SHB5443Unit 9 Assignment Personal Plan of Action· For this .docx
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SHB5443 Unit 9 Assignment/ Personal Plan of Action · For this assignment, research best practices to improve cultural awareness and diversity. You must use a minimum of two peer-reviewed journal articles and the textbook. You may use additional resources if you wish. Use these readings to select best practices and create a personal plan of action. Address the following headings in your plan: · Increase Cultural Awareness: Analyze research from dominant and minority perspectives to select best practices for increasing cultural awareness and diversity. · Improve Self-Awareness: Propose techniques supported by research to improve self-awareness by confronting personal assumptions, biases, and fears. · Build Relationships: Describe how you will build relationships with others from diverse populations. · Advocacy Approach: Propose an advocacy approach for working with a diverse population. · Feasibility: Analyze the feasibility of an advocacy approach to use when working with a diverse population. · Promote Cultural Sensitivity: Propose strategies supported by research to promote cultural sensitivity with fellow colleagues and co-workers. Please review the Personal Plan of Action Scoring Guide to see how this assignment will be graded. Assignment Requirements · Written communication: Written communication is free of errors that detract from the overall message. · APA formatting: Resources and citations are formatted according to APA current edition style and formatting. · Number of resources: Minimum of 2 peer-reviewed resources in addition to the course text. · Length of paper: 4–5 typed double-spaced pages, not including required cover sheet and reference page. No abstract required. · Font and font size: Times New Roman, 12 point. · Personal Plan of Action Scoring Guide · Due Date: End of Unit 9. Percentage of Course Grade: 30%. Personal Plan of Action Scoring Guide Grading Rubric Criteria Non-performance Basic Proficient Distinguished Analyze research from dominant and minority perspectives to select best practices for increasing cultural awareness and diversity. 14% Does not analyze research from dominant and minority perspectives to select best practices with increasing cultural awareness and diversity. Analyzes research to select practices with increasing cultural awareness and diversity, but does not analyze how the research has included culturally diverse perspectives. Analyzes research from dominant and minority perspectives to select best practices with increasing cultural awareness and diversity. Analyzes research from dominant and minority perspectives to select best practices for increasing cultural awareness and diversity. Research is up to date and from within the past 5 years. Propose techniques supported by research to improve self-awareness by confronting personal assumptions, biases, and fears. 14% Does not propose techniques supported by research to improve self-awareness by confronting personal assumptions,.
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Mobilization Plan Scoring Guide Grading RubricCriteria Non.docx
Mobilization Plan Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Identify the major
stakeholders within the
health care system that
would be affected by the
mobilization plan.
Does not identify the
major stakeholders within
the health care system that
would be affected by the
mobilization plan.
Identifies some, but not all of
the major stakeholders within
the health care system that
would be affected by the
mobilization plan.
Identifies the major
stakeholders within the
health care system that
would be affected by the
mobilization plan.
Identifies the major stakeholders
within the health care system that
would be affected by the
mobilization plan, and evaluates the
suitability of an organization for a
medical mission.
Apply systems thinking to
determine the impact of the
mobilization effort on
hospital staffing and care
patterns.
Does not apply systems
thinking to determine the
impact of the mobilization
effort on hospital staffing
and care patterns.
Identifies staffing and care
patterns at the hospital, but
does not use systems thinking
to examine the impact of the
mobilization effort on staffing
and patient care.
Applies systems thinking
to determine the impact
of the mobilization effort
on hospital staffing and
care patterns.
Applies systems thinking to
determine the impact of the
mobilization effort on hospital
staffing and care patterns, and offers
specific strategies to maximize
staffing and maintain a high level of
patient care.
Describe the medical
mission team's
organizational structure and
how power is distributed.
Does not describe the
medical mission team's
organizational structure
and how power is
distributed.
Describes the medical mission
team's organizational structure
but not how power is
distributed.
Describes the medical
mission team's
organizational structure
and how power is
distributed.
Describes the medical mission
team's organizational structure and
how power is distributed; the
structure is designed so that power is
equal among mission team members.
Assess how the
organizational structure
empowers team members.
Does not assess how the
organizational structure
empowers team members.
Describes how the medical
mission team's organizational
structure operates, but does not
address how it empowers the
team members.
Assesses how the
organizational structure
empowers team
members.
Assesses how the organizational
structure empowers team members,
and provides examples of how all
team members are empowered to
make decisions within the context of
their expertise.
Identify key actions needed
to assure quality of care and
safety for mission patients
and personnel.
Does not identify key
actions needed to assure
quality of care and safety
for mission patients and
personnel.
Identifies key actions to assure ...
For this assessment you will create an 8 slide PowerPoint presenta.docx
For this assessment you will create an 8 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal
you developed for the third assessment.
Demonstration of Proficiency
· Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
1. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
1. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
1. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
1. Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
2. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
2. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
1. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
3. Slides are easy to read and error free. Detailed speaker notes are provided.
3. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee's organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
· Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
· Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
· Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
· Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:
· Part 1: Organizational or Patient Issue.
1. What is the issue that you are trying to solve or improve?
1. Why.
Methods Draft Scoring GuideDue Date End of Unit 7Percentage o.docx
Methods Draft Scoring Guide
Due Date: End of Unit 7
Percentage of Course Grade: 10%.
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe the methodology of a proposed research study and determine qualitative or quantitative method in relation to the research question.
16%
Does not identify the methodology of a proposed research study.
Identifies the research question but does not identify whether it is qualitative or quantitative method, or misidentifies method.
Describes the methodology of a proposed research study and determines qualitative or quantitative method in relation to the research question.
Describes the methodology of a proposed research study and determines qualitative or quantitative method in relation to the research question. Points to an appropriate method for analysis.
Describe the purpose of a research study and connect purpose to the research question.
12%
Does not identify the purpose of a research study or connect purpose to the research question.
Identifies but does not describe the purpose of a research study or does not connect purpose to the research question.
Describes the purpose of a research study and connects purpose to the research question.
Describes the purpose of a research study; connects purpose to the research question and choice of methodology with support from the literature.
Describe a target population that represents a sampling of the general population in a way that respects diversity, including race, ethnicity, sexual orientation, age, physical ability, and gender.
12%
Does not describe a target population that represents a sampling of the general population in a way that respects diversity, including race, ethnicity, sexual orientation, age, physical ability, and gender.
Identifies, but does not describe a target population that represents a sampling of the general population in a way that respects diversity, including race, ethnicity, sexual orientation, age, physical ability, and gender.
Describes a target population that represents a sampling of the general population in a way that respects diversity, including race, ethnicity, sexual orientation, age, physical ability, and gender.
Describes a target population that represents a sampling of the general population in a way that respects diversity. Clearly defines inclusion and exclusion criteria and demonstrates an appreciation of individual differences and diversity in the practice of psychology.
Describe a recruitment strategy that balances diversity with the need for data simplification.
12%
Does not identify a recruitment strategy.
Identifies, but does not describe a recruitment strategy that balances diversity with the need for data simplification.
Describes a recruitment strategy that balances diversity with the need for data simplification.
Describes a recruitment strategy that balances diversity with the need for data simplification; articulates how to approach community members for data collection.
Discuss the potential co.
Florida National UniversityNUR4516Course ReflectionGuidelines
Florida National University NUR4516
Course Reflection
GuidelinesPurpose
The purpose of this assignmentis to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4516 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics andpatient centered care).
· The student will be able to approach and safely manage patient/families in crisis.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Monday11:59 p.m. EST of Week 8 as directed.Requirements
1. The Course Reflectionis worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q&A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008)outline a number ofhealthcare policy and advocacycompetencies for theBSN-prepared nurse. Reflect on the NUR4516 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Integrate theories and concepts from liberal education into nursing practice.
2. Synthesize theories and concepts from liberal education to build an understanding of the humanexperience.
3. Use skills of inquiry, analysis, and information literacy to address practice issues.
4. Use written, verbal, nonverbal, and emerging technology methods to communicate effectively.
5. Apply knowledge of social and cultural factors to the care of diverse populations.
6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration,and social justice as a socially responsible citizen.
7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.
8. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect onthe healthcare system.
9. Value the idea ...
Assignment 3 Legal Ethics, Patients’ Rights, and HIV AIDS Due.docx
Assignment 3: Legal Ethics, Patients’ Rights, and HIV / AIDS
Due Week 9 and worth 200 points
As the head health care administrator at USA Community Hospital, you are required to review compliance reports on issues relating to the ethical conduct of the professional staff at your hospital, patient review registries, and standard procedures surrounding the ethical treatment of patients with HIV / AIDS. Intermittently, complaints surface from patients with HIV / AIDS concerned with ethical treatment and denial of services.
Note: You may create and / or make all necessary assumptions needed for the completion of this assignment.
Write a six to eight (6-8) page paper in which you:
Devise a plan to investigate the validity of patients’ claims of denial of services. This plan should include, but not be limited to, establishing mechanisms to address service denial claims, a human resources component, and a review of related policies and procedures.
Analyze the primary way in which different staffing levels may play pivotal roles in upholding ethical conduct, including treating patients with dignity. Justify your position.
Formulate a plan to relate the primary legal ramifications to the professional staff regarding ethical treatment of the hospital’s HIV / AIDS patients.
Devise a community relations plan that tout’s the hospital’s unique ways of serving persons with HIV / AIDS, including a focus on de-stigmatizing those afflicted.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Examine the various applications of the law within the health care system.
Identify the principles and legalities of ethical issues within the health care system.
Identify a plan that addresses legal and ethical issues in a health care policy.
Use technology and information resources to research issues in health care policy, law, and ethics.
Write clearly and concisely about health care policy, law, and ethics using proper writing mechanics.
Click
here
to view the grading rubric for this assignment.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 200
Assignment 3: Legal Ethics, Patients’ Rights, and HIV / AIDS
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
.
Recommended
Mobilization Plan Scoring Guide Grading RubricCriteria Non.docx
Mobilization Plan Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Identify the major
stakeholders within the
health care system that
would be affected by the
mobilization plan.
Does not identify the
major stakeholders within
the health care system that
would be affected by the
mobilization plan.
Identifies some, but not all of
the major stakeholders within
the health care system that
would be affected by the
mobilization plan.
Identifies the major
stakeholders within the
health care system that
would be affected by the
mobilization plan.
Identifies the major stakeholders
within the health care system that
would be affected by the
mobilization plan, and evaluates the
suitability of an organization for a
medical mission.
Apply systems thinking to
determine the impact of the
mobilization effort on
hospital staffing and care
patterns.
Does not apply systems
thinking to determine the
impact of the mobilization
effort on hospital staffing
and care patterns.
Identifies staffing and care
patterns at the hospital, but
does not use systems thinking
to examine the impact of the
mobilization effort on staffing
and patient care.
Applies systems thinking
to determine the impact
of the mobilization effort
on hospital staffing and
care patterns.
Applies systems thinking to
determine the impact of the
mobilization effort on hospital
staffing and care patterns, and offers
specific strategies to maximize
staffing and maintain a high level of
patient care.
Describe the medical
mission team's
organizational structure and
how power is distributed.
Does not describe the
medical mission team's
organizational structure
and how power is
distributed.
Describes the medical mission
team's organizational structure
but not how power is
distributed.
Describes the medical
mission team's
organizational structure
and how power is
distributed.
Describes the medical mission
team's organizational structure and
how power is distributed; the
structure is designed so that power is
equal among mission team members.
Assess how the
organizational structure
empowers team members.
Does not assess how the
organizational structure
empowers team members.
Describes how the medical
mission team's organizational
structure operates, but does not
address how it empowers the
team members.
Assesses how the
organizational structure
empowers team
members.
Assesses how the organizational
structure empowers team members,
and provides examples of how all
team members are empowered to
make decisions within the context of
their expertise.
Identify key actions needed
to assure quality of care and
safety for mission patients
and personnel.
Does not identify key
actions needed to assure
quality of care and safety
for mission patients and
personnel.
Identifies key actions to assure ...
For this assessment you will create an 8 slide PowerPoint presenta.docx
For this assessment you will create an 8 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal
you developed for the third assessment.
Demonstration of Proficiency
· Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
1. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
1. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
1. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
1. Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
2. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
2. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
1. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
3. Slides are easy to read and error free. Detailed speaker notes are provided.
3. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee's organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
· Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
· Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
· Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
· Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:
· Part 1: Organizational or Patient Issue.
1. What is the issue that you are trying to solve or improve?
1. Why.
Methods Draft Scoring GuideDue Date End of Unit 7Percentage o.docx
Methods Draft Scoring Guide
Due Date: End of Unit 7
Percentage of Course Grade: 10%.
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Describe the methodology of a proposed research study and determine qualitative or quantitative method in relation to the research question.
16%
Does not identify the methodology of a proposed research study.
Identifies the research question but does not identify whether it is qualitative or quantitative method, or misidentifies method.
Describes the methodology of a proposed research study and determines qualitative or quantitative method in relation to the research question.
Describes the methodology of a proposed research study and determines qualitative or quantitative method in relation to the research question. Points to an appropriate method for analysis.
Describe the purpose of a research study and connect purpose to the research question.
12%
Does not identify the purpose of a research study or connect purpose to the research question.
