References
Abomhara, M. (2015). Cyber security and the internet of things: vulnerabilities, threats, intruders
and attacks. Journal of Cyber Security and Mobility, 4(1), 65-88.
Bogdanoski, M., & Petreski, D. (2013). Cyber terrorism–global security threat. Contemporary
Macedonian Defense-International Scientific Defense, Security and Peace Journal, 13(24), 59-73.
Brenner, S. W. (2006). Cybercrime jurisdiction. Crime, law and social change, 46(4-5), 189-206.
Broadhurst, R., Grabosky, P., Alazab, M., & Bouhours, B. (2013). Organizations and
Cybercrime. Available at SSRN 2345525.
Casey, E. (2011). Digital evidence and computer crime: Forensic science, computers, and the
internet. Academic press.
Cashell, B., Jackson, W. D., Jickling, M., & Webel, B. (2004). The economic impact of cyber-
attacks. Congressional Research Service Documents, CRS RL32331 (Washington DC),
Ciardhuáin, S. Ó. (2004). An extended model of cybercrime investigations. International Journal
of Digital Evidence, 3(1), 1-22.
Crenshaw, M. (1981). The causes of terrorism. Comparative politics, 13(4), 379-399.
Friedman, B. H. (2011). Managing fear: The politics of homeland security. Political Science
Quarterly, 126(1), 77-106.
Greitzer, F., & Hohimer, R. (2011). Modeling Human Behavior to Anticipate Insider Attacks.
Journal of Strategic Security, 4(2), 25-48. Retrieved February 7, 2020, from
www.jstor.org/stable/26463925.
Heidenreich, B., & Gray, D. H. (2014). Cyber-Security: The Threat of the Internet. Global
Security Studies, 5(1).
Hunker, J., & Probst, C. W. (2011). Insiders and Insider Threats-An Overview of Definitions and
Mitigation Techniques. JoWUA, 2(1), 4-27.
Jang-Jaccard, J., & Nepal, S. (2014). A survey of emerging threats in cybersecurity. Journal of
Computer and System Sciences, 80(5), 973-993.
Lewis, J. A. (2002). Assessing the risks of cyber terrorism, cyber war and other cyber threats.
Washington, DC: Center for Strategic & International Studies.
Limba, T., Plėta, T., Agafonov, K., & Damkus, M. (2019). Cyber security management model
for critical infrastructure.
Maglaras, L. A., Kim, K. H., Janicke, H., Ferrag, M. A., Rallis, S., Fragkou, P., ... & Cruz, T. J.
Moffett, J. D., & Nuseibeh, B. A. (2003). A framework for security requirements engineering.
Report-University of York Department of Computer Science YCS.
O’Connell, M. E. (2012). Cyber security without cyber war. Journal of Conflict and Security
Law, 17(2), 187-209.
Oladimeji, E. A., Supakkul, S., & Chung, L. (2006). Security threat modeling and analysis: A
goal-oriented approach. In Proc. of the 10th IASTED International Conference on
Software Engineering and Applications (SEA 2006) (pp. 13-15).
Oluwafemi, O., Adesuyi, F. A., & Abdulhamid, S. M. (2013). Combating terrorism with
cybersecurity: The Nigerian perspective. World journal of computer application and technology, 1(4), 103-109.
Peltier, T. R. (2010). Information security risk analysis. Auerbach publications.
Theohary, C. A. (2011). ...
SECOND (FINAL) EXAMPlease answer the following exam questi.docxbagotjesusa
SECOND (FINAL) EXAM
Please answer the following exam questions. The exam has three (3) sections. Your exam must be completed in paragraph and essay format. The identification section is worth 20% of the exam grade, the short-essay question is worth 30%, and the long-essay question 50%. Please consider the grading rubric that follows the questions when you construct your answers. The strongest answers will adhere to the basic requirements listed in the grading rubric. Remember, too, that if you must put all material into your own words, and if you quote, you must consistently cite your source (my lectures, textbook, etc.). Material on this exam is reflective of the themes and content developed since the midterm and used in the last several quizzes and paper. Lifting from previously submitted work constitutes plagiarism and will result in a failed exam.
Your exam must be completed in an essay format. You must also submit your exam according to the following format: typed, double-spaced, 12-point, Times New Roman font with one-inch margins. Late exam submissions will be penalized accordingly (per the syllabus). The exam is due on Thursday, December 14th by 11:59 pm, via TURNITIN, and serves as your final. If you do not submit a completed exam, you will not pass the class.
Section I: Identification – (20% of the exam, or 5% each)
Compose short but full and complete paragraph answers (6-8 sentences in length) that describe the historical significance of four (4) of the fifteen (15) terms below. Historical significance is more than a simple definition. Your terms should clearly show detailed evidence for how they are important in both the context of the historical period in question and broader course themes.
Choose 4 from the 15 terms below:
Tennis Court Oath
The Berlin Conference
Giuseppe Mazzini
mercantilism
Realpolitik/Weltpolitik
Manifest Destiny
Tanzimat reforms
Zionism
War Capitalism
Religious Toleration/Tolerance
Olympe de Gouges
Creole
Simón Bolívar
Social Contract
The Enlightenment
Section II: Short Essay – (30% of the exam)
Compose a short, two-three - (2-3) - paragraph essay (8-10 sentences in length each) in answer to one (1) of the following questions:
Choice A – Define nationalism in nineteenth-century Europe. Give and critically analyze two country-specific examples in your answer.
Choice B – Compare “old” and “new” imperialism in the context of the early modern and modern West.
Choice C – Explain the transition from a mercantilist to a capitalist economy in the late-early-modern West and use Sven Beckert’s book to support your answer.
Choice D – How did absolutist rulers in 18th century Europe respond to the Enlightenment?
Choice E – What impact did European colonization (from the 1500s-1800s) have on non-western populations around the world?
Section II: Long Essay – (50% of the exam)
Compose a long, four to five - (4-5) - paragraph essay (8-10 sentences in length each) in answer to .
Hector Rodriguez
Answer template
1. Topic selection (from a list of choices in the course): College Dept.
2. One source from the Excelsior College Library on your topic:
· Title: Casualties of college debt: What data shows and Experts say about Who Defaults and why
· Date: 2018
· Author: Bonamici, Suzann
· URL for the source: https://bit.ly/2WsUSpn
Example of APA format: Bonamici, Suzanne. July 24, 2018. “Bonamici Plays Key Role in Plan to Improve Student Loan System, Increase Higher Education Affordability, and Access." https://bit.ly/2WsUSpn; Andrew Kreighbaum. December 21, 2018. “Senate Passes Bill to Streamline FAFSA.” Inside Higher Ed. https://bit. ly/2SGZkQm.
3. At least three interesting or troubling facts about the topic (in your own words) that come from your source listed above:
a. The government is the main stakeholder in securing the future of students. Every year, millions of students are sponsored to ensure that they pursue their tertiary education.
b. Although there are many loan defaulters after college, it is not their wish to remain in that situation, but the prolonged expenses of homeownership and minimal retirement savings are the key aspects of every situation.
c. Although there are new policies regarding student loans, including reduced interest rates, there is still a long way to go to ensure that the students do not dig up into bad debts in the pursuit of higher education.
4. At least three questions you have about this topic and how it might impact the future of our society:
a. Who is delinquent but not yet in default?
b. What will happen to future defaulters?
c. What is the role of the government in preventing emotional and financial challenges to students in the future?
d. How much will education change in the next century?
e. What are the roles of other financial hardships?
5. A short paragraph (approx. 200–250 words) reflecting on this process. Consider the following as you reflect: Why did you choose this topic? Do you think you have any biases toward a particular perspective on it? How will you try to minimize your own preferences as you conduct research? Did you find it challenging to find a source or come up with facts and questions about your topic or to think about how this topic relates to the future?
I chose casualties of college debt because there are many graduates suffering both financially and emotionally with this debt because of their education out there. Even though the effects of college debt vary depending on the country of residence, the impacts always have the same weight on graduates. I do not think I have any bias in the points of view about the topic. As a student, I know what it means to have a student loan to pursue higher education. Although the money is intended to give the students school fees and upkeep, the process of repayment is not often favorable. The economy and the job market are not agreeable to graduates at any point. As I conduct my research on the topic, I will mi ...
The document discusses searching databases to find evidence to answer clinical questions. It provides guidance on developing a PICO(T) question and using appropriate search terms and databases. Students are asked to develop their own PICO(T) question, search two databases using search terms, and describe the search results. They are also asked to suggest strategies to improve the rigor and effectiveness of searches for their question.
The document discusses searching databases to find evidence to answer clinical questions. It provides guidance on developing a PICO(T) question and using appropriate search terms and databases. Students are asked to develop their own PICO(T) question, search two databases using search terms, and describe the search results. They are also asked to suggest strategies to improve the rigor and effectiveness of searches for their question.
School of Accounting Trimester 3A 2013 Information Sheet Tes.docxkenjordan97598
School of Accounting Trimester 3A 2013 Information Sheet
Test 2 (15%) -Essay
Due Week 9 (5 pm on Friday 3rd January 2014 uploaded through Turnitin on Blackboard)
In the March 2001 edition of Australian CPA there was an article by Ian Nash and Adam Awty entitled “Just clowning around?”. The following is a quote from the article:
Basically, environmental and social reporting is when the accounting profession eases into its Birkenstock sandals and becomes green, fluffy and friendly. It’s the type of reporting that nobody is the market could possibly take seriously, and even if it’s on the horizon, it’s a long way from becoming a regulatory and legal issue. True or false?
With reference to accounting theory critically evaluate the above quotation and provide an opinion on the ‘true or false’ question
As outlined in the unit outline page 5, students are required to write an essay and address the following
The essay should be no smaller than 1000 words and no greater than 1500 words. (Use the word count in Microsoft office and write the number of words at the end of the essay).
Required Format Students are required to upload their document through “Turnitin” in Blackboard. By no later than 5pm on Friday 3rd January 2014. Essays should be typed using Microsoft Word with a minimum size 11 font and using minimum 1.5 line spacing (no single spaced submissions please). Left and right page margins should be at least 3 cm. Chicago referencing style is required for in-text and end-text referencing. A completed assignment coversheet should be included with the assignment and the declaration signed by the student indicating that the work submitted is his/her own work. University policies and procedures for academic misconduct and plagiarism will be applied. Further information is available at academicintegrity.curtin.edu.au. Unsigned declarations will not be accepted. Originality reports can be viewed by students to ensure they have referenced where appropriate and not plagiarised. (In summary, plagiarism is not giving due reference to work that is not your own whether copied or paraphrased). Students can reload their edited documents multiple times prior to the submission time. Assignment cover sheets may increase the percentage of similarity but this can be ignored along with percentages related to end-text references. Other similarity matches will all be examined closely to ensure that students submit their own work. As a guide, try to keep similarity below 20%. IMPORTANT -The file name of the word document submitted (ie the submission title) needs to reflect your location and student ID for example if you are from Sydney your file name should be (SYD_12345678) or Hong Kong (HK_12345678) or Singapore (SING_12345678). File name should not include your name or title test 2, you can include these in your actual document, NOT THE FILE NAME.
Failure to comply with labelling and formatting instructions will result in loss of u.
Critical Task 2 Rubric Critical Elements Exemplary (1.docxannettsparrow
Critical Task 2 Rubric
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Main Elements Includes all of the main
elements and requirements
and cites ample appropriate
support to illustrate each
element
Includes most of the main
elements and requirements
and cites appropriate support
to illustrate each element
Includes some of the main
elements and requirements
Does not include any of the
main elements and
requirements
25
Inquiry and Analysis Explores multiple reasons and
offers accurate and in-depth
analysis of the argument in its
structural form
Explores some reasons and
offers somewhat accurate and
in-depth analysis of the
argument in its structural form
Explores minimal reasons and
offers minimally accurate
analysis of the argument in its
structural form
Does not explore reasons and
analysis of evidence and does
not offer accurate analysis of
the argument in its structural
form
20
Integration and
Application
All of the course concepts are
correctly applied
Most of the course concepts
are correctly applied
Some of the course concepts
are correctly applied
Does not correctly apply any of
the course concepts
10
Critical Thinking Demonstrates comprehensive
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Demonstrates moderate
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Demonstrates minimal
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Does not demonstrate
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
20
Research Incorporates a pertinent
scholarly resource (the
editorial) that fulfills the
requirements and effectively
reflects research
Incorporates a somewhat
pertinent scholarly resource
that fulfills the requirements
and effectively reflects research
Incorporates a minimally
pertinent scholarly resource
that somewhat fulfills the
requirements and minimally
reflects research
Does not incorporate a
pertinent scholarly resource, or
does not include a resource
that fulfills the requirements
15
Writing
(Mechanics/Citations)
No errors related to
organization, grammar and
style, and citations
Minor errors related to
organization, grammar and
style, and citations
Some errors related to
organization, grammar and
style, and citations
Major errors related to
organization, grammar and
style, and citations
10
Earned Total 100%
MSL 5080, Methods of Analysis for Business Operations 1
Course Description
Practical examination of quantitative analysis techniques in strategic business decision making and the management of
production and service operations. Introduces tools such as forecasting, decision analysis simulation, linear .
At the beginning of each topic a Weekly Homework Assignment is due.docxikirkton
The document provides guidelines for a student assignment on telenursing. Students are asked to write a 4-5 page paper exploring the advantages and disadvantages of telenursing from the patient's perspective. The paper must include an introduction citing sources, a body with over 3 advantages and disadvantages supported by citations, and a conclusion recommending whether a colleague should accept a telenursing position based on ethical principles and privacy rights, with citations. Students will be graded on the introduction, body, conclusion, writing mechanics, and APA format.
BUSI 643CASE STUDY GRADING RUBRICStudentCri.docxjasoninnes20
BUSI 643
CASE STUDY GRADING RUBRIC
Student:
Criteria
(100 Points)
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Topic, domains and concepts
(35 points)
35 to 32 points
Clearly addresses the topic assigned, stays on topic, evaluates all domains, comprehensive in content, uses terms and concepts from reading, demonstrates clarity of expression. Statements are supported by at least 1 scholarly source, correctly cited.
31 to 29 points
Addresses the topic assigned, stays on topic, evaluates most domains, discusses content, uses terms and concepts from reading, demonstrates clarity of expression. Statements are supported by at least 1 scholarly source.
28 to 1 points
Does a poor to fair job of addressing the topic assigned, stays on topic, evaluates some domains, discusses content, uses terms and concepts from reading, demonstrates clarity of expression. Statements are supported by at least 1 scholarly source.
0 points
Failing. Student shows evidence of refusal or inability to provide the required content.
Work Habits
(30 points)
30 to 28 points
Superior work in all areas. Student consistently exceeds minimal expectations in all areas regarding content analysis, synthesis, and evaluation of topics, participation, timeliness, and writing style.
27 to 25 points
Good work in most areas. Student demonstrates minor deficiencies in some areas regarding content, analysis, writing style, and/or participation.
24 to 1 points
Poor to fair work in most areas. Student exhibits need for improvement in most areas regarding content, analysis, writing style, and/or participation.
0 points
Failing. Student shows evidence of refusal or inability to meet minimum standards of work.
Personal application
(5 points)
5 points
The student provides thorough applications as a result of his/her professional life.
4 points
The student provides good applications as a result of his/her professional life.
3 to 1 points
The student provides poor to fair applications as a result of his/her professional life.
0 points
The student provides zero applications as a result of his/her professional life.
Structure 30%
Advanced
Proficient
Developing
Not present
APA Formatting
(10 points)
10 points
APA format followed, organizes content under APA headings, no large filler quotes, clearly does not plagiarize, clearly finds supportive reasons in reading and applies them in the case study. APA-formatted reference list and in-text citations are included.
9 to 8 points
APA format followed most of the time, incorrect headings used, no large filler quotes, does not plagiarize, finds supportive reasons in reading and applies them in the case study. Reference list, in-text citations, and headings contain 2 – 5 errors.
7 to 1 points
APA format inconsistent throughout; missing headings; some large filler quotes; does not plagiarize; finds few supportive reasons in reading and applies them in the case study; reference list, in-text citations, and headings cont ...
SECOND (FINAL) EXAMPlease answer the following exam questi.docxbagotjesusa
SECOND (FINAL) EXAM
Please answer the following exam questions. The exam has three (3) sections. Your exam must be completed in paragraph and essay format. The identification section is worth 20% of the exam grade, the short-essay question is worth 30%, and the long-essay question 50%. Please consider the grading rubric that follows the questions when you construct your answers. The strongest answers will adhere to the basic requirements listed in the grading rubric. Remember, too, that if you must put all material into your own words, and if you quote, you must consistently cite your source (my lectures, textbook, etc.). Material on this exam is reflective of the themes and content developed since the midterm and used in the last several quizzes and paper. Lifting from previously submitted work constitutes plagiarism and will result in a failed exam.
Your exam must be completed in an essay format. You must also submit your exam according to the following format: typed, double-spaced, 12-point, Times New Roman font with one-inch margins. Late exam submissions will be penalized accordingly (per the syllabus). The exam is due on Thursday, December 14th by 11:59 pm, via TURNITIN, and serves as your final. If you do not submit a completed exam, you will not pass the class.
Section I: Identification – (20% of the exam, or 5% each)
Compose short but full and complete paragraph answers (6-8 sentences in length) that describe the historical significance of four (4) of the fifteen (15) terms below. Historical significance is more than a simple definition. Your terms should clearly show detailed evidence for how they are important in both the context of the historical period in question and broader course themes.
