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Sample Structure Outline You will use this structure for many of your business presentations, including the presentation for this class. To complete your outline, simply add content after each of the items below. I. PLANNING YOUR PRESENTATION A. Who am I presenting to? : B. What do I want to achieve? : C. What aspect of my presenting do I want to focus on improving? : II. INTRODUCTION A. Title and/or Hook : B. Credibility Statement (optional) : C. Problem or Need Your Audience Faces : D. Solution to Problem / Need : E. Preview of Main Supporting Points : Transition: III. BODY (2-3 main points for a 4-6-minute presentation) A. Main Supporting Point / Takeaway 1 : 1. Evidence or Support (2-3 items; cite all sources verbally, in text, and on slides) : 2. Statement Mitigating or Addressing Reservations (optional) : 3. Summary of Main Supporting Point / Takeaway 1 : Transition: B. Main Supporting Point / Takeaway 2 : 1. Evidence or Support (2-3 items; cite all sources verbally, in text, and on slides) : 2. Statement Mitigating or Addressing Reservations (optional) : 3. Summary of Main Supporting Point / Takeaway 2 : Transition: 3. Main Supporting Point / Takeaway 3 : 1. Evidence or Support (2-3 items; cite all sources verbally, in text, and on slides) : 2. Statement Mitigating or Addressing Reservations (optional) : 3. Summary of Main Supporting Point / Takeaway 3 : Transition: Note: You may also include mitigate or address reservations in a stand-alone section of your presentation. IV. CONCLUSION A. Verbal Signal of Conclusion : B. Summary of Your Proposed .
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Motivated Sequence Design Outline Work SheetGeneral GoalSpec.docx
Motivated Sequence Design: Outline Work Sheet
General Goal:
Specific Goal:
Introduction
I. Attention-getting material:
II. Connect to the audience
III. Thesis
IV. Ethos-establishing material:
V. Preview of main points:
[Transition into body of speech]
Body
I. Main point #1 (State the need)
A. Illustration of the need
1. Sub-subpoint or supporting material*
2. Sub-subpoint or supporting material*
B. Ramifications
1. Sub-subpoint or supporting material*
2. Sub-subpoint or supporting material*
3. Sub-subpoint or supporting material*
C. Pointing
[Transition into main point #2]
II. Main point #2 (State the solution)
A. Explanation of the solution
1. Sub-subpoint or supporting material*
2. Sub-subpoint or supporting material*
3. Sub-subpoint or supporting material
B. Theoretical or Practical demonstration of solution
1. Sub-subpoint or supporting material*
2. Sub-subpoint or supporting material*
C. Meet any objections
[Transition into main point #3]
III. Main point #3 (Visualization of the results)
A. Subpoint or supporting material
B. Subpoint or supporting material
1. Sub-subpoint or supporting material*
2. Sub-subpoint or supporting material*
[Transition into conclusion]
Conclusion:
I. Summary of main points
II. Concluding Remarks (Call to action)
Note: Be sure to include your Works Cited on a separate page.
*These Sub-subpoints are optional. You need to decide if the subpoint has additional information and if you need to further develop the idea.
Persuasive Speaking
Currently, as we struggle to deal with the Coronavirus, we are all getting bombarded with information. Some of it is quality content and yet other bits can be not only misleading but downright harmful. How do we discern between the information we are exposed to? As scholars, what criteria to we use to verify and validate the information and guide us? This Persuasive Speech will require you to not only research an aspect of the Coronavirus, but also motivate us to change our behavior based upon your research.
The organization of the speech will have an introduction, body, and conclusion. Within the introduction you should have an attention getter and a thesis. The body of the speech should have three reasons that integrate the use of ethos, logos, and pathos. Finally, the speech should have a conclusion that pulls the ideas together with a strong final thought.
The speech itself should be between four to six minutes in length. For every 30 seconds that you are above or below the time requirement, there will be a 5-point penalty.
Your speech should contain at least three oral citations. Please be sure to develop the citations and that you have properly established the credibility of your research.
While you may record the speeches multiple times before you upload the video, please do not edit the video. The recording you upload needs to be shot in one continual take. If you stop and start or edit the recor ...
sihandpptforstu presentation format.pptx
This document outlines the details of a team submitting an idea to solve a problem statement. It requests information such as the ministry/organization name, problem statement title, team name, team leader name, institute code and name, theme name, idea/solution description, technology stack, use cases, dependencies/risks, team member details including names, branches of study, and years, as well as team mentor details like name, category (academic/industry), expertise, and experience. Guidelines are provided such as keeping the submission to 4 pages maximum, utilizing topic areas to describe the idea, avoiding paragraphs, keeping explanations concise and easy to understand, ensuring the idea is unique and novel with potential business value. The file must be
Touchstone 3 Creating a Slide PresentationSCENARIO You represe.docx
Touchstone 3: Creating a Slide Presentation
SCENARIO: You represent your company at a service organization dealing with one of these two issues:
Facing Economic Change
Engaging Civil Rights
Your supervisor asked you to research information related to the history of one of these issues for your organization to help new employees and volunteers understand it better. You will need to create a slide presentation that summarizes your findings and recommendations.
ASSIGNMENT: Back in Unit 2, you chose your issue and your sources and used the critical thinking process to begin to formulate an argument about your topic. Now you will refine your argument and create a slide presentation that’s due at the end of Unit 3.
PRESENTATION REQUIREMENTS: Your presentation must be 7–11 slides long, not including the title and sources slides. It must include the following slides:
title
outline
topic
evidence (4–8 slides with both text and images)
argument (making connections between past and present)
sources
If you’ve never used a presentation tool like PowerPoint or Google Slides before, don’t worry! The assignment template below will help you create slides for a basic slide presentation. Then you’ll be able to practice using the presentation technology as you put the finishing touches on your presentation. You can also refer back to the Unit 3 lessons that provide support for creating a solid slide presentation.
Touchstone 3 TemplateTouchstone 3 Sample
Before you get started, let’s look at how you’ll be building the presentation, step by step.
A. Directions
Step 1: Review Touchstone 2
Review the scenario and your work from Touchstone 2. You will need to use your primary and secondary sources, along with the critical thinking process you completed in that touchstone.
Step 2: Create Presentation Slides
Use a presentation tool like PowerPoint or Google Slides to outline and organize a presentation for new employees and volunteers to help them understand better how key historical events in U.S. History are connected to their work and impact society today.
Slide
Component
Title Slide
Your title slide will be the first slide and should give the viewer an idea of what your presentation will be about.
Outline Slide
An outline slide lets your audience know what to expect from your presentation. This doesn’t need to be the kind of detailed or thorough outline that you might use to plan out a research report. It just needs to include the main idea that each slide will cover—it might even just be the time period covered by that slide.
Topic Slide
Your topic is the same as the research question you selected in Unit 2.
Define the historical challenges you are presenting on and expand on the topic of your presentation. What questions will you answer? What historical events and approaches will you explore?
Evidence Slides
(4-8 slides with both text and images)
Now that you’ve reviewed your outline, it’s time to add i.
Idea Presentation Format - SIH 2022.pptx
This document provides instructions for teams submitting ideas to solve problems for a ministry or organization. It explains that teams should describe their idea, solution, or prototype in points with a process flow chart or image. They should also describe the technology stack, use cases, and dependencies. Teams are advised to keep their submission to 3 pages, precisely explain their unique and novel idea in points while avoiding paragraphs, and describe how their idea has business potential.
Running head TITLE OF PAPER1TITLE OF PAPER3Title of.docx
Running head: TITLE OF PAPER
1
TITLE OF PAPER
3
Title of Paper
Student Name
Columbia Southern University
Overview
This is where you will write an analysis of the organization you presented on in Unit III, including an explanation of each area/factor. This section should be two to three pages.
SWOT Analysis (Visual)
STRENGTHS
· Insert strengths in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
WEAKNESSES
· Insert weaknesses in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
OPPORTUNITIES
· Insert opportunities in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
THREATS
· Insert threats in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
References
Insert your APA-formatted references here. Please use at least three sources (one being the textbook) in the development of your comprehensive assignment.
Project 3 – Participate in Assessment Validation
For Project 3, you will be conducting three validation sessions on the following units:
· BSBITU306 – Design and produce business documents (http://bit.ly/2RTdxxc)
· CHCDIS007 – Facilitate Empowerment of people with disability (http://bit.ly/2RSr0VS)
· BSBWHS201 – Contribute to health and safety of others (http://bit.ly/2sUOjzD)
You can download the assessor guides for these units in the links above.
1. First, you would need to fill up the Validation Checklists. We need one for each unit. You can download the template from this link: http://bit.ly/2RpxvKK. For the required details, please complete a call task with an Inspire Trainer. If you have already completed the call task, please refer to the Hub message they have sent detailing the information discussed. There, you should find all the details that have to be reflected in your Validation Checklists.
1. After filling out the validation checklists, you will need to do the validation mapping. You can download the validation mapping tool for these three units here:
1. BSBWHS201 - http://bit.ly/2G9w1SP
1. CHCDIS007 - http://bit.ly/2Wtjyiz
1. BSBITU306 - http://bit.ly/2Rl9XGY
Each document is already filled out with the PC, PE, KE, and Assessment Conditions of the unit. All you would need to do is to identify which items in the assessor guide are supposed to be mapped against those criteria and identify whether such items are “Met” or are a “Gap.” Here is a sample to help you:
1. After having done the mapping, your next step would be to fill out the validation reporting tool, which you can download from this link: http://bit.ly/2DHHQyh
We will need to see a total of three Validation Reporting Tools, one for each unit. The template contains a set of criteria, and you would have to check the assessor guide for the unit to determine whether or not those items were provided with the workbook. If such items were found, y.
APA format, Reference (s) must be within 5yrs. zero plagiarism. This.docx
APA format, Reference (s) must be within 5yrs. zero plagiarism. This paper will be appoximately 3.5- 4 pages including CV template page.
Week 2: Strengths and Strategies, Curriculum Vitae, and Action Plan
Purpose
The purpose of this assignment is to develop (a) a leadership strength-to-strategy plan, (b) a professional curriculum vitae (CV), and (c) an action plan for leadership formation. The strengths-to-strategy plan (from the Week 1 interactive) formulates a plan to guide leadership development. The CV provides the professional foundation for the DNP portfolio through documentation of professional and academic accomplishments. The action plan addresses gaps or developmental opportunities in the CV while applying strategies from the strength-to-strategy plan. The strengths-to-strategy plan, professional CV, and developmental action plan contribute to the student’s professional development of skills and competencies relevant to the DNP scholar as a leader.