Identifies but does not describe the purpose of a research study or does not connect purpose to the research question.
Describes the purpose of a research study and connects purpose to the research question.
Describes the purpose of a research study; connects purpose to the research question and choice of methodology with support from the literature.
Describe a target population that represents a sampling of the general population in a way that respects diversity, including race, ethnicity, sexual orientation, age, physical ability, and gender.
12%
Does not describe a target population that represents a sampling of the general population in a way that respects diversity, including race, ethnicity, sexual orientation, age, physical ability, and gender.
Identifies, but does not describe a target population that represents a sampling of the general population in a way that respects diversity, including race, ethnicity, sexual orientation, age, physical ability, and gender.
Describes a target population that represents a sampling of the general population in a way that respects diversity, including race, ethnicity, sexual orientation, age, physical ability, and gender.
Describes a target population that represents a sampling of the general population in a way that respects diversity. Clearly defines inclusion and exclusion criteria and demonstrates an appreciation of individual differences and diversity in the practice of psychology.
Describe a recruitment strategy that balances diversity with the need for data simplification.
12%
Does not identify a recruitment strategy.
Identifies, but does not describe a recruitment strategy that balances diversity with the need for data simplification.
Describes a recruitment strategy that balances diversity with the need for data simplification.
Describes a recruitment strategy that balances diversity with the need for data simplification; articulates how to approach community members for data collection.
Discuss the potential co.
Florida National UniversityNUR4516Course ReflectionGuidelines
Florida National University NUR4516
Course Reflection
GuidelinesPurpose
The purpose of this assignmentis to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4516 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics andpatient centered care).
· The student will be able to approach and safely manage patient/families in crisis.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Monday11:59 p.m. EST of Week 8 as directed.Requirements
1. The Course Reflectionis worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q&A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008)outline a number ofhealthcare policy and advocacycompetencies for theBSN-prepared nurse. Reflect on the NUR4516 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Integrate theories and concepts from liberal education into nursing practice.
2. Synthesize theories and concepts from liberal education to build an understanding of the humanexperience.
3. Use skills of inquiry, analysis, and information literacy to address practice issues.
4. Use written, verbal, nonverbal, and emerging technology methods to communicate effectively.
5. Apply knowledge of social and cultural factors to the care of diverse populations.
6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration,and social justice as a socially responsible citizen.
7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.
8. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect onthe healthcare system.
9. Value the idea ...
Assignment 3 Legal Ethics, Patients’ Rights, and HIV AIDS Due.docx
Assignment 3: Legal Ethics, Patients’ Rights, and HIV / AIDS
Due Week 9 and worth 200 points
As the head health care administrator at USA Community Hospital, you are required to review compliance reports on issues relating to the ethical conduct of the professional staff at your hospital, patient review registries, and standard procedures surrounding the ethical treatment of patients with HIV / AIDS. Intermittently, complaints surface from patients with HIV / AIDS concerned with ethical treatment and denial of services.
Note: You may create and / or make all necessary assumptions needed for the completion of this assignment.
Write a six to eight (6-8) page paper in which you:
Devise a plan to investigate the validity of patients’ claims of denial of services. This plan should include, but not be limited to, establishing mechanisms to address service denial claims, a human resources component, and a review of related policies and procedures.
Analyze the primary way in which different staffing levels may play pivotal roles in upholding ethical conduct, including treating patients with dignity. Justify your position.
Formulate a plan to relate the primary legal ramifications to the professional staff regarding ethical treatment of the hospital’s HIV / AIDS patients.
Devise a community relations plan that tout’s the hospital’s unique ways of serving persons with HIV / AIDS, including a focus on de-stigmatizing those afflicted.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Examine the various applications of the law within the health care system.
Identify the principles and legalities of ethical issues within the health care system.
Identify a plan that addresses legal and ethical issues in a health care policy.
Use technology and information resources to research issues in health care policy, law, and ethics.
Write clearly and concisely about health care policy, law, and ethics using proper writing mechanics.
Click
here
to view the grading rubric for this assignment.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 200
Assignment 3: Legal Ethics, Patients’ Rights, and HIV / AIDS
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
.
Write a 4-page assessment in which you describe the current unders.docx
Write a 4-page assessment in which you describe the current understanding of motivation related to an identified behavior and discuss applications of research to social policies associated with that behavior.
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
Click the links provided to view the following resources:
What Is Scholarly?
SHOW LESS
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
Whiteley, P. (2002).
Motivation
. Oxford, UK: Capstone Publishing.
Armeli, S., Conner, T. S., Cullum, J., & Tennen, H. (2010).
A longitudinal analysis of drinking motives moderating the negative affect-drinking association among college students
.
Psychology of Addictive Behaviors, 24
(1), 38–47.
Molnar, D. S., Sadava, S. W., DeCourville, N. H., & Perrier, C. P. K. (2010).
Attachment, motivations, and alcohol: Testing a dual-path model of high-risk drinking and adverse consequences in transitional clinical and student samples
.
Canadian Journal of Behavioural Science, 42
(1), 1–13.
Litvin, E. B., & Brandon, T. H. (2010).
Testing the influence of external and internal cues on smoking motivation using a community sample
.
Experimental and Clinical Psychopharmacology, 18
(1), 61–70.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the
PSYC-FP3770 – Psychology of Human Motivation and Performance Library Guide
to help direct your research.
Assessment Instructions
For this assessment, identify a topic focused on one aspect of a behavior. Then research and write a paper that describes the current understanding of motivation related to the behavior you identified and discusses applications of research to social policies associated with that behavior.
Assessment Preparation
Select one of the following three broad areas of behavior:
Eating behaviors.
Intimacy behaviors.
Drug use and addiction behaviors.
Then identify a research topic associated with behavioral area you selected. An important skill in conducting research is to narrow the focus of your topic to keep the content manageable and to facilitate finding supportive evidence. To identify a properly narrow topic:
Begin with your selected behavior and start to narrow the focus. See examples of topics listed below. You may use one of the examples or identify your own.
Continue to narrow the focus of your topic with consideration for other relevant factors, such as age of the research subjects (adults versus children), their gender, their educational level, or other demographic or topical factors. Your goal is to identify a research topic that is appropriately narrow and can b.
Case management
No matter what type of client your Drug Court is serving, case management is one of the keystones to success. The learning objectives for this session are:
* Learn best practices in the filed of case management
* Learn how to best serve specific case management needs
PSY 540 Short Presentation Guidelines and Rubric Overvi.docx
PSY 540 Short Presentation Guidelines and Rubric
Overview
Twice during this course you will assume the role of a psychology professional in an applied setting and apply theories to suggest solutions to contemporary
problems through a short presentation. The purpose of these presentations is to help you identify gaps in and propose improvements for professional disciplines
based on the strengths and limitations of human cognitive systems while assessing foundational theories of cognitive psychology for their relevance to real-world
issues.
Short presentations should be approximately five minutes in length and should be directed towards someone with limited or no background knowledge of
psychological concepts or terminology. Because of this, you will want to explain relevant terms and concepts as you work through your presentation. Be sure to
identify the group your presentation is intended for as well as the group that will most benefit from your proposed strategies. Additionally, be sure to
appropriately use professional terms and theories.
Your presentation can use a platform of your choosing. Potential example platforms include:
• PowerPoint
• Prezi
• Jing
• Webcam video recordings
For this assignment, you may submit a URL to your presentation or upload a video or PowerPoint presentation with either associated audio or the delivery script
included in the notes section. For additional information about uploading video files, reference the Uploading a Video Assignment guide. If you have difficulty
recording and submitting presentation files, reach out to the SNHU Help Desk for technical assistance at www.snhu.edu/techsupport and contact your instructor.
http://prezi.com/
http://www.techsmith.com/jing.html
https://my.snhu.edu/offices/its/is/resources/documents/uploading_a_video_assignment.pdf
http://www.snhu.edu/techsupport
Rubric
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more in formation,
review these instructions.
Critical Elements Proficient (100%) Needs Improvement (85%) Not Evident (0%) Value
Setting and Audience Cl earl y i denti fi es the s peci fi c appl ied s etti ng
and s peci fi c target audi ence for the
pres entati on
Identi fi es the appl i ed s etti ng and target
audi ence for the pres entati on, but the
s etti ng and audi ence l ack s peci fi c detai l
Does not i denti fy the appl i ed s etti ng and
target audi ence for the pres entati on
35
Theories Incl udes references to theori es to s upport
the pres entati on and di rectl y connects them
to the appl i ed s etti ng
Incl udes references to theori es to s upport
the pres entati on, but does not di rectl y
connect them to the appl i ed s etti ng, or
theori es are i ncorrectl y appl ied
Does not i ncl ude theori es to s upport the
pres entati on
20
Concepts and
Terminology
Expl ai ns co ...
2. what is meant by quantitative research What are some important.docx
2. what is meant by quantitative research? What are some important characteristics of it? What are some general contrast between qualitative and quantitative research and the type of information yielded by each ?
3. what is a research design ? what are three types of research designs and what are their respective objectives ?
5. what is meant by experimentation ? what is an experimental research design ? what are its general objectives
8. what is a survey design? What are some of its primary characterics ? what are some applications of survey designs? What are some weaknesses and strength of survey designs?
11. what is meant by the classic experimental design? What are two variations of the classic experimental design? What are some important differences between each of these two variations?
1. what is reliability? How is it measured or determined? what are two internal reliability methods?
2. what are four general relationships between validity and reliability
3. what is validity? How it is measured or determined ? what are four different methods for determining test validity? How can validity be proved, if at all?
8. is it possible to have a valid test that is not reliable? Why or why not?
14.what are some general differences between external and internal validity? how can internal validity be improved ?
1. Differentiate between probability and nonprobability sampling plans. Review briefly their general functions and limitations.
2. what are some major considerations in deciding to sample? Discuss these considerations briefly.
10.what is meant by sample repetitiveness ? can we ever guarantee that a sample of elements will be representative of the population from which it is drawn? Why or why not ?
12. define and differentiate between population parameters and sample statistics.
14. why is there often a gap between ideal sampling plans and real samples of elements obtained by the researcher ?
3. what are two types of questionnaire administrations? What are some of the weaknesses and strength of each of these administration methods ?
4. what are some key differences between fixed response and open ended items? What are the positive and negative features of each type of item?
6. what are some primary drawbacks to using open ended items on culturally diverse populations?
7. what are some limitations and advantages of using existing scales devised by other researchers ?
10. what are follow up letters ? what are their purposes? are there any ethical considerations to be made when sending out follow up letters ?
2. what is nonparticipant observation ? what are some limitations of nonparticipant observation regarding the reliability of whatever is observed and its meaning
3.what is participant observation? How can researchers who engage in participant observation “get too close” their subjects being observed? What can be done to avoid this problem?
4.who is a key informant? What are some purposes of key informants? What are some problems tha.
Please summarize the students primary responsibilities I.docx
Please summarize the student's primary responsibilities:
Intake for children entering foster care (placement search, identification, admissions paperwork,
monitoring)
Monthly meetings with children free for adoption and placement.
Development of case plan goals and monthly meetings with parents working reunification/adoption
case plans.
Review of home studies and recruitment of prospective foster and adopt families.
Presentation of available children at paper match meetings.
Attendance of adoption parties with children available for adoption and prospective families.
Court prep and testimony at adoption status hearings.
Preparation of documents for adoption signing and release.
Adoption Consideration Narratives.
Participation in team to develop child specific recruitment plans.
Competency 1 - Demonstrate Ethical and Professional Behavior Please rate the student on
each of the following
5 4 3 2 1
1. Make ethical decisions by applying the standards of the NASW
Code of Ethics, relevant laws and regulations, models for ethical
decision-making, ethical conduct of research, and additional
codes of ethics as appropriate to context
5 4 3 2 1
2. Use reflection and self-regulation to manage personal values
and maintain professionalism in practice situations
5 4 3 2 1
3. Demonstrate professional demeanor in behavior; appearance;
and oral, written, and electronic communication
5 4 3 2 1
4. Use technology ethically and appropriately to facilitate
practice outcomes
5 4 3 2 1
5. Use supervision and consultation to guide professional
judgment and behavior
Please provide over-all feedback on this competency:
Tuwanda has significantly grown as a social worker. She demonstrates professional demeanor, is
prepared, and communicates well. She is able to develop a rapport with clients and children easily and
is able to relate to individuals from all backgrounds. She has developed partnerships with providers and
Walton staff and is a team player. She is able to discuss best practice and policy/procedure regarding
case decisions and next steps.
Competency 2 - Engage Diversity and Difference in Practice Please rate the student on each
of the following
5 4 3 2 1
6. Apply and communicate understanding of the importance of
diversity and difference in shaping life experiences in practice at
the micro, mezzo, and macro levels
5 4 3 2 1
7. Present themselves as learners and engage clients and
constituencies as experts of their own experiences
5 4 3 2 1
8. Apply self-awareness and self-regulation to manage the
influence of personal biases and values in working with diverse
clients and constituencies
Please provide over-all feedback on this competency:
Tuwanda does a great job asking questions and engaging clients regarding cultural differences. She
inquired about local agencies that serve various populations and made contact. She is able to recognize
her own biases and work ...
