Week 3 Assignment - OnboardingInstructionsThe first written as.docx
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Week 3 Assignment - Onboarding Instructions The first written assignment for this course is due in Week 3 and requires you to draw upon what you have learned in the first 3 weeks of class to analyze the total rewards system offered by two well-known organizations, L.L. Bean and Aflac. To complete the assignment, you will need to read the Society for Human Resource Management (SHRM) case study, Benefits and Business at Aflac and L.L. Bean , that is posted at the bottom of this page. After reading the case study, you are to answer the questions below. Be sure to incorporate appropriate scholarly and practitioner references to support your key ideas. The total length of your assignment should be no more than 5-6 pages, not including the cover page and reference list. The assignment is worth 100 points and 20% of your total grade. It will be scored according to the corresponding grading rubric that is posted at the end of this page. Case Study Questions. Pick one of the companies presented in the SHRM case study, either Aflac or L.L. Bean, and answer the following: Think about the internal strengths and weaknesses of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points Consider the external opportunities and threats of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points Given the corporate values of the organization, what revisions would you make to its benefits program in order to better align it with the accomplishment of the company’s organizational goals and values? 50 points 1st Assignment Benefits at AFLAC and LLBean.pdf rubric: Written Assignment Grading Rubric A B C F Response Quality 50 points/50% Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course. Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others. Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others. Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others. Evidence 20 points/20% Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoni ...
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Week 6 Assignment - MidtermInstructionsDetermining the Proper .docx
Week 6 Assignment - Midterm
Instructions
Determining the Proper Job Classification
Introduction
Assume you are an HR Consultant that has been hired to help Comfort Assisted Living with a recent grievance that was filed by one of its employees. You will not be working on the legal aspects of the case, but you will help the company determine if the employee's job classification is correct. Comfort Assisted Living has an HR Department but would like to obtain an outside opinion.
The employee, Gregory Williams, is currently working as a Senior HR Specialist for Comfort Assisted Living. His current job duties are provided in the Supplemental Information document posted in our classroom. Mr. Williams has been in the position for 5 years and had consistently received "outstanding" ratings on his performance evaluations until this year when he received a "meets expectations" rating. A month ago, he saw a job announcement that Comfort Assisted Living placed on Monster.com for a Deputy VP of HR. Mr. Williams was angered by the job announcement because he felt he was already performing the duties stated in the announcement. When he asked his supervisor about the job, he was told that the Deputy position was a new one that was being created and that he would have to apply for the job just like everyone else. Mr. Williams disagreed and felt his current position should be reclassified to that of a Deputy VP of HR. He has filed a grievance with Comfort Assisted Living and you have been hired to determine if Mr. William's current job is equivalent to the new Deputy position. You have been told upfront that it has been years since the company conducted a job analysis for its HR positions so you might have to begin there before making your determination. Also, you have heard from employees that work with Mr. Williams that he has been slacking on the job lately. According to them, he routinely comes in late, takes extra long lunches, and does not submit all of his work on time. At least one of his coworkers said Mr. Williams was having health issues and that he might have to undergo chemotherapy. Another coworker said the health issues weren't with Mr. Williams, they were with his young daughter, who has a mysterious illness that doctors are having difficulty diagnosing. You've checked his leave records and nothing is on file regarding an FMLA request and there is no documentation regarding possible medical issues.
In completing this assignment, you will showcase that you can conduct a job analysis and use the results to develop a job description, which will help address organizational needs/concerns. You will also demonstrate that you have an understanding of the ethical issues involved with job analyses, job evaluation, and job design. Additionally, you will show that you understand the HR context and have mastery of the fundamental student competencies identified by UMUC's Graduate School including: communication and critical thinking.
Steps to Complet ...
APA style with 3 or more referencesResearch Theory in Homeland S.docx
APA style with 3 or more references
Research Theory in Homeland Security and Emergency Management
Emergency management, homeland security, and criminal justice are all fields that may be approached academically but certainly have a large practitioner’s base. This means that while some social scientists may be intently studying phenomena and behaviors occurring within professions related to these areas of expertise, many professionals in these lines of work may or may not have academic degrees related specifically to what they do each day. A third group,
practitioner scholars
, has combined an educational background with professional expertise and serves as a bridge between the two ends of the spectrum.
In your agency, the deputy uses old-fashioned techniques and does not necessarily embrace the idea that advanced degrees enhance an individual’s capabilities. However, a new chief has recently been appointed, and he believes education is tremendously valuable to crisis responders at any level. He also believes that theory and practice can be closely and successfully linked, even in daily operations.
You are considered a practitioner-scholar in your agency. Because of your remarkable education and demonstrated intellect, your manager has tasked you with drafting an information paper for your colleagues that explains how and why theory has a role in daily operations. You are informed you should also include arguments on the value of social science research and how such science can aid practitioners in performing their missions.
Primary Task Response:
Within the Discussion Board area,
write 400–600
words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:
In your own words, why do you think research theory has a daily role in the fields of homeland security and emergency management? Explain.
How valuable do you feel the use of social science research is to homeland security and emergency management practitioners? Explain.
Specifically, how do you think social science research can aid practitioners in performing their missions? Explain.
Why do you think some practitioners are resistant to seeking out higher education? Explain.
Should practitioners be required to obtain certain levels of education? Why or why not?
What homeland security or emergency management related research, if any, have you recently examined? Summarize.
Do you feel that the results of the research contain valuable data to the fields? Why or why not?
If you have not recently examined any homeland security or emergency management related research, what type(s) of research are you most interested in studying throughout this course? Why?
Project Criteria
Unacceptable
Minimal
Competent
Effective
Mastery
Subtotals
(15/75)
0 - 8 points:
9 - 10 points:
11 points:
12 - 13 points:
14 - 15 points:
0
Produce Mea.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Two popular methods of financial statement analysis are horizontal.docx
Two popular methods of financial statement analysis are horizontal analysis and vertical analysis.
Use the corporation you selected for the Week 4 discussion or another corporation when responding to the two following questions. In your response identify the selected corporation. Please note that substantive responses add new topic related information to help move the discussion forward and do not summarize what was previously posted by another student.