1. The assignment will include the following components:
a. One title page
i. Title:
Strengths-to-Strategy, Curriculum Vitae, and Action Plan
ii. Format the title page as shown in the APA Paper Template in the Resources tab of Canvas and as demonstrated below:
Strengths-to-Strategy, Curriculum Vitae, and Action Plan
Name
School: ............
NR722: ......
September Session [
or applicable Session
] 2020
In this assignment, You will submit One document with all three of these assignments included in the following organization:
Introduction
Strengths-to-Strategy Plan
Professional Curriculum Vitae
Action Plan
Conclusion
References
Appendix: CV in Template-*******See attached template. Include it as is as an Appendix per instruction. Owner will make entry inside the CV template afterwards. So disregard the instructions for completing inside the template******
iii. Include an introduction and a conclusion paragraph.
vi. Use the following required level 1 headings:
1.
Strengths-to-Strategy Plan
2.
Professional Curriculum Vitae
3.
Action Plan for Leadership Formation
4.
Conclusion
2.
Introduction (10 points)
a. Note: Do not use “Introduction” as a heading. Place the paper’s title on the first line.
b. Present a clear purpose statement.
c. Introduce the sections of the paper in a mini-outline in sentence format.
d. Establish the significance of the paper to you as a future practice scholar and DNP leader.
3.
Strength-to-Strategy Plan (40 points):
Complete the Week 1 Strength-to-Strategy Plan interactive exercise located in the Explore section of Week 1. Use the Strength-to-Strategy Plan interactive to provide the rough information for this section of the paper, written in a Microsoft Word document.
******* See helpful rough information for the wk 1 strength-strategy plan interactive excercise at the end of this page to use in completing this section*****
b. Create four (4) Level 2 headings that reflect the Week 1 interactive results
i. Leadershi.
Case Study Part 3 – MS Powerpoint Executive PresentationUse the .docx
Case Study Part 3 – MS Powerpoint Executive Presentation
Use the project description HERE to complete this activity. For a review of the complete rubric used in grading this exercise, click on the Assignments tab, then on the title Case Study Part 3 - Exec Presentation (Powerpoint)– click on Show Rubrics if the rubric is not already displayed.
To the maximum extent possible, utilize the rule of 7’s - no more than seven bullets per slide, and no more than seven words per bullet.
Note: there are several tutorials on Power Point functions in the topic labeled "Optional Tutorials – Power Point project" in the Readings list for Week 8.
The details of the hardware and software solution need to be in the slides.
The purpose of this presentation is to present the hardware and software solution for a decision. For example, make and model of hardware and short description should be in the slide but be brief and in bullet format. The speaker notes are for amplification. Slides with Speaker notes should contain at least four complete sentences (in the notes section) each. Think of the speaker notes as what you would actually say during the presentation. Also, if someone wants to review the presentation later, the speaker notes will provide sufficient information for the reader to understand what you presented.
Points will be deducted for any spelling or grammatical errors either on the slide or in the speaker notes.
The summary MUST link the proposed solution to the requirements.
Create a presentation to outline your proposal to meet the case study requirements. Identify the purpose and audience (the Director) for your presentation.
Element
#
Requirement
Points Allocated
Comments
01
Open a new, blank Power Point presentation file.
Save the Presentation using the following name:
“Student’s First Initial Last Name Presentation”
Example: JSmith Presentation
0.1
02
Select a design/theme template to define the format and background for your presentation slides. Do NOT use the default theme (Office). Also ensure that the theme you select or any other formatting changes you make do not make the presentation difficult to view on a computer.
0.1
From this point forward, let the design template automatically set font and style formats. This is the beauty of using a standard template over one that you designed yourself.
03
Slide 1: This is your Title Slide.
Select an appropriate title and subtitle that clearly conveys the purpose of your presentation.
0.1
No speaker notes required
04
Slide 2: Title this slide "Agenda for Today's Meeting"
Add the following bullet points for the agenda:
· Introduction/Overview
· Hardware Devices
· System Unit Components
· Productivity Software
· Summary of Recommendations
0.3
This is an outline of your presentation.
Your speaker notes will include your own introduction. Talk very briefly about the agenda.
05
Slide 3: Title this slide "Purpose of Presentation and Overview"
Identify audience and the reason for the pres ...
Persuasive Speech Outline TemplateIn addition to listing your 4 .docx
Persuasive Speech Outline Template
In addition to listing your 4 sources in the bibliography, you need to cite all 4 sources IN the body of the outline. (follow sample outline).
Introduction
I. Attention-Getter
II. Relate importance of topic to audience
III. Credibility Stmt.
IV. Preview main points
Body
Again, you can have more than 2 subpoints (A, B), but you must have at least 2. Must have at least 1 Sub-subpoint (1, 2, etc..) for each subpt. Main points and subpoints must be in complete sentences.
I. (Write out PROBLEM here- everything related to problem goes under here)
A.
1.
B.
1.
Transition:
II. (Write out CAUSE(s)&/or EFFECT(s) - everything related to cause/effect goes under here)
A.
1.
B.
1.
Transition:
III. (Write out SOLUTION(s)- everything related to solution goes here)
A.
1.
B.
1.
2.
Conclusion
I. Review main points
II. Closing stmt.
Bibliography (4 sources required – must be in proper APA or MLA format)
.
Recommended
Motivated Sequence Design Outline Work SheetGeneral GoalSpec.docx
Motivated Sequence Design: Outline Work Sheet
General Goal:
Specific Goal:
Introduction
I. Attention-getting material:
II. Connect to the audience
III. Thesis
IV. Ethos-establishing material:
V. Preview of main points:
[Transition into body of speech]
Body
I. Main point #1 (State the need)
A. Illustration of the need
1. Sub-subpoint or supporting material*
2. Sub-subpoint or supporting material*
B. Ramifications
1. Sub-subpoint or supporting material*
2. Sub-subpoint or supporting material*
3. Sub-subpoint or supporting material*
C. Pointing
[Transition into main point #2]
II. Main point #2 (State the solution)
A. Explanation of the solution
1. Sub-subpoint or supporting material*
2. Sub-subpoint or supporting material*
3. Sub-subpoint or supporting material
B. Theoretical or Practical demonstration of solution
1. Sub-subpoint or supporting material*
2. Sub-subpoint or supporting material*
C. Meet any objections
[Transition into main point #3]
III. Main point #3 (Visualization of the results)
A. Subpoint or supporting material
B. Subpoint or supporting material
1. Sub-subpoint or supporting material*
2. Sub-subpoint or supporting material*
[Transition into conclusion]
Conclusion:
I. Summary of main points
II. Concluding Remarks (Call to action)
Note: Be sure to include your Works Cited on a separate page.
*These Sub-subpoints are optional. You need to decide if the subpoint has additional information and if you need to further develop the idea.
Persuasive Speaking
Currently, as we struggle to deal with the Coronavirus, we are all getting bombarded with information. Some of it is quality content and yet other bits can be not only misleading but downright harmful. How do we discern between the information we are exposed to? As scholars, what criteria to we use to verify and validate the information and guide us? This Persuasive Speech will require you to not only research an aspect of the Coronavirus, but also motivate us to change our behavior based upon your research.
The organization of the speech will have an introduction, body, and conclusion. Within the introduction you should have an attention getter and a thesis. The body of the speech should have three reasons that integrate the use of ethos, logos, and pathos. Finally, the speech should have a conclusion that pulls the ideas together with a strong final thought.
The speech itself should be between four to six minutes in length. For every 30 seconds that you are above or below the time requirement, there will be a 5-point penalty.
Your speech should contain at least three oral citations. Please be sure to develop the citations and that you have properly established the credibility of your research.
While you may record the speeches multiple times before you upload the video, please do not edit the video. The recording you upload needs to be shot in one continual take. If you stop and start or edit the recor ...
sihandpptforstu presentation format.pptx
This document outlines the details of a team submitting an idea to solve a problem statement. It requests information such as the ministry/organization name, problem statement title, team name, team leader name, institute code and name, theme name, idea/solution description, technology stack, use cases, dependencies/risks, team member details including names, branches of study, and years, as well as team mentor details like name, category (academic/industry), expertise, and experience. Guidelines are provided such as keeping the submission to 4 pages maximum, utilizing topic areas to describe the idea, avoiding paragraphs, keeping explanations concise and easy to understand, ensuring the idea is unique and novel with potential business value. The file must be
Touchstone 3 Creating a Slide PresentationSCENARIO You represe.docx
Touchstone 3: Creating a Slide Presentation
SCENARIO: You represent your company at a service organization dealing with one of these two issues:
Facing Economic Change
Engaging Civil Rights
Your supervisor asked you to research information related to the history of one of these issues for your organization to help new employees and volunteers understand it better. You will need to create a slide presentation that summarizes your findings and recommendations.
ASSIGNMENT: Back in Unit 2, you chose your issue and your sources and used the critical thinking process to begin to formulate an argument about your topic. Now you will refine your argument and create a slide presentation that’s due at the end of Unit 3.
PRESENTATION REQUIREMENTS: Your presentation must be 7–11 slides long, not including the title and sources slides. It must include the following slides:
title
outline
topic
evidence (4–8 slides with both text and images)
argument (making connections between past and present)
sources
If you’ve never used a presentation tool like PowerPoint or Google Slides before, don’t worry! The assignment template below will help you create slides for a basic slide presentation. Then you’ll be able to practice using the presentation technology as you put the finishing touches on your presentation. You can also refer back to the Unit 3 lessons that provide support for creating a solid slide presentation.
Touchstone 3 TemplateTouchstone 3 Sample
Before you get started, let’s look at how you’ll be building the presentation, step by step.
A. Directions
Step 1: Review Touchstone 2
Review the scenario and your work from Touchstone 2. You will need to use your primary and secondary sources, along with the critical thinking process you completed in that touchstone.
Step 2: Create Presentation Slides
Use a presentation tool like PowerPoint or Google Slides to outline and organize a presentation for new employees and volunteers to help them understand better how key historical events in U.S. History are connected to their work and impact society today.
Slide
Component
Title Slide
Your title slide will be the first slide and should give the viewer an idea of what your presentation will be about.
Outline Slide
An outline slide lets your audience know what to expect from your presentation. This doesn’t need to be the kind of detailed or thorough outline that you might use to plan out a research report. It just needs to include the main idea that each slide will cover—it might even just be the time period covered by that slide.
Topic Slide
Your topic is the same as the research question you selected in Unit 2.
Define the historical challenges you are presenting on and expand on the topic of your presentation. What questions will you answer? What historical events and approaches will you explore?
Evidence Slides
(4-8 slides with both text and images)
Now that you’ve reviewed your outline, it’s time to add i.
