HU345 Critical ThinkingDiscussion 1Sample Argument FormPr.docx
•Download as DOCX, PDF•
0 likes•4 views
The document provides a sample argument form intended to convince a friend named Alex to go hiking with the speaker. The three premises are: 1) Alex has been stressed and hiking reduces stress, 2) the weather that weekend is suitable for hiking, and 3) Alex's New Year's resolution was to do more things outside her comfort zone. The conclusion is that Alex should go hiking that weekend. The explanation notes that the speaker wants to address Alex's reasons for not wanting to go by suggesting premises that will alleviate her concerns about stress from work, disliking extreme temperatures, and giving up on her resolution. The premises are meant to logically lead Alex to the desired conclusion of agreeing to go hiking.
Report
Share
Report
Share
Recommended
Rubric Detail A rubric lists grading criteria that instruct.docx
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
Name: Nursing Discussion Rubric
Description: This rubric is used by your instructor to assess the quality of your primary discussion response, as well as your responses to your peers. Keep in mind, because your Discussions are Pass/Fail, they will not be reflected in your Weekly Summary/Combined Grade Columns. However, you must successfully complete these discussion posts/replies to meet your course requirements.
Grid ViewList View
Excellent
Satisfactory
Needs Improvement
Initial Post - Content/Comprehension
Post demonstrates depth of understanding of course content; Addresses discussion prompt completely; offers clear point of view and detail
Feedback:
Post demonstrates adequate depth of understanding, but does not address all of discussion prompt; point of view is somewhat unclear and detail is limited
Feedback:
Post does not demonstrate depth of understanding of course content; Discussion prompt is minimally addressed; Point of view is unclear and detail is under-developed
Feedback:
Initial Post - Timelines
Submits initial post by Wednesday deadline
Feedback:
Submits initial post one to three days late (after Wednesday before Sunday)
Feedback:
No initial post
Feedback:
Initial Post - Spelling/Grammar/Mechanics
Post has 0-1 spelling or grammatical errors; Properly cites work in APA format where required
Feedback:
Post has 2-3 spelling or grammatical errors; Cites work in APA format where required with few errors
Feedback:
Posts have 3 or more spelling or grammatical errors; Does not cite work where required
Feedback:
Peer Responses - Engagement/Classroom Interaction
Submits required number of response posts; Responses extend the discussion by making connections, relating to others’ ideas and adding supporting detail
Feedback:
Submits required number of response posts; Some connections are made with relevant explanation and detail
Feedback:
Responses are not submitted; Responses are generic, limited, do not extend the discussion or add detail
Feedback:
Peer Responses - Timeliness
Submits peer response posts by Sunday deadline
Feedback:
Submits peer response posts late (after Sunday)
Feedback:
Submits peer response posts late (after Sunday)
Feedback:
Peer Responses - Spelling/Grammar/Mechanics
Posts have 0-1 spelling or grammatical errors; Properly cites work in APA format where required
Feedback:
.
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title
TITLE OF PAPER HERE 1
TITLE OF PAPER HERE 3
Full Title of Paper Here
Student Name (First M. Last)
Counselor Education and Family Studies, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Full Title
Start with an introduction (don’t use a title for it). The intro will have the purpose of the paper, brief background (what culture you are discussing), brief outline of the paper for reader (what they should be expecting), and transition sentence to the first heading, “Events Attended” – one paragraph.
Events Attended (level 1 headings)
Describe the events attended and what happened (aprox. 250-300 words)
Comparison with Expectations
Discuss how your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1. (approximately 250 words)
Emotional Impact
Describe how participation in these immersion events impact you emotionally. In other words, what was it like to be a minority in this group? (approximately 250 words)
As you consider your own cultural background, describe why do you think you responded the way you did? (approximately 250 words)
Key Things Learned
What are some key things that you have learned about this culture through these events? (approximately 250 words)
Counseling Theories Validated for This Group
Discuss counseling theories and techniques that have been empirically validated as effective with this group. You can use the McGoldrick et al. text for this section, and peer reviewed articles. Use a minimum of three resources. (approximately 250 words).
Identify three theoretical approaches (i.e. Cognitive Behavioral Therapy, Reality Therapy, Person-Centered, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the theory given).
Identify three counseling techniques (miracle question, reflective listening, thought-stopping techniques, mindfulness, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the technique given).
Student describes how characteristics noted above relate to counseling with this group, including resilience building and eliminating obstacles and illuminating opportunities.
References
References start here with a hanging indent. Double space and list references alphabetically by author’s last name. Review your APA Manual for formatting requirements for specific types of sources.
References should include at least 3 scholarly sources on your cultural group of interest (the resources must published by 2005 or later) focusing on counseling theories and counseling techniques. A pertinent, unassigned chapter from the McGoldrick et al. text may count as 1 of these reso ...
Examine current practice guidelines related to suicide screeni.docx
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understandin.
75645 Topic documenting the project life cycleNumber of Pages.docx
75645 Topic: documenting the project life cycle
Number of Pages: 4 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Coursework
Academic Level:Undergraduate
Category: Computer Science
Language Style: English (U.S.)
Order Instructions: Attached
Well-written project documentation clarifies intent, documents decisions and results, and allows project managers to assess project progress (and report it, as necessary, to project stakeholders) at every step of the project lifecycle.
For this assignment, you will create two examples of project documentation that align with the Project Plan Draft assignment you completed in Week 1. The documentation you will create for this assignment aligns with the initiation and planning phases of a project.
If you chose the waterfall methodology for your Week 1 Project Plan Draft assignment, create the following:
A business requirements document, or BRD: Use the Business Requirements Template as the basis for your BRD.
A work breakdown schedule, or WBS: Use the Work Breakdown Structure (WBS) Example document as the basis for your WBS.
Alternatively, if you chose the Agile methodology for your Week 1 Project Plan Draft assignment, create the following:
A product requirements document, or PRD: Read "Product Requirements Documents, Downsized" for assistance in creating this document.
User stories/scenarios and acceptance criteria: Review "Agile Requirements Snail: Feature to User Story to Scenario" for help in creating this document. Then use the Scenarios and COS tabs located in User Scenarios And Acceptance Criteria Example as the basis for your user stories/scenarios and acceptance criteria.
Submit your completed BRD and WBS, or your completed PRD and user stories/scenarios with acceptance criteria.
CSCI 561 DB Standardized Rubric
50 Points
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Thread (19 pts.)
Student effectively answers the questions with supporting material from the week’s reading with thoughtful analysis. Christian worldview integration found, supported by scripture.
19 to 17 points*
Student’s post effectively answers both questions in the discussion board by thoroughly analyzing material presented by the course readings (internal sources) as well as other academically approved sources (external). Post shows a thorough interaction with material in a thought-provoking manner to encourage class interaction.
16 points*
Student’s post effectively answers the key points of both questions in the discussion board. Post reveals interaction with course readings (internal) sources or other academically approved (external) sources. Post shows proficient interaction with material in logical manner so as to encourage class interaction.
15 to 1 points*
Student’s post answers all or most of the key points of both questions in the discussion board. Post reveals interaction with some course (internal) sources or other (external) s.
Final Assignment for HIS201Book ProjectOver the course of the .docx
Final Assignment for HIS201
Book Project
Over the course of the module you will be reading and taking notes on a nonfiction/biography book. The book must be on a topic from U.S. History up to the year 1865. Lists of possible choices, which are accessible through the Post University library as e-books, are listed below. You are not limited to these choices, but you must have your chosen book approved by your professor by the end of week 1.
Reference list for final project reading list:
·
Jacobs, H. A., & Child, L. (2008). Incidents in the Life of a Slave Girl: Seven Years Concealed. [Auckland, N.Z.]: Floating Press.
You will be expected to complete a presentation that outlines the novel’s relation to history, addresses a variety of discussion questions, and postulates the effectiveness of the book in our study of U.S. History. Your presentation must include images to support your answers and time period being represented. The platform you use to develop your presentation is up to you. Examples include but are not limited to: PowerPoint, Prezi, a brochure, or video.
Students: Be sure to read the criteria, by which your paper/project will be evaluated,
before
you write, and again
after
you write.
Evaluation Rubric for
Book Project
Assignment
Levels of Achievement
Criteria
1
2
3
4
5
0
Preparation of Project
1 Points
Unclear or incomplete check-ins or communication of project prior to submission of final project. Does not show continued progress of reading throughout module.
2 Points
Unclear or incomplete check-ins and communications prior to submission of final project. May not demonstrate continued progress of reading throughout module.
3 Points
Demonstrates minimal understanding of book and project through check-ins and communications prior to submission of final project. May show continued progress of reading throughout module.
4 Points
Demonstrates understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
5 Points
Demonstrates complete understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
0 Points
No check-ins or communication of project prior to submission of final project.
Part I
1 Points
Questions in part 1 are minimally supported with specific, credible, and relevant evidence.
2 Points
1-2 questions in part 1 are adequately supported OR 3-4 questions are minimally supported with specific, credible, and relevant evidence.
3 Points
3-4 questions in part 1 are adequately supported OR 5 questions are minimally supported with specific, credible, and relevant evidence.
4 Points
All 5 questions in part 1 are adequately supported with a limited spectrum of specific, credible, and relevant evidence.
5 Points
All 5 questions in part one are well-supported with a broad spectrum of specific, credible, and relevant evidence.
Psychiatric SOAP Note TemplateThere are different ways in which .docx
Psychiatric SOAP Note Template
There are different ways in which to complete a Psychiatric SOAP (Subjective, Objective, Assessment, and Plan) Note. This is a template that is meant to guide you as you continue to develop your style of SOAP in the psychiatric practice setting. Refer to the Psychiatric SOAP Note PowerPoint for further detail about each of these sections.
Criteria
Clinical Notes
Subjective
Include chief complaint, subjective information from the patient, names and relations of others present in the interview, and basic demographic information of the patient. HPI, Past Medical and Psychiatric History, Social History.
Objective
This is where the “facts” are located. Include relevant labs, test results, vitals, and Review of Systems (ROS) – if ROS is negative, “ROS noncontributory,” or “ROS negative with the exception of…” Include MSE, risk assessment here, and psychiatric screening measure results.
Assessment
Include your findings, diagnosis and differentials (DSM-5 and any other medical diagnosis) along with ICD-10 codes, treatment options, and patient input regarding treatment options (if possible), including obstacles to treatment.
Plan
Include a specific plan, including medications & dosing & titration considerations, lab work ordered, referrals to psychiatric and medical providers, therapy recommendations, holistic options and complimentary therapies, and rationale for your decisions. Include when you will want to see the patient next. This comprehensive plan should relate directly to your Assessment.
CG&AM&BF_10/10/18
Criteria
Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total Points
Quality of Initial Post
Provides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support important points.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete underst ...
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
Topic Forum Directions & Rubrics The Topic Forum is intended to .docx
Topic Forum Directions & Rubrics
The Topic Forum is intended to provide you with an opportunity to apply the principles you are learning to specific issues. The following rubrics will provide the guidelines for expectations and evaluation of your participation. There may be specific directions regarding a Topic Forum for a particular week, however, here are the broad guidelines regarding the requirements.
· Your response (answer) to each Topic Forum should be between 400 and 500 words. On the weeks where there is only 1 Topic, 800-1000 words are expected.
The response should:
a. Recognize the significant issues the question raises
b. Incorporate the reading(s) for the week into the answer
c. Use at least 2 appropriate (largely peer-reviewed) references beyond your text to support your position
d. Demonstrate an understanding of the material by evaluating, applying, and synthesizing applying the various resources principles.
e. Exhibit your ability to write and research at an MBA level – cite sources correctly within the text and provide accurate APA style bibliography.
· You are to engage (react/respond) to at least two of your peer’s Topic Forum answers. These responses should be roughly 250 words in length, and must demonstrate an understanding of your peer’s position, as well as advance their ideas with new application, research and/or examples of how their analysis can be applied. It’s appropriate to disagree and reference your position with research/examples. Your engagement should be respectful in tone, written and cited at an MBA level using APA format.
Your Forum answers, as well as the responses, will be evaluated using the following rubrics. There are 40 points designated for your answers (20 points for each Topic), and 10 points for your engagement.
TopicForum Response/Answers Rubric
Superior
Strong
Adequate
Marginal
Very Weak Overall analysis of the topic and development
of response at an MBA level
The forum question is discussed extensively and in-depth. Analysis of support is insightful, extensive, and specifically develops the forum question.12 – 10 pts
The overall discussion of the forum question could be extended further. Analysis of support is present, but is not extensive. It could do more to connect to the forum question.
9 -7 pts
The forum question is discussed, but at a superficial level. Analysis of support is lacking and/or rarely connects the support to the forum question.
6 - 4 pts
The paper does little to discuss the answer the forum question. The support is not analyzed in terms of significance or connection to the forum question.
3-2 pts
No real discussion of the forum question or support throughout the paper.
1- 0 pts
MBA level research supports the response and enhances
analysis
Specific, ample, and appropriate (i.e. peer reviewed) reference material is used. Reference material is accurately used and it supports the response to the question. The material is well integrated into the ...
Recommended
Rubric Detail A rubric lists grading criteria that instruct.docx
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and made it available to you. Select Grid View or List View to change the rubric's layout.
Content
Name: Nursing Discussion Rubric
Description: This rubric is used by your instructor to assess the quality of your primary discussion response, as well as your responses to your peers. Keep in mind, because your Discussions are Pass/Fail, they will not be reflected in your Weekly Summary/Combined Grade Columns. However, you must successfully complete these discussion posts/replies to meet your course requirements.
