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.
.
For more course tutorials visit
www.newtonhelp.com
NR 505 Analysis and Application of Clinical Practice
Analysis and Application of Clinical
Practice Guidelines & Scoring Rubric
Purpose
EBP CLASS Assignment 1To PrepareReflect on the four p.docxgreg1eden90113
EBP CLASS Assignment 1
To Prepare:
Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
Consider the best method of disseminating the results of your presentation to an audience.
The Assignment:
(Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide
narrated
PowerPoint presentation in which you do the following:
Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
Add a lessons learned section that includes the following:
A summary of the critical appraisal of the peer-reviewed articles you previously submitted
An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
TIPS For full grade!
I suggest instead you make a
bulleted
presentation which is more appropriate for powerpoint and
NARRATE
the detail requested. Do not clutter the slide with business and small font.
1. title slide
2. introduction to THIS presentation (the recommendation of a practice)
3. Description of the healthcare setting in which you would make the EBP recommendation. (culture, readiness for change)
4. A brief description of the current problem, need for change, and the EBP idea (your PICOT question)
5. The plan for change: What strategy would you use to disseminate the EBP change with rationale?
6. What are the outcomes you hope to see with this change?
7. Lessons (plural, so at least 2) you learned: (You must discuss a summary of the appraisal of the research you reviewed, and a lesson learned from completing the matrix, or a lesson .
Running head RESEARCH CRITIQUE & PICOT - FINAL 16RE.docxtodd521
Running head: RESEARCH CRITIQUE & PICOT - FINAL 1
6
RESEARCH CRITIQUE & PICOT
Research Critique & PICOT Statement – Final Draft
Student’s Name
NRS-433V Introduction to Nursing Research
Grand Canyon University
Due Date
Research Critique & PICOT Statement - Final Draft
Give a brief introduction of this paper as it is the final draft. In this section include the names of the studies that were critiqued in the qualitative and quantitative sections below with the cited reference after the name of each study. The graded assignments from weeks one, two and three should be the basis for this assignment. The corrections made for all sections of those assignments according to the instructor’s comments should be clearly present. Do not include the instructor’s comments. Just make the corrections and put them in the proper places noted by the headings below. Throughout this paper, you should use spell check and grammar check always. Speak in the active voice and not a passive voice. Support statements with references. Use citations in all sections when references are made to the study or studies used in this paper. (Keep the word count between 1500 and 1750 words. Going outside of the word count will cause a 10% deduction of total points.)
Nursing Practice Problem and PICOT Statement
Nursing Practice Problem
State the practice problem that is relevant to nursing. This should be an extension of the PICOT question that was in the introduction of the literature Search on Week 1 of this class. The PICOT question should support the nursing practice problem with current research. Be clear, concise and relate the problem to nursing practice. State how current research supports this problem. Describe the relevant details and explain how the PICOT statement is linked or related to nursing practice. Current research must be used to show how the PICOT supports the nursing practice problem.
PICOT Statement
State the PICOT statement in a question. State the PICOT question using the format noted in the article on “EBP- Step-by-Step- Asking the Clinical Question: A Key Step in Evidence-Based Practice” by Stillwell, Fineout-Overhold & Melnyk (2010) found with the template for this assignment. Discuss the link betweenthe PICOT question, the nursing practice problem & evidence-based practice change how they are connected to relevant details supporting explanation.
Qualitative Study
Background of Study
Keep this section to just the criteria of the qualitative study. The clinical and research problem of the study, significance of the study, purpose of the study and main research question or hypothesis should be described briefly in this section.
Methods of Study
What qualitative methods were used to answer the research question stated above? Were there quantitative and qualitative studies of the literature review relevant to the focus of the study that were cited by the author? Were the references current? Were there weaknesses of the available studies us.
FEEDBACK FOR OM009This is a good start; however, there are sti.docxmglenn3
FEEDBACK FOR OM009
This is a good start; however, there are still multiple sections that need to be improved. Once you are ready, please let me know so I can unlock your next attempt. Please make sure that you carefully read the rubric prior to making the changes. I also highly recommend that you organize your slides based on the rubric. In order to pass this paper, you would need a 3 on every section as explained in the rubric.
Learning Objective 1.1: Define evidence-based decision making.:
MEETS EXPECTATIONS
2
Presentation accurately and thoroughly defines evidence-based decision making.
Definition is supported by relevant academic/professional resources.
Additional Comments: Provide an example of a specific facility that used evidence-based decision making. Also, ensure that you use academic references to support your example.
Learning Objective 1.2: Explain the relevance of evidence-based decision making in the healthcare industry.:
MEETS EXPECTATIONS
2
Presentation accurately and thoroughly explains the relevance of evidence-based decision making in the healthcare industry.
Explanation is supported by relevant academic/professional resources.
Additional Comments: Provide an example of a facility or organization
Learning Objective 2.1: Apply evidence-based decision making to define a problem.:
MEETS EXPECTATIONS
2
Presentation clearly defines the problem that applies evidence-based decision making.
Additional Comments: Provide the most compelling evidence and references
Learning Objective 2.2: Recommend options based on data.:
MEETS EXPECTATIONS
2
Presentation provides one logical option for no additional beds and two logical options for additional beds.
Presenter notes include detailed empirical support from the facts given in the case study and evidence from relevant academic/professional resources.
Additional Comments:
Learning Objective 2.3: Describe how recommendations address specific issues in healthcare ICUs.:
MEETS EXPECTATIONS
2
Presentation thoroughly describes how three options will address the issues in the ICU.
Presenter notes include detailed empirical support from the facts given in the case study and evidence from the relevant academic/professional resources.
Additional Comments:
Learning Objective 2.4: Develop evidence-based recommendations that maximize benefits to hospitals, patients, and the community.:
NEEDS IMPROVEMENT
1
Evidence-based final recommendation is illogical and/or vaguely explains how the final recommendation will maximize benefits to the hospital, the patients, and the community is incomplete.
Additional Comments: It is unclear to me which one is your final recommendation
Learning Objective 2.5: Justify evidence-based recommendations.:
NEEDS IMPROVEMENT
1
Presentation provides an illogical or unsubstantiated justification for the final recommendation.
Justification is not supported by academic/professional resources or the resources are not relevant.
Additional Comments: Again, have .
Walden University M.S. in NursingFormative Evaluation Criteria f.docxcelenarouzie
Walden University M.S. in Nursing
Formative Evaluation Criteria for Applications and Formal Papers
Categories and Criteria
Points
QUALITY OF WORK SUBMITTED - 35 Possible Points
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
25-30
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
20-24
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
16-19
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
0-15
2. Purpose of the paper is clear (0-5 Points)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5
Purpose of the assignment is stated, yet is brief and not descriptive.
4
Purpose of the assignment is vague.
1-3
No purpose statement was provided.
0
ASSIMILATION AND SYNTHESIS OF IDEAS - 50 Possible Points
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9-10
Demonstrates a clear understanding of key concepts.
8
Shows some degree of understanding of key concepts.
5-7
Shows a lack of understanding of key concepts, deviates from topics.
0-4
2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15-20
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
10-14
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
3-9
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
0-2
3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
18-20
Summarizes information gleaned from sources to support major points, but does not synthesize.
16-17
I.
1 Project Title Name of the student School o.docxaulasnilda
1
Project Title
Name of the student
School of Economics, The University of Sydney
Research report submitted in partial fulfilment of the requirements for the Master of Economics
Semester 1, 2020
2
Statement of Originality
I hereby declare that this submission is my own work and to the best of my knowledge it contains no
material previously published or written by another person. Nor does it contain any material which has
been accepted for the award of any other degree or diploma at the University of Sydney or at any other
educational institution, except where due acknowledgment is made in this thesis.
Any contributions made to the research by others with whom I have had the benefit of working at the
University of Sydney is explicitly acknowledged.
I also declare that the intellectual content of this study is the product of my own work and research,
except to the extent that assistance from others in the project’s conception and design is acknowledged.
Name of student
Date
3
Acknowledgement
4
Abstract
100 words
3-5 key words
5
At the very least, you should have the following sections (content) in your final report.
Contents
1 Introduction ....................................................................................................................................
2 Method ...........................................................................................................................................
3 Background: Debate on the relationship between health and economic growth .............................
4 Theoretical Framework on the link between health and economic growth .....................................
5 Empirical results from the macroeconomic studies on health and economic growth ......................
6 Empirical results from the microeconomic studies on health and economic growth ......................
7 Conclusion ........................................................................................................................................
References ..............................................................................................................................................
Appendix .............................................................................................................................................
6
1 Introduction
The Topic: is the broad subject matter being addressed in a study. Introduced in the first paragraphs.
The Research Problem: an area of conflict, concern, or controversy, a gap. State the problem in the
opening paragraph (i.e., something that needs a solution). Identify an issue. Reference the problem
using the literature.
Significance: Why the research problem is important. For example, the proposed study is significant
since it addresses the sustainable development goals of zero hunger and eradication of poverty.
.
