HSE 215 Milestone Two Guidelines and Rubric
Program Evaluation: Analysis Draft
When preparing this milestone, you will analyze the selected community or school-based program. Be consistent by focusing on your target age group, the
community or school-based program you selected, and the developmental needs of the target age group. What risk and resiliency factors are you going to focus
on regarding your targeted age group, and why? What interventions have been developed for the age group, and are they effective? How well do the
interventions address personal and social functioning, and how could they be improved? Keep in mind that some programs will focus on all domains of
development, but for this draft, you should focus on personal and social (socioemotional) functioning of the target age group. Also, keep in mind that some
programs incorporate evidence in their practices, while others may not. It is important that you consider the accumulation of evidence, as perhaps only one
study has supported an intervention to enhance personal and social functioning for the age group you are targeting. If so, is that enough evidence? Typically,
several studies are conducted to provide better evidence and to be considered research-based. One research study points to suggestions, but this is not usually
the final word for solid evidence-based practice. Try to find and examine at least three research studies for one intervention in this milestone.
We recommend using the NREPP website or similar scholarly database to begin your search.
Prompt: For this milestone, you will submit a draft of the analysis section (section II of the final project), including all critical elements as listed below. In writing
your draft, be sure to specify the chosen age group and their needs that will be addressed by the intervention that you are planning for section III of your
community program evaluation. Look for specific evidence-based practices that will support this target group and their development. Include some risk and
resiliency factors that you believe the interventions will address.
Specifically, the following critical elements must be addressed in this milestone:
II. Analysis
A. What are the most important needs of the selected age group with respect to the personal and social functioning targeted by the program?
What is the importance of addressing these needs? For example, why is learning to cooperate so important for infants?
B. In what ways are the program’s interventions tailored to the unique developmental needs and resiliency factors of the targeted age group? For
example, teaching cooperation should take different forms for different age groups. Why is this important?
C. In what ways are the program’s interventions not tailored to the unique developmental needs and resiliency factors of the targeted age group?
Are they too generalized, or more appropriate for a different age group?
D. What is the role this program an ...
[INSERT TITLE HERE] 7BUS 499 Module 1 Homework AssignmentPa.docxhanneloremccaffery
[INSERT TITLE HERE] 7
BUS 499: Module 1 Homework Assignment
Part I
Directions: For this first week, you will work on a draft. It may change during the course of this class, but do your best and start with a business problem that you find interesting. It may be in your field or it may be interesting in another way. Begin to narrow the choices that you selected in the Check Your Understanding.
Submit the following:
The working title of your topic.
Two to three paragraphs describing the topic and the rationale for choosing the topic. Use the 8 steps to outline your ideas.
A preliminary list of 10 to 15 resources, composed exclusively of titles and URLs.
One paragraph with your initial ideas for how you will conduct the research for this topic. Discuss the applicability of Quantitative, Qualitative, and Mixed Method research methods. How could you apply each one? Which one seems best at this time to use for your proposal? Begin to narrow down the selection you might use for your proposal.
Note: Before submitting your final topic, please confer with your faculty advisor about your choice and options for a topic and get his or her input. The sooner you submit your topic to your advisor, the sooner you can begin your research on the topic.
Part II
Directions: Please fill in the areas shaded in blue.
Exercise I: Developing a research instrument
QUANTITATIVE STUDIES
Now that you have gone through all the chapters that constitute Step I of the research process, this exercise provides you with an opportunity to apply that knowledge to formulate a research problem that is of interest to you. As you know, selecting a research problem is one of the most important aspects of social research, so this exercise will, therefore, help you in formulating your research problem by raising questions and issues that will guide you to examine critically various facets and implications of what you are proposing to study. The exercise is designed to provide a directional framework that guides you through the problem formulation path. Keep in mind that the questions and issues raised in this exercise are not prescriptive but indicative and directional; hence you need to be critical and innovative while working through them. Thinking through a research problem with care can prevent a tremendous wastage of human and financial resources.
A research problem should be clearly stated and be specific in nature. The feasibility of the study in terms of the availability of technical expertise, finances, and time, and in terms of its relevance, should be considered thoroughly at the problem-formulation stage. In studies that attempt to establish a causal relationship or an association, the accuracy of the measurement of independent (cause) and dependent (effect) variables is of crucial importance and, hence, should be given serious consideration. If you have already selected a problem, you need not go through this process.
Start by identifying a broad area y.
SOCW 6311 wk 11 discussion 1 peer responses
Respond
to
at least two
colleagues’ by doing the following:
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others.
Identify ways your colleagues might improve their presentations.
Identify potential needs or questions of the audience that they may not have considered.
Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Name first and references after every person
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Katie Otte Initial Post-Discussion 1 - Week 11
COLLAPSE
Top of Form
Identify strengths in their analyses and strategies for presenting evaluation results to others.
You provided an insightful analysis of this particular process evaluation, and it seems that you were able to design a comprehensive presentation guideline. I agree with your tactic to break the presentation up into categories, and the categories you have selected seem to address the major components of the program, the evaluation itself, and the findings of said evaluation. You also provided a great analysis and summary of the PATHS program. The purpose of the program is clear, and the overarching purpose of the evaluation was made clear in your synopsis as well.
Identify ways your colleagues might improve their presentations.
You addressed outcome measures very well, however, there may have been some lacking information in regards to overall evaluation methods as a whole. Addressing factors such as who was collecting the data, how they were trained, how their training or standing could limit potential bias, and similar information. This may be an important piece of information that could help to provide audience members with a better understanding of the evaluation processes as a whole.
Identify potential needs or questions of the audience that they may not have considered.
As mentioned by Law and Shek (2011), this program was designed and facilitated in Hong Kong, Chi.
Florida National University NUR4516
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4516 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics and patient centered care).
· The student will be able to approach and safely manage patient/families in crisis.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4516 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Integrate theories and concepts from liberal education into nursing practice.
2. Synthesize theories and concepts from liberal education to build an understanding of the human experience.
3. Use skills of inquiry, analysis, and information literacy to address practice issues.
4. Use written, verbal, nonverbal, and emerging technology methods to communicate effectively.
5. Apply knowledge of social and cultural factors to the care of diverse populations.
6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen.
7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.
8. Demonstrate tolerance for the ambiguity and unpredictabil ...
PART AComplete the Process Design Matrix.Develop a 700-word .docxdanhaley45372
PART A
Complete the Process Design Matrix.
Develop a 700-word Executive Summary in which you identify appropriate design approaches for the selected product and service used in the Process Design Matrix.
· Differentiate the service process and the manufacturing process. Explain the reasons for the differences.
· Explain how this can be applied to processes within your work or personal life and provide examples.
Format your assignment consistent with APA format.
Process Design Matrix
Complete the process design matrix. Select one service with which you are familiar and one product with which you are familiar. Select the best process approach for each (e.g. service – production line, self-service, or personal attention approach; product – job shop, batch, assemply line, or continuous flow) and include 3-5 line items about each aspect.
Process Design Aspect
Service
Product
Design focal point
Strategy
Process design approach
Process map
Process Performance Measurement
Factory location
Facilty layout
Process design
Scheduling
Producting planning
Workforce
Quality
Capacity
Inventory
PART B
Select a company with which you are familiar. This could be your place of employment, a place you would like to work, or a business you frequent.
Create a 14-slide presentation in which you analyze and evaluate the current state of the selected company's supply chain and an identified process. Include the following in the presentation:
· Describe the company's supply chain.
· Identify an internal process you wish to evaluate.
· Select an appropriate design approach for the chosen process.
· Create a high-level AS IS process flow chart using an appropriate design tool.
· Identify at least one metric to measure the process and its application (how, what, when, and who).
· Use an appropriate tool to collect data for each step of the process.
· Evaluate the efficiency and effectiveness of the process using data collected.
· Determine areas for improvement.
· Design an improved process flow chart using an appropriate tool.
· Summarize two items from this improved process and include an application of these items to a process in your own personal or professional life.
Format the assignment consistent with APA guidelines.
SEE attachment pls
Week 4 Application—Interview
The Influence of Culture in Infant/Toddler Programs
Step 1: Plan
· Think about what you have been learning about culture and culturally responsiveness practices related to eating/feeding, sleeping, attachment and separation, and socialization, play, and language in an infant/toddler program
· Review the interview questions listed under Step 2.
· Schedule a time to interview an infant/toddler professional for approximately 1 hour. (This interview may be done in person or by phone. It is recommended that you use a laptop while interviewing and if you are recording the interview, be sure to ask permission.)
Step 2: Implement
· The goal of this interview is to d.
BUS 499 Module 3 Homework AssignmentDirections Throughout this.docxRAHUL126667
BUS 499: Module 3 Homework Assignment
Directions: Throughout this course, you will be working on your senior capstone project. You will submit a component for this project at the end of each module.
Submit the following:
1. Find at least four more articles (scholarly journal articles) that apply to your topic.
2. Submit an Annotated Bibliography for each article you found. This is to be separate from the bibliography for the research proposal (also known as references in APA format).
3. Submit a bibliography in correct APA format for all of the articles you have read for your research proposal up to this point. You will add to this as you continue with your project with updated research that you find, but this will constitute the basis of your research on your topic.
4. Identify the top two articles that you find most pertinent to your topic and explain why.
5. Explain the theories and research methods that were used in those top 2 articles.
6. Explain whether you will use one of those theories to study your particular business problem.
7. Separately, submit a progress report that is one page in length and covers the state of the project, including accomplishments, issues, and concerns.
American Psychological Association. Basics of APA Style (http://www.apastyle.org/.).
xercise I: Developing a research instrument
QUANTITATIVE STUDIES
Now that you have gone through all the chapters that constitute Step I of the research process, this exercise provides you with an opportunity to apply that knowledge to formulate a research problem that is of interest to you. As you know, selecting a research problem is one of the most important aspects of social research, so this exercise will, therefore, help you in formulating your research problem by raising questions and issues that will guide you to examine critically various facets and implications of what you are proposing to study. The exercise is designed to provide a directional framework that guides you through the problem formulation path. Keep in mind that the questions and issues raised in this exercise are not prescriptive but indicative and directional; hence you need to be critical and innovative while working through them. Thinking through a research problem with care can prevent a tremendous wastage of human and financial resources.
A research problem should be clearly stated and be specific in nature. The feasibility of the study in terms of the availability of technical expertise, finances, and time, and in terms of its relevance, should be considered thoroughly at the problem-formulation stage. In studies that attempt to establish a causal relationship or an association, the accuracy of the measurement of independent (cause) and dependent (effect) variables is of crucial importance and, hence, should be given serious consideration. If you have already selected a problem, you need not go through this process.
Start by identifying a broad area you are interested in. For e ...
[INSERT TITLE HERE] 7BUS 499 Module 1 Homework AssignmentPa.docxhanneloremccaffery
[INSERT TITLE HERE] 7
BUS 499: Module 1 Homework Assignment
Part I
Directions: For this first week, you will work on a draft. It may change during the course of this class, but do your best and start with a business problem that you find interesting. It may be in your field or it may be interesting in another way. Begin to narrow the choices that you selected in the Check Your Understanding.
Submit the following:
The working title of your topic.
Two to three paragraphs describing the topic and the rationale for choosing the topic. Use the 8 steps to outline your ideas.
A preliminary list of 10 to 15 resources, composed exclusively of titles and URLs.
One paragraph with your initial ideas for how you will conduct the research for this topic. Discuss the applicability of Quantitative, Qualitative, and Mixed Method research methods. How could you apply each one? Which one seems best at this time to use for your proposal? Begin to narrow down the selection you might use for your proposal.
Note: Before submitting your final topic, please confer with your faculty advisor about your choice and options for a topic and get his or her input. The sooner you submit your topic to your advisor, the sooner you can begin your research on the topic.
Part II
Directions: Please fill in the areas shaded in blue.
