Healthcare professionals face ethical questions every day. This is particularly true for those whose scriptural worldview may seem unfamiliar, or even antagonistic, to the secular scientific community. This assignment asks you to research and analyze the ethical issues involved in a healthcare environment that poses such ethical challenges.
The Collins text explores a number of current healthcare topics that present bioethical issues, especially when viewed from a biblical worldview perspective:
· Medical genetics
· Personalized medicine
· DNA testing
· Stem cells and cloning
· Genetic enhancement
Select one of these topics and provide critical analysis of (i) the ethical issues for society, (ii) the ethical issues for a Christian healthcare professional, and (iii) whether and how a Christian should participate in such efforts. Title your thread with the subject of the analysis and your conclusion (e.g., "Cloning, Ethical").
As an additional perspective, consider the interview with Dr. Collins in this module's Learn items, in which he continues to discuss the interaction of faith and science.
Switch Worksheet Views
Learning Outcomes
· Change worksheet views
· Create a header/footer
· Select a range
You can change your view of the worksheet window at any time, using either the View tab on the Ribbon or the View buttons on the status bar. Changing your view does not affect the contents of a worksheet; it just makes it easier for you to focus on different tasks, such as entering content or preparing a worksheet for printing. The View tab includes a variety of viewing options, such as View buttons, zoom controls, and the ability to show or hide worksheet elements such as gridlines. The status bar offers fewer View options but can be more convenient to use. You want to make some final adjustments to your worksheet, including adding a header so the document looks more polished.
Steps
Quick Tip
Although a worksheet can contain more than a million rows and thousands of columns, the current document contains only as many pages as necessary for the current project.
1. 1
Click the View tab on the Ribbon, then click the Page Layout button in the Workbook Views group
The view switches from the default view, Normal, to Page Layout view. Normal view shows the worksheet without including certain details like headers and footers, or tools like rulers and a page number indicator; it’s great for creating and editing a worksheet, but may not be detailed enough when you want to put the finishing touches on a document. Page Layout view provides a more accurate view of how a worksheet will look when printed, as shown in Figure 1-14. The margins of the page are displayed, along with a text box for the header. A footer text box appears at the bottom of the page, but your screen may not be large enough to view it without scrolling. Above and to the left of the page are rulers. Part of an additional page appears to the right of this page, but it is dimmed, indicati ...
ACTG Tableau intro labDownload the TableauLab file and look ov.docxnettletondevon
ACTG Tableau intro lab
Download the TableauLab file and look over the fields. These are the fields from the FoodiesNW file you’ll use for your individual dashboard project. I created this file by selecting all fields in all the files in Access, so there are duplicates. I also added some calculations fields to the file:
Ext Gross is the extension of price X quantity; Ext Net is the extension of price X quantity, net of discount
Open Tableau and connect to Excel data. Select the TableauLab file and drag the file to the location that says Drag Files Here. Select Extract in the upper right so that Tableau will make a copy of your data. Click on the tab at the bottom that says Sheet1 to begin your first visualization.
How much is your total sales for the past 3 years?
Move the ExtNet field to the center of the sheet (similar to the values area in a pivot table). Then move it to the Rows and Columns shelves to see what happens. Then click on the first icon in the show me area – it looks like a worksheet. That icon turns your graph back into a tabular format and moves the ExtNet field over to the Marks section and lables it as text.
SHEET 1: In which time period did you sell most?
Move the Order Date field to the Rows shelf and then to the Columns shelf. Click on various graph types on the right hand side to see what happens, and then return to a tabular format.
**To create a vertical bar chart, you may need to use the Swap Rows and Columns icon in the toolbar – it has a curved arrow.
**You can sort the fields in a graph from high to low, low to high, and back to the starting position, by clicking on the icon right next to the Ext Net label on your graph
In which quarter did you sell most? Month?
Click on the drop down menu on the Order Date field in the Columns shelf and select Quarter and then Month. View this data in charts and tabular format. Change it to a line graph.
** To zoom in and out on a part of the graph, double-click, or hold Shift and double-click. Or, click the table Icon, and then
Now move a second copy of the Order Date field to the Columns shelf, so that you have years first, and then quarters or months. Return to a bar graph. Does this change your perspective on yearly sales?
** Now filter out dates so that your range ends at the end of the last quarter, on 3/31/18 by moving a copy of the Order Date field to the Filters area and selecting Range of dates.
Double click on Sheet 1 and change its name to Sales by Quarter. Notice that the title above the graph changes too.
SHEET 2: Which product categories and products have you sold most of?
Click on the symbol next to the Sheet 1 tab to add another sheet. Move the Ext Net field to the Label icon in the Marks section. Then move Category Name to the Rows Shelf. Which is the most popular category?
How has that changed over the quarters? Filter the Order Dates so they end at 3/31/18. Move Order Date to the Columns shelf and select Quarter. Select the .
Wk 3 - Market Penetration Plan [due Mon]Top of FormBottom of F.docxhelzerpatrina
Wk 3 - Market Penetration Plan [due Mon]
Top of Form
Bottom of Form
Assignment Content
1.
Top of Form
Resource: Marketing Penetration Plan Grading Guide
Create a 700-word plan for market penetration of a 3-year period of time:
· Explain the major components of your marketing plan.
· Examine your distribution and pricing plans.
· Explain your business purpose.
· Explain your pricing strategy.
· Evaluate which type of advertising is the most beneficial to your business/product.
· Evaluate whether that type of advertising matches up to your offering and pricing, and whether you can afford it.
· Explain whether it fits your image of your business.
· Determine whether your customers will need to be educated about your business/product.
· Explain whether you will need to hire a marketing expert.
Format your assignment consistent with APA guidelines.
Submit your assignment.
Resources
· Center for Writing Excellence
· Reference and Citation Generator
· Grammar and Writing Guides
· Learning Team Toolkit
Bottom of Form
LESSON 8: Project Schedule Formatting Fundamentals
LESSON SKILL MATRIX
SKILLS
TASKS
Gantt Chart Formatting
Modify the Gantt Chart using the Bar Styles dialog box
Modify the Gantt Chart using Gantt Chart Styles
Modifying Text Appearance in a View
Modify the appearance of text in a view
Modify the appearance of a single piece of text
Creating Custom Fields
Create a custom text field
Creating and Editing Tables
Create a custom table
Creating Custom Views
Create a custom view
As a video production manager for Southridge Video and the project manager for the new Don Funk music video, you have the foundation of your project schedule in place. However, a project manager doesn’t usually look at all of the data in a project schedule at once. In this lesson, you will learn to use some of the tools in Microsoft Project 2013, such as views and reports, to look at the element or aspect of the project schedule in which you are currently interested. With these tools, you can significantly impact how your data appears by the way in which you change the data format to meet your needs.
KEY TERMS
Charts view
custom field
diagram view
forms view
sheets view
usage view
view
SOFTWARE ORIENTATION: Microsoft Project’s Bar Styles Dialog Box
In Microsoft Project, you can use the Bar Styles dialog box (see Figure 8-1) to customize the appearance of items on the Gantt Chart. This dialog box enables you to change the appearance of items such as task bars, milestones, summary bars, and text that appear on the Gantt Chart. You can change characteristics such as bar types, patterns, colors, splits, and shapes.
Figure 8-1: Bar Styles dialog box
You will now use one of the features of the ribbon interface in Project 2013, the Format ribbon. With this ribbon you have faster access to formatting options in views. You may have seen in the various views of previous lessons a tab at the very top of the screen, above the ribbon. This is the Format ribbon. This tab provide ...
ACTG Tableau intro labDownload the TableauLab file and look ov.docxnettletondevon
ACTG Tableau intro lab
Download the TableauLab file and look over the fields. These are the fields from the FoodiesNW file you’ll use for your individual dashboard project. I created this file by selecting all fields in all the files in Access, so there are duplicates. I also added some calculations fields to the file:
Ext Gross is the extension of price X quantity; Ext Net is the extension of price X quantity, net of discount
Open Tableau and connect to Excel data. Select the TableauLab file and drag the file to the location that says Drag Files Here. Select Extract in the upper right so that Tableau will make a copy of your data. Click on the tab at the bottom that says Sheet1 to begin your first visualization.
How much is your total sales for the past 3 years?
Move the ExtNet field to the center of the sheet (similar to the values area in a pivot table). Then move it to the Rows and Columns shelves to see what happens. Then click on the first icon in the show me area – it looks like a worksheet. That icon turns your graph back into a tabular format and moves the ExtNet field over to the Marks section and lables it as text.
SHEET 1: In which time period did you sell most?
Move the Order Date field to the Rows shelf and then to the Columns shelf. Click on various graph types on the right hand side to see what happens, and then return to a tabular format.
**To create a vertical bar chart, you may need to use the Swap Rows and Columns icon in the toolbar – it has a curved arrow.
**You can sort the fields in a graph from high to low, low to high, and back to the starting position, by clicking on the icon right next to the Ext Net label on your graph
In which quarter did you sell most? Month?
Click on the drop down menu on the Order Date field in the Columns shelf and select Quarter and then Month. View this data in charts and tabular format. Change it to a line graph.