Choose 4 from the 15 terms below:
Tennis Court Oath
The Berlin Conference
Giuseppe Mazzini
mercantilism
Realpolitik/Weltpolitik
Manifest Destiny
Tanzimat reforms
Zionism
War Capitalism
Religious Toleration/Tolerance
Olympe de Gouges
Creole
Simón Bolívar
Social Contract
The Enlightenment
Section II: Short Essay – (30% of the exam)
Compose a short, two-three - (2-3) - paragraph essay (8-10 sentences in length each) in answer to one (1) of the following questions:
Choice A – Define nationalism in nineteenth-century Europe. Give and critically analyze two country-specific examples in your answer.
Choice B – Compare “old” and “new” imperialism in the context of the early modern and modern West.
Choice C – Explain the transition from a mercantilist to a capitalist economy in the late-early-modern West and use Sven Beckert’s book to support your answer.
Choice D – How did absolutist rulers in 18th century Europe respond to the Enlightenment?
Choice E – What impact did European colonization (from the 1500s-1800s) have on non-western populations around the world?
Section II: Long Essay – (50% of the exam)
Compose a long, four to five - (4-5) - paragraph essay (8-10 sentences in length each) in answer to .
Hector Rodriguez
Answer template
1. Topic selection (from a list of choices in the course): College Dept.
2. One source from the Excelsior College Library on your topic:
· Title: Casualties of college debt: What data shows and Experts say about Who Defaults and why
· Date: 2018
· Author: Bonamici, Suzann
· URL for the source: https://bit.ly/2WsUSpn
Example of APA format: Bonamici, Suzanne. July 24, 2018. “Bonamici Plays Key Role in Plan to Improve Student Loan System, Increase Higher Education Affordability, and Access." https://bit.ly/2WsUSpn; Andrew Kreighbaum. December 21, 2018. “Senate Passes Bill to Streamline FAFSA.” Inside Higher Ed. https://bit. ly/2SGZkQm.
3. At least three interesting or troubling facts about the topic (in your own words) that come from your source listed above:
a. The government is the main stakeholder in securing the future of students. Every year, millions of students are sponsored to ensure that they pursue their tertiary education.
b. Although there are many loan defaulters after college, it is not their wish to remain in that situation, but the prolonged expenses of homeownership and minimal retirement savings are the key aspects of every situation.
c. Although there are new policies regarding student loans, including reduced interest rates, there is still a long way to go to ensure that the students do not dig up into bad debts in the pursuit of higher education.
4. At least three questions you have about this topic and how it might impact the future of our society:
a. Who is delinquent but not yet in default?
b. What will happen to future defaulters?
c. What is the role of the government in preventing emotional and financial challenges to students in the future?
d. How much will education change in the next century?
e. What are the roles of other financial hardships?
5. A short paragraph (approx. 200–250 words) reflecting on this process. Consider the following as you reflect: Why did you choose this topic? Do you think you have any biases toward a particular perspective on it? How will you try to minimize your own preferences as you conduct research? Did you find it challenging to find a source or come up with facts and questions about your topic or to think about how this topic relates to the future?
I chose casualties of college debt because there are many graduates suffering both financially and emotionally with this debt because of their education out there. Even though the effects of college debt vary depending on the country of residence, the impacts always have the same weight on graduates. I do not think I have any bias in the points of view about the topic. As a student, I know what it means to have a student loan to pursue higher education. Although the money is intended to give the students school fees and upkeep, the process of repayment is not often favorable. The economy and the job market are not agreeable to graduates at any point. As I conduct my research on the topic, I will mi ...
The document discusses searching databases to find evidence to answer clinical questions. It provides guidance on developing a PICO(T) question and using appropriate search terms and databases. Students are asked to develop their own PICO(T) question, search two databases using search terms, and describe the search results. They are also asked to suggest strategies to improve the rigor and effectiveness of searches for their question.
The document discusses searching databases to find evidence to answer clinical questions. It provides guidance on developing a PICO(T) question and using appropriate search terms and databases. Students are asked to develop their own PICO(T) question, search two databases using search terms, and describe the search results. They are also asked to suggest strategies to improve the rigor and effectiveness of searches for their question.
School of Accounting Trimester 3A 2013 Information Sheet Tes.docxkenjordan97598
School of Accounting Trimester 3A 2013 Information Sheet
Test 2 (15%) -Essay
Due Week 9 (5 pm on Friday 3rd January 2014 uploaded through Turnitin on Blackboard)
In the March 2001 edition of Australian CPA there was an article by Ian Nash and Adam Awty entitled “Just clowning around?”. The following is a quote from the article:
Basically, environmental and social reporting is when the accounting profession eases into its Birkenstock sandals and becomes green, fluffy and friendly. It’s the type of reporting that nobody is the market could possibly take seriously, and even if it’s on the horizon, it’s a long way from becoming a regulatory and legal issue. True or false?
With reference to accounting theory critically evaluate the above quotation and provide an opinion on the ‘true or false’ question
As outlined in the unit outline page 5, students are required to write an essay and address the following
The essay should be no smaller than 1000 words and no greater than 1500 words. (Use the word count in Microsoft office and write the number of words at the end of the essay).
Required Format Students are required to upload their document through “Turnitin” in Blackboard. By no later than 5pm on Friday 3rd January 2014. Essays should be typed using Microsoft Word with a minimum size 11 font and using minimum 1.5 line spacing (no single spaced submissions please). Left and right page margins should be at least 3 cm. Chicago referencing style is required for in-text and end-text referencing. A completed assignment coversheet should be included with the assignment and the declaration signed by the student indicating that the work submitted is his/her own work. University policies and procedures for academic misconduct and plagiarism will be applied. Further information is available at academicintegrity.curtin.edu.au. Unsigned declarations will not be accepted. Originality reports can be viewed by students to ensure they have referenced where appropriate and not plagiarised. (In summary, plagiarism is not giving due reference to work that is not your own whether copied or paraphrased). Students can reload their edited documents multiple times prior to the submission time. Assignment cover sheets may increase the percentage of similarity but this can be ignored along with percentages related to end-text references. Other similarity matches will all be examined closely to ensure that students submit their own work. As a guide, try to keep similarity below 20%. IMPORTANT -The file name of the word document submitted (ie the submission title) needs to reflect your location and student ID for example if you are from Sydney your file name should be (SYD_12345678) or Hong Kong (HK_12345678) or Singapore (SING_12345678). File name should not include your name or title test 2, you can include these in your actual document, NOT THE FILE NAME.
Failure to comply with labelling and formatting instructions will result in loss of u.
Critical Task 2 Rubric Critical Elements Exemplary (1.docxannettsparrow
Critical Task 2 Rubric
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Main Elements Includes all of the main
elements and requirements
and cites ample appropriate
support to illustrate each
element
Includes most of the main
elements and requirements
and cites appropriate support
to illustrate each element
Includes some of the main
elements and requirements
Does not include any of the
main elements and
requirements
25
Inquiry and Analysis Explores multiple reasons and
offers accurate and in-depth
analysis of the argument in its
structural form
Explores some reasons and
offers somewhat accurate and
in-depth analysis of the
argument in its structural form
Explores minimal reasons and
offers minimally accurate
analysis of the argument in its
structural form
Does not explore reasons and
analysis of evidence and does
not offer accurate analysis of
the argument in its structural
form
20
Integration and
Application
All of the course concepts are
correctly applied
Most of the course concepts
are correctly applied
Some of the course concepts
are correctly applied
Does not correctly apply any of
the course concepts
10
Critical Thinking Demonstrates comprehensive
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Demonstrates moderate
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Demonstrates minimal
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
Does not demonstrate
exploration of issues and ideas
before accepting or forming an
opinion or conclusion about
the argument
20
Research Incorporates a pertinent
scholarly resource (the
editorial) that fulfills the
requirements and effectively
reflects research
Incorporates a somewhat
pertinent scholarly resource
that fulfills the requirements
and effectively reflects research
Incorporates a minimally
pertinent scholarly resource
that somewhat fulfills the
requirements and minimally
reflects research
Does not incorporate a
pertinent scholarly resource, or
does not include a resource
that fulfills the requirements
15
Writing
(Mechanics/Citations)
No errors related to
organization, grammar and
style, and citations
Minor errors related to
organization, grammar and
style, and citations
Some errors related to
organization, grammar and
style, and citations
Major errors related to
organization, grammar and
style, and citations
10
Earned Total 100%
MSL 5080, Methods of Analysis for Business Operations 1
Course Description
Practical examination of quantitative analysis techniques in strategic business decision making and the management of
production and service operations. Introduces tools such as forecasting, decision analysis simulation, linear .
At the beginning of each topic a Weekly Homework Assignment is due.docxikirkton
The document provides guidelines for a student assignment on telenursing. Students are asked to write a 4-5 page paper exploring the advantages and disadvantages of telenursing from the patient's perspective. The paper must include an introduction citing sources, a body with over 3 advantages and disadvantages supported by citations, and a conclusion recommending whether a colleague should accept a telenursing position based on ethical principles and privacy rights, with citations. Students will be graded on the introduction, body, conclusion, writing mechanics, and APA format.
BUSI 643CASE STUDY GRADING RUBRICStudentCri.docxjasoninnes20
BUSI 643
CASE STUDY GRADING RUBRIC
Student:
Criteria
(100 Points)
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Topic, domains and concepts
(35 points)
35 to 32 points
Clearly addresses the topic assigned, stays on topic, evaluates all domains, comprehensive in content, uses terms and concepts from reading, demonstrates clarity of expression. Statements are supported by at least 1 scholarly source, correctly cited.
31 to 29 points
Addresses the topic assigned, stays on topic, evaluates most domains, discusses content, uses terms and concepts from reading, demonstrates clarity of expression. Statements are supported by at least 1 scholarly source.
28 to 1 points
Does a poor to fair job of addressing the topic assigned, stays on topic, evaluates some domains, discusses content, uses terms and concepts from reading, demonstrates clarity of expression. Statements are supported by at least 1 scholarly source.
0 points
Failing. Student shows evidence of refusal or inability to provide the required content.
Work Habits
(30 points)
30 to 28 points
Superior work in all areas. Student consistently exceeds minimal expectations in all areas regarding content analysis, synthesis, and evaluation of topics, participation, timeliness, and writing style.
27 to 25 points
Good work in most areas. Student demonstrates minor deficiencies in some areas regarding content, analysis, writing style, and/or participation.
24 to 1 points
Poor to fair work in most areas. Student exhibits need for improvement in most areas regarding content, analysis, writing style, and/or participation.
0 points
Failing. Student shows evidence of refusal or inability to meet minimum standards of work.
Personal application
(5 points)
5 points
The student provides thorough applications as a result of his/her professional life.
4 points
The student provides good applications as a result of his/her professional life.
3 to 1 points
The student provides poor to fair applications as a result of his/her professional life.
0 points
The student provides zero applications as a result of his/her professional life.
Structure 30%
Advanced
Proficient
Developing
Not present
APA Formatting
(10 points)
10 points
APA format followed, organizes content under APA headings, no large filler quotes, clearly does not plagiarize, clearly finds supportive reasons in reading and applies them in the case study. APA-formatted reference list and in-text citations are included.
9 to 8 points
APA format followed most of the time, incorrect headings used, no large filler quotes, does not plagiarize, finds supportive reasons in reading and applies them in the case study. Reference list, in-text citations, and headings contain 2 – 5 errors.
7 to 1 points
APA format inconsistent throughout; missing headings; some large filler quotes; does not plagiarize; finds few supportive reasons in reading and applies them in the case study; reference list, in-text citations, and headings cont ...
This document provides instructions for writing a paper exploring the specialty of telenursing. It describes a scenario where a friend is encouraging the writer to apply for a job monitoring patients remotely using technology. The paper must discuss the advantages and disadvantages of telenursing from the perspectives of nurses and patients. It should also address legal and ethical issues. In the conclusion, the writer must state whether telenursing would be a good fit based on their current employment in an emergency room and future career goals. The paper should be 4 pages long excluding references and follow APA style. It will be graded based on the quality of the introduction, body, conclusion, writing and formatting.
UNIVERSITY of the CUMBERLANDS Syllabus Unive.docxAASTHA76
UNIVERSITY of the
CUMBERLANDS
Syllabus
University of the Cumberlands • Williamsburg, KY • School of Computer & Information Sciences
ITS – 833: INFORMATION GOVERNANCE:
Concepts, Strategies, and Best Practices
SPR – IIG 2019 Section: 21 3 Credits Start: 03/04/2019 to 04/25/2019
Meeting Times – 100% Online: Asynchronous
Lecture: n/a
Contact Information
Instructor: John Bosire, Ph.D.
Email: [email protected]
Office: Williamsburg, KY
Phone: 000-000-0000
Office Hours: By Appointment Only
Description
ITS 833 – Information Governance (IG): This course presents key issues related to the discipline of
information governance and how it is being applied to electronic document and records management, email,
social media, cloud computing, mobile computing, and, in fact, the management and output of information
organization-wide. IG leverages information technologies to enforce policies, procedures and controls to
manage information risk in compliance with legal and litigation demands, external regulatory requirements,
and internal governance objectives. Information Governance: Concepts, Strategies, and Best Practices
reveals how, and why, to utilize IG and leverage information technologies to control, monitor, and enforce
information access and security policies. Upon completion of the course, students will be able to:
• Understand (IG) concepts, definitions, principles, and data governance.
• Understand (IG) risk assessment and strategic planning and best practices for information
governance: An organizational program records management (RM) compliance perspective.
• Understand IG key impact areas based on the IG reference model
• Understand the role of (IG) for delivery platforms – e-Mail and Instant Messaging
Outcomes
The student will be able to:
• Summarize and demonstrate an understanding of the vocabulary of (IG) terms and
phraseology
• Demonstrate and differentiate a basic working knowledge of (IG) awareness of current and
emerging threats to critical I T infrastructures
• Explain the basic knowledge of potential threats to records management assets
• Summarize and discuss an understanding of the basics of developing an IG policy with
the Generally Accepted Recordkeeping Principles to establish benchmarks for
organizational compliance using IG reference model
• Differentiate the scope of the evolving records management environment in reference to
cyberattacks proliferate; insider threat attacks, privacy laws, redaction, access control, and
organizational security measures and counter measures
• Produce graduate level research papers and practice presentation methods as needed
• Demonstrate an understanding and proper application of APA professional writing
• Demonstrate skills in the use of common graduate program technologies – PowerPoint, Internet
Research (Note: Wikipedia is NOT an acceptable as a research source), Library Resources,.
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docxAASTHA76
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
BUSI 750Strategic HRD Research Proposal Grading RubricStudent.docxfelicidaddinwoodie
BUSI 750
Strategic HRD Research Proposal Grading Rubric
Student:
A to A-
B+ to B-
Failing
Synthesis of Knowledge
(Focus/Thesis)
30%
110–117
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
103–109
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
0–108
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Foundation of Knowledge
20%
74–78
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
69–73
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
0–68
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts but only meets the minimum requirements in this area.
A to A-
B+ to B-
Failing
Application of Knowledge (Critical Thinking Skills)
20%
74–78
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions that are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
69–73
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
0–68
Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student pr.
School of Business and Law CQUniversity Australia .docxanhlodge
This document outlines an assessment for a university course on critical thinking and managerial decision making. The assessment requires students to write a 1,500 word article review based on 10 peer-reviewed journal articles. Students must critically analyze the articles by addressing questions about the background, research problems, methodology, findings, and limitations of the research. The review must be submitted individually and is worth 30% of the student's grade. It must follow APA style guidelines and be submitted online by the specified due date. The document provides grading rubrics that will be used to evaluate the students' reviews.
This document provides instructions for completing an annotated bibliography assignment. Students must complete an annotated bibliography with six sources, including three from the reading list and three found independently. The sources must be academic and peer-reviewed articles related to the topic. For each source, students must write 250-300 words summarizing the article and analyzing its relevance. Students must develop a research question and list of questions to guide their research, and include these in an introduction. The annotated bibliography must follow the provided template and list sources alphabetically by author's last name.
Relationship Between Qualitative Analysis and Practice.pdf4934bk
This document provides instructions for a 2-page paper analyzing the relationship between qualitative analysis and evidence-based practice by discussing two qualitative research studies. Students must choose two studies from the list of sources provided, consider how each qualitative study contributes to social work practice and how the knowledge fits into developing evidence-based practice. The document also provides formatting guidelines and expectations for proofreading, citations, and communication for the class.
5/25/2020 Rubric Detail – 31228.202030
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Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item
and made it available to you. Select Grid View or List View to change the rubric's layout.
Show Descriptions Show Feedback
Name: ITS836 (8 Week) Research Paper Rubric
Description: Please use this rubric for grading research papers
Exit
Grid View List View
No requirements are met
Includes a few of the required components as speci�ed in the assignment.
Includes some of the required components as speci�ed in the assignment.
Includes most of the required components as speci�ed in the assignment.
Includes all of the required components as speci�ed in the assignment.
Requirements
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
Fails to provide enough content to show a demonstration of knowledge
Major errors or omissions in demonstration of knowledge.
Some signi�cant but not major errors or omissions in demonstration of knowledge.
A few errors or omissions in demonstration of knowledge.
Demonstrates strong or adequate knowledge of the materials; correctly represents knowledge
from the readings and sources.
Content
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
5/25/2020 Rubric Detail – 31228.202030
https://ucumberlands.blackboard.com/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_843783_1&course_i… 2/4
g
Fails to provide a critical thinking analysis and interpretation
Major errors or omissions in analysis and interpretation.
Some signi�cant but not major errors or omissions in analysis and interpretation.
A few errors or omissions in analysis and interpretation.
Provides a strong critical analysis and interpretation of the information given.
Critical Analysis
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Fails to demonstrate problem solving.
Major errors or omissions in problem solving.
Some signi�cant but not major errors or omissions in problem solving.