Exercise I: Developing a research instrument
QUANTITATIVE STUDIES
Now that you have gone through all the chapters that constitute Step I of the research process, this exercise provides you with an opportunity to apply that knowledge to formulate a research problem that is of interest to you. As you know, selecting a research problem is one of the most important aspects of social research, so this exercise will, therefore, help you in formulating your research problem by raising questions and issues that will guide you to examine critically various facets and implications of what you are proposing to study. The exercise is designed to provide a directional framework that guides you through the problem formulation path. Keep in mind that the questions and issues raised in this exercise are not prescriptive but indicative and directional; hence you need to be critical and innovative while working through them. Thinking through a research problem with care can prevent a tremendous wastage of human and financial resources.
A research problem should be clearly stated and be specific in nature. The feasibility of the study in terms of the availability of technical expertise, finances, and time, and in terms of its relevance, should be considered thoroughly at the problem-formulation stage. In studies that attempt to establish a causal relationship or an association, the accuracy of the measurement of independent (cause) and dependent (effect) variables is of crucial importance and, hence, should be given serious consideration. If you have already selected a problem, you need not go through this process.
Start by identifying a broad area y.
SOCW 6311 wk 11 discussion 1 peer responses
Respond
to
at least two
colleagues’ by doing the following:
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others.
Identify ways your colleagues might improve their presentations.
Identify potential needs or questions of the audience that they may not have considered.
Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Name first and references after every person
Instructor wants lay out like this:
Respond to at least two colleagues ( 2 peers posts are provided) by doing all of the following:
Identify strengths of your colleagues’ analyses and areas in which the analyses could be improved.
Your response
Address his or her evaluation of the efficacy and applicability of the evidence-based practice,
Your response
[Evaluate] his or her identification of factors that could support or hinder the implementation of the evidence-based practice,
Your response
And [evaluate] his or her solution for mitigating those factors.
Your response
Offer additional insight to your colleagues by either identifying additional factors that may support or limit implementation of the evidence-based practice or an alternative solution for mitigating one of the limitations that your colleagues identified.
Your response
References
Your response
Peer 1: McKenna Bull
RE: Katie Otte Initial Post-Discussion 1 - Week 11
COLLAPSE
Top of Form
Identify strengths in their analyses and strategies for presenting evaluation results to others.
You provided an insightful analysis of this particular process evaluation, and it seems that you were able to design a comprehensive presentation guideline. I agree with your tactic to break the presentation up into categories, and the categories you have selected seem to address the major components of the program, the evaluation itself, and the findings of said evaluation. You also provided a great analysis and summary of the PATHS program. The purpose of the program is clear, and the overarching purpose of the evaluation was made clear in your synopsis as well.
Identify ways your colleagues might improve their presentations.
You addressed outcome measures very well, however, there may have been some lacking information in regards to overall evaluation methods as a whole. Addressing factors such as who was collecting the data, how they were trained, how their training or standing could limit potential bias, and similar information. This may be an important piece of information that could help to provide audience members with a better understanding of the evaluation processes as a whole.
Identify potential needs or questions of the audience that they may not have considered.
As mentioned by Law and Shek (2011), this program was designed and facilitated in Hong Kong, Chi.
Florida National University NUR4516
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4516 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics and patient centered care).
· The student will be able to approach and safely manage patient/families in crisis.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4516 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Integrate theories and concepts from liberal education into nursing practice.
2. Synthesize theories and concepts from liberal education to build an understanding of the human experience.
3. Use skills of inquiry, analysis, and information literacy to address practice issues.
4. Use written, verbal, nonverbal, and emerging technology methods to communicate effectively.
5. Apply knowledge of social and cultural factors to the care of diverse populations.
6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen.
7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.
8. Demonstrate tolerance for the ambiguity and unpredictabil ...
PART AComplete the Process Design Matrix.Develop a 700-word .docxdanhaley45372
PART A
Complete the Process Design Matrix.
Develop a 700-word Executive Summary in which you identify appropriate design approaches for the selected product and service used in the Process Design Matrix.
· Differentiate the service process and the manufacturing process. Explain the reasons for the differences.
· Explain how this can be applied to processes within your work or personal life and provide examples.
Format your assignment consistent with APA format.
Process Design Matrix
Complete the process design matrix. Select one service with which you are familiar and one product with which you are familiar. Select the best process approach for each (e.g. service – production line, self-service, or personal attention approach; product – job shop, batch, assemply line, or continuous flow) and include 3-5 line items about each aspect.
Process Design Aspect
Service
Product
Design focal point
Strategy
Process design approach
Process map
Process Performance Measurement
Factory location
Facilty layout
Process design
Scheduling
Producting planning
Workforce
Quality
Capacity
Inventory
PART B
Select a company with which you are familiar. This could be your place of employment, a place you would like to work, or a business you frequent.
Create a 14-slide presentation in which you analyze and evaluate the current state of the selected company's supply chain and an identified process. Include the following in the presentation:
· Describe the company's supply chain.
· Identify an internal process you wish to evaluate.
· Select an appropriate design approach for the chosen process.
· Create a high-level AS IS process flow chart using an appropriate design tool.
· Identify at least one metric to measure the process and its application (how, what, when, and who).
· Use an appropriate tool to collect data for each step of the process.
· Evaluate the efficiency and effectiveness of the process using data collected.
· Determine areas for improvement.
· Design an improved process flow chart using an appropriate tool.
· Summarize two items from this improved process and include an application of these items to a process in your own personal or professional life.
Format the assignment consistent with APA guidelines.
SEE attachment pls
Week 4 Application—Interview
The Influence of Culture in Infant/Toddler Programs
Step 1: Plan
· Think about what you have been learning about culture and culturally responsiveness practices related to eating/feeding, sleeping, attachment and separation, and socialization, play, and language in an infant/toddler program
· Review the interview questions listed under Step 2.
· Schedule a time to interview an infant/toddler professional for approximately 1 hour. (This interview may be done in person or by phone. It is recommended that you use a laptop while interviewing and if you are recording the interview, be sure to ask permission.)
Step 2: Implement
· The goal of this interview is to d.
BUS 499 Module 3 Homework AssignmentDirections Throughout this.docxRAHUL126667
BUS 499: Module 3 Homework Assignment
Directions: Throughout this course, you will be working on your senior capstone project. You will submit a component for this project at the end of each module.
Submit the following:
1. Find at least four more articles (scholarly journal articles) that apply to your topic.
2. Submit an Annotated Bibliography for each article you found. This is to be separate from the bibliography for the research proposal (also known as references in APA format).
3. Submit a bibliography in correct APA format for all of the articles you have read for your research proposal up to this point. You will add to this as you continue with your project with updated research that you find, but this will constitute the basis of your research on your topic.
4. Identify the top two articles that you find most pertinent to your topic and explain why.
5. Explain the theories and research methods that were used in those top 2 articles.
6. Explain whether you will use one of those theories to study your particular business problem.
7. Separately, submit a progress report that is one page in length and covers the state of the project, including accomplishments, issues, and concerns.
American Psychological Association. Basics of APA Style (http://www.apastyle.org/.).
xercise I: Developing a research instrument
QUANTITATIVE STUDIES
Now that you have gone through all the chapters that constitute Step I of the research process, this exercise provides you with an opportunity to apply that knowledge to formulate a research problem that is of interest to you. As you know, selecting a research problem is one of the most important aspects of social research, so this exercise will, therefore, help you in formulating your research problem by raising questions and issues that will guide you to examine critically various facets and implications of what you are proposing to study. The exercise is designed to provide a directional framework that guides you through the problem formulation path. Keep in mind that the questions and issues raised in this exercise are not prescriptive but indicative and directional; hence you need to be critical and innovative while working through them. Thinking through a research problem with care can prevent a tremendous wastage of human and financial resources.
A research problem should be clearly stated and be specific in nature. The feasibility of the study in terms of the availability of technical expertise, finances, and time, and in terms of its relevance, should be considered thoroughly at the problem-formulation stage. In studies that attempt to establish a causal relationship or an association, the accuracy of the measurement of independent (cause) and dependent (effect) variables is of crucial importance and, hence, should be given serious consideration. If you have already selected a problem, you need not go through this process.
Start by identifying a broad area you are interested in. For e ...
Running head NEGATIVE AND POSITVE IMPACTS OF TECHNOLOGY1N.docxtoltonkendal
Running head: NEGATIVE AND POSITVE IMPACTS OF TECHNOLOGY 1
NEGATIVE AND POSITIVE IMPACTS OF TECHNOLOGY 4
Ways Technology Has Made Us More/Less Productive at Work
Brandon Battle
University of Phoenix
Thesis Statement: Technological development has positive impacts such as availability, automation, and in the productivity of an individual.
Automation
The rise of technology led to automation whereby individuals are able to complete their tasks in a set and forget method. For that reason, a businessperson can always give updates of his or her business development regularly without even visiting the exact site. The technology is important for people who have no time to visit social media sites to update people on the latest trends in their businesses. Services such as HootSuite and Buffer have helped people since they can upload their updates for a few days, weeks, or months and forget about social media (Di Cesare, Silveri, Sala, & Petti, 2018). Therefore, social media updates for businesses and entrepreneurs are the best examples of how people can free up their time for more productive tasks. Due to technological development, there are high-quality software and technology solutions that offer automation for business and leisure related reasons. For instance, Buffer technology, which has helped many business people in the world.
Availability
Technological development has helped many individuals to be available for their businesses no matter where they are. The presence of social media networks and internet, for instance, has enabled people to run their businesses from any part of the world. Managers can still organize their staff even if they are on a business trip to another continent. The contribution, therefore, indicates the positive impact of technological development in productivity. A few years ago, many firms were suffering losses because their key supervisors or managers were unavailable and for that reason, they could not get appropriate information on the progress of their companies. However, the emergence of WIFI connectivity and social media has boosted that since they are able to get the relevant updates of their businesses from various parts of the world. That development has improved the output of many companies since their key executives are able to organize and instruct their team on the crucial tasks they are supposed to undertake. Likewise, the development has enabled significant people in the company to be reached to prepare plans and fix issues instantly, which is a critical set in preventing problems escalating during their absence (Di Cesare, Silveri, Sala, & Petti, 2018).
Organization
Technology advance is the apt solution to organization issues in the companies. The introduction of Trello, for instance, enabled people to organize their contacts in their phones quickly (Ramanathan, Subramanian, & Parrott, 2017). In addition, t ...
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
PSY 638 Final Project Milestone One Guidelines and Rubric .docxpotmanandrea
PSY 638 Final Project Milestone One Guidelines and Rubric
Prompt: For Milestone One of your final project, you will submit a draft of the Problem Identification section of your grant proposal. Think about the professional
environment you will be seeking upon graduation and a potential problem within that professional environment that could be solved through your
recommended program. Some examples of professional settings and grant proposal problems include:
School/Educational Setting
Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior
issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade
level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have
shown those who do better in school, fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental
health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are
experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as
well as working to break the cycle of homelessness.
Community Outreach
The purpose of Healthy Tomorrows is to stimulate innovative, community-based programs that employ prevention strategies to promote access to
healthcare for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is
designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive
child health and developmental objectives for vulnerable children and their families, especially those with limited access to quality health services; foster
cooperation among community organizations, agencies, and families; involve pediatricians and other pediatric, child, and adolescent mental health
professionals; build community and statewide partnerships among professionals in health, education, social services, government, and business to
achieve self-sustaining programs to ensure healthy children and families. Healthy Tomorrows requested a grant proposal for $10,000 to conduct a needs
analysis for a meal delivery program to serve its less mobile community members.
Specifically, the following critical elements must be addressed in your milestone assignment:
I. Problem Identification: Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in
your community.
a. Preva ...
DetailsThis assignment requires you to interview one person and r.docxalexandernmeredith30
Details:
This assignment requires you to interview one person and requires an analysis of your interview experience.
Part I: Interview
Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee's experience as a patient, regardless of whom you choose to interview.
Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.
Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee's responses.