** To zoom in and out on a part of the graph, double-click, or hold Shift and double-click. Or, click the table Icon, and then
Now move a second copy of the Order Date field to the Columns shelf, so that you have years first, and then quarters or months. Return to a bar graph. Does this change your perspective on yearly sales?
** Now filter out dates so that your range ends at the end of the last quarter, on 3/31/18 by moving a copy of the Order Date field to the Filters area and selecting Range of dates.
Double click on Sheet 1 and change its name to Sales by Quarter. Notice that the title above the graph changes too.
SHEET 2: Which product categories and products have you sold most of?
Click on the symbol next to the Sheet 1 tab to add another sheet. Move the Ext Net field to the Label icon in the Marks section. Then move Category Name to the Rows Shelf. Which is the most popular category?
How has that changed over the quarters? Filter the Order Dates so they end at 3/31/18. Move Order Date to the Columns shelf and select Quarter. Select the .
Wk 3 - Market Penetration Plan [due Mon]Top of FormBottom of F.docxhelzerpatrina
Wk 3 - Market Penetration Plan [due Mon]
Top of Form
Bottom of Form
Assignment Content
1.
Top of Form
Resource: Marketing Penetration Plan Grading Guide
Create a 700-word plan for market penetration of a 3-year period of time:
· Explain the major components of your marketing plan.
· Examine your distribution and pricing plans.
· Explain your business purpose.
· Explain your pricing strategy.
· Evaluate which type of advertising is the most beneficial to your business/product.
· Evaluate whether that type of advertising matches up to your offering and pricing, and whether you can afford it.
· Explain whether it fits your image of your business.
· Determine whether your customers will need to be educated about your business/product.
· Explain whether you will need to hire a marketing expert.
Format your assignment consistent with APA guidelines.
Submit your assignment.
Resources
· Center for Writing Excellence
· Reference and Citation Generator
· Grammar and Writing Guides
· Learning Team Toolkit
Bottom of Form
LESSON 8: Project Schedule Formatting Fundamentals
LESSON SKILL MATRIX
SKILLS
TASKS
Gantt Chart Formatting
Modify the Gantt Chart using the Bar Styles dialog box
Modify the Gantt Chart using Gantt Chart Styles
Modifying Text Appearance in a View
Modify the appearance of text in a view
Modify the appearance of a single piece of text
Creating Custom Fields
Create a custom text field
Creating and Editing Tables
Create a custom table
Creating Custom Views
Create a custom view
As a video production manager for Southridge Video and the project manager for the new Don Funk music video, you have the foundation of your project schedule in place. However, a project manager doesn’t usually look at all of the data in a project schedule at once. In this lesson, you will learn to use some of the tools in Microsoft Project 2013, such as views and reports, to look at the element or aspect of the project schedule in which you are currently interested. With these tools, you can significantly impact how your data appears by the way in which you change the data format to meet your needs.
KEY TERMS
Charts view
custom field
diagram view
forms view
sheets view
usage view
view
SOFTWARE ORIENTATION: Microsoft Project’s Bar Styles Dialog Box
In Microsoft Project, you can use the Bar Styles dialog box (see Figure 8-1) to customize the appearance of items on the Gantt Chart. This dialog box enables you to change the appearance of items such as task bars, milestones, summary bars, and text that appear on the Gantt Chart. You can change characteristics such as bar types, patterns, colors, splits, and shapes.
Figure 8-1: Bar Styles dialog box
You will now use one of the features of the ribbon interface in Project 2013, the Format ribbon. With this ribbon you have faster access to formatting options in views. You may have seen in the various views of previous lessons a tab at the very top of the screen, above the ribbon. This is the Format ribbon. This tab provide ...
Please read the description of the Religion ethnography carefully an.docxSusanaFurman449
Please read the description of the Religion ethnography carefully and then ask me in class to explain anything that isn't clear. You can also email me with questions.
At the end there is a short list of possible sites for the ethnography: Sikh, Islamic, Jewish, Catholic, Hindu, Buddhist. Shumei. There are other religions and many other sites. Bahai is an interesting religion but you have to be invited to attend by a member.
Mormon the same.
If you have access to a Santeria or similar ceremony, great!
To make the project worthwhile choose a site as different from your own background as you can.
If you have a Christian or Catholic background do not do your paper on any kind of Christian or Catholic service.
You are welcome to attend a non-English language service as long as you understand the language being used.
Be sure to okay your choice with me. Some places that don’t work for this project are Scientology, the Self Realization Fellowship, the Kabbalah Center, SGI Buddhist, Hare Krishna.
INSTRUCTIONS:
Attend a religious activity that you’re curious about and would like to explore.
You must attend a service, not simply visit a religious site.
Examples: a mosque, temple, synagogue, gurdwara.
You can probably find an interesting place of worship near where you live or work.
It’s always a good idea to phone or email the place of worship before you attend.
Research methods must include participant/observation and informal conversation. One slightly more formal interview is desirable.
Be absolutely sure to allow time to stay after the service for food, lunch, other refreshment, or informal gathering. This may well be the most important part of your experience and will enable you to answer the question, “What meaning does this place and this service have for the participants?
You must go some place you’ve never been to before. Do NOT choose your own tradition or somewhere you’re even a bit familiar with. Choose somewhere entirely new and different.
The important thing is to come to the service as an outsider, with the eyes and ears of an anthropologist and take note of everything. Use the skills you’ve learned in this class.
You can attend alone or with a co-researcher or two from the class. Best, you can be the guest(s) of a classmate or someone else you know and discuss the event with them. Invite a classmate or two to attend a service from your tradition.
Do not write about an event you attended in the past. But you can use past experiences for comparison and reflection.
It is almost never appropriate to jot down notes during a religious service. Better, write everything you remember immediately after the event. Get sufficient detail to write what anthropologist Clifford Geertz called “thick”, or rich description.
In writing your paper use terms we've discussed in class and think about connections to the reading we’ve done and films we’ve seen.
OUTLINE
: Include each of these sections.
Title Page,
or top of page: .
PLEASE read the question carefully. The creation of teen ido.docxSusanaFurman449
PLEASE read the question carefully.
The creation of “teen idols” is a tradition that stems back to Tin Pan Alley and the “old guard” way of making music. What were some of the factors that led to this point in the early 60’s? Is it still prevalent? If so, why? Name some examples.
.
More Related Content
Similar to Healthcare professionals face ethical questions every day. This is
Please read the description of the Religion ethnography carefully an.docxSusanaFurman449
Please read the description of the Religion ethnography carefully and then ask me in class to explain anything that isn't clear. You can also email me with questions.
At the end there is a short list of possible sites for the ethnography: Sikh, Islamic, Jewish, Catholic, Hindu, Buddhist. Shumei. There are other religions and many other sites. Bahai is an interesting religion but you have to be invited to attend by a member.
Mormon the same.
If you have access to a Santeria or similar ceremony, great!
To make the project worthwhile choose a site as different from your own background as you can.
If you have a Christian or Catholic background do not do your paper on any kind of Christian or Catholic service.
You are welcome to attend a non-English language service as long as you understand the language being used.
Be sure to okay your choice with me. Some places that don’t work for this project are Scientology, the Self Realization Fellowship, the Kabbalah Center, SGI Buddhist, Hare Krishna.
INSTRUCTIONS:
Attend a religious activity that you’re curious about and would like to explore.
You must attend a service, not simply visit a religious site.
Examples: a mosque, temple, synagogue, gurdwara.
You can probably find an interesting place of worship near where you live or work.
It’s always a good idea to phone or email the place of worship before you attend.
Research methods must include participant/observation and informal conversation. One slightly more formal interview is desirable.
Be absolutely sure to allow time to stay after the service for food, lunch, other refreshment, or informal gathering. This may well be the most important part of your experience and will enable you to answer the question, “What meaning does this place and this service have for the participants?
You must go some place you’ve never been to before. Do NOT choose your own tradition or somewhere you’re even a bit familiar with. Choose somewhere entirely new and different.
The important thing is to come to the service as an outsider, with the eyes and ears of an anthropologist and take note of everything. Use the skills you’ve learned in this class.
You can attend alone or with a co-researcher or two from the class. Best, you can be the guest(s) of a classmate or someone else you know and discuss the event with them. Invite a classmate or two to attend a service from your tradition.
Do not write about an event you attended in the past. But you can use past experiences for comparison and reflection.
It is almost never appropriate to jot down notes during a religious service. Better, write everything you remember immediately after the event. Get sufficient detail to write what anthropologist Clifford Geertz called “thick”, or rich description.
In writing your paper use terms we've discussed in class and think about connections to the reading we’ve done and films we’ve seen.
OUTLINE
: Include each of these sections.
Title Page,
or top of page: .
PLEASE read the question carefully. The creation of teen ido.docxSusanaFurman449
PLEASE read the question carefully.
The creation of “teen idols” is a tradition that stems back to Tin Pan Alley and the “old guard” way of making music. What were some of the factors that led to this point in the early 60’s? Is it still prevalent? If so, why? Name some examples.
.