Teachers question below
As a manager, how will you use the horizontal analysis of the income statement and balance sheet for intracompany comparisons? How do managers and investors use the vertical analysis of the income statement and balance sheet compared to competitor corporations when performing intercompany comparisons? Identify at least one competitor corporation and include an explanation as to why or how you selected the competitor.
Reference
Kimmel, P. D. (2013). Financial accounting: Tools for business decision making. Retrieved from University of Phoenix eBook Collection.
Please read INSTRUCTORS instructions carefully and completely
My organization that I choose is Starbucks
Due date 4/21/15 in 4 to 6 hours
No plagiarism in own words
Will run through a plagiarism checker
Will not accept if after due date will dispute
References page must include a valid URL to take the reader to the electronic copy of each source.
If cannot complete with the given instructions do not reply
Please contact me if you have questions
Write as a discussion with another student
Make a question out of the response, or I found the material interesting, or what do you think
I may ask to change some areas at later date
100 to 200 word count
Word count is counted by answer only
Please write with question first followed by answer
Please write clearly simplify
I am in the U.S.
No charts or graphs
Interview a teacher in the elementary grades regarding the teacher's social studies instruction. Include at least eight questions.
Create your own questions such as:
1.Do you use a textbook?
2.What do you think of the standards for social studies?
3.How much time is spent per day in this subject area?
Document the interview questions and answers and submit with the Standards Essay.
Standards Essay
Choose one grade level in the elementary grades. Evaluate the social studies standards on the Arizona Department of Education's website for that grade level for such things as thoroughness, clarity, and two other criteria of your own choosing.
Write an essay of 750-1,000-words as a well-supported, objective, academic response to the interview and standards investigation, analyzing how social studies is currently taught today.
Use the GCU Library to research a minimum of six peer-reviewed articles that support your rationale.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1 ...
Course code bco121 bcn1962 course name ethics in business ta
Course code bco121 bcn1962 course name ethics in business ta
WarningYou do not have permissions to perform this activityA.docx
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Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
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Turnitin Report
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Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
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Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
FI N 513 – Health Care Finance .docx
FI N 513 – Health Care Finance
Copyright 2011, 2012, 2017
The Taft University System, Inc.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without
permission in writing from the copyright holder.
FI N 5 1 3 – Health Care Finance
Course Syllabus
1
FI N 5 1 3 – Health Care Finance
Course Syllabus
Introduction
This syllabus contains the lesson assignments for FIN513 – Health Care Finance. This course is
designed to introduce health care accounting and finance issues that have become part of the
everyday life of most health care executives. The course covers types of financial decisions that
health care executives are most likely to be involved with and provides materials that will help
you understand the conceptual basis and mechanics of financial analysis and decision making as
they pertain to the health care industry sector.
The general basis of financial decision-making in any business is almost always built upon
understanding three critical elements. First, most financial decisions are based upon the use of
accounting information. Second, all business units operate within an industry. The health area
industry is a huge, complex industry that is unlike other industries in many areas. Third, both
accounting and finance are, in many ways, subsets of economics.
Expected Student Learning Outcomes
Upon the successful completion of this course you should be able to:
• Appraise the importance and uses of financial information in health care organizations.
• Explain the common ownership forms of health care organizations, along with their
advantages and disadvantages.
• Describe factors that influence the financial viability of a health care organization.
• Respond to a compliance audit or investigation, particularly when the subject of that
inquiry includes financial records.
• Explain the primary financial objective of a health care firm, and the critical drivers of
financial performance.
• List and describe the requirements for effective financial planning and policy-making.
Required Text:
Cleverly, W., & Cleverly, J. (2018) Essentials of health care finance (8th Edition). Boston, MA:
Jones & Bartlett Learning.
ISBN: 9781284094633
2
FI N 5 1 3 – Health Care Finance
Course Syllabus
Suggestions for getting the most out of this course:
• Read professional journals and periodicals.
• Participate in the course discussion forums, and learn from the experience and
knowledge of your faculty mentor and fellow students.
• If possible, form a relationship with someone who works in an area related to your
course. Explain that you would like to obtain their insights and perspectives from time to
time.
Academic Engagement
Each academic.
Recommended
Week 6 Assignment - MidtermInstructionsDetermining the Proper .docx
Week 6 Assignment - Midterm
Instructions
Determining the Proper Job Classification
Introduction
Assume you are an HR Consultant that has been hired to help Comfort Assisted Living with a recent grievance that was filed by one of its employees. You will not be working on the legal aspects of the case, but you will help the company determine if the employee's job classification is correct. Comfort Assisted Living has an HR Department but would like to obtain an outside opinion.
The employee, Gregory Williams, is currently working as a Senior HR Specialist for Comfort Assisted Living. His current job duties are provided in the Supplemental Information document posted in our classroom. Mr. Williams has been in the position for 5 years and had consistently received "outstanding" ratings on his performance evaluations until this year when he received a "meets expectations" rating. A month ago, he saw a job announcement that Comfort Assisted Living placed on Monster.com for a Deputy VP of HR. Mr. Williams was angered by the job announcement because he felt he was already performing the duties stated in the announcement. When he asked his supervisor about the job, he was told that the Deputy position was a new one that was being created and that he would have to apply for the job just like everyone else. Mr. Williams disagreed and felt his current position should be reclassified to that of a Deputy VP of HR. He has filed a grievance with Comfort Assisted Living and you have been hired to determine if Mr. William's current job is equivalent to the new Deputy position. You have been told upfront that it has been years since the company conducted a job analysis for its HR positions so you might have to begin there before making your determination. Also, you have heard from employees that work with Mr. Williams that he has been slacking on the job lately. According to them, he routinely comes in late, takes extra long lunches, and does not submit all of his work on time. At least one of his coworkers said Mr. Williams was having health issues and that he might have to undergo chemotherapy. Another coworker said the health issues weren't with Mr. Williams, they were with his young daughter, who has a mysterious illness that doctors are having difficulty diagnosing. You've checked his leave records and nothing is on file regarding an FMLA request and there is no documentation regarding possible medical issues.