The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.
Part II: Analysis
Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:
What went well?
Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.
Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
This benchmark assignment assesses the following competencies:
CONHCP Program Competencies for the RN-BSN:
5.2
: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
PLEASE I NEED YOU TO BE CAREFUL WITH THIS ASSIGNMENT, IT HAS AN INTERVIEW AND THEN AN ANALYSIS OF THAT INTERWIEW. ANALIZE ALL THE ASPECTS THE PROFESSOR IS ASKING FOR AND THE RUBRIC FOR THAT ASSIGNMENT. I NEED TO IMPROVE MY GRADES BECAUSE THE OTHER GRADES FROM THE PREVIOUS ASSIGNMENTS ARE TOO BAD.
RUBRICS
Benchmark Assignment - Spiritual Needs Assessment and Ref.
Read the pillars” carefully. Reflect on these 5 pillars and y.docxalisondakintxt
Read the “pillars” carefully. Reflect on these 5 pillars and your experience and goals.
Which of the 5 will be the toughest challenge for you on your engineering journey?
Why? Which of the 5 seems logical and easiest for you? Why?
Write a thoughtful reflection that includes all 5 questions. Length should be no more
than 2 pages. Double space.
Pillars
The Pillars comprise the core of an engineering leader. Students in the Leadership
Academy will hone abilities by engaging in a minimum of 3 learning opportunities for
each of the 5 Pillars (15 overall) to develop as EP2IC leaders.
ETHICAL
Leaders espouse humility, honesty, and ethical practices. They are committed to civic
engagement and dedicated service to others. Leaders have strong morals and put their
integrity ahead of personal or professional gains.
PURPOSEFUL
Leaders are flexible life-long learners who attack each day with purpose. They are
introspective and aware of personal strengths, weaknesses, beliefs, and
biases. Leaders’ honest self-understanding allows them to make meaningful life and
career decisions.
PROFESSIONAL
Leaders are polished individuals. They present strong personal brands, maximize
networking opportunities, and positively influence others. Leaders exhibit tact and
business savvy to skillfully navigate personal and organizational dynamics.
INCLUSIVE
Leaders are globally prepared individuals who value difference. They seek out diverse
team members and ensure inclusive environments where the convergence of cultures
and ideas drive innovation. Leaders work for positive change by recognizing and
addressing privilege, oppression, and systems of inequality in the world.
COLLABORATIVE
Leaders articulate compelling vision and inspire others. They draw from many
perspectives on leadership to guide their practice, using exceptional communication
skills, humor, and emotional intelligence to resolve conflicts and build relationships.
Leaders understand group dynamics, team-building, how to empower others, and solve
complex problems.
Final Paper (30 points) is due by 11:59 PM on Week #10.
In this assignment you will write a brief case study related to your specialization. Your task is to formulate an intervention plan / process based on your assessment of the problem/s. The case study should be one page or less single spaced, including both current presentation and related history.
Include the following in your intervention planning and implementation:
· Choose any evidence-informed intervention that we have studied to apply.
· Discuss assessment issues from the case study that have informed your decision around which evidence-informed intervention to choose. Why did you choose this type of intervention? What are other ways that you could intervene, and why did you not choose those options?
· Who would you include in the intervention process?
· Consider micro, mezzo and m.
For this assessment you will create an 8 slide PowerPoint presenta.docxgreg1eden90113
For this assessment you will create an 8 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal
you developed for the third assessment.
Demonstration of Proficiency
· Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
1. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
1. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
1. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
1. Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
2. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
2. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
1. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
3. Slides are easy to read and error free. Detailed speaker notes are provided.
3. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee's organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
· Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
· Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
· Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
· Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:
· Part 1: Organizational or Patient Issue.
1. What is the issue that you are trying to solve or improve?
1. Why.
Improving and Demonstrating Impact for Youth Using Qualitative DataDetroitYDRC
This workshop provided an overview of how to use qualitative data for improving and demonstrating the impact of youth development programs. Tips for collecting, analyzing and using qualitative data are provided. Examples of creative ways to visualize qualitative data are also shared.
Orientations. Case Study Part 1.My questionPICOT (PICO) QuAlleneMcclendon878
Orientations. Case Study Part 1.
My question
PICOT (PICO) Question
PICOT (PICO) Question
For asymptomatic urethral and anorectal Chlamydia trachomatis infection, would periodically screening of sex workers be beneficial to reduce incidence and prevalence rates at community level when compared to communities without intervention in a period of six months.
· 1. Introduction. Describe the health problem. Don't type "Introduction". (1 paragraph).
Using data and statistics, support your claim that the issue you selected is a problem.
What specifically will you address in your proposed health promotion program?
Be sure your proposed outcome is realistic and measurable.
2. Describe the vulnerable population. (1-2 paragraph).
What are the risk factors that make this a vulnerable population?
Use evidence to support the risk factors you have identified.
3. Provide a review of literature from scholarly journals (at least 2, one of those two should be systematic review supporting what you wish to accomplish) of evidence-based interventions that address the problem. (2 paragraph, one for each article).
After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found and how this evidence supports your ideas.
4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal. (1-2 paragraph).
For this assignment a conclusion paragraph is not required.
Paper Requirements
Three to five pages in length (excluding title page, references, and appendices)
Follow APA format
Cite a minimum of five research articles, including the two sources you will use as body of evidence in the literature search, in point 3.
To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Home.
Assignment rubric
Case Study Part II
[100 Points Total]
A. Project Content
90 points possible
0
1
2
3
4
Score
1. Describe the health problem.
Using data and statistics, support your claim that the issue you selected is a
problem.
What specifically will you address in your proposed health promotion program?
Be sure your proposed outcome is realistic and measureable
Did not identified the problem
Poorly identified the problem and aspect to address
Vaguely identified and discussed the problem and aspect to address
Briefly identified and discussed the problem and aspect to address
Thoroughly identified and discussed the problem and aspect to address
2. Describe the vulnerable population.
What are the risk factors that make this a vulnerable population?
Use evidence to support the risk factors you have identified.
Did not identified or described population supported by evidence.
Poorly identified or described population supported by evidence.
Vaguely identified or described population s ...
Focused SOAP Note and Patient Case PresentationPsychiatric notesShainaBoling829
Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. To Prepare
· Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations.
PleaseNote:
· Based on your SOAP note of this patient, develop a case study presentation.
· Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning.
The Assignment
The written portion of this assignment is a simulation for you to demonstrate to the faculty your ability to document the complex case as you would in an electronic medical record. The written portion of the assignment will be used as a guide for faculty to review your video to determine if you are omitting pertinent information or including non-essential information during your case staffing consultation video.
In your presentation:
· Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
· Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
· Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide:
·
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
·
Objective: What observations did you make during the psychiatric assessment?
·
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with
DSM-5 diagnostic criteria and supported by the patient’s symptoms.
·
Plan: describe your treatment plan using clinical practice guidelines supported by evidence-based pr ...
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Final Project Part Two1The Name of the Program .docxtjane3
Final Project: Part Two
1
The Name of the Program or Project
Student Name
Walden University
The Name of the Program or Project
Introduction
Part 1
Place part 1 here. It will not be graded but the connections between part 1 and part 2 are needed.
Part 2: Methodology and Evaluation Plan
A brief introduction to part 2 and what will be addressed.
Methodology
Program Description
State the importance of the program and what your program will (a paragraph or two). .
Research Design
This research design will be quantitative OR qualitatitve …..state the type of quantitative design that will be used (survey, experimental) or the qualitative design (open ended questions, case study, etc.). State the reason for the design chosen and briefly how it will be used. Use sources here to define the type of design and how it will be used (a full paragraph).
Human Subjects
The participant population will consist of ….are they children, adults? How old are they? What is the requirement? (i.e. must be homeless women with children). (a full paragraph).
Study Validity and Reliability
State what validity is and which one you are using (use resources) and how validity will be used in your program (a full paragraph). Use resources in this section to define validity and reliability and the type you will use.
Do the same for reliability (a full paragraph).
Assumptions and Limitations
First identify the assumptions of the research and program. You can make assumptions about the length of time that participants will be treated, assume what will be applied to the participants (therapies or training or any service that you are providing). You can make assumptions about how these services are provided and the purpose of them. There are also assumptions you can make about the research design you are using (at least a full paragraph).
Limitations are anything that limits the research for the program. There can be limitations for the length of time, the place, getting participants to return or remain in the study. There are also limitations to the type of research design (at least a full paragraph).
Again, use resources here to define some of the assumptions or limitations.
Timeline (sample below)
Activity
Time Frame
Instrument/Survey Development
Weeks, months, etc.
Pilot Testing
State the length
Subject Recruitment
State the length
Application of therapy or service
State the length
Other possible services
State the length
Add in anything else that take time (i.e. parental education)
State the length
Add anything that takes time
State the length
Data Entry and Cleaning
State the length
Data Analysis
State the length
Report Generation
State the length
Analysis
Give a brief paragraph on how the analysis will be handled (most of this will be covered in the evaluation section).
Non-personnel Resources
Discuss ANY and all non-personnel resources. This can be buildings or rooms (even if no cost), pens/pencils/paper, printers, computers, clipboards, fol.
HSE 215 Milestone Three Guidelines and Rubric Interventio.docxwellesleyterresa
HSE 215 Milestone Three Guidelines and Rubric
Intervention Plan Draft
In this milestone, you will develop and present your intervention plan as an addition to the existing program. When looking for applicable research, review the
interventions and specific practices recommended from the research that you want to incorporate into your intervention. You should discuss how these
practices support the intervention. Keep in mind that this is a draft of section III of your final paper, so including a complete plan will mean that your instructor
can provide more concrete suggestions for your final submission. Note that you cannot use the same research you used for your analysis (Milestone Two).
We recommend using the NREPP website or similar scholarly database to locate evidence-based programs and interventions.
Prompt: For this milestone, you will submit a draft of the intervention plan (section III of the final project), including all critical elements as listed below. Submit a
draft plan for an intervention that will contribute to the effectiveness of the program in promoting personal and social (socioemotional) functioning for children
living in diverse circumstances. How will the intervention reduce risk and increase resiliency? Now is a good time to revisit the Definitions handout to refresh
your understanding of these concepts.
Specifically, the following critical elements must be addressed in this milestone:
III. Intervention Plan: Now that you have identified the needs of your target age group and evaluated the efficacy and utility of the program you have
selected, propose a plan for an additional intervention. Your intervention should strengthen the program by promoting personal and social
(socioemotional) functioning and incorporating outcome measurements and evidence-based practices. You will research existing interventions and
recommend one that best fits the age group and program.
A. Based on your research, what is an intervention that would contribute to the effectiveness of the program in promoting personal and social
functioning for children living in differing circumstances? How would the intervention promote personal and social functioning?
B. How would you take different cultures into consideration when applying this intervention? Provide an example.
C. What outcomes would be expected from this new intervention? What is one method of measuring whether the intervention met the desired
outcomes, and how would this method be applied to the intervention? How would the outcomes be measured?
D. Does this intervention constitute an evidence-based practice, or include evidence-based practices? What is the evidence that supports the
practice(s)? Alternatively, how could evidence-based practices be applied to this intervention, and what would be the benefit of doing this? How
would the practice(s) support the intervention in meeting the desired outcomes?
E. How will this intervention consider the ...
DetailsThis assignment requires you to interview one personmackulaytoni
Details:
This assignment requires you to interview one person and requires an analysis of your interview experience.
Part I: Interview
Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee's experience as a patient, regardless of whom you choose to interview.
Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.
Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee's responses.
The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.
Part II: Analysis
Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:
What went well?
Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.
Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
This benchmark assignment assesses the following competencies:
CONHCP Program Competencies for the RN-BSN:
5.2
: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
Benchmark Assignment - Spiritual Needs Assessment and Reflection
1
Unsatisfactory
0.00%2
Less Than Satisfactory
65.00%3
Satisfactory
75.00%4
Good
85.00%5
Excellent
100.00%
70.0 %Content
40.0 %Tool for Assessing the Spiritual Needs of Patients CONHCP: 5.2
Tool for assessing the spiritual needs of patients show little to no ...
