need this data.
·
Describe the data collection methods you would use and why.
·
Describe how the data would affect your response to the adverse trend.
·
Explain how you will use the technology in each step.
·
Describe any regulatory, legal, and ethical issues related to the use of data and the technologies used.
Include
at least three peer-reviewed references, and develop an APA-formatted reference page.
Include
APA-formatted citations.
Format the paper following APA guidelines. To clarify:
o
Include a title page
o
Include an introduction and a conclusion.
o
Use section headings in accordance with APA standards for organization.
o
Cite and reference at least three peer-reviewed references in the paper.
o
Develop in-text citations and references according to APA standards.
o
Reference page must be formatted on APA format.
Note:
Formatting, citations and references within your assignment must conform to the standards set forth in the UOP Writing Style Handbook located in the Center for Writing Excellence.
Attach
the flow chart and reference page as appendices to the paper.
Click
the
Assignment Files
tab to submit your paper.
Post
your assignment in a single Microsoft Word Attachment.
Due:
Day 7
Points:
15
Certificate of Originality
Submit the certificate with your signature along with each assignment you post to the Assignments link. Please submit the certificate as a separate document rather than pasting it into the body of each assignment.
Day 7
WEEK 4: Individual Assignment Grading Criteria
Adverse Trend and Data Management
Week Four
Identify
an adverse trend (across multiple patients) that could occur within your organization.
Part I: Flow Chart
Create
a flow chart or step-by-step guide identifying how you will collect, review, and apply data to make a decision that will affect patient care in general.
·
Identify the steps you will take to collect, review, and apply data to make a decision that will affect patient care.
·
List the type and source of information needed in each step.
·
Identify the technologies used in each step
.
Part II:.
Assignment 2.2 Justification Report - Part 2Due Week 5 and wort.docxsherni1
Assignment 2.2: Justification Report - Part 2
Due Week 5 and worth 150 points
In Part 1 of your Justification Report assignment, you built up the following sections: Problem Statement, Overview of Alternatives, Criteria, and Methods. In Part 2, you will revise Part 1 based on your instructor's suggestions and add to it the following sections: Evaluation of Alternatives, Findings and Analysis, and References.
Use the basic outline below to draft your paper. Organize your responses to each question under the following section headings:
· Evaluation of Alternatives (for Questions 1-3)
· Findings and Analysis (for Questions 4-5)
· References (for Question 6)
Write a two (2) page, single-spaced report in which you:
1. Research the two (2) alternatives (i.e. possible solutions) that you've identified in your Part 1 Evaluation of Alternatives section. Record bibliographic information during research.
a. Example: You might research other organizations that have attempted similar solutions to the problem you have identified and explore the results of those experiments.
2. Use what you discover in your research to evaluate each alternative by each of your five (5) criteria.
a. Example: If your research revealed that four companies similar to yours increased productivity after allowing their workers to telework from home three days per week, you might conclude that one of your suggested alternatives – in this case, the option to telework from home three days per week – satisfies one of your criterion of “Productivity” as a high-potential solution to a problem you’ve identified (of decreased worker morale and productivity at Doe’s Electronics). However, additional research might frustrate a recommendation of this alternative if it is found to fall short of other criteria while a second alternative fares better. For instance, a telework alternative might be found to be too costly to implement; too frustrating for consumers who prefer daily, in-person customer service; or too divergent from the company’s brand, “Always there for you!”�
3. Organize the assignment by your criteria. Explain in narrative form how each of your two (2) alternatives stacks up against your first criterion. Next, explain how each alternative stacks up against your second criterion, etc.
a. Example: An abbreviated outline of what this longer section might look like based on the above example is below (Note: Only the first two [2] of five [5] required criteria are included to give you a feel for the structure). Your researched findings, represented as circled bullets below, should be explained in two to five (2-5) sentences. Include in-text citations and follow up with References in APA style):
Evaluation of Alternatives
· Productivity
a. Alternative A: Telework from home 3 days per week
a. {narrate findings based on research article 1 here}
a. Alternative B: Offer two extra Floating Holidays to each employee per year
a. {narrate findings based on research article ...
Assignment Objectives for Unit 5Influence ProcessesYou have.docxhoward4little59962
Assignment Objectives for Unit 5:
Influence Processes
You have been encouraged by a colleague to write an article about "CEOs and presidents" for a management journal. You have decided to compare the leadership styles of three leaders. Using the Library, the Internet, and your course materials, write a 8-10 page report that elaborates on the following:
In your article, provide the following:
· An introduction to the concept of influence processes
· An explanation of the role of influence in contemporary leadership
· A discussion of the various types of influence processes and the factors that can affect them
· The methodology used to identify and research the leaders selected for this report
· An analysis of the influence processes used by the three leaders. Identify the processes that the leaders and top management team are using or have used to impact their organization.
· A discussion of the strengths and weaknesses of the influence processes used by the three leaders relative to current and future challenges facing leaders in global organizations.
· A summary of the key attributes of the influence processes employed by these leaders to effect positive organizational change or improved performance.
Assignment Details:
This assignment has 4 parts (REFER TO ASSIGNMENT DETAILS FOR UNIT 5).
1. What questions do you have about the overarching Unit 5 assignment? Although not due until the end of the class, it is important that you begin planning for this project early in the course. What are your initial thoughts about how you will approach this assignment? Explain.
2. How do cross-cultural differences affect the use of or response to power in organizations?
3. What are some examples of individual and organizational sources of power and their consequences for followers and organizations?
4. What are some examples of the abuse of power in organizations and how might they have been prevented from occurring? For assistance with your assignment, please use your text, Web resources, and all course materials. In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
Deliverable Length: 400 words (minimum)
Instructor feed back
Wk1 - In this assignment you were asked to write a business case for the new HWE Accessories website. You appropriately included the major components of the problem statement; analysis of the situation; cost-benefit analysis; feasibility study; TCO; ROI; solution options; and recommendations. Calculating the TCO and ROI can be complex and difficult to understand, but leadership needs to have a clear understanding so they can make informed decisions on your recommendations. You did a good job with the ROI. You followed appropriate APA format. Great job.
Wk2 - In this assignment you were asked to create a project plan and risk matrix. Overall, you covered all tasks to include developing a project plan that included (1) 10 to 15 task.
PhD Prospectus ChecklistThe following checklist, like the PhD Pr.docxkarlhennesey
PhD Prospectus Checklist
The following checklist, like the PhD Prospectus Guide, provides guidance to support prospectus development. Included are the basic expectations for the content of the prospectus from the annotated outline in the Guide. Please refer to the Guide for additional information on how the prospectus will be submitted and evaluated. The PhD Prospectus Rubric standards and a Site-Naming Self-Check are included at the end of this checklist. Not all checklist items may be relevant to your particular study; please consult with your chair for guidance.
· Instructions for students:
· Indicate on the checklist the page number where each heading is located.
· Respond to comments from the committee in each comment history box. Do not delete previous comments—just add your response in the appropriate space.
· Upload this checklist into Taskstream with your prospectus document for each prospectus review.
· Instructions for the chair, second committee member, and Program Director Designee:
· Provide specific feedback in the comment history column. Do not delete previous comments—just add your response in the appropriate space.
· If you made detailed comments are included on the prospectus draft (using track changes and comments), you can refer to the draft rather than restate comments in the checklist; upload both documents into Taskstream during rubric completion.
· Committee chairs should indicate their acceptance of each item by checking the appropriate checkbox by each checklist item.
Date: (click here and type today’s date )
Student’s Name:
Student ID:
School: (click here and pull down to select school name )
Committee Chairperson:
Second Committee Member:
PhD Program Director/Designee:
Prospectus Checklist
Checklist Items
Page #
Comment History
Title Page
Present your Title –12 words or fewer; include topic, variables and relationship between them, and most critical key words.
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Include your name, program of study (specialization if applicable) and Student ID. Use the PhD Prospectus Template.
Problem Statement
State the problem by presenting a logical argument for the need to address an identified gap in the research literature. Must be relevant to your discipline (program of study).
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Provide evidence from scholarly sources that the problem is current, relevant, and significant to your discipline (3-5 key citations).
Purpose
Present a concise statement that serves as the connection between the problem being addressed and the focus of your study (1 paragraph).
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Clarify the metho ...
QSO 510 Final Project Guidelines and Rubric Overview .docxmakdul
QSO 510 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a statistical analysis report.
Each day, operations management professionals are faced with multiple decisions affecting various aspects of the operation. The ability to use data to drive
decisions is an essential skill that is useful in any facet of an operation. The dynamic environment offers daily challenges that require the talents of the operations
manager; working in this field is exciting and rewarding.
Throughout the course, you will be engaged in activities that charge you with making decisions regarding inventory management, production capacity, product
profitability, equipment effectiveness, and supply chain management. These are just a few of the challenges encountered in the field of operations management.
The final activity in this course will provide you with the opportunity to demonstrate your ability to apply statistical tools and methods to solve a problem in a
given scenario that is often encountered by an operations manager. Once you have outlined your analysis strategy and analyzed your data, you will then report
your data, strategy, and overall decision that addresses the given problem.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Seven. The final project is due in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Apply data-based strategies in guiding a focused approach for improving operational processes
Determine the appropriate statistical methods for informing valid data-driven decision making in professional settings
Select statistical tools for guiding data-driven decision making resulting in sustainable operational processes
Utilize a structured approach for data-driven decision making for fostering continuous improvement activities
Propose operational improvement recommendations to internal and external stakeholders based on relevant data
Prompt
Operations management professionals are often relied upon to make decisions regarding operational processes. Those who utilize a data-driven, structured
approach have a clear advantage over those offering decisions based solely on intuition. You will be provided with a scenario often encountered by an operations
manager. Your task is to review the “A-Cat Corp.: Forecasting” scenario, the addendum, and the accompanying data in the case scenario and addendum; outline
the appropriate analysis strategy; select a suitable statistical tool; and use data analysis to ultimately drive the decision. Once this has been completed, you will
be challenged to present your data, data analysis strategy, and overall decision in a concise report, justifying your analysis.
Specifically, the ...
Hide Assignment InformationTurnitin®This assignment will be SusanaFurman449
Hide Assignment Information
Turnitin®
This assignment will be submitted to Turnitin®.
Instructions
Course objective:
CO2. Explain how ethical frameworks shape business decisions.
Prompt:
Select and research ONE of the following companies that has been in the news for an ethical dilemma. Prepare a PowerPoint about this company's ethical dilemma and resulting ethical failure, according to the following instructions. Sources are provided to assist you getting started (click company name link). You will need to further research the company as well as applicable ethical frameworks and related law in your text and required readings.
NOTE: In preparing this project, refer to your Week 1 Lesson Readings and Resources on ethical frameworks.
CHOOSE ONE OF THESE COMPANIES/ISSUES: The Links are a factual starting point for your information and further research.
1. Boeing - 737 MAX-8 Jet death crashes.
2. Purdue Pharma - opioid crisis, deceptive marketing.
The following resources will also assist your PowerPoint.
· What is Ethical Dilemma?
· Checklist of guidelines when you face ethical dilemmas
· Guidelines to Prepare an APA PowerPoint
· How to Add Speaker Notes in PowerPoint
Assignment Instructions:
1. Create a 12– 15 slide PowerPoint presentation that includes:
· Title slide with your name, course, date, school, title of presentation;
· Agenda slide - This lists the key points covered in the PPT;
· Content slides containing bullet points information with illustrations, diagrams, pictures, graphics etc., as appropriate to the slide's content;
· Speaker's notes on each slide - either text presented in the Speaker Notes section at the bottom of the slides or Audio through your Voice speaking (or both); (Note: Speaker's Notes are not duplication of the text on the slides. They are explanatory narrative.)
2. Identify the company you selected;
· explain the company and its industry;
· provide the factual background of the problem; and
· clearly state the ethical dilemma presented by the situation. There should be only ONE ethical dilemma. The company had two choices: the act it chose and an alternative it did not do.
3. Identify and define at least oneethical framework that the company apparently employed in making its decision. Note -- Not "Should have used." It is not acceptable to say it did not act ethically or did not use a framework. Analyze it. Frameworks include utilitarianism, free market ethics, deontology, virtue ethics , etc., covered in your course readings.
4. Then, identify and define at least oneethical framework that the company should have used when the problem arose, and explain how to apply it for them to have reached a better result than what actually happened. Be clear.
5. Identify and explain measures the company should implement to avoid this type of problem in the future.
6. Within your discussion include whether the company had a code of ethics or policy that seemed to apply to the situation, and if so, what went wrong with that ...
Write a 4 page report for a senior leader that communicates your e.docxtroutmanboris
Write a 4 page report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance, with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels.
