PSY 570 Final Project Guidelines and Grading GuideOverview.docx
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PSY 570: Final Project Guidelines and Grading Guide Overview The final project for this course is the creation of an ethics training manual for individuals who will be working with employees or clients (could be educational or IOP, depending on the student’s concentration). If any students are pursuing a general track (no concentration), they can select any area of psychology of interest. The project is divided into four milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, Seven, and Ten. You can choose any discipline in psychology (clinical, cognitive, counseling, developmental, experimental, social, etc.), but it would be most beneficial to choose either your concentration area or an area of interest. Using the five general principles of psychology (beneficence and nonmaleficence; fidelity and responsibility; integrity; justice; respect for people’s rights and dignity), draft a training portion utilizing user-friendly terminology to describe each principle, including multiple-role relationships, relating it back to the APA Code of Ethics and providing stepwise recommendations on solving the ethical situation. You must incorporate at least four scholarly resources in your ethics training manual. The final ethics training manual will be 10–14 pages in length, not counting the title or reference pages. Main Elements Milestone One: The first draft of the training materials will utilize user-friendly terminology describing each principle in two paragraphs. Following the explanation of each principle, students will need to provide one example of a research-related potential ethical dilemma that would violate the principle in the student’s selected concentration. If any students are pursuing a general track (no concentration), they can select any relevant area of psychology for their example. · Principle A: Beneficence and Nonmaleficence · Principle B: Fidelity and Responsibility · Principle C: Integrity · Principle D: Justice · Principle E: Respect for People’s Rights and Dignity Milestone Two: The second draft of the training materials will continue to utilize user-friendly terminology to describe each principle (two paragraphs per principle). This draft is an opportunity for the student to add to or modify the explanation utilizing instructor feedback. Following the explanation of each principle, students will need to provide an additional example of a potential ethical dilemma that would violate the principle. This example will be a field-related ethical dilemma in the student’s selected concentration, thus making a total of two dilemmas for each principle, or ten examples total. If any students are pursuing a general track (no concentration), they can select any relevant area of psychology for their example. Milestone Three: Present an issue that may cause ethical concern in establishing profes ...
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SWK 527 -Signature Assignment Social Work Theory and Practice Ass.docx
SWK 527 -Signature Assignment: Social Work Theory and Practice Assignment
EPAS 2015 - Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration.
Social workers:
· Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
· Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
· Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
· Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
· Facilitate effective transitions and endings that advance mutually agreed-on goals.
The Signature Assignment: (200 Points)
Signature Assignments are those assignments chosen by the WNMU School of Social Work faculty to evaluate a student’s ability to demonstrate the CSWE-mandated core competencies and related practice behaviors. In addition to measuring student competency, the assignments are used as indicators of program efficacy. Signature assignments are clearly identified in all School of Social Work syllabi. Students must demonstrate competency in order to pass each course. Students must complete all signature assignments throughout their program of study.
This Signature Assignment is an opportunity for you to apply critical thinking to explore topics of your professional interest related to social work theories, areas of social work practice and interventions that help our clients. The goal of the assignment for you to identify 2 theoretical perspectives that interests you and plan to use in your social work practice. Your chosen theories should be presented in relation to related area of practice, client system/population and supporting interventions. In order to optimize your learning, you encouraged to choose new areas of learning, rather than areas in which you hav.
The final project for this course is the creation of a conceptual mo.docx
The final project for this course is the creation of a conceptual model for an integrated afterschool childhood prevention, education, or intervention program (Boys and Girls Club, for example). The program serves a wide range of age groups (ages 4 through 17) and demographic backgrounds. Students should design a program that can appropriately address the needs of the various learners. This final project should include a program foundation, program description, research proposal, and self-reflection.
The final product represents an authentic demonstration of competency because it requires students to apply classic theory in order to compose an original program based on advanced developmental principles. The project is divided into
four milestones
, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in
Modules Three, Five, Seven, and Ten.
Main Elements
1.
Program Foundation:
a narrative/essay format that will describe the main concept of the program (prevention, education, intervention) and if the program will focus on a specific topic (math, English, drugs, bullying, coping skills for stress or anxiety, peer pressure, or your choice). This foundational narrative will provide citations that link the program concept to at least two of the classical theories presented in this course (Montessori, Piaget, Vygotsky, Bandura, Bronfenbrenner). (approximately 3–4 pages)
·
What type of program will be the focus of this project? Will it be a prevention program to stop kids from using alcohol and drugs? To try and prevent bullying? Will the program be an educational model, for example, a program focused on improving educational outcomes like math, critical thinking, problem solving, science, language skills, or other? Will the program be an intervention model or a program that targets kids for problematic behaviors like truancy, acting out in class, running away, vandalism, minor theft, or underage possession of alcohol or substances?
·
Consider the critical tasks of development as laid out by the chosen theory that may help organize the approaches utilized for each age group.
2.
Program Description
: This section will provide specific descriptions of the elements (tasks, materials, activities) for the each developmental level spanning the age ranges from 4 through 17. These levels should be consistent with at least one of the two classical theories proposed in your program foundation narrative. (approximately 3–4 pages)
·
In what setting will this program be offered, for example, school setting, community center, treatment center, or a faith-based organization?
·
How will your topic differ across each developmental level?
·
How will you describe the activities, materials, and tasks that will take place in the program for each age range?
·
Are the age ranges consistent with at least one of the classic theories employed to guide this.
PSY 257 Final Project Guidelines and Grading Guide O.docx
PSY 257: Final Project Guidelines and Grading Guide
Overview
The final project for this course is the creation of a research paper. The research paper should demonstrate an understanding of the readings in this class as well
as the implications of new knowledge gained. The 8–10-page paper should integrate text material and class discussions into work and/or life experiences. It may
include explanations and examples from previous experiences as well as implications for future application.
The purpose of the final paper is for you to culminate the learning achieved in this course by describing your understanding and application of knowledge in the
area of social psychology and the critical thinking process that has evolved. For this assignment, you may choose any one of the issues discussed in this course
and integrate your learning into personal experiences or proposed work or life experiences.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Four, and Five. The final submission is in Module Seven.
Outcomes
In this assignment, you will demonstrate your mastery of the following course outcomes:
To instill an understanding of ethical behavior as it applies to social psychology with applications to ethical living in our modern world
To help students develop an appreciation and understanding of social psychology and its application to various fields of study
To help students understand the history of the development of social psychology and future directions
To assist students with developing an increased awareness of self and others
Prompt
Choose a topic in social psychology that you would like to explore in your research paper. You will examine the history of the topic, the application to other
fields, connection to ethical behavior, social context, and a self-reflection.
Specifically, the following critical elements must be addressed:
1. Topic Evolution
a. Assess the history of the development of the chosen topic
b. Examine the future direction of the chosen topic in regard to the field of social psychology
2. Social Psychology Topic Analysis
a. Provide a well-supported analysis of your understanding of the topic
b. Evaluate the role of the topic in social psychology and how it is applied to other fields of study
3. Ethics
a. What role does ethical behavior play in the chosen topic?
4. Awareness
a. How does knowing more about the chosen topic in the field of social psychology bring an increased awareness of self?
b. How does comprehending major concepts about the chosen topic in social psychology influence one’s understanding of others?
It is recommended that issues be addressed in the following order in the paper: (1) History of Development, (2) Social Psychology Topic Analysis, (3) Ethics, (4)
...
College of Doctoral StudiesBackground Inform.docx
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docx
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
Please following the directions listed below…..Ass.docx
Please following the directions listed below…..
Assignment 2: Proposal for Organizational Learning Issues
Due Week 8 and worth 300 points
Using the information from Assignment 1 and the supporting documents, you must create a proposal for your CEO explaining the issue and implementation recommendations in transitioning the individual learning to organizational learning. Refer to the Project Proposal template, located in Week 8 of the online course shell for additional information on the content of each section of the proposal.
Write a five to seven (5-7) page proposal in which you:
Section 1: Project Summary
Summarize your findings along with the implementation recommendations.
Section 2: Project Background
Determine the issue that has disconnected the culture and organizational learning based on the three (3) selected mystifications from Assignment 1.
Critique the current OLM(s)’ hindrance to organizational learning and provide your recommendation(s) for the organization to address the issue.
Section 3: Project Goals and Methodology
Defend the one (1) OLM that is suitable (i.e., the OLM identified in Assignment 1) for the organization’s training and / or learning circumstances then suggest three (3) pros and three (3) cons of implementing the selected OLM. Next, diagnose the possible source that has prevented productive learning within the organization then support your recommendation(s) for a permanent change.
Suggest two (2) talent management strategies designed to prepare the organization for its readiness to share knowledge and maintain a learning environment.
Section 4: Project Risk Management
Elaborate on two (2) high resistance risks to this transition. Outline a plan for managing each resistance risk.
Generate a high quality After-Action Review (AAR) to monitor the effectiveness of the transition from individual to organization learning.
Specify one (1) training technique for the organization to introduce this new way of learning to the workforce. Next, examine whether or not the current organizational structure and processes can support transition from individual learning to organizational learning.
Use at least five (5) quality academic references in this assignment. Note: Wikipedia does not qualify as an academic resource.
Use the Project Proposal template located
here
.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Examine the processes of how organizations learn and organizat.
Ubes y1617 ad024 human resources outline final s2 (1)
This document provides an overview of a course on human resources management. The course aims to give students an understanding of key HR functions such as recruitment, selection, compensation, and retention. It will cover topics such as diversity, communication, performance management, and international HR. Assessment will include class participation, assignments, presentations, a midterm exam, and a final exam. The goal is for students to understand the strategic role of HR and how it impacts organizational effectiveness.
Post production example booklet
The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample exam questions, marking criteria, and advice for examiners on assessing student responses.
Recommended
SWK 527 -Signature Assignment Social Work Theory and Practice Ass.docx
SWK 527 -Signature Assignment: Social Work Theory and Practice Assignment
EPAS 2015 - Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration.
Social workers:
· Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;
· Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
· Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
· Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
· Facilitate effective transitions and endings that advance mutually agreed-on goals.
The Signature Assignment: (200 Points)
Signature Assignments are those assignments chosen by the WNMU School of Social Work faculty to evaluate a student’s ability to demonstrate the CSWE-mandated core competencies and related practice behaviors. In addition to measuring student competency, the assignments are used as indicators of program efficacy. Signature assignments are clearly identified in all School of Social Work syllabi. Students must demonstrate competency in order to pass each course. Students must complete all signature assignments throughout their program of study.