1 Project Title Name of the student School o.docxteresehearn
1
Project Title
Name of the student
School of Economics, The University of Sydney
Research report submitted in partial fulfilment of the requirements for the Master of Economics
Semester 1, 2020
2
Statement of Originality
I hereby declare that this submission is my own work and to the best of my knowledge it contains no
material previously published or written by another person. Nor does it contain any material which has
been accepted for the award of any other degree or diploma at the University of Sydney or at any other
educational institution, except where due acknowledgment is made in this thesis.
Any contributions made to the research by others with whom I have had the benefit of working at the
University of Sydney is explicitly acknowledged.
I also declare that the intellectual content of this study is the product of my own work and research,
except to the extent that assistance from others in the project’s conception and design is acknowledged.
Name of student
Date
3
Acknowledgement
4
Abstract
100 words
3-5 key words
5
At the very least, you should have the following sections (content) in your final report.
Contents
1 Introduction ....................................................................................................................................
2 Method ...........................................................................................................................................
3 Background: Debate on the relationship between health and economic growth .............................
4 Theoretical Framework on the link between health and economic growth .....................................
5 Empirical results from the macroeconomic studies on health and economic growth ......................
6 Empirical results from the microeconomic studies on health and economic growth ......................
7 Conclusion ........................................................................................................................................
References ..............................................................................................................................................
Appendix .............................................................................................................................................
6
1 Introduction
The Topic: is the broad subject matter being addressed in a study. Introduced in the first paragraphs.
The Research Problem: an area of conflict, concern, or controversy, a gap. State the problem in the
opening paragraph (i.e., something that needs a solution). Identify an issue. Reference the problem
using the literature.
Significance: Why the research problem is important. For example, the proposed study is significant
since it addresses the sustainable development goals of zero hunger and eradication of poverty.
.
For more course tutorials visit
www.newtonhelp.com
NR 505 Analysis and Application of Clinical Practice
Analysis and Application of Clinical
Practice Guidelines & Scoring Rubric
Purpose
EBP CLASS Assignment 1To PrepareReflect on the four p.docxgreg1eden90113
EBP CLASS Assignment 1
To Prepare:
Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
Consider the best method of disseminating the results of your presentation to an audience.
The Assignment:
(Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide
narrated
PowerPoint presentation in which you do the following:
Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
Add a lessons learned section that includes the following:
A summary of the critical appraisal of the peer-reviewed articles you previously submitted
An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
TIPS For full grade!
I suggest instead you make a
bulleted
presentation which is more appropriate for powerpoint and
NARRATE
the detail requested. Do not clutter the slide with business and small font.
1. title slide
2. introduction to THIS presentation (the recommendation of a practice)
3. Description of the healthcare setting in which you would make the EBP recommendation. (culture, readiness for change)
4. A brief description of the current problem, need for change, and the EBP idea (your PICOT question)
5. The plan for change: What strategy would you use to disseminate the EBP change with rationale?
6. What are the outcomes you hope to see with this change?
7. Lessons (plural, so at least 2) you learned: (You must discuss a summary of the appraisal of the research you reviewed, and a lesson learned from completing the matrix, or a lesson .
Running head RESEARCH CRITIQUE & PICOT - FINAL 16RE.docxtodd521
Running head: RESEARCH CRITIQUE & PICOT - FINAL 1
6
RESEARCH CRITIQUE & PICOT
Research Critique & PICOT Statement – Final Draft
Student’s Name
NRS-433V Introduction to Nursing Research
Grand Canyon University
Due Date
Research Critique & PICOT Statement - Final Draft
Give a brief introduction of this paper as it is the final draft. In this section include the names of the studies that were critiqued in the qualitative and quantitative sections below with the cited reference after the name of each study. The graded assignments from weeks one, two and three should be the basis for this assignment. The corrections made for all sections of those assignments according to the instructor’s comments should be clearly present. Do not include the instructor’s comments. Just make the corrections and put them in the proper places noted by the headings below. Throughout this paper, you should use spell check and grammar check always. Speak in the active voice and not a passive voice. Support statements with references. Use citations in all sections when references are made to the study or studies used in this paper. (Keep the word count between 1500 and 1750 words. Going outside of the word count will cause a 10% deduction of total points.)
Nursing Practice Problem and PICOT Statement
Nursing Practice Problem
State the practice problem that is relevant to nursing. This should be an extension of the PICOT question that was in the introduction of the literature Search on Week 1 of this class. The PICOT question should support the nursing practice problem with current research. Be clear, concise and relate the problem to nursing practice. State how current research supports this problem. Describe the relevant details and explain how the PICOT statement is linked or related to nursing practice. Current research must be used to show how the PICOT supports the nursing practice problem.
PICOT Statement
State the PICOT statement in a question. State the PICOT question using the format noted in the article on “EBP- Step-by-Step- Asking the Clinical Question: A Key Step in Evidence-Based Practice” by Stillwell, Fineout-Overhold & Melnyk (2010) found with the template for this assignment. Discuss the link betweenthe PICOT question, the nursing practice problem & evidence-based practice change how they are connected to relevant details supporting explanation.
Qualitative Study
Background of Study
Keep this section to just the criteria of the qualitative study. The clinical and research problem of the study, significance of the study, purpose of the study and main research question or hypothesis should be described briefly in this section.
Methods of Study
What qualitative methods were used to answer the research question stated above? Were there quantitative and qualitative studies of the literature review relevant to the focus of the study that were cited by the author? Were the references current? Were there weaknesses of the available studies us.
FEEDBACK FOR OM009This is a good start; however, there are sti.docxmglenn3
FEEDBACK FOR OM009
This is a good start; however, there are still multiple sections that need to be improved. Once you are ready, please let me know so I can unlock your next attempt. Please make sure that you carefully read the rubric prior to making the changes. I also highly recommend that you organize your slides based on the rubric. In order to pass this paper, you would need a 3 on every section as explained in the rubric.
Learning Objective 1.1: Define evidence-based decision making.:
MEETS EXPECTATIONS
2
Presentation accurately and thoroughly defines evidence-based decision making.
Definition is supported by relevant academic/professional resources.
Additional Comments: Provide an example of a specific facility that used evidence-based decision making. Also, ensure that you use academic references to support your example.
Learning Objective 1.2: Explain the relevance of evidence-based decision making in the healthcare industry.:
MEETS EXPECTATIONS
2
Presentation accurately and thoroughly explains the relevance of evidence-based decision making in the healthcare industry.
Explanation is supported by relevant academic/professional resources.
Additional Comments: Provide an example of a facility or organization
Learning Objective 2.1: Apply evidence-based decision making to define a problem.:
MEETS EXPECTATIONS
2
Presentation clearly defines the problem that applies evidence-based decision making.
Additional Comments: Provide the most compelling evidence and references
Learning Objective 2.2: Recommend options based on data.:
MEETS EXPECTATIONS
2
Presentation provides one logical option for no additional beds and two logical options for additional beds.
Presenter notes include detailed empirical support from the facts given in the case study and evidence from relevant academic/professional resources.
Additional Comments:
Learning Objective 2.3: Describe how recommendations address specific issues in healthcare ICUs.:
MEETS EXPECTATIONS
2
Presentation thoroughly describes how three options will address the issues in the ICU.
Presenter notes include detailed empirical support from the facts given in the case study and evidence from the relevant academic/professional resources.
Additional Comments:
Learning Objective 2.4: Develop evidence-based recommendations that maximize benefits to hospitals, patients, and the community.:
NEEDS IMPROVEMENT
1
Evidence-based final recommendation is illogical and/or vaguely explains how the final recommendation will maximize benefits to the hospital, the patients, and the community is incomplete.
Additional Comments: It is unclear to me which one is your final recommendation
Learning Objective 2.5: Justify evidence-based recommendations.:
NEEDS IMPROVEMENT
1
Presentation provides an illogical or unsubstantiated justification for the final recommendation.
Justification is not supported by academic/professional resources or the resources are not relevant.
Additional Comments: Again, have .
Walden University M.S. in NursingFormative Evaluation Criteria f.docxcelenarouzie
Walden University M.S. in Nursing
Formative Evaluation Criteria for Applications and Formal Papers
Categories and Criteria
Points
QUALITY OF WORK SUBMITTED - 35 Possible Points
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
25-30
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
20-24
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
16-19
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
0-15
2. Purpose of the paper is clear (0-5 Points)
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5
Purpose of the assignment is stated, yet is brief and not descriptive.
4
Purpose of the assignment is vague.
1-3
No purpose statement was provided.
0
ASSIMILATION AND SYNTHESIS OF IDEAS - 50 Possible Points
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9-10
Demonstrates a clear understanding of key concepts.
8
Shows some degree of understanding of key concepts.
5-7
Shows a lack of understanding of key concepts, deviates from topics.
0-4
2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15-20
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
10-14
Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.
3-9
Includes and integrates specific information from 0 to 1 resource to support major points and point of view.
0-2
3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)
Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.
18-20
Summarizes information gleaned from sources to support major points, but does not synthesize.
16-17
I.