Instructions
Choose one of the following two options for a performance dashboard to use as the basis for your evaluation:
Option 1: Dashboard Metrics Evaluation Simulation
Use the data presented in your Assessment 1 Dashboard and Health Care Benchmark Evaluation activity as the basis for your evaluation.
Note: The writing you do as part of the simulation could serve as a starting point to build upon for this assessment.
Option 2: Actual Dashboard
Use an actual dashboard from a professional practice setting for your evaluation. If you decide to use actual dashboard metrics, be sure to add a brief description of the organization and setting that includes:
· The size of the facility that the dashboard is reporting on.
· The specific type of care delivery.
· The population diversity and ethnicity demographics.
· The socioeconomic level of the population served by the organization.
Note: Ensure your data are Health Insurance Portability and Accountability Act (HIPAA) compliant. Do not use any easily identifiable organization or patient information.
To complete this assessment:
1. Review the performance dashboard metrics in your Assessment 1 Dashboard and Health Care Benchmark Evaluation activity, as well as relevant local, state, and federal laws and policies. Consider the metrics that are falling short of the prescribed benchmarks. Note: The writing you do as part of the simulation could serve as a starting point to build upon for this assessment.
2. Write a report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance, with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical and sustainable action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on the performance dashboard.
3. Make sure your report meets the Report Requirements listed below. Structure it so that it will be easy for a colleague or supervisor to locate the information they need, and be sure to cite the relevant health care policies or laws when evaluating metric performance against established benchmarks.
Report Requirements
The report requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence.
· Evaluate dashboard metrics associated with benchmarks set forth by local, state, or federal health care laws or policies.
. Which metric.
This document provides details for an assignment on proposing a computer systems upgrade for an engineering consultancy firm. Students are asked to review and compare specifications of two computer system brands that could fulfill the firm's requirements. They must propose a procurement plan listing the hardware, software, and justifications for their selection. The presentation of the report must follow specific guidelines, including a submission form, plagiarism statement, contents page, and references in Harvard style. Marks will be awarded based on the detailed criteria provided.
This document discusses different types of reports including progress reports. It provides details on:
- The components of a progress report including an introduction describing the project, work completed to date, current work, future work, any problems encountered, and a conclusion on the project status and schedule.
- Technical reports which convey test results and contain elements like an introduction, experimental setup, data, analysis, and conclusion.
- Types of reports like formal, informal, statutory, non-statutory, routine, special, informative, and interpretative.
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 ...
EDUC 622
Approved Assessment Instruments List
Test Abbreviation
Title
Selections for Evaluation #1 *
Selections for Evaluation #2
(Indicate if behavioral, remediation or intervention) *
ABAS
Adaptive Behavior Assessment System
ADDES
Attention-Deficit Disorders Evaluation Scale
ADI-R
Autism Diagnostic Interview-Revised
BAI
Beck Anxiety Inventory
BASC
Behavior Assessment System for Children
BDI-II
Beck Depression Inventory-II
BDIS
Behavior Disorders Identification Scale
CARS2
Childhood Autism Rating Scales 2
Conners
Conners Rating Scale
CMAT
Comprehensive Mathematical Abilities Test
CMI
Classroom Mathematics Inventory
DAR
Diagnostic Assessments of Reading
EVT
Expressive Vocabulary Test
GORT-5
Gray Oral Reading Test
IRI
Informational Reading Inventory
KeyMath
KeyMath Diagnostic Assessment
LDES
Learning Disabilities Evaluation Scale
OWLS-II
Oral and Written Language Scales
PALS: PreK-3
Phonological Awareness Literacy Screening
Piers-Harris
Piers-HarrisSelf-Concept Scale
PPVT
Peabody Picture Vocabulary Test
QRI
Qualitative Reading Inventory
SSIS
Social Skills Rating System
TELD
Test of Early Language Development
TERA
Test of Early Reading Ability
TEWL
Test of Early Written Language
TOAL
Test of Adolescent and Adult Language
TOLD
Test of Language Development
TOMA
Test of Mathematical Abilities
TOWL
Test of Written Language
TPI
Transition Planning Inventory
Vineland
Vineland Adaptive Behavior Scales
WIAT
Wechsler Individual Achievement Test
WJ-III-Ach
Woodcock Diagnostic Reading Battery
WJ-III-Cog
Woodcock-JohnsonTests of Cognitive Ability
*Math Specialist Candidates MUST evaluate math specific instruments.
EDUC 622
Assessment Evaluation Instructions
Overview: The purpose of this assignment is to research, evaluate, and understand valid, reliable, fair, and appropriate assessment tools used in schools to screen, diagnose, and measure student academic achievement. There will be an Assessment Evaluation assignments in the course, each with a different focus.
1. LITERACY FOCUS, which all candidates complete (Assessment Evaluation 1 – Reading)
Since education assessment instruments are costly and not listed in the course materials, this assignment consists of researching and evaluating assessment instruments. If your school has any education kit(s) discussed in this assignment, you are permitted to review the testing materials on your own, however, this is not required. A citation would be included on the reference page.
Specific Guidelines for the Assessment Evaluations
Step 1 – Research
1. Select 4 instruments from the Approved Assessment Instruments List. (See separate document.)
2. Using Buros Mental Measurements, examine 4 measurement studies or measurement reviews about the existing measures from the Approved Assessment Instruments List. There should be 4 assessments reviewed for both Assessment Evaluation assignments.
3. Critically analyze the measures, addressing strengt ...
INMGT 400600Group Project Group Project - Part 1Identif.docxaryan532920
INMGT 400/600 Group Project
Group Project - Part 1
Identification of Future Leaders
Although numerous psychometric tests have been developed that identify characteristics and traits deemed critical for leadership, these tools do not ensure that individuals selected for leadership roles on the basis of their test scores will have, or will master, the competencies required to be an effective leader. As a result, there is a great and immediate need for selection tools that can identify potential leaders based on demonstrated competencies and observed behaviors.
Overview of Group Project – Part 1
The goal of the Group Project is to design/create an activity of some type (not a written survey tool/test) that could be used in part to identify the potential leader(s) from among any group of 6 to 12 individuals, based on their observed behaviors and/or demonstration of one or more Level 2 leadership competencies. (Refer to assigned Reading 1 – Leadership Competencies).
The activity does not have to be a new creation. It can be a unique variation of an existing activity commonly used for leadership development, skill development, or teambuilding; but it must clearly be relevant to, and support the assessment of, specific leadership competencies and it must be able to make objective comparisons between individual participants.
The activity must be able to be organized, explained to the participants, and completed within 30 minutes (maximum) and must include some method or manner of measuring/ranking each participating individual based on the selected/targeted competencies.
The activity may include the use of tools, equipment, materials and/or consumable supplies, but the initial cost of reusable tools/materials/etc. cannot exceed $20.00, and the total cost of consumable supplies cannot exceed $10.00.
Explanation of Requirements and Evaluation Criteria for Group Project
1. Familiarize yourself with the leadership competencies associated with Level 1 and Level 2 leaders, paying close attention to the observable behaviors of the relevant competencies.
2. Select one or two of the leadership competencies, and using the technique of brainstorming, for each identify several different ways the competency could be measured/quantified.
3. Search the internet and familiarize yourself with commonly used activities for leadership developing, personal/interpersonal skill development, and teambuilding.
4. Design an activity, which complies with the following parameters, which could be used to measure/comparatively rank the leadership competencies you selected. The activity must be designed:
a) for use with a single small group (between 6 and 12 people in a group) .
b) to be organized/set-up, explained to the participants, and completed with a maximum of 30 minutes
c) for use with adult learners
d) as an interactive activity, not an individualized activity (for example a paper-pencil survey/test)
e) as some form of an activity; supplemental tools, material ...
Using C#, write a program to find the nearest common parent of any t.docxgidmanmary
Using C#, write a program to find the nearest common parent of any two nodes in a binary tree. Aside from stacks and queues, do not use any data structures that are built into the language. Package an executable to run that visually demonstrates the tree and the common parent. This could be ASCII art or web based.
.
Using autoethnography in a qualitative research,consider a resid.docxgidmanmary
A resident of Sedgwick County, Colorado would like to use autoethnography to research why the population has declined over the past 16 years. Only two new housing permits have been issued in that time, consistent with depopulation, especially of younger people, and economic problems due to declining rainfall since the 1970s. However, it is unclear how much the depopulation was also due to perceived opportunities elsewhere or changing economic conditions. The researcher must address how to guard against their own bias and ensure the data collected from their unique perspective will still be informative to a wider audience.
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Similar to EDUC 622Data Collection Template for Assessment EvaluationsCol.docx
Feedback from Part 1 please read and look for typos and grammar!! .docxmglenn3
Feedback from Part 1 please read and look for typos and grammar!! 100 Authentic
· Attempts in-text citations and reference lists; APA style errors are noted throughout; Fails to use APAcitations when appropriate 3 times in document. (0.525 - 0.59)
12:13
· Attempts to presents company conclusion that emphasizes the purpose/significance of the analysis, the consequences of findings, and indicate the wider application derived from main points using course material and research to support the reasoning and conclusions but significant clarity or development is needed.
Instructions
Project 2: Internal Environmental Analysis/Strategy Analysis (Week 6)
NOTE: All submitted work is to be your original work (and only yours). You may not use any work from another student, the Internet or an online clearinghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy, and know that it is your responsibility to learn about instructor and general academic expectations with regard to proper citation of sources as specified in the APA Publication Manual, 6th Ed. (Students are held accountable for in-text citations and an associated reference list only).
Purpose:
This project is the second of three projects. Students will perform an internal environmental analysis using the tools and concepts learned in the course to date. You will also draw from previous business courses to develop an understanding of how organizations develop and manage strategies to establish, safeguard and sustain its position in a competitive market.
Students also have the opportunity to review an organization’s objectives and goals and the key functional areas within the organization. Performing an internal environment analysis helps assess a firm’s internal resources and capabilities and plays a critical role in formulating strategy by identifying a firm’s strengths to capitalize on so that it can effectively overcome weaknesses.
Skill Building:
In this project, you are building many different skills including research, critical thinking, writing and developing analytical skills related to various financial analysis tools and strategy tools used in business.
Outcomes Met With This Project:
· utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically;
· integrate ideas, concepts, and theories from previously taken functional courses including, accounting, finance, market, business and human resource management;
· analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to revise a current plan or write a new plan and present a strategic plan.
Instructions:
Step 1: Research
In completing the report, students will use the chapters in the eBook as a guide and perform research on the company from Project 1 so that they can answer the required elements below in narrative form following the steps.
Library Resources
Y.
OL 325 Milestone Three Guidelines and Rubric SectionMoseStaton39
OL 325 Milestone Three Guidelines and Rubric
Section 2: External Competitiveness
Section 2 shifts your focus outside the company to compare pay rates of positions inside the firm with similar positions in the external market place. The shift to
outside the company will move you away from the previous focus on e-sonic’s internal consistency to external competitiveness. Conducting an analysis of
external market data will support your decisions about appropriate pay-policy mixes for job structures in the company.
In section 2 of Milestone Three, you will be introduced to tools compensation professionals use to allocate total compensation within job structures. Total
compensation includes base pay, benefits, and varied incentives used to attract and retain employees. During the simulation you will use some of these tools to
develop pay policies for each e-sonic job structure.
In order to conduct your external market survey you will use web-based salary sites developed by the US Bureau of Labor Statistics and Glassdoor.com. These
websites develop salary information based off of actual pay data from professionals working in specific jobs and potentially represent the most current pay for
the job titles at e-sonic. Follow the steps outlined below:
Section 2 Outline:
Executive Summary Findings
1. Determine Appropriate Pay-Policy Levels for E-sonic Jobs
2. External Market Review
a) Research market competitiveness using the free salary websites listed above, which provide salary data by title and region.
b) Research trends about cost of living adjustments in e-sonic locations. Apply some discussion around leading, lagging or matching the market to
the salary data you found in your market salary research. Assume that the salary research you are using is similar to benchmark jobs. Also,
discuss whether jobs you researched would match the benchmark jobs or require more or less experience and talent than the benchmark job.
c) Update salary data for inflation using CPI-U.
3. Implement Salary Survey Results
a) Create pay grades and ranges by integrating external market data with internal pay grades.
b) Evaluate and summarize decisions made for each job structure.
The External Competitiveness section is fully described in the MyManagementLab Building Strategic Compensation Systems casebook for faculty and students,
linked in the course menu. Follow the explanations and outline to complete this milestone. Section 2: External Marketplace is due at the end of Module Six.