This Signature Assignment is an opportunity for you to apply critical thinking to explore topics of your professional interest related to social work theories, areas of social work practice and interventions that help our clients. The goal of the assignment for you to identify 2 theoretical perspectives that interests you and plan to use in your social work practice. Your chosen theories should be presented in relation to related area of practice, client system/population and supporting interventions. In order to optimize your learning, you encouraged to choose new areas of learning, rather than areas in which you hav.
The final project for this course is the creation of a conceptual mo.docx
The final project for this course is the creation of a conceptual model for an integrated afterschool childhood prevention, education, or intervention program (Boys and Girls Club, for example). The program serves a wide range of age groups (ages 4 through 17) and demographic backgrounds. Students should design a program that can appropriately address the needs of the various learners. This final project should include a program foundation, program description, research proposal, and self-reflection.
The final product represents an authentic demonstration of competency because it requires students to apply classic theory in order to compose an original program based on advanced developmental principles. The project is divided into
four milestones
, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in
Modules Three, Five, Seven, and Ten.
Main Elements
1.
Program Foundation:
a narrative/essay format that will describe the main concept of the program (prevention, education, intervention) and if the program will focus on a specific topic (math, English, drugs, bullying, coping skills for stress or anxiety, peer pressure, or your choice). This foundational narrative will provide citations that link the program concept to at least two of the classical theories presented in this course (Montessori, Piaget, Vygotsky, Bandura, Bronfenbrenner). (approximately 3–4 pages)
·
What type of program will be the focus of this project? Will it be a prevention program to stop kids from using alcohol and drugs? To try and prevent bullying? Will the program be an educational model, for example, a program focused on improving educational outcomes like math, critical thinking, problem solving, science, language skills, or other? Will the program be an intervention model or a program that targets kids for problematic behaviors like truancy, acting out in class, running away, vandalism, minor theft, or underage possession of alcohol or substances?
·
Consider the critical tasks of development as laid out by the chosen theory that may help organize the approaches utilized for each age group.
2.
Program Description
: This section will provide specific descriptions of the elements (tasks, materials, activities) for the each developmental level spanning the age ranges from 4 through 17. These levels should be consistent with at least one of the two classical theories proposed in your program foundation narrative. (approximately 3–4 pages)
·
In what setting will this program be offered, for example, school setting, community center, treatment center, or a faith-based organization?
·
How will your topic differ across each developmental level?
·
How will you describe the activities, materials, and tasks that will take place in the program for each age range?
·
Are the age ranges consistent with at least one of the classic theories employed to guide this.
PSY 257 Final Project Guidelines and Grading Guide O.docx
PSY 257: Final Project Guidelines and Grading Guide
Overview
The final project for this course is the creation of a research paper. The research paper should demonstrate an understanding of the readings in this class as well
as the implications of new knowledge gained. The 8–10-page paper should integrate text material and class discussions into work and/or life experiences. It may
include explanations and examples from previous experiences as well as implications for future application.
The purpose of the final paper is for you to culminate the learning achieved in this course by describing your understanding and application of knowledge in the
area of social psychology and the critical thinking process that has evolved. For this assignment, you may choose any one of the issues discussed in this course
and integrate your learning into personal experiences or proposed work or life experiences.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Four, and Five. The final submission is in Module Seven.
Outcomes
In this assignment, you will demonstrate your mastery of the following course outcomes:
To instill an understanding of ethical behavior as it applies to social psychology with applications to ethical living in our modern world
To help students develop an appreciation and understanding of social psychology and its application to various fields of study
To help students understand the history of the development of social psychology and future directions
To assist students with developing an increased awareness of self and others
Prompt
Choose a topic in social psychology that you would like to explore in your research paper. You will examine the history of the topic, the application to other
fields, connection to ethical behavior, social context, and a self-reflection.
Specifically, the following critical elements must be addressed:
1. Topic Evolution
a. Assess the history of the development of the chosen topic
b. Examine the future direction of the chosen topic in regard to the field of social psychology
2. Social Psychology Topic Analysis
a. Provide a well-supported analysis of your understanding of the topic
b. Evaluate the role of the topic in social psychology and how it is applied to other fields of study
3. Ethics
a. What role does ethical behavior play in the chosen topic?
4. Awareness
a. How does knowing more about the chosen topic in the field of social psychology bring an increased awareness of self?
b. How does comprehending major concepts about the chosen topic in social psychology influence one’s understanding of others?
It is recommended that issues be addressed in the following order in the paper: (1) History of Development, (2) Social Psychology Topic Analysis, (3) Ethics, (4)
...
College of Doctoral StudiesBackground Inform.docx
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docx
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
Please following the directions listed below…..Ass.docx
Please following the directions listed below…..
Assignment 2: Proposal for Organizational Learning Issues
Due Week 8 and worth 300 points
Using the information from Assignment 1 and the supporting documents, you must create a proposal for your CEO explaining the issue and implementation recommendations in transitioning the individual learning to organizational learning. Refer to the Project Proposal template, located in Week 8 of the online course shell for additional information on the content of each section of the proposal.
Write a five to seven (5-7) page proposal in which you:
Section 1: Project Summary
Summarize your findings along with the implementation recommendations.
Section 2: Project Background
Determine the issue that has disconnected the culture and organizational learning based on the three (3) selected mystifications from Assignment 1.
Critique the current OLM(s)’ hindrance to organizational learning and provide your recommendation(s) for the organization to address the issue.
Section 3: Project Goals and Methodology
Defend the one (1) OLM that is suitable (i.e., the OLM identified in Assignment 1) for the organization’s training and / or learning circumstances then suggest three (3) pros and three (3) cons of implementing the selected OLM. Next, diagnose the possible source that has prevented productive learning within the organization then support your recommendation(s) for a permanent change.
Suggest two (2) talent management strategies designed to prepare the organization for its readiness to share knowledge and maintain a learning environment.
Section 4: Project Risk Management
Elaborate on two (2) high resistance risks to this transition. Outline a plan for managing each resistance risk.
Generate a high quality After-Action Review (AAR) to monitor the effectiveness of the transition from individual to organization learning.
Specify one (1) training technique for the organization to introduce this new way of learning to the workforce. Next, examine whether or not the current organizational structure and processes can support transition from individual learning to organizational learning.
Use at least five (5) quality academic references in this assignment. Note: Wikipedia does not qualify as an academic resource.
Use the Project Proposal template located
here
.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Examine the processes of how organizations learn and organizat.
Ubes y1617 ad024 human resources outline final s2 (1)
This document provides an overview of a course on human resources management. The course aims to give students an understanding of key HR functions such as recruitment, selection, compensation, and retention. It will cover topics such as diversity, communication, performance management, and international HR. Assessment will include class participation, assignments, presentations, a midterm exam, and a final exam. The goal is for students to understand the strategic role of HR and how it impacts organizational effectiveness.
Post production example booklet
The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample exam questions, marking criteria, and advice for examiners on assessing student responses.
Post production example booklet
The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample answer guidance, marking criteria, and terms that could be used in responses.
Walden University M.S. in NursingFormative Evaluation Criteria f.docx
Walden University M.S. in Nursing
Formative Evaluation Criteria for Applications and Formal Papers
Categories and Criteria
Points
QUALITY OF WORK SUBMITTED - 35 Possible Points
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
25-30
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
20-24
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
16-19
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
0-15
2. Purpose of the paper is clear (0-5 Points)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5
Purpose of the assignment is stated, yet is brief and not descriptive.
4
Purpose of the assignment is vague.
1-3
No purpose statement was provided.
0
ASSIMILATION AND SYNTHESIS OF IDEAS - 50 Possible Points
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9-10
Demonstrates a clear understanding of key concepts.
8
Shows some degree of understanding of key concepts.
5-7
Shows a lack of understanding of key concepts, deviates from topics.
0-4
2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15-20
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
10-14
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
3-9
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
0-2
3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
18-20
Summarizes information gleaned from sources to support major points, but does not synthesize.
16-17
I.
13. using rubrics in student assessment
This document provides information on using rubrics for student assessment. It defines a rubric as a guide for markers to make consistent judgments about student work. Rubrics can be analytic, breaking work down into separate criteria, or holistic, making an overall judgment. Analytic rubrics include criteria and standards, describing each level of performance. Holistic rubrics provide overall descriptions for grades. Rubrics benefit students by clarifying expectations and providing feedback. They aid markers by promoting consistent scoring. The document discusses best practices for constructing and using rubrics for different types of assignments.
NR449 Evidence-Based Practice RUA Evidence-Based Pract
NR449 Evidence-Based Practice
RUA: Evidence-Based Practice Change Group Project Guidelines
NR449_RUA_Evidence-Based_Practice_Change_Group_Project_Guidelines_Sept20 1
Purpose
The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information
gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution
to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice.
(POs 4 and 8)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 240 points
Preparing the assignment (Online Students Only)
1. Follow these guidelines when completing this online assignment. Speak with your faculty member if you have
questions.
a. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
b. Each student will contribute two to three slides for the group presentation.
c. The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if applicable.
Preparing the assignment (Campus Students Only)
1. Follow these guidelines when completing this on-campus assignment. Speak with your faculty member if you have
questions.
a. Each group will have 15 minutes to present on their topic.
b. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
c. Each student will have an opportunity to present (speak).
d. Each student will contribute two to three slides for the group presentation.
e. Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if applicable.
2. Include the following sections:
a. Content (125 points/52%)
• Identification of problem and impact on nursing practice.
• Clearly describe the research process, including what went well, barriers encountered, and what is still
needed.
• Correlates research findings to identified clinical issue.
• Summarizes validity of qualitative and quantitative evidence.
• Findings are clearly identified.
• Recommends practice change with measurable outcomes and addresses feasibility issues.
• Suggestions for imple ...
Research Paper Guidelines and RubricOverviewThe final projec.docx
Research Paper Guidelines and Rubric
Overview
The final project for this course is the creation of a research paper. You will be examining organizational behavior and how it affects corporate strategy and decision making. This project will enable you to identify alternatives and recommend thoroughly defended strategies that leaders can use for best practices.
You will select an organizational behavior (OB) topic to research and write about. The topic must be approved by the instructor. This final product represents an authentic demonstration of the competencies achieved in this course as you put into action all that you have learned. The project is divided into three milestones and a final product, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions.
Critical Elements
Expectation of Analysis: Please see the Final Product Rubric below for grading criteria. Pay close attention to each critical element and how you will address it in your final paper.
