Salon Management
Assignment Chapter 4
Permits, Public Utilities, Insurance
Research and explain the procedure for obtaining the following services in your salon or spa.
Include the estimated amount of deposit required to obtain each service.
1. Water: Procedure to obtain:
Amount of deposit:
2. Electricity: Procedure to obtain:
Amount of deposit:
3. Phone/Cable/Internet Service-Procedure to obtain:
Amount of deposit:
State the purpose for each of the following permits and the relevant information that may prove necessary
when opening a salon or spa. (Information may be located on the Department of Revenue website.)
4. Sales Tax Permit-Purpose:
Relevant information:
5. Business License or Permit-Purpose:
Relevant information:
6. Plumbing Permit Purpose:
Relevant information:
7. State the instructions for obtaining a Georgia State Board of Cosmetology application for a SALON.
Grading Scale
Procedures to obtain services 0 5 10 20
No
Answer
Completed 1
Procedure
Completed 2
Procedures
Completed 3
Procedures
Deposit Amount 0 5 10 20
No
Answer
Included 1
Deposit
Included 2
Deposits
Included 3
Deposits
Purpose of Permits 0 5 10 20
No
Answer
Included 1
Purpose
Included 2
Purposes
All 3 purposes
Relevant Information 0 5 10 20
No
Answer
Covered 1 Covered 2 Covered 3
Application Instructions 0 10 20
None Attempt but
Incorrect
Correct
TOTAL
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
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Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
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2
Abstract
A large body of assessment .
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
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...while blue text boxes contain directions for writing and citing in APA 7.
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The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
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Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
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Authors' names appear two lines below the title. They should be written as follows:
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.
A NOVEL TEACHER EVALUATION MODEL 1 Branching Paths A Nove.docxfredharris32
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
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...while blue text boxes contain directions for writing and citing in APA 7.
jforte
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The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Text Box
The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
Text Box
Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
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Authors' affiliations follow immediately after their names. If the authors represent multiple institutions, as is the case in this sample, use superscripted numbers to indicate which author is affiliated with which institution. If all authors represent the same institution, do not use any numbers.
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ORCID is an organization that allows researchers and scholars to register professional profiles so that they can easily connect with one another. To include an ORCID iD in your author note, simply provide the author's name, followed by the green iD icon (hyperlinked to the URL that follows) and a hyperlink to the appropriate ORCID page.
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1 Branching Paths A Novel Teacher Evaluation Model for Fa.docxkarisariddell
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
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Student papers do not contain an author's note.
jforte
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Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c.
1 Branching Paths A Novel Teacher Evaluation Model for FaMartineMccracken314
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
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Student papers do not contain an author's note.
jforte
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Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
1 Branching Paths A Novel Teacher Evaluation Model for FaAbbyWhyte974
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
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Note that there is no running head on a student paper.
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Line
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Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
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Line
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The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
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Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
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Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: First Year Writing
Dr. Richard Teeth
January 30, 2020
Commented [AF1]: At the top of the page you’ll see the
header, which does not include a running head for student
papers (a change from APA 6). Page numbers begin on the
first page and follow on every subsequent page without
interruption. No other information (e.g., authors' last names)
is required.
Note: your instructor may ask for a running head or your last
name before the page number. You can look at the APA
professional sample paper for guidelines on these.
Commented [AF2]: The paper's title should be centered,
bold, and written in title case. It should be three or four lines
below the top margin of the page. In this sample paper, we've
put four blank lines above the title.
Commented [AF3]: Authors' names are written below the
title, with one double-spaced blank line between them.
Names should be written as follows:
First name, middle initial(s), last name.
Commented [AF4]: Authors' affiliations follow
immediately after their names. For student papers, these
should usually be the department containing the course for
which the paper is being written.
Commented [AWC5]: Note that student papers in APA do
not require author notes, abstracts, or keywords, which
would normally fall at the bottom of the title page and on the
next page afterwards. Your instructor may ask for them
anyway — see the APA professional sample paper on our
site for guidelines for these.
Commented [AF6]: Follow authors' affiliations with the
number and name of the course, the instructor's name and
title, and the assignment's due date.
2
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
According to Theall (2017), “Faculty evaluation and development cannot be considered
separately… evaluation without development is punitive, and development without evaluation is
guesswork” (p.91). As the practices that constitute modern programmatic faculty development
have evolved from their humble beginnings to become a commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development
purposes have likewise become commonplace. These include measures as diverse as peer
observations, the development of teaching portfolios, and student evaluations.
One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous
since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to
work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories
of faculty development suggest that their rise to widespread popularity went hand-in-hand with
the birth of modern faculty development programs in the 1970s, when universities ...
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
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...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Text Box
The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
Text Box
Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
Text Box
Authors' affiliations follow immediately after their names. If the authors represent multiple institutions, as is the case in this sample, use superscripted numbers to indicate which author is affiliated with which institution. If all authors represent the same institution, do not use any numbers.
jforte
Text Box
ORCID is an organization that allows researchers and scholars to register professional profiles so that they can easily connect with one another. To include an ORCID iD in your author note, simply provide the author's name, followed by the green iD icon (hyperlinked to the URL that follows) and a hyperlink to the appropriate ORCID page.
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Line
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.
A NOVEL TEACHER EVALUATION MODEL 1 Branching Paths A Nove.docxfredharris32
A NOVEL TEACHER EVALUATION MODEL 1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
Kim A. Park,1 James P. Bavis,1 and Ahn G. Nu2
1Department of English, Purdue University
2Center for Faculty Education, Department of Educational Psychology, Quad City University
Author Note
Kim A. Park https://orcid.org/0000-0002-1825-0097
James P. Bavis is now at the MacLeod Institute for Music Education, Green Bay, WI.
We have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Ahn G. Nu, Dept. of
Educational Psychology, 253 N. Proctor St., Quad City, WA, 09291. Email: [email protected]
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) are required.
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Text Box
The running head is a shortened version of the paper's title that appears on every page. It is written in all capitals, and it should be flush left in the document's header. No "Running head:" label is included in APA 7. If the paper's title is fewer than 50 characters (including spaces and punctuation), the actual title may be used rather than a shortened form.
jforte
Text Box
Author notes contain the following parts in this order:
1. Bold, centered "Author Note" label.
2. ORCID iDs
3. Changes of author affiliation.
4. Disclosures/ acknowledgments
5. Contact information.
Each part is optional (i.e., you should omit any parts that do not apply to your manuscript, or omit the note entirely if none apply).
Format each item as its own indented paragraph.
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
Omit all professional titles and/or degrees (e.g., Dr., Rev., PhD, MA).
jforte
Text Box
Authors' affiliations follow immediately after their names. If the authors represent multiple institutions, as is the case in this sample, use superscripted numbers to indicate which author is affiliated with which institution. If all authors represent the same institution, do not use any numbers.
jforte
Text Box
ORCID is an organization that allows researchers and scholars to register professional profiles so that they can easily connect with one another. To include an ORCID iD in your author note, simply provide the author's name, followed by the green iD icon (hyperlinked to the URL that follows) and a hyperlink to the appropriate ORCID page.
jforte
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1 Branching Paths A Novel Teacher Evaluation Model for Fa.docxkarisariddell
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c.
1 Branching Paths A Novel Teacher Evaluation Model for FaMartineMccracken314
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
Text Box
...while blue text boxes contain directions for writing and citing in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
jforte
Text Box
Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
Text Box
The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
Text Box
Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
jforte
Text Box
Student papers do not contain an author's note.
jforte
Text Box
Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
1 Branching Paths A Novel Teacher Evaluation Model for FaAbbyWhyte974
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper formatting guidelines...
jforte
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...while blue text boxes contain directions for writing and citing in APA 7.
jforte
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Note that there is no running head on a student paper.
jforte
Line
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Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required.
jforte
Line
jforte
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The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title.
jforte
Line
jforte
Text Box
Authors' names appear two lines below the title. They should be written as follows:
First name, middle initial(s), last name.
jforte
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Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written.
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Student papers do not contain an author's note.
jforte
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Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date.
2
Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: c ...
1
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: First Year Writing
Dr. Richard Teeth
January 30, 2020
Commented [AF1]: At the top of the page you’ll see the
header, which does not include a running head for student
papers (a change from APA 6). Page numbers begin on the
first page and follow on every subsequent page without
interruption. No other information (e.g., authors' last names)
is required.
Note: your instructor may ask for a running head or your last
name before the page number. You can look at the APA
professional sample paper for guidelines on these.
Commented [AF2]: The paper's title should be centered,
bold, and written in title case. It should be three or four lines
below the top margin of the page. In this sample paper, we've
put four blank lines above the title.
Commented [AF3]: Authors' names are written below the
title, with one double-spaced blank line between them.
Names should be written as follows:
First name, middle initial(s), last name.
Commented [AF4]: Authors' affiliations follow
immediately after their names. For student papers, these
should usually be the department containing the course for
which the paper is being written.
Commented [AWC5]: Note that student papers in APA do
not require author notes, abstracts, or keywords, which
would normally fall at the bottom of the title page and on the
next page afterwards. Your instructor may ask for them
anyway — see the APA professional sample paper on our
site for guidelines for these.
Commented [AF6]: Follow authors' affiliations with the
number and name of the course, the instructor's name and
title, and the assignment's due date.
2
Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
According to Theall (2017), “Faculty evaluation and development cannot be considered
separately… evaluation without development is punitive, and development without evaluation is
guesswork” (p.91). As the practices that constitute modern programmatic faculty development
have evolved from their humble beginnings to become a commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development
purposes have likewise become commonplace. These include measures as diverse as peer
observations, the development of teaching portfolios, and student evaluations.
One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous
since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to
work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories
of faculty development suggest that their rise to widespread popularity went hand-in-hand with
the birth of modern faculty development programs in the 1970s, when universities ...
Class, please see the MS Word attachment. This document has my expVinaOconner450
Class, please see the MS Word attachment. This document has my expectations towards evaluating your work. It is your responsibility to review this weekly to ensure that any additional expectations for the assignment are known, as well as lessons learned from other terms from the past. If you have any questions or concerns, please feel free to contact me.
The following areas are addressed. I would recommend using the "Find" function in the home tab and you can quickly navigate to the sections in seconds.
Determining Credible Sources
This is by far the most important skill in higher education—selecting credible sources. The reason is that opinions based on the experience of one (usually the person giving the opinion) do not have as much academic credibility as the experience of many. For example, the first sentence in this paragraph is my opinion. It sounds good, but readers must challenge its validity. If that sentence was to be supported by a credible source based on scientific research, then it can almost be taken at face value. Unfortunately, Shen and Liu (2011) disagree with me in a quasi-experimental research study with a sample of fifty college students which concluded that metacognitive skills are most important in higher education. The experiences of 50 seem to have more validity than the experience of one!
In master's studies knowledge of the truth about the world in the industry of the chosen program of study must be of high academic quality (Roberts & Shambrook, 2012). And in academia, quality is widely thought of through a peer review process by “subjecting an author’s scholarly work to scrutiny of others who are considered experts in the same subject area” (Roberts & Shambrook, 2012, p. 34). Students must use primary sources (Wallace, 2008) to support their claims or understanding of a subject.
Peer reviewed material undergo a rigorous process (Roberts & Shambrook, 2012; Wallace, 2008) unlike information found in places like Wikipedia. This is not to say that information found in Wikipedia, or sites like it, is bad and should not be used. It just cannot be used to support claims in academia. I use Wikipedia as my first source of understanding and a starting point to gather my thoughts, but peer-reviewed articles are the ones to provide the necessary support. Wikipedia is a place to quickly find information about anything and everything and it may be the reason why technology savvy students use it as a source of quick information.
Similar to Wikipedia are many sites on the internet. In the courses I teach I have often seen websites which provide students quick information—sometimes in the form of entire essays! Places like MyPaper Writer, MyEssays, and OPPapers are places where information flows from other students who have already submitted their assignments to other universities. I realize that this is more of a plagiarism problem than seeking information from sources of questionable validity, but the bottom line is the same— ...
Lesson Plan Evaluation Rubric EDT 121Using a simple rating, .docxsmile790243
Lesson Plan Evaluation Rubric EDT 121
Using a simple rating, 3 = good, 2 = ok, 1 = not good, or 0 = not included, rate how you think each areas is addressed in the lesson plan you are evaluating.
Add some notes with details wherever appropriate. Some areas will be blank because the lesson plan does not contain that specific information.
3 - 2- 1
Brief Description
Date
YOUR NAME
grade level
subject
URL of Lesson Plan
Topic
Content (subject matter,
key vocab)
Goals (aims, outcomes)
Objectives (performance/
behavioral indicators)
(Cognitive Level of Bloom's/DOK)
Standards Met**
Common Core Standards
or other
Materials (including aids/AV
/technology)
Technology**
Accommodations
(differentiated instructions)
Introduction (focusing event)
Anticipatory Set
Development (modeling/
explanation/
demonstration)
Step-by-Step procedure**
Practice (guided/
monitored activity)
Inquiry - explore, hypothesize,
develop questions, experiment
Independent practice
(assignments to
measure progress)
Review main concepts
Checking for Understanding
(assessment/feedback)
Closure (wrapping it up)
Homework/Assessment
(including accommodation
or differentiation)
Evaluation
(measures of progress)
Teacher reflection
Active learning, relection,
real-world connections
Some Types of Assessment:
Diagnostic: (Assess strengths and weaknesses)
Formative: (ongoing during learning: interactive class discussions, observations, quizzes, exit slip, performance, etc.)
Interim: (during learning; projects, written assignments, tests, chapter tests, essays, projects during lesson, and often opportunity to re-demonstrate understanding)
Summative: (at the end with results primarily for
teacher/school use; final grade)
Informal: (observations and interactions)
Formal: (using specific strategies – essays, exams, reports, projects, presentations, labs, journals, porfolios)
Authentic: (work related or realistic)
Other Assessment Terms you may hear: Alternative Assessment;
Benchmark; Performance-Based; Portfolio;
Rating Scales; Self-Assessment
Running head: TITLE OF ESSAY 1
TITLE OF ESSAY 4
Title of Essay
Author’s Name
Grantham University
Abstract
Abstracts are research tools that can help you readers determine if the scope of your article/essay will help them in their own research. In APA, abstracts are typically 150-250 words in length and provide an evaluative summary of the essay to follow. The personal opinion of the author is strictly prohibited in abstracts. Unlike a body paragraph, the first line of an abstract is not tabbed-in. For many student essays, especially in lower-numbers courses, an abstract will not be required; still, it is good to practice this skill.
Title of Essay
In APA style, the introduction of the essay should begin here, followed by the body paragraphs. APA is typically a more formal style than most students are ac ...