In completing this assignment, you will showcase that you can conduct a job analysis and use the results to develop a job description, which will help address organizational needs/concerns. You will also demonstrate that you have an understanding of the ethical issues involved with job analyses, job evaluation, and job design. Additionally, you will show that you understand the HR context and have mastery of the fundamental student competencies identified by UMUC's Graduate School including: communication and critical thinking.
Steps to Complet ...
APA style with 3 or more referencesResearch Theory in Homeland S.docx
APA style with 3 or more references
Research Theory in Homeland Security and Emergency Management
Emergency management, homeland security, and criminal justice are all fields that may be approached academically but certainly have a large practitioner’s base. This means that while some social scientists may be intently studying phenomena and behaviors occurring within professions related to these areas of expertise, many professionals in these lines of work may or may not have academic degrees related specifically to what they do each day. A third group,
practitioner scholars
, has combined an educational background with professional expertise and serves as a bridge between the two ends of the spectrum.
In your agency, the deputy uses old-fashioned techniques and does not necessarily embrace the idea that advanced degrees enhance an individual’s capabilities. However, a new chief has recently been appointed, and he believes education is tremendously valuable to crisis responders at any level. He also believes that theory and practice can be closely and successfully linked, even in daily operations.
You are considered a practitioner-scholar in your agency. Because of your remarkable education and demonstrated intellect, your manager has tasked you with drafting an information paper for your colleagues that explains how and why theory has a role in daily operations. You are informed you should also include arguments on the value of social science research and how such science can aid practitioners in performing their missions.
Primary Task Response:
Within the Discussion Board area,
write 400–600
words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:
In your own words, why do you think research theory has a daily role in the fields of homeland security and emergency management? Explain.
How valuable do you feel the use of social science research is to homeland security and emergency management practitioners? Explain.
Specifically, how do you think social science research can aid practitioners in performing their missions? Explain.
Why do you think some practitioners are resistant to seeking out higher education? Explain.
Should practitioners be required to obtain certain levels of education? Why or why not?
What homeland security or emergency management related research, if any, have you recently examined? Summarize.
Do you feel that the results of the research contain valuable data to the fields? Why or why not?
If you have not recently examined any homeland security or emergency management related research, what type(s) of research are you most interested in studying throughout this course? Why?
Project Criteria
Unacceptable
Minimal
Competent
Effective
Mastery
Subtotals
(15/75)
0 - 8 points:
9 - 10 points:
11 points:
12 - 13 points:
14 - 15 points:
0
Produce Mea.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
Two popular methods of financial statement analysis are horizontal.docx
Two popular methods of financial statement analysis are horizontal analysis and vertical analysis.
Use the corporation you selected for the Week 4 discussion or another corporation when responding to the two following questions. In your response identify the selected corporation. Please note that substantive responses add new topic related information to help move the discussion forward and do not summarize what was previously posted by another student.
Teachers question below
As a manager, how will you use the horizontal analysis of the income statement and balance sheet for intracompany comparisons? How do managers and investors use the vertical analysis of the income statement and balance sheet compared to competitor corporations when performing intercompany comparisons? Identify at least one competitor corporation and include an explanation as to why or how you selected the competitor.
Reference
Kimmel, P. D. (2013). Financial accounting: Tools for business decision making. Retrieved from University of Phoenix eBook Collection.
Please read INSTRUCTORS instructions carefully and completely
My organization that I choose is Starbucks
Due date 4/21/15 in 4 to 6 hours
No plagiarism in own words
Will run through a plagiarism checker
Will not accept if after due date will dispute
References page must include a valid URL to take the reader to the electronic copy of each source.
If cannot complete with the given instructions do not reply
Please contact me if you have questions
Write as a discussion with another student
Make a question out of the response, or I found the material interesting, or what do you think
I may ask to change some areas at later date
100 to 200 word count
Word count is counted by answer only
Please write with question first followed by answer
Please write clearly simplify
I am in the U.S.
No charts or graphs
Interview a teacher in the elementary grades regarding the teacher's social studies instruction. Include at least eight questions.
Create your own questions such as:
1.Do you use a textbook?
2.What do you think of the standards for social studies?
3.How much time is spent per day in this subject area?
Document the interview questions and answers and submit with the Standards Essay.
Standards Essay
Choose one grade level in the elementary grades. Evaluate the social studies standards on the Arizona Department of Education's website for that grade level for such things as thoroughness, clarity, and two other criteria of your own choosing.
Write an essay of 750-1,000-words as a well-supported, objective, academic response to the interview and standards investigation, analyzing how social studies is currently taught today.
Use the GCU Library to research a minimum of six peer-reviewed articles that support your rationale.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1 ...
Course code bco121 bcn1962 course name ethics in business ta
Course code bco121 bcn1962 course name ethics in business ta
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Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
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Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
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Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
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Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
FI N 513 – Health Care Finance .docx
FI N 513 – Health Care Finance
Copyright 2011, 2012, 2017
The Taft University System, Inc.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without
permission in writing from the copyright holder.
FI N 5 1 3 – Health Care Finance
Course Syllabus
1
FI N 5 1 3 – Health Care Finance
Course Syllabus
Introduction
This syllabus contains the lesson assignments for FIN513 – Health Care Finance. This course is
designed to introduce health care accounting and finance issues that have become part of the
everyday life of most health care executives. The course covers types of financial decisions that
health care executives are most likely to be involved with and provides materials that will help
you understand the conceptual basis and mechanics of financial analysis and decision making as
they pertain to the health care industry sector.
The general basis of financial decision-making in any business is almost always built upon
understanding three critical elements. First, most financial decisions are based upon the use of
accounting information. Second, all business units operate within an industry. The health area
industry is a huge, complex industry that is unlike other industries in many areas. Third, both
accounting and finance are, in many ways, subsets of economics.
Expected Student Learning Outcomes
Upon the successful completion of this course you should be able to:
• Appraise the importance and uses of financial information in health care organizations.
• Explain the common ownership forms of health care organizations, along with their
advantages and disadvantages.
• Describe factors that influence the financial viability of a health care organization.
• Respond to a compliance audit or investigation, particularly when the subject of that
inquiry includes financial records.