Please reflect on the relationship between faith, personal disciplin.docxSusanaFurman449
Please reflect on the relationship between faith, personal discipline, and political integrity. Explain how the Progressive movement and the New Deal Court transformed constitutional interpretation. Briefly give 2 illustrations of how government regulations and/or subsidies (legal plunder, perhaps?) channels behavior and/or distorts markets. 400 WORDS
.
Please read the following questions and answer the questions.docxSusanaFurman449
Please read the following questions and answer the questions
This unit's chapter discussed concerns about quality programming in the media. Different models for assessing culture were discussed:
1) Culture as a Skyscraper Model and 2) Culture as a Map.
Come up with several television shows that serve as examples of “quality” programs and “trashy” programs. What characteristics determine their quality (plots, subject matter, themes, characters…)?
Is there anything you can think of that is “universally trashy”? Or universally in good taste?
On the whole, are Americans seen as having good taste? Why or why not? Is there a country/culture that always seems tasteful in its cultural products?
Which model (Culture as Skyscraper or Culture as Map) makes more sense to you and why?
i need 400 words
.
PRAISE FOR CRUCIAL CONVERSATIONS Relationships ar.docxSusanaFurman449
PRAISE FOR CRUCIAL CONVERSATIONS
"Relationships are the priority of life, and conversations are the
crucial element in profound caring of relationships. This book
helps us to think about what we really want to say. If you want
to succeed in both talking and listening, read this book."
-Dr. Lloyd J. Ogilvie, chaplain, United States Senate
"Important, lucid, and practical, Crucial Conversations is a
book that will make a difference in your life. Learn how to flour
ish in every difficult situation."
-Robert E. Quinn, ME Tracy Collegiate Professor of
OBHRM, University of Michigan Business School
"I was personally and professionally inspired by this book-and
I'm not easily impressed. In the fast-paced world of IT, the success
of our systems, and our business, depends on crucial conversations
we have every day. Unfortunately, because our environment is so
technical, far too often we forget about the 'human systems' that
make or break us. These skills are the missing foundation piece."
-Maureen Burke, manager of training,
Coca-Cola Enterprises, Inc.
"The book is compelling. Yes, I found myself in too many of their
examples of what not to do when caught in these worst-of-all
worlds situations! GET THIS BOOK, WHIP OUT A PEN AND
GET READY TO SCRIBBLE MARGIN NOTES FURIOUSLY,
AND PRACTICE, PRACTICE, PRACTICE THE INVALUABLE
TOOLS THESE AUTHORS PRESENT. I know I did-and it
helped me salvage several difficult situations and repair my
damaged self-esteem in others. I will need another copy pretty
soon. as I'm wearing out the pages in this one!"
-James Belasco. best-selling author of Flight of the Buffalo,
l!l1trl!prl!l1eur. professor. und l!xl!cutive director of the Financial
Tilllrs Knowkdgc Diuloguc
"Crucial Conversations is the most useful self-help book I have
ever read. I'm awed by how insightful, readable, well organized,
and focused it is. I keep thinking: 'If only I had been exposed to
these dialogue skills 30 years ago ... '"
-John Hatch, founder, FINCA International
"One of the greatest tragedies is seeing someone with incredible
talent get derailed because he or she lacks some basic skills.
Crucial Conversations addresses the number one reason execu
tives derail, and it provides extremely helpful tools to operate in
a fast-paced, results-oriented environment."
-Karie A. Willyerd, chief talent officer, Solectron
"The book prescribes, with structure and wit, a way to improve on
the most fundamental element of organizational learning and
growth-honest, unencumbered dialogue between individuals.
There are one or two of the many leadership/management
'thought' books on my shelf that are frayed and dog-eared from
use. Crucial Conversations will no doubt end up in the same con
dition."
-John Gill, VP of Human Resources, Rolls Royce USA
Crucial
Conversations
Crucial
Conversations
Tools for Talking
When Stakes Are High
by
Kerry Patterson, .
Must Be a
hip-hop concert!!!!
attend a
hip-hop concert (in-person or virtual/recorded live concert on DVD or streaming platform) of your choice
THIS month.
After the concert, write an
objective review (1000 - 1500 words) of the concert detailing your experience.
Write A Review and include those questions!!!
The review should include:
1. The names of the performing groups/artists; the date and location of the performance.
2. Describe the setting. Is it a large hall or an intimate theater? What type of audience demographic is there? Young or old? How do they respond to the music?
3. The different styles/genres of songs the artist(s) perform.
4. Use your notes and experience to describe the different musical elements (i.e. melody, harmony, timbre, technology, form, volume, etc.) you recognize in most (if not all) the songs/pieces.
5. Be sure to arrive on time to hear the
entire concert.
6. Attach a photo of the flyer, ticket, or webpage (or social media event) when you submit this assignment.
7. Describe your personal reaction to the concert. List reasons why you think it was successful or not. However, do not make this the center of your paper. It should be
one or two paragraphs at the end. Further, use
data to support your arguments about why it was successful or not successful. (e.g., How did people respond verbally and non-verbally? Was this based on your perception or was there a general consensus? If it is a consensus, then what facts do you have to support this?)
8. Try to do some background research on the genre or artist before and after you attend the concert. This is not a research paper, but if you use any information from any source (including the artist's website), you
must cite it both in-text and on a works-cited page.
.
Mini-Paper #3 Johnson & Johnson and a Tale of Two Crises - An Eth.docxSusanaFurman449
Mini-Paper #3: Johnson & Johnson and a Tale of Two Crises - An Ethics Story Revised Submission
Read the following two PDF documents located at this link: click hereLinks to an external site.
·
Johnson & Johnson’s Tylenol Crisis
·
JNJ’s Baby Powder Crisis: Does Baby Powder Cause Cancer?
·
You are not expected to conduct any outside research
Based on your reading please write a short paper answering the following questions (do not answer with bullets, write a paper):
· JNJ’s response to the Tylenol Crisis is often cited as one of the best historical crisis management leadership examples. Given this perspective:
·
Compare JNJ’s response to the Tylenol Crisis to their response in the Baby Powder Crisis.
·
What actions by JNJ were highly effective in the Tylenol Crisis and why? Explain your examples and why you believe they are best practices
·
What could JNJ improve upon in the Tylenol Crisis?
· After reading JNJ's handling of the Baby Powder Class Action Lawsuit elaborate upon the following:
·
How did JNJs response differ from the Tylenol Crisis in the Baby Powder Lawsuit?
·
Given what you've learned from the Tylenol Crisis what are three potential recommendations/improvements JNJ could have made in the Baby Powder Lawsuit?
·
Ethics Analysis - consider your decision from the perspective of a senior advisor to senior leadership at JNJ (
there is NO right answer here, YOU MAY GIVE OPINION IN FIRST PERSON IN THIS SECTION ONLY (this is a special exception)):
·
· With what ethical actions do you agree or disagree regarding how JNJ handled the Tylenol Crisis?
· With what ethical actions do you agree or disagree regarding how JNJ handled the Baby Powder Crisis?
·
Be sure to reference at least 3 concepts from Chapters 9 and/or 12 in the textbook in answering this mini-paper. Please mark your references with "(textbook)" to make clear the references from the book.
Johnson & Johnson’s Tylenol Crisis
Background
“The killer’s motives remain unknown, but his — or her, or their — technical
savvy is as chilling today as it was 30 years ago.
On Sept. 29, 1982, three people died in the Chicago area after taking
cyanide-laced Tylenol at the outset of a poisoning spree that would claim seven
lives by Oct. 1. The case has never been solved, and so the lingering question —
why? — still haunts investigators.
Food and Drug Administration officials hypothesized that the killer bought
Extra-Strength Tylenol capsules over the counter, injected cyanide into the red
half of the capsules, resealed the bottles, and sneaked them back onto the shelves
of drug and grocery stores. The Illinois attorney general, on the other hand,
suspected a disgruntled employee on Tylenol’s factory line. In either case, it was a
sophisticated and ambitious undertaking with the seemingly pathological go.
Please write these 2 assignments in first person.docxSusanaFurman449
Please write these 2 assignments in
first person view. No need for citation. Please give me two files, the first one is a
Short Paper(600-700 words); the second one is
Long Discussion(450-500 words).
They are all about Art and Politics in Renaissance Florence Period
1. Short Paper
Street corners, guild halls, government offices, and confraternity centers contained works of art that made the city of Florence a visual jewel at precisely the time of its emergence as a European cultural leader. In shared religious and secular spaces, people from the city of Florence commissioned altarpieces, chapels, buildings, textiles, all manner of objects – at home, interior spaces were animated with smaller-scale works, such as family portraits, birth trays, decorated pieces of furniture, all of which relied on patrons, artists, and audiences working with the beauty and power of sensory experience. Like people all over Europe, viewers believed in the power of images, and they shared an understanding of the persuasiveness of art and architecture. Florentines accepted the utterly vital role that art could play as a propagator of civic, corporate, religious, political and individual identity.