1. Define the central OB issue or problem.
a. Substantiate multiple aspects of the problem or issue in detail.
i. Include factors like:
a. Key players and their role in the OB issue or problem (internal and/or external)
b. Key stakeholder groups (i.e., employees, customers, communities) and their role in the OB issue or problem (internal and/or external)
c. Values and behaviors (internal)
d. Culture and structure (internal)
e. Design processes (internal)
f. Reward systems (internal)
g. Economic and policy instruments used by the government (external)
2. Recommend at least three solutions for the issue or problem.
a. Explain each solution and its relevance to the context of the OB issue.
b. Defend the selection of each solution by:
i. Interpreting and applying course concepts and theories to your defense when they are applicable
ii. Citing specific examples/scenarios showing the application of your solutions
iii. Recommending strategies for success that are supported by valid and reliable scholarly resources
3. Determine an implementation strategy for each proposed solution. Be sure to include deliberate implementation strategies around OB and best practices that take into consideration the dynamics of the groups involved.
4. Conclusion
a. Write a summary focusing on key elements of your final product.
b. Tie the key elements of your proposals and implementation strategies to the issue, highlighting the positive effects the proposal will have on the performance of the organization.
The final project has three milestones. The purpose of milestones is to keep you on target and allow time for incorporating instructor feedback. Milestone 3 is a “dress rehearsal” for the final product; the same rubric is used to access Milestone 3 and your final product.
· Milestone 3: Rough draft “dress rehearsal” of research paper (Module Seven: 10–12 pages, not including title and reference pages)
· Final Paper: Final research paper (M ...
20161028161952psy_850.r.assignment_requirements (1).docxBackgr.docx
20161028161952psy_850.r.assignment_requirements (1).docx
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
Doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the assignment, you will use the original Cla ...
EDU 64 5RANK Inspiring Innovation--edu645rank.com
This document provides an overview of the course content for EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on designing 21st century instructional plans using various templates. It emphasizes considering student populations including those with special needs. Students are expected to develop instructional plans that integrate technology, include formative assessments, and promote higher-order thinking skills. The plans must demonstrate differentiation for diverse learners and accommodations for students with disabilities.
Course Home - Syllabus Spring 2, 2015 Public Mana.docx
Course Home - Syllabus Spring 2, 2015
Public Management
Course Syllabus
Course Information
Course Description
The common and distinctive elements of management on the several levels of government
are studied. The management philosophy of public organizations, strategy, and
organizational behavior are discussed.
Core Learning Outcomes
Upon completion of this course, students will be able to:
1. Describe the core concepts of public management in a democratic society.
2. Apply public management concepts to public organizations at the federal,
state, and local levels.
3. Demonstrate how public management theory informs practice.
4. Analyze public management challenges and opportunities from multiple
perspectives.
5. Assess the implications that specific public issues and problems have for public
managers.
Course Assessments
Explanation of Assignments
Students are expected to follow these standards for all assignments:
1. All papers must be word-processed, double-spaced, written in 12-point font,
and 1inch margins.
2. Papers must contain no misspelled words or grammatical errors.
3. Use proper format for citations and footnotes, as well as quotation marks.
The Weekly Essays, Final Paper, and Book Review must be submitted in the Drop Box.
Response to Weekly Discussion Questions
(Due by 10:00 p.m. CT each Tuesday.)
Students are expected to respond to weekly discussion questions in the class threaded
discussions. Postings must be made by 10:00 p.m. On Tuesday in order to be
considered timely. Responses to weekly discussion questions will be graded based on the
following criteria:
• Response demonstrates an understanding of the course material by
referencing the course material – 6 pts possible
• Response includes an example –6 pts possible
• Response demonstrates professional writing skills and does not include errors
– 3 pts possible
Each weekly response is worth a maximum of 15 points.
Grading Rubric
Requirements and Points
Exceeds
Expectation
Meets
Expectation
Does Not Meet
Expectation
Requirement:Response
demonstrates an
understanding of the
course material by
referencing the course
material.
Points: /6 points
The student
demonstrates
a
comprehensive
understanding
of the course
material.
The student
demonstrates
a basic
understanding
of the course
material.
The student
fails to
demonstrate
a basic
understanding
of the course
material.
Requirement:Response Example is
thoroughly
The student
provides a
The student
fails to
includes an example.
Points: /6 points
explained and
directly
relevant.
relevant
example.
provide an
example.
Requirement:
Response demonstrates
professional writing
skills and does not
include errors
Points: /3 points
No errors. One or two
errors.
Three or more
errors.
Response to Peer Discussion Questions
(Due by 10:00 p.m. CT each Friday.)
.
NR328 Ethical Dilemma Presentation NR328 Ethical Dilemma Present.docx
NR328 Ethical Dilemma Presentation
NR328 Ethical Dilemma Presentation
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Professionalism
1. Team members are professionally dressed.
2. Team is introduced and assigned roles are identified prior to starting the presentation.
3. Full group participation.
4. Respectful and professional language is used throughout the presentation.
5. Adhere to the time limit of 15 minutes.
5.0 pts
Highest Performance
Includes no fewer than 5 requirements for section.
4.0 pts
High Performance
Includes no fewer than 4 requirements for section.
3.0 pts
Satisfactory Performance
Includes no fewer than 3 requirements for section.
2.0 pts
Unsatisfactory Performance
Includes no fewer than 2 requirements for section.
0.0 pts
Not Present
Includes 1 or no requirements for section.
5.0 pts
This criterion is linked to a Learning Outcome Team Presentation
1. Description of the dilemma is clear and includes statistical significance to Pediatric nursing.
2. Both positions of the dilemma are presented crediting supporting scholarly sources.
3. Appropriate ethical principle(s) to support each position are used.
4. Consideration of which, if any, ethical principles are in conflict with the opposing positions.
5. Three (3) provisions of the ANA Code of Ethics that apply to the ethical dilemma are used.
6. Present all pertinent resources available to resolve the dilemma.
7. Explain how resources could help in resolving the dilemma.
8. Discuss possible outcomes of each position.
9. Present a plan for resolving the issue.
50.0 pts
Highest Performance
Includes no fewer than 9 requirements for section.
40.0 pts
High Performance
Includes no fewer than 8 requirements for section.
30.0 pts
Satisfactory Performance
Includes no fewer than 7 requirements for section.
20.0 pts
Unsatisfactory Performance
Includes no fewer than 6 requirements for section.
0.0 pts
Not Present
Includes5 or fewer requirements for section.
50.0 pts
This criterion is linked to a Learning Outcome Team Poster
1. Full names of all team members included and team member initials are present in the assigned sections.
2. Content is presented clearly and scholarly.
3. Citations included for each section.
4. Poster includes sections for title, dilemma description, Statistical significance, Ethical principles, Applicable ANA Code of Ethics Provisions, Resources to resolve dilemma, Potential outcomes of the dilemma, Plan for resolving the dilemma, Key Points, and References.
15.0 pts
Highest Performance
Includes no fewer than 4 requirements for section.
10.0 pts
High Performance
Includes no fewer than 3 requirements for section.
7.0 pts
Satisfactory Performance
Includes no fewer than 2 requirements for section.
5.0 pts
Unsatisfactory Performance
Includes no fewer than 1 requirements for section.
0.0 pts
Not Present
No requirements for this section presented.
15.0 pts
This criterion is linked to a Learning Outcome Speaker Notes and Reflect.
NR328 Ethical Dilemma Presentation NR328 Ethical Dilemma Present.docx
NR328 Ethical Dilemma Presentation
NR328 Ethical Dilemma Presentation
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Professionalism
1. Team members are professionally dressed.
2. Team is introduced and assigned roles are identified prior to starting the presentation.
3. Full group participation.
4. Respectful and professional language is used throughout the presentation.
5. Adhere to the time limit of 15 minutes.
5.0 pts
Highest Performance
Includes no fewer than 5 requirements for section.
4.0 pts
High Performance
Includes no fewer than 4 requirements for section.
3.0 pts
Satisfactory Performance
Includes no fewer than 3 requirements for section.
2.0 pts
Unsatisfactory Performance
Includes no fewer than 2 requirements for section.
0.0 pts
Not Present
Includes 1 or no requirements for section.
5.0 pts
This criterion is linked to a Learning Outcome Team Presentation
1. Description of the dilemma is clear and includes statistical significance to Pediatric nursing.
2. Both positions of the dilemma are presented crediting supporting scholarly sources.
3. Appropriate ethical principle(s) to support each position are used.
4. Consideration of which, if any, ethical principles are in conflict with the opposing positions.
5. Three (3) provisions of the ANA Code of Ethics that apply to the ethical dilemma are used.
6. Present all pertinent resources available to resolve the dilemma.
7. Explain how resources could help in resolving the dilemma.
8. Discuss possible outcomes of each position.
9. Present a plan for resolving the issue.
50.0 pts
Highest Performance
Includes no fewer than 9 requirements for section.
40.0 pts
High Performance
Includes no fewer than 8 requirements for section.
30.0 pts
Satisfactory Performance
Includes no fewer than 7 requirements for section.
20.0 pts
Unsatisfactory Performance
Includes no fewer than 6 requirements for section.
0.0 pts
Not Present
Includes5 or fewer requirements for section.
50.0 pts
This criterion is linked to a Learning Outcome Team Poster
1. Full names of all team members included and team member initials are present in the assigned sections.
2. Content is presented clearly and scholarly.
3. Citations included for each section.
4. Poster includes sections for title, dilemma description, Statistical significance, Ethical principles, Applicable ANA Code of Ethics Provisions, Resources to resolve dilemma, Potential outcomes of the dilemma, Plan for resolving the dilemma, Key Points, and References.
15.0 pts
Highest Performance
Includes no fewer than 4 requirements for section.
10.0 pts
High Performance
Includes no fewer than 3 requirements for section.
7.0 pts
Satisfactory Performance
Includes no fewer than 2 requirements for section.
5.0 pts
Unsatisfactory Performance
Includes no fewer than 1 requirements for section.
0.0 pts
Not Present
No requirements for this section presented.
15.0 pts
This criterion is linked to a Learning Outcome Speaker Notes and Reflect.
EDU 645 RANK Education Planning--edu645rank.com
This document provides an overview of the course EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on instructional design, formative and summative assessments, standards, objectives, gradual release of responsibility, and using data to improve instruction. It provides examples of instructional plan templates and describes assignments where students will analyze templates, design objectives and assessments, and create their own instructional plans. The document contains full descriptions and prompts for the weekly discussions and assignments.