Top of FormBottom of FormEnterprise Architecture Enables Proce.docxedwardmarivel
Top of Form
Bottom of Form
Enterprise Architecture Enables Processes Paper
Purpose of this Assignment
This assignment gives you the opportunity to apply your critical thinking skills and understanding of the course concepts to explain how the enterprise architecture (EA) and/or the EA program supports the other IT management processes of an organization. This assignment specifically addresses the following course outcomes:
· describe enterprise architecture (EA), the appropriate application of EA frameworks, and an overall ongoing EA program
· analyze and examine how enterprise architecture and enterprise systems influence, support, and enable an organization's ability to contribute to strategic decision making and to respond and adapt to the business environment
· apply EA concepts to support business requirements and identify opportunities for enterprise solutions
Assignment
As you have learned throughout the course, EAs can be used to support a wide variety of information technology management processes, and an EA program strengthens IT management activities. A well-defined and implemented EA contributes significantly to each of the phases of the systems development life cycle (SDLC). For this assignment you will write a 3-5 page paper (not counting any cover sheet or reference pages) that explains briefly what enterprise architecture (EA) is and then how it supplements and enables each of the phases of the SDLC:
· initiation/planning/concept phase
· requirements analysis phase
· design phase
· development phase
· integration and testing phase
· implementation/deployment/support/maintenance phase
You should explain how EA enables each phase, how it fits into each phase, and what unique qualities or capabilities a well-defined EA contributes that might not otherwise be available to the organization.
The use of at least two external scholarly resources (other than class materials) is required. (NOTE: More than two external resources are required to receive all possible points; see Grading Rubric below.) You should use scholarly journals (rather than Wikipedia and author-less website postings). If you need assistance with determining what a scholarly journal is, the UMUC library is a very good source of information, accessed via the following link: http://www.umuc.edu/library/libhow/articles.cfm. Remember to correctly cite and reference all sources using APA format.
Submit your paper in Word format via your Assignments Folder as an attached document with your last name included in the filename.
Grading Rubric
Use the rubric below to be sure you have covered all aspects of the assignment.Criteria
90-100%
Far Above Standards
80-89%
Above Standards
70-79%
Meets Standards
60-69%
Below Standards
< 60%
Well Below Standards
Possible Points
Intro-duction
5 Points
A sophisticated introduction sets the stage for the paper.
4 Points
A well-written introduction sets the stage for the paper.
3.5 Points
The introduction adequately sets the stage ...
Sheet1Grading Rubric for Proposal Second DraftTotal Points Possibl.docxlesleyryder69361
Sheet1Grading Rubric for Proposal Second DraftTotal Points PossibleTotal Points EarnedCriteria:800Comments:Central Idea/Focus: Topic, purpose, and thesis are clear and identifiable in the introduction; all ideas consistently address this main idea without off-topic or irrelevant ideas. 100Support/Development of Ideas: Ideas are sufficiently developed for each point. Each section must have the main idea indicated by a topic sentence followed by properly attributed support from sources. Development of ideas anticipates reader objectives and responds appropriately. Evidence is varied and effective. Uses argumentative strategies and appeals to improve the logic and credibility of the presented ideas. 350Organization/Structure: The internal structure of a piece of writing, the thread of central meaning. All ideas are organized logically. Design elements such as the use of visuals, if present, are attributed and integrated with the text. 150APA Including Paper Format: Correct title page, headers, second page title, margins, alignment, spacing, font and size. In-text citations and a References page.100Grammar/Mechanics/Style: Grammar refers to correctness of language usage. Mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise.100`
Sheet2
Sheet3
Library Research Assignment Introduction
Students will use the information, strategies, and research tools presented in the Library class presentations to complete a research assignment. Questions on the research strategies and tools should be directed to the Reference Librarians. Questions regarding due dates, point value for completion of the assignment, or appropriateness of topic selection should be directed to your instructor.Assignment Requirements
1. The annotated bibliography will contain 3-5 sources using astandard form/style (such as MLA or APA) for the reference citations.
2. Of the 3-5 sources in the annotated bibliography, at least 1 should be a book, 1 should be a periodical article, and 1 should be a world wide web source.
3. Each source listed will also include a 3-5 sentence annotation which will describe the relevance between the information in the source and the topic of the research.
4. The annotated bibliography should be typed single spaced with one inch margins top, bottom, left, and right.
5. A cover sheet giving the title/research topic, student name(s), and Comp 108 Instructor's name should be included.
1
2
Title
Name
Institution
This sample uses a problem-solution organizational pattern. Your approach to the organization of your project may differ. See the textbook for other sample organizational structures. Also review your professor’s feedback on assignments you’ve submitted.
Standardized Tests Sections III, IV, and V
The best plan to solve the problem of standard.
The Comparison and Contrast Block Comparison Essay TemplateThe B.docxrtodd643
The Comparison and Contrast Block Comparison Essay Template
The BLOCK COMPARISON ORGANIZATIONstyleof a comparison/contrast essay has been formatted for you below. In this type of essay, you discuss three points about Topic A (person, place, thing) in your first body paragraph. Then you discuss the same three points about Topic B (person, place or concept) in Body Paragraph #2. Determine your paragraph order depending on the point you wish to make at the end of your essay.
This format is ideal for comparing or contrasting several of the same points about two persons, places or concepts. This format will enable you to draw a clear distinction between the two and make an insightful comment about what you perceive are their similarities and differences. Remember to use the same discussion points concerning Topic A with Topic B.
Not required, but a “Hook” -
Can capture the reader’s imagination and motivate him or her to read further. It is usually the first sentence in your introductory paragraph.
Hook:
The Introductory Paragraph
This introductory paragraph should include points that stay on message and develop your thesis/core idea. The strategies generally used in an introductory paragraph are general ideas to specific ones (General to Specific) which funnel down to your thesis statement. These general to specific ideas are usually draw from the content of your essay. You are essentially giving us a preview of what is to come. Also, you may use historical material (Facts, Historical or Research data) to reinforce your thesis statement and the merit of this essay. The final method for fashioning an introductory paragraph is a personal anecdote, either your own or someone else’s.
Each of the above techniques has to set up your thesis statement and motivate readers to venture on to determine the point of the essay.
Introductory Paragraph
Thesis statement or core idea.
What is the point of this essay? Your thesis statement has to hone in on the point (core idea) you are trying to make in this essay. This is the last sentence in your introductory paragraph.
Thesis Statement:
Body Paragraph #1:
Topic Sentence #1
This should allude to your thesis sentence or core idea in some way. This is the first sentence in Body Paragraph #1
Topic Sentence #1:
Body Paragraph #1 (Three or more discussion points about Topic A)
This paragraph should stay on message and clearly develop the three or more points you wish to develop as part of your thesis/core idea.
First Body Paragraph:
Item of Comparison/Contrast #1:
Item of Comparison/contrast #2
Item of Comparison/Contrast #3
A brief summation of Body Paragraph #1 that helps transition into Body Paragraph #2. This is the last sentence in Body Paragraph #1.
Brief Summation of Body Paragraph #1:
Body Paragraph #2
Topic Sentence #2
This paragraph should allude to your thesis sentence or core idea in some way. This is the first sentence in Body Paragraph #2.
Topic sentence #2:
Body Paragraph #2 (.
Intro to Sociology Article AbstractsAssignment First, c.docxmariuse18nolet
Intro to Sociology
Article Abstracts
Assignment: First, choose a research topic that can be studied from a social science perspective and a topic which has some personal interest to you. Second, locate and write an abstract for two professional journal articles, which are related to your research topic of interest. Using the format and model provided below, for each article discuss the a) problem statement, b) sample, c) research methods, d) findings, and e) application.
Procedure: Use the information provided by the resource librarian who came to class, as well as the written materials provided. Materials from the text book, bibliographies, etc. may also be of use. Find professional journals used in the social sciences, especially sociology journals, and locate three articles related to your research topic. Do not use popular periodicals like Newsweek, Time, The Wichita Eagle, Jet, or Cosmopolitan.
Format: Use a separate page for each abstract. At the top of the page, give a full citation of the article using this form:
Author's last name, author's first name. Year. "Title of the article in
quotation marks." Title of the Journal underlined Volume Number (date); pages.
In addition, use the following headings as an outline for the required information from each article you abstract. The writing task under each heading is noted.
A. Problem Statement: State clearly and concisely the research problem of the study...that is, what is the purpose of the research?
B. Sample: State clearly who is studied, where, and when. Briefly discuss the size and nature of the sample.
C. Methods: Tell briefly and clearly how the information for the study was collected. Interview, observation, survey, experiment, etc.
D. Findings: Without using statistics, summarize the important findings in the study.
E. Application: What is the significance or value of the findings? How does the author suggest they be used? To whom might these findings be useful?
F. Abstractor’s name
and date.
Each Abstract is worth 50 points each.
SAMPLE ABSTRACT
Downey, Douglas B. and Brian Powell. 1993. "Do Children in Single-Parent Households Fare Better Living With Same-Sex Parents?" Journal of Marriage and the Family 55:55-71.
Problem Statement: The purpose of the study is to answer the question whether living with a single parent of the same sex provides any advantage over living with a parent of the other sex.
Sample: A nationally representative sample of 3,892 eighth graders living with a single parent; 3,483 of whom live with their mothers, and 409 of whom live with their fathers. This subset is part of a much larger data set, National Education Longitudinal Study of 1988 (NELS:88), where 24,599 subjects were selected through a stratified random sampling design with clustering of sampling units within schools.
Methods: Survey methods were used to collect data from students, teachers, parents, and school reco.
Instructions EDSP 360One portion of an IEP (Individualized E.docxnormanibarber20063
Instructions EDSP 360
One portion of an IEP (Individualized Education Plan) is writing goals for students to master within the year of the IEP. For this assignment, you will practice writing goals for a student with a disability, based on the present level of performance given to you. This would be the same thing you would have to do as a special educator receiving a new student on your case load. Review the sample Present Level of Performance on Jackson in the Reading & Study folder of Module/Week 3. This is the type of information you would be given on a student from an eligibility meeting, where the assessment team would compile their results and determine the disability. Write four goals based on this information, two for reading and two for written language in the attached template.
Instructions EDSP 360
One portion of an IEP (Individualized Education Plan) is writing goals for students to master within the
year of the IEP. For this assignment, you will practice writing goals for a student with a disability, based
on the present level of performance given
to you. This would be the same thing you would have to do as
a special educator receiving a new student on your case load. Review the sample Present Level of
Performance on Jackson in the Reading & Study folder of Module/Week 3. This is the type of
informa
tion you would be given on a student from an eligibility meeting, where the assessment team
would compile their results and determine the disability. Write four goals based on this information, two
for reading and two for written language in the attached t
emplate.
Instructions EDSP 360
One portion of an IEP (Individualized Education Plan) is writing goals for students to master within the
year of the IEP. For this assignment, you will practice writing goals for a student with a disability, based
on the present level of performance given to you. This would be the same thing you would have to do as
a special educator receiving a new student on your case load. Review the sample Present Level of
Performance on Jackson in the Reading & Study folder of Module/Week 3. This is the type of
information you would be given on a student from an eligibility meeting, where the assessment team
would compile their results and determine the disability. Write four goals based on this information, two
for reading and two for written language in the attached template.
Case Study: Emergency Department Congestion
Access and read Emergency Department Congestion at Saintemarie University Hospital.
Write a paper that critically analyzes and reflects on these four questions.
1. What are challenges and impact of emergency department utilization?
2. What operational problems is the ED facing? What is your assessment of the current performance and what is driving these problems?
3. What additional (or alternative) measures would you recommend for improving this ED performance, reducing ED congestion and improving patient outcomes?
4. Wha.
Kaplan University Writing Center Resource Library Case.docxDIPESH30
Kaplan University Writing Center Resource Library Case Study Analysis September 2010
This handout provides you with information about how to analyze a case
study and write up your analysis in a professional report, letter, or memo
format.
What exactly does it mean to analyze a case study? Analysis means you
look at a situation from various angles paying attention to even the smallest
details, as it is usually details that lead you to understanding a situation to
its fullest and help you make effective decisions. To analyze a case study,
follow these basic guidelines:
1. Read carefully
2. Identify major issues
3. Identify alternative courses of action
4. Recommend a course of action
5. Provide a rationale for your decision
Read Carefully
Every case study you encounter will be different. Generally, there is no set format or formula for how
these documents are written (except that, normally, they are written chronologically), so it is important
that you pay attention to all of the details. Read slowly and carefully, taking notes or annotating the
document. If appendices are included, read those carefully too, as the smallest detail can make a
difference in what you determine is the best course of action. Read tables and figures carefully, and
interpret them in relation to the information contained in the case study.
Identify Major Issues
Your main job when analyzing a case study is to learn to identify major issues of concern for you or your
company. Do not focus on minor issues (issues that have no bearing on the case, such as personal
biases or preferences), but stay focused on major issues, such as actions or decisions that affect other
people, the company’s financial bottom line, or a company’s reputation. It is important to clarify here
that details are not minor issues. Details are individual instances of action, but details can provide
evidence for how a major issue is being affected. For instance, if someone is consistently sending out
poorly written letters with misspellings and grammar errors to clients, that’s a detail; however, that
detail is evidence that the company’s reputation is at stake.
Once you identify major issues, look at how they are being presented or compromised in the case study
so that you have a basis for how to effectively deal with the situation and solve the problem. Typically,
case studies are written in chronological order, so it may take several readings to identify major issues
correctly (O’Rourke, 2007) and from various perspectives.
Analyzing a Case Study
What is a Case Study?
A case study is a narrative used to
help students practice real-life
analysis and communication skills. It
is a learning tool. It provides readers
with “enough detail…to understand
the nature and scope of the
problem, and…serve as a
springboard for discussion and
learning” (O’Rourke, 2007, p. 391).
A case stud ...
Chapter:
Chapter 1 - Defining Terrorism
Article Title:
“Terrorism”
Chapter 1 of the text goes into much detail about defining terrorism and the types of terrorism.
What exactly constitutes terrorism and why does it seem so complicated to define? This article
from the Federal Bureau of Investigation (FBI, 2021) defines terrorism as a "contested term, with
no set definition for the concept or broad agreement among academic experts on its usage "
(para. 1). Is it really that difficult to define? It’s a word and as such it should just be in any old
dictionary or textbook glossary and boom there's the definition. Is it more complicated than that?
To answer my own question, yes, it is very complicated. But at least I’m not alone in the
complicatedness of defining terrorism as it seems like the FBI is having problems too. The article
notes that “the recent spate of extremist attacks in the United States and Europe have highlighted
the difficulty of defining what constitutes ‘terrorism’” (FBI, 2021, para. 2). Here, The FBI
focuses on recent examples extremism to attempt to answer the question, even giving the readers
an account of some of the recent terroristic attacks and how the relate to terrorism and
extremism. By the end of the article the question remains unclear and unanswered, making this
task of defining terrorism that much more confusing.
The pro of this article is that there were some real-world examples. These help show the
complicated nature of defining terrorism.
The article would have been more interesting if there were some frontline details, like the
definition from the FBI’s perspective, especially given it’s the leading legal enforcement
mechanism in the country.
Words: 270
Reference
Federal Bureau of Investigation. (2021). What We Investigate: Terrorism. Retrieved from
https://www.fbi.gov/investigate/terrorism
Commented [JW1]: When citing from a webpage, you
must count the paragraphs and include a para. citation.
Commented [JW2]: Note how the quote within a quote
appears:
" ' ' "
And note the citation here follows the quote since the
source was not mentioned before the quote.
Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION
2
2
Title of Paper in Bold Centered
Student Name
American Public University
COURSE####: Course Title
Instructor Name
Due Date
Repeat the Title – Level 1 Header
Hit the tab key one time to begin the main body of the paper. The paragraphs of the main document are indented. The computer will wrap your text for you based upon the margin settings established by this document template. It is not necessary for you to hit the Enter or return key at the end of a line of text. Only hit the enter key (one time) when you reach the end of a paragraph.
Then hit the tab key to indent and then continue typing the paper. In APA any source that you use in your paper must have an in-text citation. In APA these citations include the au.
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL
SafeAssign Originality Report Generator I
William Fiedler
on Mon, Aug 27 2018, 9:46 AM
33% highest match
Submission ID: 379b2d26-d065-43d3-b758-c36c7d7e7358
Attachments (1)
· mba 6941 unit VIII reflection Paper.doc 33%
Word Count: 1,397 Attachment ID: 224883277
mba 6941 unit VIII reflection Paper.doc
Running Head: THE PROJECT CLOSURE PHASE 1 THE PROJECT CLOSURE PHASE
2
The Project Closure Phase William Fiedler Columbia Southern University The Project Closure Phase Inside this paperwork, I am going to make a discussion regarding the closing project. I will also extend to discussing the lesson learned towards the end of the project. 1 THE FOURTH AND LAST PROJECT LIFECYCLE STAGE IS THE PROJECT CLOSURE PHASE. IT IS IN THIS STAGE THAT YOU WILL BE ABLE TO YOUR PROJECT FORMALLY CLOSES AFTER THE REPORT SUCCESS LEVEL OF THE SPONSOR YOU HAVE. The exercises that are needed in closing the task in brought in to be by the Project Closure Report and this guarantees the project a conclusion that is embraced productively and comfortably. Once the report is brought into action and acknowledged by the individuals, the reports of the completion of the inside exercises indicated are attempted (Larson, 2014). As a result, the project closure comes into effect formally. 1 AFTER THE CLOSING OF THE TASK IN A PERIOD OF AT LEAST ONE TO THREE MONTHS, THE BUSINESS IS BELIEVED TO START GAINING THE ADVANTAGES GIVEN BY THE PROJECT WHICH MAKE IT MORE ESSENTIAL TO ALLUDE THE POST IMPLEMENTATION REVIEW (PIR) EVALUATION. This provides the business with a wide range of view towards recognizing its achievements level of different tasks as well as offer the education on the future projects that will arise.
2 PROCESS FOR CLOSING THE PROJECT THE PROJECT TRANSITION TASK CONTROL DOCUMENT WILL RECORD THE VICTORIES AND DISAPPOINTMENTS OF THE TASK. It gives a chronicled record of the orchestrated and unique spending plan and schedule, proposals for future endeavors of practically identical size and unpredictability, information on staffing and aptitudes used to meet errand targets and destinations, how the client wants were managed, exercises learned, and an official undertaking close down. One reason for the conclusion understanding system is to offer the sellers a formal warning to the structures that may have been created which has a high expectation that is elegant and commendable or that may have been rejected as a result. If the business does not meet its goals, it ought to make the amendment that hinders them from this achievement, and the individual or the dealer responsible for this should try to fix or eradicate any errors that may have caused it with a formal affirmation (Larson, 2014).
Before the closure of the agreement, all the minor things are fixed, and the competed expectation is to strike the depressed. Over rages of errands, the world has audited quality performance, and the vendor was allowed to influence chan.
Safety Management System1SMS-1Jeffrey D Carpenter, CSP.docxrtodd599
Safety Management System
1
SMS-1
Jeffrey D Carpenter, CSP
Columbia Southern University
The International Air Transport Association defines a Safety Management System (SMS) as being a systematic approach to managing safety, including the necessary organizational structures, accountabilities, policies and procedures.
Another definition of an SMS is a businesslike approach to safety. It is a systematic, explicit and comprehensive process for managing safety risks. As with all management systems, a safety management system provides for goal setting, planning, and measuring performance.
1
SMS-2
2
This is a risk based approach to the safety management throughout the organization
Safety Management System
Definitions of a Safety management system
An SMS provides a systematic way to identify hazards and control risks while maintaining assurance that these risk controls are effective.
Setting up your safety management system
You can read our setting up your SMS and our SMS for aviation guide which is a resource kit that will help you prepare and implement your plan. It'll need to include a detailed guide about how you're going to set up your SMS. Your safety management system will grow and improve and will be a living document.
How do I educate my staff?
You and your staff will need safety management system training and to review online resources. It can be useful to collect documents and resources for an SMS library within your organization.
2
SMS-3
3
Safety Management System
A Safety Management System is not:
Rocket Science
Magic
Safety Management System
An SMS is not “rocket science” or “magic.”
There are three imperatives for adopting a safety management system for a business – these are ethical, legal and financial. You can also educate your staff through internal and external safety training and communication. This could include providing SMS information in your organization's safety bulletins, newsletters and or through promotional posters or by holding meetings and workshops with external providers.
3
SMS-4
4
KISS method of a SMS
Four key elements:
Safety Assurance
Safety Policy
Risk Management
Safety Promotion
KISS METHODS FOR SMS
To be effective an SMS needs the following four key elements:
Safety Policy
Risk Management
Safety Assurance
Safety Promotion
4
SMS-5
5
The Four SMS Components
Safety Assurance
Involves the evaluation of the continued implementations and effectiveness of the risk control procedures which supports both existing and future hazards.
Safety Policy
This is established by the senior management to help in improving the safety standards, while defining methods, organizations and the structure required in delivering the safety standards and goals.
Safety Promotion
Safety promotions include the activities such as safety, building a positive culture and having the designated areas which are used in safety education.
Safety Risk
Management
Determines the
need for and
.
Sajan Thapa1) Allegory suggests that enlightenment or educatio.docxrtodd599
Sajan Thapa
1) Allegory suggests that enlightenment or education work the same way whereby they expand the growth of ideas. Educational institutions limit the knowledge given to students despite tutor sharing the educational knowledge to their respective students. Nevertheless, the allegory also suggests people should become opportunistic by taking advantage of any favorable opportunity. Enlightenment or education is sharing of knowledge because individuals learn from you and vice versa. Finally, knowing the reality is very important in our life. Therefore, knowledge acquired from enlightenment or education is powerful and by stripping it from individuals cute their view of the reality.Furthermore, allegory deems education to be a masterpiece of brain expansion where the generation of ideas and skill sets. In this case representation of knowledge has been symbolized by “Light” to mean that an enlightened individual who is educated is enlightened. In this summary, we can say that human in their superiority of knowledge, idea, and information they are free to be free thinkers without getting stuck in anything. This builds the strength and analogy of “enlightenment.”
= REPLY
Sajan thapa
2) Being a philosopher, Socrates believed that philosophy was the most important above everything else. His examining and thinking about life spilled out into the lives of others, and he believed that they would all die someday. Believing that philosophy is the love of wisdom, Socrates stated that a life without a philosophy that is ‘unexamined’ life is not worthy of living. Examining one’s life is valuable because it enables you to know the goodness, virtues, justice, truth, and beauty of an individual to name but a few. Nevertheless, examining one’s life enables one to discuss goodness and failing to examine one’s life is the best thing someone can do according to Socrates because without this kind of examination life is not worth living.
=Reply
Nikita Tamang
3) I personally do not think that being self-interested is a bad thing. In fact, being self-interested is a good thing. Most of the time, self- interested people are termed to be selfish. But this does not apply every time. Self-interest leads one to be more creative and develops the eagerness and thirst to learn more about oneself and others. Self- interest generates knowledge and ideas. As well, it is the key to a successful life. If a person can stay happy and satisfied with themselves, then they do not seek others in life. Self-interested people always tend to be happy as they think for their good first and prioritize their own happiness. So, being self-interested is never a bad thing.
Reply
Nikita tamang
4) Both Christ’s Golden rule and Hobbes Golden rule have similarities. But the major difference between these two rules is the difference in the thoughts and context of their principles. Here, while Christ’s Golden rule says that a person needs to do good for others as of the moral values, but the .
Safety and Health Providing a safe and secure environment for emplo.docxrtodd599
Safety and Health: Providing a safe and secure environment for employees. Ensuring physical, emotional, and technological security.
Description of how the above mentionesd HR Function is traditionally practiced?
Please use APA format and Citations. 500 words(only Scholarly articles)
Due By 11:59 PM 03/28/2020
.
Safeby Rachael FabelurinSubmission dat e 07 - Jan- 201.docxrtodd599
Safe
by Rachael Fabelurin
Submission dat e : 07 - Jan- 2019 12:02PM (UT C+0000)
Submission ID: 98321601
File name : 94 812_Rachael_Fabelurin_Saf e_506158_84 631664 2.do cx
Word count : 4 369
Charact e r count : 24 07 0
1
Int ro. Int ro brief
¶
LO1.1
LO1.1
¶
E and E.Equal considerat ion t o LO's
LO2.1
ref up t o dat e 1
Good point s needs ref erences. Ref erence t hroughout your work
LO3.1
2
address immediat ely
RW
address immediat ely
4
LO1.1
Abbreviat ions
Good point s needs ref erences.
over-reliance
LO3.1
Abbr.
LO1.1
LO3.1
very good, however.....
6
8
LO1.1
9
LO3.1
analysis
LO3.1
LO3.1
RW
10
LO4.1
Good knowledge 1
11
LO3.1
LO4.1
12
LO4.1
E and E.
Det ail
Expa
Good point s needs ref erences.
desc wit h links f or analysis
LO4.1
Equal considerat ion t o LO's
LO4.1
LO4.1
Good
13
14
15
LO4.1
Good
Good
16
17
18
succinct
19
Good knowledge 1
analysis
LO2.1
repet it ion
20
ref -up t o dat e-1
21
avoid f irst , second....
Conc. conc t oo brief
abbr - end t ext
4%
SIMILARIT Y INDEX
3%
INT ERNET SOURCES
0%
PUBLICAT IONS
1%
ST UDENT PAPERS
1 1%
2 <1%
3 <1%
4 <1%
5 <1%
6 <1%
7 <1%
8 <1%
9
Safe
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Bolton Institute of Higher
Education
St udent Paper
www.ncb.org.uk
Int ernet Source
Submitted to Coventry University
St udent Paper
www.grandparentsplus.org.uk
Int ernet Source
angliaruskin.openrepository.com
Int ernet Source
www.sor.org
Int ernet Source
www.tandf online.com
Int ernet Source
www.childrensmapping.org.uk
Int ernet Source
core.ac.uk
<1%
10 <1%
11 <1%
12 <1%
13 <1%
14 <1%
15 <1%
Exclude quo tes Of f
Exclude biblio graphy On
Exclude matches Of f
Int ernet Source
kinderschutzf onds.ch
Int ernet Source
www.childprotectioninquiry.qld.gov.au
Int ernet Source
ssrg.org.uk
Int ernet Source
sro.sussex.ac.uk
Int ernet Source
kemsley.kent.sch.uk
Int ernet Source
www.publications.parliament.uk
Int ernet Source
FINAL GRADE
30/100
Safe
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
T hank yo u f o r submitting yo ur essay, I can see that
then similarity sco re is 21% which is acceptable but
please try to paraphrase mo re ef f ectively to keep
this sco re to a minimum.
Please review co mments belo w which explain ho w
yo u met the learning o utco mes and any po ints f o r
f uture develo pment.
LO1: Critically analyse the co ncepts o f saf eguarding
children and child abuse in the co ntext o f yo ur
pro f essio nal ro le.
MET
Yo u have explained the so cial wo rkers ro les and
respo nsibilities in relatio n to saf eguarding children in
detail, ho wever, the discussio n is a descriptio n o f
the so cial wo rker ro le rather than a critical
discussio n abo ut the co ncepts o f children and
saf eguarding. T he discussio ns wo uld f ro m mo re
analysis and co uld be achieved by f o llo wing the
written and verbal guidance I pro vi.
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL
SafeAssign Originality Report Generator I
Odell Kruah
on Fri, Nov 30 2018, 4:44 PM
100% highest match
Submission ID: d0da8619-c56f-4e34-9af1-6edd71018503
Attachments (1)
PROJECT VI.docx
1 ODELL KRUAH PROJECT MANAGEMENT UNIT VI NOVEMBER 30,
2018
Part 1
1 DEVELOP AN IN-DEPTH SCHEDULE FOR THE PROJECT YOU
SELECTED AND USED TO DEVELOP THE STATEMENT OF WORK AND
WORK BREAKDOWN STRUCTURE IN UNIT III. PLEASE REFER TO
THE INTEGRATED PROJECT IN CHAPTER 10 ON PAGE 363 (PROJECT
SCHEDULING) OF THE TEXTBOOK FOR MORE INFORMATION. BE
SURE TO INCLUDE THE FOLLOWING COMPONENTS:
· AN ACTIVITY PRECEDENCE DIAGRAM, · AN ACTIVITY DURATION
TABLE, AND · A NETWORK DIAGRAM AND GANTT CHARTS.
· AN ACTIVITY PRECEDENCE DIAGRAM:
(http://safeassign.blackboard.com/)
PROJECT VI.docx
Word Count: 862 Attachment ID: 244309330
100%
ACTIVITY DURATION TABLE:
ACTIVITY EXPECTED DURATION PREDECESSOR
A 5 DAYS ----
B 10 DAYS A
C 8 DAYS A
D 1 DAY A
E 5 DAYS B, C
F 10 DAYS D, E
G 14 DAYS F
H 3 DAYS G
I 12 DAYS F
J 6 DAYS H, I
A NETWORK DIAGRAM AND GANTT CHARTS:
A
B
C
D
E
F
G
H
I
J
Part 2
1 PLEASE COMPLETE CASE STUDY 10.1: PROJECT SCHEDULING AT
BLANQUE CHECK CONSTRUCTION ON PAGE 360 OF THE TEXTBOOK,
AND ANSWER THE THREE QUESTIONS AT THE END.
Q1(ANS)
PRECEDENCE DIAGRAM:
1 C=DIFFERENT CONSRUCTION TYPES OF SCHEDULING METHODS
TYPE FROM 1 TO 9 P= DIFFERENT CONSRUCTION PROJECTS WHICH
SHOW THE TYPES OF SCHEDULING METHODS TYPE FROM 1 TO 9
O1=ORGANIZATION ONE O2= ORGANIZATION 2
S E C4 C5 O1 P9 P8 O2 P7 P6 P5 P4 P3 P2 C9 C8 C7 C6 C1 C2 C3 P1
Q2(ANS) ACCORDING TO MY RESEARCH LEVEL AND LITERATURE
REVIEW THE EXPERT OPINION AND PAST HISTORY BOTH ARE THE
BEST TO SOLVE PROBLEM FOR CALCULATING THE CRITICAL
PATH ,WHICH MAY ALSO TELL US THE DURATION OR PROJECT
DELAY TO HANDLE OR RUN OUR CONSTRUCTION COMPANY.