Florida National University .docx
Florida National University NUR4516
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4516 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics and patient centered care).
· The student will be able to approach and safely manage patient/families in crisis.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4516 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Integrate theories and concepts from liberal education into nursing practice.
2. Synthesize theories and concepts from liberal education to build an understanding of the human experience.
3. Use skills of inquiry, analysis, and information literacy to address practice issues.
4. Use written, verbal, nonverbal, and emerging technology methods to communicate effectively.
5. Apply knowledge of social and cultural factors to the care of diverse populations.
6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen.
7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.
8. Demonstrate tolerance for the ambiguity and unpredictabil ...
How To Cite An Essay In Apa
Apa Critique Examples
Academic Dishonesty Essay
APA Ethical Dilemma Paper
Apa Plagiarism Essay
APA Ethical Guidelines Essay
APA Writing Style Essay
LPC Managing Differences and Difficult Populations
This is part 4 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. This interactive workshop focuses on the major elements of managing differences between supervisors and supervisees and issues surrounding working with difficult supervisees. In this workshop, participants will learn about the influence of individual, cultural and developmental differences between supervisors and supervisees. Different aspects of individual differences are covered (e.g., differences in belief systems and theoretical orientation between supervisor and supervisee). Different aspects of cultural differences are covered as are different aspects of developmental differences (e.g., supervisee and supervisor experiential levels). Participants will discuss areas of difficulties with supervisees, including an introduction to progressive discipline policies and due process, transference and countertransference, and other generic problems with supervisees. Teaching methods include lecture, interactive exercises and group participation/discussion.
$60.00 Due 1213Theory Application PaperThe paper will co.docx
$60.00 Due 12/13
Theory Application Paper
The paper will comprise of cited research on the effectiveness of the model(s) or theories related to your identified issue of HIV among homeless youth, a gap analysis, and a proposed intervention that would help fill the gap.
Guidelines for Submission: Submit a 10 page word document that uses 11-pt Times New Roman font with 1 inch margins. Utilize at least 10 references to support your claims. All citations and other formatting conventions should follow the most current version of AMA style.
TOPIC: HIV Among Homeless Youth in the US
Your paper needs to include the following:
· Introduction –Compete- see pages 4-5
1 Briefly review the chosen issue or behavior.
○ Explain the history, public health implication, affected population, and economic and/or social consequences.
○ State why the issue you chosen is an important one to address.
○ Explain how addressing this issue might lead to better conditions.
· Theories, Models, and Gap Analysis
1 Describe the different social and behavioral health models that people in the field have used to address this behavior/issue.
○ Identify a gap that still exists despite the current efforts in the field. What could be done to address the gap? What behavioral change must occur?
○ Support all claims with relevant and reputable resources and examples. You may want to reference the work done in your research summaries.
· Intervention
1 Propose a behavioral intervention that would help to fill the gap you have described above. This does not need to be an original intervention, you may choose an intervention that has already been proposed. The purpose is to propose an intervention that would best fill the gap you have identified.
■ You are not expected to provide an in depth proposal with all the details of the intervention.
■ For example: An intervention for school aged children who smoke may be an after school program to enhance positive interaction among peers.
○ Explain how your intervention utilizes the chosen theory/model. What specific components of the theory/model are being used in your intervention?
○ Support your proposed intervention with evidence from the literature. Reference the work completed in your research summaries.
○ Make a table/visual/figure that illustrates the relationship between your theory/model and the proposed intervention. This visual should show which components of the theory/model are being used and where in the intervention.
Conclusion
○ Summarize the major concepts from this paper.
○ How does your intervention achieve the desired behavioral change?
○ What limitations are there to your proposed plan?
○ Discuss potential next steps.
RUBIC:
Excellent
Satisfactory
Needs Improvement
Not Evident
Introduction
Meets the
“Satisfactory” criteria and explains how addressing this issue might lead to better conditions
Succinctly identifies chosen issue/behavior, explains the history, pub ...
· Write a letter to the editor of an academic or professional jour.docx
· Write a letter to the editor of an academic or professional journal. The length and format of the letter is dictated by your choice of journal.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy.
SHOW LESS
Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
1. Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
1. Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
. Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
2. Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
. Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
3. Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
3. Advocate for policy development in other care settings with regard to a specific issue in a target population.
. Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
4. Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
4. Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.
· Toggle Drawer
Context
Nurses have the opportunity to use their skills and develop programs to keep individuals and com.
Develop a 4 page report that explains how an organization serves
Develop a 4 page report that explains how an organization serves the health care concerns and needs of a population. The report should identify gaps in the health care service, explain strategies to bridge the gaps, and describe potential barriers to those strategies.
Note
: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations.
Identify barriers to implementing evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations.
Identify gaps in the health care service provided by an organization to a vulnerable or diverse population.
Explain evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations.
Explain how a health care organization serves the primary health care concerns of a vulnerable or diverse population.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.
Write content clearly and logically, with correct use of grammar, punctuation, APA formatting, and mechanics.
Context :
Pérez and Luquis (2014) stated, "Integrating cultural proficiency practices into the individual practices of health educators and public health organizational policies is a call to action" (p. 50). It is important for those in health care to be aware of the methods used to identify and evaluate the specific health care needs of individuals, communities, and populations, and to understand the meaning of health literacy as it pertains to the needs of a multicultural population or group.
With a growing diverse population, the incorporation of cultural and linguistic competence should be included into the planning, implementation, and evaluation of health education and promotion programs. "In this process, it is essential to employ theoretical models that describe and explain culture and related concepts (Pérez & Luquis, 2014, p. 165). Cultural constructs need to be applied to all health education, promotion, and prevention interventions targeting diverse communities (Pérez & Luquis, 2014).
Reference
Pérez, M. A., & Luquis, R. R. (2014).
Cultural competence in health education and health promotion
(2nd ed.). ...
Leadership Responsibility to Prepare the Self Scoring GuideDue D.docx
Leadership Responsibility to Prepare the Self Scoring Guide
Due Date: End of Unit 4.
Percentage of Course Grade: 20%.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click on the linked resources for helpful writing information.
Leadership Responsibility to Prepare the Self Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Develop a clear rationale for accepting and acting on the responsibility to develop the self.
14%
Does not develop a rationale for accepting and acting on the responsibility to develop the self.
Develops a partial rationale for accepting and acting on the responsibility to develop the self.
Develops a clear rationale for accepting and acting on the responsibility to develop the self.
Develops a clear rationale for accepting and acting on the responsibility to develop the self in a new-era context.
Define developmental architectures and paths selected to enhance global leadership skills.
14%
Does not define developmental architectures and paths selected to enhance global leadership skills.
Defines some developmental architectures and paths selected to enhance global leadership skills.
Defines developmental architectures and paths selected to enhance global leadership skills.
Analyzes developmental architectures and paths selected to enhance global leadership skills.
Analyze a current global leadership development program related to career goals for its effectiveness in fostering deep self-awareness and growth.
14%
Does not identify a current global leadership development program related to career goals for its effectiveness in fostering deep self-awareness and growth.
Identifies but does not evaluate a current global leadership development program related to career goals for its effectiveness in fostering deep self-awareness and growth.
Analyzes a current global leadership development program related to career goals for its effectiveness in fostering deep self-awareness and growth.
Analyzes a current global leadership development program related to career goals for its effectiveness in fostering deep self-awareness and growth in the new-era context.
Evaluate a current global leadership development program related to career goals for its effectiveness in fostering cultural intelligence and nonlinear systems thinking.
14%
Does not identify a current global leadership development program related to career goals for its effectiveness in fostering cultural intelligence and nonlinear systems thinking.
Identifies but does not evaluate a current global leadership development program related to career goals for its effectiveness in fostering cultural intelligence and nonlinear systems thinking.
Evaluates a current global leadership development program related to career goals for its effectiveness in fostering cultural intelligence and nonlinear systems thinking.
Evaluates a current global leadership development ...
A philosophy of education is a statement regarding your beliefs an.docx
A philosophy of education is a statement regarding your beliefs and values about education. This statement is often required as part of the application process in gaining employment as a teacher.
Create a 750-1,000 word draft of your educational philosophy. Your philosophy should be grounded in educational theory. You will revise your educational philosophy throughout your program of study to make it more concise.
In this draft, include statements regarding your beliefs and values in each of the following areas:
· The purpose of education.
· Your personal vision of meeting the learning needs of diverse students using standards-based instruction.
· Where you stand regarding the perceived role of the teacher as a leader and advocate according to some of the ethical frameworks you have examined.
· How you perceive the process of reflecting on personal biases and accessing resources to continually deepen your understanding of cultural, ethnic, gender, and learning differences among your students in order to create more relevant learning experiences.
· Your role as a teacher in upholding the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy regarding the safe, legal, and ethical use of digital information and technology.
Include three scholarly references to support your philosophy of education.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsSEC-502SEC-502-O500Benchmark – Philosophy of Education Draft300.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Purpose of Education10.0%Not addressed.Includes an inadequate statement regarding the purpose of education.Includes a statement regarding the purpose of education that could be presented more adequately.Includes an adequate statement regarding the purpose of education.Includes a well-thought statement regarding the purpose of education.Meeting the Learning Needs of Diverse Students Using Standards-Based Instruction10.0%Not addressed.Includes an inadequate personal vision of meeting the learning needs of diverse students using standards-based instruction.Includes a personal vision of meeting the learning needs of diverse students using standards-based instruction that could be presented more adequately.Includes an adequate personal vision of meeting the learning needs of diverse students using standards-based instruction.Includes an insightful personal vision of meeting the learning needs of diverse students using standards-based instruction.Teacher as Leader and Advocate15.0%Not addressed.Percepti.
A philosophy of education is a statement regarding your beliefs an.docx
A philosophy of education is a statement regarding your beliefs and values about education. This statement is often required as part of the application process in gaining employment as a teacher.
Create a 750-1,000 word draft of your educational philosophy. Your philosophy should be grounded in educational theory. You will revise your educational philosophy throughout your program of study to make it more concise.
In this draft, include statements regarding your beliefs and values in each of the following areas:
· The purpose of education.
· Your personal vision of meeting the learning needs of diverse students using standards-based instruction.
· Where you stand regarding the perceived role of the teacher as a leader and advocate according to some of the ethical frameworks you have examined.
· How you perceive the process of reflecting on personal biases and accessing resources to continually deepen your understanding of cultural, ethnic, gender, and learning differences among your students in order to create more relevant learning experiences.
· Your role as a teacher in upholding the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy regarding the safe, legal, and ethical use of digital information and technology.
Include three scholarly references to support your philosophy of education.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsSEC-502SEC-502-O500Benchmark – Philosophy of Education Draft300.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Purpose of Education10.0%Not addressed.Includes an inadequate statement regarding the purpose of education.Includes a statement regarding the purpose of education that could be presented more adequately.Includes an adequate statement regarding the purpose of education.Includes a well-thought statement regarding the purpose of education.Meeting the Learning Needs of Diverse Students Using Standards-Based Instruction10.0%Not addressed.Includes an inadequate personal vision of meeting the learning needs of diverse students using standards-based instruction.Includes a personal vision of meeting the learning needs of diverse students using standards-based instruction that could be presented more adequately.Includes an adequate personal vision of meeting the learning needs of diverse students using standards-based instruction.Includes an insightful personal vision of meeting the learning needs of diverse students using standards-based instruction.Teacher as Leader and Advocate15.0%Not addressed.Percepti.
Assessing Your Alcohol Misuse and Sexual Assault Prevention Efforts Presentation
CHASCo and the Sexual Assault Center have teamed up with EVERFI to provide Tennessee colleges and universities with powerful diagnostic tools to help benchmark your prevention efforts against best practices in the field.
Learn more about EVERFI’s free diagnostic tools and how they can help you drive cultural transformation on your campus.
Top of FormEnvironmental Factors and Health Promotion Pamphlet .docx
Top of Form
Environmental Factors and Health Promotion Pamphlet: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
75.0 %Content
15.0 %Explanation of Potential Effect
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is not given.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is minimal and/or inaccurate.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is accurate.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is accurate and supported with detail.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is accurate and supported with detail and thoughtful insight.
20.0 %Recommendations
Pamphlet does not offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are minimal or inaccurate.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are accurate.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are accurate and supported with detail.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are accurate and supported with detail and thoughtful insight.
10.0 %Examples, Interventions, and Suggestions
Pamphlet does not offer examples, interventions, and suggestions from evidence-based research.
Pamphlet offers minimal examples, interventions, and suggestions, or examples are offered but they are inaccurate or not from evidence-based research.
Pamphlet offers accurate examples, interventions, and suggestions from evidence-based research.
Pamphlet offers accurate examples, interventions, and suggestions from evidence-based research and is supported with detail.
Pamphlet offers accurate examples, interventions, and suggestions from evidence-based research and is supported with detail and thoughtful insight.
10.0 %Written Summary of Teaching / Learning Interaction
Summary of teaching / learning experience is not offered.
Summary of teaching / learning interaction is offered but lacks detail and is missing two or more components.