A few errors or omissions in problem solving.
Demonstrates strong or adequate thought and insight in problem solving.
Problem Solving
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Source or example selection and integration of knowledge.
Page 1 of 2 C M C 1 0 1 E s s a y r u b r i c 3 0 .docxalfred4lewis58146
Page 1 of 2
C M C 1 0 1 E s s a y r u b r i c
3 0 % o f f i n a l g r a d e
Criteria HD 85-100% D 75-84% C 65-74% P 50-64% F 0-49%
Weighting 25-30 21-24 18-20 15-17 <15 grade
Research Evidence of broad,
systematic and creative
research. Selection of data
goes beyond the mainstream
literature/tutorial/textbook.
Evidence of controlled and
systematic research.
Demonstrates selection of
credible, relevant data from
quality literature/tutorial
notes/textbooks.
Evidence of good research
skills. Information is
gathered from a good range
of electronic and non-
electronic sources.
Research conducted
demonstrates an attempt to
collect credible and/or
relevant data. Information
is gathered from a limited
range of electronic and non-
electronic sources.
Limited research skills
demonstrated. Poorly
selected data.
/20
Weighting 10 8-9 6-7 5 <5 grade
Referencing Consistent and accurate
referencing used throughout,
showing ability to reference a
range of source types. Ideas
and words of others
acknowledged.
Mostly accurate referencing
demonstrates an ability to
reference a variety of source
types. Ideas and words of
others are acknowledged
Referencing is at times
inconsistent or demonstrates
ability to reference only
some source types accurately
Words, but not always the
ideas of others are
acknowledged.
Overuse of another’s words
or ideas which may also
inconsistently or inaccurately
referenced.
Failure to acknowledge the
words and ideas of others.
Plagiarised: reads like a
“data dump” from other
sources.
/10
Weighting 18-20 16-17 13-15 10-12 <10 grade
Format, structure,
expression
Clear and fluent expression
indicates the report has been
successfully edited and
proofread before submission.
Correct form for text type:
(headings, indentations etc.);
spelling, punctuation error-
free.
Mastery of sentence patterns
demonstrated; may have
occasional grammatical
errors on the sentence level
suggesting that some closer
proofreading was needed
Form, punctuation, and
spelling mostly error free.
Sentence patterns most often
successfully used; several
grammatical errors at the
sentence level. Occasional
errors in, form, punctuation,
and spelling; sometimes
distracting. Some additional
editing and proofreading is
warranted.
Clear and fluent expression
indicates the report has been
successfully edited and
proofread before submission.
Correct form for text type:
(headings, indentations etc.);
spelling, punctuation error-
free.
Run on sentences, attempts
at simple sentences often
not successful; many errors
in sentence structures
detract from
communication purpose.
Form, punctuation and
spelling, errors throughout.
/20
Weighting 25-30 21-24 18-20 15-17 <15 grade
Page 2 of 2
Content Clear, controlled and
focussed dire.
Page 1 of 7 DL0718 BUS5001D Managing Acro.docxbunyansaturnina
Page 1 of 7
DL0718
BUS5001D
Managing Across Cultures
Report
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14.00 UK time on the
date of submission)
Page 2 of 7
Assignment Brief
As part of the formal assessment for the programme you are required to submit a
Managing Across Cultures report. Please refer to your Student Handbook for full
details of the programme assessment scheme and general information on preparing and
submitting assignments.
Learning Outcomes:
After completing the module, you should be able to:
1. Evaluate the subject of cross cultural management.
2. Explore the relevance of culture to issues of management and organisational
behaviour.
3. Assess the impact of techniques for managing cross cultural teams for high
performance.
4. Demonstrate flexibility in changing organisational contexts.
5. Evaluate key issues influencing cultural difference, which may affect leadership
and motivation, communications and negotiating, decision making and
organisational relationships generally.
Your assignment should include: a title page containing your student number, the module
name, the submission deadline and a word count; the appendices if relevant; and a
reference list in the correct format. You should address all the elements of the assignment
task listed below. Please note that tutors will use the assessment criteria set out below
in assessing your work.
Maximum word count: 4000 words
Please note that exceeding the word count by over 10% will result in a reduction in grade
by the same percentage that the word count is exceeded.
You must not include your name in your submission because Arden University
operates anonymous marking, which means that markers should not be aware of the
identity of the student. However, please do not forget to include your STU number.
Page 3 of 7
Assignment Task – Report (LO: 1 – 5) (4000 words)
You are a consultant who has been hired to advise the manager of an international HRM
function for a firm whose staffing view is ethnocentric. You find out that the firm has been
spending far too much money assigning expatriates to manage its foreign operations
who then return early with the assignment incomplete, and that the host country
nationals working for the foreign subsidiaries are disgruntled because their managers
are foreigners and do things differently. Neither the foreign managers or the staff can
work well together and as a result, feelings are running high.
In the context of cross cultural adjustment and effective international staffing across
cultures, advise the company why they may be experiencing some of the problems
outlined and what they can do about it.
Source: Adapted from Rodrigues, C.,2009. International Management. A Cultural
Approach. 3rd Edition. Thousand Oaks: Sage (p268)
(100.
Discussion Examining Nursing SpecialtiesYou have probably seen .docxduketjoy27252
Discussion: Examining Nursing Specialties
You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.
Often decisions are not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.
To Prepare:
Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.
By Day 3
Post
an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member.
Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.
By Day 6
Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.
Respond
to at least
two
of your colleagues
on two different days
, by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.
Submission and Grading Information
Grading Criteria
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Bickford, C. J., Marion, L., & Gazaway, S. (2015). Nursing: Scope and standards of practice, third edition—2015. Retrieved from https://www.augusta.edu/nursing/cnr/documents/seminar-files/pp8.28.pdf
Quinn-Szcesuil, J. (2016). Why you should join a nursing association. Retrieved from https://dailynurse.com/join-nursing-association/
Robert Wood Johnson Foundation. (2011). Implementing the ION future of nursing report—part II: The potential of interprofessional collaborative care to improve safety and quality.
Charting Nursing’s Future
, (17)1–8. Retrieved from https://www.rwjf.org/content/dam/farm/reports/issue_briefs/2011/rwjf71709
Robert Wood Johnson Foundation. (2010, November 22). Interdisciplinary collaboration improves safety, quality of care, experts say. Retrieved from https://www.rwjf.org/en/library/articles-and-news/2010/11/interdisciplinary-collaboration-improves-safety-quality-of-care-.html
Walden University. (n.d.). Master of Science in Nursing (MSN). Retrieved October 12, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
Document:
Academic Success and Professional.
Crime mapping can be used by law enforcement to analyze where future crimes may occur and allocate resources accordingly. It can also help identify likely suspects based on geographic crime data. While crime mapping provides benefits like these for law enforcement, it also presents challenges. Law enforcement must evaluate both the benefits and challenges of using this technology to determine if they should utilize crime mapping.
10222, 430 PMRubric Detail – Blackboard LearnPage 1 of samirapdcosden
10/2/22, 4:30 PMRubric Detail – Blackboard Learn
Page 1 of 4https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Excellent Good Fair Poor
Main Posting 45 (45%) - 50
(50%)
Answers all
parts of the
discussion
question(s)
expectations
with re!ective
critical analysis
and synthesis
of knowledge
gained from
the course
readings for the
module and
current credible
sources.
Supported by
at least three
current,
credible
sources.
Written clearly
and concisely
with no
grammatical or
spelling errors
and fully
40 (40%) - 44
(44%)
Responds to
the discussion
question(s) and
is re!ective
with critical
analysis and
synthesis of
knowledge
gained from
the course
readings for the
module.
At least 75% of
post has
exceptional
depth and
breadth.
Supported by
at least three
credible
sources.
Written clearly
and concisely
with one or no
grammatical or
35 (35%) - 39
(39%)
Responds to
some of the
discussion
question(s).
One or two
criteria are not
addressed or
are super"cially
addressed.
Is somewhat
lacking
re!ection and
critical analysis
and synthesis.
Somewhat
represents
knowledge
gained from the
course readings
for the module.
Post is cited
with two
credible
sources.
0 (0%) - 34 (34%)
Does not
respond to the
discussion
question(s)
adequately.
Lacks depth or
super"cially
addresses
criteria.
Lacks re!ection
and critical
analysis and
synthesis.
Does not
represent
knowledge
gained from the
course readings
for the module.
Contains only
one or no
credible
sources.
Not written
Name: NURS_6050_Module04_Week07_Discussion_Rubric EXIT
Grid View List View
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1#
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1#
10/2/22, 4:30 PMRubric Detail – Blackboard Learn
Page 2 of 4https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1
adheres to
current APA
manual writing
rules and style.
spelling errors
and fully
adheres to
current APA
manual writing
rules and style.
Written
somewhat
concisely; may
contain more
than two
spelling or
grammatical
errors.
Contains some
APA formatting
errors.
clearly or
concisely.
Contains more
than two
spelling or
grammatical
errors.
Does not
adhere to
current APA
manual writing
rules and style.
Main Post:
Timeliness
10 (10%) - 10
(10%)
Posts main
post by day 3.
0 (0%) - 0 (0%) 0 (0%) - 0 (0%) 0 (0%) - 0 (0%)
Does not post
by day 3.
First
Response
17 (17%) - 18
(18%)
Response
exhibits
synthesis,
critical thinking,
and application
to practice
settings.
Communication
is professional
and respectful
to colleagues.
Responses to
faculty
questions are
fully answered,
if posed.
Provides clear,
concise
opinions and ...
Telenursing Is It in My FutureGuidelines and Grading Rubric.docxjonghollingberry
Telenursing: Is It in My Future?
Guidelines and Grading Rubric
Purpose
The purpose of this assignment is to explore the specialty of telehealth, and more specifically telenursing, as one example of the use of technology in various practice settings. Advantages and disadvantages for the patient and legal and ethical principles for the nurse of this technology will be explored.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #2: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO #4)
CO #6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO #6)
Points
This assignment is worth a total of 200 points.
Due Date
Your completed paper is due at the end of Week 4. Submit it to the basket in the Dropbox by Sunday at 11:59 p.m. mountain time. Post your questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time will result in a deduction of points.
Background
Our text (Hebda, 2013) provides us with a broad perspective on telehealth. However, the specialty of telenursing is only briefly discussed. Healthcare is readily embracing any technology to improve patient outcomes, streamline operations, and lower costs. This technology includes the use of various applications based in various environments where registered nurses indirectly provide professional nursing care.
Scenario
The following scenario serves as the basis for your paper:
You have worked with Tomika for the past five years. Tomika shares with you that she has resigned and plans to work in an agency that installs telemonitoring equipment into the homes of those with chronic illnesses. Nurses monitor the patients using the equipment with the goal of detecting problems before patients need to be readmitted to the hospital. Tomika will be working from her own home, with occasional meetings at the agency. She would not be visiting her patients in their homes, but rather would be assessing and interacting with them via videoconferencing. She tells you that there are still job openings and encourages you to apply.
You are intrigued by this, and decide to investigate whether telenursing would be a good choice for you, too. Is telenursing in your future?
Directions
You are to research (find evidence), compose, and type a scholarly paper that describes telenursing as described above, and whether it is a good fit for you. Reflect on what you have learned in this class to date about technology, privacy rights, ethical issues, interoperability, patient satisfaction, consumer education, and other topics. Your text by Heb.
Research Paper Using Word This assignment has two goals.docxaudeleypearl
Research Paper Using Word
This assignment has two goals: 1) have students, via research, increase their understanding of impacts of information
technology on current world issues, and 2) learn to correctly use the tools and techniques within Word to format a research
paper, including use of available References and citation tools. These skills will be valuable throughout a student’s
academic career.
The paper will require a title page, NO abstract, three to five full pages of content with incorporation of a minimum of 3
external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information
sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the
paper may be in the form of a direct citation from an external source. Choose your topic from the list of topics that follow
these organization steps.
Paper organization
Open Word and save a blank document with the following name:
“Student’s LastNameFirstInitial Research Paper”
The paper should be organized in the following way:
1. Title page:
a. Center in the middle of the page (horizontally and vertically) the title (subject) of the paper and below that
your name
2. Body of the paper:
a. Use 12-point Arial font
b. Set the margins at 1”
c. Length – 3-5 full pages, not counting the title page or the References page.
d. Include a minimum of 3 APA-formatted citations and related References page. Every reference must be cited
at least once, and every citation have an entry in the References list. If you are not familiar with APA format,
it is recommended that you use the References feature in Word for your citations and Reference List or refer
to the "Citing and Writing" option under the Resources/Library/Get Help area in the LEO classroom. It is
important to review the final format for APA-style correctness even if generated by Word.
e. Include at least two (2) informational footnotes. Footnotes are not used to list a reference! Footnotes contain
information about the topic to which the footnote has been attached.
f. Place the references on a separate page following the body of the paper. Note: Use a hard return (CTRL
Enter) after the end of your paper body and the start of the References page.
3. Organization of the content of the paper:
Include the following sections in the paper (include, in bold, the headings identified here):
a. Introduction - Identify the issue or idea. Explain why was the topic selected and what you are trying to
achieve (what is your end goal). The introduction should not be more than half a page; details will be
discussed in the follow-on areas.
b. Areas of interest, activity or issue – Define the issue or idea in greater detail. Define the specific problem
or problems or new idea. Identify other underlining or related issues as well as dependencies. Explain what
impacts will result if not addresse ...
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxgertrudebellgrove
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T.
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxShiraPrater50
The document provides instructions for a training project to create a standardized training program for corporate trainers. The project requires developing a 12-15 slide PowerPoint presentation covering topics such as curriculum design, trainer competencies, needs analysis, learning sites, and program assessment. The presentation must include narrative notes on each slide along with references cited in APA format. It will be evaluated based on addressing all elements, organization, narrative quality, professionalism, and writing mechanics.
BUSI 443Case Study 3 Instructions Recruiting and Selecting High.docxRAHUL126667
BUSI 443
Case Study 3 Instructions: Recruiting and Selecting High-Level Managers through the Internet
You will complete the “Recruiting and Selecting High-Level Managers through the Internet” case in the Nkomo et al. text (#35 on pp. 112–113, 2011). You will write a 3–5-page essay (total does not include title page or reference page) that answers the 4 questions (1–4) on p. 113. Do not simply answer the questions. This is an essay and must be written to include an introduction, body, and conclusion. It may prove helpful to use the topic of the questions (advantages and disadvantages of internet recruitment and selection, the three approaches to online recruiting and selection, etc.) as section headers in your essay. Your response must be supported by at least 2 peer-reviewed resources. These resources must have been published within the last 5 years. Do not use other textbooks. The essay must be written in current APA format and include a title page, reference page, and in-text citations.
Note: This case study will not use the “small groups” described on p. 113 to answer the 4 questions.
Submit your assignment through SafeAssign as a draft to check for plagiarism before submitting it for points.
Data Analysis Plan
Details:
After the data are collected and before program evaluators meet with management, the data must be analyzed to ensure that it will provide the right type of information for the evaluation. Of vital importance is ensuring that the data fit the indicators identified for analysis. Then, it must be decided how the data and results will be presented. It is important to present the information in ways that make it easy to understand, demonstrate relationships to other data, and allow the information to be used to support decision-making processes. In this assignment, you will write about the methods of analyzing and reporting the study data.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Locate the data collection procedures you developed in Module 5 to use as reference material for this assignment.
· Locate the mission statement and program description from the existing organization that you referenced in Module 2 to use as examples for this assignment.
· Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
· You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:
Based on ...
- Meaningful Use requirements have impacted EMR vendors in terms of certification and product development, requiring vendors to modify systems to meet standards.
- Compulsory reporting may influence how EMR systems are configured by vendors, with data collection and reporting functions prioritized in design.
- EMR vendors have had to invest in ensuring their products are certified under Meaningful Use and modifying features, functions, and data collection to align with reporting needs.
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
Motivation and Retention Discuss the specific strategies you pl.docxaudeleypearl
Motivation and Retention
Discuss the specific strategies you plan to use to motivate individuals from your priority
population to participate in your program and continue working on their behavior change.
You can refer to information you obtained from the Potential Participant Interviews. You
also can search the literature for strategies that have been successfully used in similar
situations; be sure to cite references in APA format.
.
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Similar to References Abomhara, M. (2015). Cyber security and the internet .docx
This document provides instructions for writing a paper exploring the specialty of telenursing. It describes a scenario where a friend is encouraging the writer to apply for a job monitoring patients remotely using technology. The paper must discuss the advantages and disadvantages of telenursing from the perspectives of nurses and patients. It should also address legal and ethical issues. In the conclusion, the writer must state whether telenursing would be a good fit based on their current employment in an emergency room and future career goals. The paper should be 4 pages long excluding references and follow APA style. It will be graded based on the quality of the introduction, body, conclusion, writing and formatting.
UNIVERSITY of the CUMBERLANDS Syllabus Unive.docxAASTHA76
UNIVERSITY of the
CUMBERLANDS
Syllabus
University of the Cumberlands • Williamsburg, KY • School of Computer & Information Sciences
ITS – 833: INFORMATION GOVERNANCE:
Concepts, Strategies, and Best Practices
SPR – IIG 2019 Section: 21 3 Credits Start: 03/04/2019 to 04/25/2019
Meeting Times – 100% Online: Asynchronous
Lecture: n/a
Contact Information
Instructor: John Bosire, Ph.D.