Select one or two of the test case studies [that is, talk about Cosimo or Lorenzo the Magnificent or Savonarola's impact on Florence or the new Republic under Soderini] from this Module on Art and Politics in Renaissance Florence, and explore your understanding of people in Florence, who was so alive to the power and communication possibilities in works of art, objects, and spaces throughout the city and beyond.
Word count:
600-700 words
No need for citations.
2. Long Discussion
In this longer discussion forum, create an initial post of
450-500 words that explores these key concepts;
In this discussion post, talk about the political and social messages that you can see in the various works of art commissioned by the Medici, all the while being aware of the debate that was circulating about power and religion. If the content of the work of art is religious, how does the work convey political messages?
a video that may help
https://www.youtube.com/watch?v=UAqE21zjQH4
.
Personal Leadership Training plan AttributesColumbia South.docxSusanaFurman449
Personal Leadership Training plan : Attributes
Columbia Southern University
Dr. Mark Friske
Current Issues in Leadership
LDR 6302-22.01.00
10/14/2022
Introduction
Personal leadership style
personal leadership style attributes
Characteristics of a democratic leader
Charismatic leadership style
Charismatic leader
Transformational leadership style
Transformational leader
Charismatic vs. transformational
Impacts of transformational leadership
Reflection
Personal leadership style
Democratic leadership style
Embraces diversity and open dialogue as core values.
The leader's role is to provide direction and exercise authority.
Commands respect and admiration from those who follow you.
Moral principles and personal beliefs underpin all choices.
Seek out a wide range of perspectives (Cherry, 2020).
Behaviorist theory is the one that fits my style of leadership the best.
Being the change you wish to see in the world is crucial, in my opinion. According to Johann Wolfgang von Goethe, "Behavior is the mirror in which everyone exhibits their picture." My main priorities are the well-being of the team members and developing effective solutions via cooperative effort.
personal leadership style attributes
Active participant
Each person is given a fair chance to speak their mind, and there is no pressure to conform to any one viewpoint.
Values other standpoints
I find it fascinating to hear the perspectives of others. To me, it's crucial that everyone in the team pitches in to find the most effective answer. To me, it's important to give everyone a voice on the team since they all have something unique to offer.
Characteristics of democratic leader
Attribute:
Talk About It
Subcontract Work
Get Other People's Opinions
Friendly
Approachable
Trustworthy
Participative
Motivate Originality
Regard for Others
Build Confidence
Life example
Working as a Management Analyst in the realm of government spending, I am frequently required to communicate with the Program Management Team of a third party firm. No collimated staff members prevent me from personally performing some of the work necessary to maintain an accurate external organization ledger. As a result, I need to be approachable, polite, and nice to my coworkers so that they would feel comfortable confiding in me and trusting me with their ideas. By consistently soliciting feedback from staff and management, I want to foster a culture of collaboration. This fosters innovation on the team and opens minds to new points of view.
Charismatic leadership style
They have excellent communication skills.
Passionate in furthering Their Cause.
Professionals have a lot of experience in their field.
Act with a level head (Siangchokyoo, et al. 2020).
Leadership traits and behavior are under scrutiny.
Win Over Huge Crowds.
Possible drawbacks
Frustratingly Diminished Clarity
Not Enough People to Make It Happen
Charismatic leader
Charismatic leader example:
pr.
Need help on researching why women join gangs1.How does anxi.docxSusanaFurman449
Need help on researching why women join gangs
1.How does anxiety increase the chance of girls joining groups or gangs.
2. sexual abuse on girls joining gangs
3. long-term consequences on girls joining gangs
4. depression and anxiety impact on girls joining gangs
5.death rates of girls joining gangs
6. health risks of girls joining gangs
.
Jung Typology AssessmentThe purpose of this assignment is to ass.docxSusanaFurman449
Jung Typology Assessment
The purpose of this assignment is to assess your personality and how that information might help guide your career choice. Understanding personalities can also help managers know how to motivate employees.
Find out about your personality by going to the Human Metrics website (www.humanmetrics.com - and TAKE the Jung Typology Test - Jung, Briggs, Meyers Types. It is a free test. (Disclaimer: The test, like all other personality tests, is only a rough and preliminary indicator of personality.)
·
Complete the typology assessment
·
Read the corresponding personality portrait and career portrait.
·
Think about your career interests, then answer the following:
How are your traits compatible for your potential career choice (Business Administration)? This should be around 250 words of writing.
R E S E A R CH
Co-administration of multiple intravenous medicines: Intensive
care nurses' views and perspectives
Mosopefoluwa S. Oduyale MPharm1 | Nilesh Patel PhD, BPharm (Hons)1 |
Mark Borthwick MSc, BPharm (Hons)2 | Sandrine Claus PhD, MRSB, MRSC3
1Reading School of Pharmacy, University of
Reading, Reading, UK
2Pharmacy Department, John Radcliffe
Hospital, Oxford University Hospitals NHS
Foundation Trust, Oxford, UK
3LNC Therapeutics, Bordeaux, France
Correspondence
Mosopefoluwa S. Oduyale, Reading School of
Pharmacy, University of Reading, Harry
Nursten Building, Room 1.05, Whiteknights
Campus, Reading RG6 6UR, UK.
Email: [email protected]
Funding information
University of Reading
Abstract
Background: Co-administration of multiple intravenous (IV) medicines down the
same lumen of an IV catheter is often necessary in the intensive care unit (ICU) while
ensuring medicine compatibility.
Aims and objectives: This study explores ICU nurses' views on the everyday practice
surrounding co-administration of multiple IV medicines down the same lumen.
Design: Qualitative study using focus group interviews.
Methods: Three focus groups were conducted with 20 ICU nurses across two hospi-
tals in the Thames Valley Critical Care Network, England. Participants' experience of
co-administration down the same lumen and means of assessing compatibility were
explored. All focus groups were recorded, transcribed verbatim, and analysed using
thematic analysis. Functional Resonance Analysis Method was used to provide a
visual representation of the co-administration process.
Results: Two key themes were identified as essential during the process of co-admin-
istration, namely, venous access and resources. Most nurses described insufficient
venous access and lack of compatibility data for commonly used medicines (eg, anal-
gesics and antibiotics) as particular challenges. Strategies such as obtaining additional
venous access, prioritizing infusions, and swapping line of infusion were used to man-
age IV administration pro.
Journal of Organizational Behavior J. Organiz. Behav. 31, .docxSusanaFurman449
Journal of Organizational Behavior
J. Organiz. Behav. 31, 24–44 (2010)
Published online 22 May 2009 in Wiley InterScience
(www.interscience.wiley.com) DOI: 10.1002/job.621
Towards a multi-foci approach to
workplace aggression: A meta-analytic
review of outcomes from different
yperpetrators
M. SANDY HERSHCOVIS1* AND JULIAN BARLING2
1I. H. Asper School of Business, University of Manitoba, Winnipeg, Manitoba, Canada
2Queen’s School of Business, Queen’s University, Kingston, Ontario, Canada
Summary Using meta-analysis, we compare three attitudinal outcomes (i.e., job satisfaction, affective
commitment, and turnover intent), three behavioral outcomes (i.e., interpersonal deviance,
organizational deviance, and work performance), and four health-related outcomes (i.e.,
general health, depression, emotional exhaustion, and physical well being) of workplace
aggression from three different sources: Supervisors, co-workers, and outsiders. Results from
66 samples show that supervisor aggression has the strongest adverse effects across the
attitudinal and behavioral outcomes. Co-worker aggression had stronger effects than outsider
aggression on the attitudinal and behavioral outcomes, whereas there was no significant
difference between supervisor, co-worker, and outsider aggression for the majority of the
health-related outcomes. These results have implications for how workplace aggression is
conceptualized and measured, and we propose new research questions that emphasize a multi-
foci approach. Copyright # 2009 John Wiley & Sons, Ltd.
I admit that, before I was bullied, I couldn’t understand why employees would shy-away from doing
anything about it. When it happened to me, I felt trapped. I felt like either no one believed me or no
one cared. This bully was my direct boss and went out of his way to make me look and feel
incompetent. . . I dreaded going to work and cried myself to sleep every night. I was afraid of
losing my job because I started to question my abilities and didn’t think I’d find work elsewhere.
(HR professional as posted on a New York Times blog, 2008).
Introduction
Growing awareness of psychological forms of workplace aggression has stimulated research interest in
the consequences of these negative behaviors. Workplace aggression is defined as negative acts that are
* Correspondence to: M. Sandy Hershcovis, I. H. Asper School of Business, University of Manitoba, Winnipeg, Manitoba,
Canada. E-mail: [email protected]
yAn earlier version of this study was presented at the 65th Annual Meeting of the Academy of Management, Honolulu, HI.
Received 28 April 2008
Revised 17 March 2009
Copyright # 2009 John Wiley & Sons, Ltd. Accepted 4 April 2009
mailto:[email protected]
www.interscience.wiley.com
25 AGGRESSION META-ANALYSIS
perpetrated against an organization or its members and that victims are motivated to avoid (Neuman &
Baron, 2005; Raver & Barling, 2007). Much of this research (e.g., .