Summary includes student's reflection on teaching experience but is missing details of the experience and an assessment of lea ...
Sheet1Rate your skills using the following scaleChapter 1 You Ma.docx
Sheet1Rate your skills using the following scale:Chapter 1: You Make A DifferenceChapter 2: Credibility is the Foundation of Leadership1= Strongly Disagree4= AgreeQuestionScoreQuestionScore2= Disagree5= Strongly Agree20403= Partly Agree20090230140Total0Total01. Balance focusing on the future with an understanding of the present and events from the past.Chapter 3: Values Drive CommitmentChapter 4: Focusing on the Future Sets Leaders Apart2. Maintain self-awareness in external challenges or unexpected events.QuestionScoreQuestionScore70103. Support others in achieving their objectives through regular one-on-one meetings.1101502601604. Take time regularly to get updated on current events.Total0Total05. In conversation, provide undivided attention, show interest, and suspend judgment.Chapter 5: You Can’t Do It AloneChapter 6: Trust RulesQuestionScore6. Forthright and candid in all situations with all people.30QuestionScore170607. Show respect when questioning the ideas and opinions of others.250210Total02708. Take actions that create forward momentum.Total09. Attend industry functions and trade shows on a regular basis.Chapter 7: Challenge is the Crucible for GreatnessChapter 8: You Either Lead by Example or Don’t Lead At AllQuestionScoreQuestionScore10. Explore, identify, and define the nature, cause, and implications of problems.8013010018011. Demonstrate consistency between expressed beliefs, values, and actions.280240Total0Total012. Continuously give and receive feedback on results of learning efforts.13. Assess which role is most appropriate for the person and situation.Chapter 9: The Best Leaders Are The Best LearnersChapter 10: Leadership is an Affair of the HeartQuestionScoreQuestionScore14. Possess an understanding of business operations (budgeting, marketing, sales, etc.).1205019022030029015. Manage time in a way that balances personal and professional objectives.Total0Total016. Focus on actual results of a process or plan.17. Build relationships and ask questions to support a variety of initiatives.The totals from each chapter will show you your score.Refer to the range of scores to identify what type of further action you should take.18. Demonstrate an understanding of living and leading by example.3-6: Taking immediate action to improve your results is suggested.7-12: Develop action plans to be implemented over the next month.19. Identify and develop skills and effective behavior in others.13-15: You are performing well as a leader. Pinpoint areas to optimize your performance.20. Possess technical competencies to achieve relevant goals and objectives.21. Consistently and clearly communicates the desired results of a process or plan.22. Align people’s visions, values, goals, and action plans with bigger picture.23. Possess an understanding of industry trends.24. Identify and change self-defeating behaviors.25. Explore readiness to change and move ahead by knowing the stages of group development.26. Know what I value an.
Sheet1Quarter Sales PersonRegionQuarterly Sales31-MarSmithEast$750.docx
Sheet1Quarter Sales PersonRegionQuarterly Sales31-MarSmithEast$75031-MarWilliamsEast$80031-MarJonesSouth$76531-MarWhiteWest$45631-MarJohnsonNorth$98731-MarTaylorWest$44331-MarYoungSouth$36831-MarHallEast$15930-JunSmithEast$1,20030-JunWilliamsEast$36930-JunJonesSouth$98030-JunWhiteWest$65030-JunJohnsonNorth$76030-JunTaylorWest$27830-JunYoungSouth$78030-JunHallEast$54730-SepSmithEast$69830-SepWilliamsEast$46730-SepJonesSouth$98330-SepWhiteWest$23730-SepJohnsonNorth$46930-SepTaylorWest$74030-SepYoungSouth$74930-SepHallEast$345
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6501_Week4_Discussion_Rubric
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Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points:
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Feedback:
Points:
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Feedback:
Points:
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Feedback:
Main Posting:
Writing
Points:
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no .
More Related Content
Similar to SHB5443Unit 9 Assignment Personal Plan of Action· For this .docx
Write a 4-page assessment in which you describe the current unders.docx
Write a 4-page assessment in which you describe the current understanding of motivation related to an identified behavior and discuss applications of research to social policies associated with that behavior.
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
Click the links provided to view the following resources:
What Is Scholarly?
SHOW LESS
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
Whiteley, P. (2002).
Motivation
. Oxford, UK: Capstone Publishing.
Armeli, S., Conner, T. S., Cullum, J., & Tennen, H. (2010).
A longitudinal analysis of drinking motives moderating the negative affect-drinking association among college students
.
Psychology of Addictive Behaviors, 24
(1), 38–47.
Molnar, D. S., Sadava, S. W., DeCourville, N. H., & Perrier, C. P. K. (2010).
Attachment, motivations, and alcohol: Testing a dual-path model of high-risk drinking and adverse consequences in transitional clinical and student samples
.
Canadian Journal of Behavioural Science, 42
(1), 1–13.
Litvin, E. B., & Brandon, T. H. (2010).
Testing the influence of external and internal cues on smoking motivation using a community sample
.
Experimental and Clinical Psychopharmacology, 18
(1), 61–70.
Course Library Guide
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the
PSYC-FP3770 – Psychology of Human Motivation and Performance Library Guide
to help direct your research.
Assessment Instructions
For this assessment, identify a topic focused on one aspect of a behavior. Then research and write a paper that describes the current understanding of motivation related to the behavior you identified and discusses applications of research to social policies associated with that behavior.
Assessment Preparation
Select one of the following three broad areas of behavior:
Eating behaviors.
Intimacy behaviors.
Drug use and addiction behaviors.
Then identify a research topic associated with behavioral area you selected. An important skill in conducting research is to narrow the focus of your topic to keep the content manageable and to facilitate finding supportive evidence. To identify a properly narrow topic:
Begin with your selected behavior and start to narrow the focus. See examples of topics listed below. You may use one of the examples or identify your own.
Continue to narrow the focus of your topic with consideration for other relevant factors, such as age of the research subjects (adults versus children), their gender, their educational level, or other demographic or topical factors. Your goal is to identify a research topic that is appropriately narrow and can b.
Case management
No matter what type of client your Drug Court is serving, case management is one of the keystones to success. The learning objectives for this session are:
* Learn best practices in the filed of case management
* Learn how to best serve specific case management needs
PSY 540 Short Presentation Guidelines and Rubric Overvi.docx
PSY 540 Short Presentation Guidelines and Rubric
Overview
Twice during this course you will assume the role of a psychology professional in an applied setting and apply theories to suggest solutions to contemporary
problems through a short presentation. The purpose of these presentations is to help you identify gaps in and propose improvements for professional disciplines
based on the strengths and limitations of human cognitive systems while assessing foundational theories of cognitive psychology for their relevance to real-world
issues.
Short presentations should be approximately five minutes in length and should be directed towards someone with limited or no background knowledge of
psychological concepts or terminology. Because of this, you will want to explain relevant terms and concepts as you work through your presentation. Be sure to
identify the group your presentation is intended for as well as the group that will most benefit from your proposed strategies. Additionally, be sure to
appropriately use professional terms and theories.
Your presentation can use a platform of your choosing. Potential example platforms include:
• PowerPoint
• Prezi
• Jing
• Webcam video recordings
For this assignment, you may submit a URL to your presentation or upload a video or PowerPoint presentation with either associated audio or the delivery script
included in the notes section. For additional information about uploading video files, reference the Uploading a Video Assignment guide. If you have difficulty
recording and submitting presentation files, reach out to the SNHU Help Desk for technical assistance at www.snhu.edu/techsupport and contact your instructor.
http://prezi.com/
http://www.techsmith.com/jing.html
https://my.snhu.edu/offices/its/is/resources/documents/uploading_a_video_assignment.pdf
http://www.snhu.edu/techsupport
Rubric
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more in formation,
review these instructions.
Critical Elements Proficient (100%) Needs Improvement (85%) Not Evident (0%) Value
Setting and Audience Cl earl y i denti fi es the s peci fi c appl ied s etti ng
and s peci fi c target audi ence for the
pres entati on
Identi fi es the appl i ed s etti ng and target
audi ence for the pres entati on, but the
s etti ng and audi ence l ack s peci fi c detai l
Does not i denti fy the appl i ed s etti ng and
target audi ence for the pres entati on
35
Theories Incl udes references to theori es to s upport
the pres entati on and di rectl y connects them
to the appl i ed s etti ng
Incl udes references to theori es to s upport
the pres entati on, but does not di rectl y
connect them to the appl i ed s etti ng, or
theori es are i ncorrectl y appl ied
Does not i ncl ude theori es to s upport the
pres entati on
20
Concepts and
Terminology
Expl ai ns co ...
2. what is meant by quantitative research What are some important.docx
2. what is meant by quantitative research? What are some important characteristics of it? What are some general contrast between qualitative and quantitative research and the type of information yielded by each ?
3. what is a research design ? what are three types of research designs and what are their respective objectives ?
5. what is meant by experimentation ? what is an experimental research design ? what are its general objectives
8. what is a survey design? What are some of its primary characterics ? what are some applications of survey designs? What are some weaknesses and strength of survey designs?
11. what is meant by the classic experimental design? What are two variations of the classic experimental design? What are some important differences between each of these two variations?
1. what is reliability? How is it measured or determined? what are two internal reliability methods?
2. what are four general relationships between validity and reliability
3. what is validity? How it is measured or determined ? what are four different methods for determining test validity? How can validity be proved, if at all?
8. is it possible to have a valid test that is not reliable? Why or why not?
14.what are some general differences between external and internal validity? how can internal validity be improved ?
1. Differentiate between probability and nonprobability sampling plans. Review briefly their general functions and limitations.
2. what are some major considerations in deciding to sample? Discuss these considerations briefly.
10.what is meant by sample repetitiveness ? can we ever guarantee that a sample of elements will be representative of the population from which it is drawn? Why or why not ?
12. define and differentiate between population parameters and sample statistics.
14. why is there often a gap between ideal sampling plans and real samples of elements obtained by the researcher ?
3. what are two types of questionnaire administrations? What are some of the weaknesses and strength of each of these administration methods ?
4. what are some key differences between fixed response and open ended items? What are the positive and negative features of each type of item?
6. what are some primary drawbacks to using open ended items on culturally diverse populations?
7. what are some limitations and advantages of using existing scales devised by other researchers ?
10. what are follow up letters ? what are their purposes? are there any ethical considerations to be made when sending out follow up letters ?
2. what is nonparticipant observation ? what are some limitations of nonparticipant observation regarding the reliability of whatever is observed and its meaning
3.what is participant observation? How can researchers who engage in participant observation “get too close” their subjects being observed? What can be done to avoid this problem?
4.who is a key informant? What are some purposes of key informants? What are some problems tha.
Please summarize the students primary responsibilities I.docx
Please summarize the student's primary responsibilities:
Intake for children entering foster care (placement search, identification, admissions paperwork,
monitoring)
Monthly meetings with children free for adoption and placement.
Development of case plan goals and monthly meetings with parents working reunification/adoption
case plans.
Review of home studies and recruitment of prospective foster and adopt families.
Presentation of available children at paper match meetings.
Attendance of adoption parties with children available for adoption and prospective families.
Court prep and testimony at adoption status hearings.
Preparation of documents for adoption signing and release.
Adoption Consideration Narratives.
Participation in team to develop child specific recruitment plans.
Competency 1 - Demonstrate Ethical and Professional Behavior Please rate the student on
each of the following
5 4 3 2 1
1. Make ethical decisions by applying the standards of the NASW
Code of Ethics, relevant laws and regulations, models for ethical
decision-making, ethical conduct of research, and additional
codes of ethics as appropriate to context
5 4 3 2 1
2. Use reflection and self-regulation to manage personal values
and maintain professionalism in practice situations
5 4 3 2 1
3. Demonstrate professional demeanor in behavior; appearance;
and oral, written, and electronic communication
5 4 3 2 1
4. Use technology ethically and appropriately to facilitate
practice outcomes
5 4 3 2 1
5. Use supervision and consultation to guide professional
judgment and behavior
Please provide over-all feedback on this competency:
Tuwanda has significantly grown as a social worker. She demonstrates professional demeanor, is
prepared, and communicates well. She is able to develop a rapport with clients and children easily and
is able to relate to individuals from all backgrounds. She has developed partnerships with providers and
Walton staff and is a team player. She is able to discuss best practice and policy/procedure regarding
case decisions and next steps.
Competency 2 - Engage Diversity and Difference in Practice Please rate the student on each
of the following
5 4 3 2 1
6. Apply and communicate understanding of the importance of
diversity and difference in shaping life experiences in practice at
the micro, mezzo, and macro levels
5 4 3 2 1
7. Present themselves as learners and engage clients and
constituencies as experts of their own experiences
5 4 3 2 1
8. Apply self-awareness and self-regulation to manage the
influence of personal biases and values in working with diverse
clients and constituencies
Please provide over-all feedback on this competency:
Tuwanda does a great job asking questions and engaging clients regarding cultural differences. She
inquired about local agencies that serve various populations and made contact. She is able to recognize
her own biases and work ...
Florida National University .docx
Florida National University NUR4516
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4516 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics and patient centered care).