Rubric
Requirements of submission: Each section of the final project must follow these formatting guidelines: 5–7 pages, double spacing, 12-point Times New Roman
font, one-inch margins, and discipline-appropriate citations.
https://www.bls.gov/bls/blswage.htm
https://www.glassdoor.com/Salaries/index.htm
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Section 2: External
Compet ...
Validation and moderation_-_guide_for_developing_assessment_toolsKaztiania Andig
This document provides guidance on developing assessment tools. It outlines ideal characteristics that tools should possess, such as clearly describing the context, competency mapping, evidence criteria, and recording requirements. The document then gives an example of how these characteristics could be applied to a portfolio-based assessment tool, outlining features such as instructions for candidates, evidence to be collected, decision-making rules, and allowing for reasonable adjustments. Overall, the guidance aims to help ensure assessment tools are valid, reliable, and flexible.
The document outlines the steps and guidelines for collaborative report writing for a marketing plan and team process paper. It discusses reviewing document guides, creating a project schedule, assigning roles, publishing detailed plans, gathering data, creating drafts, reviewing/editing/rewriting, and publishing. Guidelines are provided for the structure and content of the marketing plan and team process paper, including sections on the executive summary, market trends analysis, objectives, research, strategy, recommendations, and finances.
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Course Description
A comprehensive study of the essential component needed in developing an effective safety management system. Examines the cultural aspects of integrating total safety management into all levels of an operation.
Course Textbook
Manuele, F. A. (2008). Advanced safety management focusing on Z10 and serious injury prevention. Hoboken, N.J: John Wiley & Sons.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Describe the characteristics of an effective safety management system.
2. Discuss the importance of management commitment in establishing a safety culture.
3. Develop effective safety management policy statements, goals, and objectives.
4. Discuss the need for employee involvement in the development and execution of an effective safety management system.
5. Recognize the importance of clear assignment of safety responsibilities.
6. Establish safety accountability and develop related performance measures.
7. Describe the components of a hazard prevention and control system.
8. Apply risk management principles to reduce the impact of workplace hazards.
9. Explain various incident causation theories and use these theories to conduct an incident investigation.
10. Identify safety and health training needs.
11. Apply continuous improvement principles to safety management concepts.
12. Assess the effectiveness of an existing safety management system.
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 Unit Learning Objectives that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lessons: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Supplemental Readings are provided in the unit study guides to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII 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. Discussion Boards: Discussion Boards are a part of all Waldorf courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains seven Unit Assessments, one to be completed at the end of Units I-VII. Assessments are composed of multiple choice and written response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III, IV, V, and VII. ...
Swot AnalysisConduct SWOT analysis giving 5 points each fo.docxssuserf9c51d
Swot Analysis
Conduct SWOT analysis giving 5 points each for S, W,O,T as per descriptions below to help project
managers.
Strengths
1.
2.
3.
4.
5.
Weakness
1.
2.
3.
4.
5.
Opportunity
1.
2.
3.
4.
5.
Threats
1.
2.
3.
4.
5.
Project Charter
Date: <today’s date>
Project Title: <Title of your Project>
Project Start Date: 4 Jan 2016
Project End Date: < dura�on is 6 months, calculate the end date>
Budget Informa�on: $50000.00
Project Manager: < Name>, < Email>, <Telephone No>
Project Objec�ves:
⦁ Clear, concise reasoning for why the project is being performed
⦁ Clear, concise definition of what the project’s activities will entail
⦁ Brief description of primary deliverable(s)
⦁ Clear description of the project’s behefits to the organisation
⦁ Recognition and description of any limits that the project will not cover and address
Acceptance Criteria
⦁ Identification of specific factors against which the project can be compared to determine
success/failure
⦁ Identification of specific deliverables not only for class, but for the project as a whole
⦁ Agency-specific deliverables
⦁ Inclusion of due dates for the deliverables
⦁ Clear identification of milestone and milestone exit points
⦁ Factors should include a specific metrical comparison
Assumptions and Constraints
⦁ Any assumptions made during the course of the project
⦁ List of constraints that entail the limitations that are required to be addressed
Stakeholder List
Stakeholder
No
Name and Signature Role and
Responsibility
Position Contact
Information
1
2
3
4
5
6
7
Lessons Learned
⦁ Identification of pitfalls to be avoided, based on the student’s past experience
⦁ Evidence of thought as to what can and cannot affect the project in terms of how the project
will run
Charter Signoff
Communica�on Plan Template
Plan purpose – A brief description of why and how the plan was developed, and an overview of the
overall team communication philosophy. Also states types of communications planned, for lateral,
downward, and upward communication.
Change management – Description on how the team will handle changes in the project, whether it is in
terms of project scope, schedule, or resources. This includes how the team plans to communicate
changes as well as how the team plans to make decisions about changes.
Meeting agenda – Gives a brief overview of what the team plans to accomplish in each of its meetings,
how it documents goals and objectives for meetings, and defines and assigns actions for the team to
accomplish project objectives.
Stakeholder Information to
be shared
Frequency of
information
exchange
Location of
information
exchange
Purpose of
communication
Mechanism for
communication
Who What When Where Why How
BMGT 495 Strategic Management
Assignment 2: Internal Environmental Analysis/Strategy Analysis and Strategy Selection (Week 6)
Purpose: This assignment is the second of three assignments. Students will use the tools and concepts learned ...
Resource Adverse Trend and Data Management Grading CriteriaId.docxsjennifer395
Resource
: Adverse Trend and Data Management Grading Criteria
Identify
an adverse trend (across multiple patients) that could occur within your organization.
Part I: Flow Chart
Create
a flow chart or step-by-step guide identifying how you will collect, review, and apply data to make a decision that will affect patient care in general.
·
Identify the steps you will take to collect, review, and apply data to make a decision that will affect patient care.
·
List the type and source of information needed in each step.
·
Identify the technologies used in each step.
Part II: Paper
Write
a 750- to 1,050-word paper explaining the flow chart or step-by-step guide.
·
Describe how you may become aware of the trend in question and why you would want to investigate further.
·
Describe the data you would need to collect, the source(s), and why you would need this data.
·
Describe the data collection methods you would use and why.
·
Describe how the data would affect your response to the adverse trend.
·
Explain how you will use the technology in each step.
·
Describe any regulatory, legal, and ethical issues related to the use of data and the technologies used.
Include
at least three peer-reviewed references, and develop an APA-formatted reference page.
Include
APA-formatted citations.
Format the paper following APA guidelines. To clarify:
o
Include a title page
o
Include an introduction and a conclusion.
o
Use section headings in accordance with APA standards for organization.
o
Cite and reference at least three peer-reviewed references in the paper.
o
Develop in-text citations and references according to APA standards.
o
Reference page must be formatted on APA format.
Note:
Formatting, citations and references within your assignment must conform to the standards set forth in the UOP Writing Style Handbook located in the Center for Writing Excellence.
Attach
the flow chart and reference page as appendices to the paper.
Click
the
Assignment Files
tab to submit your paper.
Post
your assignment in a single Microsoft Word Attachment.
Due:
Day 7
Points:
15
Certificate of Originality
Submit the certificate with your signature along with each assignment you post to the Assignments link. Please submit the certificate as a separate document rather than pasting it into the body of each assignment.
Day 7
WEEK 4: Individual Assignment Grading Criteria
Adverse Trend and Data Management
Week Four
Identify
an adverse trend (across multiple patients) that could occur within your organization.
Part I: Flow Chart
Create
a flow chart or step-by-step guide identifying how you will collect, review, and apply data to make a decision that will affect patient care in general.
·
Identify the steps you will take to collect, review, and apply data to make a decision that will affect patient care.
·
List the type and source of information needed in each step.
·
Identify the technologies used in each step
.
Part II:.
Assignment 2.2 Justification Report - Part 2Due Week 5 and wort.docxsherni1
Assignment 2.2: Justification Report - Part 2
Due Week 5 and worth 150 points
In Part 1 of your Justification Report assignment, you built up the following sections: Problem Statement, Overview of Alternatives, Criteria, and Methods. In Part 2, you will revise Part 1 based on your instructor's suggestions and add to it the following sections: Evaluation of Alternatives, Findings and Analysis, and References.
Use the basic outline below to draft your paper. Organize your responses to each question under the following section headings:
· Evaluation of Alternatives (for Questions 1-3)
· Findings and Analysis (for Questions 4-5)
· References (for Question 6)
Write a two (2) page, single-spaced report in which you:
1. Research the two (2) alternatives (i.e. possible solutions) that you've identified in your Part 1 Evaluation of Alternatives section. Record bibliographic information during research.
a. Example: You might research other organizations that have attempted similar solutions to the problem you have identified and explore the results of those experiments.
2. Use what you discover in your research to evaluate each alternative by each of your five (5) criteria.
a. Example: If your research revealed that four companies similar to yours increased productivity after allowing their workers to telework from home three days per week, you might conclude that one of your suggested alternatives – in this case, the option to telework from home three days per week – satisfies one of your criterion of “Productivity” as a high-potential solution to a problem you’ve identified (of decreased worker morale and productivity at Doe’s Electronics). However, additional research might frustrate a recommendation of this alternative if it is found to fall short of other criteria while a second alternative fares better. For instance, a telework alternative might be found to be too costly to implement; too frustrating for consumers who prefer daily, in-person customer service; or too divergent from the company’s brand, “Always there for you!”�
3. Organize the assignment by your criteria. Explain in narrative form how each of your two (2) alternatives stacks up against your first criterion. Next, explain how each alternative stacks up against your second criterion, etc.
a. Example: An abbreviated outline of what this longer section might look like based on the above example is below (Note: Only the first two [2] of five [5] required criteria are included to give you a feel for the structure). Your researched findings, represented as circled bullets below, should be explained in two to five (2-5) sentences. Include in-text citations and follow up with References in APA style):
Evaluation of Alternatives
· Productivity
a. Alternative A: Telework from home 3 days per week
a. {narrate findings based on research article 1 here}
a. Alternative B: Offer two extra Floating Holidays to each employee per year
a. {narrate findings based on research article ...
Assignment Objectives for Unit 5Influence ProcessesYou have.docxhoward4little59962
Assignment Objectives for Unit 5:
Influence Processes
You have been encouraged by a colleague to write an article about "CEOs and presidents" for a management journal. You have decided to compare the leadership styles of three leaders. Using the Library, the Internet, and your course materials, write a 8-10 page report that elaborates on the following:
In your article, provide the following:
· An introduction to the concept of influence processes
· An explanation of the role of influence in contemporary leadership
· A discussion of the various types of influence processes and the factors that can affect them
· The methodology used to identify and research the leaders selected for this report
· An analysis of the influence processes used by the three leaders. Identify the processes that the leaders and top management team are using or have used to impact their organization.
· A discussion of the strengths and weaknesses of the influence processes used by the three leaders relative to current and future challenges facing leaders in global organizations.
· A summary of the key attributes of the influence processes employed by these leaders to effect positive organizational change or improved performance.
Assignment Details:
This assignment has 4 parts (REFER TO ASSIGNMENT DETAILS FOR UNIT 5).
1. What questions do you have about the overarching Unit 5 assignment? Although not due until the end of the class, it is important that you begin planning for this project early in the course. What are your initial thoughts about how you will approach this assignment? Explain.
2. How do cross-cultural differences affect the use of or response to power in organizations?
3. What are some examples of individual and organizational sources of power and their consequences for followers and organizations?
4. What are some examples of the abuse of power in organizations and how might they have been prevented from occurring? For assistance with your assignment, please use your text, Web resources, and all course materials. In your own words, please post a response to the Discussion Board and comment on other postings. You will be graded on the quality of your postings.
Deliverable Length: 400 words (minimum)
Instructor feed back
Wk1 - In this assignment you were asked to write a business case for the new HWE Accessories website. You appropriately included the major components of the problem statement; analysis of the situation; cost-benefit analysis; feasibility study; TCO; ROI; solution options; and recommendations. Calculating the TCO and ROI can be complex and difficult to understand, but leadership needs to have a clear understanding so they can make informed decisions on your recommendations. You did a good job with the ROI. You followed appropriate APA format. Great job.
Wk2 - In this assignment you were asked to create a project plan and risk matrix. Overall, you covered all tasks to include developing a project plan that included (1) 10 to 15 task.
PhD Prospectus ChecklistThe following checklist, like the PhD Pr.docxkarlhennesey
PhD Prospectus Checklist
The following checklist, like the PhD Prospectus Guide, provides guidance to support prospectus development. Included are the basic expectations for the content of the prospectus from the annotated outline in the Guide. Please refer to the Guide for additional information on how the prospectus will be submitted and evaluated. The PhD Prospectus Rubric standards and a Site-Naming Self-Check are included at the end of this checklist. Not all checklist items may be relevant to your particular study; please consult with your chair for guidance.