Grid ViewList View
Excellent
Satisfactory
Needs Improvement
Initial Post - Content/Comprehension
Post demonstrates depth of understanding of course content; Addresses discussion prompt completely; offers clear point of view and detail
Feedback:
Post demonstrates adequate depth of understanding, but does not address all of discussion prompt; point of view is somewhat unclear and detail is limited
Feedback:
Post does not demonstrate depth of understanding of course content; Discussion prompt is minimally addressed; Point of view is unclear and detail is under-developed
Feedback:
Initial Post - Timelines
Submits initial post by Wednesday deadline
Feedback:
Submits initial post one to three days late (after Wednesday before Sunday)
Feedback:
No initial post
Feedback:
Initial Post - Spelling/Grammar/Mechanics
Post has 0-1 spelling or grammatical errors; Properly cites work in APA format where required
Feedback:
Post has 2-3 spelling or grammatical errors; Cites work in APA format where required with few errors
Feedback:
Posts have 3 or more spelling or grammatical errors; Does not cite work where required
Feedback:
Peer Responses - Engagement/Classroom Interaction
Submits required number of response posts; Responses extend the discussion by making connections, relating to others’ ideas and adding supporting detail
Feedback:
Submits required number of response posts; Some connections are made with relevant explanation and detail
Feedback:
Responses are not submitted; Responses are generic, limited, do not extend the discussion or add detail
Feedback:
Peer Responses - Timeliness
Submits peer response posts by Sunday deadline
Feedback:
Submits peer response posts late (after Sunday)
Feedback:
Submits peer response posts late (after Sunday)
Feedback:
Peer Responses - Spelling/Grammar/Mechanics
Posts have 0-1 spelling or grammatical errors; Properly cites work in APA format where required
Feedback:
.
TITLE OF PAPER HERE1TITLE OF PAPER HERE3Full Title
TITLE OF PAPER HERE 1
TITLE OF PAPER HERE 3
Full Title of Paper Here
Student Name (First M. Last)
Counselor Education and Family Studies, Liberty University
Author Note
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Email:
Full Title
Start with an introduction (don’t use a title for it). The intro will have the purpose of the paper, brief background (what culture you are discussing), brief outline of the paper for reader (what they should be expecting), and transition sentence to the first heading, “Events Attended” – one paragraph.
Events Attended (level 1 headings)
Describe the events attended and what happened (aprox. 250-300 words)
Comparison with Expectations
Discuss how your experience of actual cultural events compare with the expectations you had developed from the readings and Internet/media explorations you did in Cultural Immersion Project – Part 1. (approximately 250 words)
Emotional Impact
Describe how participation in these immersion events impact you emotionally. In other words, what was it like to be a minority in this group? (approximately 250 words)
As you consider your own cultural background, describe why do you think you responded the way you did? (approximately 250 words)
Key Things Learned
What are some key things that you have learned about this culture through these events? (approximately 250 words)
Counseling Theories Validated for This Group
Discuss counseling theories and techniques that have been empirically validated as effective with this group. You can use the McGoldrick et al. text for this section, and peer reviewed articles. Use a minimum of three resources. (approximately 250 words).
Identify three theoretical approaches (i.e. Cognitive Behavioral Therapy, Reality Therapy, Person-Centered, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the theory given).
Identify three counseling techniques (miracle question, reflective listening, thought-stopping techniques, mindfulness, etc.) that have been empirically validated as effective with the selected group (for any credit student must cite a peer reviewed journal supporting the use of the technique given).
Student describes how characteristics noted above relate to counseling with this group, including resilience building and eliminating obstacles and illuminating opportunities.
References
References start here with a hanging indent. Double space and list references alphabetically by author’s last name. Review your APA Manual for formatting requirements for specific types of sources.
References should include at least 3 scholarly sources on your cultural group of interest (the resources must published by 2005 or later) focusing on counseling theories and counseling techniques. A pertinent, unassigned chapter from the McGoldrick et al. text may count as 1 of these reso ...
Examine current practice guidelines related to suicide screeni.docx
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understandin.
75645 Topic documenting the project life cycleNumber of Pages.docx
75645 Topic: documenting the project life cycle
Number of Pages: 4 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Coursework
Academic Level:Undergraduate
Category: Computer Science
Language Style: English (U.S.)
Order Instructions: Attached
Well-written project documentation clarifies intent, documents decisions and results, and allows project managers to assess project progress (and report it, as necessary, to project stakeholders) at every step of the project lifecycle.
For this assignment, you will create two examples of project documentation that align with the Project Plan Draft assignment you completed in Week 1. The documentation you will create for this assignment aligns with the initiation and planning phases of a project.
If you chose the waterfall methodology for your Week 1 Project Plan Draft assignment, create the following:
A business requirements document, or BRD: Use the Business Requirements Template as the basis for your BRD.
A work breakdown schedule, or WBS: Use the Work Breakdown Structure (WBS) Example document as the basis for your WBS.
Alternatively, if you chose the Agile methodology for your Week 1 Project Plan Draft assignment, create the following:
A product requirements document, or PRD: Read "Product Requirements Documents, Downsized" for assistance in creating this document.
User stories/scenarios and acceptance criteria: Review "Agile Requirements Snail: Feature to User Story to Scenario" for help in creating this document. Then use the Scenarios and COS tabs located in User Scenarios And Acceptance Criteria Example as the basis for your user stories/scenarios and acceptance criteria.
Submit your completed BRD and WBS, or your completed PRD and user stories/scenarios with acceptance criteria.
CSCI 561 DB Standardized Rubric
50 Points
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Thread (19 pts.)
Student effectively answers the questions with supporting material from the week’s reading with thoughtful analysis. Christian worldview integration found, supported by scripture.
19 to 17 points*
Student’s post effectively answers both questions in the discussion board by thoroughly analyzing material presented by the course readings (internal sources) as well as other academically approved sources (external). Post shows a thorough interaction with material in a thought-provoking manner to encourage class interaction.
16 points*
Student’s post effectively answers the key points of both questions in the discussion board. Post reveals interaction with course readings (internal) sources or other academically approved (external) sources. Post shows proficient interaction with material in logical manner so as to encourage class interaction.
15 to 1 points*
Student’s post answers all or most of the key points of both questions in the discussion board. Post reveals interaction with some course (internal) sources or other (external) s.
Final Assignment for HIS201Book ProjectOver the course of the .docx
Final Assignment for HIS201
Book Project
Over the course of the module you will be reading and taking notes on a nonfiction/biography book. The book must be on a topic from U.S. History up to the year 1865. Lists of possible choices, which are accessible through the Post University library as e-books, are listed below. You are not limited to these choices, but you must have your chosen book approved by your professor by the end of week 1.
Reference list for final project reading list:
·
Jacobs, H. A., & Child, L. (2008). Incidents in the Life of a Slave Girl: Seven Years Concealed. [Auckland, N.Z.]: Floating Press.
You will be expected to complete a presentation that outlines the novel’s relation to history, addresses a variety of discussion questions, and postulates the effectiveness of the book in our study of U.S. History. Your presentation must include images to support your answers and time period being represented. The platform you use to develop your presentation is up to you. Examples include but are not limited to: PowerPoint, Prezi, a brochure, or video.
Students: Be sure to read the criteria, by which your paper/project will be evaluated,
before
you write, and again
after
you write.
Evaluation Rubric for
Book Project
Assignment
Levels of Achievement
Criteria
1
2
3
4
5
0
Preparation of Project
1 Points
Unclear or incomplete check-ins or communication of project prior to submission of final project. Does not show continued progress of reading throughout module.
2 Points
Unclear or incomplete check-ins and communications prior to submission of final project. May not demonstrate continued progress of reading throughout module.
3 Points
Demonstrates minimal understanding of book and project through check-ins and communications prior to submission of final project. May show continued progress of reading throughout module.
4 Points
Demonstrates understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
5 Points
Demonstrates complete understanding of book and project through check-ins and communications prior to submission of final project. Shows continued progress of reading throughout module.
0 Points
No check-ins or communication of project prior to submission of final project.
Part I
1 Points
Questions in part 1 are minimally supported with specific, credible, and relevant evidence.
2 Points
1-2 questions in part 1 are adequately supported OR 3-4 questions are minimally supported with specific, credible, and relevant evidence.
3 Points
3-4 questions in part 1 are adequately supported OR 5 questions are minimally supported with specific, credible, and relevant evidence.
4 Points
All 5 questions in part 1 are adequately supported with a limited spectrum of specific, credible, and relevant evidence.
5 Points
All 5 questions in part one are well-supported with a broad spectrum of specific, credible, and relevant evidence.
Psychiatric SOAP Note TemplateThere are different ways in which .docx
Psychiatric SOAP Note Template
There are different ways in which to complete a Psychiatric SOAP (Subjective, Objective, Assessment, and Plan) Note. This is a template that is meant to guide you as you continue to develop your style of SOAP in the psychiatric practice setting. Refer to the Psychiatric SOAP Note PowerPoint for further detail about each of these sections.
Criteria
Clinical Notes
Subjective
Include chief complaint, subjective information from the patient, names and relations of others present in the interview, and basic demographic information of the patient. HPI, Past Medical and Psychiatric History, Social History.
Objective
This is where the “facts” are located. Include relevant labs, test results, vitals, and Review of Systems (ROS) – if ROS is negative, “ROS noncontributory,” or “ROS negative with the exception of…” Include MSE, risk assessment here, and psychiatric screening measure results.
Assessment
Include your findings, diagnosis and differentials (DSM-5 and any other medical diagnosis) along with ICD-10 codes, treatment options, and patient input regarding treatment options (if possible), including obstacles to treatment.
Plan
Include a specific plan, including medications & dosing & titration considerations, lab work ordered, referrals to psychiatric and medical providers, therapy recommendations, holistic options and complimentary therapies, and rationale for your decisions. Include when you will want to see the patient next. This comprehensive plan should relate directly to your Assessment.
CG&AM&BF_10/10/18
Criteria
Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total Points
Quality of Initial Post
Provides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support important points.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete underst ...
Introduction, Thesis Statement, and ClaimTotal 3.50Distinguis.docx
Introduction, Thesis Statement, and Claim
Total: 3.50
Distinguished - Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue.
Proficient - Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.
Basic - Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.
Below Expectations - Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.
Non-Performance - The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions.
Creates an Argument
Total: 7.00
Distinguished - Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.
Proficient - Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.
Basic - Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.
Below Expectations - Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.
Non-Performance - The creation of an argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluates Ethical Outcomes
Total: 4.00
Distinguished - Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoro.
Topic Forum Directions & Rubrics The Topic Forum is intended to .docx
Topic Forum Directions & Rubrics
The Topic Forum is intended to provide you with an opportunity to apply the principles you are learning to specific issues. The following rubrics will provide the guidelines for expectations and evaluation of your participation. There may be specific directions regarding a Topic Forum for a particular week, however, here are the broad guidelines regarding the requirements.
· Your response (answer) to each Topic Forum should be between 400 and 500 words. On the weeks where there is only 1 Topic, 800-1000 words are expected.
The response should:
a. Recognize the significant issues the question raises
b. Incorporate the reading(s) for the week into the answer
c. Use at least 2 appropriate (largely peer-reviewed) references beyond your text to support your position
d. Demonstrate an understanding of the material by evaluating, applying, and synthesizing applying the various resources principles.
e. Exhibit your ability to write and research at an MBA level – cite sources correctly within the text and provide accurate APA style bibliography.
· You are to engage (react/respond) to at least two of your peer’s Topic Forum answers. These responses should be roughly 250 words in length, and must demonstrate an understanding of your peer’s position, as well as advance their ideas with new application, research and/or examples of how their analysis can be applied. It’s appropriate to disagree and reference your position with research/examples. Your engagement should be respectful in tone, written and cited at an MBA level using APA format.
Your Forum answers, as well as the responses, will be evaluated using the following rubrics. There are 40 points designated for your answers (20 points for each Topic), and 10 points for your engagement.
TopicForum Response/Answers Rubric
Superior
Strong
Adequate
Marginal
Very Weak Overall analysis of the topic and development
of response at an MBA level
The forum question is discussed extensively and in-depth. Analysis of support is insightful, extensive, and specifically develops the forum question.12 – 10 pts
The overall discussion of the forum question could be extended further. Analysis of support is present, but is not extensive. It could do more to connect to the forum question.
9 -7 pts
The forum question is discussed, but at a superficial level. Analysis of support is lacking and/or rarely connects the support to the forum question.
6 - 4 pts
The paper does little to discuss the answer the forum question. The support is not analyzed in terms of significance or connection to the forum question.
3-2 pts
No real discussion of the forum question or support throughout the paper.
1- 0 pts
MBA level research supports the response and enhances
analysis
Specific, ample, and appropriate (i.e. peer reviewed) reference material is used. Reference material is accurately used and it supports the response to the question. The material is well integrated into the ...
This week we will discuss the social construction of gender. Choose .docx
This week we will discuss the social construction of gender. Choose
one
of the following options. Forum instructions are also included below.
1. What does it mean to say that gender is socially constructed? What are the expectations for femininity? Masculinity? What happens when someone does not meet these expectations? Remember to include at least two references to the text in your response. Respond to at least two other posts.
Or
2. In the U.S. individuals are exposed to the stereotypes of what constitutes masculinity and femininity at a very young age. For this option, you will need to visit the toy and/or baby departments of a large store. There are differences in clothing, toys, colors, and even packaging. Examine these areas in the store and take note of how the areas are divided and marketed. What differences do you see? How does this relate to the social construction of gender? Include two references from the text in your discussion and reply to two other posts.
Instructions:
Sociology lives when we engage it – we read about it, we discuss it, we debate it, we frame our research questions with it, we put it to the test of empiricism, and every once in a while we build it ourselves. Therefore, the success of this course depends on all of us thoroughly engaging it. One of the most important parts of the course will be the discussions and debates we participate in, in our Forum. These discussions need to be informed by thorough reading of the assigned texts.
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world, active presence. Learners will engage with the instructor and peers through rich responses to their posts. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Points
Ex
e
m
p
la
r
y (100%)
Acc
o
m
p
lished (85%)
Developing (75%)
Beginning (65%)
Not Participating (0%)
Comprehension of course materials
4
Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post does not clearly demonstrate comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence. ...