LDR535 v4Organizational Change ChartLDR535 v4Page 2 of 2.docxSusanaFurman449
LDR/535 v4
Organizational Change Chart
LDR/535 v4
Page 2 of 2
Organizational Change Chart
Organizational Information
Select an organization that needed a change to its culture as you complete the organizational change information chart.
For each type of information listed in the first column, include details about the organization in the second column.
Indicate your suggested actions for improvement in the third column.
Type
Details
Suggested Actions for Improvement
Vision
Insert the organization’s vision.
Mission
Insert the organization’s mission.
Purpose
Insert the organization’s purpose.
Values
Insert a list of the organization’s values.
Diversity and Equity
Insert the types of the diversity and equity observed in the organization.
Inclusion
Insert examples of overall involvement of diverse groups inclusion in decision-making and process change.
Goal
Identify the goal set for organizational change.
Strategy
Identify the implementation strategies followed to implement the organizational change.
Communication
Identify the communication methods used to communicate organizational change and the change progress.
Organizational Perceptions
Considering the same organizational culture and change goal, rate your agreement from 1 to 5 in the second column with the statement in the first column. Use the following scale:
1. Strongly disagree
2. Somewhat disagree
3. Neither agree nor disagree
4. Somewhat agree
5. Strongly agree
Statement
Rating (1 – 5)
Employees know the organization’s vision.
Employees know the organization’s mission.
Employees know the organization’s purpose.
Employees know the organization’s values.
Overall, the organization is diverse and equitable.
Diverse groups are included in decision making and processes for change.
The change goal was successfully met.
The implementation strategies were effective.
The organization’s communication about the change was effective.
Kotter's 8-Steps to Change
Consider the goal for organizational change that you identified and the existing organizational culture.
For each of Kotter's 8-Steps to Change listed in the first column, rate whether you observed that step during the implementation process in the second column. Use the following scale to rate your observation:
1. Never observed
2. Rarely observed
3. Sometimes observed
4. Often observed
Identify actions you suggest for improvement in the third column.
Step Name
Rating (1 – 4)
Suggested Actions for Improvement
Step 1: Create Urgency.
Step 2: Form a Powerful Coalition.
Step 3: Create a Vision for Change.
Step 4: Communicate the Vision.
Step 5: Remove Obstacles.
Step 6: Create Short-Term Wins.
Step 7: Build on the Change.
Step 8: Anchor the Changes in Corporate Culture.
Copyright 2022 by University of Phoenix. All rights reserved.
Copyright 2022 by University of Phoenix. All rights reserved.
image1.png
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In this paper, you will select an ethics issue from among the topics.docxSusanaFurman449
In this paper, you will select an ethics issue from among the topics below and provide a 3-4 page paper on the issue.
In the paper, you will address the following:
1. Explain the topic (20%)
2. Why the topic or issue is controversial (25%)
3. Is the controversy justified? Why or why not? (20%)
4. Summarize current research about the issue and at least two credible sources. At least one reference source should discuss the issue from a pro and the other should discuss from a con perspective. (20%)
5. Cite references in APA format (15%)
Topics may include:
Research on animals
Medical Research on prisoners or ethnic minorities
Patient rights and HIPAA
Torture of military prisoners
Off-shore oil drilling and the potential threat to biodiversity
Development in emerging nations and its impact on biodiversity
Stem cell research
Healthcare Accessibility: Right or privilege
Genetically modified organisms
Genetic testing and data sharing
Reproductive rights
Pesticides and Agriculture
Organ transplants and accessibility
Assisted Suicide
Medicinal use of controlled substances/illicit drugs
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In the past few weeks, you practiced observation skills by watchin.docxSusanaFurman449
In the past few weeks, you practiced observation skills by watching
Invictus, a movie that tells “the inspiring true story of how Nelson Mandela joined forces with the captain of South Africa's rugby team to help unite their country.”
[1]. While watching the film, you were instructed to pay special attention to the factors relating to group dynamics for teams, which include but are not limited to
1. Team beginnings
2. Leader’s behaviors,
3. Communication Patterns,
4. Conflict resolution style,
5. Power styles,
6. Decision making style,
7. Creativity,
8. Diversity.
You were also instructed to identify leadership decisions and leadership styles developed by Nelson Mandela and Francois Pinnear (captain of the rugby team).
Write a paper (1000 words) to the following three questions:
1. Which leadership decision/style has impressed you the most? Why do you feel this way?
2. How does the leader contribute to the development of their leadership ability?
3. What specific decisions made this leader make them such an effective leader? Provide insight on how those under this leadership are affected by decisions made.
.
Overview After analyzing your public health issue in Milestone On.docxSusanaFurman449
Overview: After analyzing your public health issue in Milestone One and studying socioeconomic factors affecting healthcare in this module, you will write a short paper to identify and analyze socioeconomic barriers and supports involved in addressing the public health issue. Your paper must include an introduction to your public health issue, a discussion of socioeconomic barriers to change, a discussion of supports for change, and a conclusion with a call to action for your readers. Assume your readers will include healthcare administrators and managers, as well as healthcare policy makers and legislators.
Prompt: Write a short paper including the following sections:
I. Introduction
A. Introduce your public health issue and briefly explain what needs to change to address the issue.
II. Barriers
A. Identify two potential socioeconomic barriers to change and describe each with specific details.
B. Consider patient demographics (e.g., age, ethnicity, and education), geographic factors (e.g., urban/rural location), and psychographic factors (e.g., eating habits and employment status).
C. Justify your points by referencing your textbook or other scholarly resources.
III. Supports
A. Identify two possible socioeconomic supports for change and describe each with specific details.
B. B. Consider patient demographics (e.g., age, ethnicity, and education), geographic factors (e.g., urban/rural location), and psychographic factors (e.g., eating habits and employment status).
C. C. Justify your points by referencing your textbook or other scholarly resources.
IV. Conclusion
A. Conclude with a clear call to action: What can your readers do to assist in the implementation of the necessary changes?
Rubric Guidelines for Submission: Your short paper must be submitted as a 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format.
.
Judicial OpinionsOverview After the simulation, justices writ.docxSusanaFurman449
Judicial Opinions
Overview: After the simulation, justices write judicial opinions in reaction to the oral argument, merits briefs, conference, and draft opinions as well as the facts of the case, Constitution, and case law. Justices circulate drafts so they know how their colleagues plan to rule and why, and so they can respond to one another in their final judicial opinion draft.
Instructions: You are a Supreme Court justice preparing an opinion for announcement. Read the case materials: case hypothetical, merits briefs, and judicial opinion drafts of your colleagues, and review your notes from oral argument and conference. Write a majority opinion resolving the major legal question in light of the facts of the case, Constitution, and case law, as well as all case materials: merits briefs, oral argument, and the views of your colleagues (in conference and draft opinions). Opinions must support an argument, refute counterarguments, and respond to attorneys (oral argument and/or merits briefs), and fellow justices (conference and/or draft opinions).
Opinions should contain the following five elements, in the following order:
1. an introductory statement of the nature, procedural posture, and prior result of the case;
2. a statement of the issues to be decided;
3. a statement of the material facts;
4. a discussion of the governing legal principles and resolution of the issues; and
5. the disposition and necessary instructions.
Each of these is developed further below.
Assessment: Complete opinions must support an argument, refute counterarguments, and respond to attorneys (oral argument and/or merits briefs), and fellow justices (conference and/or draft opinions). Strong opinions will be well organized, logically argued, and well supported through reference to and explanation of Supreme Court decisions and legal principles. Assessment rests on how well you make use of, identify, and explain relevant course material. It also rests on staying in character and not diverging from your justice’s political ideology and/or judicial philosophy.
Introduction
The purpose of the Introduction is to orient the reader to the case. It should state briefly what the case is about, the legal subject matter, and the result. It may also cover some or all of the following:
1. The parties: The parties should be identified, if not in the Introduction, then early in the opinion, preferably by name, and names should be used consistently throughout. (The use of legal descriptions, such as “appellant” and “appellee,” tends to be confusing, especially in multi-party cases.)
2. The procedural and jurisdictional status: relevant prior proceedings, and how the case got before the court should be outlined.
Statement of issues
The statement of issues is the cornerstone of the opinion; how the issues are formulated determines which facts are material and what legal principles govern. Judges should not be bound by the attorneys’.
IntroductionReview the Vila Health scenario and complete the int.docxSusanaFurman449
Introduction
Review the Vila Health scenario and complete the interviews with staff at Vila Health Skilled Nursing Facility (SNF). After completing the scenario, you will update the patient safety plan for the SNF and present it to the executive team. The safety plan will include meeting accrediting body requirements as well as regulatory obligations. The plan must be based on evidenced-based best practices and include tools, approaches, and mechanisms for reporting, tracking, and reducing patient safety incidents.
Instructions
After reviewing the Vila Health scenario, present your findings to the executive team at Vila Health by creating a 15-20 slide PowerPoint presentation. To be successful in this assignment, ensure you complete the following steps:
Research the health care organization's (Vila Health SNF) safety plan and propose recommendations to ensure the successes of their best practices.
Assess and propose how to link health care safety goals to those of the organizational strategic plan in order to create and sustain an organization-wide safety culture.