Q3(ANS) THESE BOTH HAVE SOME STRENGTHENS AND
WEAKNESSES AND BOTH GIVE THE RESULTS PROBABLY SAME , BUT
ACCORDING TO LITERATURE AOA IS THE BENEFICIAL FOR
MODELING IT WILL BE HELPFUL AND IN THE BUSINESS FIELD IT
WILL BE IMPORTANT AON WILL BE LESS WIDELY USED , IN CASE OF
LARGE AND COMPLEX PROJECTS IT IS EASIER TO EMPLOY THE
PATH PROCESS USED IN THE AOA. ACCORDING TO AOA WE
ACHIEVE THE EVERY MILESTONE AND PARTICULARLY USED THE
DUMMY PROJECTS OR ACTIVITIES THE CONCEPT OF DUMMY
PROJECT IS NOT SIMPLE AND EASY IT REQUIRE MORE TRAINING
AND PRACTICE. AON CONVENTION ,AOA NETWORK USED BOTH
NODES AND ARROW TO LABEL THE PROJECT.
Part 3
1 DEVELOP A NETWORK ACTIVITY CHART, AND IDENTIFY THE
CRITICAL PATH FOR A PROJECT BASED ON THE INFORMATION
PROVIDED IN THE GANTT CHART BELOW. DRAW THE ACTIVITY
NETWORK AS A GANTT CHART. WHAT IS THE EXPECTED DURATION
OF THE PROJECT?
ACTIVITY EXPECTED DURATION PREDECESSOR
A 5 DAYS ----
B 10 DAYS A
C 8 DAYS A
D 1 DAY A
E 5 DAYS B, C
F 10 DAYS D, E
G 14 DAYS F
H 3 DAYS G
I 12 DAYS F
J 6 DAYS H, I.
Safe Work Environment Please respond to the followingRecommen.docxrtodd599
Safe Work Environment"
Please respond to the following:
Recommend a key objective that should be included in an HR policy to help ensure the existence of a work environment that protects employees from situations involving harassment, violence, or breaches of personal information. Provide support for your rationale.
Agree or disagree that legal requirements for employee safety and welfare are essential to keeping employees safe. Support your rationale.
.
Sadder and Less Accurate False Memory for NegativeMaterial .docxrtodd599
Sadder and Less Accurate? False Memory for Negative
Material in Depression
Jutta Joormann
University of Miami
Bethany A. Teachman
University of Virginia
Ian H. Gotlib
Stanford University
Previous research has demonstrated that induced sad mood is associated with increased accuracy of recall
in certain memory tasks; the effects of clinical depression, however, are likely to be quite different. The
authors used the Deese-Roediger-McDermott paradigm to examine the impact of clinical depression on
erroneous recall of neutral and/or emotional stimuli. Specifically, they presented Deese-Roediger-
McDermott lists that were highly associated with negative, neutral, or positive lures and compared
participants diagnosed with major depressive disorder and nondepressed control participants on the
accuracy of their recall of presented material and their false recall of never-presented lures. Compared
with control participants, major depressive disorder participants recalled fewer words that had been
previously presented but were more likely to falsely recall negative lures; there were no differences
between major depressive disorder and control participants in false recall of positive or neutral lures.
These findings indicate that depression is associated with false memories of negative material.
Keywords: depression, memory, cognition, emotion, bias
Mood states and emotions affect memory in various ways.
Mood-induction studies, for example, have demonstrated that neg-
ative affect is associated with increased accuracy in retrieval
(Storbeck & Clore, 2005), whereas positive mood states are asso-
ciated with decreases in processing capacity (Mackie & Worth,
1989) and reduced processing motivation (Wegener & Petty,
1994), resulting in less accurate recall (Ruder & Bless, 2003). At
the same time, research on mood-congruency suggests that affec-
tive states increase the accessibility of mood-congruent material
(Bower, 1981). Understanding this complex interaction of mood
and memory is important, given its critical role in emotion regu-
lation and emotional disorders.
Individual differences in mood-congruent memory and in the
accessibility of mood-incongruent material have been proposed to
predict the ability to regulate negative mood states (Joormann &
Siemer, 2004; Joormann, Siemer, & Gotlib, 2007). Indeed, depres-
sion, by definition a disorder characterized by difficulty regulating
negative mood states, is associated with two distinct but related
memory impairments.
First, difficulties in cognitive control (i.e., focal attention to
relevant stimuli and inhibition of irrelevant material) result in
memory deficits for nonemotional material (Burt, Zembar, &
Niederehe, 1995; Hertel, 2004). In a series of studies, Hertel and
her collaborators (Hertel, 1998; Hertel & Rude, 1991) presented
evidence indicating that depression-related impairments are not
observed in all components of memory but are found primarily in
free-recall tasks and in other unstructu.
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Using a simple rating, 3 = good, 2 = ok, 1 = not good, or 0 = not included, rate how you think each areas is addressed in the lesson plan you are evaluating.
Add some notes with details wherever appropriate. Some areas will be blank because the lesson plan does not contain that specific information.
3 - 2- 1
Brief Description
Date
YOUR NAME
grade level
subject
URL of Lesson Plan
Topic
Content (subject matter,
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Goals (aims, outcomes)
Objectives (performance/
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Closure (wrapping it up)
Homework/Assessment
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Diagnostic: (Assess strengths and weaknesses)
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Interim: (during learning; projects, written assignments, tests, chapter tests, essays, projects during lesson, and often opportunity to re-demonstrate understanding)
Summative: (at the end with results primarily for
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Top of Form
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· apply EA concepts to support business requirements and identify opportunities for enterprise solutions
Assignment
As you have learned throughout the course, EAs can be used to support a wide variety of information technology management processes, and an EA program strengthens IT management activities. A well-defined and implemented EA contributes significantly to each of the phases of the systems development life cycle (SDLC). For this assignment you will write a 3-5 page paper (not counting any cover sheet or reference pages) that explains briefly what enterprise architecture (EA) is and then how it supplements and enables each of the phases of the SDLC:
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· integration and testing phase
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90-100%
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80-89%
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60-69%
Below Standards
< 60%
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Students will use the information, strategies, and research tools presented in the Library class presentations to complete a research assignment. Questions on the research strategies and tools should be directed to the Reference Librarians. Questions regarding due dates, point value for completion of the assignment, or appropriateness of topic selection should be directed to your instructor.Assignment Requirements
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1
2
Title
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This sample uses a problem-solution organizational pattern. Your approach to the organization of your project may differ. See the textbook for other sample organizational structures. Also review your professor’s feedback on assignments you’ve submitted.
Standardized Tests Sections III, IV, and V
The best plan to solve the problem of standard.
The Comparison and Contrast Block Comparison Essay TemplateThe B.docxrtodd643
The Comparison and Contrast Block Comparison Essay Template
The BLOCK COMPARISON ORGANIZATIONstyleof a comparison/contrast essay has been formatted for you below. In this type of essay, you discuss three points about Topic A (person, place, thing) in your first body paragraph. Then you discuss the same three points about Topic B (person, place or concept) in Body Paragraph #2. Determine your paragraph order depending on the point you wish to make at the end of your essay.
This format is ideal for comparing or contrasting several of the same points about two persons, places or concepts. This format will enable you to draw a clear distinction between the two and make an insightful comment about what you perceive are their similarities and differences. Remember to use the same discussion points concerning Topic A with Topic B.
Not required, but a “Hook” -
Can capture the reader’s imagination and motivate him or her to read further. It is usually the first sentence in your introductory paragraph.
Hook:
The Introductory Paragraph
This introductory paragraph should include points that stay on message and develop your thesis/core idea. The strategies generally used in an introductory paragraph are general ideas to specific ones (General to Specific) which funnel down to your thesis statement. These general to specific ideas are usually draw from the content of your essay. You are essentially giving us a preview of what is to come. Also, you may use historical material (Facts, Historical or Research data) to reinforce your thesis statement and the merit of this essay. The final method for fashioning an introductory paragraph is a personal anecdote, either your own or someone else’s.
Each of the above techniques has to set up your thesis statement and motivate readers to venture on to determine the point of the essay.
Introductory Paragraph
Thesis statement or core idea.
What is the point of this essay? Your thesis statement has to hone in on the point (core idea) you are trying to make in this essay. This is the last sentence in your introductory paragraph.
Thesis Statement:
Body Paragraph #1:
Topic Sentence #1
This should allude to your thesis sentence or core idea in some way. This is the first sentence in Body Paragraph #1
Topic Sentence #1:
Body Paragraph #1 (Three or more discussion points about Topic A)
This paragraph should stay on message and clearly develop the three or more points you wish to develop as part of your thesis/core idea.
First Body Paragraph:
Item of Comparison/Contrast #1:
Item of Comparison/contrast #2
Item of Comparison/Contrast #3
A brief summation of Body Paragraph #1 that helps transition into Body Paragraph #2. This is the last sentence in Body Paragraph #1.
Brief Summation of Body Paragraph #1:
Body Paragraph #2
Topic Sentence #2
This paragraph should allude to your thesis sentence or core idea in some way. This is the first sentence in Body Paragraph #2.
Topic sentence #2:
Body Paragraph #2 (.
Intro to Sociology Article AbstractsAssignment First, c.docxmariuse18nolet
Intro to Sociology
Article Abstracts
Assignment: First, choose a research topic that can be studied from a social science perspective and a topic which has some personal interest to you. Second, locate and write an abstract for two professional journal articles, which are related to your research topic of interest. Using the format and model provided below, for each article discuss the a) problem statement, b) sample, c) research methods, d) findings, and e) application.
Procedure: Use the information provided by the resource librarian who came to class, as well as the written materials provided. Materials from the text book, bibliographies, etc. may also be of use. Find professional journals used in the social sciences, especially sociology journals, and locate three articles related to your research topic. Do not use popular periodicals like Newsweek, Time, The Wichita Eagle, Jet, or Cosmopolitan.
Format: Use a separate page for each abstract. At the top of the page, give a full citation of the article using this form:
Author's last name, author's first name. Year. "Title of the article in
quotation marks." Title of the Journal underlined Volume Number (date); pages.
In addition, use the following headings as an outline for the required information from each article you abstract. The writing task under each heading is noted.
A. Problem Statement: State clearly and concisely the research problem of the study...that is, what is the purpose of the research?
B. Sample: State clearly who is studied, where, and when. Briefly discuss the size and nature of the sample.
C. Methods: Tell briefly and clearly how the information for the study was collected. Interview, observation, survey, experiment, etc.
D. Findings: Without using statistics, summarize the important findings in the study.
E. Application: What is the significance or value of the findings? How does the author suggest they be used? To whom might these findings be useful?
F. Abstractor’s name
and date.
Each Abstract is worth 50 points each.
SAMPLE ABSTRACT
Downey, Douglas B. and Brian Powell. 1993. "Do Children in Single-Parent Households Fare Better Living With Same-Sex Parents?" Journal of Marriage and the Family 55:55-71.
Problem Statement: The purpose of the study is to answer the question whether living with a single parent of the same sex provides any advantage over living with a parent of the other sex.
Sample: A nationally representative sample of 3,892 eighth graders living with a single parent; 3,483 of whom live with their mothers, and 409 of whom live with their fathers. This subset is part of a much larger data set, National Education Longitudinal Study of 1988 (NELS:88), where 24,599 subjects were selected through a stratified random sampling design with clustering of sampling units within schools.
Methods: Survey methods were used to collect data from students, teachers, parents, and school reco.
Instructions EDSP 360One portion of an IEP (Individualized E.docxnormanibarber20063
Instructions EDSP 360
One portion of an IEP (Individualized Education Plan) is writing goals for students to master within the year of the IEP. For this assignment, you will practice writing goals for a student with a disability, based on the present level of performance given to you. This would be the same thing you would have to do as a special educator receiving a new student on your case load. Review the sample Present Level of Performance on Jackson in the Reading & Study folder of Module/Week 3. This is the type of information you would be given on a student from an eligibility meeting, where the assessment team would compile their results and determine the disability. Write four goals based on this information, two for reading and two for written language in the attached template.
Instructions EDSP 360
One portion of an IEP (Individualized Education Plan) is writing goals for students to master within the
year of the IEP. For this assignment, you will practice writing goals for a student with a disability, based
on the present level of performance given
to you. This would be the same thing you would have to do as
a special educator receiving a new student on your case load. Review the sample Present Level of
Performance on Jackson in the Reading & Study folder of Module/Week 3. This is the type of
informa
tion you would be given on a student from an eligibility meeting, where the assessment team
would compile their results and determine the disability. Write four goals based on this information, two
for reading and two for written language in the attached t
emplate.
Instructions EDSP 360
One portion of an IEP (Individualized Education Plan) is writing goals for students to master within the
year of the IEP. For this assignment, you will practice writing goals for a student with a disability, based
on the present level of performance given to you. This would be the same thing you would have to do as
a special educator receiving a new student on your case load. Review the sample Present Level of
Performance on Jackson in the Reading & Study folder of Module/Week 3. This is the type of
information you would be given on a student from an eligibility meeting, where the assessment team
would compile their results and determine the disability. Write four goals based on this information, two
for reading and two for written language in the attached template.
Case Study: Emergency Department Congestion
Access and read Emergency Department Congestion at Saintemarie University Hospital.
Write a paper that critically analyzes and reflects on these four questions.
1. What are challenges and impact of emergency department utilization?
2. What operational problems is the ED facing? What is your assessment of the current performance and what is driving these problems?
3. What additional (or alternative) measures would you recommend for improving this ED performance, reducing ED congestion and improving patient outcomes?
4. Wha.
Kaplan University Writing Center Resource Library Case.docxDIPESH30
Kaplan University Writing Center Resource Library Case Study Analysis September 2010
This handout provides you with information about how to analyze a case
study and write up your analysis in a professional report, letter, or memo
format.
What exactly does it mean to analyze a case study? Analysis means you
look at a situation from various angles paying attention to even the smallest
details, as it is usually details that lead you to understanding a situation to
its fullest and help you make effective decisions. To analyze a case study,
follow these basic guidelines:
1. Read carefully
2. Identify major issues
3. Identify alternative courses of action
4. Recommend a course of action
5. Provide a rationale for your decision
Read Carefully
Every case study you encounter will be different. Generally, there is no set format or formula for how
these documents are written (except that, normally, they are written chronologically), so it is important
that you pay attention to all of the details. Read slowly and carefully, taking notes or annotating the
document. If appendices are included, read those carefully too, as the smallest detail can make a
difference in what you determine is the best course of action. Read tables and figures carefully, and
interpret them in relation to the information contained in the case study.
Identify Major Issues
Your main job when analyzing a case study is to learn to identify major issues of concern for you or your
company. Do not focus on minor issues (issues that have no bearing on the case, such as personal
biases or preferences), but stay focused on major issues, such as actions or decisions that affect other
people, the company’s financial bottom line, or a company’s reputation. It is important to clarify here
that details are not minor issues. Details are individual instances of action, but details can provide
evidence for how a major issue is being affected. For instance, if someone is consistently sending out
poorly written letters with misspellings and grammar errors to clients, that’s a detail; however, that
detail is evidence that the company’s reputation is at stake.
Once you identify major issues, look at how they are being presented or compromised in the case study
so that you have a basis for how to effectively deal with the situation and solve the problem. Typically,
case studies are written in chronological order, so it may take several readings to identify major issues
correctly (O’Rourke, 2007) and from various perspectives.