PSY 540 Milestone Three Guidelines and Rubric Rough Draft.docx
PSY 540 Milestone Three Guidelines and Rubric: Rough Draft
Overview
For your rough draft, you will submit a complete proposal that includes all the required elements of the final proposal and incorporates any relevant instructor
feedback you received on Milestones One and Two. In your rough draft, be sure to address all the following critical elements:
I. Problem Statement
a) Describe the contemporary problem that is the focus of your proposal with full details with respect to your selected applied setting. Here,
consider how new developments or changes in your applied setting are creating new cognition-related challenges. For instance, you might note
that increased use of online education is presenting new challenges to students with ADHD.
b) Identify your selected area of cognitive psychology (attention, learning, memory, language, or decision making) and appropriate foundational
theories that apply to your selected problem. What are the foundational aspects of these theories, and how do they relate to your selected
problem? Carrying through with the previous example, you would indicate that your area of focus is attention and identify related theories that
can shed further light on the contemporary problem of attention demands on students with ADHD.
c) Describe performance issues in your selected applied setting based on limitations of human cognitive systems. What are some of the specific
issues related to your contemporary problem, the applied setting, and the limits of the human cognitive system? Here, you will further break
down your contemporary problem and explain how the problem relates to the applied setting, what we know about cognition, and how this
impacts performance.
d) Create a research question that addresses potential improvements to practices in the applied setting based on the strengths of human cognitive
systems. Remember that your research question should address your contemporary problem. For instance, in keeping with the previous
example, you might ask, “How can changes to online learning platforms better support increased attention to course materials for students with
ADHD?”
II. Contemporary Relevance
a) Evaluate the utility of the theories you identified when describing your problem with respect to their strengths and limitations. Here, revisit the
theories you noted in critical element I, part b. How do the theories you identified further explain the problems and performance issues you
identified? What are the strengths and limitations of each theory in helping to understand your identified problem?
b) Which particular theory offers the greatest utility for practitioners to apply in addressing real-world issues specific to the contemporary problem
you selected? Defend your selection.
III. Interpretation of Research Findings: Explain how each primary or secondary resource you selected supports your research question. This is where you
will apply sound methodologic ...
APA, The assignment require a contemporary approach addressing Race,.docx
APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
.
APA style and all questions answered ( no min page requirements) .docx
APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
Why is a particular test recommended?
How does the test work?
What information is obtained from the diagnostic test regarding the disease?
Does the diagnosis need confirmation with another diagnostic test?
.
Apa format1-2 paragraphsreferences It is often said th.docx
Apa format
1-2 paragraphs
references
It is often said that people today are no longer loyal to organizations. Yet employees are loyal to their direct supervisor. This discussion question asks you to evaluate and apply your understanding of followership theory. Reflect on any techniques for understanding, achieving, and positively applying organizational and personal power and influence as a follower.
When effective leaders leave an organization to move on to another organization, they often take at least one or two employees. Employees who respect a leader and have generated a relationship and bond want to work under that leader. One indicator of effective leaders is communication skills in which a leader is attuned to the needs of each employee.
REAL-LIFE APPLICATION: Discuss a leader with whom you are familiar and who has the loyalty of his or her direct reports. Alternatively, you might interview a friend or family member about their experiences or you may research a well-known leader. Address the following in your response.
Evaluate how this leader earns respect and loyalty from his or her employees.
If you were in a leadership position, what methods would you implement to inspire, motivate, and empower your employees?
Support your discussion with at least one scholarly article and, if relevant, credible media reports, and cite each source using APA style.
.
APA format2-3 pages, double-spaced1. Choose a speech to review. It.docx
APA format2-3 pages, double-spaced
1. Choose a speech to review. It can be any type (informative, persuasive, special occasion). It should be between 7-20 minutes. You may search Youtube for videos of speeches (TED talks, commencement speeches, public addresses by government etc).
Copy the link of the video you've chosen to your submission form.
2. Analyze the speech content and speaker delivery, paying attention to:
what the message is
how the message is organized
nonverbal cues (tone, pitch, pauses, gestures etc)
the context in which the message is being delivered
3. Provide your opinion on the speech and speaker delivery.
What do you think the intention of the speaker is?
Does the effect on the audience seem to follow that intention?
What did you like about the speech?
Is it appropriate for the context; why?
Be sure to attach your essay as a .doc or .rtf file and make sure to proofread for spelling and grammar errors.
.
APA format httpsapastyle.apa.orghttpsowl.purd.docx
APA format
https://apastyle.apa.org/
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
Min number of pages are 30 pages
Must have
Contents with page numbers
Abstract
Introduction
The problem
Are there any sub-problems?
Is there any issue need to be present in relation to the problem?
The solutions
Steps of the solutions
Compare the solution to other solution
Any suggestion to improve the solution
Conclusion
References
Research Paper topic:
Computer Security Objects Register
https://csrc.nist.gov/Projects/Computer-Security-Objects-Register
The Computer Security Objects Register (CSOR) specifies names that uniquely identify CSOs. These unique names are used to reference these objects in abstract specifications and during the negotiation of security services for a transaction or application.
The studies must look at different algorithms used CSOR and the benefits of using CSOR
.
APA format2-3 pages, double-spaced1. Choose a speech to review. .docx
APA format2-3 pages, double-spaced
1. Choose a speech to review. It can be any type (informative, persuasive, special occasion). It should be between 7-20 minutes. You may search Youtube for videos of speeches (TED talks, commencement speeches, public addresses by government etc).
Copy the link of the video you've chosen to your submission form.
2. Analyze the speech content and speaker delivery, paying attention to:
what the message is
how the message is organized
nonverbal cues (tone, pitch, pauses, gestures etc)
the context in which the message is being delivered
3. Provide your opinion on the speech and speaker delivery.
What do you think the intention of the speaker is?
Does the effect on the audience seem to follow that intention?
What did you like about the speech?
Is it appropriate for the context; why?
Be sure to attach your essay as a .doc or .rtf file and make sure to proofread for spelling and grammar errors.
.
APA Formatting AssignmentUse the information below to create.docx
APA Formatting Assignment
Use the information below to create a reference list using proper APA formatting
1)
Authors: Christina Jane Jones, Helen Smith and Carrie Llewellyn
Title: Evaluating the effectiveness of health belief model interventions in improving adherence: a
systematic review
Publication Year: 2014
Journal: Health Psychology Review, Vol. 8, No. 3, 253_269
DOI: 10.1080/17437199.2013.802623
2)
Authors: Mohammad Bagherniya, Ali Taghipour, Manoj Sharma, Amirhossein Sahebkar, Isobel R.
Contento, Seyed Ali Keshavarz, Firoozeh Mostafavi Darani and Mohammad Safarian
Title: Obesity intervention programs among adolescents using social cognitive theory: a systematic
literature review
Publication Year: 2018
Journal: Health Education Research, Vol. 33, No. 1, 26_39
3)
Authors: Christine Y. K. Lau, Kris Y. W. Lok, Marie Tarrant
Title: Breastfeeding Duration and the Theory of Planned Behavior and Breastfeeding Self-Efficacy
Framework: A Systematic Review of Observational Studies
Publication Year: 2018
Journal: Maternal and Child Health Journal, Vol. 22, 327_342
DOI: 10.1007/s10995-018-2453-x
4)
Authors: Amy E. Bodde, Dong-Chul Seo
Title: A review of social and environmental barriers to physical activity for adults with intellectual
disabilities
Publication Year: 2009
Journal: Disability and Health Journal, Vol. 2, 57_66
5)
Authors: Linda Irvine, Ambrose J. Melson, Brian Williams, Falko F. Sniehotta, Gerry Humphris, Iain K.
Crombie
Title: Design and development of a complex narrative intervention delivered by text messages to reduce
binge drinking among socially disadvantaged men
Publication Year: 2018
Journal: Pilot and Feasibility Studies, Vol. 4, No.105, 1_11
.
APA style300 words10 maximum plagiarism Mrs. Smith was.docx
APA style
300 words
10% maximum plagiarism
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the qualit.
APA format1. What are the three most important takeawayslessons.docx
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this module? (150 words or more)
2. Drawing on the material that was provided what else would like to know? What other related questions/ideas/topics would you like to explore in the future? (100 words or more)
3. What is lobbying? What role does it play in the relationship between government and business? (100 words or more)
.
APA General Format Summary APA (American Psychological.docx
APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6th edition, second printing of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a side-by-side comparison of the three most widely used citation styles, including a chart
of all APA citation guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create
a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The running head is a shortened
version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: The Title Page, Abstract, Main Body,
and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush right
at the top of the page. Please note that on the title page, your page header/running head should
look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
recommends that your title be no more than 12 words in length and that it should not contain
abbreviations or words that serve no purpose. Your title may take up one or two l.
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Similar to PSY 570 Final Project Guidelines and Grading GuideOverview.docx
Post production example booklet
The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample answer guidance, marking criteria, and terms that could be used in responses.
Walden University M.S. in NursingFormative Evaluation Criteria f.docx
Walden University M.S. in Nursing
Formative Evaluation Criteria for Applications and Formal Papers
Categories and Criteria
Points
QUALITY OF WORK SUBMITTED - 35 Possible Points
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
25-30
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
20-24
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
16-19
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
0-15
2. Purpose of the paper is clear (0-5 Points)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5
Purpose of the assignment is stated, yet is brief and not descriptive.
4
Purpose of the assignment is vague.
1-3
No purpose statement was provided.
0
ASSIMILATION AND SYNTHESIS OF IDEAS - 50 Possible Points
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9-10
Demonstrates a clear understanding of key concepts.
8
Shows some degree of understanding of key concepts.
5-7
Shows a lack of understanding of key concepts, deviates from topics.
0-4
2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15-20
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
10-14
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
3-9
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
0-2
3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
18-20
Summarizes information gleaned from sources to support major points, but does not synthesize.
16-17
I.
13. using rubrics in student assessment
This document provides information on using rubrics for student assessment. It defines a rubric as a guide for markers to make consistent judgments about student work. Rubrics can be analytic, breaking work down into separate criteria, or holistic, making an overall judgment. Analytic rubrics include criteria and standards, describing each level of performance. Holistic rubrics provide overall descriptions for grades. Rubrics benefit students by clarifying expectations and providing feedback. They aid markers by promoting consistent scoring. The document discusses best practices for constructing and using rubrics for different types of assignments.
NR449 Evidence-Based Practice RUA Evidence-Based Pract
NR449 Evidence-Based Practice
RUA: Evidence-Based Practice Change Group Project Guidelines
NR449_RUA_Evidence-Based_Practice_Change_Group_Project_Guidelines_Sept20 1
Purpose
The Group Presentation is the final of the three assignments in this course. It builds upon and utilizes information
gathered and reported in the first two assignments. The purpose of this assignment is two-fold: a) to provide a solution
to a clinical problem using the EBP process, and b) to demonstrate presentation skills for a group of peers.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice.
(POs 4 and 8)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to
this assignment.
Total points possible: 240 points
Preparing the assignment (Online Students Only)
1. Follow these guidelines when completing this online assignment. Speak with your faculty member if you have
questions.
a. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
b. Each student will contribute two to three slides for the group presentation.
c. The final presentation will consist of 10–12 PowerPoint slides and may include handouts, if applicable.