Psychology Discussion Requirements1. You are required to h.docx
Psychology Discussion Requirements
1. You are required to have 3 posts in each discussion and these
three posts must be made on three separate days.
The first post is the initial response to the question that
appropriately and completely addresses the topic
.
This must be completed by 11:59 p.m.(EST) Thursday night. It is best to post it at the beginning of the week. The remaining two posts are responses to two different classmates. The first response to a classmate is due Saturday at 11:59 p.m.(EST) and the second response to a classmate is due on Sunday at 11:59 p.m.(EST). Responses to me do not count as a response to another student; however, I will interact with each of you throughout the course. I encourage you to respond back. If you do not post on
three separate days
you will lose points (possible 15 point deduction). There will be a deduction of 5 points per day that the initial post is late. Posts are not accepted after the week closes on Sunday night.
2. Your initial post (your response to the topic) must contain a citation. It is your ideas supported by research. Please refer to the APA Power Point in the Start Here section of the classroom for information on proper formatting. There will be a deduction of 20 points for failure
to cite
a source within your initial post and to provide a reference at the end of your initial post.
3. Your
initial post must be a minimum of 200 words
and
each response must be a minimum of 150 words.
Please double-check your word count. Only posts that meet the word count requirements receive credit.
4. Post your word count at the end of each post. There will be a 5 point deduction for each failure to provide a word count.
5. Please address fellow students and professor by name. There will be a 5 point deduction for each failure to address by name.
6. Please use spell-check and proper grammar. Points will be deducted for each spelling and grammatical error up to 10 points for each post.
Psych Discussion Post
Due By
Cited Source – In Text and Reference
Word Count
Point Value
Post 1 – Initial Response is well organized, includes a citation, addresses topic, and demonstrates critical thinking
Thursday
Yes - mandatory
200
50 points
Post 2 – Response to 1
st
student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking
Saturday
Not required, but must cite any work used
150
25 points
Post 3 – Response to 2
nd
student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking
Sunday
Not required, but must cite any work used
150
25 points
PSYCHOLOGY DISCUSSION RUBRIC
Criteria
Exemplary (100%)
50/50
Above Average (89%)
45/ 50
Satisfactory (79%)
40/ 50
Approaches Standard (69%)
35/ 50
Needs Improvement (59%)
30/ 50
Unsatisfactory (0)
0/ 50
Initial Post (50)
Reveals mastery of the material, critical assessment, and thorough exploration of the subject matter.
Demonstrates mastery of grammar, punctuat.
REL 223 - Religions of the World East and West Journal G.docx
REL 223 - Religions of the World: East and West
Journal Guidelines and Rubric
Guidelines
The journal is to be an example of the student’s ability to write and analyze the material he or she is
reading. An attempt should be made to integrate material from the myriad of books and notes in this
course.
Journal entries should be made for each of the seven major world religions considered. Your journal
should contain complete sentences and be grammatically correct. While you are reading, write down what
goes on in your head in "stream of consciousness" style in the margins of your book, in a notebook, or in
a computer file. You will be making a record of images, associations, feelings, thoughts, judgments, etc.
You will probably find that the record contains:
Questions that you ask yourself about the narrative and events as you read (answer these
yourself when you can).
Memories from your own experiences provoked by the reading.
Guesses about how the text might proceed and why.
Reflections on striking moments and ideas in the book.
Comparisons between how you behave and how the author describes actions and behavior.
Thoughts and feelings about content.
Comments on how the story is being told. For example, write any words and phrases that make
an impression on you, or motifs/themes which you notice the author using.
Connections to other texts, ideas, and courses.
A journal entry consists of two parts:
1. The first part is a direct quotation of the part you noted from the text, copied word for word,
and enclosed in quotation marks. Be sure to include the author's last name and the page number
of the quotation in parentheses after the quotation. MLA format requires that you use the last
name, a space, and then the number, e.g., (Ludwig 89).
2. The second part of the journal entry is a paragraph that explains why you found the passage
to be important or interesting. Sometimes students ask questions about the reading, or they
explain it, or relate to it in some way. Whatever you do, do not simply summarize the contents
of the passage. Instead, go beyond it somehow, analyze it, offer thoughts about why it seems
important to you or to others. In essence, by writing about the importance of the passage, you will
give it meaning.
It is also helpful to explain what is going on in the text at the time of the passage (the context). Some
students like to write (1) what is happening in the story, (2) what the passage says, and (3) why the
passage is important or interesting. This structure is not necessary, but sometimes it helps you organize
your responses.
The quality of your thinking and the energy with which you attempt to analyze your reading are the most
important aspects of this assignment!
Journal Scoring Rubric (Total of 20 points possible)
Journal Entries ought to evidence the following:
Required elements in the “Journal Gu ...
Budget Estimating (100 points)This assignment consists of 2 part.docx
Budget Estimating (100 points)
This assignment consists of 2 parts: questions about budget estimation and developing a budget.
Part 1 Questions (10 points)
Provide responses to the following questions
1. You are providing a review of contractor bids for a component of your upcoming project. What can be done to determine whether or not a vendor’s bid is reasonable?
2. Describe the conditions for which parametric, analogous and bottom up estimation techniques work best, and provide 2 examples in support of each method.
3. Why is a cost management plan important? How does the plan benefit the project manager?
Part 2 Budget Estimating (30 points)
Using the same scenario from the previous unit on scheduling, create a time-phased budget for the following project. Prepare a figure like Exhibit 10.9, CPT 4e, that illustrates the daily and cumulative costs for the resource-leveled project.
Assume the following hourly rates:
Alcides $45 / hr.
Joan $50 / hr.
Activity ID
Activity
Immediate Predecessor
Duration in days
Resource
Work Hours per Day
A
Evaluate freezers
2
Alcides
6
B
Chart temperatures
6
Joan
4
C
Review service record
2
Alcides
D
Consult with HVAC engineer
A, B, C
3
Alcides
E
Develop construction plan
D
10
Joan
F
Complete IC assignment
E
2
Alcides
G
Complete ROI analysis
E
5
Joan
H
Conduct regulatory review
E
4
Joan
I
Obtain construction approval
F, G, H
2
Alcides
Part 3 Budget Estimating (50 points)
You are the project manager for a process improvement project for Company XYZ. Prepare a figure like Exhibit 10.9 that illustrates the weekly and cumulative costs for the resource-leveled project.
Hint: To accomplish this exercise, you’ll need to create a project schedule in MS Excel (or by hand), create resource assignments, assign costs to each resource, and assign the resources to each task. Some resource leveling will be required.
In this project, you have 3 employees: Ann, Becky and Clive. Each person is limited to the amount of time allocated to your project. Ann and Becky are available 30 hours/week; Clive is available 20 hours/week. There hourly rates are: Ann: $60/hour; Becky: $35/hour; and Clive: $50/hour.
WBS
Activity
Immediate Predecessor
Estimated Duration in weeks
Resource
1
Process Improvement Project
1.1
Operational definition
1.1.1
Research literature
3
Becky
1.1.2
Identify and define terms
1.1.1
1
Ann
1.1.3
Obtain approval of definition
1.1.2
2
Clive
1.2
Target Selection
1.2.1
Solicit partners for pilot
2
Ann
1.2.2
Hold brainstorming meeting
1.2.1
2
Becky
1.2.3
Identify characteristics of targets
1.2.2, 1.3.1
1
Ann
1.2.4
Obtain approval of partners
1.2.3, 1.1.2, 1.3.4
1
Clive
1.3
Question set
1.3.1
Identify process group members
2
Clive
1.3.2
Develop question set
1.2.3
4
Ann
1.3.3
Prototype and validate question set
1.3.2
3
Becky
1.3.4
Add partners
1.3.1, 1.2.1
3
Becky
1.4
Pilot process
1.4.1
Schedule with target audience
1.2.4
2
Becky
1.4.2
Conduct beta ...
The Week 3 Forum meets the following course objectivesUnderstand .docx
The Week 3 Forum meets the following course objectives:
Understand the feminist perspective, masculinities, and contributions to social research.
In this discussion forum, students are required to provide a response to one of the following questions. Remember to include two references to the readings and to respond to two other posts.
1.
What is the double standard discussed in Andersen (Chapter 4)? How has the double standard changed over time? Reference the readings and respond to two other posts.
Or
2.
Compare and contrast the stories in Connell about Adam Singer and Tip Southern (Chapter 6). What do these stories tell us about masculinities in the U.S.?
Instructions:
Sociology lives when we engage it – we read about it, we discuss it, we debate it, we frame our research questions with it, we put it to the test of empiricism, and every once in a while we build it ourselves. Therefore, the success of this course depends on all of us thoroughly engaging it. One of the most important parts of the course will be the discussions and debates we participate in, in our Forum. These discussions need to be informed by thorough reading of the assigned texts.
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world, active presence. Learners will engage with the instructor and peers through rich responses to their posts. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Points
Ex
e
m
p
la
r
y (100%)
Acc
o
m
p
lished (85%)
Developing (75%)
Beginning (65%)
Not Participating (0%)
Comprehension of course materials
4
Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post does not clearly demonstrate comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence.
Initial post does not demonstrate comprehension of course materials. Specific terminology or examples learned in class are not included. Post is opinion based without evaluated evidence.
No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of comprehension. Post may be.
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to men's health. Please include at least three scholarly sources within your initial post.
Topic 1: Colorectal Cancer Screening
A 47-year-old man presents to your clinic for a routine physical. He considers himself to be “fairly healthy” and doesn’t routinely go to the doctor. His last physical was five years ago. In reviewing his chart, you see that his BMI is 30, he exercises twice a week at the local gym, and he does not take any medication. Part of your discussion during today’s visit is about screening for colorectal cancers. He did endorse some constipation in the review of systems. He noted an uncle in his family history who was diagnosed at age 54 with colon cancer. You begin to talk about colorectal screening, and the patient interrupts you and tells you that he is only 47 and that he should not have to worry about it until he is 50.
What are the recommendations and source(s) for the colorectal cancer screening test?
The patient thinks he does not have to worry about “being screened” until age 50. Is he correct? Why or why not? What age would you recommend screening for this patient and why? Does his family history come into play here?
What age would you recommend screening for this patient and why? Does his family history come into play here?
What are the screening options for this patient, and which would you recommend? Why?
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cit.
Review the following treatments and rationale. Do you agree or disa.docx
Review the following treatments and rationale. Do you agree or disagree? Why? What information from this week’s content or outside information can you cite to support your opinions?
The purpose of this discussion is to recommend two resources that should be provided for a 15 year old male newly diagnosed with Type II diabetes. Unfortunately, chronic diagnoses such as diabetes have the potential to cause mental health issues in teenagers. Developmentally, they want to be like their peers and fit in to a group. It has been studied that rates of depression in teenagers with diabetes can range from 8% to 22% (“Behavioral health and diabetes,” 2021). In my opinion, there are two reasons why this patient feels depressed. First, they may not have basic knowledge about their disease and how their life is going to change. Thus, the patient should be referred to a diabetes educator as recommended by the American Diabetes Association. This resource can help a patient increase their knowledge, skills and confidence with management of diabetes ("Diabetes education program," 2021). Most importantly, the counselor can discuss and help the patient overcome stigmas related to the disorder (“Behavioral health and diabetes,” 2021). With increased knowledge, the patient will hopefully feel they can manage the disease. In addition, the patient should be referred to a diabetes support group that specifically encompasses patients of the same age. In this group, the patient can discuss his own thoughts and feelings (“Diabetes and mental health,” 2021). The patient may feel less depression knowing that other kids are going through the same disease as him. Thus, a diabetes support counselor and support group are two resources that should be recommended.
RuBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note:
The value of each of the criterion on this rubric represents a point range.
(example: 17-0 points)
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites .
Investigating Happiness at College SNAPSHOT T.docx
Investigating Happiness at College
SNAPSHOT:
TOPIC Either a specific group related to college or a factor within
college life that possibly affects a specified group of college
students or students in general.
PITCH Present your topic and your research question to the class—
shark tank! Sound too scary? How about guppy tank ?).
Tentative due date: 2/5 & 2/7
ESSAY 1 The prospectus and the annotated bibliography.
Tentative due date: 2/21
ESSAY 2 Change in your topic or conducting your own study
Tentative due date: 3/16
ESSAY 3 Argument about a specific controversy within your topic
Tentative due date: 4/6
ESSAY 4 Answers and argues your refined research question about the
importance of your topic.
Tentative due date: 4/24
♥ Rough drafts with reflections about what is working and not working and
WHY will be required for the prospectus and essays 2 and 3. The work
on the rough draft and the reflections will count toward your essay grade.
♥ Final reflections submitted the class period after you submit your final
draft for essays 2-4 will also count as part of your essay grade.
♥ You will upload your drafts on Moodle. You will be asked to identify the
portions of the sources you used and submit hard copies of your sources
in a folder or files of your sources online.
Investigating Happiness at College:
Some questions that will help you form your own research
questions:
● Is happiness a necessity or a perk in college life?
● What do the expectations of happiness and the pursuit of
happiness reveal about a specific college group, college
students in general, or another college-related group?
● Considering both on-campus factors and off-campus factors
(at least at first), what most influences your group’s
happiness (or unhappiness)?
● Is there one major factor (on campus or off campus) you
would want to investigate that affects students’ happiness?
● How do the expectations about happiness that society has in
general or a certain specific segment of society (for
instance, parents) has, relate to college or college students?
● How much do preconceived notions and expectations about
college life affect student happiness?
● Hard work is hard to enjoy. So how do students balance that
hard work with the .
Week 10 Term Paper SubmissionIf you are using the Blackboard Mobil.docx
Week 10 Term Paper Submission
If you are using the Blackboard Mobile Learn IOS App, please click "View in Browser."