Analyze evidence-based practices within the organization's health care safety program, including falls prevention, medication errors, or others.
Establish protocols to identify and monitor patients who qualify for being at risk for falls, readmission, suicide, or others.
Develop mechanisms to coordinate and integrate risk management approaches into the organization's health care safety strategy.
Create mechanisms and tools as monitors for patients identified for being at risk.
Create ongoing evaluation procedures that provide continuous safe, quality patient care, and sustained compliance with evidence-based practices, professional standards, and regulations.
Submission Requirements
Your presentation should meet the following requirements:
Length:
15–20 slide PowerPoint presentation, excluding the cover slide and references list. Include slide numbers, headings, and running headers.
References:
3–5 current peer-reviewed references.
Format:
Use current APA style and formatting, for citations and references.
Font and font size:
Fonts and styles used should be consistent throughout the presentation, including headings.
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In studying Social Problems, sociologists (and historians) identify .docxSusanaFurman449
In studying Social Problems, sociologists (and historians) identify "the defining moment" or a specific trigger event that brought about the need for social change (or the need to resist the status quo).
Give a brief history/background story of the social issue, and why and/or how it became a Social Problem. Provide supporting evidence.
What was the "defining moment" that catapulted the social issue into the political arena?
What was public policy was framed to address the problem?
.
I need help correcting an integrative review.This was the profes.docxSusanaFurman449
I need help correcting an integrative review.
This was the professor's feedback: Great job on your first draft :) Few things Past tense throughout the integrative review. Some of the sections are light on detail - need to check the requirements (Integrative review guidelines). This is an integrative review - not a study or project refer to it as an integrative review all the time.
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Healthcare professionals face ethical questions every day. This is
1. Healthcare professionals face ethical questions every day. This
is particularly true for those whose scriptural worldview may
seem unfamiliar, or even antagonistic, to the secular scientific
community. This assignment asks you to research and analyze
the ethical issues involved in a healthcare environment that
poses such ethical challenges.
The Collins text explores a number of current healthcare topics
that present bioethical issues, especially when viewed from a
biblical worldview perspective:
· Medical genetics
· Personalized medicine
· DNA testing
· Stem cells and cloning
· Genetic enhancement
Select one of these topics and provide critical analysis of (i) the
ethical issues for society, (ii) the ethical issues for a Christian
healthcare professional, and (iii) whether and how a Christian
should participate in such efforts. Title your thread with the
subject of the analysis and your conclusion (e.g., "Cloning,
Ethical").
As an additional perspective, consider the interview with Dr.
Collins in this module's Learn items, in which he continues to
discuss the interaction of faith and science.
Switch Worksheet Views
Learning Outcomes
· Change worksheet views
· Create a header/footer
· Select a range
You can change your view of the worksheet window at any
time, using either the View tab on the Ribbon or the View
buttons on the status bar. Changing your view does not affect
the contents of a worksheet; it just makes it easier for you to
2. focus on different tasks, such as entering content or preparing a
worksheet for printing. The View tab includes a variety of
viewing options, such as View buttons, zoom controls, and the
ability to show or hide worksheet elements such as gridlines.
The status bar offers fewer View options but can be more
convenient to use. You want to make some final adjustments to
your worksheet, including adding a header so the document
looks more polished.
Steps
Quick Tip
Although a worksheet can contain more than a million rows and
thousands of columns, the current document contains only as
many pages as necessary for the current project.
1. 1
Click the View tab on the Ribbon, then click the Page Layout
button in the Workbook Views group
The view switches from the default view, Normal, to Page
Layout view. Normal view shows the worksheet without
including certain details like headers and footers, or tools like
rulers and a page number indicator; it’s great for creating and
editing a worksheet, but may not be detailed enough when you
want to put the finishing touches on a document. Page Layout
view provides a more accurate view of how a worksheet will
look when printed, as shown in Figure 1-14. The margins of the
page are displayed, along with a text box for the header. A
footer text box appears at the bottom of the page, but your
screen may not be large enough to view it without scrolling.
Above and to the left of the page are rulers. Part of an
additional page appears to the right of this page, but it is
dimmed, indicating that it does not contain any data. A page
number indicator on the status bar tells you the current page and
the total number of pages in this worksheet.
Figure 1-14Page Layout View
2. 2
3. Move the pointer over the header without clicking
The header is made up of three text boxes: left, center, and
right. Each text box is outlined in green as you pass over it with
the pointer.
Quick Tip
You can change header and footer information using the Header
& Footer Tools Design tab that opens on the Ribbon when a
header or footer is active. For example, you can insert the date
by clicking the Current Date button in the Header & Footer
Elements group, or insert the time by clicking the Current Time
button.
3. 3
Click the left header text box, type Reason2Go, click the center
header text box, type Project Leader Payroll Calculator, click
the right header text box, then type Week 35
The new text appears in the text boxes, as shown in Figure 1-15.
You can also press the [Tab] key to advance from one header
box to the next.
Figure 1-15Header Text Entered
4. 4
Select the range A1:G2, then press [Delete]
The duplicate information you just entered in the header is
deleted from cells in the worksheet.
5. 5
Click the View tab if necessary, click the Ruler check box in the
Show group, then click the Gridlines check box in the Show
group
The rulers and the gridlines are hidden. By default, gridlines in
a worksheet do not print, so hiding them gives you a more
accurate image of your final document.
6. 6
Click the Page Break Preview button on the status bar
Your view changes to Page Break Preview, which displays a
reduced view of each page of your worksheet, along with page
break indicators that you can drag to include more or less
4. information on a page.
7. 7
Drag the pointer from the bottom page break indicator to the
bottom of row 20
See Figure 1-16. When you’re working on a large worksheet
with multiple pages, sometimes you need to adjust where pages
break; in this worksheet, however, the information all fits
comfortably on one page.
Figure 1-16Page Break Preview
Quick Tip
Once you view a worksheet in Page Break Preview, the page
break indicators appear as dotted lines after you switch back to
Normal view or Page Layout view.
8. 8
Click the Page Layout button in the Workbook Views group,
click the Ruler check box in the Show group, then click
the Gridlines check box in the Show group
The rulers and gridlines are no longer hidden. You can show or
hide View tab items in any view.
9. 9
Save your work
Enter and Edit a Simple Formula
Learning Outcomes
· Enter a formula
· Use cell references to create a formula
You use formulas in Excel to perform calculations such as
adding, multiplying, and averaging. Formulas in an Excel
worksheet start with the equal sign ( = ), also called the formula
prefix, followed by cell addresses, range names, values,
and calculation operators. Calculation operators indicate what
type of calculation you want to perform on the cells, ranges, or
values. They can include arithmetic operators, which perform
mathematical calculations (see Table 1-2 in the “Understand
5. Formulas” lesson); comparison operators, which compare values
for the purpose of true/false results; text concatenation
operators, which join strings of text in different cells;
and reference operators, which enable you to use ranges in
calculations. You want to create a formula in the worksheet
that calculates gross pay for each employee.
Steps
1. 1
Click cell G5
This is the first cell where you want to insert the formula. To
calculate gross pay, you need to add regular pay and overtime
pay. For employee Peter Brucker, regular pay appears in cell E5
and overtime pay appears in cell F5.
Quick Tip
You can reference a cell in a formula either by typing the cell
reference or clicking the cell in the worksheet; when you click a
cell to add a reference, the Mode indicator changes to “Point.”
2. 2
Type =, click cell E5, type +, then click cell F5
Compare your formula bar to Figure 1-11. The blue and red cell
references in cell G5 correspond to the colored cell outlines.
When entering a formula, it’s a good idea to use cell references
instead of values whenever you can. That way, if you later
change a value in a cell (if, for example, Peter’s regular pay
changes to 690), any formula that includes this information
reflects accurate, up-to-date results.
Figure 1-11Simple Formula in a Worksheet
3. 3
Click the Enter button on the formula bar
The result of the formula =E5+F5, 804, appears in cell G5. This
same value appears in cell G15 because cell G15 contains a
formula that totals the values in cells G5:G14, and there are no
other values at this time.
4. 4
6. Click cell F5
The formula in this cell calculates overtime pay by multiplying
overtime hours (C5) times twice the regular hourly rate (2*D5).
You want to edit this formula to reflect a new overtime pay rate.
5. 5
Click to the right of 2 in the formula bar, then type .5 as shown
inFigure 1-12
Figure 1-12Edited Formula in a Worksheet
The formula that calculates overtime pay has been edited.
6. 6
Click on the formula bar
Compare your screen to Figure 1-13. Notice that the calculated
values in cells G5, F15, and G15 have all changed to reflect
your edits to cell F5.
Figure 1-13Edited Formula with Changes
7. 7
Save your work
Understanding Named Ranges
It can be difficult to remember the cell locations of critical
information in a worksheet, but using cell names can make this
task much easier. You can name a single cell or range of
contiguous, or touching, cells. For example, you might name a
cell that contains data on average gross pay “AVG_GP” instead
of trying to remember the cell address C18. A named range must
begin with a letter or an underscore. It cannot contain any
spaces or be the same as a built-in name, such as a function or
another object (such as a different named range) in the
workbook. To name a range, select the cell(s) you want to name,
click the Name box in the formula bar, type the name you want
to use, then press [Enter]. You can also name a range by
clicking the Formulas tab, then clicking the Define Name button
in the Defined Names group. Type the new range name in the
7. Name text box in the New Name dialog box, verify the selected
range, then click OK. When you use a named range in a
formula, the named range appears instead of the cell address.