• Explain the primary financial objective of a health care firm, and the critical drivers of
financial performance.
• List and describe the requirements for effective financial planning and policy-making.
Required Text:
Cleverly, W., & Cleverly, J. (2018) Essentials of health care finance (8th Edition). Boston, MA:
Jones & Bartlett Learning.
ISBN: 9781284094633
2
FI N 5 1 3 – Health Care Finance
Course Syllabus
Suggestions for getting the most out of this course:
• Read professional journals and periodicals.
• Participate in the course discussion forums, and learn from the experience and
knowledge of your faculty mentor and fellow students.
• If possible, form a relationship with someone who works in an area related to your
course. Explain that you would like to obtain their insights and perspectives from time to
time.
Academic Engagement
Each academic.
Written Assignment Grading RubricABCFResponse Qualit.docx
Written Assignment Grading Rubric
A
B
C
F
Response Quality
50 points/50%
Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course.
Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others.
Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.
Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others.
Evidence
20 points/20%
Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument.
Provides necessary evidence to convince reader of most aspects of the main argument(s) but not all. The importance/ relevance of some evidence presented may not be totally clear. Reader must make a few mental leaps or do some additional research to fully accept all aspects of main argument.
Not enough evidence is provided to support student’s argument(s), or evidence is incomplete, incorrect, or oversimplified. Information from reference material is not effectively used.
Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. There is little or no mention of information from reference material.
Sources
10 points/10%
Evidence is used from a wide range of sources, including scholarly material, appropriate websites, professional articles, etc. not explicitly discussed in class.
Evidence is used from many sources, but student relies heavily on a more limited set of sources. Some effort is made to go beyond material presented in class when required, but not much. If outside sources are used, they are primarily non-scholarly (i.e., intended for a general audience) and/or web-based.
Does not go beyond the material that has been provided by professor.
Only minimally uses sources provided by instructor, or relies exclusively on non-scholarly outside sources.
A
B
C
F
Citations
10 points/10%
All sources are properly cited according to APA format.
All evidence is cited, but there are some minor problems with completeness or APA format of some citations.
Some pieces of the assignment are unreferenced or inaccurately referenced, and the ...
Intellectual DisabilityDiscuss the meanings of intelligence and .docx
Intellectual Disability
Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions:
1. What problems are associated with assessing students with ID?
2. What are the characteristics of the teacher's students with ID that result in eligibility for special education?
Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.
http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php
Before Special Ed: How Pre-Referral Works
Read “Before Special Ed: How Pre-Referral
Works,” located on the GreatSchools website.
http://www.greatschools.org/gk/articles/pre-referral/
2. Children with an Intellectual Disability
Read "Children with an Intellectual Disability," located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_with_an_Intellectual_Disability_23.aspx
50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID
Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
30.0 %Content Comprehension
Content is incomplete and omit.
DetailsThis assignment requires you to interview one person
Details:
This assignment requires you to interview one person and requires an analysis of your interview experience.
Part I: Interview
Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee's experience as a patient, regardless of whom you choose to interview.
Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.
Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee's responses.
The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.
Part II: Analysis
Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:
What went well?
Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.
Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.
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. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
This benchmark assignment assesses the following competencies:
CONHCP Program Competencies for the RN-BSN:
5.2
: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
Benchmark Assignment - Spiritual Needs Assessment and Reflection
1
Unsatisfactory
0.00%2
Less Than Satisfactory
65.00%3
Satisfactory
75.00%4
Good
85.00%5
Excellent
100.00%
70.0 %Content
40.0 %Tool for Assessing the Spiritual Needs of Patients CONHCP: 5.2
Tool for assessing the spiritual needs of patients show little to no ...
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
Community Teaching ExperienceStudents must submit this for.docx
Community Teaching Experience
Students must submit this form as part of the assignment submission.
Student Name:__________________
Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last
First
M.I.
Credentials:
Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
FORMCHECKBOX
PowerPoint Presentation
FORMCHECKBOX
Pamphlet Presentation
FORMCHECKBOX
Audio Presentation
FORMCHECKBOX
Poster Presentation
D
Provider Acknowledgement
I __________________________acknowledge that ____________________________
(Provider Name)
(Student Name)
has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.
______________________________
_________________
Provider Signature
Date Signed
Assignment 1 (Part I)
Details:
Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:
1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Poster presentation
Appropriate community settings include:
· Public health clinic
· Community health center
· Long-term care facility
· Transitional care facility
· Home health center
· University/School health center
· Church community
· Adult/Child care center
Before presenting information to the community, seek approval from an agency administrator or representative.
Upon receiving approval from the agency, include the "Community Teaching Experience Form" as part of your assignment submission.
(Part II)
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubric
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching.
EDU-450 Personal Classroom Management Plan Benchmark Assessment .docx
EDU-450 Personal Classroom Management Plan Benchmark Assessment and Rubric
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention. (InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1. “My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2. “Classroom Procedures” –Include five from the “Procedures” assignment.
3. “Rules, Consequences, and Reward System” – Include a rationale for your system.
4. “Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5. “Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6. “Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
In addition, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewp ...
Clinical Assignment Quality Improvement Project Part 1Goal
Clinical Assignment: Quality Improvement Project Part 1
Goal:
· To assess a clinical issue that is the focus of your Quality Improvement Project.
· Create a description of the clinical issue to be addressed in the project.
Content Requirements:
1. Identify the clinical issue that will be the focus of your Quality Improvement project.
2. Provide rationale for the need to change the status quo.
3. Identify best practices from the literature related to the issues.
Submission Instructions:
· The paper is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
· The paper is to be 2 - 3 pages in length, excluding the title, abstract and references page.
· Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
· Journal articles and books should be referenced according to current APA style (the library has a copy of the APA Manual).
· Your paper should be formatted per current APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)
· Complete and submit the assignment by 11:59 PM ET on Sunday.
· Note: this is first part of your Quality Improvement Project. You should revise/improve your work based on your professor's feedback. In module 7, you will be putting all the parts together to complete and submit your final project.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsNRS-493NRS-493-O501Capstone Project Topic Selection and Approval50.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Project Topic for Focus of Change Proposal5.0%The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.Setting or Context Where Project Topic Is Observed10.0%Th ...