· The student will be able to approach and safely manage patient/families in crisis.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4516 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Integrate theories and concepts from liberal education into nursing practice.
2. Synthesize theories and concepts from liberal education to build an understanding of the human experience.
3. Use skills of inquiry, analysis, and information literacy to address practice issues.
4. Use written, verbal, nonverbal, and emerging technology methods to communicate effectively.
5. Apply knowledge of social and cultural factors to the care of diverse populations.
6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen.
7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.
8. Demonstrate tolerance for the ambiguity and unpredictabil ...
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LPC Managing Differences and Difficult Populations
This is part 4 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. This interactive workshop focuses on the major elements of managing differences between supervisors and supervisees and issues surrounding working with difficult supervisees. In this workshop, participants will learn about the influence of individual, cultural and developmental differences between supervisors and supervisees. Different aspects of individual differences are covered (e.g., differences in belief systems and theoretical orientation between supervisor and supervisee). Different aspects of cultural differences are covered as are different aspects of developmental differences (e.g., supervisee and supervisor experiential levels). Participants will discuss areas of difficulties with supervisees, including an introduction to progressive discipline policies and due process, transference and countertransference, and other generic problems with supervisees. Teaching methods include lecture, interactive exercises and group participation/discussion.
$60.00 Due 1213Theory Application PaperThe paper will co.docx
$60.00 Due 12/13
Theory Application Paper
The paper will comprise of cited research on the effectiveness of the model(s) or theories related to your identified issue of HIV among homeless youth, a gap analysis, and a proposed intervention that would help fill the gap.
Guidelines for Submission: Submit a 10 page word document that uses 11-pt Times New Roman font with 1 inch margins. Utilize at least 10 references to support your claims. All citations and other formatting conventions should follow the most current version of AMA style.
TOPIC: HIV Among Homeless Youth in the US
Your paper needs to include the following:
· Introduction –Compete- see pages 4-5
1 Briefly review the chosen issue or behavior.
○ Explain the history, public health implication, affected population, and economic and/or social consequences.
○ State why the issue you chosen is an important one to address.
○ Explain how addressing this issue might lead to better conditions.
· Theories, Models, and Gap Analysis
1 Describe the different social and behavioral health models that people in the field have used to address this behavior/issue.
○ Identify a gap that still exists despite the current efforts in the field. What could be done to address the gap? What behavioral change must occur?
○ Support all claims with relevant and reputable resources and examples. You may want to reference the work done in your research summaries.
· Intervention
1 Propose a behavioral intervention that would help to fill the gap you have described above. This does not need to be an original intervention, you may choose an intervention that has already been proposed. The purpose is to propose an intervention that would best fill the gap you have identified.
■ You are not expected to provide an in depth proposal with all the details of the intervention.
■ For example: An intervention for school aged children who smoke may be an after school program to enhance positive interaction among peers.
○ Explain how your intervention utilizes the chosen theory/model. What specific components of the theory/model are being used in your intervention?
○ Support your proposed intervention with evidence from the literature. Reference the work completed in your research summaries.
○ Make a table/visual/figure that illustrates the relationship between your theory/model and the proposed intervention. This visual should show which components of the theory/model are being used and where in the intervention.
Conclusion
○ Summarize the major concepts from this paper.
○ How does your intervention achieve the desired behavioral change?
○ What limitations are there to your proposed plan?
○ Discuss potential next steps.
RUBIC:
Excellent
Satisfactory
Needs Improvement
Not Evident
Introduction
Meets the
“Satisfactory” criteria and explains how addressing this issue might lead to better conditions
Succinctly identifies chosen issue/behavior, explains the history, pub ...
· Write a letter to the editor of an academic or professional jour.docx
· Write a letter to the editor of an academic or professional journal. The length and format of the letter is dictated by your choice of journal.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy.
SHOW LESS
Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
1. Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
1. Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
. Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
2. Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
. Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
3. Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
3. Advocate for policy development in other care settings with regard to a specific issue in a target population.
. Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
4. Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
4. Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESSUse this online tool to track your performance and progress through your course.
· Toggle Drawer
Context
Nurses have the opportunity to use their skills and develop programs to keep individuals and com.
Develop a 4 page report that explains how an organization serves
Develop a 4 page report that explains how an organization serves the health care concerns and needs of a population. The report should identify gaps in the health care service, explain strategies to bridge the gaps, and describe potential barriers to those strategies.
Note
: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations.
Identify barriers to implementing evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations.
Identify gaps in the health care service provided by an organization to a vulnerable or diverse population.
Explain evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations.
Explain how a health care organization serves the primary health care concerns of a vulnerable or diverse population.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.
Write content clearly and logically, with correct use of grammar, punctuation, APA formatting, and mechanics.
Context :
Pérez and Luquis (2014) stated, "Integrating cultural proficiency practices into the individual practices of health educators and public health organizational policies is a call to action" (p. 50). It is important for those in health care to be aware of the methods used to identify and evaluate the specific health care needs of individuals, communities, and populations, and to understand the meaning of health literacy as it pertains to the needs of a multicultural population or group.
With a growing diverse population, the incorporation of cultural and linguistic competence should be included into the planning, implementation, and evaluation of health education and promotion programs. "In this process, it is essential to employ theoretical models that describe and explain culture and related concepts (Pérez & Luquis, 2014, p. 165). Cultural constructs need to be applied to all health education, promotion, and prevention interventions targeting diverse communities (Pérez & Luquis, 2014).
Reference
Pérez, M. A., & Luquis, R. R. (2014).
Cultural competence in health education and health promotion
(2nd ed.). ...
Leadership Responsibility to Prepare the Self Scoring GuideDue D.docx
Leadership Responsibility to Prepare the Self Scoring Guide
Due Date: End of Unit 4.
Percentage of Course Grade: 20%.
Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click on the linked resources for helpful writing information.
Leadership Responsibility to Prepare the Self Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Develop a clear rationale for accepting and acting on the responsibility to develop the self.
14%
Does not develop a rationale for accepting and acting on the responsibility to develop the self.
Develops a partial rationale for accepting and acting on the responsibility to develop the self.
Develops a clear rationale for accepting and acting on the responsibility to develop the self.
Develops a clear rationale for accepting and acting on the responsibility to develop the self in a new-era context.
Define developmental architectures and paths selected to enhance global leadership skills.
14%
Does not define developmental architectures and paths selected to enhance global leadership skills.
Defines some developmental architectures and paths selected to enhance global leadership skills.
Defines developmental architectures and paths selected to enhance global leadership skills.
Analyzes developmental architectures and paths selected to enhance global leadership skills.
Analyze a current global leadership development program related to career goals for its effectiveness in fostering deep self-awareness and growth.
14%
Does not identify a current global leadership development program related to career goals for its effectiveness in fostering deep self-awareness and growth.
Identifies but does not evaluate a current global leadership development program related to career goals for its effectiveness in fostering deep self-awareness and growth.
Analyzes a current global leadership development program related to career goals for its effectiveness in fostering deep self-awareness and growth.
Analyzes a current global leadership development program related to career goals for its effectiveness in fostering deep self-awareness and growth in the new-era context.
Evaluate a current global leadership development program related to career goals for its effectiveness in fostering cultural intelligence and nonlinear systems thinking.
14%
Does not identify a current global leadership development program related to career goals for its effectiveness in fostering cultural intelligence and nonlinear systems thinking.
Identifies but does not evaluate a current global leadership development program related to career goals for its effectiveness in fostering cultural intelligence and nonlinear systems thinking.
Evaluates a current global leadership development program related to career goals for its effectiveness in fostering cultural intelligence and nonlinear systems thinking.
Evaluates a current global leadership development ...
A philosophy of education is a statement regarding your beliefs an.docx
A philosophy of education is a statement regarding your beliefs and values about education. This statement is often required as part of the application process in gaining employment as a teacher.
Create a 750-1,000 word draft of your educational philosophy. Your philosophy should be grounded in educational theory. You will revise your educational philosophy throughout your program of study to make it more concise.
In this draft, include statements regarding your beliefs and values in each of the following areas:
· The purpose of education.
· Your personal vision of meeting the learning needs of diverse students using standards-based instruction.
· Where you stand regarding the perceived role of the teacher as a leader and advocate according to some of the ethical frameworks you have examined.
· How you perceive the process of reflecting on personal biases and accessing resources to continually deepen your understanding of cultural, ethnic, gender, and learning differences among your students in order to create more relevant learning experiences.
· Your role as a teacher in upholding the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy regarding the safe, legal, and ethical use of digital information and technology.
Include three scholarly references to support your philosophy of education.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsSEC-502SEC-502-O500Benchmark – Philosophy of Education Draft300.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Purpose of Education10.0%Not addressed.Includes an inadequate statement regarding the purpose of education.Includes a statement regarding the purpose of education that could be presented more adequately.Includes an adequate statement regarding the purpose of education.Includes a well-thought statement regarding the purpose of education.Meeting the Learning Needs of Diverse Students Using Standards-Based Instruction10.0%Not addressed.Includes an inadequate personal vision of meeting the learning needs of diverse students using standards-based instruction.Includes a personal vision of meeting the learning needs of diverse students using standards-based instruction that could be presented more adequately.Includes an adequate personal vision of meeting the learning needs of diverse students using standards-based instruction.Includes an insightful personal vision of meeting the learning needs of diverse students using standards-based instruction.Teacher as Leader and Advocate15.0%Not addressed.Percepti.
A philosophy of education is a statement regarding your beliefs an.docx
A philosophy of education is a statement regarding your beliefs and values about education. This statement is often required as part of the application process in gaining employment as a teacher.
Create a 750-1,000 word draft of your educational philosophy. Your philosophy should be grounded in educational theory. You will revise your educational philosophy throughout your program of study to make it more concise.
In this draft, include statements regarding your beliefs and values in each of the following areas:
· The purpose of education.
· Your personal vision of meeting the learning needs of diverse students using standards-based instruction.
· Where you stand regarding the perceived role of the teacher as a leader and advocate according to some of the ethical frameworks you have examined.
· How you perceive the process of reflecting on personal biases and accessing resources to continually deepen your understanding of cultural, ethnic, gender, and learning differences among your students in order to create more relevant learning experiences.
· Your role as a teacher in upholding the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy regarding the safe, legal, and ethical use of digital information and technology.
Include three scholarly references to support your philosophy of education.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsSEC-502SEC-502-O500Benchmark – Philosophy of Education Draft300.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Purpose of Education10.0%Not addressed.Includes an inadequate statement regarding the purpose of education.Includes a statement regarding the purpose of education that could be presented more adequately.Includes an adequate statement regarding the purpose of education.Includes a well-thought statement regarding the purpose of education.Meeting the Learning Needs of Diverse Students Using Standards-Based Instruction10.0%Not addressed.Includes an inadequate personal vision of meeting the learning needs of diverse students using standards-based instruction.Includes a personal vision of meeting the learning needs of diverse students using standards-based instruction that could be presented more adequately.Includes an adequate personal vision of meeting the learning needs of diverse students using standards-based instruction.Includes an insightful personal vision of meeting the learning needs of diverse students using standards-based instruction.Teacher as Leader and Advocate15.0%Not addressed.Percepti.
Assessing Your Alcohol Misuse and Sexual Assault Prevention Efforts Presentation
CHASCo and the Sexual Assault Center have teamed up with EVERFI to provide Tennessee colleges and universities with powerful diagnostic tools to help benchmark your prevention efforts against best practices in the field.
Learn more about EVERFI’s free diagnostic tools and how they can help you drive cultural transformation on your campus.
Top of FormEnvironmental Factors and Health Promotion Pamphlet .docx
Top of Form
Environmental Factors and Health Promotion Pamphlet: Accident Prevention and Safety Promotion for Parents and Caregivers of Infants
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
75.0 %Content
15.0 %Explanation of Potential Effect
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is not given.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is minimal and/or inaccurate.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is accurate.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is accurate and supported with detail.
Explanation of how the selected environmental factor can potentially affect the health or safety of infants is accurate and supported with detail and thoughtful insight.
20.0 %Recommendations
Pamphlet does not offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are minimal or inaccurate.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are accurate.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are accurate and supported with detail.
Recommendations offered on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants are accurate and supported with detail and thoughtful insight.
10.0 %Examples, Interventions, and Suggestions
Pamphlet does not offer examples, interventions, and suggestions from evidence-based research.
Pamphlet offers minimal examples, interventions, and suggestions, or examples are offered but they are inaccurate or not from evidence-based research.
Pamphlet offers accurate examples, interventions, and suggestions from evidence-based research.
Pamphlet offers accurate examples, interventions, and suggestions from evidence-based research and is supported with detail.
Pamphlet offers accurate examples, interventions, and suggestions from evidence-based research and is supported with detail and thoughtful insight.
10.0 %Written Summary of Teaching / Learning Interaction
Summary of teaching / learning experience is not offered.
Summary of teaching / learning interaction is offered but lacks detail and is missing two or more components.
Summary includes student's reflection on teaching experience but is missing details of the experience and an assessment of lea ...
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Rubric Detail
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Name: NURS_6501_Week4_Discussion_Rubric
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Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points:
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Feedback:
Points:
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Feedback:
Points:
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Feedback:
Main Posting:
Writing
Points:
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no .