1 Project Title Name of the student School o.docxaulasnilda
1
Project Title
Name of the student
School of Economics, The University of Sydney
Research report submitted in partial fulfilment of the requirements for the Master of Economics
Semester 1, 2020
2
Statement of Originality
I hereby declare that this submission is my own work and to the best of my knowledge it contains no
material previously published or written by another person. Nor does it contain any material which has
been accepted for the award of any other degree or diploma at the University of Sydney or at any other
educational institution, except where due acknowledgment is made in this thesis.
Any contributions made to the research by others with whom I have had the benefit of working at the
University of Sydney is explicitly acknowledged.
I also declare that the intellectual content of this study is the product of my own work and research,
except to the extent that assistance from others in the project’s conception and design is acknowledged.
Name of student
Date
3
Acknowledgement
4
Abstract
100 words
3-5 key words
5
At the very least, you should have the following sections (content) in your final report.
Contents
1 Introduction ....................................................................................................................................
2 Method ...........................................................................................................................................
3 Background: Debate on the relationship between health and economic growth .............................
4 Theoretical Framework on the link between health and economic growth .....................................
5 Empirical results from the macroeconomic studies on health and economic growth ......................
6 Empirical results from the microeconomic studies on health and economic growth ......................
7 Conclusion ........................................................................................................................................
References ..............................................................................................................................................
Appendix .............................................................................................................................................
6
1 Introduction
The Topic: is the broad subject matter being addressed in a study. Introduced in the first paragraphs.
The Research Problem: an area of conflict, concern, or controversy, a gap. State the problem in the
opening paragraph (i.e., something that needs a solution). Identify an issue. Reference the problem
using the literature.
Significance: Why the research problem is important. For example, the proposed study is significant
since it addresses the sustainable development goals of zero hunger and eradication of poverty.
.
1 Project Title Name of the student School o.docxteresehearn
1
Project Title
Name of the student
School of Economics, The University of Sydney
Research report submitted in partial fulfilment of the requirements for the Master of Economics
Semester 1, 2020
2
Statement of Originality
I hereby declare that this submission is my own work and to the best of my knowledge it contains no
material previously published or written by another person. Nor does it contain any material which has
been accepted for the award of any other degree or diploma at the University of Sydney or at any other
educational institution, except where due acknowledgment is made in this thesis.
Any contributions made to the research by others with whom I have had the benefit of working at the
University of Sydney is explicitly acknowledged.
I also declare that the intellectual content of this study is the product of my own work and research,
except to the extent that assistance from others in the project’s conception and design is acknowledged.
Name of student
Date
3
Acknowledgement
4
Abstract
100 words
3-5 key words
5
At the very least, you should have the following sections (content) in your final report.
Contents
1 Introduction ....................................................................................................................................
2 Method ...........................................................................................................................................
3 Background: Debate on the relationship between health and economic growth .............................
4 Theoretical Framework on the link between health and economic growth .....................................
5 Empirical results from the macroeconomic studies on health and economic growth ......................
6 Empirical results from the microeconomic studies on health and economic growth ......................
7 Conclusion ........................................................................................................................................
References ..............................................................................................................................................
Appendix .............................................................................................................................................
6
1 Introduction
The Topic: is the broad subject matter being addressed in a study. Introduced in the first paragraphs.
The Research Problem: an area of conflict, concern, or controversy, a gap. State the problem in the
opening paragraph (i.e., something that needs a solution). Identify an issue. Reference the problem
using the literature.
Significance: Why the research problem is important. For example, the proposed study is significant
since it addresses the sustainable development goals of zero hunger and eradication of poverty.
.
TOPIC Write an original research report consisting of one of the .docxturveycharlyn
TOPIC: Write an original research report consisting of one of the following topic areas:
2) Network Organizations, 3) Spin-out Organizations, 4) Ambidextrous Organizations, 5) Front-Back Organizations, 6) Sense and Response Organizations.
.
4. Each student submission will be checked for plagiarism. Warning... Turnitin has a very good and historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non-English languages.
5. Only one submission attempt is permitted – BE SURE BEFORE YOU HIT ENTER. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions. The department chairperson will be notified of the violation.
6. Acceptable file formats for submissions include Microsoft Word (doc, docx) or Adobe Acrobat (PDF). Other formats are not acceptable.
7. The research paper must be at least 2,500 words supported by evidence (citations from peer-reviewed sources).
8. A minimum of four (4) peer-reviewed journal citations are required.
9. Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter).
10.Extra white space use to enhance page count will negatively affect student grade.
11.Focus for the research paper:
a. Describe, compare / contrast, and evaluate two (2) database implementations in your field of interest. You may also want to consider referencing journal case studies.
b. The first implementation should be a database that was essentially successful
c. The second implementation should be a database that had significant "challenges"
d. The databases may either be ones with which you are personally familiar or ones that are reported in the literature
e. Be sure to go well beyond just personal opinion in your analysis, synthesis and evaluation. Student submissions must be anchor in peer reviewed literature.
12.As a graduate student, you are expected to be proficient in the use of the English language. Errors in grammar, spelling, or syntax will affect student grade. As your professor, I will not provide remedial help for writing problems. If you are unable to write clearly and correctly, I urge you to contact the program office for sources of remedial help.
Some students have asked for a sample or recommended outline. While I cannot provide samples of previous work, I have provided a general outline that you may refer to. The outline below may only be used as a very general guide and is “NOT” a subject that can be selected. Also, keep in mind the research paper needs to be scholarly and derived from peer-reviewed literature. Citations are required.
The following outline (unrelated to the subject matter of the research report) may help in your understanding of the research report via analysis & synthesis ...
PSY 314: Developmental Challenge
Learning Objectives
1) Identify and describe the range of physical, cognitive, language, moral, and social-emotional development of individuals from conception through adolescence.
3) Apply the developmental theories of Piaget, Vygotsky, Erikson, B.F. Skinner, Bronfenbrenner, and/or Bandura to analyze instructional activities and student behavior.
5) Apply their knowledge of effects of diverse influences on development to individuals from a variety of cultural backgrounds.
Assignment Description
For this assignment you’ll write at least a 4 page (excluding title or reference pages), double-spaced paper in which you demonstrate your understanding of child development, two major developmental theorists and contemporary professional practice. You will choose a specific developmental challenge at a particular age level and then write a paper that demonstrates your ability to apply concepts of two developmental theorists and professional practice. This assignment is worth 50 points.
The term “developmental challenge” refers to a particular aspect of physical, social, or emotional development in which children or adolescents must develop new skills or competencies. For example, learning to read is a developmental challenge faced in early childhood. A list of possible developmental challenges is included below. If there is another challenge you would like to address, you must let me know what it is so I can approve it as an appropriate topic.
In your paper you’ll need to describe the developmental challenge you have chosen, provide an analysis of it from the perspective of two relevant developmental theorists, and integrate findings from two professional references related to your topic. These references must come from the professional literature (peer-reviewed journal articles and other professional literature) that relate to the developmental challenge.
Here are the specific requirements for the two references:
1) One of the references needs to focus on applications or best practices regarding the issue. This could be a best practices paper, a literature review, or recommendations from professional organizations. Best practices refer to techniques, methods, or approaches accepted by the profession as being effective in addressing the challenge. An example would be recommendations for elementary math instruction from a professional organization such as the National Council of Teachers of Mathematics. An excellent resource for this type of reference is the professional organization for your particular discipline or specialty. You could identify the professional organization for your discipline and explore the best practice resources they have available through their respective websites. This reference should have been published within the past 10 years.
2) The second reference should be a current (within the last 10 years), empirical (based on data) research report of an actual study conducted on the is ...
TYPE SHORT TITLE IN ALL CAPS2TitleYour NameC.docxmarilucorr
TYPE SHORT TITLE IN ALL CAPS 2
Title
Your Name
Chamberlain College of Nursing
NR451 RN Capstone Course
Term and Year
Running head: TYPE SHORT TITLE IN ALL CAPS 1
TYPE SHORT TITLE IN ALL CAPS 5
Your title here
This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person. Remember that you will keep all the bolded headings and just remove the non-bolded content when you start your paper.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link your identified topic to the John Hopkins EBP Process.
Practice Question
Step 1: Recruit Interprofessional Team
You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse etc)
Step 2: Develop and Refine the EBP Question
Restate your question. Include the PICO elements but make sure you write them in paragraph form and not in list format.
Step 3: Define the Scope of the EBP
Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale?
Steps 4 and 5: Determine Responsibility of Team Members
Why are the members chosen important to your project? What are their roles?
Evidence
Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence
What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps.
Steps 8 and 9: Summarize the Evidence
Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. This section should be one paragraph that is a summation of information from the multiple articles. Be sure and cite all of your references, in proper APA format, from the articles into this one paragraph.
Step 10: Develop Recommendations for Change Based on Evidence
What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program.
Tr ...
CHAPTER 111 How are project classifications used in the capitaEstelaJeffery653
CHAPTER 11
1 How are project classifications used in the capital budgeting process?
2 What are three potential flaws with the regular payback method? Does the discounted payback method correct all three flaws? Explain.
8 Project X is very risky and has an NPV of $3 million. Project Y is very safe and has a NPV of $2.5million. They are mutually exclusive and project risk has been properly considered in the NPV analyses. Which project should be choses? Explain.