· Instructions for students:
· Indicate on the checklist the page number where each heading is located.
· Respond to comments from the committee in each comment history box. Do not delete previous comments—just add your response in the appropriate space.
· Upload this checklist into Taskstream with your prospectus document for each prospectus review.
· Instructions for the chair, second committee member, and Program Director Designee:
· Provide specific feedback in the comment history column. Do not delete previous comments—just add your response in the appropriate space.
· If you made detailed comments are included on the prospectus draft (using track changes and comments), you can refer to the draft rather than restate comments in the checklist; upload both documents into Taskstream during rubric completion.
· Committee chairs should indicate their acceptance of each item by checking the appropriate checkbox by each checklist item.
Date: (click here and type today’s date )
Student’s Name:
Student ID:
School: (click here and pull down to select school name )
Committee Chairperson:
Second Committee Member:
PhD Program Director/Designee:
Prospectus Checklist
Checklist Items
Page #
Comment History
Title Page
Present your Title –12 words or fewer; include topic, variables and relationship between them, and most critical key words.
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Include your name, program of study (specialization if applicable) and Student ID. Use the PhD Prospectus Template.
Problem Statement
State the problem by presenting a logical argument for the need to address an identified gap in the research literature. Must be relevant to your discipline (program of study).
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Provide evidence from scholarly sources that the problem is current, relevant, and significant to your discipline (3-5 key citations).
Purpose
Present a concise statement that serves as the connection between the problem being addressed and the focus of your study (1 paragraph).
Chair comments: (click here)
Second Member comments: (click here)
Student comments: (click here)
☐Chair accepts items as complete.
Clarify the metho ...
QSO 510 Final Project Guidelines and Rubric Overview .docxmakdul
QSO 510 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a statistical analysis report.
Each day, operations management professionals are faced with multiple decisions affecting various aspects of the operation. The ability to use data to drive
decisions is an essential skill that is useful in any facet of an operation. The dynamic environment offers daily challenges that require the talents of the operations
manager; working in this field is exciting and rewarding.
Throughout the course, you will be engaged in activities that charge you with making decisions regarding inventory management, production capacity, product
profitability, equipment effectiveness, and supply chain management. These are just a few of the challenges encountered in the field of operations management.
The final activity in this course will provide you with the opportunity to demonstrate your ability to apply statistical tools and methods to solve a problem in a
given scenario that is often encountered by an operations manager. Once you have outlined your analysis strategy and analyzed your data, you will then report
your data, strategy, and overall decision that addresses the given problem.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Seven. The final project is due in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Apply data-based strategies in guiding a focused approach for improving operational processes
Determine the appropriate statistical methods for informing valid data-driven decision making in professional settings
Select statistical tools for guiding data-driven decision making resulting in sustainable operational processes
Utilize a structured approach for data-driven decision making for fostering continuous improvement activities
Propose operational improvement recommendations to internal and external stakeholders based on relevant data
Prompt
Operations management professionals are often relied upon to make decisions regarding operational processes. Those who utilize a data-driven, structured
approach have a clear advantage over those offering decisions based solely on intuition. You will be provided with a scenario often encountered by an operations
manager. Your task is to review the “A-Cat Corp.: Forecasting” scenario, the addendum, and the accompanying data in the case scenario and addendum; outline
the appropriate analysis strategy; select a suitable statistical tool; and use data analysis to ultimately drive the decision. Once this has been completed, you will
be challenged to present your data, data analysis strategy, and overall decision in a concise report, justifying your analysis.
Specifically, the ...
Hide Assignment InformationTurnitin®This assignment will be SusanaFurman449
Hide Assignment Information
Turnitin®
This assignment will be submitted to Turnitin®.
Instructions
Course objective:
CO2. Explain how ethical frameworks shape business decisions.
Prompt:
Select and research ONE of the following companies that has been in the news for an ethical dilemma. Prepare a PowerPoint about this company's ethical dilemma and resulting ethical failure, according to the following instructions. Sources are provided to assist you getting started (click company name link). You will need to further research the company as well as applicable ethical frameworks and related law in your text and required readings.
NOTE: In preparing this project, refer to your Week 1 Lesson Readings and Resources on ethical frameworks.
CHOOSE ONE OF THESE COMPANIES/ISSUES: The Links are a factual starting point for your information and further research.
1. Boeing - 737 MAX-8 Jet death crashes.
2. Purdue Pharma - opioid crisis, deceptive marketing.
The following resources will also assist your PowerPoint.
· What is Ethical Dilemma?
· Checklist of guidelines when you face ethical dilemmas
· Guidelines to Prepare an APA PowerPoint
· How to Add Speaker Notes in PowerPoint
Assignment Instructions:
1. Create a 12– 15 slide PowerPoint presentation that includes:
· Title slide with your name, course, date, school, title of presentation;
· Agenda slide - This lists the key points covered in the PPT;
· Content slides containing bullet points information with illustrations, diagrams, pictures, graphics etc., as appropriate to the slide's content;
· Speaker's notes on each slide - either text presented in the Speaker Notes section at the bottom of the slides or Audio through your Voice speaking (or both); (Note: Speaker's Notes are not duplication of the text on the slides. They are explanatory narrative.)
2. Identify the company you selected;
· explain the company and its industry;
· provide the factual background of the problem; and
· clearly state the ethical dilemma presented by the situation. There should be only ONE ethical dilemma. The company had two choices: the act it chose and an alternative it did not do.
3. Identify and define at least oneethical framework that the company apparently employed in making its decision. Note -- Not "Should have used." It is not acceptable to say it did not act ethically or did not use a framework. Analyze it. Frameworks include utilitarianism, free market ethics, deontology, virtue ethics , etc., covered in your course readings.
4. Then, identify and define at least oneethical framework that the company should have used when the problem arose, and explain how to apply it for them to have reached a better result than what actually happened. Be clear.
5. Identify and explain measures the company should implement to avoid this type of problem in the future.
6. Within your discussion include whether the company had a code of ethics or policy that seemed to apply to the situation, and if so, what went wrong with that ...
Write a 4 page report for a senior leader that communicates your e.docxtroutmanboris
Write a 4 page report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance, with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels.
Instructions
Choose one of the following two options for a performance dashboard to use as the basis for your evaluation:
Option 1: Dashboard Metrics Evaluation Simulation
Use the data presented in your Assessment 1 Dashboard and Health Care Benchmark Evaluation activity as the basis for your evaluation.
Note: The writing you do as part of the simulation could serve as a starting point to build upon for this assessment.
Option 2: Actual Dashboard
Use an actual dashboard from a professional practice setting for your evaluation. If you decide to use actual dashboard metrics, be sure to add a brief description of the organization and setting that includes:
· The size of the facility that the dashboard is reporting on.
· The specific type of care delivery.
· The population diversity and ethnicity demographics.
· The socioeconomic level of the population served by the organization.
Note: Ensure your data are Health Insurance Portability and Accountability Act (HIPAA) compliant. Do not use any easily identifiable organization or patient information.
To complete this assessment:
1. Review the performance dashboard metrics in your Assessment 1 Dashboard and Health Care Benchmark Evaluation activity, as well as relevant local, state, and federal laws and policies. Consider the metrics that are falling short of the prescribed benchmarks. Note: The writing you do as part of the simulation could serve as a starting point to build upon for this assessment.
2. Write a report for a senior leader that communicates your evaluation of current organizational or interprofessional team performance, with respect to prescribed benchmarks set forth by government laws and policies at the local, state, and federal levels. In addition, advocate for ethical and sustainable action to address benchmark underperformance and explain the potential for improving the overall quality of care and performance, as reflected on the performance dashboard.
3. Make sure your report meets the Report Requirements listed below. Structure it so that it will be easy for a colleague or supervisor to locate the information they need, and be sure to cite the relevant health care policies or laws when evaluating metric performance against established benchmarks.
Report Requirements
The report requirements outlined below correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, be sure to note the requirements for document format and length and for supporting evidence.
· Evaluate dashboard metrics associated with benchmarks set forth by local, state, or federal health care laws or policies.
. Which metric.
This document provides details for an assignment on proposing a computer systems upgrade for an engineering consultancy firm. Students are asked to review and compare specifications of two computer system brands that could fulfill the firm's requirements. They must propose a procurement plan listing the hardware, software, and justifications for their selection. The presentation of the report must follow specific guidelines, including a submission form, plagiarism statement, contents page, and references in Harvard style. Marks will be awarded based on the detailed criteria provided.
This document discusses different types of reports including progress reports. It provides details on:
- The components of a progress report including an introduction describing the project, work completed to date, current work, future work, any problems encountered, and a conclusion on the project status and schedule.
- Technical reports which convey test results and contain elements like an introduction, experimental setup, data, analysis, and conclusion.
- Types of reports like formal, informal, statutory, non-statutory, routine, special, informative, and interpretative.
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 ...
EDUC 622
Approved Assessment Instruments List
Test Abbreviation
Title
Selections for Evaluation #1 *
Selections for Evaluation #2
(Indicate if behavioral, remediation or intervention) *
ABAS
Adaptive Behavior Assessment System
ADDES
Attention-Deficit Disorders Evaluation Scale
ADI-R
Autism Diagnostic Interview-Revised
BAI
Beck Anxiety Inventory
BASC
Behavior Assessment System for Children
BDI-II
Beck Depression Inventory-II
BDIS
Behavior Disorders Identification Scale
CARS2
Childhood Autism Rating Scales 2
Conners
Conners Rating Scale
CMAT
Comprehensive Mathematical Abilities Test
CMI
Classroom Mathematics Inventory
DAR
Diagnostic Assessments of Reading
EVT
Expressive Vocabulary Test
GORT-5
Gray Oral Reading Test
IRI
Informational Reading Inventory
KeyMath
KeyMath Diagnostic Assessment
LDES
Learning Disabilities Evaluation Scale
OWLS-II
Oral and Written Language Scales
PALS: PreK-3
Phonological Awareness Literacy Screening
Piers-Harris
Piers-HarrisSelf-Concept Scale
PPVT
Peabody Picture Vocabulary Test
QRI
Qualitative Reading Inventory
SSIS
Social Skills Rating System
TELD
Test of Early Language Development
TERA
Test of Early Reading Ability
TEWL
Test of Early Written Language
TOAL
Test of Adolescent and Adult Language
TOLD
Test of Language Development
TOMA
Test of Mathematical Abilities
TOWL
Test of Written Language
TPI
Transition Planning Inventory
Vineland
Vineland Adaptive Behavior Scales
WIAT
Wechsler Individual Achievement Test
WJ-III-Ach
Woodcock Diagnostic Reading Battery
WJ-III-Cog
Woodcock-JohnsonTests of Cognitive Ability
*Math Specialist Candidates MUST evaluate math specific instruments.
EDUC 622
Assessment Evaluation Instructions
Overview: The purpose of this assignment is to research, evaluate, and understand valid, reliable, fair, and appropriate assessment tools used in schools to screen, diagnose, and measure student academic achievement. There will be an Assessment Evaluation assignments in the course, each with a different focus.
1. LITERACY FOCUS, which all candidates complete (Assessment Evaluation 1 – Reading)
Since education assessment instruments are costly and not listed in the course materials, this assignment consists of researching and evaluating assessment instruments. If your school has any education kit(s) discussed in this assignment, you are permitted to review the testing materials on your own, however, this is not required. A citation would be included on the reference page.
Specific Guidelines for the Assessment Evaluations
Step 1 – Research
1. Select 4 instruments from the Approved Assessment Instruments List. (See separate document.)
2. Using Buros Mental Measurements, examine 4 measurement studies or measurement reviews about the existing measures from the Approved Assessment Instruments List. There should be 4 assessments reviewed for both Assessment Evaluation assignments.
3. Critically analyze the measures, addressing strengt ...
INMGT 400600Group Project Group Project - Part 1Identif.docxaryan532920
INMGT 400/600 Group Project
Group Project - Part 1
Identification of Future Leaders
Although numerous psychometric tests have been developed that identify characteristics and traits deemed critical for leadership, these tools do not ensure that individuals selected for leadership roles on the basis of their test scores will have, or will master, the competencies required to be an effective leader. As a result, there is a great and immediate need for selection tools that can identify potential leaders based on demonstrated competencies and observed behaviors.
Overview of Group Project – Part 1
The goal of the Group Project is to design/create an activity of some type (not a written survey tool/test) that could be used in part to identify the potential leader(s) from among any group of 6 to 12 individuals, based on their observed behaviors and/or demonstration of one or more Level 2 leadership competencies. (Refer to assigned Reading 1 – Leadership Competencies).