Email: [email protected]
Office: Williamsburg, KY
Phone: 000-000-0000
Office Hours: By Appointment Only
Description
ITS 833 – Information Governance (IG): This course presents key issues related to the discipline of
information governance and how it is being applied to electronic document and records management, email,
social media, cloud computing, mobile computing, and, in fact, the management and output of information
organization-wide. IG leverages information technologies to enforce policies, procedures and controls to
manage information risk in compliance with legal and litigation demands, external regulatory requirements,
and internal governance objectives. Information Governance: Concepts, Strategies, and Best Practices
reveals how, and why, to utilize IG and leverage information technologies to control, monitor, and enforce
information access and security policies. Upon completion of the course, students will be able to:
• Understand (IG) concepts, definitions, principles, and data governance.
• Understand (IG) risk assessment and strategic planning and best practices for information
governance: An organizational program records management (RM) compliance perspective.
• Understand IG key impact areas based on the IG reference model
• Understand the role of (IG) for delivery platforms – e-Mail and Instant Messaging
Outcomes
The student will be able to:
• Summarize and demonstrate an understanding of the vocabulary of (IG) terms and
phraseology
• Demonstrate and differentiate a basic working knowledge of (IG) awareness of current and
emerging threats to critical I T infrastructures
• Explain the basic knowledge of potential threats to records management assets
• Summarize and discuss an understanding of the basics of developing an IG policy with
the Generally Accepted Recordkeeping Principles to establish benchmarks for
organizational compliance using IG reference model
• Differentiate the scope of the evolving records management environment in reference to
cyberattacks proliferate; insider threat attacks, privacy laws, redaction, access control, and
organizational security measures and counter measures
• Produce graduate level research papers and practice presentation methods as needed
• Demonstrate an understanding and proper application of APA professional writing
• Demonstrate skills in the use of common graduate program technologies – PowerPoint, Internet
Research (Note: Wikipedia is NOT an acceptable as a research source), Library Resources,.
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docxAASTHA76
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
BUSI 750Strategic HRD Research Proposal Grading RubricStudent.docxfelicidaddinwoodie
BUSI 750
Strategic HRD Research Proposal Grading Rubric
Student:
A to A-
B+ to B-
Failing
Synthesis of Knowledge
(Focus/Thesis)
30%
110–117
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
103–109
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
0–108
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Foundation of Knowledge
20%
74–78
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
69–73
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
0–68
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts but only meets the minimum requirements in this area.
A to A-
B+ to B-
Failing
Application of Knowledge (Critical Thinking Skills)
20%
74–78
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions that are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
69–73
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
0–68
Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student pr.
School of Business and Law CQUniversity Australia .docxanhlodge
This document outlines an assessment for a university course on critical thinking and managerial decision making. The assessment requires students to write a 1,500 word article review based on 10 peer-reviewed journal articles. Students must critically analyze the articles by addressing questions about the background, research problems, methodology, findings, and limitations of the research. The review must be submitted individually and is worth 30% of the student's grade. It must follow APA style guidelines and be submitted online by the specified due date. The document provides grading rubrics that will be used to evaluate the students' reviews.
This document provides instructions for completing an annotated bibliography assignment. Students must complete an annotated bibliography with six sources, including three from the reading list and three found independently. The sources must be academic and peer-reviewed articles related to the topic. For each source, students must write 250-300 words summarizing the article and analyzing its relevance. Students must develop a research question and list of questions to guide their research, and include these in an introduction. The annotated bibliography must follow the provided template and list sources alphabetically by author's last name.
Relationship Between Qualitative Analysis and Practice.pdf4934bk
This document provides instructions for a 2-page paper analyzing the relationship between qualitative analysis and evidence-based practice by discussing two qualitative research studies. Students must choose two studies from the list of sources provided, consider how each qualitative study contributes to social work practice and how the knowledge fits into developing evidence-based practice. The document also provides formatting guidelines and expectations for proofreading, citations, and communication for the class.
5/25/2020 Rubric Detail – 31228.202030
https://ucumberlands.blackboard.com/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_843783_1&course_i… 1/4
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item
and made it available to you. Select Grid View or List View to change the rubric's layout.
Show Descriptions Show Feedback
Name: ITS836 (8 Week) Research Paper Rubric
Description: Please use this rubric for grading research papers
Exit
Grid View List View
No requirements are met
Includes a few of the required components as speci�ed in the assignment.
Includes some of the required components as speci�ed in the assignment.
Includes most of the required components as speci�ed in the assignment.
Includes all of the required components as speci�ed in the assignment.
Requirements
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
Fails to provide enough content to show a demonstration of knowledge
Major errors or omissions in demonstration of knowledge.
Some signi�cant but not major errors or omissions in demonstration of knowledge.
A few errors or omissions in demonstration of knowledge.
Demonstrates strong or adequate knowledge of the materials; correctly represents knowledge
from the readings and sources.
Content
--
No Evidence 0 (0.00%) points
Limited Evidence 3 (3.00%) points
Below Expectations 7 (7.00%) points
Approaches Expectations 11 (11.00%) points
Meets Expectations 15 (15.00%) points
5/25/2020 Rubric Detail – 31228.202030
https://ucumberlands.blackboard.com/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_843783_1&course_i… 2/4
g
Fails to provide a critical thinking analysis and interpretation
Major errors or omissions in analysis and interpretation.
Some signi�cant but not major errors or omissions in analysis and interpretation.
A few errors or omissions in analysis and interpretation.
Provides a strong critical analysis and interpretation of the information given.
Critical Analysis
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Fails to demonstrate problem solving.
Major errors or omissions in problem solving.
Some signi�cant but not major errors or omissions in problem solving.
A few errors or omissions in problem solving.
Demonstrates strong or adequate thought and insight in problem solving.
Problem Solving
--
No Evidence 0 (0.00%) points
Limited Evidence 5 (5.00%) points
Below Expectations 10 (10.00%) points
Approaches Expectations 15 (15.00%) points
Meets Expectations 20 (20.00%) points
Source or example selection and integration of knowledge.
Page 1 of 2 C M C 1 0 1 E s s a y r u b r i c 3 0 .docxalfred4lewis58146
Page 1 of 2
C M C 1 0 1 E s s a y r u b r i c
3 0 % o f f i n a l g r a d e
Criteria HD 85-100% D 75-84% C 65-74% P 50-64% F 0-49%
Weighting 25-30 21-24 18-20 15-17 <15 grade
Research Evidence of broad,
systematic and creative
research. Selection of data
goes beyond the mainstream
literature/tutorial/textbook.
Evidence of controlled and
systematic research.
Demonstrates selection of
credible, relevant data from
quality literature/tutorial
notes/textbooks.
Evidence of good research
skills. Information is
gathered from a good range
of electronic and non-
electronic sources.
Research conducted
demonstrates an attempt to
collect credible and/or
relevant data. Information
is gathered from a limited
range of electronic and non-
electronic sources.
Limited research skills
demonstrated. Poorly
selected data.
/20
Weighting 10 8-9 6-7 5 <5 grade
Referencing Consistent and accurate
referencing used throughout,
showing ability to reference a
range of source types. Ideas
and words of others
acknowledged.
Mostly accurate referencing
demonstrates an ability to
reference a variety of source
types. Ideas and words of
others are acknowledged
Referencing is at times
inconsistent or demonstrates
ability to reference only
some source types accurately
Words, but not always the
ideas of others are
acknowledged.
Overuse of another’s words
or ideas which may also
inconsistently or inaccurately
referenced.
Failure to acknowledge the
words and ideas of others.
Plagiarised: reads like a
“data dump” from other
sources.
/10
Weighting 18-20 16-17 13-15 10-12 <10 grade
Format, structure,
expression
Clear and fluent expression
indicates the report has been
successfully edited and
proofread before submission.
Correct form for text type:
(headings, indentations etc.);
spelling, punctuation error-
free.
Mastery of sentence patterns
demonstrated; may have
occasional grammatical
errors on the sentence level
suggesting that some closer
proofreading was needed
Form, punctuation, and
spelling mostly error free.
Sentence patterns most often
successfully used; several
grammatical errors at the
sentence level. Occasional
errors in, form, punctuation,
and spelling; sometimes
distracting. Some additional
editing and proofreading is
warranted.
Clear and fluent expression
indicates the report has been
successfully edited and
proofread before submission.
Correct form for text type:
(headings, indentations etc.);
spelling, punctuation error-
free.
Run on sentences, attempts
at simple sentences often
not successful; many errors
in sentence structures
detract from
communication purpose.
Form, punctuation and
spelling, errors throughout.
/20
Weighting 25-30 21-24 18-20 15-17 <15 grade
Page 2 of 2
Content Clear, controlled and
focussed dire.
Page 1 of 7 DL0718 BUS5001D Managing Acro.docxbunyansaturnina
Page 1 of 7
DL0718
BUS5001D
Managing Across Cultures
Report
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14.00 UK time on the
date of submission)
Page 2 of 7
Assignment Brief
As part of the formal assessment for the programme you are required to submit a
Managing Across Cultures report. Please refer to your Student Handbook for full
details of the programme assessment scheme and general information on preparing and
submitting assignments.
Learning Outcomes:
After completing the module, you should be able to:
1. Evaluate the subject of cross cultural management.
2. Explore the relevance of culture to issues of management and organisational
behaviour.
3. Assess the impact of techniques for managing cross cultural teams for high
performance.
4. Demonstrate flexibility in changing organisational contexts.
5. Evaluate key issues influencing cultural difference, which may affect leadership
and motivation, communications and negotiating, decision making and
organisational relationships generally.
Your assignment should include: a title page containing your student number, the module
name, the submission deadline and a word count; the appendices if relevant; and a
reference list in the correct format. You should address all the elements of the assignment
task listed below. Please note that tutors will use the assessment criteria set out below
in assessing your work.
Maximum word count: 4000 words
Please note that exceeding the word count by over 10% will result in a reduction in grade
by the same percentage that the word count is exceeded.
You must not include your name in your submission because Arden University
operates anonymous marking, which means that markers should not be aware of the
identity of the student. However, please do not forget to include your STU number.
Page 3 of 7
Assignment Task – Report (LO: 1 – 5) (4000 words)
You are a consultant who has been hired to advise the manager of an international HRM
function for a firm whose staffing view is ethnocentric. You find out that the firm has been
spending far too much money assigning expatriates to manage its foreign operations
who then return early with the assignment incomplete, and that the host country
nationals working for the foreign subsidiaries are disgruntled because their managers
are foreigners and do things differently. Neither the foreign managers or the staff can
work well together and as a result, feelings are running high.
In the context of cross cultural adjustment and effective international staffing across
cultures, advise the company why they may be experiencing some of the problems
outlined and what they can do about it.
Source: Adapted from Rodrigues, C.,2009. International Management. A Cultural
Approach. 3rd Edition. Thousand Oaks: Sage (p268)
(100.
Discussion Examining Nursing SpecialtiesYou have probably seen .docxduketjoy27252
Discussion: Examining Nursing Specialties
You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.
Often decisions are not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.
To Prepare:
Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.
By Day 3
Post
an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member.
Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.
By Day 6
Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.
Respond
to at least
two
of your colleagues
on two different days
, by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.
Submission and Grading Information
Grading Criteria
Learning Resources
Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Required Readings
Bickford, C. J., Marion, L., & Gazaway, S. (2015). Nursing: Scope and standards of practice, third edition—2015. Retrieved from https://www.augusta.edu/nursing/cnr/documents/seminar-files/pp8.28.pdf
Quinn-Szcesuil, J. (2016). Why you should join a nursing association. Retrieved from https://dailynurse.com/join-nursing-association/
Robert Wood Johnson Foundation. (2011). Implementing the ION future of nursing report—part II: The potential of interprofessional collaborative care to improve safety and quality.
Charting Nursing’s Future
, (17)1–8. Retrieved from https://www.rwjf.org/content/dam/farm/reports/issue_briefs/2011/rwjf71709
Robert Wood Johnson Foundation. (2010, November 22). Interdisciplinary collaboration improves safety, quality of care, experts say. Retrieved from https://www.rwjf.org/en/library/articles-and-news/2010/11/interdisciplinary-collaboration-improves-safety-quality-of-care-.html
Walden University. (n.d.). Master of Science in Nursing (MSN). Retrieved October 12, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
Document:
Academic Success and Professional.
Crime mapping can be used by law enforcement to analyze where future crimes may occur and allocate resources accordingly. It can also help identify likely suspects based on geographic crime data. While crime mapping provides benefits like these for law enforcement, it also presents challenges. Law enforcement must evaluate both the benefits and challenges of using this technology to determine if they should utilize crime mapping.
10222, 430 PMRubric Detail – Blackboard LearnPage 1 of samirapdcosden
10/2/22, 4:30 PMRubric Detail – Blackboard Learn
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Rubric Detail
Select Grid View or List View to change the rubric's layout.
Excellent Good Fair Poor
Main Posting 45 (45%) - 50
(50%)
Answers all
parts of the
discussion
question(s)
expectations
with re!ective
critical analysis
and synthesis
of knowledge
gained from
the course
readings for the
module and
current credible
sources.
Supported by
at least three
current,
credible
sources.
Written clearly
and concisely
with no
grammatical or
spelling errors
and fully
40 (40%) - 44
(44%)
Responds to
the discussion
question(s) and
is re!ective
with critical
analysis and
synthesis of
knowledge
gained from
the course
readings for the
module.
At least 75% of
post has
exceptional
depth and
breadth.
Supported by
at least three
credible
sources.
Written clearly
and concisely
with one or no
grammatical or
35 (35%) - 39
(39%)
Responds to
some of the
discussion
question(s).
One or two
criteria are not
addressed or
are super"cially
addressed.
Is somewhat
lacking
re!ection and
critical analysis
and synthesis.
Somewhat
represents
knowledge
gained from the
course readings
for the module.
Post is cited
with two
credible
sources.
0 (0%) - 34 (34%)
Does not
respond to the
discussion
question(s)
adequately.
Lacks depth or
super"cially
addresses
criteria.
Lacks re!ection
and critical
analysis and
synthesis.
Does not
represent
knowledge
gained from the
course readings
for the module.
Contains only
one or no
credible
sources.
Not written
Name: NURS_6050_Module04_Week07_Discussion_Rubric EXIT
Grid View List View
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10/2/22, 4:30 PMRubric Detail – Blackboard Learn
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adheres to
current APA
manual writing
rules and style.
spelling errors
and fully
adheres to
current APA
manual writing
rules and style.
Written
somewhat
concisely; may
contain more
than two
spelling or
grammatical
errors.
Contains some
APA formatting
errors.
clearly or
concisely.
Contains more
than two
spelling or
grammatical
errors.
Does not
adhere to
current APA
manual writing
rules and style.
Main Post:
Timeliness
10 (10%) - 10
(10%)
Posts main
post by day 3.
0 (0%) - 0 (0%) 0 (0%) - 0 (0%) 0 (0%) - 0 (0%)
Does not post
by day 3.
First
Response
17 (17%) - 18
(18%)
Response
exhibits
synthesis,
critical thinking,
and application
to practice
settings.
Communication
is professional
and respectful
to colleagues.
Responses to
faculty
questions are
fully answered,
if posed.
Provides clear,
concise
opinions and ...
Telenursing Is It in My FutureGuidelines and Grading Rubric.docxjonghollingberry
Telenursing: Is It in My Future?
Guidelines and Grading Rubric
Purpose
The purpose of this assignment is to explore the specialty of telehealth, and more specifically telenursing, as one example of the use of technology in various practice settings. Advantages and disadvantages for the patient and legal and ethical principles for the nurse of this technology will be explored.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #2: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO #4)
CO #6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO #6)
Points
This assignment is worth a total of 200 points.
Due Date
Your completed paper is due at the end of Week 4. Submit it to the basket in the Dropbox by Sunday at 11:59 p.m. mountain time. Post your questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time will result in a deduction of points.
Background
Our text (Hebda, 2013) provides us with a broad perspective on telehealth. However, the specialty of telenursing is only briefly discussed. Healthcare is readily embracing any technology to improve patient outcomes, streamline operations, and lower costs. This technology includes the use of various applications based in various environments where registered nurses indirectly provide professional nursing care.
Scenario
The following scenario serves as the basis for your paper:
You have worked with Tomika for the past five years. Tomika shares with you that she has resigned and plans to work in an agency that installs telemonitoring equipment into the homes of those with chronic illnesses. Nurses monitor the patients using the equipment with the goal of detecting problems before patients need to be readmitted to the hospital. Tomika will be working from her own home, with occasional meetings at the agency. She would not be visiting her patients in their homes, but rather would be assessing and interacting with them via videoconferencing. She tells you that there are still job openings and encourages you to apply.
You are intrigued by this, and decide to investigate whether telenursing would be a good choice for you, too. Is telenursing in your future?
Directions
You are to research (find evidence), compose, and type a scholarly paper that describes telenursing as described above, and whether it is a good fit for you. Reflect on what you have learned in this class to date about technology, privacy rights, ethical issues, interoperability, patient satisfaction, consumer education, and other topics. Your text by Heb.
Research Paper Using Word This assignment has two goals.docxaudeleypearl
Research Paper Using Word
This assignment has two goals: 1) have students, via research, increase their understanding of impacts of information
technology on current world issues, and 2) learn to correctly use the tools and techniques within Word to format a research
paper, including use of available References and citation tools. These skills will be valuable throughout a student’s
academic career.
The paper will require a title page, NO abstract, three to five full pages of content with incorporation of a minimum of 3
external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information
sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the
paper may be in the form of a direct citation from an external source. Choose your topic from the list of topics that follow
these organization steps.