COMPLETE THE FOLLOWING QUESTIONS FROM THE IMAGE-
12-2
12-6
12-8
12-11
12-12
ANSWER THE FOLLOWING QUESTIONS FROM THE IMAGE BELOW
13-1
13-4
Nutrition, Health and Wellness
Nutritional Assessment GuidelinesPurpose
To evaluate, compare, and analyze menus from different agencies and suggest revisions for healthier food choices based on the cultural and age group. Students in a cultural concentration will use that specific cultural focus to complete this assignment. Those students in a cultural concentration (such as the Hispanic concentration) should be grouped together for this assignment. However, should the groups be mixed (with students in the cultural concentration and students not in the cultural concentration), the RUA must explore the cultural concentration (e.g., Hispanic).
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO1. Assess whether nutritional intake provides basic nutrients for optimal health and wellness. (POs 1 & 2)
CO2. Describe nutritional needs for optimal health and wellness throughout the lifespan. (POs 1 & 2)
CO3. Discuss the psychological, sociological, economical, and cultural implications of food on nutritional status. (POs 1 & 2)
CO4. Describe evidence-based practice interventions and modifications in nutrition therapy that can positively influence the outcome of disease and illness. (POs 1 & 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 100 pointsPreparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Identify target groups- your team will be assigned the specific type of facility menus to research. As a team, you will select two facilities which care for your population’s demographic (age, culture). For teams with one or more members enrolled in a cultural concentration option, the entire team should select facilities which care for that population’s demographic. The instructor may provide the team’s assigned age group and the type of facility in which the clients receive care. Team size may vary, depending on class size. Three to five students per team is ideal.
2. Search for some differences between the facilities, such as urban versus rural, small versus large, or teaching versus non-teaching organizations.
3. Facilities and populations may include
a. Elementary schools
4. All ...
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must ...
IHP 525 Final Project Article Review Guidelines and Rubric MalikPinckney86
IHP 525 Final Project Article Review Guidelines and Rubric
Overview
There are two final projects in this course. One is an article review and the other is a data analysis.
Regardless of their field of interest, health professionals across disciplines need to be able to analyze and use biostatistical data to address health concerns
among the populations they serve. They need to be able to identify trends, draw conclusions, and make recommendations for improving health outcomes based
on solid evidence. It is also important that they are able to communicate that information effectively to those directly or indirectly impacted. They also need to
understand what others are doing in their field, the strengths and limitations of that work, and how it affects their own organization, even if they do not intend
to become statisticians.
The two summative assessments for this course lay the foundation for these critical skills. Final Project Article Review asks you to evaluate the strengths and
limitations of existing biostatistical articles and to identify the selection process of appropriate methodologies in different contexts (Final Project Article Review).
You will present your analysis through a written executive summary geared toward an audience of fellow health professionals. In the Final Project Data Analysis,
you will calculate descriptive and inferential statistics of a small data set. You will explain the basic parameters of the data, graph it, and run simple hypothesis
tests. You will present your analysis in a statistical report geared toward a non-technical audience, draw conclusions, and make recommendations for further
research.
For your Final Project Article Review, you will review and analyze published research that you might encounter as a health professional. You will select two
journal articles from the provided list on a topic of interest. You will create an article review that identifies the articles and their relevance to your field;
summarizes the articles, including their findings; compares and contrasts the statistical methods used in the articles; explains why the methods used were
appropriate; discusses their limitations; and concludes with recommendations for future work.
Final Project Article Review is divided into three journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality
final submissions. These article journals will be submitted in Modules Two, Five, and Six. The completed article review will be submitted in Module Eight.
In this assignment, you will demonstrate your mastery of the following course outcomes:
● Analyze the role of biostatistics for its impact on professional decision making in the public health, nursing, or health science fields
● Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
● Evaluate the quality and limitations of published public health, nurs ...
IHP 525 Final Project Data Analysis Guidelines and Rubric MalikPinckney86
IHP 525 Final Project Data Analysis Guidelines and Rubric
Overview
Now that you have submitted your article review, you will submit Your Final Project Data Analysis. The Final Project Article Review was an opportunity to
demonstrate your ability to interpret statistics included in an article. The Final Project Data Analysis is a chance to show that you know how to choose the
correct statistics to analyze a set of data and calculate these using software.
Regardless of their field of interest, health professionals across disciplines need to be able to run basic biostatistical calculations to describe a set of data.
The Final Project Data Analysis reinforces these critical skills by asking you to conduct your own analysis of a small data set, explain the basic parameters of the
data, graph it, and run simple tests. You will present this data analysis in a brief statistical report, using language appropriate to a non-technical audience.
The Final Project Data Analysis consists of four milestones, submitted in Modules Two, Three, Five, and Seven. The final submission occurs in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Perform basic, context-appropriate statistical calculations and hypothesis testing in accurately analyzing biostatistical data
Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
Communicate biostatistical results, procedures, and analysis to other health professionals and the general public for informing their decisions related to
population-based health problems
Prompt
Biostatisticians are constantly called upon to analyze data in order to help researchers and health officials answer critical questions about populations’ health.
For this assessment, you will imagine you are a biostatistical consultant on a small study for a local health organization. In the Assignments Guidelines and
Rubrics area of the course, you will use the Data Analysis Data Set and Data Analysis Data Description, along with some background information on how and
when the data was collected and the general research question the organization is interested in answering. This is often the way you will receive data in the real
world.
Your task is to help the organization answer their question by critically analyzing the data. You will compute your chosen statistics, interpret the results, and
present the results and recommendations to non-technical decision makers in the form of a data analysis. Keep in mind that it is your job to do this from a
statistical standpoint. Be sure to justify your conclusions and recommendations with appropriate statistical support.
Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).
I. Introduction
A. State the overall health question you have been asked ...
Senior Seminar in Business Administration BUS 499Coope.docxWilheminaRossi174
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.docxWilheminaRossi174
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.docxWilheminaRossi174
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.docxWilheminaRossi174
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 .
Selecting & Implementing Interventions – Assignment #4
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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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A Case Study of Global Leadership Development
Best Practice
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University of Technology Sydney
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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.docxWilheminaRossi174
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.docxWilheminaRossi174
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.
.
Seemingly riding on the coattails of SARS-CoV-2, the alarming sp.docxWilheminaRossi174
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.docxWilheminaRossi174
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.
.
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TOPIC Write an original research report consisting of one of the .docxturveycharlyn
TOPIC: Write an original research report consisting of one of the following topic areas:
2) Network Organizations, 3) Spin-out Organizations, 4) Ambidextrous Organizations, 5) Front-Back Organizations, 6) Sense and Response Organizations.
.
4. Each student submission will be checked for plagiarism. Warning... Turnitin has a very good and historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non-English languages.
5. Only one submission attempt is permitted – BE SURE BEFORE YOU HIT ENTER. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions. The department chairperson will be notified of the violation.
6. Acceptable file formats for submissions include Microsoft Word (doc, docx) or Adobe Acrobat (PDF). Other formats are not acceptable.
7. The research paper must be at least 2,500 words supported by evidence (citations from peer-reviewed sources).
8. A minimum of four (4) peer-reviewed journal citations are required.
9. Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter).
10.Extra white space use to enhance page count will negatively affect student grade.
11.Focus for the research paper:
a. Describe, compare / contrast, and evaluate two (2) database implementations in your field of interest. You may also want to consider referencing journal case studies.
b. The first implementation should be a database that was essentially successful
c. The second implementation should be a database that had significant "challenges"
d. The databases may either be ones with which you are personally familiar or ones that are reported in the literature
e. Be sure to go well beyond just personal opinion in your analysis, synthesis and evaluation. Student submissions must be anchor in peer reviewed literature.
12.As a graduate student, you are expected to be proficient in the use of the English language. Errors in grammar, spelling, or syntax will affect student grade. As your professor, I will not provide remedial help for writing problems. If you are unable to write clearly and correctly, I urge you to contact the program office for sources of remedial help.
Some students have asked for a sample or recommended outline. While I cannot provide samples of previous work, I have provided a general outline that you may refer to. The outline below may only be used as a very general guide and is “NOT” a subject that can be selected. Also, keep in mind the research paper needs to be scholarly and derived from peer-reviewed literature. Citations are required.
The following outline (unrelated to the subject matter of the research report) may help in your understanding of the research report via analysis & synthesis ...
PSY 314: Developmental Challenge
Learning Objectives
1) Identify and describe the range of physical, cognitive, language, moral, and social-emotional development of individuals from conception through adolescence.
3) Apply the developmental theories of Piaget, Vygotsky, Erikson, B.F. Skinner, Bronfenbrenner, and/or Bandura to analyze instructional activities and student behavior.
5) Apply their knowledge of effects of diverse influences on development to individuals from a variety of cultural backgrounds.
Assignment Description
For this assignment you’ll write at least a 4 page (excluding title or reference pages), double-spaced paper in which you demonstrate your understanding of child development, two major developmental theorists and contemporary professional practice. You will choose a specific developmental challenge at a particular age level and then write a paper that demonstrates your ability to apply concepts of two developmental theorists and professional practice. This assignment is worth 50 points.