The activity does not have to be a new creation. It can be a unique variation of an existing activity commonly used for leadership development, skill development, or teambuilding; but it must clearly be relevant to, and support the assessment of, specific leadership competencies and it must be able to make objective comparisons between individual participants.
The activity must be able to be organized, explained to the participants, and completed within 30 minutes (maximum) and must include some method or manner of measuring/ranking each participating individual based on the selected/targeted competencies.
The activity may include the use of tools, equipment, materials and/or consumable supplies, but the initial cost of reusable tools/materials/etc. cannot exceed $20.00, and the total cost of consumable supplies cannot exceed $10.00.
Explanation of Requirements and Evaluation Criteria for Group Project
1. Familiarize yourself with the leadership competencies associated with Level 1 and Level 2 leaders, paying close attention to the observable behaviors of the relevant competencies.
2. Select one or two of the leadership competencies, and using the technique of brainstorming, for each identify several different ways the competency could be measured/quantified.
3. Search the internet and familiarize yourself with commonly used activities for leadership developing, personal/interpersonal skill development, and teambuilding.
4. Design an activity, which complies with the following parameters, which could be used to measure/comparatively rank the leadership competencies you selected. The activity must be designed:
a) for use with a single small group (between 6 and 12 people in a group) .
b) to be organized/set-up, explained to the participants, and completed with a maximum of 30 minutes
c) for use with adult learners
d) as an interactive activity, not an individualized activity (for example a paper-pencil survey/test)
e) as some form of an activity; supplemental tools, material ...
Similar to EDUC 622Data Collection Template for Assessment EvaluationsCol.docx (20)
Using C#, write a program to find the nearest common parent of any t.docxgidmanmary
Using C#, write a program to find the nearest common parent of any two nodes in a binary tree. Aside from stacks and queues, do not use any data structures that are built into the language. Package an executable to run that visually demonstrates the tree and the common parent. This could be ASCII art or web based.
.
Using autoethnography in a qualitative research,consider a resid.docxgidmanmary
A resident of Sedgwick County, Colorado would like to use autoethnography to research why the population has declined over the past 16 years. Only two new housing permits have been issued in that time, consistent with depopulation, especially of younger people, and economic problems due to declining rainfall since the 1970s. However, it is unclear how much the depopulation was also due to perceived opportunities elsewhere or changing economic conditions. The researcher must address how to guard against their own bias and ensure the data collected from their unique perspective will still be informative to a wider audience.
Using Earned Value to Determine StatusJennifer turned in her statu.docxgidmanmary
Using Earned Value to Determine Status
Jennifer turned in her status report for the newly approved mailing activities. She feels that her pieces are on track with nothing for you to worry about. She reports the following information for the critical path tasks:
You review her status report and determine that Jennifer does not have a solid grasp of her status. Ben was unable to provide you with anything more than, “Things are moving along just fine.”
Using earned value measurements along with the other information and metrics available, determine the true status of Jennifer’s portion of the project.
Prepare an updated status report (1 page) for Jennifer and share the measurements and your rationale in your determination of the status for the project.
Create a 2–3 slide presentation explaining the benefits of using EVM.
Be sure to document some instructions (1-page document) for Jennifer and Ben for determining the project status for their next project update to you.
Also, provide materials that would be used to train Jennifer and Ben on the benefits and application of earned value.
The materials should include some guidelines for Jennifer and Ben to help them create and then interpret the metrics.
Please refer to the following multimedia course material(s):
Unit 5: Cost and Schedule Measures
Unit 5: Controlling a Project
Unit 5: Earned Value and Risk Management
Unit 5: Earned Value Analysis
Please I need 3 slides w/ notes and a word doc.
.
Using at least your textbook and a minimum of three additional sourc.docxgidmanmary
Using at least your textbook and a minimum of three additional sources, answer the following questions. Your paper should be at least three pages in length, excluding title and reference pages. Follow APA style guidelines.
1. The bilateral agreement has enabled China and South Korea an increase in trade and an increase in trade deficit for the United States; what are the advantages and disadvantages for the United States to continue these relationships with the bi-lateral agreements?
2. With regards to the various agreements/treaties discussed, EU, WTO, NAFTA, CARICOM, APEC, MERCOSUR and ASEAN:
Discuss any pending applications, candidate countries, or associate members.
What are the advantages/implications for trade within the trading group and for the United States?
Determine the GDP and GNP of those pending countries.
Based upon your assessment, do you think these countries should become full members of the FTAs they have applied to? Why, or why not?
Daniels, J. D., Radebaugh, L. H., & Sullivan, D. P. (2015).
International business: Environments and operations
(15th ed.). Upper Saddle River, NJ: Pearson Education
.
Using APA style format, write a 4-5 page paper describing the provis.docxgidmanmary
Using APA style format, write a 4-5 page paper describing the provisions of the following major labor laws as well as their impact on organizations and the union-management relationship:
A. The Railway Labor Act
B. The Norris-La Guardia Act
C. The Wagner Act
D. The Taft-Hartley Act
E. The Landrum-Griffin Act
Submit your assignment.
Submitting your assignment in APA format means, at a minimum, you will need the following:
1.
TITLE PAGE.
Remember the Running head: AND TITLE IN ALL CAPITALS
2.
ABSTRACT.
A summary of your paper…not an introduction. Begin writing in third person voice.
3.
BODY.
The body of your paper begins on the page following the title page and abstract page and must be double-spaced (be careful not to triple- or quadruple-space between paragraphs). The type face should be 12-pt. Times Roman or 12-pt. Courier in regular black type. Do not use color, bold type, or italics except as required for APA level headings and references. The deliverable length of the body of your paper for this assignment is 4-5 pages. In-body academic citations to support your decisions and analysis are required. A variety of academic sources is encouraged.
4.
REFERENCE PAGE.
References that align with your in-body academic sources are listed on the final page of your paper. The references must be in APA format using appropriate spacing, hang indention, italics, and upper and lower case usage as appropriate for the type of resource used. Remember, the Reference Page is not a bibliography but a further listing of the abbreviated in-body citations used in the paper. Every referenced item must have a corresponding in-body citation.
For assistance with your assignment, please use your text, Web resources, and all course materials.
.
Use the organization you selected in Week One and the Security Ass.docxgidmanmary
Use
the organization you selected in Week One and the Security Assessment Worksheet for the basis of this assignment.
Write
a 1,400- to 1,750-word paper that discusses how security officials determine vulnerabilities to natural, human-made, and technological threats. Apply these strategies to your selected organization.
Include
the following in your paper:
Vulnerabilities associated with informational, technological, natural, and human-made threats
Vulnerabilities associated with personnel and work behaviors
Transportation vulnerabilities
Socio-economic and criminal activity factors associated with the environment surrounding the area
Vulnerabilities associated with neighboring businesses
Include
the completed Week Two section of the Security Assessment Worksheet.
Create
a representation of the organization’s basic floor plan that includes the current security countermeasures. Include this representation as an Appendix to your paper.
Format
your paper consistent with APA guidelines.
See attached
.
Using DuPont analysis is a quick and relatively easy way to assess t.docxgidmanmary
Using DuPont analysis is a quick and relatively easy way to assess the overall health of a firm.
Go to finance.yahoo.com and choose a company by entering the company name in the box to the left of “Get Quotes.” Please use SPRINT CORPORATION.
Once you have the company overview page open, to the left you will see a list of links for further information on that firm. Near the bottom of the link column are financial statements. Open the firm’s Income Statement and Balance Sheet and use the information there to calculate all parts of the DuPont Ratio for the past three years;
Report each ratio value as well as the numerator and denominator of each of the 4 ratios for the past 3 years (12 ratios in total). Discuss the trends revealed in each ratio. Please be sure to note your firm’s name in the title of your post and please do not duplicate firms.
.
Using APA style, prepare written research paper of 4 double spaced p.docxgidmanmary
Using APA style, prepare written research paper of 4 double spaced pages of content. A minimum of three outside sources is required. Do not use WikiPedia as a source. On an HR topic(
Importance of Privacy, confidential information for both the employee and client)
One source being an article I have from bloomberg businessweek. Sources must me cited.
.
Use the organization selected for your Managing Change Paper Part .docxgidmanmary
Use
the organization selected for your Managing Change Paper Part I.
Prepare
a 1,050- to 1,400-word paper defining and explaining the importance of understanding shared vision and organizational culture in the context of change for your selected organization.
Examine
modeling as a facilitator of change and explain the three models of change that were discussed for this week.
.
Use your knowledge to develop the circumstances and details involved.docxgidmanmary
A federal case was brought against John Doe who committed bank robbery and was charged with armed robbery. The case details John's robbery of a bank where he brandished a firearm and took $5,000 from the teller. The case went from the district court to the circuit court of appeals and ultimately to the Supreme Court where his conviction was upheld.
Use the percentage method to compute the federal income taxes to w.docxgidmanmary
Use the percentage method to compute the federal income taxes to withhold from the wages or salaries of each employee.
4–2A.
Employee
No.
Employee Name
Marital
Status
No. of
Withholding
Allowances
Gross Wage
or Salary
Amount
to Be
Withheld
1
Amoroso, A.
M
4
$1,610
weekly
2
Finley, R.
S
0
825
biweekly
3
Gluck, E.
S
5
9,630
quarterly
4
Quinn, S.
M
8
925
semimonthly
5
Treave, Y.
M
3
2,875
monthly
Eaton Enterprises uses the wage-bracket method to determine federal income tax withholding on its employees.
Find the amount to withhold from the wages paid each employee.
4–4A.
Employee
Marital
Status
No. of
Withholding
Allowances
Payroll Period
W = Weekly
S = Semimonthly
M = Monthly
D = Daily
Wage
Amount to
Be Withheld
Hal Bower
M
1
W
$1,350
Ruth Cramden
S
1
W
590
Gil Jones
S
3
W
675
Teresa Kern
M
6
M
4,090
Ruby Long
M
2
M
2,730
Katie Luis
M
8
S
955
Susan Martin
S
1
D
96
*Jim Singer
S
4
S
2,610
Martin Torres
M
4
M
3,215
*Must use percentage method (Jim Singer ONLY)
Damerly Company wants to give a holiday bonus check of $250 to each employee.
Since it wants the check amount to be $250, it will need to gross up the amount of the bonus.
Calculate the withholding
taxes and gross amount of the bonus to be made to John Rolen if his cumulative earnings for the year are $46,910.
Besides, being subject to social security taxes and federal income tax (supplemental rate), a 7% California income tax must be withheld on supplemental payments.
4–6A.
(a)
$250
1 – 0.25 (supplemental federal rate) – 0.062 (OASDI) – 0.0145 (HI) – 0.07 (California tax) = ___________
(b)
$250/(1 – 0.3965) = __________
(c)
Gross bonus amount __________
Federal income tax withheld __________
OASDI tax withheld ____________
HI tax withheld ____________
California income tax withheld ___________
Take-home bonus check __________
George Clausen (age 48) is employed by Kline Company and is paid a salary of $42,640.
He has just decided to join the company’s Simple Retirement Account (IRA form) and has a few questions.
Answer the following:
4–11A.
(a)
Clausen’s maximum contribution _____________
(b)
Kline Company’s contribution (3%) _____________
(c)
Clausen’s take-home pay with the
retirement contribution deducted:
Weekly pay
.............................................................
$
820.00
FICA—OASDI
..............................................................
______
FICA—HI
.....................................................................
______
FIT ($820.00 – $230.77 = $589.23 taxable)
...............
_________*
State income tax ($820.00
×
0.023)
...........................
______
Retirement contribution ($12,000 ÷ 52)
............ ....
_______
Take-home pay
.......................................................
_______
*Married, 2 allowances.
(d)
Clausen’s take-home pay without the
retirement contributi.
Use the textbook andor online sources to locate and capture three w.docxgidmanmary
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
Place these images in a Word document. Then do the following:
For each image identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph (4–6 sentences) provide at least two important historical facts about each piece that makes the piece important to the history of art.
In another well-developed paragraph (4–6 sentences) based on your personal observations, describe how the artist had depicted the human figure.
In a 6–10-sentence concluding paragraph(s):
Compare and contrast how the depiction of the human figure has changed.
Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
.
Use the Web to conduct research on User Domain Security Policy and A.docxgidmanmary
Use the Web to conduct research on User Domain Security Policy and Access Management. Write a report which describes and differentiates the following:
(1) End-User Access Controls
(2) Administrator Access Controls
(3) Application Developer Access Controls
Your report should be at least 600 words total and APA formatted. Make sure to include your references.
.
Use this Article to create the powerpoint slidesBrown, S. L., No.docxgidmanmary
Use this Article to create the powerpoint slides
Brown, S. L., Nobiling, B. D., Teufel, J., & Birch, D. A. (2011). Are kids too busy? Early adolescents' perceptions of discretionary activities, overscheduling and stress.