Preparing the assignment (Campus Students Only)
1. Follow these guidelines when completing this on-campus assignment. Speak with your faculty member if you have
questions.
a. Each group will have 15 minutes to present on their topic.
b. Presentations will give a brief overview of the topic, followed by examples of how the topic influences or assists
the nursing profession.
c. Each student will have an opportunity to present (speak).
d. Each student will contribute two to three slides for the group presentation.
e. Students will be prepared to have 10–12 PowerPoint slides and may include handouts, if applicable.
2. Include the following sections:
a. Content (125 points/52%)
• Identification of problem and impact on nursing practice.
• Clearly describe the research process, including what went well, barriers encountered, and what is still
needed.
• Correlates research findings to identified clinical issue.
• Summarizes validity of qualitative and quantitative evidence.
• Findings are clearly identified.
• Recommends practice change with measurable outcomes and addresses feasibility issues.
• Suggestions for imple ...
Research Paper Guidelines and RubricOverviewThe final projec.docx
Research Paper Guidelines and Rubric
Overview
The final project for this course is the creation of a research paper. You will be examining organizational behavior and how it affects corporate strategy and decision making. This project will enable you to identify alternatives and recommend thoroughly defended strategies that leaders can use for best practices.
You will select an organizational behavior (OB) topic to research and write about. The topic must be approved by the instructor. This final product represents an authentic demonstration of the competencies achieved in this course as you put into action all that you have learned. The project is divided into three milestones and a final product, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions.
Critical Elements
Expectation of Analysis: Please see the Final Product Rubric below for grading criteria. Pay close attention to each critical element and how you will address it in your final paper.
1. Define the central OB issue or problem.
a. Substantiate multiple aspects of the problem or issue in detail.
i. Include factors like:
a. Key players and their role in the OB issue or problem (internal and/or external)
b. Key stakeholder groups (i.e., employees, customers, communities) and their role in the OB issue or problem (internal and/or external)
c. Values and behaviors (internal)
d. Culture and structure (internal)
e. Design processes (internal)
f. Reward systems (internal)
g. Economic and policy instruments used by the government (external)
2. Recommend at least three solutions for the issue or problem.
a. Explain each solution and its relevance to the context of the OB issue.
b. Defend the selection of each solution by:
i. Interpreting and applying course concepts and theories to your defense when they are applicable
ii. Citing specific examples/scenarios showing the application of your solutions
iii. Recommending strategies for success that are supported by valid and reliable scholarly resources
3. Determine an implementation strategy for each proposed solution. Be sure to include deliberate implementation strategies around OB and best practices that take into consideration the dynamics of the groups involved.
4. Conclusion
a. Write a summary focusing on key elements of your final product.
b. Tie the key elements of your proposals and implementation strategies to the issue, highlighting the positive effects the proposal will have on the performance of the organization.
The final project has three milestones. The purpose of milestones is to keep you on target and allow time for incorporating instructor feedback. Milestone 3 is a “dress rehearsal” for the final product; the same rubric is used to access Milestone 3 and your final product.
· Milestone 3: Rough draft “dress rehearsal” of research paper (Module Seven: 10–12 pages, not including title and reference pages)
· Final Paper: Final research paper (M ...
20161028161952psy_850.r.assignment_requirements (1).docxBackgr.docx
20161028161952psy_850.r.assignment_requirements (1).docx
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
Doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the assignment, you will use the original Cla ...
EDU 64 5RANK Inspiring Innovation--edu645rank.com
This document provides an overview of the course content for EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on designing 21st century instructional plans using various templates. It emphasizes considering student populations including those with special needs. Students are expected to develop instructional plans that integrate technology, include formative assessments, and promote higher-order thinking skills. The plans must demonstrate differentiation for diverse learners and accommodations for students with disabilities.
Course Home - Syllabus Spring 2, 2015 Public Mana.docx
Course Home - Syllabus Spring 2, 2015
Public Management
Course Syllabus
Course Information
Course Description
The common and distinctive elements of management on the several levels of government
are studied. The management philosophy of public organizations, strategy, and
organizational behavior are discussed.
Core Learning Outcomes
Upon completion of this course, students will be able to:
1. Describe the core concepts of public management in a democratic society.
2. Apply public management concepts to public organizations at the federal,
state, and local levels.
3. Demonstrate how public management theory informs practice.
4. Analyze public management challenges and opportunities from multiple
perspectives.
5. Assess the implications that specific public issues and problems have for public
managers.
Course Assessments
Explanation of Assignments
Students are expected to follow these standards for all assignments:
1. All papers must be word-processed, double-spaced, written in 12-point font,
and 1inch margins.
2. Papers must contain no misspelled words or grammatical errors.
3. Use proper format for citations and footnotes, as well as quotation marks.
The Weekly Essays, Final Paper, and Book Review must be submitted in the Drop Box.
Response to Weekly Discussion Questions
(Due by 10:00 p.m. CT each Tuesday.)
Students are expected to respond to weekly discussion questions in the class threaded
discussions. Postings must be made by 10:00 p.m. On Tuesday in order to be
considered timely. Responses to weekly discussion questions will be graded based on the
following criteria:
• Response demonstrates an understanding of the course material by
referencing the course material – 6 pts possible
• Response includes an example –6 pts possible
• Response demonstrates professional writing skills and does not include errors
– 3 pts possible
Each weekly response is worth a maximum of 15 points.
Grading Rubric
Requirements and Points
Exceeds
Expectation
Meets
Expectation
Does Not Meet
Expectation
Requirement:Response
demonstrates an
understanding of the
course material by
referencing the course
material.
Points: /6 points
The student
demonstrates
a
comprehensive
understanding
of the course
material.
The student
demonstrates
a basic
understanding
of the course
material.
The student
fails to
demonstrate
a basic
understanding
of the course
material.
Requirement:Response Example is
thoroughly
The student
provides a
The student
fails to
includes an example.
Points: /6 points
explained and
directly
relevant.
relevant
example.
provide an
example.
Requirement:
Response demonstrates
professional writing
skills and does not
include errors
Points: /3 points
No errors. One or two
errors.
Three or more
errors.
Response to Peer Discussion Questions
(Due by 10:00 p.m. CT each Friday.)
.
NR328 Ethical Dilemma Presentation NR328 Ethical Dilemma Present.docx
NR328 Ethical Dilemma Presentation
NR328 Ethical Dilemma Presentation
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Professionalism
1. Team members are professionally dressed.
2. Team is introduced and assigned roles are identified prior to starting the presentation.
3. Full group participation.
4. Respectful and professional language is used throughout the presentation.
5. Adhere to the time limit of 15 minutes.
5.0 pts
Highest Performance
Includes no fewer than 5 requirements for section.
4.0 pts
High Performance
Includes no fewer than 4 requirements for section.
3.0 pts
Satisfactory Performance
Includes no fewer than 3 requirements for section.
2.0 pts
Unsatisfactory Performance
Includes no fewer than 2 requirements for section.
0.0 pts
Not Present
Includes 1 or no requirements for section.
5.0 pts
This criterion is linked to a Learning Outcome Team Presentation
1. Description of the dilemma is clear and includes statistical significance to Pediatric nursing.
2. Both positions of the dilemma are presented crediting supporting scholarly sources.
3. Appropriate ethical principle(s) to support each position are used.
4. Consideration of which, if any, ethical principles are in conflict with the opposing positions.
5. Three (3) provisions of the ANA Code of Ethics that apply to the ethical dilemma are used.
6. Present all pertinent resources available to resolve the dilemma.
7. Explain how resources could help in resolving the dilemma.
8. Discuss possible outcomes of each position.
9. Present a plan for resolving the issue.
50.0 pts
Highest Performance
Includes no fewer than 9 requirements for section.
40.0 pts
High Performance
Includes no fewer than 8 requirements for section.
30.0 pts
Satisfactory Performance
Includes no fewer than 7 requirements for section.
20.0 pts
Unsatisfactory Performance
Includes no fewer than 6 requirements for section.
0.0 pts
Not Present
Includes5 or fewer requirements for section.
50.0 pts
This criterion is linked to a Learning Outcome Team Poster
1. Full names of all team members included and team member initials are present in the assigned sections.
2. Content is presented clearly and scholarly.
3. Citations included for each section.
4. Poster includes sections for title, dilemma description, Statistical significance, Ethical principles, Applicable ANA Code of Ethics Provisions, Resources to resolve dilemma, Potential outcomes of the dilemma, Plan for resolving the dilemma, Key Points, and References.
15.0 pts
Highest Performance
Includes no fewer than 4 requirements for section.
10.0 pts
High Performance
Includes no fewer than 3 requirements for section.
7.0 pts
Satisfactory Performance
Includes no fewer than 2 requirements for section.
5.0 pts
Unsatisfactory Performance
Includes no fewer than 1 requirements for section.
0.0 pts
Not Present
No requirements for this section presented.
15.0 pts
This criterion is linked to a Learning Outcome Speaker Notes and Reflect.
NR328 Ethical Dilemma Presentation NR328 Ethical Dilemma Present.docx
NR328 Ethical Dilemma Presentation
NR328 Ethical Dilemma Presentation
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Professionalism
1. Team members are professionally dressed.
2. Team is introduced and assigned roles are identified prior to starting the presentation.
3. Full group participation.
4. Respectful and professional language is used throughout the presentation.
5. Adhere to the time limit of 15 minutes.
5.0 pts
Highest Performance
Includes no fewer than 5 requirements for section.
4.0 pts
High Performance
Includes no fewer than 4 requirements for section.
3.0 pts
Satisfactory Performance
Includes no fewer than 3 requirements for section.
2.0 pts
Unsatisfactory Performance
Includes no fewer than 2 requirements for section.
0.0 pts
Not Present
Includes 1 or no requirements for section.
5.0 pts
This criterion is linked to a Learning Outcome Team Presentation
1. Description of the dilemma is clear and includes statistical significance to Pediatric nursing.
2. Both positions of the dilemma are presented crediting supporting scholarly sources.
3. Appropriate ethical principle(s) to support each position are used.
4. Consideration of which, if any, ethical principles are in conflict with the opposing positions.
5. Three (3) provisions of the ANA Code of Ethics that apply to the ethical dilemma are used.
6. Present all pertinent resources available to resolve the dilemma.
7. Explain how resources could help in resolving the dilemma.
8. Discuss possible outcomes of each position.
9. Present a plan for resolving the issue.
50.0 pts
Highest Performance
Includes no fewer than 9 requirements for section.
40.0 pts
High Performance
Includes no fewer than 8 requirements for section.
30.0 pts
Satisfactory Performance
Includes no fewer than 7 requirements for section.