The term “developmental challenge” refers to a particular aspect of physical, social, or emotional development in which children or adolescents must develop new skills or competencies. For example, learning to read is a developmental challenge faced in early childhood. A list of possible developmental challenges is included below. If there is another challenge you would like to address, you must let me know what it is so I can approve it as an appropriate topic.
In your paper you’ll need to describe the developmental challenge you have chosen, provide an analysis of it from the perspective of two relevant developmental theorists, and integrate findings from two professional references related to your topic. These references must come from the professional literature (peer-reviewed journal articles and other professional literature) that relate to the developmental challenge.
Here are the specific requirements for the two references:
1) One of the references needs to focus on applications or best practices regarding the issue. This could be a best practices paper, a literature review, or recommendations from professional organizations. Best practices refer to techniques, methods, or approaches accepted by the profession as being effective in addressing the challenge. An example would be recommendations for elementary math instruction from a professional organization such as the National Council of Teachers of Mathematics. An excellent resource for this type of reference is the professional organization for your particular discipline or specialty. You could identify the professional organization for your discipline and explore the best practice resources they have available through their respective websites. This reference should have been published within the past 10 years.
2) The second reference should be a current (within the last 10 years), empirical (based on data) research report of an actual study conducted on the is ...
TYPE SHORT TITLE IN ALL CAPS2TitleYour NameC.docxmarilucorr
TYPE SHORT TITLE IN ALL CAPS 2
Title
Your Name
Chamberlain College of Nursing
NR451 RN Capstone Course
Term and Year
Running head: TYPE SHORT TITLE IN ALL CAPS 1
TYPE SHORT TITLE IN ALL CAPS 5
Your title here
This paragraph(s) is to introduce the paper. State the problem and potential solutions backed by evidence. Briefly, introduce the nursing focused plan. Remember this is a scholarly APA assignment so you cannot use first person. Remember that you will keep all the bolded headings and just remove the non-bolded content when you start your paper.
Change Model Overview
In this first paragraph, provide an overview of the John Hopkins Nursing Evidence-Based Practice Process. Feel free to state why nurses should use this model as a guide to facilitate change. Under each of the second level headers listed below, you now link your identified topic to the John Hopkins EBP Process.
Practice Question
Step 1: Recruit Interprofessional Team
You will be the leader of the team since this is your project. Who will you also include in your team? Make sure you choose relevant stakeholders. You should have no more than eight members. Do not list your team members by name but instead by position (pharmacists, charge nurse etc)
Step 2: Develop and Refine the EBP Question
Restate your question. Include the PICO elements but make sure you write them in paragraph form and not in list format.
Step 3: Define the Scope of the EBP
Why is this a problem? Give statistics and information to back the scope of the problem. How does this problem impact healthcare on a broader scale?
Steps 4 and 5: Determine Responsibility of Team Members
Why are the members chosen important to your project? What are their roles?
Evidence
Steps 6 and 7: Conduct Internal/ External Search for Evidence and Appraisal of Evidence
What type of evidence did you find? EBP guidelines? Quality improvement data? Position statements? Qualitative research? Quantitative research? Briefly discuss the strength of this research. This is not where you describe the results of your studies. This is done in the following steps.
Steps 8 and 9: Summarize the Evidence
Synthesize the information that you obtained from your sources. You will need at least four sources. Of these four sources, three must be from peer-reviewed articles. The other source can be from a reputable source. See page 44 of your text for examples of sources you can use.
In this section, you need to synthesize the information from the articles. Feel free to cite multiple articles within one sentence. This section should be one paragraph that is a summation of information from the multiple articles. Be sure and cite all of your references, in proper APA format, from the articles into this one paragraph.
Step 10: Develop Recommendations for Change Based on Evidence
What is your recommendation based on the research? Ideally, you will have found enough support in your evidence to proceed with implementing your pilot program.
Tr ...
CHAPTER 111 How are project classifications used in the capitaEstelaJeffery653
CHAPTER 11
1 How are project classifications used in the capital budgeting process?
2 What are three potential flaws with the regular payback method? Does the discounted payback method correct all three flaws? Explain.
8 Project X is very risky and has an NPV of $3 million. Project Y is very safe and has a NPV of $2.5million. They are mutually exclusive and project risk has been properly considered in the NPV analyses. Which project should be choses? Explain.
COMPLETE THE FOLLOWING QUESTIONS FROM THE IMAGE-
12-2
12-6
12-8
12-11
12-12
ANSWER THE FOLLOWING QUESTIONS FROM THE IMAGE BELOW
13-1
13-4
Nutrition, Health and Wellness
Nutritional Assessment GuidelinesPurpose
To evaluate, compare, and analyze menus from different agencies and suggest revisions for healthier food choices based on the cultural and age group. Students in a cultural concentration will use that specific cultural focus to complete this assignment. Those students in a cultural concentration (such as the Hispanic concentration) should be grouped together for this assignment. However, should the groups be mixed (with students in the cultural concentration and students not in the cultural concentration), the RUA must explore the cultural concentration (e.g., Hispanic).
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO1. Assess whether nutritional intake provides basic nutrients for optimal health and wellness. (POs 1 & 2)
CO2. Describe nutritional needs for optimal health and wellness throughout the lifespan. (POs 1 & 2)
CO3. Discuss the psychological, sociological, economical, and cultural implications of food on nutritional status. (POs 1 & 2)
CO4. Describe evidence-based practice interventions and modifications in nutrition therapy that can positively influence the outcome of disease and illness. (POs 1 & 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 100 pointsPreparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Identify target groups- your team will be assigned the specific type of facility menus to research. As a team, you will select two facilities which care for your population’s demographic (age, culture). For teams with one or more members enrolled in a cultural concentration option, the entire team should select facilities which care for that population’s demographic. The instructor may provide the team’s assigned age group and the type of facility in which the clients receive care. Team size may vary, depending on class size. Three to five students per team is ideal.
2. Search for some differences between the facilities, such as urban versus rural, small versus large, or teaching versus non-teaching organizations.
3. Facilities and populations may include
a. Elementary schools
4. All ...
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must ...
IHP 525 Final Project Article Review Guidelines and Rubric MalikPinckney86
IHP 525 Final Project Article Review Guidelines and Rubric
Overview
There are two final projects in this course. One is an article review and the other is a data analysis.
Regardless of their field of interest, health professionals across disciplines need to be able to analyze and use biostatistical data to address health concerns
among the populations they serve. They need to be able to identify trends, draw conclusions, and make recommendations for improving health outcomes based
on solid evidence. It is also important that they are able to communicate that information effectively to those directly or indirectly impacted. They also need to
understand what others are doing in their field, the strengths and limitations of that work, and how it affects their own organization, even if they do not intend
to become statisticians.
The two summative assessments for this course lay the foundation for these critical skills. Final Project Article Review asks you to evaluate the strengths and
limitations of existing biostatistical articles and to identify the selection process of appropriate methodologies in different contexts (Final Project Article Review).
You will present your analysis through a written executive summary geared toward an audience of fellow health professionals. In the Final Project Data Analysis,
you will calculate descriptive and inferential statistics of a small data set. You will explain the basic parameters of the data, graph it, and run simple hypothesis
tests. You will present your analysis in a statistical report geared toward a non-technical audience, draw conclusions, and make recommendations for further
research.
For your Final Project Article Review, you will review and analyze published research that you might encounter as a health professional. You will select two
journal articles from the provided list on a topic of interest. You will create an article review that identifies the articles and their relevance to your field;
summarizes the articles, including their findings; compares and contrasts the statistical methods used in the articles; explains why the methods used were
appropriate; discusses their limitations; and concludes with recommendations for future work.
Final Project Article Review is divided into three journals, which will be submitted at various points throughout the course to scaffold learning and ensure quality
final submissions. These article journals will be submitted in Modules Two, Five, and Six. The completed article review will be submitted in Module Eight.
In this assignment, you will demonstrate your mastery of the following course outcomes:
● Analyze the role of biostatistics for its impact on professional decision making in the public health, nursing, or health science fields
● Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
● Evaluate the quality and limitations of published public health, nurs ...
IHP 525 Final Project Data Analysis Guidelines and Rubric MalikPinckney86
IHP 525 Final Project Data Analysis Guidelines and Rubric
Overview
Now that you have submitted your article review, you will submit Your Final Project Data Analysis. The Final Project Article Review was an opportunity to
demonstrate your ability to interpret statistics included in an article. The Final Project Data Analysis is a chance to show that you know how to choose the
correct statistics to analyze a set of data and calculate these using software.
Regardless of their field of interest, health professionals across disciplines need to be able to run basic biostatistical calculations to describe a set of data.
The Final Project Data Analysis reinforces these critical skills by asking you to conduct your own analysis of a small data set, explain the basic parameters of the
data, graph it, and run simple tests. You will present this data analysis in a brief statistical report, using language appropriate to a non-technical audience.