Journal of School Health,
81(9), 574-580.
Resource:
Assigned journal article
Create
a 7- to 10-slide presentation with speaker notes examining the differences between descriptive and inferential statistics used in the journal article you were assigned.
Address
the following items as they apply to the article:
Describe the functions of statistics.
Define descriptive and inferential statistics.
Provide at least one example of the relationship between descriptive and inferential statistics.
*******ALL I NEED IS 2 SLIDES WITH NOTES FOR THE INTRODUCTION AND 2 SLIDES WITH NOTES FOR THE CONCLUSION*******
.
use the work sheet format made available but only to give brief, bu.docxgidmanmary
use the work sheet format made available but only to give brief, bullet point advantages and disadvantages for each business form. Then choose the two business forms which would be the most logical to use or are in use for a business that you work for, that you know of, or that you would like to start. Then, in a
maximum of 500 words
, explain to me how the advantages and disadvantages of the two business forms would affect the chosen business's operations. I am asking you to consider the practical effect of a business form selection.
Business Forms Worksheet
There are seven forms of business: sole proprietorship, partnership, limited liability partnership, limited liability company (including the single member LLC), S Corporation, Franchise, and Corporation.
1.
Research and provide
three
advantages and
three
disadvantages for each
business
form
.
2.
Provide a 100
- to
200
-
word summary
in which
you provide an example business that you would start for each form
. W
hat is legally necessary to file in order to form that business
? D
iscuss at least one of the advantages and one of the disadvantages of that form.
Sole Proprietorship
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Partnership
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Limited Liability Partnership
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Limited Liability Company
, (including the single member LLC)
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
S Corporation
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Franchise
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Corporation
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Business Forms Worksheet
There are seven forms of business: sole proprietorship, partnership, limited liability partnership, limited liability company (including the single member LLC), S Corporation, Franchise, and Corporation.
1.
Research and provide
three
advantages and
three
disadvantages for each
business
form
.
2.
Provide a 100
- to
200
-
word summary
in which
you provide an example business that you would start for each form
. W
hat is legally necessary to file in order to form that business
? D
iscuss at least one of the advantages and one of the disadvantages of that form.
Sole Proprietorship
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Partnership
Advantages
1.
2.
3.
Disadvantages
1.
2.
3.
Summary
Limited Liabil.
Use these three sources to compose an annotated bibliography on Data.docxgidmanmary
Use these three sources to compose an annotated bibliography on Data Quality
Loshin, D. (2011).
The practitioner's guide to data quality improvement
. Burlington, MA: Morgan Kaufmann.
Khosrow-Pour, M. (2009).
Encyclopedia
of information science and technology
. Hershey, PA: Information Science Reference.
Olson, S. (2013).
Sharing clinical research data: Workshop summary
. Washington, D.C: The
National Academies Press
.
Use this outline to crete a four page essay. Guideline included and .docxgidmanmary
Use this outline to crete a four page essay. Guideline included and advertisment.
be focused on analyzing an advertisement, current or vintage, that’s appropriate for a college-level audience;
(Ad is included)
include a thesis statement at the end of the introduction that conveys the overall effectiveness of the chosen ad;
include details to establish the visual description and context of the ad;
identify the various ways rhetorical appeals are used;
be typed and submitted as a Microsoft Word 2010 document (.docx), with 12-point font and APA formatting for margins, title page, running heads, and page numbers
be three to four double-spaced pages, not including the title page; and
.
Use the SPSS software and the data set (2004)GSS.SAV (attached).docxgidmanmary
Use the SPSS software and the data set:
(2004)GSS.SAV (attached)
recode the variable for political party identification (PARTYID) into a NEW variable that uses the following old values to create the following new
categories:
Data set:
2004gssnew-6.sav
binge1-2.sav
1 thru 2 = 1= Democrat
3 thru 5 = 2 = Independent
6 thru 7 = 3 = Republican
8 = 4 = Other
(Answer the following questions; use the (new) recoded variable with a variable premarsx and compare them- crosstab)
Note:
Variable PREMARSX will be a dependent variable (place it in the row), variable NEW PARTID will be an independent variable (place it in the column).
Remember to request column percentages.
Show your work (attach all tables).
1. Of all the respondents who are
Republicans
, what
percentage
believes that premarital sex is always wrong?
________________________________________________
2. Of all the respondents who are
Democrats
, what
percentage
believes that premarital sex in
not
wrong at all?
_________________________________________________
3. Of all the people who are
Independents
, what
percentage
believes that premarital sex is always wrong or almost always wrong?
________________________________________________________
4.
Seven detention centers are surveyed. The current number of inmates in each detention center is 30, 11, 22, 15, 5, 42, and 99. What is the median number of inmates?
Answer: _________________________
5. When do we use a Chi square?
_______________________________________________
6. Participants in a research study have been classified as lower, middle, or upper class in terms of their socioeconomic status. We can say that the variable of social class has been measured at the ____________________ level of measurement.
7. A distribution has 14 scores. Each score is represented only once in the distribution, with two exceptions. The score of 72, appears three times, and the score of 48 appears four times.
What is the mode of the distribution?
8. Assume that the mean of a distribution of test scores is 40 and the standard deviation is 10. You have been told that your test score
is one standard deviation above the mean.
What is your test score?
9. Assume that the mean of a distribution of test scores is 60, with a standard deviation of 20. What would be the value of the score that
falls two standard deviations below the mean?
10. What menu across the top of the SPSS data editor window will let you access the FREQUENCIES command?
(a)
Analyze
(d)
Summarize
(b)
Data
(e)
Window
(c)
Transform
Answer: ___________________________
11. Briefly explain the difference between
percent
and
valid percent
in a frequency table.
12. In a survey instrument, a question asks “In a typical week, how often do you exercise enough to raise your heart rate?”
The response categories are never; 1 time per week; 2 times per w.
Use the Internet to research functional systems that would contain a.docxgidmanmary
Use the Internet to research functional systems that would contain a customer's name and information. Post a functional system that would include a customer's name and explain the purpose of the system and why it would be included.
(Optional)
Select and research a company that uses cross-functional systems. Note any obvious advantages and disadvantages you might find within the company selected. Post your reply to include:
• At least three advantages or disadvantages that you find might exist within the company selected.
• Justification for your selection with each post.
.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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Remote Sensing and Geographic Information Systems
9
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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EDUC 622Data Collection Template for Assessment EvaluationsCol.docx
1. EDUC 622
Data Collection Template for Assessment Evaluations
Collect information about each instrument separately.
This form is used multiple times and is turned in with
assignment, by inserting as a chart in the written report.
Name of InstrumentTest of Early Reading Ability—Fourth
Edition (TERA-4)
Author(s) of InstrumentD. Kim Reid, Wayne P. Hresko, Donald
D. Hammill
Date of Publication2018
PublisherPRO-ED
1. Describe the subtests (e.g., learning areas)Click or tap here to
enter text.
2. Describe the age range.Click or tap here to enter text.
3. State the purpose of the instrument.
Click or tap here to enter text.
4. Describe the examiner qualifications.Click or tap here to
enter text.
5. Describe the available scores.Click or tap here to enter text.
6. Describe the instrument’s technical data provided (i.e.,
validity, reliability, norms, research).Click or tap here to enter
text.
7. Describe features of the instrument that provide well-
designed and easy-to-follow administration procedures.Click or
tap here to enter text.
8. State the approximate administration and scoring time.Click
or tap here to enter text.
9. Describe features of the scoring procedures that are well
designed and easy to follow.Click or tap here to enter text.
10. Explain this instrument’s adaptation for students with
limited English proficiencyClick or tap here to enter text.
11. Explain the appropriateness of the instrument for use with
children who have disabilities.Click or tap here to enter text.
2. 12. Describe the adaptation of the instrument for use with
children who have special needs.Click or tap here to enter text.
13. Describe the strengths of the instrument.Click or tap here to
enter text.
14. State any weaknesses of the instrument.Click or tap here to
enter text.
15. Additional comments, information, and observations:Click
or tap here to enter text.
EDUC 622
Data Collection Template for Assessment Evaluations
Collect information about each instrument separately.
This form is used multiple times and is turned in with
assignment, by inserting as a chart in the written report.
Name of InstrumentWIAT-III.
Author(s) of InstrumentPearson
Date of Publication2009
PublisherPearson
1. Describe the subtests (e.g., learning areas)Click or tap here to
enter text.
2. Describe the age range.Click or tap here to enter text.
3. State the purpose of the instrument.
Click or tap here to enter text.
4. Describe the examiner qualifications.Click or tap here to
enter text.
5. Describe the available scores.Click or tap here to enter text.
6. Describe the instrument’s technical data provided (i.e.,
validity, reliability, norms, research).Click or tap here to enter
text.
7. Describe features of the instrument that provide well-
designed and easy-to-follow administration procedures.Click or
tap here to enter text.
8. State the approximate administration and scoring time.Click
3. or tap here to enter text.
9. Describe features of the scoring procedures that are well
designed and easy to follow.Click or tap here to enter text.
10. Explain this instrument’s adaptation for students with
limited English proficiencyClick or tap here to enter text.
11. Explain the appropriateness of the instrument for use with
children who have disabilities.Click or tap here to enter text.
12. Describe the adaptation of the instrument for use with
children who have special needs.Click or tap here to enter text.
13. Describe the strengths of the instrument.Click or tap here to
enter text.
14. State any weaknesses of the instrument.Click or tap here to
enter text.
15. Additional comments, information, and observations:Click
or tap here to enter text.
EDUC 622
Data Collection Template for Assessment Evaluations
Collect information about each instrument separately.
This form is used multiple times and is turned in with
assignment, by inserting as a chart in the written report.
Name of InstrumentGORT-5
Author(s) of InstrumentJ. Lee Wiederholt and Brian R. Bryant
Date of Publication2012
PublisherPRO-ED
1. Describe the subtests (e.g., learning areas)Click or tap here to
enter text.
2. Describe the age range.Click or tap here to enter text.
3. State the purpose of the instrument.
Click or tap here to enter text.
4. Describe the examiner qualifications.Click or tap here to
enter text.
5. Describe the available scores.Click or tap here to enter text.
4. 6. Describe the instrument’s technical data provided (i.e.,
validity, reliability, norms, research).Click or tap here to enter
text.
7. Describe features of the instrument that provide well-
designed and easy-to-follow administration procedures.Click or
tap here to enter text.
8. State the approximate administration and scoring time.Click
or tap here to enter text.
9. Describe features of the scoring procedures that are well
designed and easy to follow.Click or tap here to enter text.
10. Explain this instrument’s adaptation for students with
limited English proficiencyClick or tap here to enter text.
11. Explain the appropriateness of the instrument for use with
children who have disabilities.Click or tap here to enter text.
12. Describe the adaptation of the instrument for use with
children who have special needs.Click or tap here to enter text.
13. Describe the strengths of the instrument.Click or tap here to
enter text.
14. State any weaknesses of the instrument.Click or tap here to
enter text.
15. Additional comments, information, and observations:Click
or tap here to enter text.
EDUC 622
Data Collection Template for Assessment Evaluations
Collect information about each instrument separately.
This form is used multiple times and is turned in with
assignment, by inserting as a chart in the written report.
Name of InstrumentDiagnostic Assessment of Reading (DAR-2)
Author(s) of InstrumentFlorence G. Roswell. Jeanne S. Chall,
Mary E. Curtis, Gail Kearns.
Date of Publication2006
PublisherPRO-ED
5. 1. Describe the subtests (e.g., learning areas)Click or tap here to
enter text.
2. Describe the age range.Click or tap here to enter text.
3. State the purpose of the instrument.
Click or tap here to enter text.
4. Describe the examiner qualifications.Click or tap here to
enter text.
5. Describe the available scores.Click or tap here to enter text.
6. Describe the instrument’s technical data provided (i.e.,
validity, reliability, norms, research).Click or tap here to enter
text.
7. Describe features of the instrument that provide well-
designed and easy-to-follow administration procedures.Click or
tap here to enter text.
8. State the approximate administration and scoring time.Click
or tap here to enter text.
9. Describe features of the scoring procedures that are well
designed and easy to follow.Click or tap here to enter text.
10. Explain this instrument’s adaptation for students with
limited English proficiencyClick or tap here to enter text.
11. Explain the appropriateness of the instrument for use with
children who have disabilities.Click or tap here to enter text.
12. Describe the adaptation of the instrument for use with
children who have special needs.Click or tap here to enter text.
13. Describe the strengths of the instrument.Click or tap here to
enter text.