20.0 pts
Unsatisfactory Performance
Includes no fewer than 6 requirements for section.
0.0 pts
Not Present
Includes5 or fewer requirements for section.
50.0 pts
This criterion is linked to a Learning Outcome Team Poster
1. Full names of all team members included and team member initials are present in the assigned sections.
2. Content is presented clearly and scholarly.
3. Citations included for each section.
4. Poster includes sections for title, dilemma description, Statistical significance, Ethical principles, Applicable ANA Code of Ethics Provisions, Resources to resolve dilemma, Potential outcomes of the dilemma, Plan for resolving the dilemma, Key Points, and References.
15.0 pts
Highest Performance
Includes no fewer than 4 requirements for section.
10.0 pts
High Performance
Includes no fewer than 3 requirements for section.
7.0 pts
Satisfactory Performance
Includes no fewer than 2 requirements for section.
5.0 pts
Unsatisfactory Performance
Includes no fewer than 1 requirements for section.
0.0 pts
Not Present
No requirements for this section presented.
15.0 pts
This criterion is linked to a Learning Outcome Speaker Notes and Reflect.
EDU 645 RANK Education Planning--edu645rank.com
This document provides an overview of the course EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on instructional design, formative and summative assessments, standards, objectives, gradual release of responsibility, and using data to improve instruction. It provides examples of instructional plan templates and describes assignments where students will analyze templates, design objectives and assessments, and create their own instructional plans. The document contains full descriptions and prompts for the weekly discussions and assignments.
PSY 540 Milestone Three Guidelines and Rubric Rough Draft.docx
PSY 540 Milestone Three Guidelines and Rubric: Rough Draft
Overview
For your rough draft, you will submit a complete proposal that includes all the required elements of the final proposal and incorporates any relevant instructor
feedback you received on Milestones One and Two. In your rough draft, be sure to address all the following critical elements:
I. Problem Statement
a) Describe the contemporary problem that is the focus of your proposal with full details with respect to your selected applied setting. Here,
consider how new developments or changes in your applied setting are creating new cognition-related challenges. For instance, you might note
that increased use of online education is presenting new challenges to students with ADHD.
b) Identify your selected area of cognitive psychology (attention, learning, memory, language, or decision making) and appropriate foundational
theories that apply to your selected problem. What are the foundational aspects of these theories, and how do they relate to your selected
problem? Carrying through with the previous example, you would indicate that your area of focus is attention and identify related theories that
can shed further light on the contemporary problem of attention demands on students with ADHD.
c) Describe performance issues in your selected applied setting based on limitations of human cognitive systems. What are some of the specific
issues related to your contemporary problem, the applied setting, and the limits of the human cognitive system? Here, you will further break
down your contemporary problem and explain how the problem relates to the applied setting, what we know about cognition, and how this
impacts performance.
d) Create a research question that addresses potential improvements to practices in the applied setting based on the strengths of human cognitive
systems. Remember that your research question should address your contemporary problem. For instance, in keeping with the previous
example, you might ask, “How can changes to online learning platforms better support increased attention to course materials for students with
ADHD?”
II. Contemporary Relevance
a) Evaluate the utility of the theories you identified when describing your problem with respect to their strengths and limitations. Here, revisit the
theories you noted in critical element I, part b. How do the theories you identified further explain the problems and performance issues you
identified? What are the strengths and limitations of each theory in helping to understand your identified problem?
b) Which particular theory offers the greatest utility for practitioners to apply in addressing real-world issues specific to the contemporary problem
you selected? Defend your selection.
III. Interpretation of Research Findings: Explain how each primary or secondary resource you selected supports your research question. This is where you
will apply sound methodologic ...
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PSY 540 Milestone Three Guidelines and Rubric Rough Draft.docx
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APA, The assignment require a contemporary approach addressing Race,.docx
APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
.
APA style and all questions answered ( no min page requirements) .docx
APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
Why is a particular test recommended?
How does the test work?
What information is obtained from the diagnostic test regarding the disease?
Does the diagnosis need confirmation with another diagnostic test?
.
Apa format1-2 paragraphsreferences It is often said th.docx
Apa format
1-2 paragraphs
references
It is often said that people today are no longer loyal to organizations. Yet employees are loyal to their direct supervisor. This discussion question asks you to evaluate and apply your understanding of followership theory. Reflect on any techniques for understanding, achieving, and positively applying organizational and personal power and influence as a follower.
When effective leaders leave an organization to move on to another organization, they often take at least one or two employees. Employees who respect a leader and have generated a relationship and bond want to work under that leader. One indicator of effective leaders is communication skills in which a leader is attuned to the needs of each employee.
REAL-LIFE APPLICATION: Discuss a leader with whom you are familiar and who has the loyalty of his or her direct reports. Alternatively, you might interview a friend or family member about their experiences or you may research a well-known leader. Address the following in your response.
Evaluate how this leader earns respect and loyalty from his or her employees.
If you were in a leadership position, what methods would you implement to inspire, motivate, and empower your employees?
Support your discussion with at least one scholarly article and, if relevant, credible media reports, and cite each source using APA style.
.
APA format2-3 pages, double-spaced1. Choose a speech to review. It.docx
APA format2-3 pages, double-spaced
1. Choose a speech to review. It can be any type (informative, persuasive, special occasion). It should be between 7-20 minutes. You may search Youtube for videos of speeches (TED talks, commencement speeches, public addresses by government etc).
Copy the link of the video you've chosen to your submission form.
2. Analyze the speech content and speaker delivery, paying attention to:
what the message is
how the message is organized
nonverbal cues (tone, pitch, pauses, gestures etc)
the context in which the message is being delivered
3. Provide your opinion on the speech and speaker delivery.
What do you think the intention of the speaker is?
Does the effect on the audience seem to follow that intention?
What did you like about the speech?
Is it appropriate for the context; why?
Be sure to attach your essay as a .doc or .rtf file and make sure to proofread for spelling and grammar errors.
.
APA format httpsapastyle.apa.orghttpsowl.purd.docx
APA format
https://apastyle.apa.org/
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
Min number of pages are 30 pages
Must have
Contents with page numbers
Abstract
Introduction
The problem
Are there any sub-problems?
Is there any issue need to be present in relation to the problem?
The solutions
Steps of the solutions
Compare the solution to other solution
Any suggestion to improve the solution
Conclusion
References
Research Paper topic:
Computer Security Objects Register
https://csrc.nist.gov/Projects/Computer-Security-Objects-Register
The Computer Security Objects Register (CSOR) specifies names that uniquely identify CSOs. These unique names are used to reference these objects in abstract specifications and during the negotiation of security services for a transaction or application.
The studies must look at different algorithms used CSOR and the benefits of using CSOR
.
APA format2-3 pages, double-spaced1. Choose a speech to review. .docx
APA format2-3 pages, double-spaced
1. Choose a speech to review. It can be any type (informative, persuasive, special occasion). It should be between 7-20 minutes. You may search Youtube for videos of speeches (TED talks, commencement speeches, public addresses by government etc).
Copy the link of the video you've chosen to your submission form.
2. Analyze the speech content and speaker delivery, paying attention to:
what the message is
how the message is organized
nonverbal cues (tone, pitch, pauses, gestures etc)
the context in which the message is being delivered
3. Provide your opinion on the speech and speaker delivery.
What do you think the intention of the speaker is?
Does the effect on the audience seem to follow that intention?
What did you like about the speech?
Is it appropriate for the context; why?
Be sure to attach your essay as a .doc or .rtf file and make sure to proofread for spelling and grammar errors.
.
APA Formatting AssignmentUse the information below to create.docx
APA Formatting Assignment
Use the information below to create a reference list using proper APA formatting
1)
Authors: Christina Jane Jones, Helen Smith and Carrie Llewellyn
Title: Evaluating the effectiveness of health belief model interventions in improving adherence: a
systematic review
Publication Year: 2014
Journal: Health Psychology Review, Vol. 8, No. 3, 253_269
DOI: 10.1080/17437199.2013.802623
2)
Authors: Mohammad Bagherniya, Ali Taghipour, Manoj Sharma, Amirhossein Sahebkar, Isobel R.
Contento, Seyed Ali Keshavarz, Firoozeh Mostafavi Darani and Mohammad Safarian
Title: Obesity intervention programs among adolescents using social cognitive theory: a systematic
literature review
Publication Year: 2018
Journal: Health Education Research, Vol. 33, No. 1, 26_39
3)
Authors: Christine Y. K. Lau, Kris Y. W. Lok, Marie Tarrant
Title: Breastfeeding Duration and the Theory of Planned Behavior and Breastfeeding Self-Efficacy
Framework: A Systematic Review of Observational Studies
Publication Year: 2018
Journal: Maternal and Child Health Journal, Vol. 22, 327_342
DOI: 10.1007/s10995-018-2453-x
4)
Authors: Amy E. Bodde, Dong-Chul Seo
Title: A review of social and environmental barriers to physical activity for adults with intellectual
disabilities
Publication Year: 2009
Journal: Disability and Health Journal, Vol. 2, 57_66
5)
Authors: Linda Irvine, Ambrose J. Melson, Brian Williams, Falko F. Sniehotta, Gerry Humphris, Iain K.
Crombie
Title: Design and development of a complex narrative intervention delivered by text messages to reduce
binge drinking among socially disadvantaged men
Publication Year: 2018
Journal: Pilot and Feasibility Studies, Vol. 4, No.105, 1_11
.
APA style300 words10 maximum plagiarism Mrs. Smith was.docx
APA style
300 words
10% maximum plagiarism
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the qualit.
APA format1. What are the three most important takeawayslessons.docx
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this module? (150 words or more)
2. Drawing on the material that was provided what else would like to know? What other related questions/ideas/topics would you like to explore in the future? (100 words or more)
3. What is lobbying? What role does it play in the relationship between government and business? (100 words or more)
.
APA General Format Summary APA (American Psychological.docx
APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6th edition, second printing of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a side-by-side comparison of the three most widely used citation styles, including a chart
of all APA citation guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create
a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The running head is a shortened
version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: The Title Page, Abstract, Main Body,
and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush right
at the top of the page. Please note that on the title page, your page header/running head should
look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
recommends that your title be no more than 12 words in length and that it should not contain
abbreviations or words that serve no purpose. Your title may take up one or two l.