You can also create a named range using the contents of a cell
already in the range. Select the range containing the text you
want to use as a name, then click the Create from Selection
button in the Defined Names group. The Create Names from
Selection dialog box opens. Choose the location of the name
you want to use, then click OK.
Edit Cell Entries
Learning Outcomes
· Edit cell entries in the formula bar
· Edit cell entries in the cell
You can change, or edit, the contents of an active cell at any
time. To do so, double-click the cell, and then click in the
formula bar or just start typing. Excel switches to Edit mode
when you are making cell entries. Different pointers, shown
in Table 1-3, guide you through the editing process. You
noticed some errors in the worksheet and want to make
corrections. The first error is in cell A5, which contains a
misspelled name.
Table 1-3
Common Pointers in Excel
name
pointer
use to
visible over the
Normal
Select a cell or range; indicates Ready mode
Active worksheet
Fill handle
Copy cell contents to adjacent cells
8. Lower right corner of the active cell or range
I-beam
Edit cell contents in active cell or formula bar
Active cell in Edit mode or over the formula bar
Move
Change the location of the selected cell(s)
Perimeter of the active cell(s)
Copy
Create a duplicate of the selected cell(s)
Perimeter of the active cell(s) when [Ctrl] is pressed
Column resize
Change the width of a column
Border between column heading indicators
Steps
1. 1
Click cell A5, then click to the right of P in the formula bar
As soon as you click in the formula bar, a blinking vertical line
called the insertion point appears on the formula bar at the
location where new text will be inserted. See Figure 1-9. The
mouse pointer changes to when you point anywhere in the
formula bar.
Figure 1-9Worksheet in Edit Mode
2. 2
Press [Delete], then click the Enter button on the formula bar
Clicking the Enter button accepts the edit, and the spelling of
the employee’s first name is corrected. You can also press
[Enter] or [Tab] to accept an edit. Pressing [Enter] to accept an
edit moves the cell pointer down one cell, and pressing [Tab] to
accept an edit moves the cell pointer one cell to the right.
9. Quick Tip
On some keyboards, you might need to press an [F-Lock] key to
enable the function keys.
3. 3
Click cell B6, then press [F2]
Excel switches to Edit mode, and the insertion point blinks in
the cell. Pressing [F2] activates the cell for editing directly in
the cell instead of the formula bar. Whether you edit in the cell
or the formula bar is simply a matter of preference; the results
in the worksheet are the same.
Quick Tip
The Undo button allows you to reverse up to 100 previous
actions, one at a time.
4. 4
Press [Backspace], type 8, then press [Enter]
The value in the cell changes from 35 to 38, and cell B7
becomes the active cell. Did you notice that the calculations in
cells B15 and E15 also changed? That’s because those cells
contain formulas that include cell B6 in their calculations. If
you make a mistake when editing, you can click the Cancel
button on the formula bar before pressing [Enter] to confirm
the cell entry. The Enter and Cancel buttons appear only when
you’re in Edit mode. If you notice the mistake after you have
confirmed the cell entry, click the Undo button on the Quick
Access toolbar.
Quick Tip
You can use the keyboard to select all cell contents by clicking
to the right of the cell contents in the cell or formula bar,
pressing and holding [Shift], then pressing [Home].
5. 5
Click cell A9, then double-click the word Juan in the formula
bar
Double-clicking a word in a cell selects it. When you selected
the word, the Mini toolbar automatically displayed.
6. 6
Type Javier, then press [Enter]
10. When text is selected, typing deletes it and replaces it with the
new text.
7. 7
Double-click cell C12, press [Delete], type 4, then click
Double-clicking a cell activates it for editing directly in the
cell. Compare your screen to Figure 1-10.
Figure 1-10Edited Worksheet
8. 8
Save your work
Recovering Unsaved Changes to a Workbook File
You can use Excel’s AutoRecover feature to automatically save
(Autosave) your work as often as you want. This means that if
you suddenly lose power or if Excel closes unexpectedly while
you’re working, you can recover all or some of the changes you
made since you saved it last. (Of course, this is no substitute for
regularly saving your work: this is just added insurance.) To
customize the AutoRecover settings, click the File tab, click
Options, then click Save. AutoRecover lets you decide how
often and into which location it should Autosave files. When
you restart Excel after losing power, a Document Recovery pane
opens and provides access to the saved and Autosaved versions
of the files that were open when Excel closed. You can also
click the File tab, click Open on the navigation bar, then click
any file in the Recover Unsaved Workbooks list to open
Autosaved workbooks.
Criteria Ratings Points
Key
Components
- Thread
11. 18 to >16.0 pts
Advanced
All key components of
the Discussion
prompt are answered
in the thread.
16 to >14.0 pts
Proficient
Most key components
of the Discussion
prompt are answered
in the thread.
14 to >0.0 pts
Developing
Some key
components of the
Discussion prompt
are answered in the
thread.
0 pts
Not Present
No key components
of the Discussion
prompt are answered
12. in the thread.
18 pts
Key
Components
- Replies
10 to >9.0 pts
Advanced
Contribution made to
discussion with each
reply (2) expounding
on the thread.
9 to >7.0 pts
Proficient
Marginal contribution
made to discussion
with each reply (2)
marginally
expounding on the
thread.
7 to >0.0 pts
Developing
Minimal contribution
(2 minimal or only 1
reply) made to
discussion with each
13. reply minimally
expounding on the
thread.
0 pts
Not Present
No contribution was
made to the
discussion.
10 pts
Major Point
Support -
Thread
35 to >31.0 pts
Advanced
Major points are
supported by all the
following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); • At least
3 scholarly source
14. citations, in addition
to the course
textbook, in current
APA format; and
• Integration of at
least 2 biblical
principles with
citations.
31 to >28.0 pts
Proficient
Major points are
supported by most of
the following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); • At least
3 scholarly source
citations, in addition
to the course
textbook, in current
APA format; and
• Integration of at
least 2 biblical
principles with
citations.
15. 28 to >0.0 pts
Developing
Major points are
supported by some of
the following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); • At least
3 scholarly source
citations, in addition
to the course
textbook, in current
APA format; and
• Integration of at
least 2 biblical
principles with
citations.
0 pts
Not Present
Major points are
supported by none of
the following: • Learn
materials; • Pertinent,
conceptual, or
16. personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); • At least
3 scholarly source
citations, in addition
to the course
textbook, in current
APA format; and
• Integration of at
least 2 biblical
principles.
35 pts
Discussion Grading Rubric | BUSI506_B03_202130
Criteria Ratings Points
Major Point
Support -
Replies
25 to >22.0 pts
Advanced
Major points are
supported by all the
following: • Learn
17. materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); and • At
least 3 scholarly
source citations, in
addition to the course
textbook, in current
APA format.
• Integration of at
least 1 biblical
principle with
citations.
22 to >20.0 pts
Proficient
Major points are
supported by most of
the following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
18. concepts); and • At
least 3 scholarly
source citations, in
addition to the course
textbook, in current
APA format.
• Integration of at
least 1 biblical
principle with citation.
20 to >0.0 pts
Developing
Major points are
supported by some of
the following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); and • At
least 3 scholarly
source citations, in
addition to the course
textbook, in current
APA format.
• Integration of at
least 1 biblical
principle with
citations.
19. 0 pts
Not Present
Major points are
supported by none of
the following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); and • At
least 3 scholarly
source citations, in
addition to the course
textbook, in current
APA format.
• Integration of at
least 1 biblical
principle with
citations.
25 pts
Grammar/
Spelling -
Thread
8 to >7.0 pts
20. Advanced
Correct spelling and
grammar are used
throughout the
thread. There are 0–2
errors in grammar or
spelling that distract
the reader from the
content.
7 to >6.0 pts
Proficient
There are 3–5 errors
in grammar or
spelling that distract
the reader from the
content.
6 to >0.0 pts
Developing
There are 6–10 errors
in grammar or
spelling that distract
the reader from the
content.
0 pts
Not Present
There are more than
21. 10 errors in the
grammar or spelling
that distract the
reader from the
content OR there is
evidence of a
complete lack of
spell-checking and
proofreading.
8 pts
Discussion Grading Rubric | BUSI506_B03_202130
Criteria Ratings Points
Grammar/
Spelling -
Replies
6 to >5.0 pts
Advanced
Correct spelling and
grammar are used
throughout the
thread. There are 0–2
errors in grammar or
spelling that distract
the reader from the
content.
5 to >4.0 pts
22. Proficient
There are 3–5 errors
in grammar or
spelling that distract
the reader from the
content.
4 to >0.0 pts
Developing
There are 6–10 errors
in grammar or
spelling that distract
the reader from the
content.