Analyzing a Case Study
What is a Case Study?
A case study is a narrative used to
help students practice real-life
analysis and communication skills. It
is a learning tool. It provides readers
with “enough detail…to understand
the nature and scope of the
problem, and…serve as a
springboard for discussion and
learning” (O’Rourke, 2007, p. 391).
A case stud ...
Chapter:
Chapter 1 - Defining Terrorism
Article Title:
“Terrorism”
Chapter 1 of the text goes into much detail about defining terrorism and the types of terrorism.
What exactly constitutes terrorism and why does it seem so complicated to define? This article
from the Federal Bureau of Investigation (FBI, 2021) defines terrorism as a "contested term, with
no set definition for the concept or broad agreement among academic experts on its usage "
(para. 1). Is it really that difficult to define? It’s a word and as such it should just be in any old
dictionary or textbook glossary and boom there's the definition. Is it more complicated than that?
To answer my own question, yes, it is very complicated. But at least I’m not alone in the
complicatedness of defining terrorism as it seems like the FBI is having problems too. The article
notes that “the recent spate of extremist attacks in the United States and Europe have highlighted
the difficulty of defining what constitutes ‘terrorism’” (FBI, 2021, para. 2). Here, The FBI
focuses on recent examples extremism to attempt to answer the question, even giving the readers
an account of some of the recent terroristic attacks and how the relate to terrorism and
extremism. By the end of the article the question remains unclear and unanswered, making this
task of defining terrorism that much more confusing.
The pro of this article is that there were some real-world examples. These help show the
complicated nature of defining terrorism.
The article would have been more interesting if there were some frontline details, like the
definition from the FBI’s perspective, especially given it’s the leading legal enforcement
mechanism in the country.
Words: 270
Reference
Federal Bureau of Investigation. (2021). What We Investigate: Terrorism. Retrieved from
https://www.fbi.gov/investigate/terrorism
Commented [JW1]: When citing from a webpage, you
must count the paragraphs and include a para. citation.
Commented [JW2]: Note how the quote within a quote
appears:
" ' ' "
And note the citation here follows the quote since the
source was not mentioned before the quote.
Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION
2
2
Title of Paper in Bold Centered
Student Name
American Public University
COURSE####: Course Title
Instructor Name
Due Date
Repeat the Title – Level 1 Header
Hit the tab key one time to begin the main body of the paper. The paragraphs of the main document are indented. The computer will wrap your text for you based upon the margin settings established by this document template. It is not necessary for you to hit the Enter or return key at the end of a line of text. Only hit the enter key (one time) when you reach the end of a paragraph.
Then hit the tab key to indent and then continue typing the paper. In APA any source that you use in your paper must have an in-text citation. In APA these citations include the au.
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL
SafeAssign Originality Report Generator I
William Fiedler
on Mon, Aug 27 2018, 9:46 AM
33% highest match
Submission ID: 379b2d26-d065-43d3-b758-c36c7d7e7358
Attachments (1)
· mba 6941 unit VIII reflection Paper.doc 33%
Word Count: 1,397 Attachment ID: 224883277
mba 6941 unit VIII reflection Paper.doc
Running Head: THE PROJECT CLOSURE PHASE 1 THE PROJECT CLOSURE PHASE
2
The Project Closure Phase William Fiedler Columbia Southern University The Project Closure Phase Inside this paperwork, I am going to make a discussion regarding the closing project. I will also extend to discussing the lesson learned towards the end of the project. 1 THE FOURTH AND LAST PROJECT LIFECYCLE STAGE IS THE PROJECT CLOSURE PHASE. IT IS IN THIS STAGE THAT YOU WILL BE ABLE TO YOUR PROJECT FORMALLY CLOSES AFTER THE REPORT SUCCESS LEVEL OF THE SPONSOR YOU HAVE. The exercises that are needed in closing the task in brought in to be by the Project Closure Report and this guarantees the project a conclusion that is embraced productively and comfortably. Once the report is brought into action and acknowledged by the individuals, the reports of the completion of the inside exercises indicated are attempted (Larson, 2014). As a result, the project closure comes into effect formally. 1 AFTER THE CLOSING OF THE TASK IN A PERIOD OF AT LEAST ONE TO THREE MONTHS, THE BUSINESS IS BELIEVED TO START GAINING THE ADVANTAGES GIVEN BY THE PROJECT WHICH MAKE IT MORE ESSENTIAL TO ALLUDE THE POST IMPLEMENTATION REVIEW (PIR) EVALUATION. This provides the business with a wide range of view towards recognizing its achievements level of different tasks as well as offer the education on the future projects that will arise.
2 PROCESS FOR CLOSING THE PROJECT THE PROJECT TRANSITION TASK CONTROL DOCUMENT WILL RECORD THE VICTORIES AND DISAPPOINTMENTS OF THE TASK. It gives a chronicled record of the orchestrated and unique spending plan and schedule, proposals for future endeavors of practically identical size and unpredictability, information on staffing and aptitudes used to meet errand targets and destinations, how the client wants were managed, exercises learned, and an official undertaking close down. One reason for the conclusion understanding system is to offer the sellers a formal warning to the structures that may have been created which has a high expectation that is elegant and commendable or that may have been rejected as a result. If the business does not meet its goals, it ought to make the amendment that hinders them from this achievement, and the individual or the dealer responsible for this should try to fix or eradicate any errors that may have caused it with a formal affirmation (Larson, 2014).
Before the closure of the agreement, all the minor things are fixed, and the competed expectation is to strike the depressed. Over rages of errands, the world has audited quality performance, and the vendor was allowed to influence chan.
Safety Management System1SMS-1Jeffrey D Carpenter, CSP.docxrtodd599
Safety Management System
1
SMS-1
Jeffrey D Carpenter, CSP
Columbia Southern University
The International Air Transport Association defines a Safety Management System (SMS) as being a systematic approach to managing safety, including the necessary organizational structures, accountabilities, policies and procedures.
Another definition of an SMS is a businesslike approach to safety. It is a systematic, explicit and comprehensive process for managing safety risks. As with all management systems, a safety management system provides for goal setting, planning, and measuring performance.
1
SMS-2
2
This is a risk based approach to the safety management throughout the organization
Safety Management System
Definitions of a Safety management system
An SMS provides a systematic way to identify hazards and control risks while maintaining assurance that these risk controls are effective.
Setting up your safety management system
You can read our setting up your SMS and our SMS for aviation guide which is a resource kit that will help you prepare and implement your plan. It'll need to include a detailed guide about how you're going to set up your SMS. Your safety management system will grow and improve and will be a living document.
How do I educate my staff?
You and your staff will need safety management system training and to review online resources. It can be useful to collect documents and resources for an SMS library within your organization.
2
SMS-3
3
Safety Management System
A Safety Management System is not:
Rocket Science
Magic
Safety Management System
An SMS is not “rocket science” or “magic.”
There are three imperatives for adopting a safety management system for a business – these are ethical, legal and financial. You can also educate your staff through internal and external safety training and communication. This could include providing SMS information in your organization's safety bulletins, newsletters and or through promotional posters or by holding meetings and workshops with external providers.
3
SMS-4
4
KISS method of a SMS
Four key elements:
Safety Assurance
Safety Policy
Risk Management
Safety Promotion
KISS METHODS FOR SMS
To be effective an SMS needs the following four key elements:
Safety Policy
Risk Management
Safety Assurance
Safety Promotion
4
SMS-5
5
The Four SMS Components
Safety Assurance
Involves the evaluation of the continued implementations and effectiveness of the risk control procedures which supports both existing and future hazards.
Safety Policy
This is established by the senior management to help in improving the safety standards, while defining methods, organizations and the structure required in delivering the safety standards and goals.
Safety Promotion
Safety promotions include the activities such as safety, building a positive culture and having the designated areas which are used in safety education.
Safety Risk
Management
Determines the
need for and
.
Sajan Thapa1) Allegory suggests that enlightenment or educatio.docxrtodd599
Sajan Thapa
1) Allegory suggests that enlightenment or education work the same way whereby they expand the growth of ideas. Educational institutions limit the knowledge given to students despite tutor sharing the educational knowledge to their respective students. Nevertheless, the allegory also suggests people should become opportunistic by taking advantage of any favorable opportunity. Enlightenment or education is sharing of knowledge because individuals learn from you and vice versa. Finally, knowing the reality is very important in our life. Therefore, knowledge acquired from enlightenment or education is powerful and by stripping it from individuals cute their view of the reality.Furthermore, allegory deems education to be a masterpiece of brain expansion where the generation of ideas and skill sets. In this case representation of knowledge has been symbolized by “Light” to mean that an enlightened individual who is educated is enlightened. In this summary, we can say that human in their superiority of knowledge, idea, and information they are free to be free thinkers without getting stuck in anything. This builds the strength and analogy of “enlightenment.”
= REPLY
Sajan thapa
2) Being a philosopher, Socrates believed that philosophy was the most important above everything else. His examining and thinking about life spilled out into the lives of others, and he believed that they would all die someday. Believing that philosophy is the love of wisdom, Socrates stated that a life without a philosophy that is ‘unexamined’ life is not worthy of living. Examining one’s life is valuable because it enables you to know the goodness, virtues, justice, truth, and beauty of an individual to name but a few. Nevertheless, examining one’s life enables one to discuss goodness and failing to examine one’s life is the best thing someone can do according to Socrates because without this kind of examination life is not worth living.
=Reply
Nikita Tamang
3) I personally do not think that being self-interested is a bad thing. In fact, being self-interested is a good thing. Most of the time, self- interested people are termed to be selfish. But this does not apply every time. Self-interest leads one to be more creative and develops the eagerness and thirst to learn more about oneself and others. Self- interest generates knowledge and ideas. As well, it is the key to a successful life. If a person can stay happy and satisfied with themselves, then they do not seek others in life. Self-interested people always tend to be happy as they think for their good first and prioritize their own happiness. So, being self-interested is never a bad thing.
Reply
Nikita tamang
4) Both Christ’s Golden rule and Hobbes Golden rule have similarities. But the major difference between these two rules is the difference in the thoughts and context of their principles. Here, while Christ’s Golden rule says that a person needs to do good for others as of the moral values, but the .
Safety and Health Providing a safe and secure environment for emplo.docxrtodd599
Safety and Health: Providing a safe and secure environment for employees. Ensuring physical, emotional, and technological security.
Description of how the above mentionesd HR Function is traditionally practiced?
Please use APA format and Citations. 500 words(only Scholarly articles)
Due By 11:59 PM 03/28/2020
.
Safeby Rachael FabelurinSubmission dat e 07 - Jan- 201.docxrtodd599
Safe
by Rachael Fabelurin
Submission dat e : 07 - Jan- 2019 12:02PM (UT C+0000)
Submission ID: 98321601
File name : 94 812_Rachael_Fabelurin_Saf e_506158_84 631664 2.do cx
Word count : 4 369
Charact e r count : 24 07 0
1
Int ro. Int ro brief
¶
LO1.1
LO1.1
¶
E and E.Equal considerat ion t o LO's
LO2.1
ref up t o dat e 1
Good point s needs ref erences. Ref erence t hroughout your work
LO3.1
2
address immediat ely
RW
address immediat ely
4
LO1.1
Abbreviat ions
Good point s needs ref erences.
over-reliance
LO3.1
Abbr.
LO1.1
LO3.1
very good, however.....
6
8
LO1.1
9
LO3.1
analysis
LO3.1
LO3.1
RW
10
LO4.1
Good knowledge 1
11
LO3.1
LO4.1
12
LO4.1
E and E.
Det ail
Expa
Good point s needs ref erences.
desc wit h links f or analysis
LO4.1
Equal considerat ion t o LO's
LO4.1
LO4.1
Good
13
14
15
LO4.1
Good
Good
16
17
18
succinct
19
Good knowledge 1
analysis
LO2.1
repet it ion
20
ref -up t o dat e-1
21
avoid f irst , second....
Conc. conc t oo brief
abbr - end t ext
4%
SIMILARIT Y INDEX
3%
INT ERNET SOURCES
0%
PUBLICAT IONS
1%
ST UDENT PAPERS
1 1%
2 <1%
3 <1%
4 <1%
5 <1%
6 <1%
7 <1%
8 <1%
9
Safe
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Bolton Institute of Higher
Education
St udent Paper
www.ncb.org.uk
Int ernet Source
Submitted to Coventry University
St udent Paper
www.grandparentsplus.org.uk
Int ernet Source
angliaruskin.openrepository.com
Int ernet Source
www.sor.org
Int ernet Source
www.tandf online.com
Int ernet Source
www.childrensmapping.org.uk
Int ernet Source
core.ac.uk
<1%
10 <1%
11 <1%
12 <1%
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15 <1%
Exclude quo tes Of f
Exclude biblio graphy On
Exclude matches Of f
Int ernet Source
kinderschutzf onds.ch
Int ernet Source
www.childprotectioninquiry.qld.gov.au
Int ernet Source
ssrg.org.uk
Int ernet Source
sro.sussex.ac.uk
Int ernet Source
kemsley.kent.sch.uk
Int ernet Source
www.publications.parliament.uk
Int ernet Source
FINAL GRADE
30/100
Safe
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
T hank yo u f o r submitting yo ur essay, I can see that
then similarity sco re is 21% which is acceptable but
please try to paraphrase mo re ef f ectively to keep
this sco re to a minimum.
Please review co mments belo w which explain ho w
yo u met the learning o utco mes and any po ints f o r
f uture develo pment.
LO1: Critically analyse the co ncepts o f saf eguarding
children and child abuse in the co ntext o f yo ur
pro f essio nal ro le.
MET
Yo u have explained the so cial wo rkers ro les and
respo nsibilities in relatio n to saf eguarding children in
detail, ho wever, the discussio n is a descriptio n o f
the so cial wo rker ro le rather than a critical
discussio n abo ut the co ncepts o f children and
saf eguarding. T he discussio ns wo uld f ro m mo re
analysis and co uld be achieved by f o llo wing the
written and verbal guidance I pro vi.
SAFEASSIGNCHECKTEST - CSU SAFEASSIGN PLAGIARISM CHECK TOOL
SafeAssign Originality Report Generator I
Odell Kruah
on Fri, Nov 30 2018, 4:44 PM
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Submission ID: d0da8619-c56f-4e34-9af1-6edd71018503
Attachments (1)
PROJECT VI.docx
1 ODELL KRUAH PROJECT MANAGEMENT UNIT VI NOVEMBER 30,
2018
Part 1
1 DEVELOP AN IN-DEPTH SCHEDULE FOR THE PROJECT YOU
SELECTED AND USED TO DEVELOP THE STATEMENT OF WORK AND
WORK BREAKDOWN STRUCTURE IN UNIT III. PLEASE REFER TO
THE INTEGRATED PROJECT IN CHAPTER 10 ON PAGE 363 (PROJECT
SCHEDULING) OF THE TEXTBOOK FOR MORE INFORMATION. BE
SURE TO INCLUDE THE FOLLOWING COMPONENTS:
· AN ACTIVITY PRECEDENCE DIAGRAM, · AN ACTIVITY DURATION
TABLE, AND · A NETWORK DIAGRAM AND GANTT CHARTS.