Click the link above to submit your assignment.
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Term Paper Project: Designing a Secure Network
Due Week 10 and worth 190 points
This term paper involves putting together the various concepts learned throughout this course. You are tasked with designing the most secure network possible, keeping in mind your goal of supporting three (3) IT services: email, file transfer (centralized), and VPN. Your first step is to design a single network capable of supporting there three (3) different services. Once you have fully designed your network, you will need to provide three (3) workflow diagrams explaining how your designed network handles the three (3) different transactions. The first is an internal user sending an email using his / her corporate email address to a user on the Yahoo domain with an arbitrary address of
[email protected]
The second workflow diagram should show a user initiating an FTP session from inside your network to the arbitrary site of ftp.netneering.com. The third workflow is an externally located employee initiating a VPN session to corporate in order to access files on the Windows desktop computer, DT-Corp534-HellenS, at work.
Write a ten to fifteen (10-15) page paper in which you complete the following three (3) Parts. Note: Please use the following page breakdown to complete your assignment:
Overall network diagram: One (1) page
Datapath diagrams: Three (3) pages (one for each diagram)
Write-up: six to ten (6-10) pages
Part 1
Using Microsoft Visio or its open source alternative, create a diagram showing the overall network you’ve designed from the user or endpoint device to the Internet cloud, and everything in between, in which you:
Follow the access, core, distribution layer model.
Include at a minimum:
Authentication server (i.e. Microsoft Active Directory)
Routers
Switches (and / or hubs)
Local users
Remote users
Workstations
Files share (i.e. CIFS)
Mail server
Web servers (both internal and external)
Firewalls
Internet cloud
Web proxy
Email proxy
FTP server (for internal-to-external transport)
Explain each network device’s function and your specific configuration of each networking device.
Design and label the bandwidth availability or capacity for each wired connection.
Part 2
Using Microsoft Visio or its open source alternative, create a Datapath Diagram for the following scenario:
Local user sends email to a Yahoo recipient. Local (corporate) user having email address
[email protected]
sends an email to
[email protected]
Document and label the diagram showing protocols and path of the data flow as data traverses through your network from source to destination.
Include path lines with arrows showing directions and layer 1, 2, 3, 4, 5, 6, .
Week 11 Question SetRoper v. SimmonsREAD THE ENTIRE CA.docx
Week 11 Question Set:
Roper v. Simmons
:
READ THE ENTIRE CASE otherwise the sections I picked may not make complete sense to you!!!
Brief these sections of Justice Kennedy’s majority opinion:
III A
III B
Miller v. Alabama:
READ THE ENTIRE CASE otherwise the sections I picked may not make complete sense to you!!!
Brief these sections of Justice Kagan’s majority opinion:
II
IV
.
Week 11 (On the day you have class during this week) Population .docx
Week 11 (On the day you have class during this week): Population
Select topic # 1 or topic # 2 below and write one page in which you briefly provide your answer: Topic # 1: Do you think rapid global population growth is cause for alarm? If not, why not? If so, what aspects of global population growth are specifically worrisome? What should be done about them? Answers will vary by student and may include references to Malthus and theory (pp. 502
–
504), demographic transition theory (pp. 505
–
507), population and social inequality (pp. 507
–
508), class inequality and overpopulation (p. 509), and urbanization (pp. 510
–
519).
Topic # 2: Do you think of the city mainly as a place of innovation and tolerance or mainly as a site of crime, prejudice, and anomie? Where does your image of the city come from? Your own experience? The mass media? Your sociological reading?
Answers will vary by student and may include references to text information on urbanization (pp. 510
–
519).
1 page 500 words
.
Week 10 Assignment 3 - Submit HereStudents, please view the S.docx
Week 10 Assignment 3 - Submit Here
Students
, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors
, training on how to grade is within the Instructor Center.
Assignment 3: Cultural Activity Report
Due Week 10 and worth 100 points
As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM111 class well, and that the activity is of sufficient quality for this university course. The two key types of activities are a museum visit or a performance. NOTE: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM112. For instance, one might go to the same museum as done for HUM112, but this HUM111 report will focus on entirely different works and displays.
Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
Write a two to three (2-3) page report (500-750 words) that describes your experience.
Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
Provide specific information and a description of at least two (2)
pieces
(e.g. art, exhibits, music, etc.).
Provide a summary of the event and describe your overall reaction after attending the event.
Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.
Note
: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.
Visiting a Museum
It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
Every effort should be made ahead of time to identify a museum that has items and works one can e.
Week 1 - Discussion 2The Industrial RevolutionBackground In.docx
Week 1 - Discussion 2
The Industrial Revolution
Background: In the last quarter of the 19th Century, the Industrial Revolution was in full swing; however, with the business boom came a number of concerns, including corporate influence in politics and waves of immigration, as well as a middle class in apparent decline. These developments seemed to threaten to alter the character of American society as new technologies introduced new social problems, as well as offering new opportunities. The rise of captains of industry (or robber barons), with their sway of politicians, created a widespread feeling among common Americans that they had had lost control of their government.
Required Source:
The American Industrial Revolution
from the Films on Demand database in the Ashford University Library.
Instructions: Based on your textbook and the assigned video, analyze how the revolutionary nature of this period impacted either Native Americans, immigrants, or farmers, using the following questions as the basis of your analysis:
What were the most revolutionary social and economic developments of the last quarter of the nineteenth century?
How did the group of Americans you chose to examine respond to those changes, and how effective were their responses?
What role did government play in these developments?
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and properly cite any references. You may use additional scholarly sources to support your points if you choose. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center.
.
Week 1 System and Application Overview An overview of the system.docx
Week 1: System and Application Overview:
An overview of the system or software application an intended users
Week 1: Requirements Specification:
Detailed requirements specification with both functional and nonfunctional requirements
Week 2: System and Application Design:
A high-level design in the form of use cases and detailed design models utilizing computer-aided software engineering (CASE) tools to represent the data, processes, and interfaces
Week 3: Test and Quality Assurance Plan:
A test and quality assurance plan that included the various tests and quality control measures that need to be taken into consideration
Week 4: Development Strategy:
A development strategy that weighs make versus buy or insourcing versus outsourcing acquisition strategies
Integration and Deployment Plan
Develop an overall work breakdown structure (WBS) for the 7 system development life cycle (SDLC) phases:
Preliminary Analysis
System Analysis or Requirements Definition
System Design
Development
Integration and Testing
Acceptance, Installation, and Deployment
Operation Support and Maintenance
.
Week 1 DQOne objective of this course is learning how to cor.docx
Week 1 DQ
One objective of this course is learning how to correctly interpret statistical measures. This includes learning how to identify intentionally misleading statistics. For this week's activity create your own example of a misleading statistic. Explain the context of the data, the source of the data, the sampling method that you used (or would use) to collect the data, and the (misleading) conclusions that would be drawn from your example. Be specific in explaining how the statistic is misleading.
500 hundred words one page
.
Week 1 - AssignmentDo the followingA corporation is created b.docx
Week 1 - Assignment
Do the following:
A corporation is created by state issuing a charter upon the application of individuals known as incorporators. As a creature of state legislative bodies, the corporation is more complex to create and operate than other forms of businesses.
Write a one page essay describing the advantages and disadvantages of forming a corporation. Also, outline the complexities of creating a corporation.
In a Word document, you will want to save your essay file as ‘Week 1_Assignment_Your Name’ and submit the file for grading.
.
Weather Forecast Assignment Objective create a weather map.docx
Weather Forecast Assignment
Objective: create a weather map and
entertaining weather forecast for 4 areas. Be as creative as possible with
your dialog. Assume this map/weather is late summer.
Criteria for your weather map:
1.
Draw two midlatitude cyclones. One occluding over the
Great Lakes and one mature over the Colorado region
2.
Write a weather forecast for the areas along the warm front
(1), cold front (2), cut off low (3), and (4) occlusion (number
1,2,3,4 and write forecast on the back)
3.
Show station models for at least 8 cities (dew point, temp,
wind vane, cloud cover, wind speed, and pressure)
4.
Draw isobars around each midlatitude cyclone and across
the US
.
Weak ties are valuable parts of a social network becausea.it is.docx
Weak ties are valuable parts of a social network because:
a.
it is easier to sever them if a friendship doesn't blossom smoothly.
b.
it is easier to exert power over those to which we have such ties.
c.
they are more likely to introduce us to new information and ideas.
d.
we do not have to invest as much energy in maintaining them.
.
We have read and watched, in the two You Tube clips from the.docx
We have read and watched, in the two You Tube clips from the Judaism and Christianity chapters, that monotheistic proselytizing religions have often been blamed for colonizing or destroying indigenous and foreign religions. Today, most of the world's monotheists live in countries that were once colonized by Portugal, France, Britain, Spain, Germany or other European countries. Because of this history, some critics of monotheism have argued that monotheistic religions are bad neighbors to other religions. Your task in this prompt is to reflect on this critique in light of what we have read about the history, practice, and teachings of Monotheistic faiths.
Writing Prompt:
Based on the readings and the YouTube clips we have watched explain whether or or not the teachings and practices of monotheistic faiths are helpful resources for becoming neighbors with the other non-monotheistic faiths we have studied? Explain why or why not.
Organizational Guidelines:
Introduction:
Introduce the position you are taking and clearly explain in a sentence or two why you are taking the position.
Paragraph One:
Discuss the historical events, practices or teachings that you think make monotheistic religion a good neighbor or a bad neighbor. (Be sure to use information from Brodd text and YouTube clips.)
Paragraph Two:
Expound on what you have articulated in paragraph one or present other relevant historical, events, or teachings.
*Note: You may not see a need to take two paragraphs here if not continue to the next point.
Paragraph Two or Three:
Discuss what monotheist stand to learn from other religions, which we have read, that could make them better neighbors. Or, if you think Christians are good neighbors discuss what you think the other religions we have read could learn from monotheism.(Expound on this point as you see fit.)
*Note: Choose only one or two religions here. You do not need to discuss all of the religions we have read. You also could choose to group the religions if you find they hold one thing in common that is distinct from monotheistic faith.
Paragraph Four: Conclusion
Restate and summarize your argument. Discuss what you think is the future for monotheism as it is faced with coming to terms with an awareness of religious diversity.
Word Processing Guidelines
1. 12pt font
2. 1 inch margins
3. 800 words maximum
4. For referencing please use the parenthetical format
Examples: (Brodd, 23); (YouTube, Judaism); or (YouTube, Christianity).
Helpful Guiding Questions:
What events or concepts in the history and practice of monotheism do you think make it susceptible to dominating the religions of its neighbors?
What events or concepts in the history and practice of monotheism make it the ideal neighbor to other religions?
What might monotheists learn, from the religions we have read, that might make Christians better neighbors to the world's religions? Or, what can Christians teach practitioners of the religions we have read so far that might make.
Web Site Project 1 Purpose The purpose of this project is to .docx
Web Site Project 1
Purpose:
The purpose of this project is to demonstrate the ability to implement basic HTML code to create a simple three-page web site that displays text and links, and to properly validate the code and publish the site to the Web.
Instructions:
Create a three-page website about your favorite city. The home page should introduce the user to the city and why it is your favorite; then, briefly explain what the rest of the site contains. Page two should give general information about the city – a brief history/general information and current demographical statistics. Finally, the third page should display information about attractions, tourism, etc.
Requirements:
Your web site must demonstrate effective use of the basic HTML code from chapter 2. In order to complete
Web Site Project 1
, each page must include, at a minimum:
a properly coded head section
o
include an appropriate title to display in the title bar
a body section that demonstrates effective use of
o
heading 1 and heading 2 elements
o
paragraph and/or blockquote elements
o
line break element
o
unordered, ordered, or description lists
at least
two
different lists should be used, but not necessarily on
the same page
o
div and anchor elements
divs should be used to indicate “divisions” between sections of a web page, and create white space; for example, between the heading, navigation, content, and footer
anchor elements should be used to construct relative, absolute, and email links
o
bold and italicize phrase elements
navigation and external links
o
create navigation links to link your web pages
o
link to at least four other web sites that pertain to your favorite city
NOTE:
the external links do not have to be on every page and
cannot
include the site(s) you used for research
•
email and copyright information
o
include the text
Questions? Contact
with a link to your email address
o
include the word
Copyright
and the copyright symbol (note: the symbol
must use the appropriate code)
o
must include links to at least two online sources
o
this information must display on every page
.
Web QuizAssignment Name Web Field Trip Military Industrial Com.docx
Web Quiz
Assignment Name:
Web Field Trip: Military Industrial Complex
Title:
Military Industrial Complex
Introduction:
World War II and then the Cold War increased the annual budget of the United States dramatically in the two decades from 1940 to 1960. During this period, the United States went from a reluctant participant in Western European culture to the military protector of Western Europe. The increase in the money spent on the military had enormous implications not only for the role of the United States in geopolitics, but also for the viability of democratic institutions within the United States. As members of congress became increasingly beholden to military contractors who supplied jobs in their congressional districts, the nature of politics in the United States changed significantly. In 1960, republican president Dwight Eisenhower called attention to what he originally labeled the military-industrial-congressional complex, a phrase that he later shortened to simply the military industrial complex.
To read Eisenhower's warning, see the following site.
Activity
Visit this URL:
Military-Industrial Complex Speech, Dwight D. Eisenhower, 1961
Instructions:
Answer the following questions in the fields below.
1.
Why was Eisenhower a particularly well informed person on this subject?
2.
How did Eisenhower feel about the escalating costs of warfare?
3.
What were the implications of leaving this issue alone?
Web Quiz
Assignment Name:
The Port Huron Statement of the Students for a Democratic Society (1962)
Title:
The Port Huron Statement of the Students for a Democratic Society (1962)
Introduction:
The Port Huron statement was issued by a meeting of the Students for a Democratic Society (SDS) convention in Port Huron, Michigan, held on June 11-15, 1962. Largely written by Tom Hayden, the statement proclaims that young people are breaking away from the conservatism bred by the Cold War, frightened by the prospect of nuclear war, and alienated from American society by the falsehoods they have been told. The statement lays out the ways the New Left movement will create a grass-roots "participatory democracy," able to reconnect the public with American politics.