Quanitiative Research PlanTextbooksAmerican Psychological Asso.docxamrit47
Quanitiative Research Plan
Textbooks
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Frankfort-Nachmias, C., & Nachmias, D. (2008).Research methods in the social sciences (7th ed.). New York: Worth. (This textbook includes a GSS data disk that will be used in course assignments.)
Green, S. B., & Salkind, N. J. (2014). Using SPSS for Windows and Macintosh: Analyzing and understanding data (7th ed.). Upper Saddle River, NJ: Pearson.
Textbooks from RSCH 8100: Research Theory, Design, and Methods:
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (Laureate Education, Inc., custom ed.). Thousand Oaks, CA: Sage Publications.
Reynolds, P. D. (2007). A primer in theory construction. Boston: Pearson Education.
-or-
Reynolds, P. D. (2010). A primer in theory construction (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education.
Project Instructions
Quanitiative Research Plan
My chosen topic: Participation of students in non-profit educational program
Section 1 (edit and reduce pages by making them full)
· Title
· Introduction
·
· Opening statement
· Background of study
· Problem statement
· Purpose of the study
· Research question(s) and hypotheses
· Theoretical framework
Section 2: Craft a 5 page paper in which you do the following:
· Assess the strengths and limitations of each of the research designs presented in Weeks 2 and 3.
· Recommend a quantitative design for your research plan. Include a rationale for why that design would be most appropriate.
· For the designs that you did not choose, state why each one is not appropriate for your research questions, hypotheses, and variables.
· Support your work with references to the literature.
Section 3: Craft a 5 page paper that includes the following:
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and rationales.
Section 4: Craft a 5-page paper that includes the following:
·
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and ...
Assignment DetailsEvaluating Your Own Risk for Inherited Disease.docxfaithxdunce63732
Assignment Details
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
· What genetic diseases or problems did you identify to be potential issues?
· Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
· Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
· What information would help an individual who has been recently diagnosed with the disease?
· What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service". Answer the following questions:
· Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
· Use a combination of search terms. Which method resulted in the most “hits” or results?
· What is the difference between this PG library search and a search on a search engine (e.g., Google)?
· Which search is more appropriate for academic research? Why?
· Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Examine performance appraisal information in order to obtain individual analysis data.
4.1 Identify how performance appraisals contribute to employee development and career
management.
7. Explain the importance of succession planning.
7.1 Identify the need for a succession plan.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit VI Lesso.
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
HW#3 – Spring 2018
1. Giulia is traveling from Italy to China. The plane briefly lands in Thailand to refuel and pick up new passengers. In the process of landing in Thailand, the overhead storage bin across the aisle flies open and a carry-on bag whacks Giulia in the head causing a concussion. Does the Montreal Convention govern this incident? Explain in detail why or why not. (4)
2. Following up on #1, Giulia’s husband, Kevin, is on board and is deeply disturbed by the incident to the point that he files a claim for mental anguish. What are his chances of success? Explain. (3)
3. How many U.S. dollars would someone get if they sustained 100 kilograms worth of cargo losses under the Montreal convention on February 1st, 2018? (3)
4. Lucas is flying from Houston, TX to Ixtapa, Mexico for a fishing vacation when a 3 hour delay in Houston forces him to miss his connecting flight, resulting in a loss of $500 in pre-paid expenses. If the delay was due to weather would the airline be liable under the Montreal Convention? What about a mechanical issue? Explain the likelihood of his success in recovery in each case. (4)
4. Answer #4 page 179.
(4)Fishman shipper a container of boys’ pants on a ship owner by Tropical. The container was lost at sea due to improper storage. The pants were attacked into bundles of 12 each and placed into what is known in the industry as a “big pack.” A “big pack” is similar to a 4’x4’ pallet, partially enclosed in corrugated cardboard, with a base and cover made of plastic. The bill of lading stated, “1 x 40 ft. [container] STC [said to contain] 39 Big Pack Containing 27,908 unit’s boy’s pants.” Fishman maintains that Tropical is liable for an amount up to $500 for each of the 2,325 bundles. If the carrier is liable for up to $500 per “package,” what is the limit of the carrier’s liability? Fishman & Tobin, Inc. v. Tropical Shipping & Const. Co., Ltd., 240 F.3d 956 (11th Cir. 2001).
5. I’m the process of shipping goods that are damaged while sitting on the dock in California waiting for loading. Absent contractual language about choice of law, which law will govern my claim? (2)
6. My goods are going to be shipped from Florida to South Africa. During the voyage, the ship’s captain makes a navigational error and runs aground 50 miles off course, destroying my cargo. Will the carrier be liable under COGSA? Explain why/why not? (4)
7. Watch the video and review in detail the following website: https://www.youtube.com/watch?v=8fGrS0kU2h0, http://worldjusticeproject.org/. What is the rule of law? Why is this concept a concern for International business? Do you think the United States lives by the Rule of Law? This has actually been a hot topic of late in our political discussions. (8 points)
8. What does it mean to have “normal trade relations” with a country and why is this a big deal? (3)
9. An Italian company believes that its products have been unfairly treated in terms of tariffs by the U.S. government. In wha ...
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Running head NEGATIVE AND POSITVE IMPACTS OF TECHNOLOGY1N.docxtoltonkendal
Running head: NEGATIVE AND POSITVE IMPACTS OF TECHNOLOGY 1
NEGATIVE AND POSITIVE IMPACTS OF TECHNOLOGY 4
Ways Technology Has Made Us More/Less Productive at Work
Brandon Battle
University of Phoenix
Thesis Statement: Technological development has positive impacts such as availability, automation, and in the productivity of an individual.
Automation
The rise of technology led to automation whereby individuals are able to complete their tasks in a set and forget method. For that reason, a businessperson can always give updates of his or her business development regularly without even visiting the exact site. The technology is important for people who have no time to visit social media sites to update people on the latest trends in their businesses. Services such as HootSuite and Buffer have helped people since they can upload their updates for a few days, weeks, or months and forget about social media (Di Cesare, Silveri, Sala, & Petti, 2018). Therefore, social media updates for businesses and entrepreneurs are the best examples of how people can free up their time for more productive tasks. Due to technological development, there are high-quality software and technology solutions that offer automation for business and leisure related reasons. For instance, Buffer technology, which has helped many business people in the world.
Availability
Technological development has helped many individuals to be available for their businesses no matter where they are. The presence of social media networks and internet, for instance, has enabled people to run their businesses from any part of the world. Managers can still organize their staff even if they are on a business trip to another continent. The contribution, therefore, indicates the positive impact of technological development in productivity. A few years ago, many firms were suffering losses because their key supervisors or managers were unavailable and for that reason, they could not get appropriate information on the progress of their companies. However, the emergence of WIFI connectivity and social media has boosted that since they are able to get the relevant updates of their businesses from various parts of the world. That development has improved the output of many companies since their key executives are able to organize and instruct their team on the crucial tasks they are supposed to undertake. Likewise, the development has enabled significant people in the company to be reached to prepare plans and fix issues instantly, which is a critical set in preventing problems escalating during their absence (Di Cesare, Silveri, Sala, & Petti, 2018).
Organization
Technology advance is the apt solution to organization issues in the companies. The introduction of Trello, for instance, enabled people to organize their contacts in their phones quickly (Ramanathan, Subramanian, & Parrott, 2017). In addition, t ...
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
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PSY 638 Final Project Milestone One Guidelines and Rubric .docxpotmanandrea
PSY 638 Final Project Milestone One Guidelines and Rubric
Prompt: For Milestone One of your final project, you will submit a draft of the Problem Identification section of your grant proposal. Think about the professional
environment you will be seeking upon graduation and a potential problem within that professional environment that could be solved through your
recommended program. Some examples of professional settings and grant proposal problems include:
School/Educational Setting
Orchard Middle School has over 50 at-risk students with a reading performance that directly affects their overall self-esteem and negative behavior
issues. The school submitted a grant proposal to support development of a program to help all students with poor reading skills learn to read at grade
level and increase their reading speed, comprehension, and reading attention span and overall sense of worth, esteem, and achievement. Studies have
shown those who do better in school, fare better with stable mental health.
Outpatient Mental Health
The Open Arms Family Center requested a grant in the amount of $250,000 to contribute to the start-up funds for a family homeless shelter and mental
health services. As an innovative, all-inclusive shelter program, the center aimed to provide for 10 families with children under the age of five who are
experiencing homelessness. The center is committed to its mission of decreasing the overall number of homeless families in the Metro Boston area as
well as working to break the cycle of homelessness.
Community Outreach
The purpose of Healthy Tomorrows is to stimulate innovative, community-based programs that employ prevention strategies to promote access to
healthcare for children and their families nationwide. HTPCP funding supports direct-service projects, not research projects. Healthy Tomorrows is
designed to support family-centered initiatives that implement innovative approaches for focusing resources to promote community; define preventive
child health and developmental objectives for vulnerable children and their families, especially those with limited access to quality health services; foster
cooperation among community organizations, agencies, and families; involve pediatricians and other pediatric, child, and adolescent mental health
professionals; build community and statewide partnerships among professionals in health, education, social services, government, and business to
achieve self-sustaining programs to ensure healthy children and families. Healthy Tomorrows requested a grant proposal for $10,000 to conduct a needs
analysis for a meal delivery program to serve its less mobile community members.
Specifically, the following critical elements must be addressed in your milestone assignment:
I. Problem Identification: Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in
your community.
a. Preva ...
DetailsThis assignment requires you to interview one person and r.docxalexandernmeredith30
Details:
This assignment requires you to interview one person and requires an analysis of your interview experience.
Part I: Interview
Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee's experience as a patient, regardless of whom you choose to interview.
Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.
Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee's responses.
The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.
Part II: Analysis
Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:
What went well?
Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.
Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
This benchmark assignment assesses the following competencies:
CONHCP Program Competencies for the RN-BSN:
5.2
: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
PLEASE I NEED YOU TO BE CAREFUL WITH THIS ASSIGNMENT, IT HAS AN INTERVIEW AND THEN AN ANALYSIS OF THAT INTERWIEW. ANALIZE ALL THE ASPECTS THE PROFESSOR IS ASKING FOR AND THE RUBRIC FOR THAT ASSIGNMENT. I NEED TO IMPROVE MY GRADES BECAUSE THE OTHER GRADES FROM THE PREVIOUS ASSIGNMENTS ARE TOO BAD.
RUBRICS
Benchmark Assignment - Spiritual Needs Assessment and Ref.
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Read the “pillars” carefully. Reflect on these 5 pillars and your experience and goals.
Which of the 5 will be the toughest challenge for you on your engineering journey?
Why? Which of the 5 seems logical and easiest for you? Why?
Write a thoughtful reflection that includes all 5 questions. Length should be no more
than 2 pages. Double space.
Pillars
The Pillars comprise the core of an engineering leader. Students in the Leadership
Academy will hone abilities by engaging in a minimum of 3 learning opportunities for
each of the 5 Pillars (15 overall) to develop as EP2IC leaders.
ETHICAL
Leaders espouse humility, honesty, and ethical practices. They are committed to civic
engagement and dedicated service to others. Leaders have strong morals and put their
integrity ahead of personal or professional gains.
PURPOSEFUL
Leaders are flexible life-long learners who attack each day with purpose. They are
introspective and aware of personal strengths, weaknesses, beliefs, and
biases. Leaders’ honest self-understanding allows them to make meaningful life and
career decisions.
PROFESSIONAL
Leaders are polished individuals. They present strong personal brands, maximize
networking opportunities, and positively influence others. Leaders exhibit tact and
business savvy to skillfully navigate personal and organizational dynamics.