The Final Project Data Analysis consists of four milestones, submitted in Modules Two, Three, Five, and Seven. The final submission occurs in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Perform basic, context-appropriate statistical calculations and hypothesis testing in accurately analyzing biostatistical data
Interpret key biostatistical metrics, methods, and data for addressing population-based health problems
Communicate biostatistical results, procedures, and analysis to other health professionals and the general public for informing their decisions related to
population-based health problems
Prompt
Biostatisticians are constantly called upon to analyze data in order to help researchers and health officials answer critical questions about populations’ health.
For this assessment, you will imagine you are a biostatistical consultant on a small study for a local health organization. In the Assignments Guidelines and
Rubrics area of the course, you will use the Data Analysis Data Set and Data Analysis Data Description, along with some background information on how and
when the data was collected and the general research question the organization is interested in answering. This is often the way you will receive data in the real
world.
Your task is to help the organization answer their question by critically analyzing the data. You will compute your chosen statistics, interpret the results, and
present the results and recommendations to non-technical decision makers in the form of a data analysis. Keep in mind that it is your job to do this from a
statistical standpoint. Be sure to justify your conclusions and recommendations with appropriate statistical support.
Specifically, you must address the critical elements listed below. Most of the critical elements align with a particular course outcome (shown in brackets).
I. Introduction
A. State the overall health question you have been asked ...
Similar to School of Community and Environmental HealthMPH Program .docx (10)
Senior Seminar in Business Administration BUS 499Coope.docxWilheminaRossi174
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.docxWilheminaRossi174
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.docxWilheminaRossi174
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.docxWilheminaRossi174
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 .
Selecting & Implementing Interventions – Assignment #4
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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
0
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4 authors, including:
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.docxWilheminaRossi174
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.docxWilheminaRossi174
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.
.
Seemingly riding on the coattails of SARS-CoV-2, the alarming sp.docxWilheminaRossi174
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.docxWilheminaRossi174
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.docxWilheminaRossi174
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.docxWilheminaRossi174
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.docxWilheminaRossi174
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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Ralph P Ferretti
University of Delaware
46 PUBLICATIONS 1,276 CITATIONS
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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.docxWilheminaRossi174
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.docxWilheminaRossi174
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 Effects on Psychological Outcomes During Adolescence.docxWilheminaRossi174
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.docxWilheminaRossi174
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
.
School of Nursing and Allied HealthMSN Case Write Up Assignmen.docxWilheminaRossi174
School of Nursing and Allied Health
MSN Case Write Up Assignment
The purpose of the Case Write-Up Assignment is for your instructor to "see" what you are doing in clinical and "see" how you are making clinical decisions. For these write-ups, you will select a patient seen in your current clinical rotation. You will “write-up” the visit, omitting any identifying patient factors. Ensure your write-ups demonstrate comprehensive advanced practice thinking and not just the new skills of ordering and prescribing.
Make sure to start “fresh”. Do not copy and paste from any examples, templates, other students work or even your own work. Put all your old case write-ups away and give your brain a chance to formulate the note so that it really becomes a part of what you know. THAT will make you a competent NP.
Be honest in your write up. If you realize that you have forgotten to assess something or forgot a certain part of the teaching, add an addendum at the bottom of the write-up saying what should have been done. Your clinical faculty do not expect perfect write-ups, but do expect that you use every patient encounter and subsequent write-up as a time to learn and to evaluate and improve your own practice.
If your preceptor orders something that is not appropriate or fails to order something that you believe should have been part of the plan, write an addendum at the end of the write-up to let your instructor know that you are aware and what you would have done. You are not responsible for what your preceptor orders, but you are responsible for knowing the appropriate plan of care and you are responsible for knowing if a plan of care is inappropriate. You and your faculty are the only ones that see the write-up, so no feelings will be hurt. We all get set in our ways and tend to order the same thing over and over. If your readings and research indicate that another plan is more appropriate, write it as an addendum.
You are learning to practice evidence-based practice. Support the assessment AND plan with research. This can be your textbook and/or other class readings. The best way to support your write up is using a research article.
Make sure that the article is current (5 years or less old). The article can be used to support the use of the medication (or other therapy) for the presumptive diagnosis. When using an article, please attach the article along with the write-up into the appropriate assignment category. Failure to cite your plan will result in a point penalty reduction (see rubric for additional information)
Note that you
CANNOT redo write-ups. A grade cannot be improved by redoing a write up. Faculty will not read and comment on rough draft of write-ups
All case write ups are to be submitted to the appropriate assignment category by the due date. Late submissions to the appropriate assignment category will incur a 5pt/day penalty (no maximum) including weekends unless an extension has been requ.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
School of Community and Environmental HealthMPH Program .docx
1. 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:
2. 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)
3. 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)
4. 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.
3.
Practice Issue (1-3 slides)
: Describe the area of interest and practice
issue/problem related to NP practice selected in week 2. Explain
why the issue/concern is important to nurse practitioner practice
5. and its impact on health outcomes. Provide speaker notes.
Provide scholarly references to support your ideas.
4.
PICOT Question (1 slide)
: Provide the PICOT question developed in week 2.
Describe each element of your PICOT question in one or two
sentences, being sure to address all the following:
a.
P-Population and problem – What is the nursing
practice concern or problem and whom does it affect?
b.
I–Intervention – What evidence-based solution for the
problem would you like to apply?
c.
C–Comparison – What is another solution for the
problem? Note that this is typically the current practice, no
intervention at all, or alternative solutions.
d.
O–Outcome – Very specifically, how will you know that
the intervention worked? Think about how you will measure the
outcome.
e.
T–Time frame – What is the Timeframe involved for the
EBP initiative or the target date of completion?
5.
Literature review (2-4 slides):Summarize the literature
review completed in week 5. Discuss themes and special
concerns. Discuss any unique insight or perspective offered
from the literature. Provide speaker notes. Speaker notes and/or
6. slides include citations from scholarly nursing literature which
support the assertions presented.
6.
Recommendations (3 slides):
a. Slide 1: Identify the evidence-based recommendation for the
identified practice change. Speaker’s notes should fully explain
the recommended change and rationale for the change. Provide
support from scholarly references to support the
recommendation.
b. Slide 2: Identify the key stakeholders impacted by the
recommended change. Speaker’s notes add detail.
c. Slide 3: Analyze the recommendation in terms of fit,
feasibility, and appropriateness as discussed by Dang and
Dearholt (2018), ch. 8. Speaker’s notes add detail. *Note:
information regarding stakeholders, fit, feasibility, and
appropriateness may be based on personal experience or on
information you found in your research. If the identified factors
come from the literature, provide reference citations to support
your ideas.
7.
Conclusion: (1 slide)Slide provides summary points of
presentation. Speaker’s notes provide final comments on the
topic.
8.
References:Reference elements provided in APA
format, may use bullets. Hanging indents not required.
Preparing the Presentation
Submission Requirements
1. Application: Use Microsoft Power Point to create the
presentation. Submit as a .ppt or .pptx file.
2. Length: The PowerPoint presentation should be between 9-
13
7. total slides (excluding title and reference slides).
3. Speaker notes should be used and include in-text citations
when applicable. Use the Notes Page view feature in
PowerPoint to include speaker notes.
4.
Submission: Submit the PowerPoint file to the Week 7
Dropbox.
Best Practices in Preparing the Presentation
The following are best practices in preparing this presentation:
1. Review directions thoroughly.
2. Follow submission requirements.
3. Make sure all elements on the grading rubric are included.
4. Follow rules of grammar, spelling, word usage, and
punctuation consistent with formal, scientific writing.
5. Review the Creating a Professional Presentation located in
Course Resources.
6. Correctly cite and reference ideas and information that come
from scholarly literature.
7. Abide by Chamberlain University academic integrity policy.
ASSIGNMENT CONTENT
Category
Points
%
Description
Introduction
(1 slide)
10
5%
Introduction includes concepts to be addressed. Identify
sections of the PowerPoint presentation. Speaker notes include
details of what will be covered in the presentation.
Nursing Practice Issue/Problem
20
10%
Describes one specific issue or concern within the selected area
8. of advanced practice nursing. Explanation of the impact of this
issue or concern on health outcomes. Provide speaker notes.
Speaker notes and/or slides include citations from scholarly
nursing literature which validate the importance of the issue or
concern.
*The nursing practice issue/problem description may be reused
from the Week 2 worksheet
PICOT question
20
10%
Includes the PICOT question in the standard PICOT question
format with each letter separately, such as:
· P =
· I =
· C =
· O =
· T =
· PICOT question =
Speaker notes accurately and clearly describe each of the
PICOT elements.
*The PICOT question and explanation may be reused from the
Week 2 worksheet
Literature Review
50
25%
Summarize the literature review completed in week 5. Discuss
themes and special concerns. Discuss any unique insight or
perspective offered from the literature. Provide speaker notes.
Speaker notes and/or slides include citations from scholarly
nursing literature which support the assertions presented.
Recommendations Slide 1: Identify EBP change
20
10%
Slide 1: Identify the evidence-based recommendation for the
identified practice change. Speaker's notes should fully explain
the recommended change and rationale for the change. Provide
9. support from scholarly references to support the
recommendation.