Paper organization
Open Word and save a blank document with the following name:
“Student’s LastNameFirstInitial Research Paper”
The paper should be organized in the following way:
1. Title page:
a. Center in the middle of the page (horizontally and vertically) the title (subject) of the paper and below that
your name
2. Body of the paper:
a. Use 12-point Arial font
b. Set the margins at 1”
c. Length – 3-5 full pages, not counting the title page or the References page.
d. Include a minimum of 3 APA-formatted citations and related References page. Every reference must be cited
at least once, and every citation have an entry in the References list. If you are not familiar with APA format,
it is recommended that you use the References feature in Word for your citations and Reference List or refer
to the "Citing and Writing" option under the Resources/Library/Get Help area in the LEO classroom. It is
important to review the final format for APA-style correctness even if generated by Word.
e. Include at least two (2) informational footnotes. Footnotes are not used to list a reference! Footnotes contain
information about the topic to which the footnote has been attached.
f. Place the references on a separate page following the body of the paper. Note: Use a hard return (CTRL
Enter) after the end of your paper body and the start of the References page.
3. Organization of the content of the paper:
Include the following sections in the paper (include, in bold, the headings identified here):
a. Introduction - Identify the issue or idea. Explain why was the topic selected and what you are trying to
achieve (what is your end goal). The introduction should not be more than half a page; details will be
discussed in the follow-on areas.
b. Areas of interest, activity or issue – Define the issue or idea in greater detail. Define the specific problem
or problems or new idea. Identify other underlining or related issues as well as dependencies. Explain what
impacts will result if not addresse ...
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxgertrudebellgrove
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T.
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docxShiraPrater50
The document provides instructions for a training project to create a standardized training program for corporate trainers. The project requires developing a 12-15 slide PowerPoint presentation covering topics such as curriculum design, trainer competencies, needs analysis, learning sites, and program assessment. The presentation must include narrative notes on each slide along with references cited in APA format. It will be evaluated based on addressing all elements, organization, narrative quality, professionalism, and writing mechanics.
BUSI 443Case Study 3 Instructions Recruiting and Selecting High.docxRAHUL126667
BUSI 443
Case Study 3 Instructions: Recruiting and Selecting High-Level Managers through the Internet
You will complete the “Recruiting and Selecting High-Level Managers through the Internet” case in the Nkomo et al. text (#35 on pp. 112–113, 2011). You will write a 3–5-page essay (total does not include title page or reference page) that answers the 4 questions (1–4) on p. 113. Do not simply answer the questions. This is an essay and must be written to include an introduction, body, and conclusion. It may prove helpful to use the topic of the questions (advantages and disadvantages of internet recruitment and selection, the three approaches to online recruiting and selection, etc.) as section headers in your essay. Your response must be supported by at least 2 peer-reviewed resources. These resources must have been published within the last 5 years. Do not use other textbooks. The essay must be written in current APA format and include a title page, reference page, and in-text citations.
Note: This case study will not use the “small groups” described on p. 113 to answer the 4 questions.
Submit your assignment through SafeAssign as a draft to check for plagiarism before submitting it for points.
Data Analysis Plan
Details:
After the data are collected and before program evaluators meet with management, the data must be analyzed to ensure that it will provide the right type of information for the evaluation. Of vital importance is ensuring that the data fit the indicators identified for analysis. Then, it must be decided how the data and results will be presented. It is important to present the information in ways that make it easy to understand, demonstrate relationships to other data, and allow the information to be used to support decision-making processes. In this assignment, you will write about the methods of analyzing and reporting the study data.
General Requirements:
Use the following information to ensure successful completion of the assignment:
· Locate the data collection procedures you developed in Module 5 to use as reference material for this assignment.
· Locate the mission statement and program description from the existing organization that you referenced in Module 2 to use as examples for this assignment.
· Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
· This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
· You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:
Based on ...
- Meaningful Use requirements have impacted EMR vendors in terms of certification and product development, requiring vendors to modify systems to meet standards.
- Compulsory reporting may influence how EMR systems are configured by vendors, with data collection and reporting functions prioritized in design.
- EMR vendors have had to invest in ensuring their products are certified under Meaningful Use and modifying features, functions, and data collection to align with reporting needs.
Similar to References Abomhara, M. (2015). Cyber security and the internet .docx (19)
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
Motivation and Retention Discuss the specific strategies you pl.docxaudeleypearl
Motivation and Retention
Discuss the specific strategies you plan to use to motivate individuals from your priority
population to participate in your program and continue working on their behavior change.
You can refer to information you obtained from the Potential Participant Interviews. You
also can search the literature for strategies that have been successfully used in similar
situations; be sure to cite references in APA format.
.
Mother of the Year In recognition of superlative paren.docxaudeleypearl
The document discusses Facebook's decision in 2015 to change the "like" button on the platform. It describes how Chris Cox, Facebook's chief product officer, led discussions about overhauling the button. The like button had become a blunt tool, and Cox wanted to expand the range of emotions that users could express beyond just "liking" something. This would become the "Reactions" feature, allowing responses like love, haha, wow, sad, and angry. The change took over a year to develop and test before being publicly launched.
Mrs. G, a 55 year old Hispanic female, presents to the office for he.docxaudeleypearl
Mrs. G, a 55 year old Hispanic female, presents to the office for her annual exam. She reports that lately she has been very fatigued and just does not seem to have any energy. This has been occurring for 3 months. She is also gaining weight since menopause last year. She joined a gym and forces herself to go twice a week, where she walks on the treadmill at least 30 minutes but she has not lost any weight, in fact she has gained 3 pounds. She doesn’t understand what she is doing wrong. She states that exercise seems to make her even more hungry and thirsty, which is not helping her weight loss. She wants get a complete physical and to discuss why she is so tired and get some weight loss advice. She also states she thinks her bladder has fallen because she has to go to the bathroom more often, recently she is waking up twice a night to urinate and seems to be urinating more frequently during the day. This has been occurring for about 3 months too. This is irritating to her, but she is able to fall immediately back to sleep.
Current medications:
Tylenol 500 mg 2 tabs daily for knee pain. Daily multivitamin
PMH:
Has left knee arthritis. Had chick pox and mumps as a child. Vaccinations up to
date.
GYN hx:
G2 P1. 1 SAB, 1 living child, full term, wt 9lbs 2 oz. LMP 15months ago. No history of abnormal Pap smear.
FH:
parents alive, well, child alive, well. No siblings. Mother has HTN and father has high cholesterol.
SH:
works from home part time as a planning coordinator. Married. No tobacco history, 1-2 glasses wine on weekends. No illicit drug use
Allergies
: NKDA, allergic to cats and pollen. No latex allergy
Vital signs
: BP 129/80; pulse 76, regular; respiration 16, regular
Height 5’2.5”, weight 185 pounds
General:
obese female in no acute distress. Alert, oriented and cooperative.
Skin
: warm dry and intact. No lesions noted
HEENT:
head normocephalic. Hair thick and distribution throughout scalp. Eyes without exudate, sclera white. Wears contacts. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender. Nares patent without exudate. Oropharynx moist without erythema. Teeth in good repair, no cavities noted. Neck supple. Anterior cervical lymph nontender to palpation. No lymphadenopathy. Thyroid midline, small and firm without palpable masses.
CV
: S1 and S2 RRR without murmurs or rubs
Lungs
: Clear to auscultation bilaterally, respirations unlabored.
Abdomen
- soft, round, nontender with positive bowel sounds present; no organomegaly; no abdominal bruits. No CVAT.
Labwork:
CBC
:
WBC 6,000/mm3 Hgb 12.5 gm/dl Hct 41% RBC 4.6 million MCV 88 fl MCHC
34 g/dl RDW 13.8%
UA:
pH 5, SpGr 1.013, Leukocyte esterase negative, nitrites negative, 1+ glucose; small protein; negative for ketones
CMP:
Sodium 139
Potassium 4.3
Chloride 100
CO2 29
Glucose 95
BUN 12
Creatinine 0.7
GFR est non-AA 92 mL/min/1.73 GFR est AA 101 mL/min/1.73 Calcium 9.5
Total protein 7.6 Bilirubin, total 0.6 Alkaline.
Mr. Rivera is a 72-year-old patient with end stage COPD who is in th.docxaudeleypearl
Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the
concept map
form provided.
.
Mr. B, a 40-year-old avid long-distance runner previously in goo.docxaudeleypearl
Mr. B, a 40-year-old avid long-distance runner previously in good health, presented to his primary provider for a yearly physical examination, during which a suspicious-looking mole was noticed on the back of his left arm, just proximal to the elbow. He reported that he has had that mole for several years, but thinks that it may have gotten larger over the past two years. Mr. B reported that he has noticed itchiness in the area of this mole over the past few weeks. He had multiple other moles on his back, arms, and legs, none of which looked suspicious. Upon further questioning, Mr. B reported that his aunt died in her late forties of skin cancer, but he knew no other details about her illness. The patient is a computer programmer who spends most of the work week indoors. On weekends, however, he typically goes for a 5-mile run and spends much of his afternoons gardening. He has a light complexion, blonde hair, and reports that he sunburns easily but uses protective sunscreen only sporadically.
Physical exam revealed: Head, neck, thorax, and abdominal exams were normal, with the exception of a hard, enlarged, non-tender mass felt in the left axillary region. In addition, a 1.6 x 2.8 cm mole was noted on the dorsal upper left arm. The lesion had an appearance suggestive of a melanoma. It was surgically excised with 3 mm margins using a local anesthetic and sent to the pathology laboratory for histologic analysis. The biopsy came back Stage II melanoma.
1. How is Stage II melanoma treated and according to the research how effective is this treatment?
250 words.
.
Moving members of the organization through the change process ca.docxaudeleypearl
Moving members of the organization through the change process can be quite difficult. As leaders take on this challenge of shifting practice from the current state to the future, they face the obstacles of confidence and competence experienced by staff. Change leaders understand the importance of recognizing their moral purpose and helping others to do the same. Effective leaders foster moral purpose by building relationships, considering other’s perspectives, demonstrating respect, connecting others, and examining progress (Fullan & Quinn, 2016). For this Discussion, you will clarify your own moral perspective and how it will impact the elements of focusing direction.
To prepare:
· Review the Adams and Miskell article. Reflect on the measures taken in building capacity throughout the organization.
· Review Fullan and Quinn’s elements of Focusing Direction in Chapter 2. Reflect on aspects needed to build capacity as a leader.
· Analyze the two case examples used to illustrate focused direction in Chapter 2.
· Clarify your own moral purpose, combining your personal values, persistence, emotional intelligence, and resilience.
A brief summary clarifying your own moral imperative.
· Using the guiding questions in Chapter 2 on page 19, explain your moral imperative and how you can use your strengths to foster moral imperative in others.
· Based on Fullan’s information on change leadership, in which areas do you feel you have strong leadership skills? Which areas do you feel you need to continue to develop?
Learning Resources
Required Readings
Fullan, M., & Quinn, J. (2016).
Coherence: The right drivers in action for schools, districts, and systems
. Thousand Oaks, CA: Corwin.
Chapter 2, “Focusing Direction” (pp. 17–46)
Florian, L. (Ed.). (2014).
The SAGE handbook of special education
(2nd ed.). London, England: Sage Publications Ltd.
Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (389–404)
Chapter 31, “Assessment for Learning and the Journey Towards Inclusion” (pp. 523–536)
Adams, C.M., & Miskell, R.C. (2016). Teacher trust in district administration: A promising line of inquiry. Journal of Leadership for Effective and Equitable Organizations, 1-32. DOI: 10.1177/0013161X1665220
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement. Remedial and Special Education, doi:10.1177/0741932516644054
Sailor, W. S., & McCart, A. B. (2014). Stars in alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622
Required Media
Grand City Community
Laureate Education (Producer) (2016c).
Tracking data
[Video file]. Baltimore, MD: Author.
Go to the Grand City Community and click into
Grand City School District Administration Offices
. Revie.
Mr. Friend is acrime analystwith the SantaCruz, Califo.docxaudeleypearl
Mr. Friend is a
crime analyst
with the Santa
Cruz, California,
Police
Department.
Predictive Policing: Using Technology to Reduce Crime
By Zach Friend, M.P.P.
4/9/2013
Nationwide law enforcement agencies face the problem
of doing more with less. Departments slash budgets
and implement furloughs, while management struggles
to meet the public safety needs of the community. The
Santa Cruz, California, Police Department handles the
same issues with increasing property crimes and
service calls and diminishing staff. Unable to hire more
officers, the department searched for a nontraditional
solution.
In late 2010 researchers published a paper that the
department believed might hold the answer. They
proposed that it was possible to predict certain crimes,
much like scientists forecast earthquake aftershocks.
An “aftercrime” often follows an initial crime. The time and location of previous criminal activity helps to
determine future offenses. These researchers developed an algorithm (mathematical procedure) that
calculates future crime locations.1
Equalizing Resources
The Santa Cruz Police Department has 94 sworn officers and serves a population of 60,000. A
university, amusement park, and beach push the seasonal population to 150,000. Department personnel
contacted a Santa Clara University professor to apply the algorithm, hoping that leveraging technology
would improve their efforts. The police chief indicated that the department could not hire more officers.
He felt that the program could allocate dwindling resources more efficiently.
Santa Cruz police envisioned deploying officers by shift to the most targeted locations in the city. The
predictive policing model helped to alert officers to targeted locations in real time, a significant
improvement over traditional tactics.
Making it Work
The algorithm is a culmination of anthropological and criminological behavior research. It uses complex
mathematics to estimate crime and predict future hot spots. Researchers based these studies on
In Depth
Featured Articles
- IAFIS Identifies Suspect from 1978 Murder Case
- Predictive Policing: Using Technology to Reduce
Crime
- Legal Digest Part 1 - Part 2
Search Warrant Execution: When Does Detention Rise to
Custody?
- Perspective
Public Safety Consolidation: Does it Make Sense?
- Leadership Spotlight
Leadership Lessons from Home
Archive
- Web and Print
Departments
- Bulletin Notes - Bulletin Honors
- ViCAP Alerts - Unusual Weapons
- Bulletin Reports
Topics in the News
See previous LEB content on:
- Hostage Situations - Crisis Management
- School Violence - Psychopathy
About LEB
- History - Author Guidelines (pdf)
- Editorial Staff - Editorial Release Form (pdf)
Patch Call
Known locally as the
“Gateway to the Summit,”
which references the city’s
proximity to the Bechtel Family
National Scout Reserve. More
The patch of the Miamisburg,
Ohio, Police Department
prominently displays the city
seal surroun.
Mr. E is a pleasant, 70-year-old, black, maleSource Self, rel.docxaudeleypearl
Mr. E is a pleasant, 70-year-old, black, male
Source: Self, reliable source
Subjective:
Chief complaint:
“I urinate frequently.”
HPI:
Patient states that he has had an increase in urination for the past several years, which seems to be worsening over the past year. He estimates that he urinates clear/light yellow urine approximately every 1.5-2 hours while awake and is up 2-4 times at night to urinate. He states some urgency and hesitancy with urination and feeling of incomplete voiding. He denies any pain or blood. Denies any head trauma. Denies any increase in thirst or hunger. He denies any unintentional weight loss.
Allergies
: NKA
Current Mediations
:
Multivitamin, daily
Aspirin, 81 mg, daily
Olmesartan, 20 mg daily
Atorvastatin, 10 mg daily
Diphenhydramine, 50 mg, at night
Pertinent History:
Hypertension, hyperlipidemia, insomnia
Health Maintenance. Immunizations:
Immunizations up to date
Family History:
No cancer, cardiac, pulmonary or autoimmune disease in immediate family members
Social History:
Patient lives alone. He drinks one cup of caffeinated coffee each morning at the local diner. He denies any nicotine, alcohol or drug use.
ROS:
Incorporated into HPI
Objective:
VS
– BP: 118/68, HR: 86, RR: 16, Temp 97.6, oxygenation 100%, weight: 195 lbs, height: 70 inches.
Mr. E is alert, awake, oriented x 3. Patient is clean and dressed appropriate for age.
Cardiac: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop
Respiratory: Clear to auscultation
Abdomen: Bowel sounds positive. Soft, nontender, nondistended, no hepatomegaly
Neuro: CN 2-12 intact
Renal/prostate: Prostate enlarged, non-tender. No asymmetry or nodules palpated
Labs:
Test Name
Result
Units
Reference Range
Color
Yellow
Yellow
Clarity
Clear
Clear
Bilirubin
Negative
Negative
Specific Gravity
1.011
1.003-1.030
Blood
Negative
Negative
pH
7.5
4.5-8.0
Nitrite
Negative
Negative
Leukocyte esterase
Negative
Negative
Glucose
Negative
mg/dL
Negative
Ketones
Negative
mg/dL
Negative
Protein
Negative
mg/dL
Negative
WBC
Negative
/hpf
Negative
RBC
Negative
/hpf
Negative
Lab
Pt’s Result
Range
Units
Sodium
137
136-145
mmol/L
Potassium
4.7
3.5-5.1
mmol/L
Chloride
102
98-107
mmol/L
CO2
30
21-32
mmol/L
Glucose
92
70-99
mg/dL
BUN
7
6-25
mg/dL
Creat
1.6
.8-1.3
mg/dL
GFR
50
>60
Calcium
9.6
8.2-10.2
mg/dL
Total Protein
8.0
6.4-8.2
g/dL
Albumin
4.5
3.2-4.7
g/dL
Bilirubin
1.1
<1.1
mg/dL
Alkaline Phosphatase
94
26-137
U/L
AST
25
0-37
U/L
ALT
55
15-65
U/L
Pt’s results
Normal Range
Units
WBC
9.9
3.4 - 10.8
x10E3/uL
RBC
4.0
3.77 - 5.28
x10E6/uL
Hemoglobin
11.5
11.1 - 15.9
g/dL
H.