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5 Adapt and Rejuvenate: Agile and Learning Organizations
iStock/Rawpixel Ltd/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
1. Analyze key traits of successful change leaders.
2. Describe how agile organizations approach change compared to traditional ones.
3. Examine the characteristics, levels, and principles of learning organizations.
4. Explain the relationship between learning and change in organizations, the process a company goes
through to become a learning organization, and the importance of leadership.
5. Summarize the mind-set that both agile and learning organizations must have in the 21st century.
wei82650_05_c05_207-248.indd 207 12/15/15 9:46 AM
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Change is the status quo. Companies the world
over realize that success depends on their ability
to respond to new opportunities and threats as
they emerge, and to keep rethinking their
strategies, structures, and tactics to .
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Week 4
Will Fence owns a 70-acre large timber and Christmas tree farm. The Christmas farm gets busy in August and September when Will identifies and flags the trees suitable for Christmas season. Starting in October, the flagged trees will be cut, baled, and trucked to the storage yard where they will stay until shipped. The storage yard is situated in an area that offers shade and protection from the wind to maintain the freshness of the tree. The trees are stacked with the tops locked together to keep the sun and wind away from them.
Will has just purchased an additional 40 acres and will need to expand his storage yard by 40,000 square feet. The budget for this expansion is $55,000. Will has hired your team to design a process to contract resources to expand the storage yard.
Cover the following as requested by Will:
· Description of the contract resource procurement process (from start to closure).
· Explanation of how the contract resources procurement process that was described will assist Will in negotiating the best purchase.
· Explanation to Will why the team believes the process is efficient and achieves the results desired.
· Identification of any risks associated with procuring these resources and explanation of the role of risk management in this process.
· Explanation of how the process may be improved upon.
· Other recommendations the team may have for Will to consider.
Graphing Supply and Demand
Supply and demand are so important for both consumers and producers
because both of these concepts work together to determine the overall price
of an item, as well as the total quantity sold in a market. To see how this
works, we can show both on a graph such as you see in the header image
above.
Remember that demand is a relationship between price and the quantity that
consumers are willing and able to pay. This is an inverse, or negative,
relationship, in which the variable's price and quantity move in opposite
directions. This would be depicted as a downward sloping curve on a graph.
Similarly, supply is a relationship between the price of an item and the
quantity that producers are willing to supply. This is a direct, or positive,
relationship, in which the variable's price and quantity move in the same
direction. This would be depicted as an u.
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Sheet2
Sheet3
Write an essay of about 750 to 1000 words, or 3 to 4 pages (double-
spaced), in response to the ALL the prompts below (4 Paragraphs) .
The relevant texts for Essay are the assigned:
* Sorensen, A Brief History of the Paradox, pp. 184- 185 on McTaggart
and pp. 173-176 on Augustine’s theory of time as subjective.
* David Lewis, “The Paradoxes of Time Travel”.
— Do not use any other outside sources! This is not a report on what
others have written about McTaggart or Lewis or time travel. This is
an exercise in thinking-by-writing!
Consider our discussions of, on one hand, McTaggart’s seemingly
paradoxical argument that time is “unreal” and, on the other hand,
Lewis’ account of the seemingly paradoxical possibility of time travel.
Write an essay in which you explore the potential “paradoxes” of time
we considered in McTaggart’s argument that “time is unreal” and in
Lewis’ account of time travel as “possible” in a “strange” possible world
(unlike our own).
Specifically, structure your narrative in response to the following
themes.
Paragraph 1: Explain the distinction between the “A series” and the “B
series” of time, as McTaggart introduced these terms. Why did
McTaggart think A time is more fundamental than B time? Why did he
think A time is impossible?
Paragraph 2: Explain Lewis’ distinction between “external time” and
“personal time”. How does Lewis’ distinction compare with
McTaggart’s distinction above?
Paragraph 3: Explain how, for Lewis, time travel is possible, even if
strange. What is a “person”, for Lewis? What then is “personal
identity”? How would the structure of a person over time, as Lewis
characterizes this form of personal identity, entail that a person could
travel either forward into the future or back into the past and encounter
“himself”/”herself”/”theirself” in a past or a future time?
Paragraph 4: Briefly: Do you find time travel, per Lewis, intuitively
possible? You may, if you like, consider the popular film “Back to the
Future” (1986), or you may consider how our imagination in science
fiction scenarios may address the possibility of time travel.
A U G U S T I N E ’S P R A G M A T I C P A R A D OX E S 173
became more alarming as philosophers became increasingly
persua.
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CBIO Lab: Mitosis and Meiosis p. 1/10
Name:_________________________
Instructor: ___________ Section: ___
MITOSIS AND MEIOSIS
One of the tenets of cell theory is that all cells come from pre-existing cells. All individual
organisms begins with one cell, and yet in multicellular organisms the number of cells in the
adult may be in the trillions. This requires cells to repeatedly divide during the life of an
organism.
The average adult human body is made up of about 37 trillion cells. Of these, approximately 50
billion are fat cells and 2 billion are heart muscle cells. By the time you finish reading this
sentence, 50 million of your cells will have died and been replaced by others. Human cells are
estimated to divide nearly 2 trillion times every day. Amazingly, humans contain at least 10
times as many bacteria cells as human cells. The 100 trillion bacterial cells are much smaller
than human cells and have a faster generation time.
Mitosis and meiosis are two processes that produce new cells through cell division, which occurs
as a part of the cell cycle. The new “daughter” cells produced by these processes are quite
different because they have different purposes. These differences occur because the processes
have several key differences as outlined in the video lecture. You will be doing several lab
activities examining mitosis and meiosis and what can happen if problems occur during these
cell division processes.
Why are we doing this lab?
1. To gain a better understanding of the mitotic and meiotic processes of cell division that
occur in humans and all other animals.
2. To examine how issues in mitosis and meiosis can lead to diseases and disorders in
humans.
CBIO Lab: Mitosis and Meiosis p. 2/10
Background: Phases of mitosis
For each phase, draw and label:
a. Chromatin or chromosomes
b. Centrosomes
c. Microtubules/spindle
d. Cell membrane
CBIO Lab: Mitosis and Meiosis p. 3/10
Activity 1: Mitosis under the microscope
1. Use Google images of mitosis (Google “mitosis of onion root tip”) to identify cells in
interphase and all phases of mitosis.
Cells in…Interphase will have chromatin, not distinct chromosomes
Prophase will have distinctly visible chromosomes
Metaphase will have chromosomes lined up along the equator of the cell
Anaphase will have chromosomes separating at the centromeres
Telophase will have chromosomes decondensing into chromatin and a .
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide Tex.docx
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide TextNarrativeComments1Social Media in the WorkplaceTitle Slide2Introduction“Twitter is not a technology, it’s a conversation – and it’s happening with or without you.” – Charlene Li, author
Over 306 million active Twitter users send 500 million Tweets daily *Hello, my name it Tony Student, I currently work as an Information Security Manager at a financial services firm in the Washington DC Metro area and am responsible for securing a multi-trillion dollar financial platform. Part of my responsibilities is to provide training and awareness on topics that deal with Information Security including the use of Social Media in the Workplace.
Social media is a powerful platform which helps connect people. According to Charlene Li, author of Groundswell, “Twitter is not a technology, it’s a conversation – and it’s happening with or without you.”
Consider the fact that every minute of every day roughly 5,800 tweets are posted to the Twitterverse. This amounts to over 500 million tweets daily! That statistic definitely echoes the sentiment of Charlene Li and is an important thing to consider when it comes to business. Social media can become a positive part of promoting a company's brand and allows a business to provide supreme customer service.3AgendaSocial Media Primer
Five Leading Practices on Social Media
Best Buy Case Study
Closing Remarks
Questions and AnswersFor today's agenda we are going to cover the following topics:
Social Media Primer - Which will provide insight into what social media is and its purpose
Five Leading Practices on Social Media - Tips on the appropriate use of Social Media
Best Buy Case Study - An example of how one big box retailer sets the tone and expectation on social media for business use
Closing Remarks - Final thoughts one how transformative social media can be for business
Questions and Answers - To be able to provide some time to answer those burning questions that you didn't realize you had until you saw this material.4Social Media PrimerAn online medium for social collaboration *
It’s all about the content
Pictures
Videos
Music
Social Media can enable business
Platforms include LinkedIN, Twitter, Facebook, etc.
According to the English Oxford Living Dictionary, Social Media are "Websites and applications that enable users to create and share content or to participate in social networking."
In other words, social media in an online medium for social collaboration. All said and done, it's all about the content that people and companies produce and publish to the masses. The platform is an enabler for businesses to create accessibility for consumers to producers of a product or idea.
Examples of social media platforms that you may already be familiar with include, LinkedIN, a professional social networking site; Twitter, a microblogging site, and Facebook which originally started out as a place for college folks to collaborate and quickly turned .
Sheet1Pretax IncomeYang, Ziyun make sure to add back income t.docx
Sheet1Pretax Income
Yang, Ziyun: make sure to add back income tax paid through Nov. See account 999 Nov balance.
Subject to State Taxes- 0State Tax- 0Subject to Fed Taxes
Yang, Ziyun: State Taxes can be deducted from Fed taxable income
- 0Progressive ratefirst 50,000 @15%7,500next 25,000 @ 25%6,250remainder @ 34%(25,500)Fed Tax(11,750)Federal Surtax
Yang, Ziyun: 5% on income over $100,000, surtax not to exceed $11,750
- 0
Yang, Ziyun: Updated in V2
Total Fed Tax(11,750)Total Income Tax(11,750)Less: Income Taxes Paid
Yang, Ziyun: Paid taxes through Nov. See account 999 Nov balance.
72,000Tax accrual
Yang, Ziyun: debit exp, credit payable
(83,750)
Sheet2
Sheet3
Research question
Human factors for changes in natural geology
Ivan Tai
Humans as major geological and geomorphological agents in the Anthropocene: the significance of artificial ground in Great Britain
Since the first prehistoric people started to dig for stone to make implements, rather than pick up loose material, humans have modified the landscape through excavation of rock and soil, generation of waste and creation of artificial ground. In Great Britain over the past 200 years, people have excavated, moved and built up the equivalent of at least six times the volume of Ben Nevis.
Simon J. Price
, Jonathan R. Ford
, Anthony H. Cooper
and Catherine Neal
Published:13 March 2011
2
Why I choose this research question?
Because human The natural changes are very large, from climate change to changes in topographical attitudes.
InstructionNarrative and InstructionsRockford Corporation is a wholesale plumbing supply distributor. The corporation was organized in 1981, under the laws of the State of Illinois, with an authorized capitalization of 100,000 sharesof no-par common stock with a stated value of $16 per share. The common stock is sold over thethe counter in the local area. You have been hired as of Thursday, December 25, 2018, to replace thecontroller, who has resigned. As controller, you are responsible for the corporation's accountingrecrods, preparation of the financial statements, safeguarding the corporate assets, and providingmanagement with financial information to set prices and to monitor and control operations. Rockford Corporation closes its books annually on December 31 but prepares financial statementsquarterly. Adjusting entries are posted to the general ledger only at year-end; at the end of the first, second, and third quarter the adjustments are entered only on a work sheet, not in the generalledger. Therefore, the adjusting entries to be recorded on December 31 are annual adjustments that you must journalize and the post to the general ledger accounts before preparing the financial statements.Rockford Corporation maintains a perpetual inventory system and takes a physical count each yearto adjust the inventory carrying amount. Purchases are recorded at the gross amount (discountstaken are recognized at the date of payment) of.
Sheet1PMGT 576 Assignment Rubric – Unit 7 Assignment20Are all of t.docx
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Harrisburg TEXTILE CO.
(Kotter’s 8 stages Approach)
A Case Study Assignment
1
1
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
In this assignment your team is the change management division at Harrisburg Textile.
Your leadership team has decided to use Kotter’s 8 step model to implement change and to transform the Harrisburg Textile into an Agile Lean organization.
Your team has been tasked with developing a plan to implement Kotter’s 8 step model and to provide the plan in a PowerPoint presentation to the company’s senior leaders within one week.
Using the information about the company and your knowledge of change management in general, and Kotter’s 8 step model in particular, your team is to design this presentation following the template provided. This presentation should be 8 to 12 slides in length with sufficient detail provided to allow for easy understanding by the senior leaders (i.e. your instructors!)
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
Company Information: Harrisburg Textile is a family owned company in the fashion and textile industry. Harrisburg Textile manufactures its own designs, operates two small retail stores, offers wholesale products and does some exporting. The company has 50 employees and in its main manufacturing facility operates 39 pieces of machinery.
Short History:
Harrisburg Textile decided to increase the manufacture of certain products it previously outsourced and decided to add to the products they were buying from upscale fashion wholesale companies. This led to increased demands, and the company recognized it had to take steps to remain competitive not only through increasing capacity but through a complete organizational transformation. This rapid growth drove the company’s first step that being to change its business identity from LLC to corporation and Harrisburg Textile’s transformation journey started.