INCLUSIVE
Leaders are globally prepared individuals who value difference. They seek out diverse
team members and ensure inclusive environments where the convergence of cultures
and ideas drive innovation. Leaders work for positive change by recognizing and
addressing privilege, oppression, and systems of inequality in the world.
COLLABORATIVE
Leaders articulate compelling vision and inspire others. They draw from many
perspectives on leadership to guide their practice, using exceptional communication
skills, humor, and emotional intelligence to resolve conflicts and build relationships.
Leaders understand group dynamics, team-building, how to empower others, and solve
complex problems.
Final Paper (30 points) is due by 11:59 PM on Week #10.
In this assignment you will write a brief case study related to your specialization. Your task is to formulate an intervention plan / process based on your assessment of the problem/s. The case study should be one page or less single spaced, including both current presentation and related history.
Include the following in your intervention planning and implementation:
· Choose any evidence-informed intervention that we have studied to apply.
· Discuss assessment issues from the case study that have informed your decision around which evidence-informed intervention to choose. Why did you choose this type of intervention? What are other ways that you could intervene, and why did you not choose those options?
· Who would you include in the intervention process?
· Consider micro, mezzo and m.
For this assessment you will create an 8 slide PowerPoint presenta.docxgreg1eden90113
For this assessment you will create an 8 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal
you developed for the third assessment.
Demonstration of Proficiency
· Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
1. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
1. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
1. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
1. Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
2. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
2. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
1. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
3. Slides are easy to read and error free. Detailed speaker notes are provided.
3. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee's organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
· Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
· Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
· Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
· Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:
· Part 1: Organizational or Patient Issue.
1. What is the issue that you are trying to solve or improve?
1. Why.
Improving and Demonstrating Impact for Youth Using Qualitative DataDetroitYDRC
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Orientations. Case Study Part 1.My questionPICOT (PICO) QuAlleneMcclendon878
Orientations. Case Study Part 1.
My question
PICOT (PICO) Question
PICOT (PICO) Question
For asymptomatic urethral and anorectal Chlamydia trachomatis infection, would periodically screening of sex workers be beneficial to reduce incidence and prevalence rates at community level when compared to communities without intervention in a period of six months.
· 1. Introduction. Describe the health problem. Don't type "Introduction". (1 paragraph).
Using data and statistics, support your claim that the issue you selected is a problem.
What specifically will you address in your proposed health promotion program?
Be sure your proposed outcome is realistic and measurable.
2. Describe the vulnerable population. (1-2 paragraph).
What are the risk factors that make this a vulnerable population?
Use evidence to support the risk factors you have identified.
3. Provide a review of literature from scholarly journals (at least 2, one of those two should be systematic review supporting what you wish to accomplish) of evidence-based interventions that address the problem. (2 paragraph, one for each article).
After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found and how this evidence supports your ideas.
4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal. (1-2 paragraph).
For this assignment a conclusion paragraph is not required.
Paper Requirements
Three to five pages in length (excluding title page, references, and appendices)
Follow APA format
Cite a minimum of five research articles, including the two sources you will use as body of evidence in the literature search, in point 3.
To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Home.
Assignment rubric
Case Study Part II
[100 Points Total]
A. Project Content
90 points possible
0
1
2
3
4
Score
1. Describe the health problem.
Using data and statistics, support your claim that the issue you selected is a
problem.
What specifically will you address in your proposed health promotion program?
Be sure your proposed outcome is realistic and measureable
Did not identified the problem
Poorly identified the problem and aspect to address
Vaguely identified and discussed the problem and aspect to address
Briefly identified and discussed the problem and aspect to address
Thoroughly identified and discussed the problem and aspect to address
2. Describe the vulnerable population.
What are the risk factors that make this a vulnerable population?
Use evidence to support the risk factors you have identified.
Did not identified or described population supported by evidence.
Poorly identified or described population supported by evidence.
Vaguely identified or described population s ...
Focused SOAP Note and Patient Case PresentationPsychiatric notesShainaBoling829
Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. To Prepare
· Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations.
PleaseNote:
· Based on your SOAP note of this patient, develop a case study presentation.
· Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning.
The Assignment
The written portion of this assignment is a simulation for you to demonstrate to the faculty your ability to document the complex case as you would in an electronic medical record. The written portion of the assignment will be used as a guide for faculty to review your video to determine if you are omitting pertinent information or including non-essential information during your case staffing consultation video.
In your presentation:
· Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
· Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
· Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide:
·
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
·
Objective: What observations did you make during the psychiatric assessment?
·
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with
DSM-5 diagnostic criteria and supported by the patient’s symptoms.
·
Plan: describe your treatment plan using clinical practice guidelines supported by evidence-based pr ...
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Final Project Part Two1The Name of the Program .docxtjane3
Final Project: Part Two
1
The Name of the Program or Project
Student Name
Walden University
The Name of the Program or Project
Introduction
Part 1
Place part 1 here. It will not be graded but the connections between part 1 and part 2 are needed.
Part 2: Methodology and Evaluation Plan
A brief introduction to part 2 and what will be addressed.
Methodology
Program Description
State the importance of the program and what your program will (a paragraph or two). .
Research Design
This research design will be quantitative OR qualitatitve …..state the type of quantitative design that will be used (survey, experimental) or the qualitative design (open ended questions, case study, etc.). State the reason for the design chosen and briefly how it will be used. Use sources here to define the type of design and how it will be used (a full paragraph).
Human Subjects
The participant population will consist of ….are they children, adults? How old are they? What is the requirement? (i.e. must be homeless women with children). (a full paragraph).
Study Validity and Reliability
State what validity is and which one you are using (use resources) and how validity will be used in your program (a full paragraph). Use resources in this section to define validity and reliability and the type you will use.
Do the same for reliability (a full paragraph).
Assumptions and Limitations
First identify the assumptions of the research and program. You can make assumptions about the length of time that participants will be treated, assume what will be applied to the participants (therapies or training or any service that you are providing). You can make assumptions about how these services are provided and the purpose of them. There are also assumptions you can make about the research design you are using (at least a full paragraph).
Limitations are anything that limits the research for the program. There can be limitations for the length of time, the place, getting participants to return or remain in the study. There are also limitations to the type of research design (at least a full paragraph).
Again, use resources here to define some of the assumptions or limitations.
Timeline (sample below)
Activity
Time Frame
Instrument/Survey Development
Weeks, months, etc.
Pilot Testing
State the length
Subject Recruitment
State the length
Application of therapy or service
State the length
Other possible services
State the length
Add in anything else that take time (i.e. parental education)
State the length
Add anything that takes time
State the length
Data Entry and Cleaning
State the length
Data Analysis
State the length
Report Generation
State the length
Analysis
Give a brief paragraph on how the analysis will be handled (most of this will be covered in the evaluation section).
Non-personnel Resources
Discuss ANY and all non-personnel resources. This can be buildings or rooms (even if no cost), pens/pencils/paper, printers, computers, clipboards, fol.
HSE 215 Milestone Three Guidelines and Rubric Interventio.docxwellesleyterresa
HSE 215 Milestone Three Guidelines and Rubric
Intervention Plan Draft
In this milestone, you will develop and present your intervention plan as an addition to the existing program. When looking for applicable research, review the
interventions and specific practices recommended from the research that you want to incorporate into your intervention. You should discuss how these
practices support the intervention. Keep in mind that this is a draft of section III of your final paper, so including a complete plan will mean that your instructor
can provide more concrete suggestions for your final submission. Note that you cannot use the same research you used for your analysis (Milestone Two).
We recommend using the NREPP website or similar scholarly database to locate evidence-based programs and interventions.
Prompt: For this milestone, you will submit a draft of the intervention plan (section III of the final project), including all critical elements as listed below. Submit a
draft plan for an intervention that will contribute to the effectiveness of the program in promoting personal and social (socioemotional) functioning for children
living in diverse circumstances. How will the intervention reduce risk and increase resiliency? Now is a good time to revisit the Definitions handout to refresh
your understanding of these concepts.
Specifically, the following critical elements must be addressed in this milestone:
III. Intervention Plan: Now that you have identified the needs of your target age group and evaluated the efficacy and utility of the program you have
selected, propose a plan for an additional intervention. Your intervention should strengthen the program by promoting personal and social
(socioemotional) functioning and incorporating outcome measurements and evidence-based practices. You will research existing interventions and
recommend one that best fits the age group and program.
A. Based on your research, what is an intervention that would contribute to the effectiveness of the program in promoting personal and social
functioning for children living in differing circumstances? How would the intervention promote personal and social functioning?
B. How would you take different cultures into consideration when applying this intervention? Provide an example.
C. What outcomes would be expected from this new intervention? What is one method of measuring whether the intervention met the desired
outcomes, and how would this method be applied to the intervention? How would the outcomes be measured?
D. Does this intervention constitute an evidence-based practice, or include evidence-based practices? What is the evidence that supports the
practice(s)? Alternatively, how could evidence-based practices be applied to this intervention, and what would be the benefit of doing this? How
would the practice(s) support the intervention in meeting the desired outcomes?
E. How will this intervention consider the ...
DetailsThis assignment requires you to interview one personmackulaytoni
Details:
This assignment requires you to interview one person and requires an analysis of your interview experience.
Part I: Interview
Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee's experience as a patient, regardless of whom you choose to interview.
Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.
Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee's responses.
The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.
Part II: Analysis
Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:
What went well?
Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.
Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
This benchmark assignment assesses the following competencies:
CONHCP Program Competencies for the RN-BSN:
5.2
: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
Benchmark Assignment - Spiritual Needs Assessment and Reflection
1
Unsatisfactory
0.00%2
Less Than Satisfactory
65.00%3
Satisfactory
75.00%4
Good
85.00%5
Excellent
100.00%
70.0 %Content
40.0 %Tool for Assessing the Spiritual Needs of Patients CONHCP: 5.2
Tool for assessing the spiritual needs of patients show little to no ...
Quanitiative Research PlanTextbooksAmerican Psychological Asso.docxamrit47
Quanitiative Research Plan
Textbooks
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Frankfort-Nachmias, C., & Nachmias, D. (2008).Research methods in the social sciences (7th ed.). New York: Worth. (This textbook includes a GSS data disk that will be used in course assignments.)
Green, S. B., & Salkind, N. J. (2014). Using SPSS for Windows and Macintosh: Analyzing and understanding data (7th ed.). Upper Saddle River, NJ: Pearson.
Textbooks from RSCH 8100: Research Theory, Design, and Methods:
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (Laureate Education, Inc., custom ed.). Thousand Oaks, CA: Sage Publications.
Reynolds, P. D. (2007). A primer in theory construction. Boston: Pearson Education.
-or-
Reynolds, P. D. (2010). A primer in theory construction (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education.
Project Instructions
Quanitiative Research Plan
My chosen topic: Participation of students in non-profit educational program
Section 1 (edit and reduce pages by making them full)
· Title
· Introduction
·
· Opening statement
· Background of study
· Problem statement
· Purpose of the study
· Research question(s) and hypotheses
· Theoretical framework
Section 2: Craft a 5 page paper in which you do the following:
· Assess the strengths and limitations of each of the research designs presented in Weeks 2 and 3.
· Recommend a quantitative design for your research plan. Include a rationale for why that design would be most appropriate.
· For the designs that you did not choose, state why each one is not appropriate for your research questions, hypotheses, and variables.
· Support your work with references to the literature.
Section 3: Craft a 5 page paper that includes the following:
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and rationales.
Section 4: Craft a 5-page paper that includes the following:
·
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and ...
Assignment DetailsEvaluating Your Own Risk for Inherited Disease.docxfaithxdunce63732
Assignment Details
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
· What genetic diseases or problems did you identify to be potential issues?
· Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
· Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
· What information would help an individual who has been recently diagnosed with the disease?
· What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service". Answer the following questions:
· Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
· Use a combination of search terms. Which method resulted in the most “hits” or results?
· What is the difference between this PG library search and a search on a search engine (e.g., Google)?
· Which search is more appropriate for academic research? Why?
· Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Examine performance appraisal information in order to obtain individual analysis data.