Appearance When I watched the video of myself, I felt that my b.docx
Appearance
When I watched the video of myself, I felt that my black straight skirt, closed toed shoes and white collared shirt gave a professional appearance and more credibility with the audience. My hair was a little too casual. I wished I had that one strand tacked back so it would have stayed out of my eyes. This made it hard for the audience to see my face and was distracting when I had to keep tucking it back. My earrings were small so the audience would watch me and not my jewelry. I wasn’t standing up straight and it made me look less confident. I need to remember to have better posture when speaking.Organizational Pattern
My introduction was slow and clear and the story was suspenseful enough to grab their attention. It was a little confusing at the beginning because I didn’t preview the main points but because I transitioned well between the steps by saying, “Now that you have completed step 1, selecting the pattern, you are ready to move to step two, preparing the wood” the audience was able to follow. I remembered to state my research source for two of the steps but forgot the third. It made the third step seem shallower and I think I lost credibility. My word choice was good. I made sure to use a variety of descriptive words for the types of wood, explained new vocabulary and repeated phrases to help the audience remember the steps. For some reason the ending was weak. I didn’t tie it to the introduction or have a good ending sentence. It would have been a good idea to remind them of the beginning story and how woodworking affects their everyday life.Vocal Qualities
During my speech I had such a dry mouth that I messed up on the pronunciation of some of the words like saying “exspecially” instead of “especially.” This sounded less professional to the audience. I had good projection so that even the back row could hear without straining. My pitch variation is getting better but I still keep using the same rhythm with my pauses. This make me sound more monotone, like I’m reading the speech rather than just having a conversation. I’ll need to practice changing my rate and pauses. I also noticed many of my sentences end in an up-pitch, like I’m asking a question. If I bring some of those down it will make me appear more confident rather than questioning. It is hard to get rid of those filler words. “Like” and “so” are two of my favorites but it does make me sound like a teenager. I had no idea I said them so much.Delivery
There weren’t many gestures, which made me look stiff and nervous. I just held my note cards and stood in one spot the whole time. I need to do more with my hands and maybe move a little more in the space. I really admire the people in class who have such a good flow with their delivery from gestures to using the space around them purposefully. I felt I held my note cards too close to my face and had my head down most of the time. While watching the video, I noticed I looked at my cards and the poster a l.
apa format1-2 paragraphsreferencesFor this week’s .docx
apa format
1-2 paragraphs
references
For this week’s discussion, choose a current social movement from anywhere in the world. Then, using the required readings, videos, and your own research, discuss the “role these leaders” play in your chosen social movement. In addition, describe any group or collective processes that you discovered. Use specific examples to make major points.
Support your writing with at least two scholarly sources that are
in addition
to required reading.
.
APA Format, with 2 references for each question and an assignment..docx
APA Format, with 2 references for each question and an assignment.
1. Some say that analytics in general dehumanize managerial
activities, and others say they do not. Discuss arguments
for both points of view.
3. What are some of the major privacy concerns in employing
intelligent systems on mobile data?
4. Identify some cases of violations of user privacy from
current literature and their impact on data science as a
profession.
Ex.2. Search the Internet to find examples of how intelligent
systems can facilitate activities such as empowerment,
mass customization, and teamwork.
Reflective Assignment:
What has been significant about this course that will help you perform data science tasks in the future.
.
APA-formatted 8-10 page research paper which examines the potential .docx
APA-formatted 8-10 page research paper which examines the potential psychological impact of long-term exposure to mass media messages on the major issues surrounding political advertising and political campaigns in the United States and why it is currently relevant and impacts society.
12 Point Times New Roman Font
Double Spaced
Please include research that supports ideas and topics related to political advertising and political campaigns in the United States.
.
APA STYLE 1.Define the terms multiple disabilities and .docx
APA STYLE
1.Define the terms
multiple disabilities
and
deaf-blindness
as described in the Individuals with Disabilities Act (IDEA)
2.Identify three types of educational assessments for students with severe and multiple disabilities.
3.Identify the features of effective services and supports for children with severe and multiple disabilities during a) early childhood years and b) elementary school years.
4. Distinguish between the term
deaf
and
hard of hearing
5.
Identify 4 approaches to teaching communication skills to people with a hearing loss.
6.
What are the distinctive features of refractive eye problems, muscle disorders of the eye and receptive eye problems?
7.Describe two content areas that should be included in educational programs for students with vision loss.
8. Identify several disabilities that may accompany cerebral palsy.
9.What is spina bifida myelomeningocele?
10.Describe the physical limitations associated with muscular distrophy
11.Describe the AIDS disease stages through which individuals with the syndrome move
12.Identify present and future interventions for the treatment of children and youth with cystic fibrosis.
.
APA STYLE follow this textbook answer should be summarize for t.docx
APA STYLE
follow this textbook answer should be summarize for this below text
Study all types of Distributive Justice (6 or 7 total)
Summarize each in
one sentence
. Produce examples for each.
Don't use
any other text or article except this one.
There are different theories of how to make the basic distribution. Among them are:
1. Scope and Role of Distributive Principles
2. Strict Egalitarianism
3. The Difference Principle
4. Equality of Opportunity and Luck Egalitarianism
5. Welfare-Based Principles
6. Desert-Based Principles
7. Libertarian Principles
8. Feminist Principles
There are different theories of how to make the basic distribution. Among them are:
Strict Egalitarianism
One of the simplest principles of distributive justice is that of strict, or radical, equality. The principle says that every person should have the same level of material goods and services. The principle is most commonly justified on the grounds that people are morally equal and that equality in material goods and services is the best way to give effect to this moral ideal.
The Difference Principle
The most widely discussed theory of distributive justice in the past four decades has been that proposed by John Rawls in
A Theory of Justice
, (Rawls 1971), and
Political Liberalism
, (Rawls 1993). Rawls proposes the following two principles of justice:
· 1. Each person has an equal claim to a fully adequate scheme of equal basic rights and liberties, which scheme is compatible with the same scheme for all; and in this scheme the equal political liberties, and only those liberties, are to be guaranteed their fair value.
· 2. Social and economic inequalities are to satisfy two conditions: (a) They are to be attached to positions and offices open to all under conditions of fair equality of opportunity; and (b), they are to be to the greatest benefit of the least advantaged members of society. (Rawls 1993, pp. 5–6. The principles are numbered as they were in Rawls' original
A Theory of Justice
.)
Equality of Opportunity and Luck Egalitarianism
Dworkin proposed that people begin with equal resources but be allowed to end up with unequal economic benefits as a result of their own choices. What constitutes a just material distribution is to be determined by the result of a thought experiment designed to model fair distribution. Suppose that everyone is given the same purchasing power and each uses that purchasing power to bid, in a fair auction, for resources best suited to their life plans. They are then permitted to use those resources as they see fit. Although people may end up with different economic benefits, none of them is given less consideration than another in the sense that if they wanted somebody else's resource bundle they could have bid for it instead.
In Dworkin's proposal we see his attitudes to ‘ambitions’ and ‘endowments’ which have become a central feature of luck egalitarianism (though under a wide variety of al.
APA7Page length 3-4, including Title Page and Reference Pag.docx
APA7
Page length: 3-4, including Title Page and Reference Page.
Discuss and explore the synergy that RFID technology & Time Based Competition has had on the grocery retail industry. Are the two concepts compatible? And then explain. Provide real-world scenarios, which reflect Time Base Competition.
video on
RFID in Logistics
.
APA format, 2 pagesThree general sections 1. an article s.docx
This document outlines the three main sections required for an APA format summary of a research article that is 2 pages in length: 1) A summary of the article, 2) An explanation of how the article relates to psychology and human behavior, specifically discussing the meaning and implications of the results, 3) A reaction to the article providing thoughts on whether the results were interesting, surprising, or common sense.
APA Style with minimum of 450 words, with annotations, quotation.docx
APA Style with minimum of 450 words, with annotations, quotations and 3 references.
. Mass vaccination after a disaster:
There was a natural disaster that occurred and has led to an infectious disease outbreak (your choice of one that is vaccine-preventable). Those affected by the disaster are settled in temporary locations with high population densities, inadequate food and shelter, unsafe water, poor sanitation and infrastructure that has been compromised or destroyed. There is a vaccine available for the infectious disease but there are not enough doses to give to all who are at-risk due to the natural disaster.
You are the public health official in charge of infectious disease prevention. Devise a plan to administer the vaccine to the population. Will you use a lottery system or target specific sub-populations? How will you track and monitor those who are vaccinated? Use the attributes of the infectious disease to provide reasoning behind your plan. What other prevention techniques that can be used to supplement the vaccination plan?
.
APA FORMAT1. What are the three most important takeawayslesson.docx
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this online course (the entire quarter) and why? (150 words or more)
2. How did the material provided in this course assist your growth as a student and as an individual, in general? (150 words or more).
.