Idea Presentation Format - SIH 2022.pptx
This document provides instructions for teams submitting ideas to solve problems for a ministry or organization. It explains that teams should describe their idea, solution, or prototype in points with a process flow chart or image. They should also describe the technology stack, use cases, and dependencies. Teams are advised to keep their submission to 3 pages, precisely explain their unique and novel idea in points while avoiding paragraphs, and describe how their idea has business potential.
Running head TITLE OF PAPER1TITLE OF PAPER3Title of.docx
Running head: TITLE OF PAPER
1
TITLE OF PAPER
3
Title of Paper
Student Name
Columbia Southern University
Overview
This is where you will write an analysis of the organization you presented on in Unit III, including an explanation of each area/factor. This section should be two to three pages.
SWOT Analysis (Visual)
STRENGTHS
· Insert strengths in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
WEAKNESSES
· Insert weaknesses in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
OPPORTUNITIES
· Insert opportunities in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
THREATS
· Insert threats in a bulleted list. Provide at least 4 bullet listings with appropriate rationale for each inclusion.
References
Insert your APA-formatted references here. Please use at least three sources (one being the textbook) in the development of your comprehensive assignment.
Project 3 – Participate in Assessment Validation
For Project 3, you will be conducting three validation sessions on the following units:
· BSBITU306 – Design and produce business documents (http://bit.ly/2RTdxxc)
· CHCDIS007 – Facilitate Empowerment of people with disability (http://bit.ly/2RSr0VS)
· BSBWHS201 – Contribute to health and safety of others (http://bit.ly/2sUOjzD)
You can download the assessor guides for these units in the links above.
1. First, you would need to fill up the Validation Checklists. We need one for each unit. You can download the template from this link: http://bit.ly/2RpxvKK. For the required details, please complete a call task with an Inspire Trainer. If you have already completed the call task, please refer to the Hub message they have sent detailing the information discussed. There, you should find all the details that have to be reflected in your Validation Checklists.
1. After filling out the validation checklists, you will need to do the validation mapping. You can download the validation mapping tool for these three units here:
1. BSBWHS201 - http://bit.ly/2G9w1SP
1. CHCDIS007 - http://bit.ly/2Wtjyiz
1. BSBITU306 - http://bit.ly/2Rl9XGY
Each document is already filled out with the PC, PE, KE, and Assessment Conditions of the unit. All you would need to do is to identify which items in the assessor guide are supposed to be mapped against those criteria and identify whether such items are “Met” or are a “Gap.” Here is a sample to help you:
1. After having done the mapping, your next step would be to fill out the validation reporting tool, which you can download from this link: http://bit.ly/2DHHQyh
We will need to see a total of three Validation Reporting Tools, one for each unit. The template contains a set of criteria, and you would have to check the assessor guide for the unit to determine whether or not those items were provided with the workbook. If such items were found, y.
APA format, Reference (s) must be within 5yrs. zero plagiarism. This.docx
APA format, Reference (s) must be within 5yrs. zero plagiarism. This paper will be appoximately 3.5- 4 pages including CV template page.
Week 2: Strengths and Strategies, Curriculum Vitae, and Action Plan
Purpose
The purpose of this assignment is to develop (a) a leadership strength-to-strategy plan, (b) a professional curriculum vitae (CV), and (c) an action plan for leadership formation. The strengths-to-strategy plan (from the Week 1 interactive) formulates a plan to guide leadership development. The CV provides the professional foundation for the DNP portfolio through documentation of professional and academic accomplishments. The action plan addresses gaps or developmental opportunities in the CV while applying strategies from the strength-to-strategy plan. The strengths-to-strategy plan, professional CV, and developmental action plan contribute to the student’s professional development of skills and competencies relevant to the DNP scholar as a leader.
1. The assignment will include the following components:
a. One title page
i. Title:
Strengths-to-Strategy, Curriculum Vitae, and Action Plan
ii. Format the title page as shown in the APA Paper Template in the Resources tab of Canvas and as demonstrated below:
Strengths-to-Strategy, Curriculum Vitae, and Action Plan
Name
School: ............
NR722: ......
September Session [
or applicable Session
] 2020
In this assignment, You will submit One document with all three of these assignments included in the following organization:
Introduction
Strengths-to-Strategy Plan
Professional Curriculum Vitae
Action Plan
Conclusion
References
Appendix: CV in Template-*******See attached template. Include it as is as an Appendix per instruction. Owner will make entry inside the CV template afterwards. So disregard the instructions for completing inside the template******
iii. Include an introduction and a conclusion paragraph.
vi. Use the following required level 1 headings:
1.
Strengths-to-Strategy Plan
2.
Professional Curriculum Vitae
3.
Action Plan for Leadership Formation
4.
Conclusion
2.
Introduction (10 points)
a. Note: Do not use “Introduction” as a heading. Place the paper’s title on the first line.
b. Present a clear purpose statement.
c. Introduce the sections of the paper in a mini-outline in sentence format.
d. Establish the significance of the paper to you as a future practice scholar and DNP leader.
3.
Strength-to-Strategy Plan (40 points):
Complete the Week 1 Strength-to-Strategy Plan interactive exercise located in the Explore section of Week 1. Use the Strength-to-Strategy Plan interactive to provide the rough information for this section of the paper, written in a Microsoft Word document.
******* See helpful rough information for the wk 1 strength-strategy plan interactive excercise at the end of this page to use in completing this section*****
b. Create four (4) Level 2 headings that reflect the Week 1 interactive results
i. Leadershi.
Case Study Part 3 – MS Powerpoint Executive PresentationUse the .docx
Case Study Part 3 – MS Powerpoint Executive Presentation
Use the project description HERE to complete this activity. For a review of the complete rubric used in grading this exercise, click on the Assignments tab, then on the title Case Study Part 3 - Exec Presentation (Powerpoint)– click on Show Rubrics if the rubric is not already displayed.
To the maximum extent possible, utilize the rule of 7’s - no more than seven bullets per slide, and no more than seven words per bullet.
Note: there are several tutorials on Power Point functions in the topic labeled "Optional Tutorials – Power Point project" in the Readings list for Week 8.
The details of the hardware and software solution need to be in the slides.
The purpose of this presentation is to present the hardware and software solution for a decision. For example, make and model of hardware and short description should be in the slide but be brief and in bullet format. The speaker notes are for amplification. Slides with Speaker notes should contain at least four complete sentences (in the notes section) each. Think of the speaker notes as what you would actually say during the presentation. Also, if someone wants to review the presentation later, the speaker notes will provide sufficient information for the reader to understand what you presented.
Points will be deducted for any spelling or grammatical errors either on the slide or in the speaker notes.
The summary MUST link the proposed solution to the requirements.
Create a presentation to outline your proposal to meet the case study requirements. Identify the purpose and audience (the Director) for your presentation.
Element
#
Requirement
Points Allocated
Comments
01
Open a new, blank Power Point presentation file.
Save the Presentation using the following name:
“Student’s First Initial Last Name Presentation”
Example: JSmith Presentation
0.1
02
Select a design/theme template to define the format and background for your presentation slides. Do NOT use the default theme (Office). Also ensure that the theme you select or any other formatting changes you make do not make the presentation difficult to view on a computer.
0.1
From this point forward, let the design template automatically set font and style formats. This is the beauty of using a standard template over one that you designed yourself.
03
Slide 1: This is your Title Slide.
Select an appropriate title and subtitle that clearly conveys the purpose of your presentation.
0.1
No speaker notes required
04
Slide 2: Title this slide "Agenda for Today's Meeting"
Add the following bullet points for the agenda:
· Introduction/Overview
· Hardware Devices
· System Unit Components
· Productivity Software
· Summary of Recommendations
0.3
This is an outline of your presentation.
Your speaker notes will include your own introduction. Talk very briefly about the agenda.
05
Slide 3: Title this slide "Purpose of Presentation and Overview"
Identify audience and the reason for the pres ...
Persuasive Speech Outline TemplateIn addition to listing your 4 .docx
Persuasive Speech Outline Template
In addition to listing your 4 sources in the bibliography, you need to cite all 4 sources IN the body of the outline. (follow sample outline).
Introduction
I. Attention-Getter
II. Relate importance of topic to audience
III. Credibility Stmt.
IV. Preview main points
Body
Again, you can have more than 2 subpoints (A, B), but you must have at least 2. Must have at least 1 Sub-subpoint (1, 2, etc..) for each subpt. Main points and subpoints must be in complete sentences.
I. (Write out PROBLEM here- everything related to problem goes under here)
A.
1.
B.
1.
Transition:
II. (Write out CAUSE(s)&/or EFFECT(s) - everything related to cause/effect goes under here)
A.
1.
B.
1.
Transition:
III. (Write out SOLUTION(s)- everything related to solution goes here)
A.
1.
B.
1.
2.
Conclusion
I. Review main points
II. Closing stmt.
Bibliography (4 sources required – must be in proper APA or MLA format)
.
Senior Seminar in Business Administration BUS 499Coope.docx
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docx
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
Serial KillersFor this assignment you will review a serial kille.docx
Serial Killers
For this assignment you will review a serial killer's case in depth. The killer you choose to review will also be the subject of your Week 5 final assignment, so keep your research material handy.
First, choose
one
of the following serial killers:
David Berkowitz ("Son of Sam") taunted police over a year and shot 15 people (6 died) in New York City. The movie "Summer of Sam" was about this time.
Gary Ridgway (the "Green River Killer") holds the American record for most victims. He confessed to killing 48 over a 16-year period but is suspected of having killed many more!
Wayne B. Williams is believed to be the killer of 24 children and young men in Atlanta, though there is still some doubt.
John Allen Muhammad and Lee Boyd Malvo were the "DC snipers" who shot 13 people (ten died) over three weeks in the Washington DC area in 2002.
Ted Bundy: Confessed to almost 30 murders (there may have been more). He was known for being smart and good-looking, and acted as his own lawyer.
Jeffrey Dahmer: His case captured worldwide attention after his capture, mostly due to his habit of keeping parts of his victims long after their deaths, as well as cannibalism and necrophilia.
Kristen Gilbert: An example of a female serial killer, she was a nurse who killed hospital patients in her care.
For this assignment, create a report in Microsoft Word that covers the following points:
Summarize the case: time period, location, number of victims, etc.
Describe the killer's background, methods, and area of operation.
How did the killer select his or her victims? Was there anything that the victims did to provoke the killer?
By analyzing all of the above information, you should now be able to propose a
three-part typology
and explain your analysis. Your typology should describe the killer's
motivation, location, and organized or disorganized factors. For instance, John Wayne Gacy might be described as a
Power/Control, local, organized killer.
.
SESSION 1Michael Delarosa, Department ManagerWhat sugg.docx
SESSION 1
Michael Delarosa, Department Manager
What suggestions do you have for improvement in regards to training new supervisors?