· AN ACTIVITY PRECEDENCE DIAGRAM:
(http://safeassign.blackboard.com/)
PROJECT VI.docx
Word Count: 862 Attachment ID: 244309330
100%
ACTIVITY DURATION TABLE:
ACTIVITY EXPECTED DURATION PREDECESSOR
A 5 DAYS ----
B 10 DAYS A
C 8 DAYS A
D 1 DAY A
E 5 DAYS B, C
F 10 DAYS D, E
G 14 DAYS F
H 3 DAYS G
I 12 DAYS F
J 6 DAYS H, I
A NETWORK DIAGRAM AND GANTT CHARTS:
A
B
C
D
E
F
G
H
I
J
Part 2
1 PLEASE COMPLETE CASE STUDY 10.1: PROJECT SCHEDULING AT
BLANQUE CHECK CONSTRUCTION ON PAGE 360 OF THE TEXTBOOK,
AND ANSWER THE THREE QUESTIONS AT THE END.
Q1(ANS)
PRECEDENCE DIAGRAM:
1 C=DIFFERENT CONSRUCTION TYPES OF SCHEDULING METHODS
TYPE FROM 1 TO 9 P= DIFFERENT CONSRUCTION PROJECTS WHICH
SHOW THE TYPES OF SCHEDULING METHODS TYPE FROM 1 TO 9
O1=ORGANIZATION ONE O2= ORGANIZATION 2
S E C4 C5 O1 P9 P8 O2 P7 P6 P5 P4 P3 P2 C9 C8 C7 C6 C1 C2 C3 P1
Q2(ANS) ACCORDING TO MY RESEARCH LEVEL AND LITERATURE
REVIEW THE EXPERT OPINION AND PAST HISTORY BOTH ARE THE
BEST TO SOLVE PROBLEM FOR CALCULATING THE CRITICAL
PATH ,WHICH MAY ALSO TELL US THE DURATION OR PROJECT
DELAY TO HANDLE OR RUN OUR CONSTRUCTION COMPANY.
Q3(ANS) THESE BOTH HAVE SOME STRENGTHENS AND
WEAKNESSES AND BOTH GIVE THE RESULTS PROBABLY SAME , BUT
ACCORDING TO LITERATURE AOA IS THE BENEFICIAL FOR
MODELING IT WILL BE HELPFUL AND IN THE BUSINESS FIELD IT
WILL BE IMPORTANT AON WILL BE LESS WIDELY USED , IN CASE OF
LARGE AND COMPLEX PROJECTS IT IS EASIER TO EMPLOY THE
PATH PROCESS USED IN THE AOA. ACCORDING TO AOA WE
ACHIEVE THE EVERY MILESTONE AND PARTICULARLY USED THE
DUMMY PROJECTS OR ACTIVITIES THE CONCEPT OF DUMMY
PROJECT IS NOT SIMPLE AND EASY IT REQUIRE MORE TRAINING
AND PRACTICE. AON CONVENTION ,AOA NETWORK USED BOTH
NODES AND ARROW TO LABEL THE PROJECT.
Part 3
1 DEVELOP A NETWORK ACTIVITY CHART, AND IDENTIFY THE
CRITICAL PATH FOR A PROJECT BASED ON THE INFORMATION
PROVIDED IN THE GANTT CHART BELOW. DRAW THE ACTIVITY
NETWORK AS A GANTT CHART. WHAT IS THE EXPECTED DURATION
OF THE PROJECT?
ACTIVITY EXPECTED DURATION PREDECESSOR
A 5 DAYS ----
B 10 DAYS A
C 8 DAYS A
D 1 DAY A
E 5 DAYS B, C
F 10 DAYS D, E
G 14 DAYS F
H 3 DAYS G
I 12 DAYS F
J 6 DAYS H, I.
Safe Work Environment Please respond to the followingRecommen.docxrtodd599
Safe Work Environment"
Please respond to the following:
Recommend a key objective that should be included in an HR policy to help ensure the existence of a work environment that protects employees from situations involving harassment, violence, or breaches of personal information. Provide support for your rationale.
Agree or disagree that legal requirements for employee safety and welfare are essential to keeping employees safe. Support your rationale.
.
Sadder and Less Accurate False Memory for NegativeMaterial .docxrtodd599
Sadder and Less Accurate? False Memory for Negative
Material in Depression
Jutta Joormann
University of Miami
Bethany A. Teachman
University of Virginia
Ian H. Gotlib
Stanford University
Previous research has demonstrated that induced sad mood is associated with increased accuracy of recall
in certain memory tasks; the effects of clinical depression, however, are likely to be quite different. The
authors used the Deese-Roediger-McDermott paradigm to examine the impact of clinical depression on
erroneous recall of neutral and/or emotional stimuli. Specifically, they presented Deese-Roediger-
McDermott lists that were highly associated with negative, neutral, or positive lures and compared
participants diagnosed with major depressive disorder and nondepressed control participants on the
accuracy of their recall of presented material and their false recall of never-presented lures. Compared
with control participants, major depressive disorder participants recalled fewer words that had been
previously presented but were more likely to falsely recall negative lures; there were no differences
between major depressive disorder and control participants in false recall of positive or neutral lures.
These findings indicate that depression is associated with false memories of negative material.
Keywords: depression, memory, cognition, emotion, bias
Mood states and emotions affect memory in various ways.
Mood-induction studies, for example, have demonstrated that neg-
ative affect is associated with increased accuracy in retrieval
(Storbeck & Clore, 2005), whereas positive mood states are asso-
ciated with decreases in processing capacity (Mackie & Worth,
1989) and reduced processing motivation (Wegener & Petty,
1994), resulting in less accurate recall (Ruder & Bless, 2003). At
the same time, research on mood-congruency suggests that affec-
tive states increase the accessibility of mood-congruent material
(Bower, 1981). Understanding this complex interaction of mood
and memory is important, given its critical role in emotion regu-
lation and emotional disorders.
Individual differences in mood-congruent memory and in the
accessibility of mood-incongruent material have been proposed to
predict the ability to regulate negative mood states (Joormann &
Siemer, 2004; Joormann, Siemer, & Gotlib, 2007). Indeed, depres-
sion, by definition a disorder characterized by difficulty regulating
negative mood states, is associated with two distinct but related
memory impairments.
First, difficulties in cognitive control (i.e., focal attention to
relevant stimuli and inhibition of irrelevant material) result in
memory deficits for nonemotional material (Burt, Zembar, &
Niederehe, 1995; Hertel, 2004). In a series of studies, Hertel and
her collaborators (Hertel, 1998; Hertel & Rude, 1991) presented
evidence indicating that depression-related impairments are not
observed in all components of memory but are found primarily in
free-recall tasks and in other unstructu.
Safe Work Environment Please respond to the followingRecomme.docxrtodd599
"Safe Work Environment"
Please respond to the following:
Recommend a key objective that should be included in an HR policy to help ensure the existence of a work environment that protects employees from situations involving harassment, violence, or breaches of personal information. Provide support for your rationale.
Provide an example of a specific policy or process required by your current or previous employee that helps keep employees safe at work.
Documentation"
Please respond to the following:
Suggest the most significant type of documentation that should be maintained in an employee’s HR file to protect the organization from legal action.
Recommend a strategy for handling employee documentation to ensure that privacy obligations are not violated. Provide support for your recommendation.
.
Safe Work Environment Please respond to the followingRecomme.docxrtodd599
"Safe Work Environment" Please respond to the following:
Recommend a key objective that should be included in an HR policy to help ensure the existence of a work environment that protects employees from situations involving harassment, violence, or breaches of personal information. Provide support for your rationale.
Agree or disagree that legal requirements for employee safety and welfare are essential to keeping employees safe. Support your rationale.
.
S216 MAN506 ORGANISATIONAL BEHAVIOUR https://online.cdu.edu.au/webapps/rubric/do/course/manageRubrics?di...
1 of 2 29/06/2016 1:54 PM
S216 MAN506 ORGANISATIONAL BEHAVIOUR https://online.cdu.edu.au/webapps/rubric/do/course/manageRubrics?di...
2 of 2 29/06/2016 1:54 PM
Running head: LITERATURE REVIEW ON HYBRID CLASSES
LITERATURE REVIEW ON HYBRID CLASSES
Literature review on hybrid classes
Author’s name
Institutions affiliations
Hybrid classes and learning can be described as a combination of both faces to face learning that may at times involve lectures and online learning which is not always a must. Lectures may at times be considered, but that is not always the case for it to be a hybrid form of learning. The kind of hybrid learning and classes can be classified into two different categories. Those include the replacement, supplemental learning, the emporium and the buffet kind of classification. The types are divided depending on face to face classes interacts with the online constituents of the course in question. For the case of replacement, mostly the one on one kind of learning with the tutors and the lectures are completely replaced or rather substituted fully or partly by the online classes. This then reduces the time spent on attending the classes. In such a case, students are usually required to concentrate more on watching videos on YouTube and tackling assignments assigned to them. Hybrid learning is a platform that will help on saving the time spent by the students when they run from one class to another so as to have an encounter with the lecturers. It is, therefore, more revolutionized compared to the normal traditional forms of learning. The subsequent paragraphs in this essay will outline a literature review from various sources for the research on how the hybrid learning is more important compared to the traditional learning methods and to know why most of the universities use this type .
Literature review
Several studies and research has been conducted on the reasons as to why the hybrid form of learning and the hybrid classes are more important or more uses so they are taking over the traditional forms of learning which include face to face learning and attending the lectures. Several controversies have arisen from different authors on outlining some of the reasons as to why hybrid learning should be promoted. Renowned scholars have published articles and journals as well as books on the same. Most people and students have been left in a dilemma on whatever means to use so as to acquire the knowledge they require. The many advantages that have come with the hybrid kind of learning have made many universities and learning institutions across the globe to adopt the new mode of learning that is hybrid classes and sort to drop or rather do away with the online classes or the face to face classes. So many factors have been found to contribute to that decision by the management team of most .
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCESUNIVERSI.docxrtodd599
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCIENCES
UNIVERSIY OF ULESTER
Student name: Fatimah Aldawood
ID number: SNC:136193
Cohort: (Year 4 semester 2)
Course Title: BSc (Hons) in Nursing Studies
Module Title: Developing research proposal
Module Code: NUR 585 CRN: 59060
Words Count:
Date:
Lecturer responsible for unit:
List of content:
The content
Pages
Table of content
2
Acknowledgment
3
Abstract
4
Literature review
5-
Significant of the study
Aim, Objectives and Research question
Methodology
Setting
Population
Sampling
Tools for data collection
Robustness of the study
Ethical consideration
Pilot study
Data analysis
Process of data collection
Outcomes
Time scale
Budget
Appendix A: information leaflet
Appendix B: consent forms
Appendix C questionnaire part1
Appendix C: interview questionnaire part2
Reference
Acknowledgement:
First of all, I would like to thank my mother and my sister to their emotional support, they encourage drove me into this level. Then I have to say thanks to my teachers for their good learning to me. Finally, I hope that my research study stimulates nurses to give more and understand the importance of great nursing profession.
The Effective of Nursing Education and Attitude to Improve Knowledge in Palliative Care of Hospital- internationally.
Abstract:
This research going to describe the effect of nursing education and attitude to improve knowledge in palliative care of hospital- internationally. The palliative is medical specialty caring for people with chronic and serous disease. This type of care concentrate on rest of patient from the symptoms and stress diseases. The aims is to improve clarity of life for both the patient and their family. However nursing education and attitude have real affect on patient health, by improve nursing education patient care can improved. Even if the nurse dos not have enough education she can progress himself by continuous learning. "The 2011 Public Opinion Strategies found that most Americans believe that palliative care should be made available to all hospitals "(Center to Advance Palliative Care [CAPC], 2011).
Background: Long work in medical area can affect in the Knowledge and attitude for the nurse it could in bad or good way, So the nurse have to improve himself to achieve the standard of care for patient in Palliative Care. Because of around the world the numbers of patients who`s need palliative care is increased, and the nurse come from the first line of patient care.
Method: A quantitative study will used to explore the determine the knowledge and attitude of Saudi nurse who is provide care for palliative patient.
Data collection:
Data collection is "the process of gathering and measuring information on variables of interest, in an established systematic fashion that enables one to answer stated research questions, test hypotheses, and evaluate outcomes". The data collection compo.
S18 SOCI 111: Social Networks
Homework 4
DUE: 6/6/19
81 points total
Instructions: As before, these problems give you an opportunity to use the concepts and
techniques we’ve learned in class to analyze interesting social systems. This time I’ve
leaned more toward interesting conceptual puzzles rather than brute calculations. I
encourage you to work in groups (of no more than 5), but each student should prepare
her or his own solutions, along with a note at the top of your assignment crediting
other members of the working group. Please make sure you truly understand the
solution to a problem, and please: DO NOT COPY SOLUTIONS. This includes copying
solutions from earlier years. We will figure it out. Do not go to the testbank at SAC, do
not go to Course Hero, and do not get solutions from friends who have taken the course
in the past. This will impede your learning, it will not prepare you for the final exam, and
I will treat it as academic misconduct.
In general, you should show your work rather than just writing down a number. This
makes it easier for us to see that you know what you are doing, and easier for you to
see when you’ve made a trivial mistake. On the other hand, don’t just throw everything
vaguely relevant at the wall and hope that something sticks. You need to be judicious!
Please turn in a hard copy of your solutions to the TA at the beginning of class. Your
submission should be neat and legible: you can type it up or write it out by hand, but we
aren’t going to engage in decipherment here. Please follow the breakdown of questions
into parts (a, b, c, etc.) to make these easier for your TA to grade.
Q1. Why is it sometimes rational to imitate the behavior of others? Briefly describe
two reasons, and give an example of each. (6 points)
Q2. You are in charge of marketing a new smartphone app, SeeFood, that allows
users to share pictures of food with each other. Uptake of the app will obey the
following dynamical rule:
If the company spends $50,000 on marketing, it can get a fraction z’ of the population to
Adopt the app at time 0. This fraction z’ is between B and C—just above B, in fact. If the
company spends $300,000 on marketing, it can get a fraction z’’ of the population to
Adopt at time 0 (mostly by giving the App away). This fraction z’’ is close to D. You think
that the company should spend the $300,000, as it will get you close to total adoption.
Your intern argues that you should spend $50,000 on marketing instead. If adoption
settles at fraction A, your company will make $0 in revenue; at fraction B, your company
will make $100,000 in revenue; at fraction C, your company will make $200,000 in
revenue; and at fraction D, your company will make $500,000 in revenue.
a) Explain why you are wrong, by showing that you will actually lose money
if you spend the $300,000 to get a fraction z’’ of the population to Adopt.
Remember, in.
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SC.docxrtodd599
SAAD COLLEGE OF NURSING AND ALLIED HEALTH SCINCE - UNIVERSITY OF ULESTER
ACDAMIC YEAR 2018-19
Semester one
Assignment Title: Nutrition Knowledge among Young Pregnant Women in Middle East.