14. State any weaknesses of the instrument.Click or tap here to
enter text.
15. Additional comments, information, and observations:Click
or tap here to enter text.
EDUC 622
Assessment Evaluation Instructions
6. Overview: The purpose of this assignment is to research,
evaluate, and understand valid, reliable, fair, and appropriate
assessment tools used in schools to screen, diagnose, and
measure student academic achievement.
Critically analyze the measures, addressing strengths and
weaknesses. There is a data collection template provided to ease
the process of collecting information. This template is
submitted with the assignment. Each critical analysis should
include the following:
· A Summary of the assessment instrument with clear, specific
information unique to the instrument, including the population
who could be tested with the instrument.
· An analysis of the strengths and weaknesses of the measure.
There must be a minimum of 2 reasons to support each one.
· Justification for why the measurement would be an appropriate
measure for different populations.
2. Use a separate data collection template for each instrument.
Save each as a Microsoft Word document labeled:
instrumentname.doc
NOTE: When submitting the evaluation, these separate
templates must be compiled, along with all other items, into 1
Word document.
3. Other resources for research are listed in the syllabus and
may be used in addition to Buros. If using the testing instrument
manual, list it in the references. Buros is directly accessible
through the JLF library database for your convenience.
Step 2 – Written Report
1. Organize and format each assessment instrument with the
headings and subheadings outlined below. Do not write the
questions or statements from the data collection template. Write
in well-formed paragraphs that flow logically from one topic to
the next.
2. Each instrument review should contain a minimum of 2 pages
of content, including the data collection template, in addition to
7. the cover page and reference page. Format the paper in current
APA. The data collection template will be used as a chart in the
report at the end of each instrument review.
3. The total paper (10 pages) should be presented in this order:
· Title Page (1 page)
· 8 Pages of Content
· Assessment Evaluation (AE) 1
· Completed AE 1 template
· AE 2
· Completed AE 2 template
· AE 3
· Completed AE 3 template
· AE 4
· Completed AE 4 template
· Reference Page (1 page) – All assessments should be
referenced in current APA format.
4. Format each written assessment evaluation with the title,
“Analysis of Assessment Name,” using the following headings.
· Summary of Assessment
· Strengths and Weaknesses of the Assessment
· Justification and Use of the Assessment
· Insert data collection template as a chart
Page 1 of 2
Running head: ASSESSMENT EVALUATION 1
8. Assessment Evaluation 1
ASSESSMENT EVALUATION 1
Analysis of Diagnostic Assessments of Reading (DAR-2)
Summary of Assessment
DAR-2 is a comprehensive individual assessment of children’s
strengths and weaknesses
in reading and language, and informs test
administrators/examiners (teachers, specialists,
psychologists, etc.) of instructional interventions. DAR aids
professionals in distinguishing
reading strengths and deficits at each grade level by
concentrating on word recognition, oral
reading accuracy and fluency, silent reading comprehension,
spelling, word meaning and
analysis, print and phonological awareness, letters, and sounds.
Strengths and Weaknesses of the Assessment
The DAR is administered to students individually and untimed.
Benchmarks for mastery
are provided for each test and their component parts. Untimed
administration aids students with
9. disabilities and special needs that may struggle with reading
proficiencies; the test has the ability
to separate known groups of children that may be expected to
have different levels
of reading proficiency.
The weaknesses of the assessment include the limited reliability
provided for some of the
DAR tests; studies have shown that ESL students typically
scored lower than the control group.
DAR is not a true assessment of their oral or cognitive abilities
in contexts of their own spoken
language.
Justification and Use of the Assessment
DAR meets the technical requirements for reliability and
validity. Validity is proven
across contexts of content, criterion-related, and construct;
validity supported that instrument
tested for intended purpose. It is reliable for providing
professional educators with a
ASSESSMENT EVALUATION 1
comprehensive assessment of children’s strengths and
10. weaknesses in reading and language and
informing instructional interventions.
DATA COLLECTION FOR ASSESSMENT EVALUATIONS
Name of Instrument Diagnostic Assessments of Reading (DAR-
2)
Author(s) of Instrument Florence G. Roswell. Jeanne S. Chall,
Mary E. Curtis, Gail
Kearns.
Date of Publication 2006
Publisher PRO-ED
1. Describe the subtests (e.g., learning areas)
The learning areas include word recognition, oral reading
accuracy and fluency, silent reading
comprehension, spell, word analysis and meaning, print and
phonological awareness, letter
sounds.
2. Describe the age range.
Grade Levels: K-12
3. State the purpose of the instrument.
Designed to function as an assessment of individual reading
ability for the DARTTS testing
11. and teaching program. It provides a comprehensive assessment
of children’s strengths and
weaknesses in reading and language and informs instructional
interventions.
4. Describe the examiner qualifications.
Qualified examiners: Teachers, Reading Specialists, school
psychologists, diagnosticians
5. Describe the available scores.
Word Recognition, Oral Reading Accuracy and Fluency
(optional), Silent Reading
Comprehension, Spelling, Word Meaning, Print Awareness,
Phonological Awareness, Letters
and Sounds, Word Analysis.
6. Describe the instrument’s technical data provided (i.e.,
validity, reliability, norms,
research).
Reliability coefficient ranges 0.66 to 0.90 across grade levels
and subsets; validity proven
across contexts of content, criterion-related, and construct;
validity supported that instrument
tested its intended purpose. Norm referenced standardization
samples (N = 1,395 students in
Grades K-12 for Form A, and N = 1,440 students in Grades K-
12 for Form B) with
12. standardization sample for Form A selected to be
demographically representative of gender,
race/ethnicity, and geographic region.
7. Describe features of the instrument that provide well-
designed and easy-to-follow
administration procedures.
Administrators are provided with an on-line Teaching Trial
Strategies (TTS) for students.
Detailed directions for test administration and scoring are
provided in the teacher's manual. In
addition, test administrators are provided with a response record
with directions for
administration, which includes a script for administering the
test as well as recording and
scoring materials. Benchmarks for mastery are provided for
each test and their component
parts. In addition, each lesson has explicit directions and a list
of needed materials. All
teaching components also contain a student record form to
record student responses.
javascript:__doLinkPostBack('','ss~~ZC%20%22DAR-
2%22%7C%7Csl~~rl','');
javascript:__doLinkPostBack('','ss~~AR%20%22Roswell%2C%
20Florence%20G.%22%7C%7Csl~~rl','');
javascript:__doLinkPostBack('','ss~~AR%20%22Chall%2C%20J
eanne%20S.%22%7C%7Csl~~rl','');
14. 10. Explain this instrument’s adaptation for students with
limited English proficiency
None indicated. However, the instrument has the ability to
separate known groups of children
that might be expected to have different levels of reading
proficiency.
11. Explain the appropriateness of the instrument for use with
children who have
disabilities.
None indicated; not differentiated for any specific group.
However, administered untimed to
meet the needs of students with disabilities and special needs.
12. Describe the adaptation of the instrument for use with
children who have special
needs.
None indicated; no adaptations indicated for any specific group.
13. Describe the strengths of the instrument.
Strengths include the positive internal consistency estimates
that were obtained and the
criterion-related validity as demonstrated through the ability of
the test to separate known
groups of children that might be expected to have different
levels of reading proficiency.
14. State any weaknesses of the instrument.
(1) difficult to locate on-line resources with no specific Web
address indicated in the resources
15. provided; (2) technical manual unclear on whether reported
psychometrics are based on the 2nd
edition or an earlier version; (3) limited reliability provided for
some of the DAR tests; and
(4) does not contain a factor analysis to provide a better
understanding of the instrument’s
internal structure; (5) ESL typically score lower that the control
group.
15. Additional comments, information, and observations:
Not appropriate for English as a Second Language (ESL)
students; not true assessment of their
oral or cognitive abilities in contexts of their own spoken
language.
Analysis of GORT-5
Summary of Assessment
GORT-5 is a reading assessment used to identify students with
reading difficulty,
diagnose reading disabilities, determine strengths and
weaknesses, and evaluate and document
students’ progress in reading. The test focuses on reading
comprehension and oral fluency.
16. ASSESSMENT EVALUATION 1
Strengths and Weaknesses of the Assessment
The strengths of GORT-5 are in its validity and reliability. The
assessment has strong
prediction evidence and construct-related evidence of validity
across cultural contexts; the
assessment standardization for development of norms were
designed and implemented to assure
representation across regions of the country, gender, and race.
The assessment is highly reliable
with reliability coefficients for all age intervals exceeding 0.9.
Administration, scoring, and
interpretation of the assessment is done so by trained
professional examiners (i.e. teachers,
specialists, psychologist, diagnosticians).
While the instrument is an excellent diagnostic tool for making
classification and
instructional decisions, evaluating student progress or
intervention effectiveness, and conducting
research, it does not measure phonemic awareness or basic word
recall, the underlying constructs
of reading. GORT-5 normative group was constructed to
17. represent U.S. population across the
variables of geographic region, gender, race, ethnicity, parents’
education, household income,
and exceptionalities. However, GORT-5 does not have
adaptations for students with special
needs or disabilities and there is no indication how they are
represented in the norm group.
Justification and Use of the Assessment
Aforementioned, professional educators, psychologists, and
diagnosticians can readily
depend on the results and interpretation of data from GORT-5 as
a valid diagnostic tool for
identifying students with reading deficiencies, diagnosing
reading disabilities, determining
strengths and weaknesses, and evaluating students’ progress in
reading.
Name of Instrument GORT-5
Author(s) of Instrument J. Lee Wiederholt and Brian R. Bryant
Date of Publication 2012
Publisher PRO-ED
18. ASSESSMENT EVALUATION 1
1. Describe the subtests (e.g., learning areas)
Reading
2. Describe the age range.
Ages 6-23
3. State the purpose of the instrument.
'Identify students with reading difficulty, diagnose reading
disabilities, determine strengths
and weaknesses, and evaluate students’ progress in reading.
4. Describe the examiner qualifications.
Qualified examiners: teachers, school psychologists, and
diagnosticians
5. Describe the available scores.
Oral Reading Index (Fluency [Rate, Accuracy, Total], Reading
Comprehension
6. Describe the instrument’s technical data provided (i.e.,
validity, reliability, norms,
research).
Validity: Prediction evidence and construct-related evidence of
validity across cultural
contexts; Reliability: Reliability coefficient for all age
intervals exceeded 0.9. Norms:
Assessment Standardization: development of norms designed
and implemented to assure
19. standardization of administration and scoring and sample
selection to obtain representation
across regions of the country, gender, and race.
7. Describe features of the instrument that provide well-
designed and easy-to-follow
administration procedures.
Administrator’s/Examiner’s manual includes information about
how to administer and score
the test, interpretation of scores, and technical characteristics
(norms, reliability, and validity).
A consumable examiner’s record booklet (for Form A or Form
B), the examiner records
student time and miscues and asks and records responses to
comprehension questions.
8. State the approximate administration and scoring time.
[20-30] minutes; Test has two parallel forms (A and B) each
with 16 separate stories with five
comprehension questions following each story. Typically
administered in 15-45 minutes
9. Describe features of the scoring procedures that are well
designed and easy to follow.
Examiner manual includes information on scoring and
interpretation of test score (Rate score
derived from the amount of time in seconds taken by a student
to read a story aloud; accuracy
20. score derived from number of words student pronounces
correctly when reading the passage.
fluency score determined by combining student’s Rate and
Accuracy scores; comprehension
score determined by number of questions about the stories that
the student answers correctly).
The Oral Reading Index (ORI) is a composite score formed by
combining students’ Fluency
and Comprehension scaled scores.
10. Explain this instrument’s adaptation for students with
limited English proficiency
None indicated; test designed to determine students with
reading disabilities and evaluate
student progress.
11. Explain the appropriateness of the instrument for use with
children who have
disabilities.
Normative group was matched to the U.S. population across the
variables of geographic
region, gender, race, ethnicity, parents’ education, household
income, and exceptionalities.
Test designed to determine students with reading disabilities
and to evaluate student progress.
21. ASSESSMENT EVALUATION 1
12. Describe the adaptation of the instrument for use with
children who have special
needs.
None indicated.
13. Describe the strengths of the instrument.
The instrument is an excellent diagnostic tool for making
classification and instructional
decisions, evaluating student progress or intervention
effectiveness, and conducting research to
determine the range of options using scaled scores as well as
miscue analyses of oral reading.
14. State any weaknesses of the instrument.
Does not measure any underlying constructs of reading (e.g.,
phonemic awareness, basic word
recall).
15. Additional comments, information, and observations:
Administrators and users should not conduct the secondary
analysis scoring (i.e., prosody
ratings and miscue analyses) if they have not received sufficient
training.