Make sure there are opportunities for hands on problem solving. Too much of our training is theory
and supervisors need to be focused on the real-world problems that come up.
What challenges do supervisors in our plants encounter that training would help them resolve?
I'd say that a lot of the challenges we see relate to the diversity on the line. There are a lot of different
types of people working at CapraTek and they don't always play well together.
What are the most important abilities for supervisors in our plants?
Well… the first thing that comes to mind is the ability to find information. Whether it's technical
information or answers for the people who report to you. Another key ability though is the ability to
acquire technical expertise. No one comes in knowing it all, but the ability to gain necessary
knowledge is very important.
What knowledge does a new supervisor need?
A solid understanding of the job itself. Supervisors provide a lot of training to new employees, so they
need to know our systems and processes inside and out.
Should training be conducted face to face, online, or a combination of both?
I'd say a combination. There are some topics that don't really need a classroom experience, but
others where the face-to-face interaction provides as much as the actual training materials. If it had to
be one or the other, I'd definitely say face to face.
Leland Butler, Shift Supervisor
What suggestions do you have for improvement in regards to training new supervisors?
Don't think you can cover this stuff once and be done with it. I went through supervisor training when I
was promoted, but I've gotta admit, I don't remember much of it. That kind of stuff doesn't always
stick unless you're doing it. Having an opportunity to be in the job and then get training on what you're
actually dealing with is better than sitting in a training room listening to someone talk about theories
and policies.
What challenges do supervisors in our plants encounter that training would help them resolve?
Well… like I said, being able to apply the leadership and supervisory ideas in realistic situations. I'm a
hands-on kind of person and it's always better if I can do something, so maybe like getting training on
performance reviews or some of the paperwork we're all dealing with. That would be helpful.
What are the most important abilities for supervisors in our plants?
Communication and flexibility. Hands down. You need to be able to shift gears decisively and
communicate with your team.
What knowledge does a new supervisor need?
He or she needs to know what the role of their team is to the division. How it all fits together. A good
supervisor needs to be able to communicate to the people who report to him what's going on and why
things are the way they are. So, he's got to be in .
Sheet11a & 1b.RESDETAILRes NumCheck InCheck OutCust IDCustFNameCus.docx
Sheet11a & 1b.RESDETAILRes NumCheck InCheck OutCust IDCustFNameCustLNameCust PhoneCust TypeCust DescLoyalty IDAgent IDAgentFNameAgentLNameAgent TypeAgent DescGuest CountRoom NumRoom TypeRoom DescRate TypeRate DescRate Amt10019/5/209/7/2085WesleyTanner(817)555-1193CCorporate32320Megan SmithFDFront Desk2224KKing BedCCorporate$12010019/5/209/7/2085WesleyTanner(817)555-1193CCorporate32320Megan SmithFDFront Desk2225D2 Double BedsCCorporate$12510029/1/209/10/20100Breanna Rhodes(214)555-9191IIndividual1295Janice MayTTelephone4305D2 Double BedsSStandard$14910039/9/209/11/2015JeffMinerIIndividual14John KingRCOnline Res Center3409D2 Double BedsWWeekend$9910049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4320D2 Double BedsCCorporate$11010049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4409D2 Double BedsCCorporate$10510049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4321KKing BedCCorporate$11210059/15/209/18/20119Mary Vaughn(817)555-2334IIndividual11820MeganSmithFDFront Desk1302KKing BedSStandard$13910069/24/209/26/2097Chris Mancha(469)555-3440IIndividual15314John KingRCOnline Res Center2501KSKing SuiteWWeekend$11910069/24/209/26/2097Chris Mancha(469)555-3440IIndividual15314John KingRCOnline Res Center2502KSKing SuiteWWeekend$11910079/20/209/25/20100Breanna Rhodes(214)555-9191IIndividual12920MeganSmithFDFront Desk2302KKing BedSStandard$139100810/1/2010/3/2085Wesley Tanner(817)555-1193CCorporate3235Janice MayTTelephone3320D2 Double BedsWWeekend$89100810/1/2010/3/2085Wesley Tanner(817)555-1193CCorporate3235Janice MayTTelephone3321KKing BedWWeekend$99100910/1/2010/4/2028Renee Walker(214)555-9285IIndividual13514John KingRCOnline Res Center2502KSKing SuiteWWeekend$129100910/1/2010/4/2028Renee Walker(214)555-9285IIndividual13514John KingRCOnline Res Center2409D2 Double BedsWWeekend$129101010/1/2010/9/2023Shelby DayIIndividual28Ray SchultzTTelephone4225D2 Double BedsWWeekend$1091c.RESDETAIL (ResNum, RoomNum, CheckIn, CheckOut, CustID, CustFName, CustLName, CustPh, CustType, LoyaltyID, AgentID, AgentFName, AgentLName, AgentDesc, GuestCt, RoomType, RoomDesc, RateType, RateDesc, RateAmt)1d. Dependency Diagram for 1NF2a. Table Structure Format for 2NFRESDETAIL (ResNum, RoomNum, RateAmt)ROOM (RoomNum, RoomType, RoomDesc)RESERVATION (ResNum, CheckIn, CheckOut, CustID, CustFName, CustLName, CustPh, CustType, LoyaltyID, AgentID, AgentFName, AgentLName, AgentDesc, GuestCt, RateType, RateDesc)2b. Dependency Diagrams3a. Table Structure Format for 3NFRESDETAIL (ResNum, RoomNum, RateAmt)ROOM (RoomNum, RoomType)ROOMTYPE (RoomType, RoomDesc)RESERVATION (ResNum, CheckIn, CheckOut, CustID, AgentID, GuestCt, RateType)CUSTOMER (CustID, CustFName, CustLName, CustPh, LoyaltyID)CUSTTYPE (CustType, CustTypeDesc)AGENT (AgentID, AgentFName, AgentLName, AgentType)AGENTTYPE (AgentType, AgentDesc)RATETYPE (RateType, RateDesc)3b. Dependency Diagrams for 3NF4. Relational Schema4b. ERD
Sheet2
ima.
Selecting & Implementing Interventions – Assignment #4.docx
Selecting & Implementing Interventions – Assignment #4
image1.png
image2.png
image3.png
Behavioral Interventions
Behav. Intervent. 19: 205–228 (2004)
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/bin.161
MODIFICATIONS TOBASIC FUNCTIONAL
ANALYSIS PROCEDURES IN SCHOOL
SETTINGS: A SELECTIVE REVIEW
Janet Ellis* and Sandy Magee
University of North Texas, Denton, TX, USA
This review describes applied behavioral research involving functional analyses conducted in public
school settings. Functional analyses in public school settings often require added conditions. The
modified conditions described herein include changes to experimental designs, antecedent changes that
include task variation, tasks included, idiosyncratic variables, physiological conditions, and modified
escape conditions. Finally, consequent modifications cover peer attention, tangibles, varied attention,
and altered escape. Copyright # 2004 John Wiley & Sons, Ltd.
INTRODUCTION
The primary body of functional analysis (FA) literature has historically focused on
persons with developmental disabilities in institutional/residential settings who
engaged in severe self-injurious behavior (SIB). Mace and Lalli (1991) noted that
interventions based on FAs conducted in experimental settings under highly
controlled analog conditions may be effective only to the extent that those analog
conditions match the subject’s natural environment. Johnston (1993) recommended
that, once a procedure has been experimentally developed, its value and applicability
should be assessed under practical/natural conditions. Further, passage of Public Law
105-17, Individuals with Disabilities Education Act (IDEA), in 1997 mandated that a
‘functional behavioral assessment’ be conducted on students who exhibit significant
behavior and adjustment problems. For at least these reasons, FA research has moved
beyond the tightly controlled laboratory setting and into more natural environments
involving more diverse populations. Development of behavioral assessments of
problem behavior in school settings had empirical roots—for example, 36 years ago
Thomas, Becker, and Armstrong (1968) noted that classroom teacher’s disapproval
increased rates of student’s disruptive behavior. These assessments allowed effective
Copyright # 2004 John Wiley & Sons, Ltd.
*Correspondence to: Janet Ellis, Department of Behavior Analysis, University of North Texas, P.O. Box 310919,
Denton, TX 76203-0919, USA. E-mail: [email protected]
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iley.com
/doi/10.1002/bin.161 by B
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erm
s and C
onditions (https://onlinelibrary.w
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articles are governed by the applicable C
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behavior change procedures to be implemented in t.
Seediscussions,stats,andauthorprofilesforthispublicati.docx
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/299831446
A Case Study of Global Leadership Development
Best Practice
Article · April 2016
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Some of the authors of this publication are also working on these related projects:
Refreshing leadership development for the 21st century View project
Sebastian Salicru
University of Technology Sydney
13 PUBLICATIONS 4 CITATIONS
SEE PROFILE
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A Case Study of Global
Leadership Development
Best Practice
“GLD is a challenging task that has become more imp.
Shared Reading FrameworkFollow this framework when viewing the v.docx
Shared Reading Framework
Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.
·
Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.
·
Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it means)
· Explain:
(I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step.
· Students Reflect:
(You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.
Self-disclosureDepth of reflectionResponse demonstrates an in.docx
Self-disclosure/Depth of reflection
Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class, as well as implications for future learning.
Analysis/Connection to reading and outside experiences
In-depth synthesis of thoughtfully selected aspects of experiences related to the course topics. Makes clear connections between what is learned from readings, outside experiences and the topics. The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the student’s appreciation for the discipline. Demonstrate further analysis and insight resulting from what you have learned from readings, includes reference to at least two readings other than those assigned for class.
Connection to course objectives and BSN outcomes
Synthesize, analyze and evaluate thoughtfully selected aspects of ideas or issues from the class discussion as they relate to the course learning outcomes and the BSN program outcome. (Review your syllabus and students handbook to help make connections)
Structure, organization and grammar
Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
APA format, page limitations and spelling
Follows APA professional writing style of using 12 point Times New Roman
font, 1inch margins all around, correct
APA headings, and correct format of title page.
.