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APA, The assignment require a contemporary approach addressing Race,.docx
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APA style and all questions answered ( no min page requirements) .docx
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Apa format1-2 paragraphsreferences It is often said th.docx
Apa format1-2 paragraphsreferences It is often said th.docx
APA format2-3 pages, double-spaced1. Choose a speech to review. It.docx
APA format2-3 pages, double-spaced1. Choose a speech to review. It.docx
APA format httpsapastyle.apa.orghttpsowl.purd.docx
APA format httpsapastyle.apa.orghttpsowl.purd.docx
APA format2-3 pages, double-spaced1. Choose a speech to review. .docx
APA format2-3 pages, double-spaced1. Choose a speech to review. .docx
APA Formatting AssignmentUse the information below to create.docx
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APA style300 words10 maximum plagiarism Mrs. Smith was.docx
APA style300 words10 maximum plagiarism Mrs. Smith was.docx
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APA format1. What are the three most important takeawayslessons.docx
APA General Format Summary APA (American Psychological.docx
APA General Format Summary APA (American Psychological.docx
Appearance When I watched the video of myself, I felt that my b.docx
Appearance When I watched the video of myself, I felt that my b.docx
apa format1-2 paragraphsreferencesFor this week’s .docx
apa format1-2 paragraphsreferencesFor this week’s .docx
APA Format, with 2 references for each question and an assignment..docx
APA Format, with 2 references for each question and an assignment..docx
APA-formatted 8-10 page research paper which examines the potential .docx
APA-formatted 8-10 page research paper which examines the potential .docx
APA STYLE 1.Define the terms multiple disabilities and .docx
APA STYLE 1.Define the terms multiple disabilities and .docx
APA STYLE follow this textbook answer should be summarize for t.docx
APA STYLE follow this textbook answer should be summarize for t.docx
APA7Page length 3-4, including Title Page and Reference Pag.docx
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APA format, 2 pagesThree general sections 1. an article s.docx
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PSY 570 Final Project Guidelines and Grading GuideOverview.docx
- 1. PSY 570: Final Project Guidelines and Grading Guide Overview The final project for this course is the creation of an ethics training manual for individuals who will be working with employees or clients (could be educational or IOP, depending on the student’s concentration). If any students are pursuing a general track (no concentration), they can select any area of psychology of interest. The project is divided into four milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, Seven, and Ten. You can choose any discipline in psychology (clinical, cognitive, counseling, developmental, experimental, social, etc.), but it would be most beneficial to choose either your concentration area or an area of interest. Using the five general principles of psychology (beneficence and nonmaleficence; fidelity and responsibility; integrity; justice; respect for people’s rights and dignity), draft a training portion utilizing user-friendly terminology to describe each principle, including multiple-role relationships, relating it back to the APA Code of Ethics and providing stepwise recommendations on solving the ethical situation. You must incorporate at least four scholarly resources in your ethics training manual. The final ethics training manual will be 10–14 pages in length, not counting the title or reference pages. Main Elements Milestone One: The first draft of the training materials will utilize user-friendly terminology describing each principle in two paragraphs. Following the explanation of each principle,
- 2. students will need to provide one example of a research-related potential ethical dilemma that would violate the principle in the student’s selected concentration. If any students are pursuing a general track (no concentration), they can select any relevant area of psychology for their example. · Principle A: Beneficence and Nonmaleficence · Principle B: Fidelity and Responsibility · Principle C: Integrity · Principle D: Justice · Principle E: Respect for People’s Rights and Dignity Milestone Two: The second draft of the training materials will continue to utilize user-friendly terminology to describe each principle (two paragraphs per principle). This draft is an opportunity for the student to add to or modify the explanation utilizing instructor feedback. Following the explanation of each principle, students will need to provide an additional example of a potential ethical dilemma that would violate the principle. This example will be a field-related ethical dilemma in the student’s selected concentration, thus making a total of two dilemmas for each principle, or ten examples total. If any students are pursuing a general track (no concentration), they can select any relevant area of psychology for their example. Milestone Three: Present an issue that may cause ethical concern in establishing professional boundaries with the five stated relationships (below). Each issue must consist of an ethical situation within the context and a description of what the APA Code of Ethics recommends doing in each situation. Professional boundaries regarding multiple-role relationships
- 3. with: 1. clinical clients 2. research participants 3. graduate students 4. supervisees 5. consultees Milestone Four: The training manual includes examples of potential ethical issues, including multiple relationships. These issues are discussed in relation to the five general principles and the APA Code of Ethics. Select any two of the examples of ethical issues utilized in the drafted training manual and provide the steps necessary to making an ethical decision within each example. You will need to take into consideration the psychologist’s role in the example as well as how culture may influence your decision making, including documentation, consultation, and the final ethical decision for each example. You will then need to outline the potential consequences of not selecting the ethical path for that specific example. The Final Project will include all information from Milestones One, Two, Three, and Four, making a complete training manual. Milestones Milestone One: First Draft of Training Materials In task2-2, you will submit the first draft of training materials for potential ethical situations. This first draft will receive instructor feedback to be used in modifying the second draft. This milestone will be graded separately using the Milestone One Rubric (below). Milestone Two: Second Draft of Training Materials
- 4. In task 4-2, you will submit the second draft of training materials. This milestone will be graded separately using the Milestone Two Rubric (below). Milestone Three: Third Draft of Training Materials In task 7-2, you will submit the third draft of training materials. This milestone will be graded separately by the Milestone Three Rubric (below) and should incorporate instructor feedback. Milestone Four: Final Draft of Training Materials In task 10-3, you will submit the final draft of training materials. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This milestone will be graded using the Final Product Rubric (below). Deliverable Milestones Milestone Deliverables Module Due Grading 1 First Draft of Training Materials Two Graded separately; use Milestone One Rubric. Instructor feedback provided 2 Second Draft of Training Materials Four Graded separately; use Milestone Two Rubric. Instructor feedback provided 3 Third Draft of Training Materials Seven Graded separately; use Milestone Three Rubric. Instructor
- 5. feedback provided 4 Final Product: Final Draft of Training Materials Ten Graded separately; Final Product Rubric Milestone One Rubric Requirements of submission: Written components of project must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, one-inch margins, and discipline-appropriate citations. Instructor feedback: Students can find their feedback in the grade book as an attachment. Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Ethical Reasoning Meets Proficient requirements and the five principles are comprehensively discussed (23-25) The five principles are discussed in user-friendly manner and the student provides the required example to illustrate each concept (20-22) The five principles are minimally discussed and the student provides the required example to illustrate each concept (18-19) Does not include any of the main elements and requirements (0-17)
- 6. 25 Application and Analysis Meets Proficient requirements and provides a notable research- related ethical dilemma that would violate the principle in the student’s selected concentration or area of interest (23-25) Meets Emerging requirements and provides an applicable research-related ethical dilemma that would violate the principle in the student’s selected concentration or area of interest (20-22) Meets the assignment’s requirements and provides a research- related ethical dilemma, but the connection that would violate the principle in the student’s selected concentration or area of interest needs attention (18-19) Does not meet the requirements of providing a research-related ethical dilemma that would violate the principle in the student’s selected concentration or area of interest (0-17) 25 Research Incorporates at least four scholarly resources effectively that reflect depth and breadth of research (23-25) Incorporates three scholarly resources effectively that reflect depth and breadth of research (20-22) Incorporates one to two scholarly resources that reflect depth and breadth of research
- 7. (18-19) Does not incorporate scholarly resources that reflect depth and breadth of research (0-17) 25 Writing and APA Formatting No errors related to organization, grammar, APA style, and citations (23-25) Minor errors related to organization, grammar, APA style, and citations (20-22) Some errors related to organization, grammar, APA style, and citations (18-19) Major errors related to organization, grammar, APA style, and citations (0-17) 25 Earned Total Comments: 100% Milestone Two Rubric Requirements of submission: Written components of project must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, one-inch
- 8. margins, and discipline-appropriate citations. Instructor feedback: Students can find their feedback in the grade book as an attachment. Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Five Principles Meets Proficient requirements and the five principles are comprehensively discussed (23-25) The five principles are discussed in user-friendly manner and the student provides the required second example to illustrate each concept (20-22) The five principles are minimally discussed and the student provides an additional example to illustrate each concept (18-19) Does not include any of the main elements and requirements (0-17) 25 Application and Analysis Meets Proficient requirements and provides a notable field- related ethical dilemma that would violate the principle in the student’s selected concentration (23-25) Meets Emerging requirements and provides an applicable field-
- 9. related ethical dilemma that would violate the principle in the student’s selected concentration (20-22) Meets the assignment’s requirements and provides a field- related ethical dilemma, but its connection to violating the principle in the student’s selected concentration needs attention (18-19) Does not meet the requirements of providing a field-related ethical dilemma that would violate the principle in the student’s selected concentration (0-17) 25 Research Incorporates at least four scholarly resources effectively that reflect depth and breadth of research (23-25) Incorporates three scholarly resources effectively that reflect depth and breadth of research (20-22) Incorporates one or two scholarly resources that reflect depth and breadth of research (18-19) Does not incorporate scholarly resources that reflect depth and breadth of research (0-17) 25 Writing and APA Formatting No errors related to organization, grammar, APA style, and
- 10. citations (23-25) Incorporates three scholarly resources effectively that reflect depth and breadth of research (20-22) Some errors related to organization, grammar, APA style, and citations (18-19) Major errors related to organization, grammar, APA style, and citations (0-17) 25 Earned Total Comments: 100% Milestone Three Rubric Requirements of submission: Written components of project must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, one-inch margins, and discipline-appropriate citations. Instructor feedback: Students can find their feedback in the grade book as an attachment. Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Five Multiple-Role Situations The five multiple-role situations are comprehensively discussed
- 11. in a user-friendly manner (23-25) The five multiple-role situations are discussed in a user-friendly manner (20-22) The five multiple-role situations are minimally discussed (18-19) Does not include any of the main elements and requirements (0-17) 25 Application and Analysis Meets Proficient requirements and clearly addresses the ethical situation within the context; accurately applies the APA Code of Ethics (23-25) Meets Emerging requirements and addresses the ethical situation within the context; accurately applies the APA Code of Ethics (20-22) Meets the assignment’s requirements, but minimally addresses the ethical situation within the context; minimally discusses the APA Code of Ethics (18-19) Does not meet the requirements; does not apply APA Code of Ethics (0-17) 25 Research
- 12. Incorporates at least four scholarly resources effectively that reflect depth and breadth of research (23-25) Incorporates three scholarly resources effectively that reflect depth and breadth of research (20-22) Incorporates one or two scholarly resources that reflect depth and breadth of research (18-19) Does not incorporate scholarly resources that reflect depth and breadth of research (0-17) 25 Writing and APA Formatting No errors related to organization, grammar, APA style, and citations (23-25) Minor errors related to organization, grammar, APA style, and citations (20-22) Some errors related to organization, grammar, APA style, and citations (18-19) Major errors related to organization, grammar, APA style, and citations (0-17)
- 13. 25 Earned Total Comments: 100% Final Product Rubric Requirements of submission: Written components of projects must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, one-inch margins, and discipline-appropriate citations. The final project will be 10–14 pages in length, not counting the title or reference pages. Instructor feedback: Students can find their feedback in the grade book as an attachment. Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Training Manual The training manual is comprehensively combined and inclusive, including the four milestones and stepwise ethical problem-solving techniques (27-30) The training manual is complete, including the information from the four milestones and stepwise ethical problem-solving techniques (24-26) The training manual is incomplete missing information from the four milestones and stepwise ethical problem solving techniques (21-23)
- 14. Does not include any of the main elements and requirements (0-20) 30 Application and Analysis Meets Proficient requirements and expansively addresses how culture may influence ethical decision making including documentation, consultation, and the final ethical decision for each example (27-30) Meets Emerging requirements and takes into consideration how culture may influence ethical decision making including documentation, consultation, and the final ethical decision for each example (24-26) Meets the assignment’s requirements , but the connection of how culture may influence ethical decision making including documentation, consultation, and the final ethical decision for each example needs attention (21-23) Does not meet the requirements of addressing how culture may influence ethical decision making including documentation, consultation, and the final ethical decision for each example (0-20) 30 Research Incorporates at least four scholarly resources effectively that reflect depth and breadth of research (18-20) Incorporates three scholarly resources effectively that reflect
- 15. depth and breadth of research (16-17) Incorporates one or two scholarly resources that reflect depth and breadth of research (14-15) Does not incorporate scholarly resources that reflect depth and breadth of research (0-13) 20 Writing and APA formatting No errors related to organization, grammar, APA style, and citations (18-20) Minor errors related to organization, grammar, APA style, and citations (16-17) Some errors related to organization, grammar, APA style, and citations (14-15) Major errors related to organization, grammar, APA style, and citations (0-13) 20 Earned Total Comments: 100%