Student name: Alreem Ali Alaliwat
ID number: SNC 146046 \ UU ID: B00697863
Cohort: 16 (Year 4 semester 2)
Course Title: B.Sc (Hons) in Nursing Studies
Module Title: Developing a research proposal
Module Code: NUS 585 CRN: 59064
Words Count: 6000
Date: 29/11/2018
Lecturer responsible for unit: Dr. Safia Belal
Table of Contents
Acknowledgement2
Abstract3
Chapter 15
Introduction5
1.Young Pregnant Women6
2.Nutrition Knowledge7
3.Education Need for Pregnant Words7
Significant Of the Study8
Aim of the Study9
Research Question9
Objective10
Research Question10
Chapter 211
Design11
Setting12
Sampling and Population13
Inclusion Criteria13
Exclusion Criteria13
Data Collection13
Ethical Considering14
Pilot Study15
Data Analysis16
Procedure of the Main Study17
Chapter 318
Time Scale18
Budget19
Expected Outcome20
References21
Appendix I Consent Form27
Appendix II Participant Leaflet27
Appendix III Questionnaire28
About Nutrition29
Acknowledgement:
First of all, I am thankful of Allah for helping me to complete this research .
Through this paper, I'm a proud of working with all the participant and I appreciate your efforts that were help and support me especially my lovely husband and my sister Dr.Ghada
Also I would like to give special thanks to Dr.Safiah Bilal , special thanx for here for the kindness, guidance, encouragement, and suggestions du ring writing this study.
Alreem.
Nutrition Knowledge among Young Pregnant Women In Saudi ArabiaAbstract:
Background: Nutrition plays a key role during pregnancy in the sense that the nourishment that a pregnant woman gets determines the nutrients that the developing fetus gets. Nutrition knowledge in this case refers to information and skills that an individual normally has pertaining food intake. In respect to the research topic, this refers to information and skills needed by pregnant women.
Aim: The aim of the study identify nutrition knowledge among young pregnant women.
Sample: the sample population of these study is the young pregnant women they take probability sample fore 100 participants.
Methodology: the researcher uses quantitative design for statics and data analysis, as well random sample, it will be at Almanaa Hospital.
Key words : Nutrition , knowledge , pregnancy
Nutrition Knowledge among Young Pregnant Women In Saudi ArabiaChapter 1Introduction
The purpose of the study is to investigate and establish whether pregnant young Saudi women have the needed nutritional knowledge. Nutrition plays a key role during pregnancy in the sense that the nourishment that a pregnant woman gets determines the nutrients that the deve.
Sadly today police are not often viewed in the best light. Not a.docxrtodd599
Sadly today police are not often viewed in the best light. Not all officers are bad or are guilty of misconduct. However many people think a few bad ones spoil them all and while it is not true perception is everything. When officers are apart of misconduct, bad behaviors and other negative incidents this ruins community trust and support. Early intervention systems have surfaced as a useful tool in managing the risk of misconduct by police. As stated earlier its only a small amount of officers that are responsible for citizen complaints. These complaints are comprised of use of physical force and other infractions. (2020) When indicators are monitored or risk related outputs by officers so to speak.
Administrators can then recognize or identify actions of officers that are symptomatic or are problomatic indicators of possible police misconduct. Research shows that typically misconduct is skewed across a small group of officers at any given time. Officers who participate in misconduct aften have similar histories concerning age and pre-employment. It is found these things build over time they do not just happen out of the blue. This makes it very important to identify problems lying in wait. Such things as officer bias, not understanding policies, supervisors with poor supervisory skills any problems that could trigger or add to future events unfolding. It is prdent to look for any traits, actions or performance issues that raise speculation. These are the factors that snowball over time and lead to ubfortunate events. (2020
respond to this discussion question in 150 words
.
SA #1 What is Ekman Divergence Wherewhat are three location.docxrtodd599
SA #1: What is Ekman Divergence? Where/what are three locations/conditions
where this phenomenon occurs in the ocean? What physical oceanographic
phenomenon is a consequence of divergence? What sort of biological response
is also frequently associated with divergence?
SA #3: Consider sunlight striking planet Earth and the energy that subsequently
radiates back to space. Describe what kind of light enters and leaves the Earth.
Are these two energy fluxes in balance at all locations on Earth? Are they in
balance on average? What role does the ocean play in the movement of energy
at Earth’s surface?
1.
Global Leadership 2019-2020
Under Guidance from Dr. Sriram Rajagopalan
LDR 6145
Northeastern University
Table of Contents
Global Leadership Success Through Emotional and Cultural Intelligences.....................................5
The Global Leadership of Carlos Ghosn at Nissan.........................................................................17
Gojo Industries: Aiming for Global Sustainability Leadership.........................................................29
Leadership in a Globalizing World..................................................................................................41
Regional Strategies for Global Leadership.....................................................................................85
Rising Costs of Bad Leadership.....................................................................................................99
Learning to Manage Global Innovation Projects...........................................................................103
Global Leadership 2019-2020 LDR 6145
Under Guidance from Dr. Sriram Rajagopalan Northeastern University
2.
Global leadership success through emotional and
cultural intelligences
Ilan Alon, James M. Higgins*
Roy E. Crummer Graduate School of Business, Rollins College, 1000 Holt Ave-2722, Winter Park, FL 32789,
USA
Abstract Culturally attuned and emotionally sensitive global leaders need to be
developed: leaders who can respond to the particular foreign environments of
different countries and different interpersonal work situations. Two emerging
constructs are especially relevant to the development of successful global leaders:
cultural and emotional intelligences. When considered under the traditional view of
intelligence as measured by IQ, cultural, and emotional intelligences provide a
framework for better understanding cross-cultural leadership and help clarify
possible adaptations that need to be implemented in leadership development
programs of multinational firms. This article posits that emotional intelligence (EQ),
analytical intelligence (IQ), and leadership behaviors are moderated by cultural
intelligence (CQ) in the formation of global leadership success.
D 2005 Kelley School of Business, Indiana University. All rights reserved.
bBut when a prince acquires the sovereignty of a
country differing from his own .
S&J Plumbing, Inc.s 2010 income statement shows a net profit before.docxrtodd599
S&J Plumbing, Inc.'s 2010 income statement shows a net profit before tax of $468, whereas the balance sheet that the company's equity for the fiscal year-end 2010 is $1,746.
Calculate the company's return on equity and explain whether the managers are providing a good return on the capital provided by the company’s shareholders.
Diagram and explain the operating cycle of a service company.
.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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 Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Digital Artefact 1 - Tiny Home Environmental Design
Salon Management Assignment Chapter 4 Permits, Public Ut.docx
1. Salon Management
Assignment Chapter 4
Permits, Public Utilities, Insurance
Research and explain the procedure for obtaining the following
services in your salon or spa.
Include the estimated amount of deposit required to obtain each
service.
1. Water: Procedure to obtain:
Amount of deposit:
2. Electricity: Procedure to obtain:
Amount of deposit:
3. Phone/Cable/Internet Service-Procedure to obtain:
Amount of deposit:
State the purpose for each of the following permits and the
relevant information that may prove necessary
when opening a salon or spa. (Information may be located on
the Department of Revenue website.)
4. Sales Tax Permit-Purpose:
Relevant information:
5. Business License or Permit-Purpose:
Relevant information:
2. 6. Plumbing Permit Purpose:
Relevant information:
7. State the instructions for obtaining a Georgia State Board of
Cosmetology application for a SALON.
Grading Scale
Procedures to obtain services 0 5 10 20
No
Answer
Completed 1
Procedure
Completed 2
Procedures
Completed 3
Procedures
Deposit Amount 0 5 10 20
No
Answer
Included 1
Deposit
Included 2
Deposits
Included 3
Deposits
3. Purpose of Permits 0 5 10 20
No
Answer
Included 1
Purpose
Included 2
Purposes
All 3 purposes
Relevant Information 0 5 10 20
No
Answer
Covered 1 Covered 2 Covered 3
Application Instructions 0 10 20
None Attempt but
Incorrect
Correct
TOTAL
1
4. Branching Paths: A Novel Teacher Evaluation Model for
Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth
Jan. 30, 2020
jforte
Text Box
Note: Green text boxes contain explanations of APA 7's paper
formatting guidelines...
jforte
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...while blue text boxes contain directions for writing and citing
in APA 7.
jforte
Text Box
Note that there is no running head on a student paper.
jforte
Line
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Page numbers begin on the first page and follow on every
subsequent page without interruption. No other information
(e.g., authors' last names) is required.
5. jforte
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jforte
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The paper's title should be centered, bold, and written in title
case. It should be three or four lines below the top margin of the
page. In this sample paper, we've put three blank lines above
the title.
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Authors' names appear two lines below the title. They should be
written as follows:
First name, middle initial(s), last name.
jforte
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Authors' affiliations follow immediately after their names. For
student papers, these should usually be the department
containing the course for which the paper is being written.
jforte
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Student papers do not contain an author's note.
jforte
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Follow authors' affiliations with the number and name of the
course, the instructor's name and title, and the assignment's due
date.
6. 2
Abstract
A large body of assessment literature suggests that students’
evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety
of contexts. This can
compromise faculty development efforts that rely on
information from SETs. The disconnect
between SET results and faculty development efforts is
exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in
proportion to their local
importance (or do not measure at all). This paper responds to
these challenges by proposing an
instrument for the assessment of teaching that allows
institutional stakeholders to define the
teaching construct in a way they determine to suit the local
context. The main innovation of this
instrument relative to traditional SETs is that it employs a
branching “tree” structure populated
by binary-choice items based on the Empirically derived,
Binary-choice, Boundary-definition
7. (EBB) scale developed by Turner and Upshur for ESL writing
assessment. The paper argues
that this structure can allow stakeholders to define the teaching
construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes,
each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot
study that will examine the
differences between the proposed EBB instrument and a
traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert
scale values.
Keywords: college teaching, student evaluations of teaching,
scale development, EBB
scale, pedagogies, educational assessment, faculty development
jforte
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Note that the page number continues on the pages that follow
the title.
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The word "Abstract" should be centered and bolded at the top of
the page.
8. jforte
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An abstract quickly summarizes the main points of the paper
that follows it. The APA 7 manual does not give explicit
directions for how long abstracts should be, but it does note that
most abstracts do not exceed 250 words (p. 38). It also notes
that professional publishers (like academic journals) may have a
variety of rules for abstracts, and that writers should typically
defer to these.
jforte
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Follow the abstract with a selection of keywords that describe
the important ideas or subjects in your paper. These help online
readers search for your paper in a database.
The keyword list should have its first line indented. Begin the
list with the label "Keywords:" (note the italics and the colon).
Follow this with a list of keywords written in lowercase (except
for proper nouns) and separated by commas. Do not place a
period at the end of the list.
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By standard convention, abstracts do not contain citations of
other works. If you need to refer to another work in the
9. abstract, mentioning the authors in the text can often suffice.
Note also that some institutions and publications may allow for
citations in the abstract.
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Note: Past this point, the student paper and professional papers
are virtually identical, besides the absence of a running head in
the student paper.
3
Branching Paths: A Novel Teacher Evaluation Model for
Faculty Development
According to Theall (2017), “Faculty evaluation and
development cannot be considered
separately ... evaluation without development is punitive, and
development without evaluation is
guesswork" (p. 91). As the practices that constitute modern
programmatic faculty development
have evolved from their humble beginnings to become a
10. commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of
teaching faculty for development
purposes have likewise become commonplace. These include
measures as diverse as peer
observations, the development of teaching portfolios, and
student evaluations.
One such measure, the student evaluation of teacher (SET), has
been virtually
ubiquitous since at least the 1990s (Wilson, 1998). Though
records of SET-like instruments can
be traced to work at Purdue University in the 1920s (Remmers
& Brandenburg, 1927), most
modern histories of faculty development suggest that their rise
to widespread popularity went
hand-in-hand with the birth of modern faculty development
programs in the 1970s, when
universities began to adopt them in response to student protest
movements criticizing
mainstream university curricula and approaches to instruction
(Gaff & Simpson, 1994; Lewis,
1996; McKeachie, 1996). By the mid-2000s, researchers had
begun to characterize SETs in
terms like “…the predominant measure of university teacher
11. performance […] worldwide”
(Pounder, 2007, p. 178). Today, SETs play an important role in
teacher assessment and faculty
development at most universities (Davis, 2009). Recent SET
research practically takes the
presence of some form of this assessment on most campuses as
a given. Spooren et al.
(2017), for instance, merely note that that SETs can be found at
“almost every institution of
higher education throughout the world” (p. 130). Similarly,
Darwin (2012) refers to teacher
evaluation as an established orthodoxy, labeling it a
“venerated,” “axiomatic” institutional
practice (p. 733).
Moreover, SETs do not only help universities direct their
faculty development efforts.
They have also come to occupy a place of considerable
institutional importance for their role in
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4
personnel considerations, informing important decisions like
hiring, firing, tenure, and
promotion. Seldin (1993, as cited in Pounder, 2007) finds that
86% of higher educational
institutions use SETs as important factors in personnel
decisions. A 1991 survey of department
chairs found 97% used student evaluations to assess teaching
performance (US Department of
Education). Since the mid-late 1990s, a general trend towards
comprehensive methods of
teacher evaluation that include multiple forms of assessment has
been observed
(Berk, 2005). However, recent research suggests the usage of
SETs in personnel decisions is
still overwhelmingly common, though hard percentages are hard
to come by, perhaps owing to
the multifaceted nature of these decisions (Boring et al., 2017;
Galbraith et al., 2012). In certain
contexts, student evaluations can also have ramifications
beyond the level of individual
14. instructors. Particularly as public schools have experienced
pressure in recent decades to adopt
neoliberal, market-based approaches to self-assessment and
adopt a student-as-consumer
mindset (Darwin, 2012; Marginson, 2009), information from
evaluations can even feature in
department- or school-wide funding decisions (see, for instance,
the Obama Administration’s
Race to the Top initiative, which awarded grants to K-12
institutions that adopted value-added
models for teacher evaluation).
However, while SETs play a crucial role in faulty development
and personnel decisions
for many education institutions, current approaches to SET
administration are not as well-suited
to these purposes as they could be. This paper argues that a
formative, empirical approach to
teacher evaluation developed in response to the demands of the
local context is better-suited
for helping institutions improve their teachers. It proposes the
Heavilon Evaluation of Teacher,
or HET, a new teacher assessment instrument that can
strengthen current approaches to
15. faculty development by making them more responsive to
teachers’ local contexts. It also
proposes a pilot study that will clarify the differences between
this new instrument and the
Introductory Composition at Purdue (ICaP) SET, a more
traditional instrument used for similar
purposes. The results of this study will direct future efforts to
refine the proposed instrument.
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Include an entry in the reference list only for the secondary
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Methods section, which follows, will propose a pilot study that
compares the results of the
proposed instrument to the results of a traditional SET (and will
also provide necessary
background information on both of these evaluations). The
paper will conclude with a discussion
of how the results of the pilot study will inform future iterations
of the proposed instrument and,
more broadly, how universities should argue for local
development of assessments.