Motor Milestones occur in a predictable developmental progression in.docxaudeleypearl
Motor Milestones occur in a predictable developmental progression in young children. They begin with reflexive movements that develop into voluntary movement patterns. For the motor milestone of independent walking, there are many precursor reflexes that must first integrate and beginning movement patterns that must be learned. Explain the motor progression of walking in a child, starting with the integration of primitive reflexes to the basic motor skills needed for a child to walk independently. Discuss at which time frame each milestone occurs from birth to walking (12-18 months of age). What are some reasons why a child could be delayed in walking? At what age is a child considered delayed in walking and in need of intervention? What interventions are available to children who are having difficulty walking? Please be sure to use APA citations for all sources used to formulate your answers.
.
Most women experience their closest friendships with those of th.docxaudeleypearl
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Most patients with mental health disorders are not aggressive. Howev.docxaudeleypearl
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
SCHOLAR NURSING ARTICLE>>>APA FORMAT>>>
.
Most of our class readings and discussions to date have dealt wi.docxaudeleypearl
Most of our class readings and discussions to date have dealt with the issue of ethics and ethical behavior. Various philosophers have made contributions to jurisprudence including how to apply ethical principles (codes of conduct?) to ethical dilemma.
Your task is to watch the Netflix documentary ‘The Social Dilemma.’ If you cannot currently access Netflix it offers a free trial opportunity, which you can cancel after viewing the documentary. Should this not be an option for whatever reason, then please email me and we will create an alternative ethics question.
DUE DATE: Tuesday, Sept. 29, 2020 by noon
SEND YOUR NO MORE THAN 5 PAGE DOUBLE SPACED RESPONSE TO MY EMAIL ADDRESS. LATE PAPERS SUBJECT TO DOWNGRADING
As critics have written, the documentary showcases ways our minds are twisted and twirled by social media companies like Facebook, Twitter, and Google through their platforms and search engines, and the why of what they are doing, and what must be done to stop it.
After watching the movie, respond to the following questions in the order given. Use full sentences and paragraphs, and start off each section by stating the question you are answering. Be succinct.
What are the critical ethical issues identified?
What concerns are raised over the polarization of society and promulgation of fake news?
What is the “attention-extraction model” of software design and why worry?
What is “surveillance capitalism?”
Do you agree that social media warps your perceptions of reality?
Who has the power and control over these social media platforms – software designers, artificial intelligence (Ai), CEOs of media platforms, users, government?
Are social media platforms capable of self-regulation to address the political and ethical issues raised or not? If not, then should government regulate?
What other actions can be taken to address the basic concern of living in a world “…where no one believes what’s true.”
.
Most people agree we live in stressful times. Does stress and re.docxaudeleypearl
Stress may contribute to illness according to some research cited in textbooks. The question asks whether stress and reactions to stress can lead to health issues, and opinions should be supported by evidence from course materials. References in APA format are required.
Most of the ethical prescriptions of normative moral philosophy .docxaudeleypearl
Most of the ethical prescriptions of normative moral philosophy tend to fall into one of the following three categories: deontology, consequentialism, and virtue ethics. These categories in turn put an emphasis on different normative standards for judging what constitutes right and wrong actions.
Moral psychologists and behavioral economists such as Jonathan Haidt and Dan Ariely take a different approach: focusing not on some normative ethical framework for moral judgment, but rather on the psychological foundations of moral intuition and on the limitations that our human frailty places on real-world honesty, decency, and ethical commitments.
In this context, write a short essay (minimum 400 words) on what you see as the most important differences between the traditional normative philosophical approaches and the more recent empirical approach of moral psychology when it comes to ethics. As part of your answer also make sure that you discuss the implications of these differences.
Deadline reminder:
this assignment is
due on June 14th
. Any assignments submitted after that date will lose 5 points (i.e., 20% of the maximum score of 25 points) for each day that they are submitted late. Accordingly, after June 14th, any submissions would be worth zero points and at that time the assignment inbox will close.
.
Most healthcare organizations in the country are implementing qualit.docxaudeleypearl
Most healthcare organizations in the country are implementing quality improvement programs to save lives, enhance customer satisfaction, and reduce the cost of healthcare services. Limited human and material resources often undermine such efforts. Zenith Hospital in a rural community has 200 beds. Postsurgical patients tend to contract infections at the surgical site, requiring extended hospitalization. Mr. Jones—75 years old—was admitted to Zenith Hospital for inguinal hernia repairs. He was also hypertensive, with a compromised immune system. Two days after surgery, he acquired an infection at the surgical site, with elevated temperature, and then he developed septicemia. His condition worsened, and he was moved to isolation in the intensive care unit (ICU). A day after transfer to the ICU, he went into ventricular arrhythmia and was placed on a respirator and cardiac monitoring machine. Intravenous fluids, antibiotics, and antipyretics could not bring the fever down, and blood analysis continued to deteriorate.
The hospital infection control unit got involved. The team confirmed that postsurgical infections were on the increase, but the hospital was unable to identify the sources of infection. The surgery unit and surgical team held meetings to understand possible sources of infection. The team leader had earlier reported to management that they needed to hire more surgical nurses, arguing that nurses in the unit were overworked, had to go on leave, and often worked long hours without break.
Mr. Jones’ family members were angry and wanted to know the source of his infection, why he was on the respirator in isolation, and why his temperature was not coming down. Unfortunately, his condition continued to deteriorate. His daughter invited the family’s legal representative to find out what was happening to her father and to commence legal proceedings.
Then, the healthcare manager received information that two other patients were showing signs of postsurgical infection. The healthcare manager and care providers acknowledged the serious quality issues at Zenith Hospital, particularly in the surgical unit. The healthcare manager wrote to the Chairman of the Hospital Board, seeking approval to implement a quality improvement program. The Board held an emergency meeting and approved the manager’s request. The healthcare manager has invited you to support the organization in this process.
Please address the following questions in your response:
What are successful approaches for gaining a shared understanding of the problem?
How can effective communication be implemented?
What is a qualitative approach that helps in identifying the quality problem?
What tools can provide insight into understanding the problem?
In quality improvement, what does appreciative inquiry help do?
What is a benefit of testing solutions before implementation?
What is a challenge that is inherent in the application of the plan, do, study, act (PDSA) method?
What .
More work is necessary on how to efficiently model uncertainty in ML.docxaudeleypearl
More work is necessary on how to efficiently model uncertainty in ML and NLP, as well as how to represent uncertainty resulting from big data analytics.
Pages - 4
Excluding the required cover page and reference page.
APA format 7 with an introduction, a body content, and a conclusion.
No Plagiarism
.
Mortgage-Backed Securities and the Financial CrisisKelly Finn.docxaudeleypearl
Mortgage-Backed Securities and the Financial Crisis
Kelly Finn
FNCE 4302
Mortgage-Backed Securities (MBS) are “pass-through” bundles of housing debt sold as investment vehicles
A mortgage-backed security, MBS, is a type of asset-backed security that pays investors regular payments, similar to a bond. It gets the title as a “pass-through” because the security involves several entities in the origination and securitization process (where the asset is identified, and where it is used as a base to create a new investment instrument people can profit off of).
Key Players involved in the MBS Process
[Mortgage] Lenders: banks who sell mortgages to GSE’s
GSE: Government Sponsored Entities created by the US Government to make owning property more accessible to Americans
1938: Fannie Mae (FNMA): Federal National Mortgage Assoc.
1970: Freddie Mac (FHLMC): Federal Home Loan Mortgage Corp.
Increase mortgage borrowing
Introduce competitor to Fannie Mae
1970: Ginnie Mae (GNMA): Government National Mortgage Assoc.
US Government: Treasury: implicit commitment of providing support in case of trouble
The several entities involved in the process make MBS a “pass-through”. Here we have 3 main entities that we’ll call “Key Players” for the purpose of this presentation which aims to provide you with a basic and simple explanation of MBS and their role in the financial crisis.
GSE’s created by the US Government in 1938
Part of FDR’s New Plan during Great Depression
Purpose: make owning property more accessible to more Americans
GSE (ex. Fannie Mae) buys mortgages (debt) from banks, & then pools mortgages into little bundles investors can buy (securitization)
Bank’s mortgage is exchanged with GSE’s cash
Created liquid secondary market for mortgages
Result:
1) Bank has more cash to lend out to people
2) Now all who want to a house (expensive) can get the money needed to buy one!
Where MBS came from & when
Yay for combatting homelessness and increasing quality of life for the common American!
Thanks Uncle Sam!
MBS have been around for a long time. Officially in the US, they have their origins in government. During the Great Depression in the 1930s, President Franklin Delano Roosevelt signed into creation Fannie Mae that was brought about to help ease American citizen’s difficulty in becoming homeowners. The sole purpose of a GSE thus was to not make profit, but to promote citizen welfare in regards to housing. Seeing that it was created by regulatory government powers, it earned the title of Government Sponsored Entity, which we will abbreviate as GSE. 2 other GSE’s in housing were created in later decades like Freddie Mae, to further stimulate the mortgage market alongside Fannie, and Ginnie which did a similar thing but only for certain groups of people (Veterans, etc) and to a much smaller scale.
How MBS works: Kelly is a homeowner looking to borrow a lot of money
*The Lender, who issued Kelly the mor.
Moral Development Lawrence Kohlberg developed six stages to mora.docxaudeleypearl
Moral Development:
Lawrence Kohlberg developed six stages to moral behavior in children and adults. Punishment and obedience orientation, interpersonal concordance, law and order orientation, social contract orientation, and universal ethics orientation. All or even just one of these stages will make a good topic for your research paper or you could just do the research paper on Kohlberg.
.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
References Abomhara, M. (2015). Cyber security and the internet .docx
1. References
Abomhara, M. (2015). Cyber security and the internet of things:
vulnerabilities, threats, intruders
and attacks. Journal of Cyber Security and Mobility, 4(1), 65-
88.
Bogdanoski, M., & Petreski, D. (2013). Cyber terrorism–global
security threat. Contemporary
Macedonian Defense-International Scientific Defense, Security
and Peace Journal, 13(24), 59-73.
Brenner, S. W. (2006). Cybercrime jurisdiction. Crime, law and
social change, 46(4-5), 189-206.
Broadhurst, R., Grabosky, P., Alazab, M., & Bouhours, B.
(2013). Organizations and
Cybercrime. Available at SSRN 2345525.
Casey, E. (2011). Digital evidence and computer crime:
Forensic science, computers, and the
internet. Academic press.
Cashell, B., Jackson, W. D., Jickling, M., & Webel, B. (2004).
The economic impact of cyber-
attacks. Congressional Research Service Documents, CRS
RL32331 (Washington DC),
Ciardhuáin, S. Ó. (2004). An extended model of cybercrime
investigations. International Journal
of Digital Evidence, 3(1), 1-22.
Crenshaw, M. (1981). The causes of terrorism. Comparative
politics, 13(4), 379-399.
Friedman, B. H. (2011). Managing fear: The politics of
homeland security. Political Science
Quarterly, 126(1), 77-106.
Greitzer, F., & Hohimer, R. (2011). Modeling Human Behavior
to Anticipate Insider Attacks.
Journal of Strategic Security, 4(2), 25-48. Retrieved February 7,
2020, from
www.jstor.org/stable/26463925.
2. Heidenreich, B., & Gray, D. H. (2014). Cyber-Security: The
Threat of the Internet. Global
Security Studies, 5(1).
Hunker, J., & Probst, C. W. (2011). Insiders and Insider
Threats-An Overview of Definitions and
Mitigation Techniques. JoWUA, 2(1), 4-27.
Jang-Jaccard, J., & Nepal, S. (2014). A survey of emerging
threats in cybersecurity. Journal of
Computer and System Sciences, 80(5), 973-993.
Lewis, J. A. (2002). Assessing the risks of cyber terrorism,
cyber war and other cyber threats.
Washington, DC: Center for Strategic & International Studies.
Limba, T., Plėta, T., Agafonov, K., & Damkus, M. (2019).
Cyber security management model
for critical infrastructure.
Maglaras, L. A., Kim, K. H., Janicke, H., Ferrag, M. A., Rallis,
S., Fragkou, P., ... & Cruz, T. J.
Moffett, J. D., & Nuseibeh, B. A. (2003). A framework for
security requirements engineering.
Report-University of York Department of Computer Science
YCS.
O’Connell, M. E. (2012). Cyber security without cyber war.
Journal of Conflict and Security
Law, 17(2), 187-209.
Oladimeji, E. A., Supakkul, S., & Chung, L. (2006). Security
threat modeling and analysis: A
goal-oriented approach. In Proc. of the 10th IASTED
International Conference on
Software Engineering and Applications (SEA 2006) (pp. 13-15).
Oluwafemi, O., Adesuyi, F. A., & Abdulhamid, S. M. (2013).
Combating terrorism with
cybersecurity: The Nigerian perspective. World journal of
computer application and technology, 1(4), 103-109.
Peltier, T. R. (2010). Information security risk analysis.
Auerbach publications.
Theohary, C. A. (2011). Terrorist use of the internet:
3. Information operations in cyberspace.
DIANE Publishing.
Turkle, S. (1999). Cyberspace and identity. Contemporary
sociology, 28(6), 643-648.
Wilson, C. (2003). Computer attack and cyber terrorism:
vulnerabilities and policy issues for
Congress. Focus on Terrorism, 9(1), 1-42.
Yu, X., & Xue, Y. (2016). Smart grids: A cyber–physical
systems perspective. Proceedings of
the IEEE, 104(5), 1058-1070.
choose 1 of the following worldviews (Secular Humanism,
Buddhism, Hinduism, or Islam) and answer the following
questions (250–500 words). These questions must be answered
in separate paragraphs.
1. What practical steps could be taken to build a relationship
with a follower of this worldview who might be a co-worker,
neighbor, etc.?
2. What barriers/hindrances would exist with presenting the
Christian gospel to a person from this worldview? Scripture,
course content, and/or research must be included and cited
properly in your response this question.
3. What personal challenges might you have with presenting the
gospel?
100 PT Critical Thinking Research Paper Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
4. Part 1 – Answering the five-worldview questions from the
chosen worldview’s perspective
This part is worth 35 points.
35-32 points
Excellent content is provided. The following requirements were
met:
1. All five questions are clearly answered from the worldview
perspective they chose..
2. Content is supported with course content and or research.
3. All content is cited where appropriate.
31-25 points
Two of the three requirements are met or all the requirements
are met and student provides some detail. Some of the
information is incomplete or unclear.
24-1 points
One of the three requirements are met or all the requirements
are present, but much of the information is incomplete or
unclear. The student does not provide supporting details.
0 points
All three requirements are missing.
Part 2 – Compare and contrast the chosen worldview’s
responses to the five-worldview questions with the Biblical
Worldview.
This part is worth 35 points.
35-32 points
Excellent content is provided. The following requirements were
met:
1. The chosen worldview’s responses to the five worldview
5. questions are compared and contrasted with the Biblical
Worldview.
2. Content is supported with scripture, course content and or
research.
3. All content is cited where appropriate.
31-25 points
Two of the three requirements are met or all the requirements
are met and student provides some detail. Some of the
information is incomplete or unclear.
24-1 points
One of the three requirements are met or all the requirements
are present, but much of the information is incomplete or
unclear. The student does not provide supporting details.
0 points
All three requirements are missing.
Structure 30%
Advanced
Proficient
Developing
Not present
Spelling, Grammar Content is Clear and Concise
This is worth 10 points
10-9 points
Correct spelling and grammar are used throughout the paper.
There are 0–2 errors in grammar or spelling that distract the
reader from the content. Content is clear and concise
8-7 points
There are 3–5 errors in spelling and grammar that distract the
reader from the content. Content is mostly clear and concise.
6-1 points
There are 6-10 errors in spelling and grammar that distract the
reader from the content. Content is somewhat clear and concise.
6. 0 points
Excessive errors in spelling and grammar distract the reader
from the content throughout the paper. Content is unclear and or
not specific to the assignment.
Formatting and Word count
This is worth 10 points.
10-9 points
There are 0–1 minor errors in the formatting of the title page,
use of section headers, font type and size, line spacing,
citations, and references. Word count is 500-1000 words.
8-7 points
There are 2 formatting errors throughout and or the word count
is 400-499 words.
6-1 points
There are 3-5 formatting errors throughout and or the word
count is 300-399 words.
0 points
There are excessive formatting errors and or the word count is
under 300 words.
Resources
This is worth 10 points.
10-9 points
The student incorporated and properly cited at least 3 sources
into the paper. At least 2 of the sources were sources outside of
the materials used in this course (this would include the Bible,
any required reading or videos, and the required textbooks).
8-7 points
The student incorporated at least 3 sources but only used 1
source outside of the materials used in this course (this would
include the Bible, any required reading or videos, and the
required textbooks).
6-1 points
The student incorporated 1 or more sources but did not use any
sources outside of the materials used in this course (this would
7. include the Bible, any required reading or videos, and the
required textbooks).
0 points
The student did not incorporate and cite sources to support the
content of the paper.
RLGN 104
Critical Thinking Paper Instructions
In preparation for the Critical Thinking Paper and by
completing your textbook readings you will be equipped to
respond by objectively compiling information from a variety of
sources to compose a Critical Thinking Paper. In this paper, you
will identify the worldview beliefs of a non-biblical worldview
and, applying critical thinking strategies, compare and contrast
those beliefs with the biblical worldview (Syllabus MLOs: A, B,
E).
Refer to the "Course Policies" in the course syllabus for the
formatting expectations in this course.
Requirements:
1. Cover page – This is the first page to be included in your
paper (based on the formatting style that you will be using, see
the sample paper in Blackboard).
a. APA: For this course, a Summary or Abstract is not required.
b. MLA: This format does not require a title page, but does have
a specific format for student information.
2. Content pages – These pages will contain your content and
fulfill the requirements as listed below.
a. Be sure to complete the minimum word count (500–1,000
words).
i. Do NOT include the question as part of your word count. Use
only your answers.
ii. Direct quotations must be short and limited.
iii. Include your word count at the bottom of the paper.