Visit URL:
The Port Huron Statement of the Students for a Democratic Society (1962)
Instructions:
After reading the introduction and the primary source provided, answer the questions below.
What does the statement say about African Americans and civil rights?
What concerns are raised about poverty in the United States?
What economic changes are called for?
What are the key components of participatory democracy?
Why are the demands of the Port Huron Statement considered on the liberal/left end of the political spectrum?
.
Web Technology PresentationSubmit a presentation for the CIO. Your.docx
Web Technology Presentation
Submit a presentation for the CIO. Your presentation should address in detail the requirements for changing the database to a web-based architecture. Your CIO is interesting in knowing whether it is cost effective to use the cloud as an alternative for storing data. Explore additional options such as hosted SQL servers, SaaS providers, cloud deployment models, and the security implications.
To help the CIO make an informed decision, discuss the steps required to determine whether a web solution is appropriate and viable.
it should be 3-4 pages and tunitin free
.
More Related Content
Similar to HU345 Critical ThinkingDiscussion 1Sample Argument FormPr.docx
This week we will discuss the social construction of gender. Choose .docx
This week we will discuss the social construction of gender. Choose
one
of the following options. Forum instructions are also included below.
1. What does it mean to say that gender is socially constructed? What are the expectations for femininity? Masculinity? What happens when someone does not meet these expectations? Remember to include at least two references to the text in your response. Respond to at least two other posts.
Or
2. In the U.S. individuals are exposed to the stereotypes of what constitutes masculinity and femininity at a very young age. For this option, you will need to visit the toy and/or baby departments of a large store. There are differences in clothing, toys, colors, and even packaging. Examine these areas in the store and take note of how the areas are divided and marketed. What differences do you see? How does this relate to the social construction of gender? Include two references from the text in your discussion and reply to two other posts.
Instructions:
Sociology lives when we engage it – we read about it, we discuss it, we debate it, we frame our research questions with it, we put it to the test of empiricism, and every once in a while we build it ourselves. Therefore, the success of this course depends on all of us thoroughly engaging it. One of the most important parts of the course will be the discussions and debates we participate in, in our Forum. These discussions need to be informed by thorough reading of the assigned texts.
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world, active presence. Learners will engage with the instructor and peers through rich responses to their posts. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Points
Ex
e
m
p
la
r
y (100%)
Acc
o
m
p
lished (85%)
Developing (75%)
Beginning (65%)
Not Participating (0%)
Comprehension of course materials
4
Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post does not clearly demonstrate comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence. ...
Psychology Discussion Requirements1. You are required to h.docx
Psychology Discussion Requirements
1. You are required to have 3 posts in each discussion and these
three posts must be made on three separate days.
The first post is the initial response to the question that
appropriately and completely addresses the topic
.
This must be completed by 11:59 p.m.(EST) Thursday night. It is best to post it at the beginning of the week. The remaining two posts are responses to two different classmates. The first response to a classmate is due Saturday at 11:59 p.m.(EST) and the second response to a classmate is due on Sunday at 11:59 p.m.(EST). Responses to me do not count as a response to another student; however, I will interact with each of you throughout the course. I encourage you to respond back. If you do not post on
three separate days
you will lose points (possible 15 point deduction). There will be a deduction of 5 points per day that the initial post is late. Posts are not accepted after the week closes on Sunday night.
2. Your initial post (your response to the topic) must contain a citation. It is your ideas supported by research. Please refer to the APA Power Point in the Start Here section of the classroom for information on proper formatting. There will be a deduction of 20 points for failure
to cite
a source within your initial post and to provide a reference at the end of your initial post.
3. Your
initial post must be a minimum of 200 words
and
each response must be a minimum of 150 words.
Please double-check your word count. Only posts that meet the word count requirements receive credit.
4. Post your word count at the end of each post. There will be a 5 point deduction for each failure to provide a word count.
5. Please address fellow students and professor by name. There will be a 5 point deduction for each failure to address by name.
6. Please use spell-check and proper grammar. Points will be deducted for each spelling and grammatical error up to 10 points for each post.
Psych Discussion Post
Due By
Cited Source – In Text and Reference
Word Count
Point Value
Post 1 – Initial Response is well organized, includes a citation, addresses topic, and demonstrates critical thinking
Thursday
Yes - mandatory
200
50 points
Post 2 – Response to 1
st
student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking
Saturday
Not required, but must cite any work used
150
25 points
Post 3 – Response to 2
nd
student is well organized, includes classmate’s name, addresses topic, and demonstrates critical thinking
Sunday
Not required, but must cite any work used
150
25 points
PSYCHOLOGY DISCUSSION RUBRIC
Criteria
Exemplary (100%)
50/50
Above Average (89%)
45/ 50
Satisfactory (79%)
40/ 50
Approaches Standard (69%)
35/ 50
Needs Improvement (59%)
30/ 50
Unsatisfactory (0)
0/ 50
Initial Post (50)
Reveals mastery of the material, critical assessment, and thorough exploration of the subject matter.
Demonstrates mastery of grammar, punctuat.
REL 223 - Religions of the World East and West Journal G.docx
REL 223 - Religions of the World: East and West
Journal Guidelines and Rubric
Guidelines
The journal is to be an example of the student’s ability to write and analyze the material he or she is
reading. An attempt should be made to integrate material from the myriad of books and notes in this
course.
Journal entries should be made for each of the seven major world religions considered. Your journal
should contain complete sentences and be grammatically correct. While you are reading, write down what
goes on in your head in "stream of consciousness" style in the margins of your book, in a notebook, or in
a computer file. You will be making a record of images, associations, feelings, thoughts, judgments, etc.
You will probably find that the record contains:
Questions that you ask yourself about the narrative and events as you read (answer these
yourself when you can).
Memories from your own experiences provoked by the reading.
Guesses about how the text might proceed and why.
Reflections on striking moments and ideas in the book.
Comparisons between how you behave and how the author describes actions and behavior.
Thoughts and feelings about content.
Comments on how the story is being told. For example, write any words and phrases that make
an impression on you, or motifs/themes which you notice the author using.
Connections to other texts, ideas, and courses.
A journal entry consists of two parts:
1. The first part is a direct quotation of the part you noted from the text, copied word for word,
and enclosed in quotation marks. Be sure to include the author's last name and the page number
of the quotation in parentheses after the quotation. MLA format requires that you use the last
name, a space, and then the number, e.g., (Ludwig 89).
2. The second part of the journal entry is a paragraph that explains why you found the passage
to be important or interesting. Sometimes students ask questions about the reading, or they
explain it, or relate to it in some way. Whatever you do, do not simply summarize the contents
of the passage. Instead, go beyond it somehow, analyze it, offer thoughts about why it seems
important to you or to others. In essence, by writing about the importance of the passage, you will
give it meaning.
It is also helpful to explain what is going on in the text at the time of the passage (the context). Some
students like to write (1) what is happening in the story, (2) what the passage says, and (3) why the
passage is important or interesting. This structure is not necessary, but sometimes it helps you organize
your responses.
The quality of your thinking and the energy with which you attempt to analyze your reading are the most
important aspects of this assignment!
Journal Scoring Rubric (Total of 20 points possible)
Journal Entries ought to evidence the following:
Required elements in the “Journal Gu ...
Budget Estimating (100 points)This assignment consists of 2 part.docx
Budget Estimating (100 points)
This assignment consists of 2 parts: questions about budget estimation and developing a budget.
Part 1 Questions (10 points)
Provide responses to the following questions
1. You are providing a review of contractor bids for a component of your upcoming project. What can be done to determine whether or not a vendor’s bid is reasonable?
2. Describe the conditions for which parametric, analogous and bottom up estimation techniques work best, and provide 2 examples in support of each method.
3. Why is a cost management plan important? How does the plan benefit the project manager?
Part 2 Budget Estimating (30 points)
Using the same scenario from the previous unit on scheduling, create a time-phased budget for the following project. Prepare a figure like Exhibit 10.9, CPT 4e, that illustrates the daily and cumulative costs for the resource-leveled project.
Assume the following hourly rates:
Alcides $45 / hr.
Joan $50 / hr.
Activity ID
Activity
Immediate Predecessor
Duration in days
Resource
Work Hours per Day
A
Evaluate freezers
2
Alcides
6
B
Chart temperatures
6
Joan
4
C
Review service record
2
Alcides
D
Consult with HVAC engineer
A, B, C
3
Alcides
E
Develop construction plan
D
10
Joan
F
Complete IC assignment
E
2
Alcides
G
Complete ROI analysis
E
5
Joan
H
Conduct regulatory review
E
4
Joan
I
Obtain construction approval
F, G, H
2
Alcides
Part 3 Budget Estimating (50 points)
You are the project manager for a process improvement project for Company XYZ. Prepare a figure like Exhibit 10.9 that illustrates the weekly and cumulative costs for the resource-leveled project.
Hint: To accomplish this exercise, you’ll need to create a project schedule in MS Excel (or by hand), create resource assignments, assign costs to each resource, and assign the resources to each task. Some resource leveling will be required.
In this project, you have 3 employees: Ann, Becky and Clive. Each person is limited to the amount of time allocated to your project. Ann and Becky are available 30 hours/week; Clive is available 20 hours/week. There hourly rates are: Ann: $60/hour; Becky: $35/hour; and Clive: $50/hour.
WBS
Activity
Immediate Predecessor
Estimated Duration in weeks
Resource
1
Process Improvement Project
1.1
Operational definition
1.1.1
Research literature
3
Becky
1.1.2
Identify and define terms
1.1.1
1
Ann
1.1.3
Obtain approval of definition
1.1.2
2
Clive
1.2
Target Selection
1.2.1
Solicit partners for pilot
2
Ann
1.2.2
Hold brainstorming meeting
1.2.1
2
Becky
1.2.3
Identify characteristics of targets
1.2.2, 1.3.1
1
Ann
1.2.4
Obtain approval of partners
1.2.3, 1.1.2, 1.3.4
1
Clive
1.3
Question set
1.3.1
Identify process group members
2
Clive
1.3.2
Develop question set
1.2.3
4
Ann
1.3.3
Prototype and validate question set
1.3.2
3
Becky
1.3.4
Add partners
1.3.1, 1.2.1
3
Becky
1.4
Pilot process
1.4.1
Schedule with target audience
1.2.4
2
Becky
1.4.2
Conduct beta ...
The Week 3 Forum meets the following course objectivesUnderstand .docx
The Week 3 Forum meets the following course objectives:
Understand the feminist perspective, masculinities, and contributions to social research.
In this discussion forum, students are required to provide a response to one of the following questions. Remember to include two references to the readings and to respond to two other posts.
1.
What is the double standard discussed in Andersen (Chapter 4)? How has the double standard changed over time? Reference the readings and respond to two other posts.
Or
2.
Compare and contrast the stories in Connell about Adam Singer and Tip Southern (Chapter 6). What do these stories tell us about masculinities in the U.S.?
Instructions:
Sociology lives when we engage it – we read about it, we discuss it, we debate it, we frame our research questions with it, we put it to the test of empiricism, and every once in a while we build it ourselves. Therefore, the success of this course depends on all of us thoroughly engaging it. One of the most important parts of the course will be the discussions and debates we participate in, in our Forum. These discussions need to be informed by thorough reading of the assigned texts.
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world, active presence. Learners will engage with the instructor and peers through rich responses to their posts. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Points
Ex
e
m
p
la
r
y (100%)
Acc
o
m
p
lished (85%)
Developing (75%)
Beginning (65%)
Not Participating (0%)
Comprehension of course materials
4
Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post does not clearly demonstrate comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence.
Initial post does not demonstrate comprehension of course materials. Specific terminology or examples learned in class are not included. Post is opinion based without evaluated evidence.
No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of comprehension. Post may be.
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to men's health. Please include at least three scholarly sources within your initial post.
Topic 1: Colorectal Cancer Screening
A 47-year-old man presents to your clinic for a routine physical. He considers himself to be “fairly healthy” and doesn’t routinely go to the doctor. His last physical was five years ago. In reviewing his chart, you see that his BMI is 30, he exercises twice a week at the local gym, and he does not take any medication. Part of your discussion during today’s visit is about screening for colorectal cancers. He did endorse some constipation in the review of systems. He noted an uncle in his family history who was diagnosed at age 54 with colon cancer. You begin to talk about colorectal screening, and the patient interrupts you and tells you that he is only 47 and that he should not have to worry about it until he is 50.
What are the recommendations and source(s) for the colorectal cancer screening test?
The patient thinks he does not have to worry about “being screened” until age 50. Is he correct? Why or why not? What age would you recommend screening for this patient and why? Does his family history come into play here?
What age would you recommend screening for this patient and why? Does his family history come into play here?
What are the screening options for this patient, and which would you recommend? Why?
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cit.
Review the following treatments and rationale. Do you agree or disa.docx
Review the following treatments and rationale. Do you agree or disagree? Why? What information from this week’s content or outside information can you cite to support your opinions?
The purpose of this discussion is to recommend two resources that should be provided for a 15 year old male newly diagnosed with Type II diabetes. Unfortunately, chronic diagnoses such as diabetes have the potential to cause mental health issues in teenagers. Developmentally, they want to be like their peers and fit in to a group. It has been studied that rates of depression in teenagers with diabetes can range from 8% to 22% (“Behavioral health and diabetes,” 2021). In my opinion, there are two reasons why this patient feels depressed. First, they may not have basic knowledge about their disease and how their life is going to change. Thus, the patient should be referred to a diabetes educator as recommended by the American Diabetes Association. This resource can help a patient increase their knowledge, skills and confidence with management of diabetes ("Diabetes education program," 2021). Most importantly, the counselor can discuss and help the patient overcome stigmas related to the disorder (“Behavioral health and diabetes,” 2021). With increased knowledge, the patient will hopefully feel they can manage the disease. In addition, the patient should be referred to a diabetes support group that specifically encompasses patients of the same age. In this group, the patient can discuss his own thoughts and feelings (“Diabetes and mental health,” 2021). The patient may feel less depression knowing that other kids are going through the same disease as him. Thus, a diabetes support counselor and support group are two resources that should be recommended.
RuBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note:
The value of each of the criterion on this rubric represents a point range.
(example: 17-0 points)
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites .
Investigating Happiness at College SNAPSHOT T.docx
Investigating Happiness at College
SNAPSHOT:
TOPIC Either a specific group related to college or a factor within
college life that possibly affects a specified group of college
students or students in general.
PITCH Present your topic and your research question to the class—
shark tank! Sound too scary? How about guppy tank ?).
Tentative due date: 2/5 & 2/7
ESSAY 1 The prospectus and the annotated bibliography.
Tentative due date: 2/21
ESSAY 2 Change in your topic or conducting your own study
Tentative due date: 3/16
ESSAY 3 Argument about a specific controversy within your topic
Tentative due date: 4/6
ESSAY 4 Answers and argues your refined research question about the
importance of your topic.
Tentative due date: 4/24
♥ Rough drafts with reflections about what is working and not working and
WHY will be required for the prospectus and essays 2 and 3. The work
on the rough draft and the reflections will count toward your essay grade.
♥ Final reflections submitted the class period after you submit your final
draft for essays 2-4 will also count as part of your essay grade.
♥ You will upload your drafts on Moodle. You will be asked to identify the
portions of the sources you used and submit hard copies of your sources
in a folder or files of your sources online.
Investigating Happiness at College:
Some questions that will help you form your own research
questions:
● Is happiness a necessity or a perk in college life?
● What do the expectations of happiness and the pursuit of
happiness reveal about a specific college group, college
students in general, or another college-related group?
● Considering both on-campus factors and off-campus factors
(at least at first), what most influences your group’s
happiness (or unhappiness)?
● Is there one major factor (on campus or off campus) you
would want to investigate that affects students’ happiness?
● How do the expectations about happiness that society has in
general or a certain specific segment of society (for
instance, parents) has, relate to college or college students?
● How much do preconceived notions and expectations about
college life affect student happiness?
● Hard work is hard to enjoy. So how do students balance that
hard work with the .
Similar to HU345 Critical ThinkingDiscussion 1Sample Argument FormPr.docx (8)
This week we will discuss the social construction of gender. Choose .docx
This week we will discuss the social construction of gender. Choose .docx
Psychology Discussion Requirements1. You are required to h.docx
Psychology Discussion Requirements1. You are required to h.docx
REL 223 - Religions of the World East and West Journal G.docx
REL 223 - Religions of the World East and West Journal G.docx
Budget Estimating (100 points)This assignment consists of 2 part.docx
Budget Estimating (100 points)This assignment consists of 2 part.docx
The Week 3 Forum meets the following course objectivesUnderstand .docx
The Week 3 Forum meets the following course objectivesUnderstand .docx
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different prev.docx
Review the following treatments and rationale. Do you agree or disa.docx
Review the following treatments and rationale. Do you agree or disa.docx
Investigating Happiness at College SNAPSHOT T.docx
Investigating Happiness at College SNAPSHOT T.docx
More from sheronlewthwaite
Week 10 Term Paper SubmissionIf you are using the Blackboard Mobil.docx
Week 10 Term Paper Submission
If you are using the Blackboard Mobile Learn IOS App, please click "View in Browser."
Click the link above to submit your assignment.
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Term Paper Project: Designing a Secure Network
Due Week 10 and worth 190 points
This term paper involves putting together the various concepts learned throughout this course. You are tasked with designing the most secure network possible, keeping in mind your goal of supporting three (3) IT services: email, file transfer (centralized), and VPN. Your first step is to design a single network capable of supporting there three (3) different services. Once you have fully designed your network, you will need to provide three (3) workflow diagrams explaining how your designed network handles the three (3) different transactions. The first is an internal user sending an email using his / her corporate email address to a user on the Yahoo domain with an arbitrary address of
[email protected]
The second workflow diagram should show a user initiating an FTP session from inside your network to the arbitrary site of ftp.netneering.com. The third workflow is an externally located employee initiating a VPN session to corporate in order to access files on the Windows desktop computer, DT-Corp534-HellenS, at work.
Write a ten to fifteen (10-15) page paper in which you complete the following three (3) Parts. Note: Please use the following page breakdown to complete your assignment:
Overall network diagram: One (1) page
Datapath diagrams: Three (3) pages (one for each diagram)
Write-up: six to ten (6-10) pages
Part 1
Using Microsoft Visio or its open source alternative, create a diagram showing the overall network you’ve designed from the user or endpoint device to the Internet cloud, and everything in between, in which you:
Follow the access, core, distribution layer model.
Include at a minimum:
Authentication server (i.e. Microsoft Active Directory)
Routers
Switches (and / or hubs)
Local users
Remote users
Workstations
Files share (i.e. CIFS)
Mail server
Web servers (both internal and external)
Firewalls
Internet cloud
Web proxy
Email proxy
FTP server (for internal-to-external transport)
Explain each network device’s function and your specific configuration of each networking device.
Design and label the bandwidth availability or capacity for each wired connection.
Part 2
Using Microsoft Visio or its open source alternative, create a Datapath Diagram for the following scenario:
Local user sends email to a Yahoo recipient. Local (corporate) user having email address
[email protected]
sends an email to
[email protected]
Document and label the diagram showing protocols and path of the data flow as data traverses through your network from source to destination.
Include path lines with arrows showing directions and layer 1, 2, 3, 4, 5, 6, .
Week 11 Question SetRoper v. SimmonsREAD THE ENTIRE CA.docx
Week 11 Question Set:
Roper v. Simmons
:
READ THE ENTIRE CASE otherwise the sections I picked may not make complete sense to you!!!
Brief these sections of Justice Kennedy’s majority opinion:
III A
III B
Miller v. Alabama:
READ THE ENTIRE CASE otherwise the sections I picked may not make complete sense to you!!!
Brief these sections of Justice Kagan’s majority opinion:
II
IV
.
Week 11 (On the day you have class during this week) Population .docx
Week 11 (On the day you have class during this week): Population
Select topic # 1 or topic # 2 below and write one page in which you briefly provide your answer: Topic # 1: Do you think rapid global population growth is cause for alarm? If not, why not? If so, what aspects of global population growth are specifically worrisome? What should be done about them? Answers will vary by student and may include references to Malthus and theory (pp. 502
–
504), demographic transition theory (pp. 505
–
507), population and social inequality (pp. 507
–
508), class inequality and overpopulation (p. 509), and urbanization (pp. 510
–
519).
Topic # 2: Do you think of the city mainly as a place of innovation and tolerance or mainly as a site of crime, prejudice, and anomie? Where does your image of the city come from? Your own experience? The mass media? Your sociological reading?
Answers will vary by student and may include references to text information on urbanization (pp. 510
–
519).
1 page 500 words
.
Week 10 Assignment 3 - Submit HereStudents, please view the S.docx
Week 10 Assignment 3 - Submit Here
Students
, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors
, training on how to grade is within the Instructor Center.
Assignment 3: Cultural Activity Report
Due Week 10 and worth 100 points
As a way of experiencing the Humanities beyond your classroom, computer, and textbook, you are asked to do a certain type of “cultural activity” that fits well with our course and then report on your experience. Your instructor will require you to propose an activity and get instructor approval before you do it and report on it (students should look for any instructions in that respect). Every effort should be made to ensure that this is a hands-on experience (not a virtual one), that this activity fits the HUM111 class well, and that the activity is of sufficient quality for this university course. The two key types of activities are a museum visit or a performance. NOTE: This must not be a report on the same activity (and certainly not the same report) as done for another class, like HUM112. For instance, one might go to the same museum as done for HUM112, but this HUM111 report will focus on entirely different works and displays.
Visit a museum or gallery exhibition or attend a theater or musical performance before the end of Week 10. The activity (museum or performance) should have content that fits our course well. Have fun doing this.
Write a two to three (2-3) page report (500-750 words) that describes your experience.
Clearly identify the event location, date attended, the attendees, and your initial reaction upon arriving at the event.
Provide specific information and a description of at least two (2)
pieces
(e.g. art, exhibits, music, etc.).
Provide a summary of the event and describe your overall reaction after attending the event.
Use at least the class text as a reference (additional sources are fine, not necessary unless required by your content). Your report should include connections you make between things observed in your activity and things learned in the course and text.
Note
: Submit your cultural activity choice to the instructor for approval before the end of Week 5 (earlier is even better). Look for guidance from the instructor for how or where to make your proposal. You may also seek advice from your instructor (provide your town/state or zip code) for a good activity in your general area.
Visiting a Museum
It makes sense to approach a museum the way a seasoned traveler approaches visiting a city for the first time. Find out what there is available to see. In the museum, find out what sort of exhibitions are currently housed in the museum and start with the exhibits that interest you.
If there is a travelling exhibition, it’s always a good idea to see it while you have the chance. Then, if you have time, you can look at other things in the museum.
Every effort should be made ahead of time to identify a museum that has items and works one can e.
Week 1 - Discussion 2The Industrial RevolutionBackground In.docx
Week 1 - Discussion 2
The Industrial Revolution
Background: In the last quarter of the 19th Century, the Industrial Revolution was in full swing; however, with the business boom came a number of concerns, including corporate influence in politics and waves of immigration, as well as a middle class in apparent decline. These developments seemed to threaten to alter the character of American society as new technologies introduced new social problems, as well as offering new opportunities. The rise of captains of industry (or robber barons), with their sway of politicians, created a widespread feeling among common Americans that they had had lost control of their government.
Required Source:
The American Industrial Revolution
from the Films on Demand database in the Ashford University Library.
Instructions: Based on your textbook and the assigned video, analyze how the revolutionary nature of this period impacted either Native Americans, immigrants, or farmers, using the following questions as the basis of your analysis:
What were the most revolutionary social and economic developments of the last quarter of the nineteenth century?
How did the group of Americans you chose to examine respond to those changes, and how effective were their responses?
What role did government play in these developments?
Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and properly cite any references. You may use additional scholarly sources to support your points if you choose. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center.
.
Week 1 System and Application Overview An overview of the system.docx
Week 1: System and Application Overview:
An overview of the system or software application an intended users
Week 1: Requirements Specification:
Detailed requirements specification with both functional and nonfunctional requirements
Week 2: System and Application Design:
A high-level design in the form of use cases and detailed design models utilizing computer-aided software engineering (CASE) tools to represent the data, processes, and interfaces
Week 3: Test and Quality Assurance Plan:
A test and quality assurance plan that included the various tests and quality control measures that need to be taken into consideration
Week 4: Development Strategy:
A development strategy that weighs make versus buy or insourcing versus outsourcing acquisition strategies
Integration and Deployment Plan
Develop an overall work breakdown structure (WBS) for the 7 system development life cycle (SDLC) phases:
Preliminary Analysis
System Analysis or Requirements Definition
System Design
Development
Integration and Testing
Acceptance, Installation, and Deployment
Operation Support and Maintenance
.
Week 1 DQOne objective of this course is learning how to cor.docx
Week 1 DQ
One objective of this course is learning how to correctly interpret statistical measures. This includes learning how to identify intentionally misleading statistics. For this week's activity create your own example of a misleading statistic. Explain the context of the data, the source of the data, the sampling method that you used (or would use) to collect the data, and the (misleading) conclusions that would be drawn from your example. Be specific in explaining how the statistic is misleading.
500 hundred words one page
.
Week 1 - AssignmentDo the followingA corporation is created b.docx
Week 1 - Assignment
Do the following:
A corporation is created by state issuing a charter upon the application of individuals known as incorporators. As a creature of state legislative bodies, the corporation is more complex to create and operate than other forms of businesses.
Write a one page essay describing the advantages and disadvantages of forming a corporation. Also, outline the complexities of creating a corporation.
In a Word document, you will want to save your essay file as ‘Week 1_Assignment_Your Name’ and submit the file for grading.
.
Weather Forecast Assignment Objective create a weather map.docx
Weather Forecast Assignment
Objective: create a weather map and
entertaining weather forecast for 4 areas. Be as creative as possible with
your dialog. Assume this map/weather is late summer.
Criteria for your weather map:
1.
Draw two midlatitude cyclones. One occluding over the
Great Lakes and one mature over the Colorado region
2.
Write a weather forecast for the areas along the warm front
(1), cold front (2), cut off low (3), and (4) occlusion (number
1,2,3,4 and write forecast on the back)
3.
Show station models for at least 8 cities (dew point, temp,
wind vane, cloud cover, wind speed, and pressure)
4.
Draw isobars around each midlatitude cyclone and across
the US
.
Weak ties are valuable parts of a social network becausea.it is.docx
Weak ties are valuable parts of a social network because:
a.
it is easier to sever them if a friendship doesn't blossom smoothly.
b.
it is easier to exert power over those to which we have such ties.
c.
they are more likely to introduce us to new information and ideas.
d.
we do not have to invest as much energy in maintaining them.
.
We have read and watched, in the two You Tube clips from the.docx
We have read and watched, in the two You Tube clips from the Judaism and Christianity chapters, that monotheistic proselytizing religions have often been blamed for colonizing or destroying indigenous and foreign religions. Today, most of the world's monotheists live in countries that were once colonized by Portugal, France, Britain, Spain, Germany or other European countries. Because of this history, some critics of monotheism have argued that monotheistic religions are bad neighbors to other religions. Your task in this prompt is to reflect on this critique in light of what we have read about the history, practice, and teachings of Monotheistic faiths.