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
The company is faced with a number of issues affecting this transformation. These include:
Globalization, economic crisis and pressures: There is a need to grow, and to adopt new market requirements due to the global environment. Harrisburg Textile recognizes that must expand our borders in marketing, modernize systems and technologies, maintain a competitive advantage over other competitors, institutionalize a.
Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT700100013.docx
Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT7001000130070010001300InterestEBT (EBIT - Interest)Tax Net IncomeTotal Shares OutstandingEPS
.
Sheet1Phase of Business Financal Management needsDebt FinancingEq.docx
Sheet1Phase of Business/ Financal Management needsDebt FinancingEquity FinancingGift FinancingFinancing for StartupsConsumer Banks, Commercial Banks, SBA insured loans, Economic development agencies, Incubators, Accelerators, Leasing companies, Personal credit cardsFriends, family, Angels, Venture capital, direct public offering, CrowdfundingPersonal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for GrowthCommercial banks, SBA, Private placement loans, Economic development agency, supplliers, leasing company, personal credit cardself generated funds, venture capital, direct public offering, merger, acquisitionInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Operationsfactor receivables, business cc, commercial bank, sba, private placement loans, suppliers, leasing companiesself generated funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Exitconsumer banks, Commercial Banks, SBA, private placement loans, economic development agencies, sba investment companies, suppliers, leasing companies, lines of creditself generate funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement
Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferral
1
Email Communication Responses – No. 1 Employment Law Compliance Plan
Email Communication Responses – No. 1 Employment Law Compliance Plan
From:
To: “CEO Smith” [email protected][email protected]
Date: November 28, 2016
Re: Employment Law Compliance Plan
Mr. Smith:
With reference to the email sent to Nov.1, these are and will be the measures to take regarding your request
With the purpose of improving the operation of the company, it is necessary to review and update the policies of the company, as well as everything related to labor laws. This will provide the necessary means to comply with what is established by law and in turn with the company staff. If everything related to these issues is kept up to date, errors are less likely to be made when corrective measures are taken, just as it is of the utmost importance that all the members of the directive know in depth the laws that protect the workforce in all aspects. It is necessary to carry out the appropriate training as soon as possible. Remember that as a team, meeting these requirements is completely necessary.
Every decision taken, entails a res.
Sheet1PeriodEngine Failures(a) 4-period moving average(b) weighted.docx
Sheet1PeriodEngine Failures(a) 4-period moving average(b) weighted moving average with weights of (6,3,1)(c) simple exponential smoothing with alpha=0.4 and period 2 follows naïve forecast(d) trend projection11552178326642955330632873768398Questions1. Please plot the data and describe the patterns2. Generate forecasts for all possible periods using above four methods3. Compute MAPE and explain which method you would recommend
Reflection
The module began with assessing the current teaching approach deployed by
teachers in class. As such, I noted that teachers are using theory for grading the
students instead of evaluating their practical skills. The pre-assessment given at the
inception of this module showed that only 18% of the 26 students in my
manufacturing class scored at the proficiency level while 70% of the students score
at a lower level between 59 percent and Zero. Based on this data, I found it
necessary to assess my students using Portfolio Assessment rubrics. This assessment
has been used before solely focused on the theoretical assumptions taught in class
while neglecting the practical skills. In this regard, the portfolio needs to be
changed to incorporate the practical skills. Thus, the portfolio will be structured to
integrate practical assessment for grading the students’ performance. Besides, the
evaluation approach has to be changed from a system that solely assesses the
student’s knowledge to one that can evaluate the student’s competence and abilities.
The portfolio assessment is a collection of purposeful documents that gives the
outlay on how tasks are completed and competency amongst the learners is
developed. Interest in using portfolio assessment in the class is developed as part of
moving away from the traditional approach used by instructors on grading based on
theory rather than ascertaining the student’s practical skills. In the past, the students
have been assessed through the class-based teaching practice to prove that they
had acquired the skills relayed by the instructor. It is through this that I felt the
teaching approach was not sufficient to enable the learners to grasp the required
competence and skills. To solve the issue of enhancing teaching and learning, I think
it is important for the teachers to practice the assessment through the use of a
portfolio with a different module, practicum. The integration of practicum module for
assessing the students is important as this enables the learner to acquire specific
techniques that are imperative for future success. Additionally, there are some
techniques that can be learned through actual experience. While theoretical
teaching might have been ideal in the past, the students should be assessed based
on their practical skills as it enhances a deeper understanding of concepts through
personal experience.
Notably, when I came in, the students had a problem with articulating what they
know with.
Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condi.docx
Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condition (Under 60 years or Over 60 years)Speed (mph)Broken Glass? (Y or N)GenderAgeRaceEthnicityEV2HitOver 6040YMale74WhiteCuban-AmericanTV3HitOver 6055YFemale65From multiple racesFrom multiple Spanish, Hispanic, or Latino groupsEV3SmashedUnder 6070NFemale22From multiple racesI am not Spanish, Hispanic, or LatinoJT1SmashedUnder 6050YMale18AsianI am not Spanish, Hispanic or LatinoDB3SmashedOver 6025NFemale63Black or African-AmericanI am not Spanish, Hispanic or LatinoDB4SmashedUnder 6050YFemale31Black or African-AmericanI am not Spanish, Hispanic or LatinoJT2HitUnder 6045YFemale19Black or African-AmericanI am not Spanish, Hispanic or LatinoDB2HitOver 6065YMale62WhiteI am not Spanish, Hispanic or LatinoDB1HitUnder 6060NMale31Black or African-AmericanI am not Spanish, Hispanic, LatinoDJC4SmashedUnder 6024NFemale24AsianI am not Spanish, Hispanic, or LatinoDJC1HitOver 6060NFemale67WhiteI am not Spanish, Hispanic, or LatinoDJC2HitUnder 6045NFemale23WhiteI am not Spanish, Hispanic, or LatinoDJC3SmashedOver 6062YMale62WhiteI am not Spanish, Hispanic, or LatinoLM4HitOver 6070NFemale62From multiple racesI am not Spanish, Hispanic, or LatinoLM3SmashedOver 6040NFemale61WhiteI am not Spanish, Hispanic, or LatinoPH1SmashedUnder 6060NFemale27WhiteI am not Spanish, Hispanic, or LatinoLM4SmashedUnder 6080NFemale31Some other raceSome other Spanish, Hispanic, Latino groupPH4HitOver 6080NFemale71Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupPH2SmashedOver 6050NFemale60Some other race (Hispanic)Puerto RicanPH3HitUnder 6025NFemale28Some other race (Hispanic)Puerto RicanLM2HitUnder 6060NFemale35From multiple racesPuerto RicanTV2SmashedUnder 6040NFemale36Some other race (Hispanic)Puerto RicanTV1HitUnder 6050NFemale40From multiple racesSome other Spanish, Hispanic, Latino groupDA2HitOver 6050NMale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupDA1SmashedOver 6055NFemale65Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA4HitUnder 6030YMale21Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA3SmashedUnder 6035NMale19Some other race (Latino)Some other Spanish, Hispanic, Latino groupEV4HitOver 6040YFemale61WhiteSome other Spanish, Hispanic, Latino groupTV4SmashedOver 6055YFemale60WhiteSome other Spanish, Hispanic, Latino groupJT4SmashedOver 6050NMale66From multiple racesSome other Spanish, Hispanic, Latino groupJT13HitOver 6060YMale62Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT14SmashedUnder 6070YMale30Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT12HitUnder 6060YMale37Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupJT11SmashedOver 6090NFemale67Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT3HitOver 6080NFemale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupEV1SmashedUnder 6025NFemale21WhiteN/A
Final Course Assignment.
Sheet1No.Strengths (3)Weaknesses (2)Recommendations (2)Evidence (u.docx
Sheet1No.Strengths (3)Weaknesses (2)Recommendations (2)Evidence (used once only)Theory1Functional orientation
- evidence
- tangible product adv (features, performances, benefits)Inconsistent Messages
(say, do, confirm)It is recommended that supermarket A is to include the term 'wsl' in adv so as to .. Result of implementing consequences theory (journals on this theory)Strength 12Symbolic/experiential orientation
- cartoons, facial expressions, colours, pictures, animations
- emotional
- price ('8' - lucky/prosperity, '9' - longevity)ConsequencesStrength 23Category-dominance orientation (strengths only)
- brand name/logo of adv (evidence)
- e.g. FairPrice advertisement, Rolex, key sponsorsTrustworthinessStrength 34TOMASymbolic/experiential orientationSymbolic/experiential orientationWeakness 15Hierarchy EffectFunctional orientationFunctional orientationWeakness 26CPMAttributes
- what attracts ann advertisement
- features, product image, design, benefitsAttributesAttributesLaddering ProcessConsequences
- adv/benefits of using advertised products/services
- must believe/buy/agree your benefits & advConsequencesConsequencesValues
- quality
- experience post-purchase
- warranties, (money-back) guarantees, 3rd party endorsement, testimonial evidences, awards won, year of history, reputationValues
- critical weakness is that it lacks of…. Deemed to be a signofocant weakness… failed to apply Value Theory (journals)
- if the whole industry does not offer ____, do not take it as a weakness
- no need for comparisonValuesUnique Selling Proposition (USP)
- Superiority
- Unique
- Distinctive
*trademarks, patents, awards wonBrand Image (Transformational Advertising)
- brand logo
- fashion, prestegious productsResonance
- reflect audience life experience
- testimonial evidences
- before & after imagesResonance
- celebrity not good, lacks worthinessResonance
- change endorser (Jack Neo/Tiger Woods)Emotional
- colours, pictures, images, font size, choice of words, testimonial evidencesEmotional Pre-emptive
- message of superiority
- 'No. 1 top seller brand', 'Voted by many'
- country of originCelebrity Endorser
- TEARS model (credibility & attractiveness)
- trustworthiness, Expertise
- physical attractiveness, respect, similarity (to target audience)
- Brian WongCelebrity Endorser
- Jack NeoCelebrity Endorser
- It is recommended that XXX should engage XXX to endorse in the brand to increase attraciveness, expertise… Celebrity Endorser Theory (journal)Typical-person EndorserTypical-person EndorserTypical-person Endorser
- in order to increase attractiveness, recommended that XXX should engage a typical-person endorser (journal)Humour
- cartoons, facial expressions, vocabHumour
- cartoons, facial expressions, vocab*page 197 - theories
10
100PLUS ACTIVE
Student’s Name
Institutional Affiliation
Date
100PLUS ACTIVE
1. Executive Summary
Within marketing, there is a need to conduct promotions of products through .
Sheet1Moisture content analysis final resultsGroupValue of m3 (g)A.docx
Sheet1Moisture content analysis final resultsGroupValue of m3 (g)A21.459B25 kPa34.35950 kPa18.771C19.282D17.816E23.651F26.148GTBCH28.664
LEEDS BECKETT UNIVERSITY
CIVIL ENGINEERING
GEOTECHNICAL ENGINEERING: APPLICATION & THEORY (BEng)
Laboratory Experiment:
Undrained triaxial compression test (without pore water pressure measurement) BS
1377: Part 7: 1990.
Object of Experiment:
To determine the undrained shear strength of a soil using the triaxial compression test.
Theory/Apparatus:
The apparatus consists of a cell, which is filled with water under pressure; the
specimen is loaded vertically, via a proving ring to measure load.
Triaxial Cell
The vertical load on the specimen is increased until failure occurs, the vertical strain
being recorded at the same time using a dial gauge. The test is repeated on different
specimens from the same soil, using different values of cell pressure.
254
Stresses on specimen in Triaxial Cell
Cell Pressure Deviator Stress =P/A 1=3+P/A
1 = major principal stress
3 = minor principal stress
Therefore, P/A = (1-3) =Deviator stress
The deviator stress is the load on the specimen, P, divided by the cross sectional area
of the specimen. However, as the sample is compressed during the test, the cross
sectional area will increase. Therefore, in calculating the deviator stress an allowance
for the change in area must be considered.
For the calculation of deviator stress, it is assumed that the volume of the specimen
remains constant and that the sample will deform as a cylinder, e.g.
100%
o
X
Strain
L
1 3
P
Deviator stress
A
where P = vertical load, which is measured by a proving ring (kN)
A = Area calculated using the following method;
( ) )o o o oVolume V A L AL A L X
255
1
o o
o
V A
or A or A
L X
Method:
1. Extrude the sample from the tube and trim to size - soil sample of 38mm
diameter and 76mm long.
2. Sleeve the sample with the rubber membrane.
3. Put the sample on the pedestal at the bottom of the cell and seal with the
rubber ring. Place the loading cap on top of the sample and seal with rubber
ring, before securing top drainage tube.
4. Mount the cell over the sample and fill as per the
Flooding Triaxial Cell checklist.
5. Set-up the test with the Clisp Studio assistant, and complete the
Pressurising Triaxial Cell checklist before running the test stages.
6. When test stages are complete, end the test via Clip Studio and complete the
Draining Triaxial Cell checklist.
Results and Calculations:
• Sketch the failure mode of each sample.
• Calculate the moisture content of the soil as per Appendix A.
• Calculate the results as follows:
(i) For each sample tested:
• Find the failure strain (either the final value or.