Sheet1Excel for Finance Majorsweek 1week 2week 3week 4week 5week 6.docx
Sheet1Excel for Finance Majorsweek 1week 2week 3week 4week 5week 6week 7week 8week 9week 10week 11week 12week 13week 14week 15week 16TTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTuesday, August 30, 20168/30/169/1/169/6/169/8/169/13/169/15/169/20/169/22/169/27/169/29/1610/4/1610/6/1610/11/1610/13/1610/18/1610/20/1610/25/1610/27/1611/1/1611/3/1611/8/1611/10/1611/15/1611/17/1611/22/1611/24/1611/29/1612/1/1612/6/1612/8/1612/13/1612/15/16Sign here to indicate attendanceStudent NameStudent ID#Amaya, Brick1235678Bergstrom, Elise1458678Byard, Victoria1681678Costa, Tatyana1904678Derevyanchuk, Dimitri1127678Deshon, Anne1350678Dijkstra, Keith1573678Hail, Adam1796678Harston, Steven2019678Lee, Derek2242678Mcelhannon, Steven2465678Mcquade, Arthur2688678Moskalenko, Tanner2911678Parry, Justin3134678Prasad, Kritnesha3357678Simmons, Benjamin William3580678Soderman, Julia3803678Tverdokhlebova, Julia4026678Wade, Victoria4249678Weiss, Rene4472678Wilson, Jay4695678
Sheet2Student NameStudent ID#Ama, Mary1235783Brown, Victoria1681783Craft Tanya1904783Davy, Miller1127783Dillon, Troy1350783Dijkstra, Karpreet1573783Holmn, Allen1796783Happ, Steven2019783Levi, Dave2242783Maden, Steven2465783McArthur, King2688783Moska, Smith2911783Parson, Jay3134783Simmon, William3580783Sodeir, Jason3803783Tekhleboka, Matt4026783Wahl, Mary4249783Wise, Wilma4472783Woomson, Missy4695783
Sheet1Excel for Finance Majorsweek 1week 2week 3week 4week 5week 6week 7week 8week 9week 10week 11week 12week 13week 14week 15week 16TTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTuesday, August 30, 20168/30/169/1/169/6/169/8/169/13/169/15/169/20/169/22/169/27/169/29/1610/4/1610/6/1610/11/1610/13/1610/18/1610/20/1610/25/1610/27/1611/1/1611/3/1611/8/1611/10/1611/15/1611/17/1611/22/1611/24/1611/29/1612/1/1612/6/1612/8/1612/13/1612/15/16Sign here to indicate attendanceStudent NameStudent ID#Amaya, Brick1235678Bergstrom, Elise1458678Byard, Victoria1681678Costa, Tatyana1904678Derevyanchuk, Dimitri1127678Deshon, Anne1350678Dijkstra, Keith1573678Hail, Adam1796678Harston, Steven2019678Lee, Derek2242678Mcelhannon, Steven2465678Mcquade, Arthur2688678Moskalenko, Tanner2911678Parry, Justin3134678Prasad, Kritnesha3357678Simmons, Benjamin William3580678Soderman, Julia3803678Tverdokhlebova, Julia4026678Wade, Victoria4249678Weiss, Rene4472678Wilson, Jay4695678
Sheet2Student NameStudent ID#Ama, Mary1235783Brown, Victoria1681783Craft Tanya1904783Davy, Miller1127783Dillon, Troy1350783Dijkstra, Karpreet1573783Holmn, Allen1796783Happ, Steven2019783Levi, Dave2242783Maden, Steven2465783McArthur, King2688783Moska, Smith2911783Parson, Jay3134783Simmon, William3580783Sodeir, Jason3803783Tekhleboka, Matt4026783Wahl, Mary4249783Wise, Wilma4472783Woomson, Missy4695783
.
Seemingly riding on the coattails of SARS-CoV-2, the alarming sp.docx
Seemingly riding on the coattails of SARS-CoV-2, the alarming spread of monkeypox across western Europe and the United States has filled the news cycle through the summer of 2022. Monkeypox is an orthopoxvirus, similar in presentation to smallpox and chickenpox (Varicella zoster). In contrast to the related poxviruses, monkeypox has been reported to spread by sexual contact and direct skin-to-skin contact, as well as through the traditional respiratory droplet route. While there is currently no effective treatment for infected individuals, two vaccines with good efficacy are available to help stem the spread of the disease. Likewise, individuals that have been vaccinated against smallpox with vaccinia virus have some protection against contracting monkeypox. While changes in sexual behavior among vulnerable populations has so far limited the outbreak, the disease is still spreading throughout the country and has caused a handful of deaths.
What is the life cycle of monkeypox, and how exactly is it spread? What does the fact that vaccination against smallpox provides some protection against monkeypox indicate about this virus? Also, what does the spread of monkeypox reveal about the susceptibility of the population to smallpox, a disease that has been considered eradicated worldwide since the late 1980s?
In addition to your original response, you will need to respond to at least two other students’ original posts. Responses should be substantive in nature instead of just reiterating what the original poster stated, or a “good job explaining” or “me too” type of post.
Please note that in your response, plagiarism is not allowed. Please do NOT simply cut and paste information from books, journals, websites, or other sources. In addition, direct quotation of sources, regardless of whether or not the source is cited, is not allowed. Please summarize the material and what you have learned in your own words.
.
See the attachment of 1 Article belowPlease answer all the que.docx
See the attachment of 1 Article below
Please answer all the questions below in 1-2 pages (in MLA)
1) the important concepts and terms of the readings
2) the most important arguments of the readings
3) the parts of the readings they found confusing or unclear
4) how this reading relates to previous class readings, lectures, and discussions
You do not need to have a work cited page unless you have outside materials. Please let me know if you have questions.
.
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSIONNameI.docx
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSION
Name
Institution
Date
School
Hello everyone and welcome to today’s presentation. The school in focus is Highland High School which has 9 to 12th grade.
2
Name
Highland High School
Grade levels
9 to 12
Mission
The mssion of the school is to “Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”. The vision of the school is Students will “Own Their learning”
3
Mission statement
“Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”
Vision statement
Students will “Own Their learning”
Strategies that embed the mission and vision
It is possible for a school to convey its ethos, mission, goals, and values to its students, staff, and parents in a variety of different methods. A school's prospectus or handbook should present information in a way that is clear and easy to comprehend, taking into account the diverse ethnic group in the area and maybe translating the text into many languages. The website of the school is the spot that makes the most sense to transmit any sort of information regarding the institution as a whole, including its ethos and so on. The internet is the first place that people search for information in this day and age since it can be accessed from anywhere in the world and every school now has its own personal website. Again, in order to experience the true environment of the school, it is necessary to combine this mode of communication with a trip to the location itself.
4
Strategy 1
Communication
Repetitive communication of the mission and vision ensures it is embedded (Jensen et al., 2018)
Communications will target all stakeholders
Technology tools will be used to facilitate communication to all stakeholders
Strategies that embed the mission and vision cont…
A well-defined statement that provides an explanation of the line of work that an individual plans to pursue over the entirety of his career is an example of a career objective. It is essential for each and every student to articulate their aspirations for their future careers. They are able to devise more efficient action plans as a result of this.
5
Strategy 2
Helping students establish career goals
Students will be encouraged to work hard to actualize the goals
Successful careers enable students to become productive members of the society (Şenol & Lesinger, 2018)
Strategies that embed the mission and vision cont…
Finding and employing the appropriate faculty members is possibly the single most significant factor that will determine the institution's long-term success. Even though conducting interviews and making hires is seen by many as an art form, there are tried-and-true strategies that the school may employ to boost its chances of finding the proper people to work there. These approaches are suppo.
Select a healthcare legislature of interest. Discuss the historica.docx
Select a healthcare legislature of interest. Discuss the historical background of the legislation. For example, the person(s) who presented the bill. The committees the bill went through, and revision of the bill until it was passed into law. For example, health insurance is a problem within the USA. The ACA bill was created and pass into law.
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See discussions, stats, and author profiles for this publicati.docx
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/13998136
Self-management within a token economy for students with
learning disabilities
Article in Research in Developmental Disabilities · May 1997
DOI: 10.1016/S0891-4222(96)00045-5 · Source: PubMed
CITATIONS
17
READS
1,084
3 authors, including:
Some of the authors of this publication are also working on these related projects:
Self-regulation View project
Animal Assisted Physical Activity View project
Al Cavalier
University of Delaware
29 PUBLICATIONS 491 CITATIONS
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University of Delaware
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All content following this page was uploaded by Al Cavalier on 30 June 2018.
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https://www.researchgate.net/publication/13998136_Self-management_within_a_token_economy_for_students_with_learning_disabilities?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_2&_esc=publicationCoverPdf
https://www.researchgate.net/publication/13998136_Self-management_within_a_token_economy_for_students_with_learning_disabilities?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_3&_esc=publicationCoverPdf
https://www.researchgate.net/project/Self-regulation-5?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_9&_esc=publicationCoverPdf
https://www.researchgate.net/project/Animal-Assisted-Physical-Activity?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_9&_esc=publicationCoverPdf
https://www.researchgate.net/?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_1&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_4&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_5&_esc=publicationCoverPdf
https://www.researchgate.net/institution/University_of_Delaware?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_6&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_7&_esc=publicationCoverPdf
https://ww.
Segmented Assimilation Theory and theLife Model An Integrat.docx
Segmented Assimilation Theory and the
Life Model: An Integrated Approach to
Understanding Immigrants and Their Children
Lissette M. Piedra and David W Engstrom
The life model offers social workers a promising framework to use in assisting immigrant
families. However, the complexities of adaptation to a new country may make it difficult
for social workers to operate from a purely ecological approach. The authors use segmented
assimilation theory to better account for the specificities of the immigrant experience. They
argue that by adding concepts from segmented assimilation theory to the life model, social
workers can better understand the environmental Stressors that increase the vulnerabilities
of immigrants to the potentially harsh experience of adapting to a new country. With these
concepts, social workers who work with immigrant families will be better positioned to
achieve their central goal: enhancing person and environment fit.
KEY WORDS: acculturation; assimilation; immigrants; life model; second generation
Nearly a century ago,Jane Addams (1910)
observed that immigrants needed help
integrating their European and American
experiences to give them meaning and a sense of
relation:
Power to see life as a whole is more needed in
the immigrant quarter of the city than anywhere
else Why should the chasm between fathers
and sons, yawning at the feet of each generation,
be made so unnecessarily cruel and impassable
to these bewildered immigrants? (p. 172)
The inability of some immigrant families to
integrate the cultural capital from the world left
behind with the demands of the new society creates
a gulf of experience between immigrants and their
children that can undermine the parental relation-
ship. Today, the issue of family cohesion in the face
of acculturative Stressors remains central to the im-
migrant experience and creates a sense of urgency
because it is so linked with the success of the second
generation. The size of the immigrant population
and the role their children \vill play in future labor
markets (Morales & Bonilla, 1993; Sullivan, 2006)
moves the problem from the realm of the person
to the status of a larger public concern.
Immigrant families are rapidly becoming the
"typical" American family. More than one in seven
families in the United States is headed by a foreign-
born adult. Children of immigrant parents are the
fastest growing segment of the nation's child popula-
tion (Capps, Fix, Ost, Reardon-Anderson, & Passel,
2004).The U.S. Census Bureau (2003) reported that
slightly more than 14 million children (approxi-
mately one in five) live in immigrant families; the
percentage is even higher (22 percent) for children
under the age of six (U.S. Census Bureau, 2001).