Writing Prompt:
Based on the readings and the YouTube clips we have watched explain whether or or not the teachings and practices of monotheistic faiths are helpful resources for becoming neighbors with the other non-monotheistic faiths we have studied? Explain why or why not.
Organizational Guidelines:
Introduction:
Introduce the position you are taking and clearly explain in a sentence or two why you are taking the position.
Paragraph One:
Discuss the historical events, practices or teachings that you think make monotheistic religion a good neighbor or a bad neighbor. (Be sure to use information from Brodd text and YouTube clips.)
Paragraph Two:
Expound on what you have articulated in paragraph one or present other relevant historical, events, or teachings.
*Note: You may not see a need to take two paragraphs here if not continue to the next point.
Paragraph Two or Three:
Discuss what monotheist stand to learn from other religions, which we have read, that could make them better neighbors. Or, if you think Christians are good neighbors discuss what you think the other religions we have read could learn from monotheism.(Expound on this point as you see fit.)
*Note: Choose only one or two religions here. You do not need to discuss all of the religions we have read. You also could choose to group the religions if you find they hold one thing in common that is distinct from monotheistic faith.
Paragraph Four: Conclusion
Restate and summarize your argument. Discuss what you think is the future for monotheism as it is faced with coming to terms with an awareness of religious diversity.
Word Processing Guidelines
1. 12pt font
2. 1 inch margins
3. 800 words maximum
4. For referencing please use the parenthetical format
Examples: (Brodd, 23); (YouTube, Judaism); or (YouTube, Christianity).
Helpful Guiding Questions:
What events or concepts in the history and practice of monotheism do you think make it susceptible to dominating the religions of its neighbors?
What events or concepts in the history and practice of monotheism make it the ideal neighbor to other religions?
What might monotheists learn, from the religions we have read, that might make Christians better neighbors to the world's religions? Or, what can Christians teach practitioners of the religions we have read so far that might make.
Web Site Project 1 Purpose The purpose of this project is to .docx
Web Site Project 1
Purpose:
The purpose of this project is to demonstrate the ability to implement basic HTML code to create a simple three-page web site that displays text and links, and to properly validate the code and publish the site to the Web.
Instructions:
Create a three-page website about your favorite city. The home page should introduce the user to the city and why it is your favorite; then, briefly explain what the rest of the site contains. Page two should give general information about the city – a brief history/general information and current demographical statistics. Finally, the third page should display information about attractions, tourism, etc.
Requirements:
Your web site must demonstrate effective use of the basic HTML code from chapter 2. In order to complete
Web Site Project 1
, each page must include, at a minimum:
a properly coded head section
o
include an appropriate title to display in the title bar
a body section that demonstrates effective use of
o
heading 1 and heading 2 elements
o
paragraph and/or blockquote elements
o
line break element
o
unordered, ordered, or description lists
at least
two
different lists should be used, but not necessarily on
the same page
o
div and anchor elements
divs should be used to indicate “divisions” between sections of a web page, and create white space; for example, between the heading, navigation, content, and footer
anchor elements should be used to construct relative, absolute, and email links
o
bold and italicize phrase elements
navigation and external links
o
create navigation links to link your web pages
o
link to at least four other web sites that pertain to your favorite city
NOTE:
the external links do not have to be on every page and
cannot
include the site(s) you used for research
•
email and copyright information
o
include the text
Questions? Contact
with a link to your email address
o
include the word
Copyright
and the copyright symbol (note: the symbol
must use the appropriate code)
o
must include links to at least two online sources
o
this information must display on every page
.
Web QuizAssignment Name Web Field Trip Military Industrial Com.docx
Web Quiz
Assignment Name:
Web Field Trip: Military Industrial Complex
Title:
Military Industrial Complex
Introduction:
World War II and then the Cold War increased the annual budget of the United States dramatically in the two decades from 1940 to 1960. During this period, the United States went from a reluctant participant in Western European culture to the military protector of Western Europe. The increase in the money spent on the military had enormous implications not only for the role of the United States in geopolitics, but also for the viability of democratic institutions within the United States. As members of congress became increasingly beholden to military contractors who supplied jobs in their congressional districts, the nature of politics in the United States changed significantly. In 1960, republican president Dwight Eisenhower called attention to what he originally labeled the military-industrial-congressional complex, a phrase that he later shortened to simply the military industrial complex.
To read Eisenhower's warning, see the following site.
Activity
Visit this URL:
Military-Industrial Complex Speech, Dwight D. Eisenhower, 1961
Instructions:
Answer the following questions in the fields below.
1.
Why was Eisenhower a particularly well informed person on this subject?
2.
How did Eisenhower feel about the escalating costs of warfare?
3.
What were the implications of leaving this issue alone?
Web Quiz
Assignment Name:
The Port Huron Statement of the Students for a Democratic Society (1962)
Title:
The Port Huron Statement of the Students for a Democratic Society (1962)
Introduction:
The Port Huron statement was issued by a meeting of the Students for a Democratic Society (SDS) convention in Port Huron, Michigan, held on June 11-15, 1962. Largely written by Tom Hayden, the statement proclaims that young people are breaking away from the conservatism bred by the Cold War, frightened by the prospect of nuclear war, and alienated from American society by the falsehoods they have been told. The statement lays out the ways the New Left movement will create a grass-roots "participatory democracy," able to reconnect the public with American politics.
Visit URL:
The Port Huron Statement of the Students for a Democratic Society (1962)
Instructions:
After reading the introduction and the primary source provided, answer the questions below.
What does the statement say about African Americans and civil rights?
What concerns are raised about poverty in the United States?
What economic changes are called for?
What are the key components of participatory democracy?
Why are the demands of the Port Huron Statement considered on the liberal/left end of the political spectrum?
.
Web Technology PresentationSubmit a presentation for the CIO. Your.docx
Web Technology Presentation
Submit a presentation for the CIO. Your presentation should address in detail the requirements for changing the database to a web-based architecture. Your CIO is interesting in knowing whether it is cost effective to use the cloud as an alternative for storing data. Explore additional options such as hosted SQL servers, SaaS providers, cloud deployment models, and the security implications.
To help the CIO make an informed decision, discuss the steps required to determine whether a web solution is appropriate and viable.
it should be 3-4 pages and tunitin free
.
We normally think of the arts as very different from technologies in.docx
We normally think of the arts as very different from technologies in spite of the fact that art (with perhaps a few exceptions) is practiced with the help of technology. This practice creates interdependence between technology and art. To what extent does art respond to, or is shaped by, the technology that enables it? To what extent have advanced and accessible digital technologies, such as websites, digital photography, and YouTube, changed the relationship between art and technology? Are these technologies reshaping our attitudes toward artists?
.
Web Discussion and Assignment #41 page is Web Discussion with this.docx
Web Discussion and Assignment #4
1 page is Web Discussion with this requirements.
2 page assignment #4 more later send info.
1 page Web Discussion Post
Take Christian Smith's subcultural identity theory and discuss it in terms of some example from your own life. Think of the sub-cultures in your own life that you belong to. It can be anything -- any kind of group or collective identity. Examples include fans of a particular sub-genre of music or fiction or art or sports team, participation in a sorority or fraternity, a religious group, a political group, etc. It doesn’t have to be a group that you belong to explicitly, just other people that you might identify with in some way or another.
Once you have a group in mind, talk about the symbolic things about this group that create a sense of collective identity. Smith talks about evangelical Christianity as creating strong symbolic boundaries through the unique beliefs and practices of their religion. But you could also think of this as much more simple practices. For example, if I wanted to write about being a University of Arizona football fan, I could talk about the practice of wearing clothing that identifies me as part of that group. Or I could talk about going to pep rallys or tailgating events where I can interact socially with other members of that group.
The key to applying the subcultural identity theory to understand culture, is to identify the ways in which different sub-cultures create symbolic boundaries that enable collective identity.
.
Web Application SeurityAs the Information Systems Security Offic.docx
Web Application Seurity
As the Information Systems Security Officer for your large health care company, you have been assigned the task of implementing Web security. Determine how you would implement security to eliminate single points of failure.
Describe the implementation of Secure Sockets Layer (SSL) in support of Hypertext Transfer Protocol Secure (HTTPS). Assess how you are assured that your browser is secure. Determine if the user data truly is protected or this is a false sense of security. Give an example of SSL being compromised.
.
We use computers and electronic systems to run and store just about .docx
We use computers and electronic systems to run and store just about everything. Personal computers and the Internet are now included as part of the Department of Homeland Security's cybersecurity issues.
Cybersecurity involves protecting the information by preventing, detecting, and responding to attacks on information that is housed in technology.
There are many levels of risks in cybersecurity, some more serious and damaging than others. Among these dangers are:
Viruses erasing the entire system.
Individuals breaking into personal computer systems and altering the systems' files.
Individuals using personal computers to attack others' computer systems.
Individuals stealing credit card information and making unauthorized purchases.
Unfortunately, there is no 100% guarantee that even with the best precautions some of these things won't happen. Risk reduction steps exist to minimize vulnerability to information.
Tasks:
Create a PowerPoint Presentation containing 6–8 slides to address the following:
Analyze and discuss the vulnerabilities and recommend what security management can do to minimize the potential of a government or private organization being at risk for cybersecurity damage.
Outline the steps you recommend and identify any impediments to successfully implementing the suggested cybersecurity program.
Support your presentation with at least three outside scholarly resources using APA in-text citations. Add detailed speaker notes for each of the slides.
.
we need to understand all six project feasibility factors. Its true.docx
we need to understand all six project feasibility factors. It's true we need to consider all of them when beginning to plan for a system change. Why is the process of assessing project feasibility so important? What are the various methods for assessing project feasibility? When would one of them take precedence over the others
.
we have to write an essay 2 pages about Gustave Whitehead and the Wr.docx
we have to write an essay 2 pages about Gustave Whitehead and the Wright brothers and we have to write an opinion on who do we think flew the first plane.
Did he fly before the wright brothers? You have to write both sides of the debate and then decide who is telling the truth . two pages due Thursday
Sorry I just realize I forgot to write the guys name . Gustave whitehead
Did Gustave whitehead flew before the right brothers.
.
More from sheronlewthwaite (20)
Week 10 Term Paper SubmissionIf you are using the Blackboard Mobil.docx
Week 10 Term Paper SubmissionIf you are using the Blackboard Mobil.docx
Week 11 Question SetRoper v. SimmonsREAD THE ENTIRE CA.docx
Week 11 Question SetRoper v. SimmonsREAD THE ENTIRE CA.docx
Week 11 (On the day you have class during this week) Population .docx
Week 11 (On the day you have class during this week) Population .docx
Week 10 Assignment 3 - Submit HereStudents, please view the S.docx
Week 10 Assignment 3 - Submit HereStudents, please view the S.docx
Week 1 - Discussion 2The Industrial RevolutionBackground In.docx
Week 1 - Discussion 2The Industrial RevolutionBackground In.docx
Week 1 System and Application Overview An overview of the system.docx
Week 1 System and Application Overview An overview of the system.docx
Week 1 DQOne objective of this course is learning how to cor.docx
Week 1 DQOne objective of this course is learning how to cor.docx
Week 1 - AssignmentDo the followingA corporation is created b.docx
Week 1 - AssignmentDo the followingA corporation is created b.docx
Weather Forecast Assignment Objective create a weather map.docx
Weather Forecast Assignment Objective create a weather map.docx
Weak ties are valuable parts of a social network becausea.it is.docx
Weak ties are valuable parts of a social network becausea.it is.docx
We have read and watched, in the two You Tube clips from the.docx
We have read and watched, in the two You Tube clips from the.docx
Web Site Project 1 Purpose The purpose of this project is to .docx
Web Site Project 1 Purpose The purpose of this project is to .docx
Web QuizAssignment Name Web Field Trip Military Industrial Com.docx
Web QuizAssignment Name Web Field Trip Military Industrial Com.docx
Web Technology PresentationSubmit a presentation for the CIO. Your.docx
Web Technology PresentationSubmit a presentation for the CIO. Your.docx
We normally think of the arts as very different from technologies in.docx
We normally think of the arts as very different from technologies in.docx
Web Discussion and Assignment #41 page is Web Discussion with this.docx
Web Discussion and Assignment #41 page is Web Discussion with this.docx
Web Application SeurityAs the Information Systems Security Offic.docx
Web Application SeurityAs the Information Systems Security Offic.docx
We use computers and electronic systems to run and store just about .docx
We use computers and electronic systems to run and store just about .docx
we need to understand all six project feasibility factors. Its true.docx
we need to understand all six project feasibility factors. Its true.docx
we have to write an essay 2 pages about Gustave Whitehead and the Wr.docx
we have to write an essay 2 pages about Gustave Whitehead and the Wr.docx
Recently uploaded
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Introduction to AI for Nonprofits with Tapp Network
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.
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Best Digital Marketing Institute In NOIDA
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in Education
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.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...Nguyen Thanh Tu Collection
https://app.box.com/s/hqnndn05v4q5a4k4jd597rkdbda0fniiHow to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Digital Tools and AI for Teaching Learning and Research
This Presentation in details discusses on Digital Tools and AI for Teaching Learning and Research
Acetabularia Information For Class 9 .docx
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
Recently uploaded (20)
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
Multithreading_in_C++ - std::thread, race condition
Multithreading_in_C++ - std::thread, race condition
HU345 Critical ThinkingDiscussion 1Sample Argument FormPr.docx
- 1. HU345: Critical Thinking Discussion 1 Sample Argument Form Premise 1: Alex, I know you’ve been stressed, and I heard on a podcast that people who spend more time in nature have lower rates of stress. Premise 2: The weather this weekend is warm, but not too hot, and there’s no chance for rain. Premise 3: I remember your New Year’s Resolution was to do more things that are out of your comfort zone. Conclusion: Therefore, you should go hiking with me this weekend. Explanation: I have been trying to get my friend Alex to go hiking with me for a while. She was feeling motivated to try new things at the start of the year, but she’s had some challenges at work, and it’s made her a bit down. I think the hike would be good for her for a variety of reasons, but I want to make suggestions in my premises that will address her reasons why she doesn’t want to go. These premises are meant to take her to my conclusion. First, she’s been under a lot of pressure at work and with her family. She’s mentioned her stress level to me, so she opened the door to this appeal. She likes to hear what I am listening to in podcasts, so I think it would be nice to give her a piece of new information that is relevant to her present state. Second, Alex hates to be too hot, but I also know she is afraid of getting rained on when she’s doing things outside. The mention of the weather is to assuage her concern before she brings it up.