Clinical Field Experience C Literacy Pre-AssessmentDeveloping.docx
Clinical Field Experience C: Literacy Pre-Assessment
Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3‐5 students) to work with for this clinical field experience.
Allocate at least 4 hours in the field to support this field experience.
Part 1: Standards‐Based Literacy Assessment
In collaboration with your mentor teacher, chose a grade‐appropriate literacy standard for reading comprehension and vocabulary to develop a pre‐assessment for and, later, a lesson. Keeping in mind the group of students and book you selected in Topic 3, complete the following:
· Write a learning objective that is developmentally appropriate for the group of students and aligns to the state standard.
· Design an informal pre‐assessment activity that will allow you to assess and document the students’ reading skills.
· Obtain feedback from your mentor on the pre‐assessment.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class based on the needs of the pre‐assessment.
Part 2: Reflection
In 250‐500 words, summarize the objective and pre‐assessment you developed and reflect upon your mentor’s feedback.
· Identify a strength of your assessment and an opportunity for growth.
· How might you change this assessment to better assess the students’ reading skills ?
· How will your findings inform your future professional practice?
Submit your learning objective and pre‐assessment with your reflection.
Support your findings with 2‐3 scholarly sources.
In‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
EXTRA RESOURCES IF YOU NEED THEN:
Read pages 11-17 in “Put Reading First: The Research Building Blocks for Teaching Children to Read,” by Armbruster et al., located on the National Institute for Literacy website.
URL:
https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
Read pages 11-17 in “The National Reading Panel Report: Practical Advice for Teachers,” by Shanahan, located on the ERIC website.
URL:
http://files.eric.ed.gov/fulltext/ED489535.pdf
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience C: Literacy Pre-Assessment35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Part 1: Pre-Assessment20.0%Not addressed.Pre-assessment is inappropriately alig.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
Details 2Note This is an individual assignment. In 1,500-2,000.docx
Details: 2
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic
Summary of community teaching plan is not identified or missing.
Summary of community teaching plan is incomplete.
Summary of community teaching plan is offered but some elements are vague.
Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.
50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described
Evaluation of teaching experience is omitted or incomplete.
Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.
Evaluation of teaching experience is provided with a brief discussion of community response to teaching.
A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.
Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed and/or vague; purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are establi.
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to vaccinations. Please read the following scenario and for your initial post; be sure to address all the questions posed by the scenario and include at least three scholarly sources within your initial post.
Patient #1
: Two five-year-old girls are on your schedule for a kindergarten physical. The foster parent of one of the children indicates she received all her immunization from birth to one year of age, but after that the child has not had any further vaccines. The second child appears to have been vaccinated per the CDC schedule.
Is there a difference in the immunization plan you will initiate today for these two patients? Why or why not?
What immunizations will you be ordering for each of these two patients today?
RUBRIC
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the convers.
Mini CaseIT Planning at ModMeters4Brian Smith, CIO of Mo.docx
Mini Case
IT Planning at ModMeters4
Brian Smith, CIO of ModMeters, groaned inwardly as he listened to CEO John Johnson
wrapping up his remarks. “So our executive team thinks there are real business oppor-
tunities for us in developing these two new strategic thrusts. But before I go to the
board for final approval next month, I need to know that our IT, marketing, and sales
plans will support us all the way,” Johnson concluded.
Brian mentally calculated the impact these new initiatives would have on his orga-
nization. He had heard rumors from his boss, the COO, that something big was coming
down. He had even been asked his opinion about whether these strategies were techni-
cally doable, theoretically. But both at once? Resources—people, time, and money—were
tight, as usual. ModMeters was making a reasonable profit, but the CFO, Stan Abrams,
had always kept the lid screwed down tightly on IT spending. Brian had to fight for
every dime. How he was going to find the wherewithal to support not one but two new
strategic initiatives, he didn’t know.
The other VPs at this strategy presentation were smiling. Taking ModMeters
global from a North American operation seemed to be a logical next step for the com-
pany. Its products, metering components of all types, were highly specialized and in
great demand from such diverse customers as utility companies, manufacturers, and
a host of other industries. Originally founded as Modern Meters, the firm had grown
steadily as demand for its metering expertise and components had grown over the past
century or so. Today ModMeters was the largest producer of metering components in
the world with a full range of both mechanical and, now, digital products. Expanding
into meter assembly with plants in Asia and Eastern Europe was a good plan, thought
Brian, but he wasn’t exactly sure how he was going to get the infrastructure in place
to support it. “Many of these countries simply don’t have the telecommunications and
equipment we are going to need, and the training and new systems we have to put in
place are going to be substantial,” he said.
But it was the second strategic thrust that was going to give him nightmares, he
predicted. How on earth did they expect him to put direct-to-customer sales in place
so they could sell “green” electric meters to individual users? His attention was jerked
back to the present by a flashy new logo on an easel that the CEO had just unveiled.
“In keeping with our updated strategy, may I present our new name—MM!”
Johnson announced portentously.
“Oh, this is just great,” thought Brian. “Now I have to go into every single applica-
tion and every single document this company produces and change our name!”
Because of its age and scientific orientation, ModMeters (as he still preferred to
call it) had been in the IT business a long time. Starting back in the early 1960s, the
4 Smith, H. A., and J. D. McKeen. “IT Planning at ModMeters.” #1-L05-.
Mini-PaperTop of FormHide Assignment Information.docx
Mini-Paper
Top of Form
Hide Assignment Information
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Purpose:
The Mini-Paper is a single-page composition on an assigned question or topic. The paper is an opportunity for students to demonstrate their comprehension of the course material and to apply it to the situation presented.
The paper is also an opportunity for the student to demonstrate his or her writing skills. Feedback will be provided for both content and grammar.
Assignment:
The Police Chief of any policy agency is either elected or appointed. Typically, the Chief reports directly
to the Mayor, County Executive, or other top political figure (and their council) within the agency's jurisdiction. Please research and discuss the impact(s) that a politician may have on the newly-elected police chief's ideas on how to handle crime in their jurisdiction. It might help to find articles such as "Chief and Mayor agree on crime plan" or "Chief and Mayor disagree on crime plan". Those types of things! Remember, this is only 1 page!