At a structural level, these changing demographics
create large-scale and long-range effects that bear
on many social services and many issues of social
pohcy (Sullivan, 2006). Specifically, the population
growth of native-born children in nonwhite.
Select a local, state, or national public policy that is relev.docx
Select a local, state, or national public policy that is relevant today in the local, regional, or national news
Examples:
Local: community or urban growth (examples: results of rezoning, reuse of public structures, closed down school/public buildings that will convert to private business enterprise).
State: Private land converted to public spaces (examples: airports, road, or highway usage).
Federal: Gun policy, drug policy, immigration (examples: effects on jobs, background checks, cultural changes in communities).
Identify how the policy was formulated from a historical standpoint and identify which stakeholders were involved in the process.
Appraise the position whether the policy creates a benefit for one group (or stakeholder) while other groups experience disadvantages or negative challenges because of public policy implementation.
.
School of Community and Environmental HealthMPH Program .docx
School of Community and Environmental Health
MPH Program
Epidemiology: MPH 746
(
Second
Assignment
)
(
Type in you name here as
First Name , Last Name
)
Read the Paper below and answer the following questions. Your answer should be typed in below; and the submitted document should be in Microsoft Word document. The answer for any question should not exceed one paragraph (5-6 lines). The deadline for submission is 11:59 pm EST Nov. 9th, 2022.
(
Ellison LF, Morrison HI:
Low serum cholesterol concentration and risk of suicide
.
Epidemiology
2001,
12
(2):168-172.
)
Question1 (Max. 0.5 point)
What is the purpose of the study?
Question2 (Max. 0.5 point)
What is the study design? What is the exposure? What is the outcome?
Question3 (Max. 2 points)
How the exposure was measured? How the outcome was measured?
Question4 (Max. 1.5 points)
From Table II, calculate the Crude Rate Ratio for serum total cholesterol <4.27 mmol/l compared to >5.77 mmol/l. (must show the details of calculation)
Question5 (Max. 1.5 points)
What is the meaning of this crude Rate Ratio?
Question6 (Max. 1.5 points)
In Table 3, what is the meaning of age and sex adjusted RR of serum total cholesterol <4.27 mmol/l compared to serum total cholesterol >5.77 mmol/l. Was there confounding by age and sex, why or why not? Is the RR statistically significant? What is the meaning of the 95%CI for the RR?
Question7 (Max. 0.5 points)
Was the ascertainment of the outcome as complete as possible? Was there a follow chart?
Question8 (Max. 0.5 points)
The authors stated in the discussion “The possibility of under-ascertainment of suicide deaths is always a concern, although it is probably unlikely that ascertainment varied by serum total cholesterol level”
Explain what the authors meant by their statement.
Question9 (Max. 0.5 points)
Were those who measured the outcome blinded from the exposure status?
Question10 (Max. 0.5 points)
Have the exposures been well measured, or is there any random or systematic misclassification?
Question11 (Max. 5 points)
Do the “exposed” differ from the “unexposed” with respect to other factors? Have these differences taken into account in the design or analysis? i.e. How the authors dealt with confounding?
1
image1.png
Students will synthesize the information they have gathered during the course to formulate a presentation advocating for a practice change in relation to an area of interest to NP practice.
Creating a Professional PowerPoint PresentationDownload Creating a Professional PowerPoint Presentation
In a PowerPoint Presentation, address the following.
1.
Title Slide
2.
Introduction (1 slide): Slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered.
.
School Effects on Psychological Outcomes During Adolescence.docx
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
able characteristics.
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling on mental health outcomes (e.g., Boe-
kaerts, 1993; Cowen, 1991; Roeser, Eccles, & Strobel, 1998;
Rutter,.
Search the gene belonging to the accession id you selected in week 2.docx
Search the gene belonging to the accession id you selected in week 2. Use both Ensembl
https://useast.ensembl.org/index.html
and UCSC
https://genome.ucsc.edu/cgi-bin/hgGateway
genomic browsers to get these genomic/sequence features.
For transcript information including UTRs. provide:
Chromosome
Gene location
Coordinates (exons and introns) these are positions in the sequence
Total exon count -> state if this was the same as what you retrieved from NCBI. Note it could be different because it is a different organism.
ORF Strand: some tools present with signs such as -/+, others will state positive/negative or forward/reverse
promoter region
Coding Region
Coordinates (start and end sequence positions)
coding exon count (this may differ from the total count).
positions for coding exons
Compare and contrast the level of information provided by the two genomic browsers against each other and against the information you were able to get from NCBI resources
.
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
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Senior Seminar in Business Administration BUS 499Coope.docx
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docx
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
Serial KillersFor this assignment you will review a serial kille.docx
Serial Killers
For this assignment you will review a serial killer's case in depth. The killer you choose to review will also be the subject of your Week 5 final assignment, so keep your research material handy.
First, choose
one
of the following serial killers:
David Berkowitz ("Son of Sam") taunted police over a year and shot 15 people (6 died) in New York City. The movie "Summer of Sam" was about this time.
Gary Ridgway (the "Green River Killer") holds the American record for most victims. He confessed to killing 48 over a 16-year period but is suspected of having killed many more!
Wayne B. Williams is believed to be the killer of 24 children and young men in Atlanta, though there is still some doubt.
John Allen Muhammad and Lee Boyd Malvo were the "DC snipers" who shot 13 people (ten died) over three weeks in the Washington DC area in 2002.
Ted Bundy: Confessed to almost 30 murders (there may have been more). He was known for being smart and good-looking, and acted as his own lawyer.
Jeffrey Dahmer: His case captured worldwide attention after his capture, mostly due to his habit of keeping parts of his victims long after their deaths, as well as cannibalism and necrophilia.
Kristen Gilbert: An example of a female serial killer, she was a nurse who killed hospital patients in her care.
For this assignment, create a report in Microsoft Word that covers the following points:
Summarize the case: time period, location, number of victims, etc.
Describe the killer's background, methods, and area of operation.
How did the killer select his or her victims? Was there anything that the victims did to provoke the killer?
By analyzing all of the above information, you should now be able to propose a
three-part typology
and explain your analysis. Your typology should describe the killer's
motivation, location, and organized or disorganized factors. For instance, John Wayne Gacy might be described as a
Power/Control, local, organized killer.
.
SESSION 1Michael Delarosa, Department ManagerWhat sugg.docx
SESSION 1
Michael Delarosa, Department Manager
What suggestions do you have for improvement in regards to training new supervisors?
Make sure there are opportunities for hands on problem solving. Too much of our training is theory
and supervisors need to be focused on the real-world problems that come up.
What challenges do supervisors in our plants encounter that training would help them resolve?
I'd say that a lot of the challenges we see relate to the diversity on the line. There are a lot of different
types of people working at CapraTek and they don't always play well together.
What are the most important abilities for supervisors in our plants?
Well… the first thing that comes to mind is the ability to find information. Whether it's technical
information or answers for the people who report to you. Another key ability though is the ability to
acquire technical expertise. No one comes in knowing it all, but the ability to gain necessary
knowledge is very important.
What knowledge does a new supervisor need?
A solid understanding of the job itself. Supervisors provide a lot of training to new employees, so they
need to know our systems and processes inside and out.
Should training be conducted face to face, online, or a combination of both?
I'd say a combination. There are some topics that don't really need a classroom experience, but
others where the face-to-face interaction provides as much as the actual training materials. If it had to
be one or the other, I'd definitely say face to face.
Leland Butler, Shift Supervisor
What suggestions do you have for improvement in regards to training new supervisors?
Don't think you can cover this stuff once and be done with it. I went through supervisor training when I
was promoted, but I've gotta admit, I don't remember much of it. That kind of stuff doesn't always
stick unless you're doing it. Having an opportunity to be in the job and then get training on what you're
actually dealing with is better than sitting in a training room listening to someone talk about theories
and policies.
What challenges do supervisors in our plants encounter that training would help them resolve?
Well… like I said, being able to apply the leadership and supervisory ideas in realistic situations. I'm a
hands-on kind of person and it's always better if I can do something, so maybe like getting training on
performance reviews or some of the paperwork we're all dealing with. That would be helpful.
What are the most important abilities for supervisors in our plants?
Communication and flexibility. Hands down. You need to be able to shift gears decisively and
communicate with your team.
What knowledge does a new supervisor need?
He or she needs to know what the role of their team is to the division. How it all fits together. A good
supervisor needs to be able to communicate to the people who report to him what's going on and why
things are the way they are. So, he's got to be in .
Sheet11a & 1b.RESDETAILRes NumCheck InCheck OutCust IDCustFNameCus.docx
Sheet11a & 1b.RESDETAILRes NumCheck InCheck OutCust IDCustFNameCustLNameCust PhoneCust TypeCust DescLoyalty IDAgent IDAgentFNameAgentLNameAgent TypeAgent DescGuest CountRoom NumRoom TypeRoom DescRate TypeRate DescRate Amt10019/5/209/7/2085WesleyTanner(817)555-1193CCorporate32320Megan SmithFDFront Desk2224KKing BedCCorporate$12010019/5/209/7/2085WesleyTanner(817)555-1193CCorporate32320Megan SmithFDFront Desk2225D2 Double BedsCCorporate$12510029/1/209/10/20100Breanna Rhodes(214)555-9191IIndividual1295Janice MayTTelephone4305D2 Double BedsSStandard$14910039/9/209/11/2015JeffMinerIIndividual14John KingRCOnline Res Center3409D2 Double BedsWWeekend$9910049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4320D2 Double BedsCCorporate$11010049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4409D2 Double BedsCCorporate$10510049/12/209/14/2077KimJackson(817)555-4911CCorporate21028Ray SchultzTTelephone4321KKing BedCCorporate$11210059/15/209/18/20119Mary Vaughn(817)555-2334IIndividual11820MeganSmithFDFront Desk1302KKing BedSStandard$13910069/24/209/26/2097Chris Mancha(469)555-3440IIndividual15314John KingRCOnline Res Center2501KSKing SuiteWWeekend$11910069/24/209/26/2097Chris Mancha(469)555-3440IIndividual15314John KingRCOnline Res Center2502KSKing SuiteWWeekend$11910079/20/209/25/20100Breanna Rhodes(214)555-9191IIndividual12920MeganSmithFDFront Desk2302KKing BedSStandard$139100810/1/2010/3/2085Wesley Tanner(817)555-1193CCorporate3235Janice MayTTelephone3320D2 Double BedsWWeekend$89100810/1/2010/3/2085Wesley Tanner(817)555-1193CCorporate3235Janice MayTTelephone3321KKing BedWWeekend$99100910/1/2010/4/2028Renee Walker(214)555-9285IIndividual13514John KingRCOnline Res Center2502KSKing SuiteWWeekend$129100910/1/2010/4/2028Renee Walker(214)555-9285IIndividual13514John KingRCOnline Res Center2409D2 Double BedsWWeekend$129101010/1/2010/9/2023Shelby DayIIndividual28Ray SchultzTTelephone4225D2 Double BedsWWeekend$1091c.RESDETAIL (ResNum, RoomNum, CheckIn, CheckOut, CustID, CustFName, CustLName, CustPh, CustType, LoyaltyID, AgentID, AgentFName, AgentLName, AgentDesc, GuestCt, RoomType, RoomDesc, RateType, RateDesc, RateAmt)1d. Dependency Diagram for 1NF2a. Table Structure Format for 2NFRESDETAIL (ResNum, RoomNum, RateAmt)ROOM (RoomNum, RoomType, RoomDesc)RESERVATION (ResNum, CheckIn, CheckOut, CustID, CustFName, CustLName, CustPh, CustType, LoyaltyID, AgentID, AgentFName, AgentLName, AgentDesc, GuestCt, RateType, RateDesc)2b. Dependency Diagrams3a. Table Structure Format for 3NFRESDETAIL (ResNum, RoomNum, RateAmt)ROOM (RoomNum, RoomType)ROOMTYPE (RoomType, RoomDesc)RESERVATION (ResNum, CheckIn, CheckOut, CustID, AgentID, GuestCt, RateType)CUSTOMER (CustID, CustFName, CustLName, CustPh, LoyaltyID)CUSTTYPE (CustType, CustTypeDesc)AGENT (AgentID, AgentFName, AgentLName, AgentType)AGENTTYPE (AgentType, AgentDesc)RATETYPE (RateType, RateDesc)3b. Dependency Diagrams for 3NF4. Relational Schema4b. ERD
Sheet2
ima.