- 2. Finally, she was feeling very ambitious and excited about this change before the grind of daily life got her off course. We’ve been friends for a long time, so I feel comfortable reminding her that she’s given up her New Year’s Resolution, just as she could do for me. BUSI600 Group Discussion Part I & II Grading Rubric 50 points Content – 70% Advanced Proficient Developing Not present Part I – Two Individual Posts (late posts not accepted) 9 points Author responded to at least 2 questions by posted deadlines. Insightful throughout. Completely developed all relevant information. Critical issues and key areas that supported each question were clearly identified, analyzed, and supported. 8 points Author responded to at least 2 questions by posted deadlines. Specific, solid. Less carefully developed. Some insights. Critical issues and key areas that supported each question were partially identified, analyzed, and supported. 1 to 7 points Author responded to at least 2 questions by posted deadlines. Vague, obvious, underdeveloped, or too broad. One or more main issues not identified. Limited evidence of critical thinking. Critical issues and key areas that supported each question were not clearly identified, analyzed, and supported. 0 points Author did not respond to at least 2 questions by posted deadlines. Several main issues not identified. Oversimplified, vague, unclear, or cannot be understood. Little or no evidence of
- 3. critical thinking. Critical issues and key areas that supported each question were poorly identified, analyzed, and supported. Part I - Direct Application of Scholarly Research & Integration of Biblical Principles 9 points Author accurately applied 2 or more scholarly (peer reviewed) sources to each question. Author accurately applied at least 2 scriptural/Biblical principles in each question response. 8 points Author accurately applied at least 2 scholarly (peer reviewed) sources to each question. Author accurately applied at least 1 scriptural/Biblical principle in each question response. 1 to 7 points Author accurately applied 1 or 2 scholarly (peer reviewed) sources to some questions. Author accurately applied at least 1 scriptural/Biblical principle in each question response. 0 points Author did not apply scholarly (peer reviewed) sources. Author did not apply scriptural/Biblical principles. Structure – 30% Advanced Proficient Developing Not present Part I – Mechanics, APA Style & Word Count 7 points Correct spelling and grammar are used throughout the essay. There are 0–1 errors in grammar or spelling that distract the reader from the content. There are 0–1 minor errors in APA format in the required items: citations and references. The minimum word count of 500 words is exceeded for each question.
- 4. 6 points There are 2-3 errors in grammar or spelling that distract the reader from the content. There are 2–3 minor errors in APA format in the required items. The word count of 500 words is met for each question. 1 to 5 points There are 4-5 errors in grammar or spelling that distract the reader from the content. There are more than 3 errors in APA format in the required items. The word count of 500 words is met for some questions. 0 points There are more than 5 errors in the grammar or spelling that distract the reader from the content. There are more than 5 errors in APA format There are fewer than 500 words for each question. Content – 70% Advanced Proficient Developing Not present Part II – Two Individual Replies (late posts not accepted) 9 points Author responded to at least 2 peers by posted deadlines. Insightful throughout. Completely developed all relevant information. Critical issues and key areas that supported each question were clearly identified, analyzed, and supported. Offer at least 1 strength and 1 weakness for each reply. 8 points Author responded to at least 2 peers by posted deadlines. Specific, solid. Less carefully developed. Some insights. Critical issues and key areas that supported each question were partially identified, analyzed, and supported. Offer at least 1 strength and 1 weakness for each reply. 1 to 7 points
- 5. Author responded to at least 2 peers by posted deadlines. Vague, obvious, underdeveloped, or too broad. One or more main issues not identified. Limited evidence of critical thinking. Critical issues and key areas that supported each question were not clearly identified, analyzed, and supported. Offer at least 1 strength and 1 weakness for one reply. 0 points Author did not respond to at least 2 peers by posted deadlines. Several main issues not identified. Oversimplified, vague, unclear, or cannot be understood. Little or no evidence of critical thinking. Critical issues and key areas that supported each question were poorly identified, analyzed, and supported. Did not offer at least 1 strength and 1 weakness for each reply. Part II - Direct Application of Scholarly Research & Integration of Biblical Principles 9 points Author accurately applied 2 or more scholarly (peer reviewed) sources to each question. Author accurately applied at least 2 scriptural/Biblical principles in each question response. 8 points Author accurately applied at least 2 scholarly (peer reviewed) sources to each question. Author accurately applied at least 1 scriptural/Biblical principle in each question response. 1 to 7 points Author accurately applied 1 or 2 scholarly (peer reviewed) sources to some questions. Author accurately applied at least 1 scriptural/Biblical principle in each question response. 0 points Author did not apply scholarly (peer reviewed) sources. Author did not apply scriptural/Biblical principles. Structure – 30% Advanced Proficient
- 6. Developing Not present Part II – Mechanics, APA Style & Word Count 7 points Correct spelling and grammar are used throughout the essay. There are 0–1 errors in grammar or spelling that distract the reader from the content. There are 0–1 minor errors in APA format in the required items: citations and references. The minimum word count of 450 words is exceeded for each question. 6 points There are 2-3 errors in grammar or spelling that distract the reader from the content. There are 2–3 minor errors in APA format in the required items. The word count of 450 words is met for each question. 1 to 5 points There are 4-5 errors in grammar or spelling that distract the reader from the content. There are more than 3 errors in APA format in the required items. The word count of 450 words is met for some questions. 0 points There are more than 5 errors in the grammar or spelling that distract the reader from the content. There are more than 5 errors in APA format There are fewer than 450 words for each question. Total Professor Comments: QUESTION 14.9 Provide turn it in report! Question
- 7. 9) You contact a random sample of 36 graduates of Western University and learn that their starting salaries averaged $28,000 last year. You then contact a random sample of 40 graduates from Eastern University and find that their average starting salary was $28,800. In each case, the standard deviation of the sample was $1,000. A) Test the null hypothesis that there is no difference between average salaries received by the graduates of the two schools. B) What assumptions are necessary for this test? The salaries follow a Normal Distribution. Book: Business Research Methods 13th Edition / Author: Pamela S. Schindler Chapter 14, question 9. Requirement: -500–750 words -Each answer must be supported by references to at least 2 peer- reviewed sources and 1 biblical integration. -Use proper grammar and current APA format. BUSI 600 Group Discussion Board Forums Instructions Group Discussion Board Forums 1–4 are group graded discussions that each span 2 course modules/weeks. Each forum has 3 parts with unique requirements. Your instructor will assign you to a group. The group assignments can be found by clicking on the “Group Discussion” link in the course menu. Parts 1 and 2 are completed by each student independently— i.e., not group work—whereas Part 3 is a group activity. As you work on Part 1 and 2 of these discussions, remember the Liberty University Online Honor Code. Also, take time to read the course information on plagiarism available in the Literature Review Instructions––resist the temptation to “review” your classmates’ work or use it to “help” you before submitting your own. These approaches violate the Liberty University Online
- 8. Honor Code, as would reviewing work from the Internet or other sources; you must answer the questions on your own. Part 1: Two individual posts You will answer 2 questions independently and create a separate post for each response (not a single post with responses to both questions). Each individual post, or question response, will consist of 500–750 words that answer 1 of the assigned discussion board questions. If your group is smaller, it may be necessary for individuals to answer more than 2 questions, and multiple people in larger groups may have to answer the same questions. Regardless of group size, the group must ensure that all of the questions are answered by the Part 1 submission deadline. To do this efficiently, you and your group must work together and decide who will answer each question. The instructor will not assign the questions. A best practice is to assign each question to two students to ensure all questions are answered at the end of the week but this is not required. · Some answers will require a paragraph-style response, whereas others will be best answered with a table or bullet points. Use the style that is most appropriate for the specific question. · Each answer must be supported by references to at least 2 peer-reviewed sources and 1 biblical integration. · Use proper grammar and current APA format. · Do not submit discussion posts as Microsoft Word documents. You are welcome to include attachments to assist with consolidation, but the primary content of your posts must be included in the body of the discussion area (opening files is an inconvenience when the same information can be reviewed within the post). The individual submissions are very important for the group’s final product, so each post must meet the requirements noted above. These requirements provide a strong foundation for the group submission and ensure every group member contributes
- 9. value to the group. No late discussion posts will be accepted. Group Discussion Forum 1-4 - Submit your first individual response by 11:59 p.m. (ET) on Thursday and your second individual response by 11:59 p.m. (ET) on Sunday of the first module/week of each discussion forum. Part 2: Two individual response posts The primary goal of Part 2 is for the group to extensively discuss the individual Part 1 posts by offering comments, critiques, and suggestions for improvement in order to create a better final response, and therefore a higher group grade. The goal is to improve the individual submissions. You must reply to at least 2 of your group members’ threads and address at least 1 strength and 1 weakness per reply. Each reply must be 450–600 words, reference at least 2 peer-reviewed sources, and include 1 biblical integration. All group members must participate equally in the group discussion and provide input into the Final Group Answers for each forum. · Your group must support each final answer with references to at least 2 peer-reviewed sources and 1 biblical integration. · Use proper grammar and current APA formatting. · Do not submit replies as Microsoft Word documents. You are welcome to include attachments to assist with consolidation, but the primary content for your posts must be included in the body of the discussion area (opening files is an inconvenience when the same information can be reviewed within the post). No late discussion posts will be accepted. Liberty University sets these standards/criteria to ensure that some students do not attempt to take advantage of the group environment. The most common problem students have is that they fail to participate in a substantive way or attempt to participate late during Part 2. Submit Part 2 of Group Discussion Board Forums 1–4 by 11:59 p.m. (ET) on Thursday on the second module/week of each
- 10. discussion board. Part 3: Final Group Answer Submission The primary goal of Part 3 is for the group to create a final response to each question in a single Word document. The foundation of Part 3 will be the Part 1 responses; however those responses must be modified to embrace the Part 2 peer feedback, thereby creating an improved final product. The final submission must include only 1 response to each question; if 2 people answered 1 question, then their efforts must be combined into a single group response—do not submit Final Group Answers that include 2 responses to the same question. Once your group agrees upon its final answers, 1 designated group member will collect the Final Group Answers for each question and consolidate them into 1 document. He or she will then submit the MS Word formatted document to the Part 3 assignment link found in the Assignments folder for the assigned module/week. Group Discussion Forum 1-3 - The designated group member (whether you or another) must submit Part 3 of Group Discussion Board Forums through the link in the Assignments folder by 11:59 p.m. (ET) on Sunday of the assigned module/week. Group Discussion Forum 4 - The designated group member (whether you or another) must submit Part 3 of Group Discussion Board Forums through the link in the Assignments folder by 11:59 p.m. (ET) on Friday of the assigned module/week. Students who do not complete Parts I & II will receive a zero for Part III. Page 1 of 2 Least 200 words
- 11. U1 One of the first steps in learning to think critically will be organizing an argument. This will help in finding main ideas, following a series of logic, and checking on the effectiveness of the argument’s structure. This unit’s discussion will give you a chance to see how you organize can an argument and how you may evaluate the audience for an argument. For this discussion, you will establish an argument with three premises and a conclusion in order to invite a friend or family member to a social event, such as meeting for coffee, attending a local community activity, going to a movie, or having dinner. The conclusion you will want them to reach should be similar to: “You should come with me to X.” The premises are reasons that support your conclusion. For some friends, they are always up for your suggestions, so they will not need much convincing. However, in this case, you will want to offer three premises that are distinct reasons to make a case that leads them to agree to your conclusion. You’ll study specific ideas to build skills in persuasion, but for now you should devise three premises that can call your friend to action. Think of this friend and what may be most useful in reaching them. Present the argument with three premises, each on one line, then the conclusion at the end. Then follow up the argument by explaining why you selected the premises you did, and how you believe these are the most effective reasons to get your friend to accept your conclusion (and your invitation). Remember to aim for the 200-word count requirement for the original discussion reply.
- 12. Premise 1: Premise 2: Premise 3: Conclusion: Explanation: U2 Confirmation bias can prevent exposure to ideas from another perspective. Sometimes people are concerned that hearing another point of view may be a challenge or a frustration, and so they may seek a path of only listening to those who disagree. As a result, one may become ignorant on an issue because information is avoided. One may refuse to consider another perspective and may “dig in” on their present position, even in the face of contrary evidence, also known as cognitive dissonance. To answer these questions, you do not need to name a political position on any issue, but generally consider whether the people closest to you agree or disagree with you.
- 13. What are some ways that you may stay insulated in perspectives that are similar to your own? How might you benefit from hearing counter-arguments or different points of view? If someone does disagree, how can you conquer confirmation bias or cognitive dissonance in the middle of a discussion, so that you can have a constructive conversation? U3 For this discussion, you’ll investigate Aristotle’s “Three Proofs”--ethos, pathos, and logos. Aristotle argues that each needs to be in place for an argument to be truly effective. Give one example of where have you seen each method of persuasion used in advertising--either print, online, or in video. Start by defining each of the proofs using the readings or other research you might add. Use and cite sources to help build your credibility in the definitions. Then put the ideas into your own words. How do you understand these ideas? Introduce one advertising example each for ethos, pathos and logos. Of these three ads, which were effective in their persuasion? Which were ineffective? How can you discern the difference?