Format:
·
One full page
, headed with the student's name. (No cover page.)
· Narrative must be double spaced, with 1-inch margins, written in #12 font.
· All supportive references
must be cited in APA format
with an in-text citation as well as a full citation on a separate Resources page.
o No directly quoted (copy/paste) material may be used in this project paper.
o Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Due Date
Mar 6, 2020 11:59 PM
Hide Rubrics
Rubric Name: A MODEL Rubric for Projects - Max points
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
Equivalent to an A
Equivalent to a B
Equivalent to a C
Equivalent to a D or F
Overall content of paper or project. Value: 20 points
20 points
The paper is exemplary. Content of the paper exceeds all information required by assignment, demonstrates critical thinking skills, sophisticated analysis and other perspectives.
Points available: 18-20
17.9 points
Paper indicates effort above and beyond the Project Description in the areas of research, analysis, critical thinking, etc.
Points available: 16-17.9
15.9 points
In general, the content of the paper addresses the information required by the assignment.
Points available: 14-15.9
13.9 points
The overall content of the paper addresses less than the minimal amount of the information required by the assignment. It demonstrates marginal work and does not reflect an understanding of the project.
Points available D: 12 -13.9
Points available F: 11.9
/ 20
Overall analysis and critical thinking Value: 20 points.
Minimum of 2 scholarly sourcesInstructionsFor this assignmen.docx
Minimum of 2 scholarly sources
Instructions
For this assignment, analyze the space race.
What did it mean for the U.S. and USSR during the Cold War?
Is the space program still relevant?
Is it worth the cost, considering the growing debt?
How does the space program benefit the U.S. national economy in general?
How does it benefit the world?
Is space exploration the domain of the world's leading nations?
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
.
minimum 1000 wordsUsing the University Digital Library or the .docx
minimum 1000 words
Using the University Digital Library or the Google scholar website locate articles discussing different use of Blockchain Technology.
Write a small literature review about internet of things(IOT).
Discuss how internet of things(IOT) could be secured using blockchain Technology.
Your final document should include an Abstract and a Conclusion. This assignment should be in APA format and have to include at least six references. Also a required template is included, make sure to use it.
.
Minimum 300-wordCase Study Frederi.docx
***********Minimum 300-word**************
Case Study
: Frederick is a student at Central Fictional State University (CFSU), and he has a great idea for a new business invention. Frederick's invention and the business that he plans to found based on it will absolutely revolutionize the market and will make him very rich. He decides to share his idea with a few trusted professors, and he even uses the idea in a research project for one of his classes.
While Frederick is at home over summer break, he discovers, much to his dismay, that his professors have stolen his idea and have opened a business marketing his new invention. Frederick immediately seeks the advice of the local lawyer who has a reputation for being a "scorched-earth" litigator. He advises Frederick that he should sue “those professors for everything they've got." Frederick, however, is not sure if he should file an aggressive lawsuit, or if there is a better way to proceed.
Frederick knows that your business recently completed mediation to settle a lawsuit filed by one of your suppliers. He comes to you for advice on how to proceed. What is your answer to Frederick? In your response, consider whether the decision to file suit or to proceed through some form of alternative dispute resolution is affected by the previous relationship with the professors (can/should you sue a friend, how will the decision impact an ongoing relationship, etc.). Also, what role could Frederick’s faith play in his decision?
.
Min 350 words Discussion Questions Explain what psychologic.docx
Min 350 words
Discussion Questions
: Explain what psychological and behavioral factors play a role in those ‘homegrown’ individuals becoming radicalized and conducting terrorist attacks within their own nation. Also, address at least one radicalization model mentioned in the required readings that you feel accurately describes the process by which individuals become extremists.
.
Mini CAseBuilding Shared Services at RR Communications4.docx
Mini CAse
Building Shared Services at RR
Communications4
Vince Patton had been waiting years for this day. He pulled the papers together in front of
him and scanned the small conference room. “You’re fired,” he said to the four divisional
CIOs sitting at the table. They looked nervously at him, grinning weakly. Vince wasn’t
known to make practical jokes, but this had been a pretty good meeting, at least relative to
some they’d had over the past five years. “You’re kidding,” said Matt Dawes, one of the
more outspoken members of the divisional CIO team. “Nope,” said Vince. “I’ve got the
boss’s OK on this. We don’t need any of you anymore. I’m creating one enterprise IT orga-
nization, and there’s no room for any of you. The HR people are waiting outside.” With
that, he picked up his papers and headed to the door, leaving the four of them in shock.
“That felt good,” he admitted as he strode back to his office. A big man, not
known to tolerate fools gladly (or corporate politics), he was not a cruel one. But those
guys had been thorns in his side ever since he had taken the new executive VP of IT job
at the faltering RR Communications five years ago. The company’s stock had been in
the dumpster, and with the dramatically increased competition in the telecommunica-
tions industry as a result of deregulation, his friends and family had all thought he was
nuts. But Ross Roman, RR’s eccentric but brilliant founder, had made him an offer he
couldn’t refuse. “We need you to transform IT so that we can introduce new products
more quickly,” he’d said. “You’ll have my full backing for whatever you want to do.”
Typically for an entrepreneur, Roman had sketched the vision swiftly, leaving some-
one else to actually implement it. “We’ve got to have a more flexible and responsive IT
organization. Every time I want to do something, they tell me ‘the systems won’t allow
it.’ I’m tired of having customers complaining about getting multiple bills for each of our
products. It’s not acceptable that RR can’t create one simple little bill for each customer.”
Roman punctuated his remarks by stabbing with his finger at a file full of letters to the
president, which he insisted on reading personally each week. “You’ve got a reputation
as a ‘can do’ kind of guy; I checked. Don’t bother me with details; just get the job done.”