4.1 Identify how performance appraisals contribute to employee development and career
management.
7. Explain the importance of succession planning.
7.1 Identify the need for a succession plan.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit VI Lesso.
Similar to HSE 215 Milestone Two Guidelines and Rubric Program Evalua.docx (18)
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
HW#3 – Spring 2018
1. Giulia is traveling from Italy to China. The plane briefly lands in Thailand to refuel and pick up new passengers. In the process of landing in Thailand, the overhead storage bin across the aisle flies open and a carry-on bag whacks Giulia in the head causing a concussion. Does the Montreal Convention govern this incident? Explain in detail why or why not. (4)
2. Following up on #1, Giulia’s husband, Kevin, is on board and is deeply disturbed by the incident to the point that he files a claim for mental anguish. What are his chances of success? Explain. (3)
3. How many U.S. dollars would someone get if they sustained 100 kilograms worth of cargo losses under the Montreal convention on February 1st, 2018? (3)
4. Lucas is flying from Houston, TX to Ixtapa, Mexico for a fishing vacation when a 3 hour delay in Houston forces him to miss his connecting flight, resulting in a loss of $500 in pre-paid expenses. If the delay was due to weather would the airline be liable under the Montreal Convention? What about a mechanical issue? Explain the likelihood of his success in recovery in each case. (4)
4. Answer #4 page 179.
(4)Fishman shipper a container of boys’ pants on a ship owner by Tropical. The container was lost at sea due to improper storage. The pants were attacked into bundles of 12 each and placed into what is known in the industry as a “big pack.” A “big pack” is similar to a 4’x4’ pallet, partially enclosed in corrugated cardboard, with a base and cover made of plastic. The bill of lading stated, “1 x 40 ft. [container] STC [said to contain] 39 Big Pack Containing 27,908 unit’s boy’s pants.” Fishman maintains that Tropical is liable for an amount up to $500 for each of the 2,325 bundles. If the carrier is liable for up to $500 per “package,” what is the limit of the carrier’s liability? Fishman & Tobin, Inc. v. Tropical Shipping & Const. Co., Ltd., 240 F.3d 956 (11th Cir. 2001).
5. I’m the process of shipping goods that are damaged while sitting on the dock in California waiting for loading. Absent contractual language about choice of law, which law will govern my claim? (2)
6. My goods are going to be shipped from Florida to South Africa. During the voyage, the ship’s captain makes a navigational error and runs aground 50 miles off course, destroying my cargo. Will the carrier be liable under COGSA? Explain why/why not? (4)
7. Watch the video and review in detail the following website: https://www.youtube.com/watch?v=8fGrS0kU2h0, http://worldjusticeproject.org/. What is the rule of law? Why is this concept a concern for International business? Do you think the United States lives by the Rule of Law? This has actually been a hot topic of late in our political discussions. (8 points)
8. What does it mean to have “normal trade relations” with a country and why is this a big deal? (3)
9. An Italian company believes that its products have been unfairly treated in terms of tariffs by the U.S. government. In wha ...
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docxwellesleyterresa
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docxwellesleyterresa
HW 5: Math 405. Due: beginning of class – Monday, 10 Oct 2016
1. Strogatz (1988). Consider lovers, Romeo and Juliet. Let:
R(t) = Romeo’s love/hate for Juliet at time t;
J(t) = Juliet’s love/hate for Romeo at time T;
where positive values of R(t), J(t), signify love, and negative values signify hate, at
a time t. Consider this model for a “fickle” lover, in which “the more Romeo loves
Juliet, the more she wants to run away and hide. But when Romeo gets discouraged
and backs off, Juliet begins to find him strangely attractive. Romeo, on the other
hand, tends to echo Juliet: he warms up when she loves him and grows cold when
she hates him.”
R′(t) = aJ,
J′(t) = −bR, (1)
where a,b > 0 .
(a) Rewrite (1) as a system.
(b) Find the fixed point(s).
(c) Find the eigenvalues.
(d) Find the eigenvectors.
(e) Write the general solution. Show that it can be written as a real-valued solution
like: [
R(t)
J(t)
]
=
{
cos(
√
ab t)
[
k1
√
a/b
k2
]
+ sin(
√
ab t)
[
k2
√
a/b
−k1
]}
(f) Show that the trajectories in phase space are ellipses, governed by the equation
R2
aC2
+
J2
bC2
= 1,
where C2 > 0 is an arbitrary constant.
(g) Classify the fixed point and its stability.
(h) In what direction do Romeo’s and Juliet’s feelings go around the ellipse?
(i) Discuss the possible outcome for different initial conditions of love/hate.
2. (Doug Wright, Drexel U.) Romeo’s best friend, Mercutio, doesn’t like Juliet’s fick-
leness and thinks that Romeo is too good for her. He has decided to try to break
them up for good. So, he has started telling Romeo how awful Juliet is. Romeo
trusts Mercutio, and so, his ardor for Juliet wanes a bit when Mercutio tells him
such things, though he still really likes Juliet. On the other hand, Juliet dislikes
1
Mercutio and the more he disapproves of her relationship with Romeo, the more
she likes Romeo. Let R and J be as before, and let M(t) be Mercutio’s disapproval
of Romeo and Juliet’s relationship at time t, with positive values of M signifying
disapproval. Then a model for this complicated saga is:
R′(t) = J − 2M,
J′(t) = −R + 4M,
M ′(t) = R + 4J (2)
(a) Rewrite (2) as a system.
(b) Find the fixed point(s).
(c) Find the eigenvalues.
(d) Without further calculation, describe what happens to Romeo and Juliet’s
relationship now. Does Mercutio’s tampering have the effect he wants? Do
Romeo and Juliet continue to oscillate between love and hate as before?
3. (Doug Wright, Drexel U.) So, now, it turns out that Mercutio has feelings for
Juliet. Let R(t) be Romeo’s love/hate for Juliet at time t, as before; JR(t) be
Juliet’s love/hate for Romeo at time t; M(t) be Mercutio’s love/hate for Juliet at
time t; and JM (t) be Juliet’s love/hate for Mercutio at time t.
The situation is that:
• Romeo still likes/dislikes Juliet more the more she likes/dislikes him;
• Romeo doesn’t know about the Mercutio/Juliet leg of the triangle, so his
feelings are unaffected by Mercutio’s feelings for Juliet and Juliet’s fe ...
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docxwellesleyterresa
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docxwellesleyterresa
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
hw1.docxCS 211 Homework #1Please complete the homework problem.docxwellesleyterresa
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements:
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea:
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life, write in an engineering ...
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docxwellesleyterresa
HW #1:Tech Alert on IT & Strategy (Ch 3-5
Ch 3 -5 IT Strategy option: Find one article that relatesto the content covered in Chapters 3-5in our text. For this option, choose one of the following approaches:
· Summarize a recent ‘real-world’ example that illustrate atopic presented in one of these chapters or find a related article that extend the book’s discussion on IT and strategy, and /or;
· Discuss or provide an example of a key term shown in the book margins from Chapters 3 -5.
· Look at the discussion questions at the end of the chapter sections and find an article that helps you answer a question that is posed, or;
· Follow up on a specific case study presented in the text or find comparable examples. If you choose this option, you must focus on new information about the organization that is not included in the text.
3.1 Introduction
Learning Objective
Understand how Zara’s parent company Inditex leveraged a technology-enabled strategy to become the world’s largest fashion retailer.
Operating in the northern coastal city of La Coruña (or A Coruña in the local Galician language), Spanish entrepreneur Amancio Ortega was brainstorming names for his new shop and settled on “Zorba” after the classic movie Zorba the Greek. He simply thought it was “a nice name.” Unfortunately, there was a bar with the same name a few blocks away and the bar’s owner was worried patrons would be confused. The molds for the letters for Ortega’s shop had already been cast, so they played around with what they had and came up with “Zara.”[] As it turns out, for Zara it’s technology, not the name, that has made all the difference in its rise to dominate the decidedly ungeeky fashion industry.
Today, Zara is the game-changing crown jewel in the multibrand empire of Inditex Corporation (Industrias de Diseño Textil), the world’s largest pure-play fashion retailer and a firm that’s bigger than Gap, H&M, Topshop, and anyone else in the space. The firm’s supremacy is plotted and executed from “The Cube,” the gleaming, futuristic headquarters located in La Coruña’s Arteixo industrial area. The blend of technology-enabled strategy that Zara has unleashed seems to break all of the rules in the fashion industry. The firm shuns advertising and rarely runs sales. Also, in an industry where nearly every major player outsources manufacturing to low-cost countries, Zara is highly vertically integrated, keeping huge swaths of its production process in-house. These counterintuitive moves are part of a recipe for success that’s beating the pants off the competition and has catapulted Ortega to become the world’s third richest man, ahead of Warren Buffet.
Figure 3.1
Zara’s operations are concentrated in Spain, but they have stores around the world like these in Manhattan and Shanghai.
Source: Used with permission from Inditex.
The firm tripled in size between 1996 and 2000, and then its revenue skyrocketed from $2.43 billion in 2001 to more than $20 billion in 2012. ...
HW 2 (1) Visit Monsanto (httpwww.monsanto.com) again and Goog.docxwellesleyterresa
HW 2
(1) Visit Monsanto (http://www.monsanto.com) again and Google to find various information about internal factors of Monsanto.
(2) Based on the information, perform your own internal audit for Monsanto. You do not need to perform financial analysis for this assignment. If you perform the internal audit, you will find strengths and weaknesses of Monsanto.
(3) List the strengths and weaknesses of Mondanto. Then, explain why you think so.
Note: Strengths and Weakness are SW of SWOT analysis. We will use strengths and weaknesses in the last module later.
1
Class Today
• Print notes and examples
• Trusses
– Definition
– Working with Trusses
– Truss Analysis
• Example Problems
• Group Work Time
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses.pdf
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses_examples.pdf
…these are cool trusses
Norman Foster
Sainsbury Centre
Santiago Calatrava
Turning Torso
Shigeru Ban
Japanese Pavilion
KMR
… be inspired!
3
Renzo Piano
Kansai International Airport
Rem Koolhaas
The Shenzhen Stock Exchange
KMR
So what are trusses?
http://bridgehunter.com/story/1109/
http://www.americanpoleandtimber.com/img/wood-timber-trusses-park-BIG.jpg
http://www.hndszj.com/eng/uploads/201008101822313.jpg
Trusses are …
• Structures designed to support loads:
− Will transmit loads through the joints of the structure
− Will ultimately transmit loads to the foundation
• Cost effective in design because:
− Weight is minimized (weight of members is typically
light compared to loads carried, so it is often
neglected)
− Strength to weight ratio is maximized
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Working with Trusses:
Assumptions
• All loads are applied / transmitted at joints
• All members are joined by pin connections
• Consist entirely of two-force members
(review section 5.4)
• Can contain zero-force members
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Zero-force Members
What are zero-force members?
• Structural members that carry no force
Why do we use them?
• Used to provide stability
– During construction
– If (intermittent) loading of the truss changes
• Shortens chord length and increases
buckling capacity of compression members
7
Zero-force Members: Case 1
Zero-force Members: Case 2
10
http://www.tatasteelconstruction.com/static_files/Images/Construction/Reference/
architectural%20studio/elements/Structural%20steel%20trusses/j2.jpg
http://www.tboake.com/SSEF1/rose2.shtml
http://sluggyjunx.com/rr/georgetown_branch/gallery/04_16_0
3_gb_canal_bridges/04_16_03-gb_canal_br-34.jpg
Gusset plate
pin
Joint Connections
Welded
connection http://www.tatasteelconstruction.com/en/reference/teaching-
resources/architectural-teaching-resource/elements/connections/connections-
in-trusses
11
http://civildigital.com/wp-con ...