Analysis of WIAT-III
22. Summary of Assessment
WIAT-III is an achievement assessment for primary and
secondary students ages 4-0 through 19-
11 (Pre-Kindergarten through 12th grade). The individually
administered comprehensive was
designed to measure the achievement levels of children in the
areas of listening, speaking,
reading, writing and mathematics; it also advises the adult
norms for ages 20 through 50. The
constructs of WIAT-III identify academic strengths and
weaknesses, informs decision making
pertaining to eligibility of services, and devises
recommendations for instruction and
intervention.
Strengths and Weaknesses of the Assessment
Validity studies are consistent with professional practice and
provide evidence for its
interpretations and uses. The developed norms norm samples
were constructed to be nationally
representative of the U.S. population for each grade and age
level, and total with students added
from special groups (e.g., specific learning disabilities, speech
or language impairment,
23. intellectual disability, and developmental delay). Correlation
studies with previous editions and
similar achievement tests (i.e. WPPSI-III, WISC-IV, WAIS-IV,
WNV, and DAS-I) provide
ASSESSMENT EVALUATION 1
strong convergent evidence for interpretation of the subtests and
composites; the assessment is
reliable for assessing the aforementioned objectives.
Although the WIAT-III is well constructed assessment for
measuring the achievement of
children in listening, speaking, reading, writing, and
mathematics, has representative norms, and
provides strong evidence of reliability and validity, it does not
provide reliability and validity
evidence for the suggested use of the instrument to design
instructional objectives and plan
interventions.
Justification and Use of the Assessment
The WIAT-III, being administered by experienced examiners
and scored by experienced
and professional educators and diagnosticians, is able to provide
a comprehensive and reliable
24. assessment of children’s strengths and weaknesses in the
aforementioned areas and inform
instructional interventions for diverse student populations (e.g.
different age group and cognitive
levels, specific learning disabilities, speech or language
impairment, intellectual disability, and
developmental delays, etc.).
Name of Instrument WIAT-III.
Author(s) of Instrument Pearson
Date of Publication 2009
Publisher Pearson
1. Describe the subtests (e.g., learning areas)
Achievement: listening, speaking, reading, writing and
mathematics
2. Describe the age range.
Ages 4-0 to 19-11: Pre-K to 2nd Grade
3. State the purpose of the instrument.
To measure the achievement of students' in prekindergarten
through Grade 12 in the areas of
listening, speaking, reading, writing and mathematics.
4. Describe the examiner qualifications.
25. Level B: Experienced examiner/teacher
ASSESSMENT EVALUATION 1
5. Describe the available scores.
The scores available include: Listening Comprehension, Early
Reading Skills, Reading
Comprehension, Alphabet Writing Fluency, Sentence
Composition, Word Reading, Essay
Composition, Pseudoword Decoding, Oral Reading and Oral
Expression, Fluency, Spelling,
Math Problem Solving, Numerical Operations, Math Fluency
(Addition, Subtraction,
Multiplication), 8 composite scores (Oral Language, Total
Reading, Basic Reading, Reading
Comprehension and Fluency, Written Expression, Mathematics,
Math Fluency, Total
Achievement).
6. Describe the instrument’s technical data provided (i.e.,
validity, reliability, norms,
research).
Three primary validity studies report content evidence,
26. convergent evidence, and special group
studies; the studies are consistent with professional practice and
provide validity evidence for
its interpretations and uses. The reliability coefficients for all
subsets except Alphabet Writing
Fluency (AWF) are 0.8 and higher for the Fall sample and
slightly lower for the Spring
sample; AWF had Fall sample of 0.69. The composite
reliability is greater than 0.9 and
provides reliability evidence. Norms were developed with 2,775
students in Grades PK-12
with separate norms reported for Fall (N = 1,400) and Spring (N
= 1,375); norm samples
constructed to be nationally representative of the U.S.
population for each grade and age level,
and total with students added from special groups (e.g., specific
learning disabilities, speech or
language impairment, intellectual disability, and developmental
delay).
7. Describe features of the instrument that provide well-
designed and easy-to-follow
administration procedures.
Q-global kit including examiner's manual, technical manual CD,
stimulus book,
27. scoring workbook, oral reading fluency book, word card, pseudo
word card, audio CD’
materials provide an experienced examiner with a solid basis for
administering this
assessment.
8. State the approximate administration and scoring time.
Administration time varies depending on the grade level of the
student and the number of
subtests administered.; average administration time ranges from
1 minute to 17 minutes.
Average scoring time: about 40 minutes.
9. Describe features of the scoring procedures that are well
designed and easy to follow.
Standardized scoring procedures are provided; scoring can be
completed manually or with the
Scoring Assistant CD. Several scores are available for each
subtest: standard scores, percentile
ranks, grade and age equivalents, normal curve equivalents, and
stanines, and growth scale
values.
10. Explain this instrument’s adaptation for students with
limited English proficiency
None indicated.
11. Explain the appropriateness of the instrument for use with
children who have
28. disabilities.
Instrument appropriate for use with children who have
disabilities.
12. Describe the adaptation of the instrument for use with
children who have special
needs.
Students within special groups (e.g., specific learning
disabilities, speech or language
impairment, intellectual disability, and developmental delay)
added to representative norm.
ASSESSMENT EVALUATION 1
13. Describe the strengths of the instrument.
Assessment does provide a comprehensive assessment of
children's strengths and weaknesses
in reading and language and informs instructional interventions
for a wide range of students.
The assessment instructions are clearly laid out in the
examiner’s manual, it is easy to
administer, and the clearly written examiner’s manual provides
the examiner with easy to use
tables for scoring,
29. 14. State any weaknesses of the instrument.
Does not provide reliability and validity evidence for the
suggested use of the instrument to
design instructional objectives and plan interventions.
Indication of
15. Additional comments, information, and observations:
Click or tap here to enter text.
Analysis of Test of Early Reading Ability—Fourth Edition
(TERA-IV)
Summary of Assessment
TERA-4 is still under review. The previous TERA assessment
(TERA-3) ascertains that
the purpose of the assessment is to identify children who
demonstrate reading development
significantly below their peers that may require interventions,
to identify children’s individual
strengths and weaknesses, to provide documentation of
children’s progress as a result of the
implemented intervention program, to serve as a measure of
research for studying literacy
development in young children, and to be used in conjunction
with other assessment techniques.
Strengths and Weaknesses of the Assessment
30. Strengths of TERA-4 lie in its ease of administration, its use of
tables, and scoring. It is
able to assess the aforementioned objectives, identify children’s
strengths and weaknesses, and
be used as a measure of research. TERA is an assessment quick
tool with individual nonclinical
administration, is able to supplement other formal and informal
assessments for reading
development. and can screen for specific areas of strength and
weaknesses in individual children.
Weaknesses may lie in the usage of non-clinical examiners to
administer and score the
assessment. Experienced examiners with well-developed skills
in administering, scoring, and
interpretation can be useful in providing data and
interpretations to educators to provide students
ASSESSMENT EVALUATION 1
displaying weaknesses with early interventions. The instrument
assesses conventions
(understanding the arbitrary conventions of reading and writing
in English) and may be
inappropriate for students with limited English proficiency (i.e.
31. ESL students).
Justification and Use of the Assessment
TERA has been in development since 1981, and revisions have
been in accordance with
reviewers’ recommendations to increase the assessments
validity and reliability. The authors,
taking reviewers recommendations into account, collected new
normative data, addressed
appropriate demographic representation and conducted
extensive reliability and validity studies,
and added them as per recommendations. The instrument is a
reliable and valid source for
assessing individual children’s mastery of early reading skills
and is useful in identifying the
scope and depth of reading development deficiencies.
DATA COLLECTION FOR ASSESSMENT EVALUATIONS
Name of Instrument Test of Early Reading Ability--Fourth
Edition (TERA-4)
Author(s) of Instrument D. Kim Reid, Wayne P. Hresko, Donald
D. Hammill
Date of Publication 2018
Publisher Pro-Ed
32. 4. Describe the subtests (e.g., learning areas)
Reading
5. Describe the age range.
Ages 3-6 to 8-6.
6. State the purpose of the instrument.
Earlier versions were designed to assess children’s mastery of
early developing reading skills,
help identify children who have significant problems in reading
development, and to
determine the degree of their problems.
7. Describe the examiner qualifications.
Nonclinical staff can administer. However, authors strongly
recommend that the examiner
have formal training in assessment with a basic understanding
of testing statistics and general
procedures regarding test administration, scoring, and
interpretation.
8. Describe the available scores.
Alphabet, Conventions, Meaning
9. Describe the instrument’s technical data provided (i.e.,
validity, reliability, norms,
research).
33. ASSESSMENT EVALUATION 1
Reviews for TERA-4 are pending. The previous edition (TERA-
3): Norm sample well
matched to the general school-age population (gender, race,
ethnicity, SES, disability, and
urban/rural) and representative of regions across the United
States. Reliability coefficient
ranged from 0.8 to 0.91 or higher across all subtests and age
groups. Reliability, validity, and
norm-referenced measures instill confidence that the test scores
can be considered highly
reliable and valid.
10. Describe features of the instrument that provide well-
designed and easy-to-follow
administration procedures.
The TERA-4 offers a quick tool, with easy one-to-one
nonclinical administration, to
supplement other formal and informal assessments of
development reading and can screen for
specific areas of strength and weaknesses in individual children.
TERA provides
administrators with examiners’ manuals, record booklets
(profile sheet with graphic
34. comparison across the three subtests, a graph to compare the
Reading Quotient with other
comparable measures that might have been administered to the
child). The examiner record
booklet has space for interpretation, comments, and diagnostic
implications; the examiner can
note the testing conditions and the degree of validity under the
recorded conditions.
11. State the approximate administration and scoring time.
Individual administration; 30-45 minutes
12. Describe features of the scoring procedures that are well
designed and easy to follow.
The TERA-4 offers a quick tool, with easy one-to-one
nonclinical administration and on-line
scoring available upon completion of assessment.
13. Explain this instrument’s adaptation for students with
limited English proficiency
None indicated; test norm referenced across regions of the
United States (i.e. gender, race,
ethnicity, SES, disability, and urban/rural). The instrument
assesses conventions
(understanding the arbitrary conventions of reading and writing
in English) and may be
inappropriate for students with limited English proficiency (i.e.
ESL students).
35. 14. Explain the appropriateness of the instrument for use with
children who have
disabilities.
None indicated;
15. Describe the adaptation of the instrument for use with
children who have special
needs.
None indicated
16. Describe the strengths of the instrument.
Strengths of TERA-4 lie in its ease of administration, its use of
tables, and scoring. It is able
to assess the aforementioned objectives, identify children’s
strengths and weaknesses, and be
used as a measure of research. TERA is an assessment quick
tool
17. State any weaknesses of the instrument.
Weaknesses may lie in the usage of non-clinical examiners to
administer and score the
assessment.
18. Additional comments, information, and observations:
Instrument is under review. Used review of TERA-3 to analyze
the TERA-4 assessment.
36. ASSESSMENT EVALUATION 1
References
Pearson. (2009). Wechsler Individual Achievement Test--Third
Edition. Retrieved from
https://search-ebscohost-
com.ezproxy.liberty.edu/login.aspx?direct=true&db=mmt&AN=
test.3194&site=ehost-
live&scope=site
Reid, D. K., Hresko, W. P., & Hammill, D. D. (2018). Test of
Early Reading Ability--Fourth
Edition. Retrieved from https://search-ebscohost-
com.ezproxy.liberty.edu/login.aspx?direct=true&db=mmt&AN=
test.11173&site=ehost-
live&scope=site
Reid, D. K., Hresko, W. P., & Hammill, D. D. (1981). Test of
Early Reading Ability, Third
Edition. Retrieved from https://search-ebscohost-
com.ezproxy.liberty.edu/login.aspx?direct=true&db=mmt&AN=
test.2309&site=ehost-
live&scope=site
37. Roswell, F. G., Chall, J. S., Curtis, M. E., & Kearns, G. (2006).
Diagnostic Assessments of
Reading™, Second Edition. Retrieved from https://search-
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test.3028&site=ehost-
live&scope=site
Wiederholt, J. L., & Bryant, B. R. (2012). Gray Oral Reading
Tests–Fifth Edition. Retrieved
from https://search-ebscohost-
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test.6455&site=ehost-
live&scope=site
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https://search-ebscohost-
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test.3194&site=ehost-live&scope=site
https://search-ebscohost-
com.ezproxy.liberty.edu/login.aspx?direct=true&db=mmt&AN=
test.3194&site=ehost-live&scope=site
https://search-ebscohost-
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test.11173&site=ehost-live&scope=site
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