0 pts
Not Present
There are more than
10 errors in the
grammar or spelling
that distract the
reader from the
content OR there is
evidence of a
complete lack of
spell-checking and
proofreading.
6 pts
23. APA Citation
Compliance
- Thread
8 to >7.0 pts
Advanced
References are cited
both in-text and in a
reference list. There
are 0–2 minor errors
in APA format in the
required citations.
7 to >6.0 pts
Proficient
References are cited
both in-text and in a
reference list. There
are 3-5 minor errors
in APA format in the
required citations.
6 to >0.0 pts
Developing
There are more than
5 errors in APA format
in the required items
and/or required
citations are missing.
24. 0 pts
Not Present
Required citations do
not exist or
demonstrate no APA
formatting or
structure.
8 pts
APA Citation
Compliance
- Replies
6 to >5.0 pts
Advanced
References are cited
both in-text and in a
reference list. There
are 0–2 minor errors
in APA format in the
required citations.
5 to >4.0 pts
Proficient
References are cited
both in-text and in a
reference list. There
are 3-5 minor errors
in APA format in the
25. required citations.
4 to >0.0 pts
Developing
There are more than
5 errors in APA format
in the required items
and/or required
citations are missing.
0 pts
Not Present
Required citations do
not exist or
demonstrate no APA
formatting or
structure.
6 pts
Word Count
- Thread
6 to >5.0 pts
Advanced
The minimum word
count of 1,000 words
of substantive content
is met or exceeded.
26. 5 to >4.0 pts
Proficient
Substantive word
count is between 800
and 1,000 words.
4 to >0.0 pts
Developing
Substantive word
count is between 500
and 800 words.
0 pts
Not Present
There are fewer than
500 words of
substantive content.
6 pts
Discussion Grading Rubric | BUSI506_B03_202130
Criteria Ratings Points
Word Count
- Replies
3 to >2.0 pts
27. Advanced
The minimum word
count of 450 words of
substantive content is
met or exceeded in
each of two replies.
2 to >1.0 pts
Proficient
Substantive word
count is between 300
and 450 words in one
or both of two replies.
1 to >0.0 pts
Developing
Substantive word
count is between 200
and 300 words in one
or both of two replies.
0 pts
Not Present
There are fewer than
200 words of
substantive content in
one or both of two
replies, including one
28. or both replies not
posted.
3 pts
Total Points: 125
Discussion Grading Rubric | BUSI506_B03_202130
Criteria Ratings Points
Key
Components
- Thread
18 to >16.0 pts
Advanced
All key components of
the Discussion
prompt are answered
in the thread.
16 to >14.0 pts
Proficient
Most key components
of the Discussion
prompt are answered
in the thread.
29. 14 to >0.0 pts
Developing
Some key
components of the
Discussion prompt
are answered in the
thread.
0 pts
Not Present
No key components
of the Discussion
prompt are answered
in the thread.
18 pts
Key
Components
- Replies
10 to >9.0 pts
Advanced
Contribution made to
discussion with each
reply (2) expounding
on the thread.
9 to >7.0 pts
30. Proficient
Marginal contribution
made to discussion
with each reply (2)
marginally
expounding on the
thread.
7 to >0.0 pts
Developing
Minimal contribution
(2 minimal or only 1
reply) made to
discussion with each
reply minimally
expounding on the
thread.
0 pts
Not Present
No contribution was
made to the
discussion.
10 pts
Major Point
Support -
Thread
35 to >31.0 pts
31. Advanced
Major points are
supported by all the
following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); • At least
3 scholarly source
citations, in addition
to the course
textbook, in current
APA format; and
• Integration of at
least 2 biblical
principles with
citations.
31 to >28.0 pts
Proficient
Major points are
supported by most of
the following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
32. • Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); • At least
3 scholarly source
citations, in addition
to the course
textbook, in current
APA format; and
• Integration of at
least 2 biblical
principles with
citations.
28 to >0.0 pts
Developing
Major points are
supported by some of
the following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); • At least
3 scholarly source
citations, in addition
33. to the course
textbook, in current
APA format; and
• Integration of at
least 2 biblical
principles with
citations.
0 pts
Not Present
Major points are
supported by none of
the following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); • At least
3 scholarly source
citations, in addition
to the course
textbook, in current
APA format; and
• Integration of at
least 2 biblical
principles.
35 pts
34. Discussion Grading Rubric | BUSI506_B03_202130
Criteria Ratings Points
Major Point
Support -
Replies
25 to >22.0 pts
Advanced
Major points are
supported by all the
following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); and • At
least 3 scholarly
source citations, in
addition to the course
textbook, in current
APA format.
• Integration of at
least 1 biblical
principle with
citations.
35. 22 to >20.0 pts
Proficient
Major points are
supported by most of
the following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); and • At
least 3 scholarly
source citations, in
addition to the course
textbook, in current
APA format.
• Integration of at
least 1 biblical
principle with citation.
20 to >0.0 pts
Developing
Major points are
supported by some of
the following: • Learn
materials; • Pertinent,
conceptual, or
36. personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); and • At
least 3 scholarly
source citations, in
addition to the course
textbook, in current
APA format.
• Integration of at
least 1 biblical
principle with
citations.
0 pts
Not Present
Major points are
supported by none of
the following: • Learn
materials; • Pertinent,
conceptual, or
personal examples;
• Thoughtful analysis
(considering
assumptions,
analyzing
implications, and com
paring/contrasting
concepts); and • At
least 3 scholarly
37. source citations, in
addition to the course
textbook, in current
APA format.
• Integration of at
least 1 biblical
principle with
citations.
25 pts
Grammar/
Spelling -
Thread
8 to >7.0 pts
Advanced
Correct spelling and
grammar are used
throughout the
thread. There are 0–2
errors in grammar or
spelling that distract
the reader from the
content.
7 to >6.0 pts
Proficient
There are 3–5 errors
in grammar or
spelling that distract
the reader from the
38. content.
6 to >0.0 pts
Developing
There are 6–10 errors
in grammar or
spelling that distract
the reader from the
content.
0 pts
Not Present
There are more than
10 errors in the
grammar or spelling
that distract the
reader from the
content OR there is
evidence of a
complete lack of
spell-checking and
proofreading.
8 pts
Discussion Grading Rubric | BUSI506_B03_202130
Criteria Ratings Points
Grammar/
39. Spelling -
Replies
6 to >5.0 pts
Advanced
Correct spelling and
grammar are used
throughout the
thread. There are 0–2
errors in grammar or
spelling that distract
the reader from the
content.
5 to >4.0 pts
Proficient
There are 3–5 errors
in grammar or
spelling that distract
the reader from the
content.
4 to >0.0 pts
Developing
There are 6–10 errors
in grammar or
spelling that distract
the reader from the
content.
40. 0 pts
Not Present
There are more than
10 errors in the
grammar or spelling
that distract the
reader from the
content OR there is
evidence of a
complete lack of
spell-checking and
proofreading.
6 pts
APA Citation
Compliance
- Thread
8 to >7.0 pts
Advanced
References are cited
both in-text and in a
reference list. There
are 0–2 minor errors
in APA format in the
required citations.
7 to >6.0 pts
Proficient
41. References are cited
both in-text and in a
reference list. There
are 3-5 minor errors
in APA format in the
required citations.
6 to >0.0 pts
Developing
There are more than
5 errors in APA format
in the required items
and/or required
citations are missing.
0 pts
Not Present
Required citations do
not exist or
demonstrate no APA
formatting or
structure.
8 pts
APA Citation
Compliance
- Replies
6 to >5.0 pts
Advanced
42. References are cited
both in-text and in a
reference list. There
are 0–2 minor errors
in APA format in the
required citations.
5 to >4.0 pts
Proficient
References are cited
both in-text and in a
reference list. There
are 3-5 minor errors
in APA format in the
required citations.
4 to >0.0 pts
Developing
There are more than
5 errors in APA format
in the required items
and/or required
citations are missing.
0 pts
Not Present
Required citations do
not exist or
demonstrate no APA
43. formatting or
structure.
6 pts
Word Count
- Thread
6 to >5.0 pts
Advanced
The minimum word
count of 1,000 words
of substantive content
is met or exceeded.
5 to >4.0 pts
Proficient
Substantive word
count is between 800
and 1,000 words.
4 to >0.0 pts
Developing
Substantive word
count is between 500
and 800 words.
0 pts
Not Present
44. There are fewer than
500 words of
substantive content.
6 pts
Discussion Grading Rubric | BUSI506_B03_202130
Criteria Ratings Points
Word Count
- Replies
3 to >2.0 pts
Advanced
The minimum word
count of 450 words of
substantive content is
met or exceeded in
each of two replies.
2 to >1.0 pts
Proficient
Substantive word
count is between 300
and 450 words in one
or both of two replies.
1 to >0.0 pts
45. Developing
Substantive word
count is between 200
and 300 words in one
or both of two replies.
0 pts
Not Present
There are fewer than
200 words of
substantive content in
one or both of two
replies, including one
or both replies not
posted.
3 pts
Total Points: 125
Discussion Grading Rubric | BUSI506_B03_202130