Recommendations Slide 2: Identify key stakeholders
20
10%
Slide 2: Identify the key stakeholders impacted by the
recommended change. Speaker's notes add detail.
Recommendations Slide 3: Analyze fit, feasibility, and
appropriateness
20
10%
Slide 3: Analyze the recommendation in terms of fit, feasibility,
and appropriateness as discussed by Dang and Dearholt (2018),
ch. 8. Speaker's notes add detail.
*Note: information regarding stakeholders, fit, feasibility, and
appropriateness may be based on personal experience or on
information you found in your research. If the identified factors
come from the literature, provide reference citations to support
your ideas.
Conclusion
(1 slide)
10
5%
Summarize key information presented in PowerPoint
presentation. Provide speaker notes.
170
85%
Total CONTENT Points= 170 pts
ASSIGNMENT FORMAT
Category
Points
%
Description
APA Format
10
10. 5%
Ideas and information that come from scholarly sources must be
cited and referenced correctly. In-text and parenthetical
citations must be used and may be provided on the slide or
within the speaker notes. Slides, speaker notes, and reference
elements are consistent with current APA format. May use
bullets on the reference slide. Hanging indents not required.
Presentation of Slides
10
5%
PowerPoint presentation includes title slide, 9-13
content slides, and reference slide(s).
Presentation of slides is professional in appearance and tone.
Balance among space, words and graphics, and color is
effective.
Writing Mechanics
10
5%
Rules of grammar, spelling, word usage, and punctuation are
followed and consistent with formal written work as found in
the current APA manual.
30
15%
Total FORMAT Points= 30 pts
ASSIGNMENT TOTAL=200 points
Rubric
NR505NP Week 7 EBP Presentation Rubric
NR505NP Week 7 EBP Presentation Rubric
Criteria
Ratings
Pts
11. This criterion is linked to a Learning OutcomeIntroduction
10 pts
Excellent
Presentation of information is concise and includes the
following elements: • Identification of sections of the
presentation • Speaker notes used to add depth to introduction
9 pts
Very Good
Presentation of information is adequate and includes the
following elements: • Identification of sections of the
presentation • Speaker notes used to add depth to introduction
8 pts
Satisfactory
Presentation of information includes ONE of the following
elements: • Identification of sections of the presentation •
Speaker notes used to add depth to introduction
5 pts
Needs Improvement
Presentation of information is unclear or disorganized and
includes one of or both the following elements: • Identification
of sections of the presentation • Speaker notes used to add depth
to introduction
0 pts
Unsatisfactory
No introduction slide
10 pts
This criterion is linked to a Learning OutcomeNursing Practice
Issue/Problem
20 pts
Excellent
Presentation of information is comprehensive and concise and
includes all of the following elements: • Describes one specific
issue or concern within the selected area of advanced practice
nursing • Provides speaker notes • Speaker notes and/or slides
include citations from scholarly nursing literature which
12. validate the importance of the issue or concern
18 pts
Very Good
Presentation of information is superficial in places and includes
all of the following elements: • Describes one specific issue or
concern within the selected area of advanced practice nursing •
Provides speaker notes • Speaker notes and/or slides include
citations from scholarly nursing literature which validate the
importance of the issue or concern
17 pts
Satisfactory
Presentation of information is minimally demonstrated and
includes all of the following elements: • Describes one specific
issue or concern within the selected area of advanced practice
nursing • Provides speaker notes • Speaker notes and/or slides
include citations from scholarly nursing literature which
validate the importance of the issue or concern
10 pts
Needs Improvement
Presentation of information in one of the following elements
fails to meet expectations or is missing the following: •
Describes one specific issue or concern within the selected area
of advanced practice nursing • Provides speaker notes • Speaker
notes and/or slides include citations from scholarly nursing
literature which validate the importance of the issue or concern
0 pts
Unsatisfactory
Presentation of information in two or more following elements
fail to meet expectations or are missing the following: •
Describes one specific issue or concern within the selected area
of advanced practice nursing • Provides speaker notes • Speaker
notes and/or slides include citations from scholarly nursing
literature which validate the importance of the issue or concern
20 pts
This criterion is linked to a Learning OutcomePICOT Question
13. 20 pts
Excellent
Presentation of information is comprehensive and concise and
includes all of the following elements: • Includes the PICOT
question in the standard PICOT question format with each letter
separately, such as: o P = o I = o C = o O = o T = o PICOT
question = • Speaker notes accurately and clearly describe each
of the PICOT elements *The PICOT question and explanation
may be reused from the Week 2 worksheet
18 pts
Very Good
Presentation of information is superficial in places and includes
all of the following elements: • Includes the PICOT question in
the standard PICOT question format with each letter separately,
such as: o P = o I = o C = o O = o T = o PICOT question = •
Speaker notes accurately and clearly describe each of the
PICOT elements *The PICOT question and explanation may be
reused from the Week 2 worksheet
17 pts
Satisfactory
Presentation of information is minimally demonstrated and
includes all of the following elements: • Includes the PICOT
question in the standard PICOT question format with each letter
separately, such as: o P = o I = o C = o O = o T = o PICOT
question = • Speaker notes accurately and clearly describe each
of the PICOT elements *The PICOT question and explanation
may be reused from the Week 2 worksheet
10 pts
Needs Improvement
Presentation of information in one of the following elements
fails to meet expectations or is missing the following: • Includes
the PICOT question in the standard PICOT question format with
each letter separately, such as: o P = o I = o C = o O = o T = o
PICOT question = • Speaker notes accurately and clearly
describe each of the PICOT elements *The PICOT question and
explanation may be reused from the Week 2 worksheet
14. 0 pts
Unsatisfactory
Presentation of information in two or more of the following
elements fail to meet expectations or are missing the following:
• Includes the PICOT question in the standard PICOT question
format with each letter separately, such as: o P = o I = o C = o
O = o T = o PICOT question = • Speaker notes accurately and
clearly describe each of the PICOT elements. *The PICOT
question and explanation may be reused from the Week 2
worksheet
20 pts
This criterion is linked to a Learning OutcomeLiterature Review
50 pts
Excellent
Presentation of information is comprehensive and concise and
includes all of the following elements: • Summarize the
literature review completed in week 5 • Discuss themes and
special concerns. • Discuss any unique insight or perspective
offered from the literature • Provide speaker notes • Speaker
notes and/or slides include citations from scholarly nursing
literature which support the assertions presented
46 pts
Very Good
Presentation of information is superficial in places and includes
all of the following elements: • Summarize the literature review
completed in week 5 • Discuss themes and special concerns. •
Discuss any unique insight or perspective offered from the
literature. • Provide speaker notes • Speaker notes and/or slides
include citations from scholarly nursing literature which support
the assertions presented
42 pts
Satisfactory
Presentation of information is minimally demonstrated and
includes all of the following elements: • Summarize the
literature review completed in week 5 • Discuss themes and
15. special concerns. • Discuss any unique insight or perspective
offered from the literature • Provide speaker notes • Speaker
notes and/or slides include citations from scholarly nursing
literature which support the assertions presented
25 pts
Needs Improvement
Presentation of information in one of the following elements
fails to meet expectations or is missing the following: •
Summarize the literature review completed in week 5 • Discuss
themes and special concerns • Discuss any unique insight or
perspective offered from the literature • Provide speaker notes •
Speaker notes and/or slides include citations from scholarly
nursing literature which support the assertions presented
0 pts
Unsatisfactory
Presentation of information in two or more of the following
elements fail to meet expectations or are missing the following:
• Summarize the literature review completed in week . • Discuss
themes and special concerns • Discuss any unique insight or
perspective offered from the literature • Provide speaker notes •
Speaker notes and/or slides include citations from scholarly
nursing literature which support the assertions presented
50 pts
This criterion is linked to a Learning
OutcomeRecommendations: Identify EBP Change
20 pts
Excellent
Presentation of information is comprehensive and concise and
includes all of the following elements: • Identify the evidence-
based recommendation for the identified practice change. •
Speaker’s notes should fully explain the recommended change
and rationale for the change. • Provide support from scholarly
references to support the recommendation.
18 pts
Very Good
16. Presentation of information is superficial in places and includes
all of the following elements: • Identify the evidence-based
recommendation for the identified practice change. • Speaker’s
notes should fully explain the recommended change and
rationale for the change. • Provide support from scholarly
references to support the recommendation.
17 pts
Satisfactory
Presentation of information is minimally demonstrated and
includes all of the following elements: • Identify the evidence-
based recommendation for the identified practice change. •
Speaker’s notes should fully explain the recommended change
and rationale for the change. • Provide support from scholarly
references to support the recommendation.
10 pts
Needs Improvement
Presentation of information in one of the following elements
fails to meet expectations or is missing the following: • Identify
the evidence-based recommendation for the identified practice
change. • Speaker’s notes should fully explain the recommended
change and rationale for the change. • Provide support from
scholarly references to support the recommendation.