Hunters Son Dialogue Activity1. Please write 1-2 sentences for e.docxwellesleyterresa
Hunters Son Dialogue Activity
1. Please write 1-2 sentences for each of the characters below, explaining the broader point of view that they represent:
HUNTER:
HUNTER’S SON:
THE BOY:
2. Based on your answers above, please explain in 2-3 sentences what you think the author is trying to achieve by bringing these perspectives together and having them speak with one another.
3. In a sentence or two, please explain what you think the play is telling us (the reader) about how indigenous writers and people relate to animals?
...
HW 2 - SQL The database you will use for this assignme.docxwellesleyterresa
HW 2 - SQL
The database you will use for this assignment contains information related to Major League
Baseball (MLB) about players, teams, and games. The relations are:
Players(playerID, playerName, team, position, birthYear)
● playerID is a player identifier used in MLB, and all players throughout the history of
baseball have a unique ID
● playerName is player’s name
● team is the name of the MLB team the player is currently playing on (or the last team the
player played for if they are not currently playing)
● position is the position of the player
● birthYear is the year that player was born
Teams(teamID, teamName, home, leagueName)
● teamID is a unique ID internal to MLB.
● teamName is the name of the team
● home is the home city of the team
● leagueName is the league the team is in, i.e. either “National” or “American”, which
stands for “National League” and “American League”, respectively
Games(gameID, homeTeamID, guestTeamID, date)
● gameID is a unique ID used internally in MLB
● homeTeamID is the ID of the hometeam
● guestTeamID is the ID of the visiting team
● date is the date of the game.
A sample instance of this database is given at the end of this homework handout. Since it is just
one instance of the database designed to give you some intuition, you should not “customize”
your answer to work only with this instance.
1. (10 points each) Write the following queries in SQL, using the schema provided
above. (Note: Your queries must not be “state-dependent", that is, they should work without
modification even if another instance of the database is given.)
(a) Print the names of all players who were born in 1970 and played for the Braves.
(b) Print the names of teams that do not have a pitcher.
(c) Print names of all players who have played in the National League.
(d) Print all gameIDs with Phillies as the home team.
2. (15 points each) Write the following queries in SQL, using the schema provided
above.
(a) Print all teamIDs where the team played against the Phillies but not against the Braves.
(b) Print all tuples (playerID1, playerID2, team) where playerID1 and playerID2 are (or have
been) on the same team. Avoid listing self-references or duplicates, e.g. do not allow
(1,1,”Braves”) or both (2,5,”Phillies”) and (5,2,”Phillies”).
(c) Print all tuples (teamID1, league1, teamID2, league2, date) where teamID1 and teamID2
played against each other in a World Series game. Although there is no direct information
about the World Series games in the relations, we can infer that when two teams from different
leagues play each other, it is a World Series game. So, in this relation, league1 and league2
should be different leagues.
(d) List all cities that have a team in all leagues. For example, there are currently two leagues
(National and American). Although not shown in this instance, New York is home to the Mets in
the National ...
Humanities Commons Learning Goals1. Write about primary and seco.docxwellesleyterresa
Humanities Commons Learning Goals
1. Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
2. Engage in a process approach to writing college-level prose;
3. Produce rhetorically effective college-level expository prose;
4. Demonstrate effective use of scholarly sources in their writing;
5. Recount in college-level prose their personal literacy histories and current literacy practices;
6. Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
7. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
you are to put together your Final Exam Portfolio. In this, you should have your Diagnostic Essay, drafts and revisions of your Literacy Narrative/Metawriting Assignment, Catholic Intellectual Tradition Response, Discourse Community Ethnography, and Argumentative Proposal Synthesis. You also need a final reflective essay discussing how you have grown as a writer over the term. This should be around one to three pages, but may go longer.
As a review, here is an overview of the material we covered:
Humanities Commons Learning Goals
Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
Engage in a process approach to writing college-level prose;
Produce rhetorically effective college-level expository prose;
Demonstrate effective use of scholarly sources in their writing;
Recount in college-level prose their personal literacy histories and current literacy practices;
Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
Metawriting
“Sponsors of Literacy” - Brandt
Portrait of the Artists as
A Young Person – Literacy Narrative
A Young Adult – Autoethnography
MLA Conventions
Library Research
Grammar
Write in Active Voice
Seven Comma Rules
Affect/Effect; it’s its; etc.
Introduce Quotations
Quote, Summary, Paraphrase
Hamburger Metaphor for integrating quotes
Classical Aristotelian Essay Form
Rebuttal
Compare Contrast Essay: Block vs. Alternating
Works Cited List
Top Twenty Errors
Discourse Community Ethnography
“The Concept of a Discourse Community” – Swales
C.A.R.S. – Creating a Research Space – Swales
“Learning to Serve: The Language and Literacy of Food Service Workers” – Mirabelli
“Rethinking Subcultural Resistance: Core Values of the Straight Edge Movement” –
Haenfl ...
HURRICANE KATRINA A NATION STILL UNPREPARED .docxwellesleyterresa
HURRICANE KATRINA:
A NATION STILL UNPREPARED
EXECUTIVE SUMMARY
REPORT OF THE SENATE COMMITTEE ON HOMELAND
SECURITY AND GOVERNMENTAL AFFAIRS
MAY 2006
EXECUTIVE SUMMARY
Hurricane Katrina was an extraordinary act of nature that spawned a human
tragedy. It was the most destructive natural disaster in American history, laying waste to
90,000 square miles of land, an area the size of the United Kingdom. In Mississippi, the
storm surge obliterated coastal communities and left thousands destitute. New Orleans
was overwhelmed by flooding. All told, more than 1500 people died. Along the Gulf
Coast, tens of thousands suffered without basic essentials for almost a week.
But the suffering that continued in the days and weeks after the storm passed did
not happen in a vacuum; instead, it continued longer than it should have because of – and
was in some cases exacerbated by – the failure of government at all levels to plan,
prepare for and respond aggressively to the storm. These failures were not just
conspicuous; they were pervasive. Among the many factors that contributed to these
failures, the Committee found that there were four overarching ones: 1) long-term
warnings went unheeded and government officials neglected their duties to prepare for a
forewarned catastrophe; 2) government officials took insufficient actions or made poor
decisions in the days immediately before and after landfall; 3) systems on which officials
relied on to support their response efforts failed, and 4) government officials at all levels
failed to provide effective leadership. These individual failures, moreover, occurred
against a backdrop of failure, over time, to develop the capacity for a coordinated,
national response to a truly catastrophic event, whether caused by nature or man-made.
The results were tragic loss of life and human suffering on a massive scale, and an
undermining of confidence in our governments’ ability to plan, prepare for, and respond
to national catastrophes.
Effective response to mass emergencies is a critical role of every level of
government. It is a role that requires an unusual level of planning, coordination and
dispatch among governments’ diverse units. Following the terrorist attacks of 9/11, this
country went through one of the most sweeping reorganizations of federal government in
history. While driven primarily by concerns of terrorism, the reorganization was designed
to strengthen our nation’s ability to address the consequences of both natural and man-
made disasters. In its first major test, this reorganized system failed. Katrina revealed
that much remains to be done.
The Committee began this investigation of the preparations for and response to
Hurricane Katrina within two weeks of the hurricane’s landfall on the Gulf Coast. The
tragic loss of life and human suffering in Katrina’s wake would have been sufficient in
themselves to compel the Commit ...
Humanities 115
Short Essay Grading Criteria
Excellent
Passing
Unacceptable
Analysis
25, 18, 10
Details of individual myths are discussed thoughtfully, articulately, and accurately. Critical approaches and terminology are applied accurately and insightfully. Discussion of myths reflects rich, genuine intellectual engagement.
Applications of critical approaches and terms to myths occur, and demonstrate intellectual engagement with course materials, but maybe relatively superficial or contain some inaccuracy. Discussion may at times be vague, ideas may be somewhat underdeveloped.
Important elements missing or very underdeveloped. Substantial inaccuracies may occur.
Scholarly Rigor
13, 9, 5
Assertions are consistently backed with textual evidence. Sources are precisely cited with in-text parenthetical citations as well as a works cited page, if applicable.
Text-based support is sometimes used, citation is imprecise or incomplete.
Text-based support is generally absent, and/or citations are absent.
Coherence
5, 3, 1
Ideas are organized into coherent paragraphs. Transitions are used effectively within paragraphs. Transitions also fluently connect paragraphs.
Ideas are organized into paragraphs. Transitions are usually present and effective.
Essay lacks coherent paragraphs and transitions are absent or ineffective.
Grammar
& Mechanics
5, 3, 1
Standard Academic English is deployed in a controlled manner. Punctuation is precise. Small, occasional errors might occur, but never impede meaning.
Controlled deployment of Academic English is emerging. When errors occur, they only occasionally impede meaning.
Errors are numerous and consistently impede meaning.
Formatting
2, 1, 0
The following conventions of Modern Language Association format are used precisely: essay is consistently double-spaced throughout; a heading with your name, instructor’s name, course name, and date appears at the top left corner of the first page; title is centered just below the heading; text of the journal begins one double spaced line below the title; last name and page number appear at the top right of each page.
Most conventions are followed.
Most conventions are not followed.
Student Sample Essay #2
Genesis Myth
“And God created man in His own image, in the image of God he created male and female. He created them. And God blessed them.” (Leonard, Mcclure, 87) Unfortunately, the sentiment that men and women are equals is contradicted several times in the Genesis myth. The Genesis myth has had a negative influence on women’s roles in society that continually have impacts in today’s modern world. The myth describes women’s purpose as being subservient to men, women are easily swayed and manipulated, and that for seeking knowledge, women deserve the painful shame of childbirth. This patriarchal creation myth has played a role in justifying the suppression of equal rights throughout history and is still debated today.
To begin, the sole reason for the creation of woman ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
HSE 215 Milestone Two Guidelines and Rubric Program Evalua.docx
1. HSE 215 Milestone Two Guidelines and Rubric
Program Evaluation: Analysis Draft
When preparing this milestone, you will analyze the selected
community or school-based program. Be consistent by focusing
on your target age group, the
community or school-based program you selected, and the
developmental needs of the target age group. What risk and
resiliency factors are you going to focus
on regarding your targeted age group, and why? What
interventions have been developed for the age group, and are
they effective? How well do the
interventions address personal and social functioning, and how
could they be improved? Keep in mind that some programs will
focus on all domains of
development, but for this draft, you should focus on personal
and social (socioemotional) functioning of the target age group.
Also, keep in mind that some
programs incorporate evidence in their practices, while others
may not. It is important that you consider the accumulation of
evidence, as perhaps only one
study has supported an intervention to enhance personal and
social functioning for the age group you are targeting. If so, is
that enough evidence? Typically,
several studies are conducted to provide better evidence and to
be considered research-based. One research study points to
suggestions, but this is not usually
the final word for solid evidence-based practice. Try to find and
examine at least three research studies for one intervention in
this milestone.
2. We recommend using the NREPP website or similar scholarly
database to begin your search.
Prompt: For this milestone, you will submit a draft of the
analysis section (section II of the final project), including all
critical elements as listed below. In writing
your draft, be sure to specify the chosen age group and their
needs that will be addressed by the intervention that you are
planning for section III of your
community program evaluation. Look for specific evidence-
based practices that will support this target group and their
development. Include some risk and
resiliency factors that you believe the interventions will
address.
Specifically, the following critical elements must be addressed
in this milestone:
II. Analysis
A. What are the most important needs of the selected age group
with respect to the personal and social functioning targeted by
the program?
What is the importance of addressing these needs? For example,
why is learning to cooperate so important for infants?
B. In what ways are the program’s interventions tailored to the
unique developmental needs and resiliency factors of the
targeted age group? For
example, teaching cooperation should take different forms for
different age groups. Why is this important?
C. In what ways are the program’s interventions not tailored to
the unique developmental needs and resiliency factors of the
targeted age group?
3. Are they too generalized, or more appropriate for a different age
group?
D. What is the role this program and its interventions play in
promoting the improvement of personal and social functioning
of children from birth
to adolescence? In other words, how does this program
contribute to the development of the future adult? Provide
specific examples.