Vince knew he was a good, proactive IT leader, but he hadn’t been prepared
for the mess he inherited—or the politics. There was no central IT, just separate divi-
sional units for the four key lines of business—Internet, mobile, landline, and cable TV
service—each doing its own thing. Every business unit had bought its own hardware
and software, so introducing the common systems that would be needed to accomplish
Roman’s vision would be hugely difficult—that is, assuming they wanted them, which
they didn’t. There were multiple sales systems, databases, and customer service centers,
all of which led to customer and bus.
More Related Content
Similar to Week 3 Assignment - OnboardingInstructionsThe first written as.docx
Written Assignment Grading RubricABCFResponse Qualit.docx
Written Assignment Grading Rubric
A
B
C
F
Response Quality
50 points/50%
Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course.
Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others.
Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.
Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others.
Evidence
20 points/20%
Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument.
Provides necessary evidence to convince reader of most aspects of the main argument(s) but not all. The importance/ relevance of some evidence presented may not be totally clear. Reader must make a few mental leaps or do some additional research to fully accept all aspects of main argument.
Not enough evidence is provided to support student’s argument(s), or evidence is incomplete, incorrect, or oversimplified. Information from reference material is not effectively used.
Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. There is little or no mention of information from reference material.
Sources
10 points/10%
Evidence is used from a wide range of sources, including scholarly material, appropriate websites, professional articles, etc. not explicitly discussed in class.
Evidence is used from many sources, but student relies heavily on a more limited set of sources. Some effort is made to go beyond material presented in class when required, but not much. If outside sources are used, they are primarily non-scholarly (i.e., intended for a general audience) and/or web-based.
Does not go beyond the material that has been provided by professor.
Only minimally uses sources provided by instructor, or relies exclusively on non-scholarly outside sources.
A
B
C
F
Citations
10 points/10%
All sources are properly cited according to APA format.
All evidence is cited, but there are some minor problems with completeness or APA format of some citations.
Some pieces of the assignment are unreferenced or inaccurately referenced, and the ...
Intellectual DisabilityDiscuss the meanings of intelligence and .docx
Intellectual Disability
Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions:
1. What problems are associated with assessing students with ID?
2. What are the characteristics of the teacher's students with ID that result in eligibility for special education?
Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.
http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php
Before Special Ed: How Pre-Referral Works
Read “Before Special Ed: How Pre-Referral
Works,” located on the GreatSchools website.
http://www.greatschools.org/gk/articles/pre-referral/
2. Children with an Intellectual Disability
Read "Children with an Intellectual Disability," located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_with_an_Intellectual_Disability_23.aspx
50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID
Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
30.0 %Content Comprehension
Content is incomplete and omit.
DetailsThis assignment requires you to interview one person
Details:
This assignment requires you to interview one person and requires an analysis of your interview experience.
Part I: Interview
Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee's experience as a patient, regardless of whom you choose to interview.
Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.
Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee's responses.
The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.
Part II: Analysis
Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:
What went well?
Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.
Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.
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. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
This benchmark assignment assesses the following competencies:
CONHCP Program Competencies for the RN-BSN:
5.2
: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.
Benchmark Assignment - Spiritual Needs Assessment and Reflection
1
Unsatisfactory
0.00%2
Less Than Satisfactory
65.00%3
Satisfactory
75.00%4
Good
85.00%5
Excellent
100.00%
70.0 %Content
40.0 %Tool for Assessing the Spiritual Needs of Patients CONHCP: 5.2
Tool for assessing the spiritual needs of patients show little to no ...
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
Community Teaching ExperienceStudents must submit this for.docx
Community Teaching Experience
Students must submit this form as part of the assignment submission.
Student Name:__________________
Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last
First
M.I.
Credentials:
Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
FORMCHECKBOX
PowerPoint Presentation
FORMCHECKBOX
Pamphlet Presentation
FORMCHECKBOX
Audio Presentation
FORMCHECKBOX
Poster Presentation
D
Provider Acknowledgement
I __________________________acknowledge that ____________________________
(Provider Name)
(Student Name)
has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.
______________________________
_________________
Provider Signature
Date Signed
Assignment 1 (Part I)
Details:
Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:
1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Poster presentation
Appropriate community settings include:
· Public health clinic
· Community health center
· Long-term care facility
· Transitional care facility
· Home health center
· University/School health center
· Church community
· Adult/Child care center
Before presenting information to the community, seek approval from an agency administrator or representative.
Upon receiving approval from the agency, include the "Community Teaching Experience Form" as part of your assignment submission.
(Part II)
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubric
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching.
EDU-450 Personal Classroom Management Plan Benchmark Assessment .docx
EDU-450 Personal Classroom Management Plan Benchmark Assessment and Rubric
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention. (InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1. “My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2. “Classroom Procedures” –Include five from the “Procedures” assignment.
3. “Rules, Consequences, and Reward System” – Include a rationale for your system.
4. “Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5. “Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6. “Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
In addition, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewp ...
Clinical Assignment Quality Improvement Project Part 1Goal
Clinical Assignment: Quality Improvement Project Part 1
Goal:
· To assess a clinical issue that is the focus of your Quality Improvement Project.
· Create a description of the clinical issue to be addressed in the project.
Content Requirements:
1. Identify the clinical issue that will be the focus of your Quality Improvement project.
2. Provide rationale for the need to change the status quo.
3. Identify best practices from the literature related to the issues.
Submission Instructions:
· The paper is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
· The paper is to be 2 - 3 pages in length, excluding the title, abstract and references page.
· Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
· Journal articles and books should be referenced according to current APA style (the library has a copy of the APA Manual).
· Your paper should be formatted per current APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)
· Complete and submit the assignment by 11:59 PM ET on Sunday.
· Note: this is first part of your Quality Improvement Project. You should revise/improve your work based on your professor's feedback. In module 7, you will be putting all the parts together to complete and submit your final project.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsNRS-493NRS-493-O501Capstone Project Topic Selection and Approval50.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Project Topic for Focus of Change Proposal5.0%The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.Setting or Context Where Project Topic Is Observed10.0%Th ...
Clinical Field Experience C Literacy Pre-AssessmentDeveloping.docx
Clinical Field Experience C: Literacy Pre-Assessment
Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3‐5 students) to work with for this clinical field experience.
Allocate at least 4 hours in the field to support this field experience.