Selecting & Implementing Interventions – Assignment #4.docx
Selecting & Implementing Interventions – Assignment #4
image1.png
image2.png
image3.png
Behavioral Interventions
Behav. Intervent. 19: 205–228 (2004)
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/bin.161
MODIFICATIONS TOBASIC FUNCTIONAL
ANALYSIS PROCEDURES IN SCHOOL
SETTINGS: A SELECTIVE REVIEW
Janet Ellis* and Sandy Magee
University of North Texas, Denton, TX, USA
This review describes applied behavioral research involving functional analyses conducted in public
school settings. Functional analyses in public school settings often require added conditions. The
modified conditions described herein include changes to experimental designs, antecedent changes that
include task variation, tasks included, idiosyncratic variables, physiological conditions, and modified
escape conditions. Finally, consequent modifications cover peer attention, tangibles, varied attention,
and altered escape. Copyright # 2004 John Wiley & Sons, Ltd.
INTRODUCTION
The primary body of functional analysis (FA) literature has historically focused on
persons with developmental disabilities in institutional/residential settings who
engaged in severe self-injurious behavior (SIB). Mace and Lalli (1991) noted that
interventions based on FAs conducted in experimental settings under highly
controlled analog conditions may be effective only to the extent that those analog
conditions match the subject’s natural environment. Johnston (1993) recommended
that, once a procedure has been experimentally developed, its value and applicability
should be assessed under practical/natural conditions. Further, passage of Public Law
105-17, Individuals with Disabilities Education Act (IDEA), in 1997 mandated that a
‘functional behavioral assessment’ be conducted on students who exhibit significant
behavior and adjustment problems. For at least these reasons, FA research has moved
beyond the tightly controlled laboratory setting and into more natural environments
involving more diverse populations. Development of behavioral assessments of
problem behavior in school settings had empirical roots—for example, 36 years ago
Thomas, Becker, and Armstrong (1968) noted that classroom teacher’s disapproval
increased rates of student’s disruptive behavior. These assessments allowed effective
Copyright # 2004 John Wiley & Sons, Ltd.
*Correspondence to: Janet Ellis, Department of Behavior Analysis, University of North Texas, P.O. Box 310919,
Denton, TX 76203-0919, USA. E-mail: [email protected]
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behavior change procedures to be implemented in t.
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A Case Study of Global Leadership Development
Best Practice
Article · April 2016
CITATIONS
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Some of the authors of this publication are also working on these related projects:
Refreshing leadership development for the 21st century View project
Sebastian Salicru
University of Technology Sydney
13 PUBLICATIONS 4 CITATIONS
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A Case Study of Global
Leadership Development
Best Practice
“GLD is a challenging task that has become more imp.
Shared Reading FrameworkFollow this framework when viewing the v.docx
Shared Reading Framework
Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.
·
Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.
·
Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it means)
· Explain:
(I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step.
· Students Reflect:
(You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.
Self-disclosureDepth of reflectionResponse demonstrates an in.docx
Self-disclosure/Depth of reflection
Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class, as well as implications for future learning.
Analysis/Connection to reading and outside experiences
In-depth synthesis of thoughtfully selected aspects of experiences related to the course topics. Makes clear connections between what is learned from readings, outside experiences and the topics. The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the student’s appreciation for the discipline. Demonstrate further analysis and insight resulting from what you have learned from readings, includes reference to at least two readings other than those assigned for class.
Connection to course objectives and BSN outcomes
Synthesize, analyze and evaluate thoughtfully selected aspects of ideas or issues from the class discussion as they relate to the course learning outcomes and the BSN program outcome. (Review your syllabus and students handbook to help make connections)
Structure, organization and grammar
Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
APA format, page limitations and spelling
Follows APA professional writing style of using 12 point Times New Roman
font, 1inch margins all around, correct
APA headings, and correct format of title page.
.
Sheet1Excel for Finance Majorsweek 1week 2week 3week 4week 5week 6.docx
Sheet1Excel for Finance Majorsweek 1week 2week 3week 4week 5week 6week 7week 8week 9week 10week 11week 12week 13week 14week 15week 16TTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTuesday, August 30, 20168/30/169/1/169/6/169/8/169/13/169/15/169/20/169/22/169/27/169/29/1610/4/1610/6/1610/11/1610/13/1610/18/1610/20/1610/25/1610/27/1611/1/1611/3/1611/8/1611/10/1611/15/1611/17/1611/22/1611/24/1611/29/1612/1/1612/6/1612/8/1612/13/1612/15/16Sign here to indicate attendanceStudent NameStudent ID#Amaya, Brick1235678Bergstrom, Elise1458678Byard, Victoria1681678Costa, Tatyana1904678Derevyanchuk, Dimitri1127678Deshon, Anne1350678Dijkstra, Keith1573678Hail, Adam1796678Harston, Steven2019678Lee, Derek2242678Mcelhannon, Steven2465678Mcquade, Arthur2688678Moskalenko, Tanner2911678Parry, Justin3134678Prasad, Kritnesha3357678Simmons, Benjamin William3580678Soderman, Julia3803678Tverdokhlebova, Julia4026678Wade, Victoria4249678Weiss, Rene4472678Wilson, Jay4695678
Sheet2Student NameStudent ID#Ama, Mary1235783Brown, Victoria1681783Craft Tanya1904783Davy, Miller1127783Dillon, Troy1350783Dijkstra, Karpreet1573783Holmn, Allen1796783Happ, Steven2019783Levi, Dave2242783Maden, Steven2465783McArthur, King2688783Moska, Smith2911783Parson, Jay3134783Simmon, William3580783Sodeir, Jason3803783Tekhleboka, Matt4026783Wahl, Mary4249783Wise, Wilma4472783Woomson, Missy4695783
Sheet1Excel for Finance Majorsweek 1week 2week 3week 4week 5week 6week 7week 8week 9week 10week 11week 12week 13week 14week 15week 16TTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTTHTuesday, August 30, 20168/30/169/1/169/6/169/8/169/13/169/15/169/20/169/22/169/27/169/29/1610/4/1610/6/1610/11/1610/13/1610/18/1610/20/1610/25/1610/27/1611/1/1611/3/1611/8/1611/10/1611/15/1611/17/1611/22/1611/24/1611/29/1612/1/1612/6/1612/8/1612/13/1612/15/16Sign here to indicate attendanceStudent NameStudent ID#Amaya, Brick1235678Bergstrom, Elise1458678Byard, Victoria1681678Costa, Tatyana1904678Derevyanchuk, Dimitri1127678Deshon, Anne1350678Dijkstra, Keith1573678Hail, Adam1796678Harston, Steven2019678Lee, Derek2242678Mcelhannon, Steven2465678Mcquade, Arthur2688678Moskalenko, Tanner2911678Parry, Justin3134678Prasad, Kritnesha3357678Simmons, Benjamin William3580678Soderman, Julia3803678Tverdokhlebova, Julia4026678Wade, Victoria4249678Weiss, Rene4472678Wilson, Jay4695678
Sheet2Student NameStudent ID#Ama, Mary1235783Brown, Victoria1681783Craft Tanya1904783Davy, Miller1127783Dillon, Troy1350783Dijkstra, Karpreet1573783Holmn, Allen1796783Happ, Steven2019783Levi, Dave2242783Maden, Steven2465783McArthur, King2688783Moska, Smith2911783Parson, Jay3134783Simmon, William3580783Sodeir, Jason3803783Tekhleboka, Matt4026783Wahl, Mary4249783Wise, Wilma4472783Woomson, Missy4695783
.
Seemingly riding on the coattails of SARS-CoV-2, the alarming sp.docx
Seemingly riding on the coattails of SARS-CoV-2, the alarming spread of monkeypox across western Europe and the United States has filled the news cycle through the summer of 2022. Monkeypox is an orthopoxvirus, similar in presentation to smallpox and chickenpox (Varicella zoster). In contrast to the related poxviruses, monkeypox has been reported to spread by sexual contact and direct skin-to-skin contact, as well as through the traditional respiratory droplet route. While there is currently no effective treatment for infected individuals, two vaccines with good efficacy are available to help stem the spread of the disease. Likewise, individuals that have been vaccinated against smallpox with vaccinia virus have some protection against contracting monkeypox. While changes in sexual behavior among vulnerable populations has so far limited the outbreak, the disease is still spreading throughout the country and has caused a handful of deaths.
What is the life cycle of monkeypox, and how exactly is it spread? What does the fact that vaccination against smallpox provides some protection against monkeypox indicate about this virus? Also, what does the spread of monkeypox reveal about the susceptibility of the population to smallpox, a disease that has been considered eradicated worldwide since the late 1980s?
In addition to your original response, you will need to respond to at least two other students’ original posts. Responses should be substantive in nature instead of just reiterating what the original poster stated, or a “good job explaining” or “me too” type of post.