E. Explain how this program and its interventions incorporate or
fail to incorporate evidence-based practices. Some questions to
consider include
the following: How are evidence-based practices used? What
evidence is provided that tell us the practices are effective?
What benefit does
incorporation of these practices provide? Are there any
drawbacks to them not being incorporated? Where are there
opportunities for further
incorporation of evidence-based practices, and how did you
identify these gaps?
F. How do risk and resiliency factors for the targeted age group
influence the type of interventions provided by the program?
http://nrepp.samhsa.gov/AdvancedSearch.aspx
G. How do the specific interventions take into consideration
risk and resiliency factors?
Rubric
Guidelines for Submission: Your paper must be at least 2 pages
4. in Microsoft Word, with double spacing, 12-point Times New
Roman font, one-inch margins, and
at least three sources cited in APA format on a separate
reference page.
Critical Elements Proficient (100%) Needs Improvement (75%)
Not Evident (0%) Value
Analysis: Needs of the
Selected Age Group
Accurately identifies developmental
needs of the selected age group with
respect to personal and social
functioning
Identifies developmental needs of the
age group but does not connect these
to the problem, is missing information,
or is inaccurate
Does not identify developmental
needs
15
Analysis: Interventions
Tailored
Accurately assesses how the
program’s interventions are tailored
to developmental needs
Assesses how the program’s
interventions are tailored to
5. developmental needs but with gaps in
accuracy
Does not assess how program
interventions are tailored to meet
developmental needs
15
Analysis: Interventions Not
Tailored
Accurately assesses how the
program’s interventions are not
tailored to developmental needs
Assesses how the program’s
interventions are not tailored to
developmental needs but with gaps in
accuracy
Does not assess how program’s
interventions are not tailored to meet
developmental needs
15
Analysis: Personal and
Social Functioning
Describes how the program promotes
the improvement of personal and
social functioning of children,
providing concrete examples
Describes how the program promotes
6. the improvement of personal and
social functioning of children but does
not provide concrete examples
Does not describe how the program
promotes the improvement of
personal and social functioning of
children
15
Analysis: Evidence-Based
Practices
Explains how the program
incorporates evidence-based practices
and discusses related benefits and/or
drawbacks
Either does not explain how the
program incorporates evidence-based
practices or does not discuss related
benefits and drawbacks
Does not explain how the program
incorporates evidence-based practices
and does not discuss related benefits
or drawbacks
15
Analysis: Risk and Resiliency
Factors
Accurately describes how risk and
resiliency factors for this age group
7. influence the type of intervention
Describes how risk and resiliency
factors influence the type of
intervention, but information is
inaccurate or incomplete
Does not describe how risk and
resiliency factors influence the type of
intervention
10
Analysis: Interventions and
Risk and Resiliency Factors
Accurately describes how the
program’s interventions take into
consideration developmental risk and
resiliency factors
Describes how the program’s
interventions take into consideration
developmental risk and resiliency
factors, but description is inaccurate
or incomplete
Does not describe how the program’s
interventions take into consideration
developmental risk and resiliency
factors
10
8. Articulation of Response Submission has no major errors
related to citations, grammar, spelling,
syntax, or organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main
ideas
Submission has critical errors related
to citations, grammar, spelling, syntax,
or organization that prevent
understanding of ideas
5
Total 100%
Interview Research Project
Total Grade Weight=60 points
Essay is worth 50 points
Discussion Board sharing is worth 10 points
This assignment objective is for you to conduct an interview out
in the field in order to experience qualitative research first-
hand. Using your knowledge of interviews as a research method
from the film “Doing Sociological Research,” you will create a
set of interview questions for your chosen subject and then
conduct a one on one interview. The subject of your interview
must be one of the following:
1. A person of a different cultural background than your own.
9. OR
2. A person who is married with kids.
Once you have identified a subject and person, set up your
interview at a time and place that is convenient with no
distractions. You may want to use a tape recorder if possible, or
pen and paper to record responses.
Before you design your interview questions, determine what
your research question is (what you want to find out by
conducting this interview). Refer to the web page I have
provided for you entitled, “Formulating a Sociological
Question” for ideas on how to get started.
Make sure that you take detailed notes or recordings during the
interview. A good interviewer will always provide ‘prompts’ for
interviewees who give short, simple answers. Example of
interviewer; “You stated that you don’t like to help with
domestic chores, could you say more about that?”
After you conduct the interview and have your notes or
recordings, you will write the paper. The paper should be at
least 2.5 pages in length and written in essay format. You will
want to discuss what was learned in the interview process from
your subject, as well as provide some quotes to support what
was discussed. DO NOT number the questions inside of your
essay. You are to submit a list of the questions you designed on
a separate sheet of paper at the beginning of the project and
then include 2.5 pages of written essay material. Here is what I
am looking for in order to give you a grade:
· Your research question typed at the top of the paper. (This is
only for me to see that you formulated one. You would not
share this with the interview subject in the real world).
· A list of 10-15 typed interview questions that were used.
· Are all of the questions relevant to the research question you
are seeking to answer?
10. · Essay of 2.5 pages that reflects with proper sentence structure
and grammar the findings of the interview. Did you answer your
research question? If so, how?
Discussion Board Sharing = 10 points
Once you have completed your interview assignment, you are to
submit a one paragraph summary (6-8 sentences at least) of
what you did and what some of your findings in the research
were. You will also read at least one classmate’s summary and
comment on their work for full credit.
Observation Assignment
Total Grade Weight=60 points
Essay is worth 50 points
Discussion Board sharing is worth 10 points
This assignment objective is for you to conduct an observation
out in the field in order to experience qualitative research first-
hand. You will choose a place to do your observations outside
of the school and in the community that is open to the public.
Here are some suggestions of locations:
· Grocery store
· Coffee shop
· Mall
· Bar
· Outdoor concert
· Baseball game
· Local park or swimming pool
11. After you have chosen your location, commit yourself to at least
1.5 hours of observation. You may break this time up into two
visits if you like, and this may give you a better opportunity to
see patterns of behavior emerge. While observing, you will want
to take field notes. In order for you to blend in with the
environment, you may need to take notes on your phone or
tablet. Some researchers soak in everything without any note-
taking and then upon leaving the field, immediately write down
everything they observed. This is important while observations
are fresh in your mind. After you have taken your field notes,
wait at least a day or two to see if anything comes back to mind
that you did not write down. Now you are ready to write your
essay from your field notes. The essay should be at least 2.5
pages in length, typed and double-spaced.
Your ESSAY should have the following sections:
1. PLACE- Explain where you went, the name of the coffee
shop, the date and time of day and why you selected this
particular place.
2. Methodology: this portion is a very detailed description of
how you observed, what did you use to record the observations
(pen, paper etc.). How did you ensure that people couldn’t tell
you were a researcher? Did you speak to anyone in the place to
gather more information?
3. Observations: Discuss everything about the surroundings,
from the people you are observing (i.e. standing, sitting, in
chairs, benches, inside or outside) to the plants, the murals, the
walls, the odors, the type of people (age, race/ethnicity, social
class, languages, alone in groups). What were the people you
observed doing? Discuss any interruptions, problems, dilemmas,
interferences such as not being able to hear comments being
made, other people around you talking. Even list the length of
time you observed the group/individual. This has to be precise
enough, so that if someone would duplicate your observations,
they would follow the same exact procedure. Even the weather
needs to be discussed if you are outside observing people.
4. Findings: What did you find out? Explain in an essay format
12. your conclusions about what you observed. This is the part of
the project where you can make some generalizations about the
people you observed and your findings. Remember, you are
looking to identify patterns of behavior. This may include
patterns of behavior or behavior that was specific to gender,
age, race, socio-economic status, etc.
5. Evaluation of method: In this last portion, you evaluate your
entire project. What would you do differently? What would you
improve, change, duplicate if you had to do this research again?
How would you further the research? You can also discuss ideas
of other topics that could be studied.
Discussion Board Sharing = 10 points
Once you have completed your observation assignment, you are
to submit a one paragraph summary (6-8 sentences at least) of
what you did and what some of your findings in the research
were. You will also read at least one classmate’s summary and
comment on their work for full credit.
Running head: Milestone One
1
Milestone One
3
2-2 Final Project Milestone One: Draft of Introduction
Kevin Menard
Southern New Hampshire University
2-2 Final Project Milestone One: Draft of Introduction
Introduction
Evaluation is a critical and essential aspect of any activity
because it tries to identify strengths and weaknesses of the
program. The main purpose of this evaluation is to try and
decide if the program is effective and according to the targeted
13. population. The establishment of any given program is
accompanied with a huge responsibility to make sure that the
goals are achieved. It would, therefore, be not logical to
establish a program and lack to evaluate its effectiveness
(Anderson et al. 2003). The report will examine if the program
reaches the targeted population and if the services that are
provided to the targeted population are of help to them or not.
Program Identification and Targeted Age Group
Citizens for Citizens Head Start is a school based program
which is located in Southeastern Massachusetts. The program
targets children in their early childhood age; 3-5 years old. The
age bracket is in line with the children who are supposed to
gather knowledge before they begin their primary school
journey.
Developmental Needs and Risk Factors
Development needs
The development needs which are identified in the program and
which are also in line with the targeted group know shapes,
colors, and letters (Rolnick & Grunewald, 2003). The reason
why these needs are essential is associated with the fact that the
program is in place to make sure that the children who go
through the program are equipped to take on the primary school
challenges. Therefore, making sure that they are ready for their
primary school education is meeting their needs.
Risk factors
Risk factors are poor parenting, lack of parents' and elder
siblings' attention, incompetent teachers, and availability of
materials. Poor parenting affects especially for a child who is
developing. Parents have a significant role when it comes to
providing a peaceful learning environment; therefore when
14. parents are not supportive, they expose the child to a risk of not
grasping what he or she is supposed to grasp (Rolnick &
Grunewald, 2003). Teachers also have a role to play when it
comes to preparing a child for primary school. When they are
incompetent, they affect the development process of the child
negatively. Availability of learning materials is also an aspect
that promotes the development of the child. Therefore, if
materials are not available, the child might not gain the
knowledge he or she needs.
Resiliency factors
The resiliency factors are safe and effective school systems,
availability of programs, and positive parenting skills. The
program goes a long way in equipping the children and
preparing them for the next stage in their lives. A reliable
school system also has a positive effect because they make the
learning process enjoyable and effective. Positive parenting
keeps the focus on connection, cooperation, learning and
growing together in these early years. There is so much
happening between the third and fifth year of a child’s life.
Preschoolers benefit from a lot of play, discovery, and kind,
respectful guidance. Discipline for three to five year olds can be
positive and effective (Positive Parenting Connection, 2018).
Program Description
Head Start is a free child development program which provides
comprehensive education, health, nutrition and social services
to pre-school children from income eligible families. The
overall goal of Head Start is to increase the child’s
effectiveness in dealing with everyday life and later
responsibilities in school and life. Because parents are the most
important influence in their child’s development, Head Start
provides many opportunities for parents to become involved in
the program, and to improve their own education and
employment potential (Citizens for Citizens, Inc., 2008).
15. References
Anderson, L. M., Shinn, C., Fullilove, M. T., Scrimshaw, S. C.,
Fielding, J. E., Normand, J., & Task Force on Community
Preventive Services. (2003). The effectiveness of early
childhood development programs: A systematic review.
American journal of preventive medicine, 24(3), 32-46.
Citizens for Citizens, Inc. (2008). Retrieved January 03, 2018,
from http://cfcinc.org/about-us/programs/head-start-
programs/head-start/
Positive Parenting Connection. (2018). Retrieved January 03,
2018, from
https://www.positiveparentingconnection.net/preschoolers-3-5-
years/
Rolnick, A., & Grunewald, R. (2003). Early childhood
development: Economic development
with a high public return. The Region, 17(4), 6-12.