Sheet1ManhattanBrooklynQueensThe BronxStaten IslandEducationMarita.docx
Sheet1ManhattanBrooklynQueensThe BronxStaten IslandEducationMarital 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.
Sheet1Learning Solultions NameVersion NumberMediumTypeLessonSc.docx
Sheet1Learning Solultions Name:Version NumberMedium/Type:Lesson/ScenarioTaskOrderEventfunctionality descriptionGraphicsTextAnimationName the taskprovide name of screen/window/tab that is either new or needs to be modifieddescribe level of functionality needed - fully functional, view only, part functional part view only, etc.File names of screenprint JPEGs, gifs, tifs, and pngs.Text that must be programmed inDescribe internal movements or animations requiredLogin1Logon screenEntered text needs to move to the next screenlogin_dialog.jpgEnter your user name and password. For this exercise, use the name "student" and the password "learn".An arrow point to the login box.
What is the final product's medium (e.g., .SWF, .PPT, .PPS. Video, .WAV)
Think of sub-section as lesson or scenarios within the larger learning solution.
Sheet2
Sheet3
ALL STAR CAFÉ
NOVEMBER 2018
SALES PROFITS AND OPERATIONS
ACTION PLAN
MISSION STATEMENT: TO PROVIDE THE FRESHEST HIGH-QUALITY FOODS AND BEVERAGE PRODUCTS,
SERVED BY A FULLY TRAINED AND KNOWLEDGEABLE WELL TAKEN CARE OF STAFF PRODUCING,
OUTSTANDING PROFITS FOR OUR OWNERS
1) PERFECT EXECUTION OF OUR COMPANY’S MISSION STATEMENT AND CORE VALUES
BREAKDOWN
A. FRESHEST HIGHEST QUALITY PRODUCT INSURE PROPER RECEIVING, DATING, ROTATION OF
THE PRODUCT, PROPER INVENTORY LEVELS, INSURE ACCURATE ORDERS FOR LEVELS AS
WELL AS PREPARED PRODUCT
B. HIRE, TRAIN AND DEVELOP A KNOWLEDGEABLE STAFF THAT IS PAID APPROPRIATELY AND
GIVEN INCENTIVES TO MAINTAIN OPTIMAL PERFORMANCE. CONDUCT REGULAR EMPLOYEE
REVIEWS AND KEEP ISSUES OF COMMUNICATION OPEN
C. INSURE OPTIMAL PROFITS BY ENSURING THE BEST INDUSTRY PRICING MAKING SURE THAT
MARGINS ARE CONSISTENT WITH THE INDUSTRY.
2) ENSURING MANAGEMENT AND STAFF ADHERE TO POLICIES, PROCEDURES AND PROTOL
MANAGEMENT, STAFF AND SHIFT MEETINGS.
● BREAKDOWN- HAVE EMPLOYEE HANDBOOK AVAILABLE
● HAVE REGULAR STAFF AND MGMT MEETINGS
● SET POLICIES THAT ARE NOT CURRENTLY ENFORCED, DOCUMENTED.
3) RESPONSIBLE PARTY IS MAINTAINING A CLEAR ORGANIZED FACILITY
● USE OF CHECKLISTS
● STAFF UNDERSTAND EQUIPMENT
● STAFF UNDERSTANDS THEIR RESPONSIBILITIES
4) EFFECTIVE OVERSIGHT OF STAF IN CONSTRUCTION WITH MOMT TEAM AND HOW TO IDENTIFY
KEY PERSONNEL.
● REGULAR STAFF EVALUATION
● REGULAR STAFF PEP TALKS
REGULAR STAFF TRAINING SESSIONS
5) MONITORING THE DAILY+WEEKLY+MONTHLY FINANCIAL CONTROL SYSTEMS INCLUDING FLASH
REPORTS, INVENTORIES, EVALUATION, RECEIVING OF PRODUCT, MONITORING OF INVOICING,
S.P.M.H+ PRODUCTIVITY
A. UPDATE P.O.S, ASAP
B. BREAKDOWN OF REPORTS
C. ACCURATE REPORTING OF ALL MONITORED COSTS
6) OVERALL DEVELOPING AND CULTIVATING AN ENVIRONMENT AND CULTURE OF HIGH ENERGY
AND GUEST FIRST ORIENTED ATTITUDE THAT MOTIVATES AND PROMOTES TEAMWORK.
A. MANAGEMENT LEADS
B. STAFF ACCOLADES
C. ENERGY IS CONTAGIOUS!
7) ABILITY OF PERSONEL TO EVALUATE, ORGANIZA AND PRIORITIZE ACTIVITIES AND
RESPONSIBILITIES, INCLUDING LABOUR MANAGEMENT, EM.
Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk.docx
Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk ProbabilityFactored Risk costRisk Impact to ProjectRisk Mitigation PlanPoint of ContactExpected Risk Retire date1$20,00020%$4,000L2$03$04$05$06$07$08$09$010$0$0$0
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Case Study:
Edward Bernays
Public Relations Pioneer
Who was Edward Bernays?
Born in Vienna in 1891, distant nephew of Sigmund Freud
His approach to public relations was to use symbols and the mass media to engineer consent
He claimed the public was essentially reactive
But the rise of the middle class meant that there was no longer the ruling class and the uneducated masses who followed dumbly . . .
What did he believe?
This emerging new social strata needed to be controlled and led.
He believed in a completely hierarchical view of society: the intelligent few have been charged with the responsibility of contemplating and influencing the tide of history and of dealing with the masses.
How did he deal with the masses?
Used sociology, psychology and economics and applied them to the messages and methods
He saw the PR expert as an applied social scientist educated to use an understanding of these three fields to influence and direct public attitudes (in a democratic society!)
How did he deal with the masses?
“The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in a democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country.”
Edward Bernays
What is PR?
“Of course, you know, we don’t deal in images, we deal in reality.”
For Bernays, PR was about creating and projecting credible renditions of reality itself.
He called news any overt act which stands out of the routine.
A PR expert carries out an overt act to interrupt the routine to bring out a response.
PR is the science of creating circumstances which do not appear to be staged.
Edward Bernays
“The public relations counsel sometimes uses current stereotypes, sometimes combats them and sometimes created new ones. In using them, he very often brings to the public a stereotype they already know, to which he adds new ideas, this fortifies his own and gives a greater carrying power.”
Edward Bernays
He fully believed that to manipulate the public, one must know its public as well as know who influences that public
PR experts, as molders of public opinion, must be ongoing monitors of social attitudes.
Edward Bernays
Part of this influencing involved using the implied authority, i.e. the social power of certain groups or leaders
E.g. “Damaged Goods” – he promoted a play about syphillis by securing members of high society and doctors as advocates
To encourage people to eat more bacon, he launched a campaign in which a doctor promoted the benefits of a hearty breakfast
Lucky Strikes
In 1929, Bernays was hired by the tobacco company that made Lucky S.
Sheet1Item Price# of ItemsTotal PriceCups$1.896$11.34Plates$1.506$.docx
Sheet1Item Price# of ItemsTotal PriceCups$1.896$11.34Plates$1.506$9Spoons$0.9710$9.70Forks$1.1010$11knifes$1.0510$10.50Beverage$2.895$14.45Food$1501$150Candy$4.687$32.76Cake$651$65Napkins$3.697$25.83Total $339.58Budget $400$60.42
1
2
3
4
5
6
7
8
9
A
B
C
D
Item
Price
# of Items
Total Price
Cups
$1.89
6
$11.34
Plates
$1.50
6
$9
Spoons
$0.97
10
$9.70
Forks
$1.10
10
$11
knifes
$1.05
10
$10.50
Beverage
$2.89
5
$14.45
Food
$150
1
$150
Candy
$4.68
7
$32.76
https://www.wordsmyth.net/
This is a free, multilingual online encyclopedia whose entries can be directly edited or added to by anyone who has access to the Web. I think is very helpful and is going to be a good recommendation tor students.
Chapter 2
Computer Applications in Education
INSTRUCTIONAL SOFTWARE
Programs developed specifically to deliver or assist with student instruction on a topic
*
3.*
Instructional Software ClassificationsDrill and Practice skill practiceTutorial information delivery Simulation demonstrationexploration
Instructional Games
skill practice
exploration
Problem Solving
skill practice
exploration
*
3.*
Problem of Identifying Types of SoftwareToday’s software packagesHard to classifySeveral different activitiesOverlap of functions in one packageExample: Reader RabbitDrill activitiesProblem solvingGames
3.*
Recent Trends in Software Design and DeliveryMultimedia elementsOnline access and componentsRenewed emphasis on directed strategies and networked systems
*
3.*
DRILL AND PRACTICE
TypesFlashcard activityBranching drillExtensive feedback activities
Criteria for well-designed programs Control over presentation Appropriate feedback Answer reinforcement
*
3.*
DRILL AND PRACTICE
Benefits Immediate feedbackMotivationalSaves teacher time
Limitations and problems
Perceived misuses
Criticism by constructivists
*
3.*
DRILL AND PRACTICE
Ways to useTo supplement or replace worksheetsTo assist in preparing for objective tests
Guidelines for useSet time limitsAssign individuallyUse learning stations
*
3.*
TUTORIALS
Tutorial typesLinear tutorialsBranching tutorials
Criteria for well-designed programs Extensive interactivity Thorough user control Appropriate pedagogy Adequate answer- judging and feedback Appropriate graphics Adequate record keeping
*
3.*
TUTORIALS
BenefitsImmediate feedbackMotivationalSaves teacher time
Limitations and problems Criticism by constructivists Hard to find Reflect only one instructional approach
M. D. Roblyer
Integrating Educational Technology into Teaching, 4/E
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
*
3.*
TUTORIALS
Ways to useSelf-paced reviewsAlternative learning strategiesWhen teachers are not available
Guidelines for useAssign individuallyUse learning stations or individual checkout
M. D. Roblyer
Integrating Educational Technology into Teaching, 4/E
Copyright ©2006 by Pearson Education, Inc.
Upper Saddl.
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- 2. required cover sheet and reference page. No abstract required. · Font and font size: Times New Roman, 12 point. · Personal Plan of Action Scoring Guide · Due Date: End of Unit 9. Percentage of Course Grade: 30%. Personal Plan of Action Scoring Guide Grading Rubric Criteria Non-performance Basic Proficient Distinguished Analyze research from dominant and minority perspectives to select best practices for increasing cultural awareness and diversity. 14% Does not analyze research from dominant and minority perspectives to select best practices with increasing cultural awareness and diversity. Analyzes research to select practices with increasing cultural awareness and diversity, but does not analyze how the research has included culturally diverse perspectives. Analyzes research from dominant and minority perspectives to select best practices with increasing cultural awareness and diversity. Analyzes research from dominant and minority perspectives to select best practices for increasing cultural awareness and diversity. Research is up to date and from within the past 5 years. Propose techniques supported by research to improve self- awareness by confronting personal assumptions, biases, and fears. 14% Does not propose techniques supported by research to improve
- 3. self-awareness by confronting personal assumptions, biases, and fears. Proposes techniques to improve self-awareness by confronting personal assumptions, biases, and fears, but does not support with research. Proposes techniques supported by research to improve self- awareness with personal assumptions, biases, and fears. Proposes strategies supported by research to promote cultural sensitivity with fellow colleagues and co-workers. Research is up to date and from within the past 5 years. Describe how to build relationships with others from diverse backgrounds. 14% Does not discuss importance of building relationships with others from diverse backgrounds. Discusses importance of building relationships with others from diverse backgrounds, but does not explain how to do it. Describes how to build relationships with others from diverse backgrounds. Describes how to build relationships with others from diverse backgrounds. Considers communication style when building relationships with others. Propose an advocacy approach for working with a diversity population. 14% Does not propose an advocacy approach for working with a diverse population. Proposes an advocacy approach, but does not make a connection about how it fits with a diverse population. Proposes an advocacy approach for working with a diverse population. Proposes an advocacy approach for working with a diverse population. Provides recommendations on how to promote proposed approach with work colleagues. Analyze the feasibility of an advocacy approach to use when working with a diverse population.
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- 7. 20% Does not evaluate how the stage of change is determined. Discusses but does not evaluate how the stage of change is determined. Evaluates how the stage of change is determined. Evaluates how the stage of change is determined and describes how stages of change are linked to the treatment planning process. Analyze ethical considerations that must be addressed in a case study. 20% Does not analyze ethical considerations that must be addressed in a case study. Identifies but does not analyze ethical considerations that must be addressed in a case study. Analyzes ethical considerations that must be addressed in a case study. Analyzes identified types of ethical considerations that must be addressed in the screening and assessment tools. In addition, identifies appropriate ethical codes to guide the assessment process. Communicate effectively through the consistent use of grammar, punctuation, and mechanics expected of an addiction professional. 20% Does not communicate effectively through the consistent use of grammar, punctuation, and mechanics expected of an addiction professional. Inconsistently communicates through the use of grammar, punctuation, and mechanics expected of an addiction professional. Communicates effectively through the consistent use of grammar, punctuation, and mechanics expected of an addiction professional. Communicates effectively through writing that is free of errors and that shows the consistent use of grammar, punctuation, and
- 8. mechanics expected of an addiction professional.