8. iv. NOTE: Submissions totaling fewer than 300 words will not
receive credit.
b. Quotations and material used from other sources must be
cited using current APA, MLA or Turabian format. You must
include in-text citations and a bibliography/reference or works
cited page.
c. Check your work for spelling and grammatical errors.
d. Be sure to do your own work; do not plagiarize.
3. Bibliography/references/works cited page
a. In addition to the in-text citations, a bibliography/reference
or works cited page must be included.
b. A minimum of 3 different sources is required.
i. Use academic sources for your paper. (For example, do not
include blogs, social media, opinion pages, or Wikipedia.)
ii. At least 2 of the sources must be outside of the materials
used in this course (this would include the Bible, any required
reading or videos, and the required textbooks).
iii. Refer to the "Course Policies" in the course syllabus for the
formatting expectations in this course.
iv.
Content:
Instructions:
· Fulfill all of the requirements as listed above.
· Select 1 of the following worldviews (Secular Humanism,
Hinduism, Buddhism, or Islam) that have been considered in the
course content.
· Identify the worldview that you have selected on your title
page.
· Using course content and additional sources outside of the
course, complete the following:
Note: This is a “Critical Thinking” assignment so you must go
beyond just giving factual content, and demonstrate your
comprehension of the material. To accomplish this, the
assignment will be asking you to “compare and contrast” your
selected worldview (Secular Humanism, Hinduism, Buddhism,
9. or Islam) with the biblical worldview.
· Compare: How are the 2 worldview positions similar or the
same?
· Contrast: How are the 2 worldview positions different?
In your paper, you must follow the outline and answer the
questions below.
How would the worldview that you selected answer these 5
worldview questions:
1. The Question of Origin – (What is the origin of the universe
etc.? How did humanity come into existence?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview
would answer this question.
2. The Question of Identity – (What does it mean to be human?
Are humans more important than other living things?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview
would answer this question.
3. The Question of Meaning/Purpose – (What is humanity’s
purpose?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview
would answer this question.
4. The Question of Morality – (What is meant by right and
wrong? How is morality determined?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview
would answer this question.
5. The Question of Destiny – (What happens when a person
dies?)
i. How would your selected worldview answer this question?
ii. Compare and contrast this with how the biblical worldview
would answer this question.
10. *An overview of these specific worldview questions can be
found in chapter 4 of Finding Your Worldview: Thinking
Christianly about the World.
Submit this assignment by 11:59 p.m. (ET) on Monday of
Module/Week 6.
CHAPTER FOUR
UNDERSTANDING WORLDVIEW
Have you ever watched a TV talk show or news program and
after hearing some dialog you started talking to one or more of
the panelists because you were frustrated at their comments?
You knew that they couldn't hear you, but you still couldn't help
yourself! At other times you might agree with the host or their
guest, and you want to add your ideas to the discussion. Debates
of ideas are often articulated in these formats, and they provide
viewers with the opportunity to hear various sides of an issue.
The debates are often the result of differing frameworks that
people bring to an issue. Two or more people disagree about a
particular topic because they are approaching that topic with a
different set of presuppositions (things assumed to be true,
partially true or completely false) and perspectives that can be
described as worldviews.
WHAT IS A WORLDVIEW?
It is widely accepted that the term, weltanschauung
(worldview), was first coined by the Prussian philosopher,
Immanuel Kant in his Critique of Judgment, published in 1790.
Weltanschauung was later translated as "our intuition of the
world." According to David Naugle in Worldview: The History
of a Concept, by the time the idea reached the United States in
the mid-nineteenth century, the word was translated in English
as worldview.
11. When you see the word worldview what comes to mind? A
common response among our students is "a view of the world."
Although this is partially true, it does not encompass the real
meaning of the word.
There are many different ways to define the term worldview. It
is a word that encompasses a great deal of meaning, emotions,
and potential consequences. Ken Hemphill in his book, Life
Answers, says that "a worldview, whether Christian or secular,
is the unifying perspective from which we organize our thinking
about life, death, art, science, faith, learning, work, money,
values, and morals. A worldview is our underlying philosophy
of life." Hemphill focuses our attention on the breadth of the
term. A clear understanding of our worldview will help us make
sense of the issues we are forced to deal with on a daily basis.
Some may say at this point, "Wait a minute, I don't have a
worldview." It is important to understand that we all have a
worldview whether we know it or not. We are not necessarily
consistent or coherent in how we apply our worldview, but we
never-the-less have one. We also use our worldview in response
to the issues that confront us.
Chuck Colson and Nancy Pearcey in their book, How Now Shall
We Live, describe a worldview as "the sum total of our beliefs
about the world. The 'big picture' that directs our daily
decisions and actions." Using their definition, when you are
confronted with an ethical issue, how would you come to a
decision about that issue? For example, if you were working for
a company that markets a product and you were asked to lie
about the product so that sales would improve, what would you
think about that request and what would you do? How would
you come to your decision? Would you be upset and question
whether or not you should stay with the company, or would you
lie about the product because you need the job? Would your
perspective be, "Everyone lies, so what's the big deal?" Or
would you come to a different conclusion? How you think about
12. that request and the decision you ultimately make, sheds light
on your particular worldview.
In his book, The Universe Next Door, James W. Sire suggests
that a worldview not only involves our thinking and decision-
making but also the nature of our heart. According to Sire, "a
worldview is a commitment, a fundamental orientation of the
heart that can be expressed as a story or in a set of
presuppositions that we hold (consciously or subconsciously,
consistently or inconsistently) about the basic constitution of
reality, and that provides the foundation on which we live and
move and have our being."
A worldview, then, is a response of our heart or inner being: our
intellect, emotion, and will. It is the total framework we bring
to decision-making.
A worldview can also be described as a filter or lens from
which one sees and interprets the world and all that it
represents. For example, imagine you are in a classroom that is
divided into three sections. The professor passes out green-
tinted glasses to the first section, blue-tinted glasses to the
second section, and red-tinted glasses to the third section. She
then asks each student to put on their tinted glasses and respond
to a question. She holds up a white sheet of paper and asks each
section to identify the color of the sheet of paper she is holding
up. How would each section respond? The first section would
respond by saying, "green." The second section would say,
"blue." And the third section would answer, "red." Why?
Because the color of their glasses affected how they responded
to the question. In the same way, your worldview will impact
your view about life's most important questions. Your
worldview will impact how you view and respond to issues such
as abortion, gun control, the origin of the universe, politics, and
the list goes on and on. Another person's worldview will impact
their answers to these issues as well. So in review, what is a
13. worldview? It is:
a person's philosophy of life.
a framework a person brings to decision-making.
a filter or lens that a person uses to interpret life and the world
around them.
DEVELOPING A WORLDVIEW
A person can develop a worldview from a variety of different
sources. These sources may have different meanings and values
to them and over time have varying levels of influence. Parents
can be one of the greatest influences of a child's worldview.
They guide their children during some of the most formative
years of their lives. A mother and/or a father's personal beliefs
and values are instilled and communicated to their children
through their words and actions. These can be both positive as
well as negative thoughts and actions that can shape a young
person's life for years to come.
For example, a child who grows up in a Christian home may be
influenced to become a Christian by watching their parents live
out their faith before them. They go to church together, pray
together, and integrate Christian principles and practices into
their daily lives. At some point, the child may make a decision
for themself and choose to be a follower of Christ and His
teachings. However, if children grow up in a Christian home in
which one or both parents are not living their faith consistently,
they may become disillusioned about what it means to be a
Christian. This could be the result of legalism within the home.
Rather than the parents modeling a personal relationship with
Christ, they emphasize that being a Christian is about living by
a set of rules—rules that do not make sense to the children. But
unconditional obedience is demanded by the parents rather than
giving their kids permission to question and seek clarification
about this set of rules. When legitimate questions are raised, the
children are silenced or told to "just believe." Thus, they are not
taught to think, but to simply have faith in whatever their
14. parents believe. As these kids grow into their teen years, they
can become angry and rebel, leaving the faith of their parents
for whatever makes them feel good or works for them. They
have come to the conclusion, "If this is Christianity, I don't
want any part of it."
The other extreme can take place as well. Parents can claim the
title "Christian," but their lifestyle and actions do not reflect
Christ. They may rarely go to church. Their home is not a place
of worship, and the Christian worldview is not integrated into
their life choices. Thus, the child grows up asking the question,
"If this is Christianity, it is no different than the rest of the
world, so becoming a Christian is meaningless." These
scenarios can be true about a child growing up in any religious
or non-religious home. Parents can have a profound impact on
the development of a child's worldview.
Children and teenagers are also influenced through their friends
or peers. Much to the dismay of parents, friends can have an
even greater influence on their teenager's personal beliefs. For
whatever reason, friends may seem to be more in touch with
reality than their parents. They are constantly communicating
with their friends through texting, Facebook, e-mail, Skype and
many other social communication mediums. They are talking to
each other and sharing ideas and beliefs, but those beliefs are
not necessarily based on knowledge. That is why it is essential
that lines of communication remain open between parents and
children. Children desire meaningful communication, but they
want to do so in a nonthreatening environment. They need to be
led toward seeking truth.
Teachers in school can also play an important role in
formulating a belief system. Teachers express their worldview
through their course content. Their personal attitudes and
beliefs about a variety of issues surface throughout the school
year. They can have a great deal of influence on children
15. because they are seen as professional educators. As teachers
build a rapport with a young person, their opinions are highly
valued and trusted.
The media can also influence a person's worldview. Young
people spend many hours a day listening to music, watching
television, surfing the Internet, etc. These mediums provide a
constant barrage of worldview ideas, some of which can be
confusing and create the idea that absolute truth does not exist.
Ideas of right and wrong, true and false, become perplexing and
in many cases non-existent. Truth becomes relative to the
individual. Life can become convoluted and answers to life's
most important questions seem to be evasive.
Religious education can also impact the development of a
person's worldview. Because of the nature of religious beliefs
and the potential impact they may have on life after death, a
person can be highly impacted by such training. It can affect
how they make daily choices, how they act, and how they treat
other people. Many religions use sacred texts to guide their
adherents to live a certain lifestyle. These texts can be a key
source of information to inform the development of their
worldview. For example, the Qur'an is viewed as the words of
Allah and must be followed for a Muslim to potentially gain
eternal rewards. In a similar way, the teachings of the Bible are
to be followed by Christians. Second Timothy 3:16-17 says,
"All Scripture is God-breathed and is useful for teaching,
rebuking, correcting and training in righteousness, so that the
man of God may be thoroughly equipped for every good work."
The Bible is to be used to develop right beliefs and actions,
correct false ideas and wrong actions and to help a Christian be
fully equipped to live a Spirit-filled life.
The development and change of one's worldview can take place
throughout a person's life. Young people are not the only ones
whose worldviews are impacted by these and many more
16. influences. Everyone's worldview can be impacted, altered, or
changed by external and internal forces.
THREE PROMINENT WORLDVIEWS
Although there are many worldviews competing for prominence
in our world today, there are three primary worldviews that are
most prevalent. These worldviews have influenced the
development of other worldviews with variant concepts,
requirements, and conclusions. These three worldviews are
naturalism, pantheism, and theism.
NATURALISM
This worldview begins with the presupposition that God does
not exist, and therefore knowledge and existence must be
answered in natural terms as opposed to supernatural terms and
descriptions. Naturalism can be divided into two main
perspectives, that which focuses upon epistemology (What is
knowledge and how can something be known?) and ontology
(What exists and what does not exist?). The basic tenets of
naturalism are that science is the source for what can be known
and what does and does not exist. Only that which can be known
through the senses exists. Mankind is autonomous, and yet
through mutual cooperation and consensus progress can be
experienced. Examples of worldviews derived from naturalistic
ideas include secular humanism, materialism, and nihilism.
PANTHEISM
For thousands of years various forms of pantheism have existed.
Whether it is Hinduism, Buddhism, or more recently the new
age movement, all varieties of pantheism involve reverence for
the Universe rather than for any creator being or personal God.
Pantheists deny the existence of a personal God. Their basic
beliefs include the concepts that all that exists is a part of god,
used in the sense that the universe is sacred. Everything goes
through a cycle of birth, life, death, and rebirth until one
reaches a state of nirvana, which is a passionless state of
17. oneness with everything in the universe. Everything is sacred.
There is a direct correlation and relationship between humans,
animals, and everything that exists.
THEISM
Theism is the belief that "God exists." In particular, it is the
belief that only one God exists. This God is usually personal
and relates to humankind in an intimate way. Theists
historically ascribe many attributes to their deity such as
omniscience (all knowing), omnipotence (all powerful),
omnipresence (present everywhere), sovereign (supreme
authority), and immutable (unchanging in essential nature).
Examples of theistic worldviews include Judaism, Islam, and
Christianity.
HOW TO RECOGNIZE A PERSON'S WORLDVIEW
As a student of worldviews, you will find many different
approaches to evaluating or determining a person's worldview.
These approaches ask many good questions that help you
identify what a person believes. The answers to these questions
will also shed light on a person's particular worldview. In this
book we will suggest five key questions that can be asked to
identify a person's worldview. These questions will be answered
through the three prominent worldviews listed above to provide
an example of how to recognize a person's worldview.
THE QUESTION OF ORIGIN
This question asks, "How did life begin?" and "How did
mankind come into existence?" There are many different ways
that this has been answered. Some have concluded that matter
has always existed and given enough time and chance, the end
result is what you see around you today (naturalism). Modern
science is viewed to have the answers to the question of
existence and any thought of God or gods is rejected. Scientists
such as Carl Sagan and Stephen Hawking have been proponents
of such a view. According to the Humanist Manifesto II,
18. naturalists "find insufficient evidence for belief in the existence
of a supernatural." Atheists such as Christopher Hitchens, God
Is Not Great and Richard Dawkins, The God Delusion also
propose the idea that God is not necessary for life or morals,
and the answer to mankind's existence is found only in nature
itself. According to naturalism, man is a machine, a product of
deterministic conditioning. Man has little, if any real control
over his or her existence, and when the machine breaks, life is
over.
Pantheists claim that god and the universe are one and the same.
Although there isn't complete consensus with followers of
pantheistic worldviews, generally god is not personal but
impersonal. That is, god is not a personal benevolent Creator
who cares for His creation and answers prayers, etc. Pantheism
views god as an infinite, impersonal force. An example of this
can be seen in the Star Wars series. This force is all around
mankind, and it is only when one escapes the entrapments of
this world and focuses on the reality of the force that one can
finally cease the process of reincarnation and become one with
this eternal essence or force. The pantheistic god does not
create or have anthropomorphic characteristics. Thus everything
has always been in existence and is a part of god.
Theism contends that everything that exists, including humans,
is the result of God, the Creator God. God is said to have
created ex nihilo, "out of nothing." Although differing in their
concept of His nature, God is the first cause, the answer to why
there is something rather than nothing. For example, the Bible
says, "In the beginning God created the heavens and the earth"
(Gen 1:1). Moses, the writer of Genesis under the inspiration of
the Holy Spirit (2 Pet 1:21) identifies God as the first cause.
The Psalmist, David, declares that God is his Creator (Ps
139:13-16). Most Christian churches teach that God is triune
and all three persons of the Godhead were involved in the
creation of the universe and mankind. Jews and Muslims are
19. strict monotheists. They believe that God is One and is the
Creator, but any concept of a trinity is blasphemy to the Jews
and Muslims.
THE QUESTION OF IDENTITY
This question seeks to answer, "What does it mean to be a
human?" and "Are humans more important than animals?" Since
Naturalism does not accept supernatural events, they conclude
that mankind is a product of evolutionary forces. The concept of
a personal God is rejected. Scientific naturalism is committed to
an empirical approach to reality and truth. They seek to
discover truth primarily by observation and experiment.
Scientific naturalism uncompromisingly leads to a
methodological naturalism, which is the idea that the only
method to understanding the nature of things is through
accepted scientific theory. Thus Darwinism is often viewed,
regardless of its flaws, as the only legitimate approach to
understanding how mankind arrived on this planet.
Naturalism also sets up a paradigm for understanding mankind's
relationship to animals. Since they purport that everything has
evolved, mankind is simply a more sophisticated animal but is
not greater in value over the animal kingdom. Since man and
animals come from a similar ancestry, mankind should not be
viewed or valued as superior in species. Peter Singer, the
Australian philosopher and current professor of bioethics at
Princeton University was a major animal rights activist in the
U.S. during the 1970s. His book, Animal Liberation in 1975 was
very influential in shaping the animal liberation movement. In
that book he rejected a new term that he coined speciesism,
which is the concept that mankind should be privileged over
animals. He has also created a controversy over his ideas
regarding abortion, infanticide and euthanasia. Singer contends
in his books Practical Ethics (1979) and Rethinking Life and
Death (reprint 2008) that children in the womb and those
recently born do not possess personhood. In Practical Ethics
20. Singer states, "Human babies are not born self-aware, or
capable of grasping that they exist over time. They are not
persons"; therefore, "the life of a newborn is of less value than
the life of a pig, a dog, or a chimpanzee" (Practical Ethics, pp.
122-123). Peter Singer and others continue to contend that life
is not sacred. Since this is the case, these naturalists believe
that abortion, infanticide, and euthanasia under certain
circumstances should be de-criminalized where current law is in
place.
Pantheists consider all life to be sacred or spiritual in nature. It
is man's essence, or soul, that is important to consider.
Historical pantheism teaches that man's soul is eternal and when
she or he eventually reaches a state of nirvana, their soul
(Atman) will become one with Brahman (Hinduism's concept of
eternal soul).
Pantheism customarily teaches a life cycle called reincarnation.