Literature Review
Effective Teaching: A Contextual Construct
The validity of the instrument this paper proposes is contingent
on the idea that it is
17. possible to systematically measure a teacher’s ability to teach.
Indeed, the same could be said
for virtually all teacher evaluations. Yet despite the exceeding
commonness of SETs and the
faculty development programs that depend on their input, there
is little scholarly consensus on
precisely what constitutes “good” or “effective” teaching. It
would be impossible to review the
entire history of the debate surrounding teaching effectiveness,
owing to its sheer scope—such
a summary might need to begin with, for instance, Cicero and
Quintilian. However, a cursory
overview of important recent developments (particularly those
revealed in meta-analyses of
empirical studies of teaching) can help situate the instrument
this paper proposes in relevant
academic conversations.
Meta-analysis 1. One core assumption that undergirds many of
these conversations is
the notion that good teaching has effects that can be observed in
terms of student achievement.
A meta-analysis of 167 empirical studies that investigated the
effects of various teaching factors
18. on student achievement (Kyriakides et al., 2013) supported the
effectiveness of a set of
teaching factors that the authors group together under the label
of the “dynamic model” of
teaching. Seven of the eight factors (Orientation, Structuring,
Modeling, Questioning,
Assessment, Time Management, and Classroom as Learning
Environment) corresponded to
moderate average effect sizes (of between 0.34–0.41 standard
deviations) in measures of
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7
student achievement. The eighth factor, Application (defined as
seatwork and small-group tasks
oriented toward practice of course concepts), corresponded to
only a small yet still significant
effect size of 0.18. The lack of any single decisive factor in the
meta-analysis supports the idea
that effective teaching is likely a multivariate construct.
However, the authors also note the
context-dependent nature of effective teaching. Application, the
least-important teaching factor
overall, proved more important in studies examining young
students (p. 148). Modeling, by
contrast, was especially important for older students.
Meta-analysis 2. A different meta-analysis that argues for the
20. importance of factors like
clarity and setting challenging goals (Hattie, 2009) nevertheless
also finds that the effect sizes
of various teaching factors can be highly context-dependent. For
example, effect sizes for
homework range from 0.15 (a small effect) to 0.64 (a
moderately large effect) based on the level
of education examined. Similar ranges are observed for
differences in academic subject (e.g.,
math vs. English) and student ability level. As Snook et al.
(2009) note in their critical response
to Hattie, while it is possible to produce a figure for the average
effect size of a particular
teaching factor, such averages obscure the importance of
context.
Meta-analysis 3. A final meta-analysis (Seidel & Shavelson,
2007) found generally
small average effect sizes for most teaching factors—
organization and academic domain-
specific learning activities showed the biggest cognitive effects
(0.33 and 0.25, respectively).
Here, again, however, effectiveness varied considerably due to
contextual factors like domain of
study and level of education in ways that average effect sizes do
21. not indicate.
These pieces of evidence suggest that there are multiple
teaching factors that produce
measurable gains in student achievement and that the relative
importance of individual factors
can be highly dependent on contextual factors like student
identity. This is in line with a well-
documented phenomenon in educational research that
complicates attempts to measure
teaching effectiveness purely in terms of student achievement.
This is that “the largest source of
variation in student learning is attributable to differences in
what students bring to school - their
8
abilities and attitudes, and family and community” (McKenzie
et al., 2005, p. 2). Student
achievement varies greatly due to non-teacher factors like
socio-economic status and home life
(Snook et al., 2009). This means that, even to the extent that it
is possible to observe the
effectiveness of certain teaching behaviors in terms of student
achievement, it is difficult to set
22. generalizable benchmarks or standards for student achievement.
Thus is it also difficult to make
true apples-to-apples comparisons about teaching effectiveness
between different educational
contexts: due to vast differences between different kinds of
students, a notion of what
constitutes highly effective teaching in one context may not in
another. This difficulty has
featured in criticism of certain meta-analyses that have
purported to make generalizable claims
about what teaching factors produce the biggest effects (Hattie,
2009). A variety of other
commentators have also made similar claims about the
importance of contextual factors in
teaching effectiveness for decades (see, e.g., Bloom et al., 1956;
Cashin, 1990; Theall, 2017).
The studies described above mainly measure teaching
effectiveness in terms of
academic achievement. It should certainly be noted that these
quantifiable measures are not
generally regarded as the only outcomes of effective teaching
worth pursuing. Qualitative
outcomes like increased affinity for learning and greater sense
of self-efficacy are also important
23. learning goals. Here, also, local context plays a large role.
SETs: Imperfect Measures of Teaching
As noted in this paper’s introduction, SETs are commonly used
to assess teaching
performance and inform faculty development efforts. Typically,
these take the form of an end-of-
term summative evaluation comprised of multiple-choice
questions (MCQs) that allow students
to rate statements about their teachers on Likert scales. These
are often accompanied with
short-answer responses which may or may not be optional.
SETs serve important institutional purposes. While
commentators have noted that there
are crucial aspects of instruction that students are not equipped
to judge (Benton & Young,
2018), SETs nevertheless give students a rare institutional
voice. They represent an opportunity
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24. 9
to offer anonymous feedback on their teaching experience and
potentially address what they
deem to be their teacher’s successes or failures. Students are
also uniquely positioned to offer
meaningful feedback on an instructors’ teaching because they
typically have much more
extensive firsthand experience of it than any other educational
stakeholder. Even peer
observers only witness a small fraction of the instructional
sessions during a given semester.
Students with perfect attendance, by contrast, witness all of
them. Thus, in a certain sense, a
student can theoretically assess a teacher’s ability more
authoritatively than even peer mentors
can.
While historical attempts to validate SETs have produced mixed
results, some studies
have demonstrated their promise. Howard (1985), for instance,
finds that SET are significantly
more predictive of teaching effectiveness than self-report, peer,
and trained-observer
assessments. A review of several decades of literature on
25. teaching evaluations (Watchel, 1998)
found that a majority of researchers believe SETs to be
generally valid and reliable, despite
occasional misgivings. This review notes that even scholars who
support SETs frequently argue
that they alone cannot direct efforts to improve teaching and
that multiple avenues of feedback
are necessary (L’hommedieu et al., 1990; Seldin, 1993).
Finally, SETs also serve purposes secondary to the ostensible
goal of improving
instruction that nonetheless matter. They can be used to bolster
faculty CVs and assign
departmental awards, for instance. SETs can also provide
valuable information unrelated to
teaching. It would be hard to argue that it not is useful for a
teacher to learn, for example, that a
student finds the class unbearably boring, or that a student finds
the teacher’s personality so
unpleasant as to hinder her learning. In short, there is real value
in understanding students’
affective experience of a particular class, even in cases when
that value does not necessarily
lend itself to firm conclusions about the teacher’s professional
abilities.
26. However, a wealth of scholarly research has demonstrated that
SETs are prone to fail in
certain contexts. A common criticism is that SETs can
frequently be confounded by factors
10
external to the teaching construct. The best introduction to the
research that serves as the basis
for this claim is probably Neath (1996), who performs
something of a meta-analysis by
presenting these external confounds in the form of twenty
sarcastic suggestions to teaching
faculty. Among these are the instructions to “grade leniently,”
“administer ratings before tests”
(p. 1365), and “not teach required courses” (#11) (p. 1367).
Most of Neath’s advice reflects an
overriding observation that teaching evaluations tend to
document students’ affective feelings
toward a class, rather than their teachers’ abilities, even when
the evaluations explicitly ask
students to judge the latter.
Beyond Neath, much of the available research paints a similar
picture. For example, a
27. study of over 30,000 economics students concluded that “the
poorer the student considered his
teacher to be [on an SET], the more economics he understood”
(Attiyeh & Lumsden, 1972). A
1998 meta-analysis argued that “there is no evidence that the
use of teacher ratings improves
learning in the long run” (Armstrong, 1998, p. 1223). A 2010
National Bureau of Economic
Research study found that high SET scores for a course’s
instructor correlated with “high
contemporaneous course achievement,” but “low follow-on
achievement” (in other words, the
students would tend to do well in the course, but poor in future
courses in the same field of
study. Others observing this effect have suggested SETs reward
a pandering, “soft-ball”
teaching style in the initial course (Carrell & West, 2010). More
recent research suggests that
course topic can have a significant effect on SET scores as well:
teachers of “quantitative
courses” (i.e., math-focused classes) tend to receive lower
evaluations from students than their
humanities peers (Uttl & Smibert, 2017).
28. Several modern SET studies have also demonstrated bias on the
basis of gender
(Anderson & Miller, 1997; Basow, 1995), physical
appearance/sexiness (Ambady & Rosenthal,
1993), and other identity markers that do not affect teaching
quality. Gender, in particular, has
attracted significant attention. One recent study examined two
online classes: one in which
instructors identified themselves to students as male, and
another in which they identified as
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11
female (regardless of the instructor’s actual gender) (Macnell et
al., 2015). The classes were
identical in structure and content, and the instructors’ true
identities were concealed from
students. The study found that students rated the male identity
higher on average. However, a
29. few studies have demonstrated the reverse of the gender bias
mentioned above (that is, women
received higher scores) (Bachen et al., 1999) while others have
registered no gender bias one
way or another (Centra & Gaubatz, 2000).
The goal of presenting these criticisms is not necessarily to
diminish the institutional
importance of SETs. Of course, insofar as institutions value the
instruction of their students, it is
important that those students have some say in the content and
character of that instruction.
Rather, the goal here is simply to demonstrate that using SETs
for faculty development
purposes—much less for personnel decisions—can present
problems. It is also to make the
case that, despite the abundance of literature on SETs, there is
still plenty of room for scholarly
attempts to make these instruments more useful.
Empirical Scales and Locally-Relevant Evaluation
One way to ensure that teaching assessments are more
responsive to the demands of
teachers’ local contexts is to develop those assessments locally,
ideally via a process that
30. involves the input of a variety of local stakeholders. Here,
writing assessment literature offers a
promising path forward: empirical scale development, the
process of structuring and calibrating
instruments in response to local input and data (e.g., in the
context of writing assessment,
student writing samples and performance information). This
practice contrasts, for instance, with
deductive approaches to scale development that attempt to
represent predetermined theoretical
constructs so that results can be generalized.
Supporters of the empirical process argue that empirical scales
have several
advantages. They are frequently posited as potential solutions to
well-documented reliability and
validity issues that can occur with theoretical or intuitive scale
development (Brindley, 1998;
Turner & Upshur, 1995, 2002). Empirical scales can also help
researchers avoid issues caused
12
by subjective or vaguely-worded standards in other kinds of
scales (Brindley, 1998) because
31. they require buy-in from local stakeholders who must agree on
these standards based on
their understanding of the local context. Fulcher et al. (2011)
note the following, for instance:
Measurement-driven scales suffer from descriptional
inadequacy. They are not sensitive
to the communicative context or the interactional complexities
of language use. The level
of abstraction is too great, creating a gulf between the score and
its meaning. Only with
a richer description of contextually based performance, can we
strengthen the meaning
of the score, and hence the validity of score-based inferences.
(pp. 8–9)
There is also some evidence that the branching structure of the
EBB scale specifically
can allow for more reliable and valid assessments, even if it is
typically easier to calibrate and
use conventional scales (Hirai & Koizumi, 2013). Finally,
scholars have also argued that
theory-based approaches to scale development do not always
result in instruments that
realistically capture ordinary classroom situations (Knoch,
2007, 2009).
32. The most prevalent criticism of empirical scale development in
the literature is that the
local, contingent nature of empirical scales basically discards
any notion of their results’
generalizability. Fulcher (2003), for instance, makes this basic
criticism of the EBB scale even
as he subsequently argues that “the explicitness of the design
methodology for EBBs is
impressive, and their usefulness in pedagogic settings is
attractive” (p. 107). In the context of
this particular paper’s aims, there is also the fact that the
literature supporting empirical scale
development originates in the field of writing assessment, rather
than teaching assessment.
Moreover, there is little extant research into the applications of
empirical scale development for
the latter purpose. Thus, there is no guarantee that the benefits
of empirical development
approaches can be realized in the realm of teaching assessment.
There is also no guarantee
that they cannot. In taking a tentative step towards a better
understanding of how these
assessment schema function in a new context, then, the study
described in the next section
33. jforte
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asks whether the principles that guide …
FINAL RESEARCH PROPOSAL ASSIGNMENT
· Proposal due June 19, 10:00 pm
· File format: word (doc, docx)
All assignments need to be submitted electronically. The
resulting paper should be between 1000-1700 words, except for
references. Your paper should include the title page and three
34. sections (introduction, research design and methods,
references).
Below is a brief outline specifying how you need to organize
your proposal.
Title page
Your name, department, title of the proposed research
1. Introduction
· What is your research question, argument, or problem?
Should be more specific than literature review assignment
· Why is it important (from the societal perspective) and what is
the purpose of your research?
· Please include the brief review of previous studies specifically
related to your research questions (2 paragraphs: summary of
key findings of previous studies)
· Explain how your study is different from previous studies
(discuss the limitations of previous studies)
2. Research Design and Methods
Please select either qualitative analysis or quantitative analysis
* Quantitative analysis (5 subsections)
2.1. Study area
Please describe your study area. Justify the selection of your
study area.
2.2. Research hypothesis
What is your hypothesis?
2.3. Data source
What is your data source? (e.g., surveys, government statistics,
government survey data)
If you plan to use secondary data source, please explain the
source of data in details (e.g., who created the data, address of
website where I can download the data)
2.4. Study samples and sampling strategies
35. *If you are conducting your own survey, what are your study
samples and sampling strategy?
*If you are using secondary data source (e.g., government
survey data), please describe the sample size and sampling
strategy used to create that data
2.5. Dependent variable and independent variables in regression
analysis
What is your dependent variable and independent variables?
Independent variable should be more than one. Please define
each variable.
*Qualitative analysis (4 subsections)
2.1. Study area
Please describe your study area. Justify the selection of your
study area.
2.2. Data collection method
What is your choice of data collection method (e.g., Interview,
Focus groups, Participant observation) Why is your choice of
data collection method better than other methods in your
research? (e.g., Why is Interview better than focus group for
your research?) If you are planning to use more than one
method, please justify why you rely on more than one method.
2.3. Study samples and sampling strategies
What are your study samples (Who do you plan to
interview/focus group/observe?) Justify the selection of your
study samples.
What is your sampling strategies (e.g., snowballing sampling)?
How can you access them?
2.4. Specific plans
36. * If you are planning to conduct interviews or focus groups,
describe at least 10 interview/focus group questions you would
like to ask study participants
* If you are planning to use participant observation, describe at
least 5 topics that you would like to observe.
3. References
Should contain at least 15 scholarly sources from journals,
books, and/or web sources. Among the 15 sources, 10 sources
must be from scholarly journals written in English.
*Citation and references
· Both in-text citations and reference should follow APA
Citation style
· APA format:
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa
_formatting_and_style_guide/reference_list_author_authors.htm
l
· If you include journal articles or book chapters not written in
English, you need to provide the English citation
* Plagiarism
· Please make sure you rephrase the sentence/phrases and
provide a proper citation.
· You cannot copy and paste sentences/phrases from other
studies or sources, even if you provide a citation.
3