Please note that in your response, plagiarism is not allowed. Please do NOT simply cut and paste information from books, journals, websites, or other sources. In addition, direct quotation of sources, regardless of whether or not the source is cited, is not allowed. Please summarize the material and what you have learned in your own words.
.
See the attachment of 1 Article belowPlease answer all the que.docx
See the attachment of 1 Article below
Please answer all the questions below in 1-2 pages (in MLA)
1) the important concepts and terms of the readings
2) the most important arguments of the readings
3) the parts of the readings they found confusing or unclear
4) how this reading relates to previous class readings, lectures, and discussions
You do not need to have a work cited page unless you have outside materials. Please let me know if you have questions.
.
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSIONNameI.docx
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSION
Name
Institution
Date
School
Hello everyone and welcome to today’s presentation. The school in focus is Highland High School which has 9 to 12th grade.
2
Name
Highland High School
Grade levels
9 to 12
Mission
The mssion of the school is to “Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”. The vision of the school is Students will “Own Their learning”
3
Mission statement
“Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”
Vision statement
Students will “Own Their learning”
Strategies that embed the mission and vision
It is possible for a school to convey its ethos, mission, goals, and values to its students, staff, and parents in a variety of different methods. A school's prospectus or handbook should present information in a way that is clear and easy to comprehend, taking into account the diverse ethnic group in the area and maybe translating the text into many languages. The website of the school is the spot that makes the most sense to transmit any sort of information regarding the institution as a whole, including its ethos and so on. The internet is the first place that people search for information in this day and age since it can be accessed from anywhere in the world and every school now has its own personal website. Again, in order to experience the true environment of the school, it is necessary to combine this mode of communication with a trip to the location itself.
4
Strategy 1
Communication
Repetitive communication of the mission and vision ensures it is embedded (Jensen et al., 2018)
Communications will target all stakeholders
Technology tools will be used to facilitate communication to all stakeholders
Strategies that embed the mission and vision cont…
A well-defined statement that provides an explanation of the line of work that an individual plans to pursue over the entirety of his career is an example of a career objective. It is essential for each and every student to articulate their aspirations for their future careers. They are able to devise more efficient action plans as a result of this.
5
Strategy 2
Helping students establish career goals
Students will be encouraged to work hard to actualize the goals
Successful careers enable students to become productive members of the society (Şenol & Lesinger, 2018)
Strategies that embed the mission and vision cont…
Finding and employing the appropriate faculty members is possibly the single most significant factor that will determine the institution's long-term success. Even though conducting interviews and making hires is seen by many as an art form, there are tried-and-true strategies that the school may employ to boost its chances of finding the proper people to work there. These approaches are suppo.
Select a healthcare legislature of interest. Discuss the historica.docx
Select a healthcare legislature of interest. Discuss the historical background of the legislation. For example, the person(s) who presented the bill. The committees the bill went through, and revision of the bill until it was passed into law. For example, health insurance is a problem within the USA. The ACA bill was created and pass into law.
.
See discussions, stats, and author profiles for this publicati.docx
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/13998136
Self-management within a token economy for students with
learning disabilities
Article in Research in Developmental Disabilities · May 1997
DOI: 10.1016/S0891-4222(96)00045-5 · Source: PubMed
CITATIONS
17
READS
1,084
3 authors, including:
Some of the authors of this publication are also working on these related projects:
Self-regulation View project
Animal Assisted Physical Activity View project
Al Cavalier
University of Delaware
29 PUBLICATIONS 491 CITATIONS
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University of Delaware
46 PUBLICATIONS 1,276 CITATIONS
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https://www.researchgate.net/project/Self-regulation-5?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_9&_esc=publicationCoverPdf
https://www.researchgate.net/project/Animal-Assisted-Physical-Activity?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_9&_esc=publicationCoverPdf
https://www.researchgate.net/?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_1&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_4&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_5&_esc=publicationCoverPdf
https://www.researchgate.net/institution/University_of_Delaware?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_6&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_7&_esc=publicationCoverPdf
https://ww.
Segmented Assimilation Theory and theLife Model An Integrat.docx
Segmented Assimilation Theory and the
Life Model: An Integrated Approach to
Understanding Immigrants and Their Children
Lissette M. Piedra and David W Engstrom
The life model offers social workers a promising framework to use in assisting immigrant
families. However, the complexities of adaptation to a new country may make it difficult
for social workers to operate from a purely ecological approach. The authors use segmented
assimilation theory to better account for the specificities of the immigrant experience. They
argue that by adding concepts from segmented assimilation theory to the life model, social
workers can better understand the environmental Stressors that increase the vulnerabilities
of immigrants to the potentially harsh experience of adapting to a new country. With these
concepts, social workers who work with immigrant families will be better positioned to
achieve their central goal: enhancing person and environment fit.
KEY WORDS: acculturation; assimilation; immigrants; life model; second generation
Nearly a century ago,Jane Addams (1910)
observed that immigrants needed help
integrating their European and American
experiences to give them meaning and a sense of
relation:
Power to see life as a whole is more needed in
the immigrant quarter of the city than anywhere
else Why should the chasm between fathers
and sons, yawning at the feet of each generation,
be made so unnecessarily cruel and impassable
to these bewildered immigrants? (p. 172)
The inability of some immigrant families to
integrate the cultural capital from the world left
behind with the demands of the new society creates
a gulf of experience between immigrants and their
children that can undermine the parental relation-
ship. Today, the issue of family cohesion in the face
of acculturative Stressors remains central to the im-
migrant experience and creates a sense of urgency
because it is so linked with the success of the second
generation. The size of the immigrant population
and the role their children \vill play in future labor
markets (Morales & Bonilla, 1993; Sullivan, 2006)
moves the problem from the realm of the person
to the status of a larger public concern.
Immigrant families are rapidly becoming the
"typical" American family. More than one in seven
families in the United States is headed by a foreign-
born adult. Children of immigrant parents are the
fastest growing segment of the nation's child popula-
tion (Capps, Fix, Ost, Reardon-Anderson, & Passel,
2004).The U.S. Census Bureau (2003) reported that
slightly more than 14 million children (approxi-
mately one in five) live in immigrant families; the
percentage is even higher (22 percent) for children
under the age of six (U.S. Census Bureau, 2001).
At a structural level, these changing demographics
create large-scale and long-range effects that bear
on many social services and many issues of social
pohcy (Sullivan, 2006). Specifically, the population
growth of native-born children in nonwhite.
Select a local, state, or national public policy that is relev.docx
Select a local, state, or national public policy that is relevant today in the local, regional, or national news
Examples:
Local: community or urban growth (examples: results of rezoning, reuse of public structures, closed down school/public buildings that will convert to private business enterprise).
State: Private land converted to public spaces (examples: airports, road, or highway usage).
Federal: Gun policy, drug policy, immigration (examples: effects on jobs, background checks, cultural changes in communities).
Identify how the policy was formulated from a historical standpoint and identify which stakeholders were involved in the process.
Appraise the position whether the policy creates a benefit for one group (or stakeholder) while other groups experience disadvantages or negative challenges because of public policy implementation.
.
School of Community and Environmental HealthMPH Program .docx
School of Community and Environmental Health
MPH Program
Epidemiology: MPH 746
(
Second
Assignment
)
(
Type in you name here as
First Name , Last Name
)
Read the Paper below and answer the following questions. Your answer should be typed in below; and the submitted document should be in Microsoft Word document. The answer for any question should not exceed one paragraph (5-6 lines). The deadline for submission is 11:59 pm EST Nov. 9th, 2022.
(
Ellison LF, Morrison HI:
Low serum cholesterol concentration and risk of suicide
.
Epidemiology
2001,
12
(2):168-172.
)
Question1 (Max. 0.5 point)
What is the purpose of the study?
Question2 (Max. 0.5 point)
What is the study design? What is the exposure? What is the outcome?
Question3 (Max. 2 points)
How the exposure was measured? How the outcome was measured?
Question4 (Max. 1.5 points)
From Table II, calculate the Crude Rate Ratio for serum total cholesterol <4.27 mmol/l compared to >5.77 mmol/l. (must show the details of calculation)
Question5 (Max. 1.5 points)
What is the meaning of this crude Rate Ratio?
Question6 (Max. 1.5 points)
In Table 3, what is the meaning of age and sex adjusted RR of serum total cholesterol <4.27 mmol/l compared to serum total cholesterol >5.77 mmol/l. Was there confounding by age and sex, why or why not? Is the RR statistically significant? What is the meaning of the 95%CI for the RR?
Question7 (Max. 0.5 points)
Was the ascertainment of the outcome as complete as possible? Was there a follow chart?
Question8 (Max. 0.5 points)
The authors stated in the discussion “The possibility of under-ascertainment of suicide deaths is always a concern, although it is probably unlikely that ascertainment varied by serum total cholesterol level”
Explain what the authors meant by their statement.
Question9 (Max. 0.5 points)
Were those who measured the outcome blinded from the exposure status?
Question10 (Max. 0.5 points)
Have the exposures been well measured, or is there any random or systematic misclassification?
Question11 (Max. 5 points)
Do the “exposed” differ from the “unexposed” with respect to other factors? Have these differences taken into account in the design or analysis? i.e. How the authors dealt with confounding?
1
image1.png
Students will synthesize the information they have gathered during the course to formulate a presentation advocating for a practice change in relation to an area of interest to NP practice.
Creating a Professional PowerPoint PresentationDownload Creating a Professional PowerPoint Presentation
In a PowerPoint Presentation, address the following.
1.
Title Slide
2.
Introduction (1 slide): Slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered.
.
School Effects on Psychological Outcomes During Adolescence.docx
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
able characteristics.
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling on mental health outcomes (e.g., Boe-
kaerts, 1993; Cowen, 1991; Roeser, Eccles, & Strobel, 1998;
Rutter,.
Search the gene belonging to the accession id you selected in week 2.docx
Search the gene belonging to the accession id you selected in week 2. Use both Ensembl
https://useast.ensembl.org/index.html
and UCSC
https://genome.ucsc.edu/cgi-bin/hgGateway
genomic browsers to get these genomic/sequence features.
For transcript information including UTRs. provide:
Chromosome
Gene location
Coordinates (exons and introns) these are positions in the sequence
Total exon count -> state if this was the same as what you retrieved from NCBI. Note it could be different because it is a different organism.
ORF Strand: some tools present with signs such as -/+, others will state positive/negative or forward/reverse
promoter region
Coding Region
Coordinates (start and end sequence positions)
coding exon count (this may differ from the total count).
positions for coding exons
Compare and contrast the level of information provided by the two genomic browsers against each other and against the information you were able to get from NCBI resources
.
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