A person's future state rests primarily upon one's good or bad
actions in this life (Karma). Karma is basically the idea that
"what goes around, comes around." Although significantly
different in its application, its basic idea is similar to the
biblical concept of sowing and reaping (Gal 6:7). If you do
good deeds, then you will be rewarded; but if you do bad deeds
the end result will be negative in your life. In pantheism, good
Karma results in moving one closer in a future life form to gain
nirvana. Bad Karma results in being reborn into a lower life
form, extending the cycles of reincarnation.
Humanity is only considered as a higher state in relation to
reaching nirvana. Thus, humans and animals have a similar
essence and should be regarded as partners in search of eternal
oneness.
Theism views God as eternal and that mankind is a special
creation of God. In Judaism and Christianity, God created
21. mankind above the animal and man was created, "a little lower
than the angels" (Ps 8:5). Male and female were both created "in
the image of God" and were given the responsibility to rule over
the animals and to be their caretakers (Gen 2:15). Although the
earth and animals are not to be worshiped, mankind is
responsible to take care of God's creation. In reality, Christians
should be leading the charge as environmentalists and animal
rights activists while at the same time appropriately reaping the
benefits of the earth for its natural resources and animals for
food.
In Islam, mankind is also a separate creation from animals, and
Adam and Eve are real people created by Allah. Adam was first
created. "He began the creation of man from clay, and made his
progeny from a quintessence of fluid" (Qur'an, 32:7-8). Eve is
said to have come from Adam, "It is He Who created you from a
single person, and made his mate of like nature, in order that he
might dwell with her in love" (Qur'an, 7:189). However, there is
also some acceptance for an evolutionary creation. This is based
upon the interpreted passages in the Qur'an. It can be argued
that theistic evolution is a part of their response to the issue of
creation. According to the Qur'an,
What is the matter with you, that you are not conscious of
Allah's majesty, seeing that it is He Who has created you in
diverse stages? See you not how Allah has created the seven
heavens one above another, and made the moon a light in their
midst, and made the sun as a (glorious) lamp? And Allah has
produced you from the earth, growing (gradually) (71:13-17)
Allah was ultimately in control and was sovereign over
creation. It did not happen by evolutionary forces alone.
Animals are also not to be abused. They are believed to praise
Allah though they do not do so like humans, "The seven
heavens and the earth and whatever is in them exalt Him…"
22. (Qur'an, 17:44). Muslims are not forbidden from eating animals.
Though vegetarianism is practiced by some, it is not a
traditional practice.
THE QUESTION OF MEANING OR PURPOSE
The question of meaning or purpose asks, "Why does mankind
exist?" And more specifically, "Why do I exist?" These are
some of the most fundamental questions which mankind seeks
to answer. They are questions with significant consequences.
The answers to these questions have enormous implications for
our lives and how we perceive ourselves and others.
Naturalism does not have a real basis from which to answer
these questions. If mankind is a product of evolutionary forces
and not a special creation of God, then man's real purpose is
ambiguous at best. How can something that evolved from the
impersonal and insignificant and whose existence ends without
significance (death is viewed as the end of life) have any
significance or value in-between? That does not mean that many
who believe in naturalistic theories don't try to explain a
concept of significance. For example, humanism sees mankind
as a highly evolved animal and through reason can conclude that
man has the right and responsibility to give meaning and value
to her or his own life. This is accomplished through the
development of ethical systems based upon human values.
Man's value and purpose is seen in his or her ability to leave a
positive impact on others and the world around them. But on
what basis do they presuppose that man has any value or
significance? Since man is a machine and ultimately not in
control of what happens, life cannot have any real value or
significance. Any notion of such is simply an illusion.
In pantheism, man's purpose is to end the cycle of reincarnation
so that the soul can achieve the state of nirvana. Nirvana is not
a "place" like heaven, but it is a state of liberation from the
bondage of this earthly life.
23. In Hinduism, life is to be viewed as maya or illusion. Like a
dream or a mirage, our life and everything around us does not
really exist as we know it. An example of this concept can be
found in the movie, The Matrix. Mankind's perception of reality
is not authentic and to achieve oneness with Brahman, one must
eliminate all desire and that which enslaves him or her in the
cycle of birth, death, and rebirth (reincarnation). The purpose of
man is to understand that life and all that seems to be real is an
illusion. Man needs to understand this as quickly as possible so
that this cycle can end. What keeps man in this cycle is known
as karma. Although good karma (doing good deeds for others)
can have a positive effect (can help you reach a higher caste
system), it is still viewed as a curse since good and bad karma
keeps a person locked in this life cycle of reincarnation.
In Buddhism, life is not viewed as an illusion. One of the key
teachings of Siddhartha Gautama (the one who became Buddha)
is that suffering is not an illusion. Suffering is viewed as real
and the source of man's entrapment to the cycle of
reincarnation. The purpose of man then is to eliminate suffering
by eliminating desire. Man should stop craving that which is
temporary and follow the Four Noble Truths and Eightfold
Noble Path to end all desire and reach a state of nirvana.
Theists believe that the purpose of mankind is to know God.
However, the way this is interpreted varies greatly within
theistic worldviews such as Judaism, Christianity, and Islam.
For example, Jews believe that man's purpose is to know God
by following His commandments. Although there are several
Jewish sects today, traditional Judaism teaches that man is to
love the Lord and serve Him with "all your heart and with all
your soul" (Deut 11:13) and to "love your neighbor as yourself.
I am the Lord" (Lev 19:18). This is accomplished through
keeping the commandments in the Torah, which are the first
24. five books of the Tanakh (Hebrew Bible).
Christianity is about a relationship with God and not simply
following the tenants of a religion. Religion is viewed as man's
attempt to reach God. Christianity interprets the Bible as God's
plan to reach man. The purpose of mankind, according to John
17:3, is "that they may know you, the only true God, and Jesus
Christ whom you have sent." This is salvation in Christianity. It
is about having a personal intimate relationship with God
through His Son, Jesus Christ.
Muslims believe the Bible was corrupted and that God needed to
communicate His plan for mankind through His final prophet,
Muhammad. The Angel Gabriel is said to have communicated
the Qur'an to Muhammad over a period of several years.
Muhammad then communicated what he was told to his
followers to write down. Mankind's purpose is to know that
Allah is One and to obey the teachings of the Qur'an. This
would include following the Five Pillars of Islam. According to
Sunni Muslims, these would include:
The Confession of Faith (Shahada)
The Daily Prayers (Salat)
Giving Alms or the poor tax (Zakat)
Fasting especially during Ramadan (Siyam)
The Pilgrimage to Mecca (Hajj)
Shia Muslims follow a different set of Five Pillars which is to
be followed by ten additional pillars. Islam is a works-based
religion, so the purpose of man is to do enough good works in
order to appease Allah and earn the right to enter paradise and
avoid hell.
THE QUESTION OF MORALITY OR ETHICS
This question seeks to know "What is meant by right and
wrong?" and "How should I live?" If a person does not start
with a presupposition that God exists and that He has
25. communicated His will for man through some type of
revelation, how does he or she determine what actions are right
and which ones are wrong—if right and wrong even exist?
Among naturalistic theories there is no consensus. Most would
fall into the category of relativism. Relativism rejects the idea
of absolute truth (something that is true at all times and at all
places). Relativism teaches that truth is dependent upon the
individual or society and is subject to change. What is right
today may be wrong tomorrow. It is relative to internal and/or
external influences. Internal influences would be found in
worldviews such as hedonism, egoism, and situational ethics.
External influences can be found in worldviews such as
utilitarianism and conventionalism.
In addition, an emotivist would argue that right and wrong do
not exist in the way humanity typically thinks of it. When
declaring that something is right or wrong, one is just
expressing an emotion rather than stating a fact. One can see
that diversity exists in naturalism as to how these questions are
answered.
Since pantheism believes that everything is god and god is
everything, morality and ethics (in a practical sense) are how
one should act toward itself. This would impact how a person
would treat other people as well as animals, insects, and plants.
In Buddhism, ethical conduct (Sila) is taught within the
Eightfold Path through right speech, right conduct, and right
livelihood. However, man must look to the god within to
determine what is right and wrong and ultimately the distinction
between the two is uncertain. One must let go of desire and
ultimately be freed from this mind-set through mental
discipline.
In pantheism, man is autonomous, and morality is subjective
and relative. Man's actions will return to him or her (Karma),
26. and it is up to the individual to determine what those actions
should be and how they should be carried out. Unlike Judaism,
Christianity and Islam have specific absolute standards of
morality.
Theists answer the questions of morality and ethics primarily
through special revelation or their religious texts. Ethics is
based upon the nature and character of God. Right and wrong
are not relative to man's perspective, but are based upon God's
holy standard. This is not to say that theists are consistent and
always live holy lives. Jews and Christians believe in the fall of
Adam. Adam knowingly acted against God's will by eating the
forbidden fruit (Gen 3). As a result, mankind is in need of
redemption. How this happens then differs between Judaism and
Christianity. In Judaism, man is in a right relationship with God
through good works (Exod 20:6). People are morally neutral
with the capacity to do good or evil. Evil is defeated by
observing the Law found in the Torah. Christians believe man is
born a sinner (Ps 51:5) and cannot save himself. The salvation
of mankind is only achieved by grace through faith in the Lord
Jesus Christ and not by one's works, but works inevitably follow
true salvation (Eph 2:8-10). The biblical worldview answers the
question of morality by using the Word of God, the Bible (II
Timothy 3:16). The Bible is the filter used to determine what is
morally right and wrong.
In Islam, muslims obtain salvation through their religious texts
known as the Qur'an (primary) and Hadith (secondary). By
studying these texts a muslim lives a moral life. Hammudah
Abdlati in his book, Islam in Focus, articulates Islamic morality
by stating:
The concept of morality in Islam centers around certain basic
beliefs and principles. Among these are the following: (1) God
is the Creator and Source of all goodness, truth and beauty. (2)
Man is a responsible, dignified, and honorable agent of his
27. Creator. (3) God has put everything in the heavens and the earth
in the service of mankind. (4) By His mercy and wisdom, God
does not expect the impossible from man or hold him
accountable for anything beyond his power. Nor does God
forbid man to enjoy the good things of life. (5) Moderation,
practicality, and balance are the guarantees of high integrity and
sound morality. (6) All things are permissible in principle
except what is singled out as forbidden, which must be avoided.
(7) Man's ultimate responsibility is to God and his highest goal
is the pleasure of his Creator, (p.40)
Following the Five Pillars, as mentioned earlier, is essential to
right living as a muslim. These pillars must be obeyed if one is
going to live a moral life before Allah, and based upon Allah's
decision a muslim may enter paradise upon death.
THE QUESTION OF DESTINY
This final question asks, Is there life after death? What will
happen to me when I die? Will I have to answer for the choices
I made and how I lived my life? The answers to these questions
can have immediate results as well as eternal consequences.
Your worldview can affect how you act on a daily basis and
direct the legacy that you leave behind. It can also potentially
influence your eternal state.
The Naturalist is not concerned about life after death since
death is final. When a person dies, the material stops
functioning as it did, and the process of decomposition begins
to take place. Only what one has done to impact the lives of
others and the world around them lives on. And that can and
does impact some within this worldview. Community service,
philanthropy, environmentalism and other types of meaningful
activity become the naturalist's heritage in which the planet and
people will be impacted after they are gone.
Other naturalists such as determinists and nihilists have come to
28. the conclusion that they have little, if anything, to do personally
with the choices they make. Life ultimately is meaningless.
Since life is meaningless the real question that needs to be
answered is, Why am I alive? Unfortunately, some who hold
this view cannot handle their concept of reality and attempt to
mask the pain through pain killers, cutting, drugs, sex, alcohol
and other addictive behaviors. When these are not enough to
ease the pain, some end their lives. Death becomes the ultimate
escapism.
Pantheists are very interested in answering these questions
because they want to end the cycle of reincarnation. They
believe that the choices they make while on this earth will have
a direct effect on their future eternal state.
Hindus believe that one's karma determines the caste you enter
at rebirth. As an example, if a person has bad karma, it will
result in being reborn into a lower caste or even worse, as an
animal. It is only when one reaches the highest caste, the
Brahman, which is comprised of religious teachers and nobility,
that one has the greatest chance of reaching nirvana.
Siddhartha Gautama (Buddha) rejected the caste system he grew
up with, and he declared that everyone had an equal chance of
reaching nirvana. He retained the concept of karma and believed
through good karma and the denial of desire one could enter the
state of nirvana. They would then leave the bondage of this
world and enter a passionless state where one feels neither love
nor hate. Nirvana literally means "extinction" which is the
summation of a Pantheist's struggle.
Theists also consider these questions to be vitally important
within their worldview concept. In many Jewish sects, one's
eternal state is dependent upon faith and good works. How a
Jewish person lives their life and the choices they make are
essential ingredients that impact eternity. Salvation or saved are
29. not terms that a Jewish person would use to describe their
current or future state. They believe they are already the chosen
ones of God and have been saved through divine preference.
Their current standing with God then is directly impacted by
their choice to follow the Holy Scriptures and that which He has
prescribed for them to follow.
Christians believe in two eternal states for all human beings:
heaven or hell. Heaven and hell are both literal places where
people exist eternally either in the presence and blessings of
God in heaven (Rev 21:1-7) or in a state of separation from
God, being punished in hell (Rev 20:11-15). The choice of
receiving Christ as one's Savior or not making that choice while
on this earth determines a person's eternal state.
Christians view good works as a result of their salvation (Eph
2:10) and not as a means to it. Good works are seen as the
evidence of an internal change of heart. How a Christian lives
their life reveals their spiritual condition. Jesus uses the
analogy of fruit in John 15 to describe how good works occur.
Followers of Christ who are connected to the vine (Jesus) bear
fruit (good works). Those who are not connected to Christ do
not bear fruit and are cast away like a dead branch and thrown
into the fire (John 15:1-6). What will happen after death is
dependent upon a person's choices and their personal
relationship with God.
Muslims also view two eternal states called paradise and hell.
Paradise is gained by doing more good works than bad, thus
salvation is based upon human effort. The muslim view of
paradise is ultimately indescribable pleasure. Following the
Five Pillars of Islam, mentioned earlier, is essential to gain
eternal rewards. Ultimately though, Allah is sovereign and
controls the eternal state of humans. A muslim does not know
for sure until death whether or not they have done enough good
to earn Allah's favor and enter paradise.
30. If a person does not accept the oneness of Allah and follow the
teachings of the Qur'an, their eternal state is damnation in a
place that can be understood as hell. However, hell has different
levels in some muslim teaching. The level of hell one reaches is
based upon a person's particular beliefs and lifestyle. For
example, hypocrisy is detestable and muslim hypocrites are
punished in Hell. The most dangerous sin is shirk. It is the
belief in polytheism (belief in many gods), or the belief that
God has partners (Qur'an 17:111). This would coincide with the
Christian view of the Trinity. Muslims think that Christians
believe in three gods and, therefore, are polytheistic. Anyone
who commits the sin of shirk will receive intense punishment in
hell.
There is a great deal of diversity in the answers to these five
questions. Although the responses you hear from a person may
not be consistent, they become an important guide to knowing
and understanding a person's worldview. Understanding a
person's worldview can help you communicate with them better
as well as help you understand what they believe and why they
act in a certain way.
From a Christian worldview perspective, understanding the
differences in worldviews can also aid in evangelism. When a
Christian meets a non-Christian and they know and understand
the framework of where the non-believer is coming from
(worldview), it can help the Christian know how to share their
faith using the appropriate approach with love and care. It can
also help the Christian to fulfill the Scriptures. Specifically we
are to "Always be prepared to give an answer to everyone who
asks you to give the reason for the hope that you have. But do
this with gentleness and respect" (1 Pet 3:15). We should be
able to articulate what we believe and why we believe. The
"defense" spoken of here is the apologetic approach we will use
to communicate the truth of Christianity with those who are
31. desperately seeking the truth.
WHY SHOULD YOU CARE?
At the beginning of this chapter we addressed the issue of a
conflict of ideas. Those conflicts often occur because of the
framework (worldview) that individuals come from which
affects their beliefs. However, worldviews not only affect a
person's beliefs but these beliefs can also affect their actions.
That is why it is important for you to know not only what you
believe but why you believe it and to challenge others to do the
same.
Have you ever heard someone say, "Live and let live?" That
sounds like a very kind approach to humanity. To say that
everyone should believe and do what is in their best interest as
long as it doesn't hurt anyone else seems refreshing and
tolerant. However, because we are not isolated from others, and
we live in community, how can a person's actions only impact
themselves?
Our health care system is an example of why this idea just
doesn't work. If a person chooses to eat or drink whatever they
want and as much as they want, they might become ill. If they
become ill and need medical attention, then their private actions
potentially impact insurance rates and/or our health care system.
Can a person's private actions have the potential to impact
others? Yes, absolutely!
Think about it. How many ways can a person's worldview
positively or negatively impact themselves and others around
them? History can provide a plethora of examples of how
worldviews positively and negatively impacted individuals,
communities, nations and the world. Worldviews can make an
enormous impact and by studying them it can help you to
identify a worldview worth embracing and a worldview worth
sharing with others.
32. As we have stated, your worldview is the framework upon
which you base each and every decision that you make on any
given day—whether or not you realize it. In this chapter we
have looked at three prominent worldviews and how each one of
them answers a few specific questions. With that background,
the next step is to further investigate the biblical/ Christian
worldview. What is it? Is it a valid worldview? Does it stand up
[Lew Weider (2015). (p. 76).
Finding Your Worldview: Thinking Christianly about the
World, Revised Ed.. B&H Academic. Retrieved from
https://app.wordsearchbible.com]
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