0 pts
Unsatisfactory
Presentation of information in two or more of the following
elements fail to meet expectations or are missing the following:
• Identify the evidence-based recommendation for the identified
practice change. • Speaker’s notes should fully explain the
recommended change and rationale for the change. • Provide
support from scholarly references to support the
recommendation.
20 pts
This criterion is linked to a Learning
OutcomeRecommendations: Key Stakeholders
20 pts
17. Excellent
Presentation of information is comprehensive and concise and
includes all of the following elements: • Identify the key
stakeholders impacted by the recommended change. • Speaker’s
notes add detail
18 pts
Very Good
Presentation of information is superficial in places and includes
all of the following elements: • Identify the key stakeholders
impacted by the recommended change. • Speaker’s notes add
detail.
17 pts
Satisfactory
Presentation of information is minimally demonstrated and
includes all of the following elements: • Identify the key
stakeholders impacted by the recommended change. • Speaker’s
notes add detail.
10 pts
Needs Improvement
Presentation of information in one of the following elements
fails to meet expectations or is missing the following: • Identify
the key stakeholders impacted by the recommended change. •
Speaker’s notes add detail.
0 pts
Unsatisfactory
Presentation of information in two or more of the following
elements fail to meet expectations or are missing the following:
• Identify the key stakeholders impacted by the recommended
change. • Speaker’s notes add detail.
20 pts
This criterion is linked to a Learning
OutcomeRecommendations: Fit, Feasibility, Appropriateness
20 pts
Excellent
Presentation of information is comprehensive and concise and
18. includes all of the following elements: Using Dang and Dearholt
(2018, chapter 8): • Analyze the recommendation in terms of fit
• Analyze the recommendation in terms of feasibility • Analyze
the recommendation in terms of appropriateness • Speaker’s
notes add detail. *Note: information regarding stakeholders, fit,
feasibility, and appropriateness may be based on personal
experience or on information you found in your research. If the
identified factors come from the literature, provide reference
citations to support your ideas.
18 pts
Very Good
Presentation of information is superficial in places and includes
all of the following elements: Using Dang and Dearholt (2018,
chapter 8): • Analyze the recommendation in terms of fit •
Analyze the recommendation in terms of feasibility • Analyze
the recommendation in terms of appropriateness • Speaker’s
notes add detail. *Note: information regarding stakeholders, fit,
feasibility, and appropriateness may be based on personal
experience or on information you found in your research. If the
identified factors come from the literature, provide reference
citations to support your ideas.
17 pts
Satisfactory
Presentation of information is minimally demonstrated and
includes all of the following elements: Using Dang and Dearholt
(2018, chapter 8): • Analyze the recommendation in terms of fit
• Analyze the recommendation in terms of feasibility • Analyze
the recommendation in terms of appropriateness • Speaker’s
notes add detail. *Note: information regarding stakeholders, fit,
feasibility, and appropriateness may be based on personal
experience or on information you found in your research. If the
identified factors come from the literature, provide reference
citations to support your ideas.
10 pts
Needs Improvement
Presentation of information in one of the following elements
19. fails to meet expectations or is missing the following: Using
Dang and Dearholt (2018, chapter 8): • Analyze the
recommendation in terms of fit • Analyze the recommendation
in terms of feasibility • Analyze the recommendation in terms of
appropriateness • Speaker’s notes add detail. *Note: information
regarding stakeholders, fit, feasibility, and appropriateness may
be based on personal experience or on information you found in
your research. If the identified factors come from the literature,
provide reference citations to support your ideas.
0 pts
Unsatisfactory
Presentation of information in two or more of the following
elements fail to meet expectations or are missing the following:
Using Dang and Dearholt (2018, chapter 8): • Analyze the
recommendation in terms of fit • Analyze the recommendation
in terms of feasibility • Analyze the recommendation in terms of
appropriateness • Speaker’s notes add detail. *Note: information
regarding stakeholders, fit, feasibility, and appropriateness may
be based on personal experience or on information you found in
your research. If the identified factors come from the literature,
provide reference citations to support your ideas.
20 pts
This criterion is linked to a Learning OutcomeConclusion
10 pts
Excellent
Presentation of information is comprehensive and concise and
includes the following element: • Summarizes key information
presented in PowerPoint presentation • Provides speaker notes
9 pts
Very Good
Presentation of information is adequate and includes the
following element: • Summarizes key information presented in
PowerPoint presentation • Provides speaker notes
8 pts
Satisfactory
20. Presentation of information is minimally demonstrated in the
following element: • Summarizes key information presented in
PowerPoint presentation • Provides speaker notes
5 pts
Needs Improvement
Presentation of information in the following element is missing:
• Summarizes key information presented in PowerPoint
presentation Provides speaker notes
0 pts
Unsatisfactory
Conclusion is not provided
10 pts
This criterion is linked to a Learning OutcomeAPA Format
10 pts
Excellent
APA guidelines, as per the current edition of the manual, are
demonstrated for the following: • In-text citations are used and
provided on the slide or within the speaker notes. • Slides,
speaker notes, and reference elements are consistent with
current APA format. May use bullets on the reference slide.
Hanging indents not required. One deduction for each type of
APA format error. 0 to 1 APA error is present
9 pts
Very Good
APA guidelines, as per the current edition of the manual, are
demonstrated for the following: • In-text citations are used and
provided on the slide or within the speaker notes. • Slides,
speaker notes, and reference elements are consistent with
current APA format. May use bullets on the reference slide.
Hanging indents not required. One deduction for each type of
APA format error. 2–3 APA errors are present
8 pts
Satisfactory
APA guidelines, as per the current edition of the manual, are
demonstrated for the following: • In-text citations are used and
21. provided on the slide or within the speaker notes. • Slides,
speaker notes, and reference elements are consistent with
current APA format. May use bullets on the reference slide.
Hanging indents not required. One deduction for each type of
APA format error. 4–5 APA errors are present
5 pts
Needs Improvement
APA guidelines, as per the current edition of the manual, are
demonstrated for the following: • In-text citations are used and
provided on the slide or within the speaker notes. • Slides,
speaker notes, and reference elements are consistent with
current APA format. May use bullets on the reference slide.
Hanging indents not required. One deduction for each type of
APA format error. 6–7 APA errors are present
0 pts
Unsatisfactory
APA guidelines, as per the current edition of the manual, are
demonstrated for the following: • In-text citations are used and
provided on the slide or within the speaker notes. • Slides,
speaker notes, and reference elements are consistent with
current APA format. May use bullets on the reference slide.
Hanging indents not required. One deduction for each type of
APA format error. 8 or greater APA errors are present
10 pts
This criterion is linked to a Learning OutcomePresentation of
Slides
10 pts
Excellent
PowerPoint presentation addresses all of the following
elements: • Title slide • Reference slide(s) • Slides are
professional in appearance and tone • Slides are balanced
spatially, including words and graphics • Color is effective •
Presentation is 9-13 total slides
9 pts
Very Good
22. PowerPoint presentation does not address one of the following
elements: • Title slide • Reference slide(s) • Slides are
professional in appearance and tone • Slides are balanced
spatially, including words and graphics • Color is effective •
Presentation is 9-13 total slides
8 pts
Satisfactory
PowerPoint presentation does not address two of the following
elements: • Title slide • Reference slide(s) • Slides are
professional in appearance and tone • Slides are balanced
spatially, including words and graphics • Color is effective •
Presentation is 9-13 total slides
5 pts
Needs Improvement
PowerPoint does not address three or more of the following
elements: • Title slide • Reference slide(s) • Slides are
professional in appearance and tone • Slides are balanced
spatially, including words and graphics • Color is effective •
Presentation is 9-13 total slides
0 pts
Unsatisfactory
PowerPoint is unprofessional and does not include any elements
10 pts
This criterion is linked to a Learning OutcomeWriting
Mechanics
10 pts
Excellent
1–2 errors or exceptions to the rules of grammar, spelling, word
usage, punctuation, and other aspects of formal written work as
found in the current edition of the APA manual
9 pts
Very Good
3–4 errors or exceptions to the rules of grammar, spelling, word
usage, punctuation, and other aspects of formal written work as
found in the current edition of the APA manual
23. 8 pts
Satisfactory
5–6 errors or exceptions to the rules of grammar, spelling, word
usage, punctuation, and other aspects of formal written work as
found in the current edition of the APA manual
5 pts
Needs Improvement
7–8 errors or exceptions to the rules of grammar, spelling, word
usage, punctuation, and other aspects of formal written work as
found in the current edition of the APA manual
0 pts
Unsatisfactory
9 or greater errors or exceptions to the rules of grammar,
spelling, word usage, punctuation, and other aspects of formal
written work as found in the current edition of the APA manual
10 pts
This criterion is linked to a Learning OutcomeLate Penalty
Deductions
0 pts
0 Points Deducted
0 pts
20 Points Deducted
Students are expected to submit assignments by the time they
are due. Assignments submitted after the due date and time will
receive a deduction of 10% of the total points possible for that
assignment for each day the assignment is late. Assignments
will be accepted, with penalty as described, up to a maximum of
three days late, after which point a zero will be recorded for the
assignment. Quizzes and discussions are not considered
assignments and are not part of the late assignment policy.
0 pts