Part 1: Standards‐Based Literacy Assessment
In collaboration with your mentor teacher, chose a grade‐appropriate literacy standard for reading comprehension and vocabulary to develop a pre‐assessment for and, later, a lesson. Keeping in mind the group of students and book you selected in Topic 3, complete the following:
· Write a learning objective that is developmentally appropriate for the group of students and aligns to the state standard.
· Design an informal pre‐assessment activity that will allow you to assess and document the students’ reading skills.
· Obtain feedback from your mentor on the pre‐assessment.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class based on the needs of the pre‐assessment.
Part 2: Reflection
In 250‐500 words, summarize the objective and pre‐assessment you developed and reflect upon your mentor’s feedback.
· Identify a strength of your assessment and an opportunity for growth.
· How might you change this assessment to better assess the students’ reading skills ?
· How will your findings inform your future professional practice?
Submit your learning objective and pre‐assessment with your reflection.
Support your findings with 2‐3 scholarly sources.
In‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
EXTRA RESOURCES IF YOU NEED THEN:
Read pages 11-17 in “Put Reading First: The Research Building Blocks for Teaching Children to Read,” by Armbruster et al., located on the National Institute for Literacy website.
URL:
https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
Read pages 11-17 in “The National Reading Panel Report: Practical Advice for Teachers,” by Shanahan, located on the ERIC website.
URL:
http://files.eric.ed.gov/fulltext/ED489535.pdf
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience C: Literacy Pre-Assessment35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Part 1: Pre-Assessment20.0%Not addressed.Pre-assessment is inappropriately alig.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
Details 2Note This is an individual assignment. In 1,500-2,000.docx
Details: 2
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic
Summary of community teaching plan is not identified or missing.
Summary of community teaching plan is incomplete.
Summary of community teaching plan is offered but some elements are vague.
Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.
50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described
Evaluation of teaching experience is omitted or incomplete.
Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.
Evaluation of teaching experience is provided with a brief discussion of community response to teaching.
A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.
Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed and/or vague; purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are establi.
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201
Sociological Observation Grading Rubric
Module/Week 5
Criteria
Levels of Achievement
Content 70%
63 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Content
57 to 63 points
The paper exceeds content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
44 to 56 points
The paper meets content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
1 to 43 points
The paper meets some of the content requirements:
The assignment is an observation study of current social problem chosen from the list provided in the assignment instructions.
The paper is 6-8 pages long; all topics are clearly addressed, including all parts of the paper.
Information clearly relates to the main topic; paper includes supporting details.
All supportive facts are reported accurately or paraphrased, and appropriately cited using APA guidelines.
0 points
Not present.
Structure 30%
27 points
Advanced 90-100% (A)
Proficient 70-89% (B-C)
Developing 1-69% (< D)
Not present
Mechanics
24 to 27 points
The paper exceeds structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
19 to 23 points
The paper meets structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
1 to 18 points
The paper meets most of the structure requirements:
Paper is free of grammar, spelling, and/or punctuation errors.
0 points
Not present.
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and consider.
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different preventive guidelines related to vaccinations. Please read the following scenario and for your initial post; be sure to address all the questions posed by the scenario and include at least three scholarly sources within your initial post.
Patient #1
: Two five-year-old girls are on your schedule for a kindergarten physical. The foster parent of one of the children indicates she received all her immunization from birth to one year of age, but after that the child has not had any further vaccines. The second child appears to have been vaccinated per the CDC schedule.
Is there a difference in the immunization plan you will initiate today for these two patients? Why or why not?
What immunizations will you be ordering for each of these two patients today?
RUBRIC
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the convers.
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DetailsThis assignment requires you to interview one person
DetailsThis assignment requires you to interview one person
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Assessment Task 1 Leadership Development ReportThis assessmen.docx
Community Teaching ExperienceStudents must submit this for.docx
Community Teaching ExperienceStudents must submit this for.docx
EDU-450 Personal Classroom Management Plan Benchmark Assessment .docx
EDU-450 Personal Classroom Management Plan Benchmark Assessment .docx
Clinical Assignment Quality Improvement Project Part 1Goal
Clinical Assignment Quality Improvement Project Part 1Goal
Clinical Field Experience C Literacy Pre-AssessmentDeveloping.docx
Clinical Field Experience C Literacy Pre-AssessmentDeveloping.docx
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
Details 2Note This is an individual assignment. In 1,500-2,000.docx
Details 2Note This is an individual assignment. In 1,500-2,000.docx
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
SOCI 201Sociological Observation Grading RubricModuleWeek.docx
This discussion will allow you to examine several different prev.docx
This discussion will allow you to examine several different prev.docx
More from endawalling
Mini CaseIT Planning at ModMeters4Brian Smith, CIO of Mo.docx
Mini Case
IT Planning at ModMeters4
Brian Smith, CIO of ModMeters, groaned inwardly as he listened to CEO John Johnson
wrapping up his remarks. “So our executive team thinks there are real business oppor-
tunities for us in developing these two new strategic thrusts. But before I go to the
board for final approval next month, I need to know that our IT, marketing, and sales
plans will support us all the way,” Johnson concluded.
Brian mentally calculated the impact these new initiatives would have on his orga-
nization. He had heard rumors from his boss, the COO, that something big was coming
down. He had even been asked his opinion about whether these strategies were techni-
cally doable, theoretically. But both at once? Resources—people, time, and money—were
tight, as usual. ModMeters was making a reasonable profit, but the CFO, Stan Abrams,
had always kept the lid screwed down tightly on IT spending. Brian had to fight for
every dime. How he was going to find the wherewithal to support not one but two new
strategic initiatives, he didn’t know.
The other VPs at this strategy presentation were smiling. Taking ModMeters
global from a North American operation seemed to be a logical next step for the com-
pany. Its products, metering components of all types, were highly specialized and in
great demand from such diverse customers as utility companies, manufacturers, and
a host of other industries. Originally founded as Modern Meters, the firm had grown
steadily as demand for its metering expertise and components had grown over the past
century or so. Today ModMeters was the largest producer of metering components in
the world with a full range of both mechanical and, now, digital products. Expanding
into meter assembly with plants in Asia and Eastern Europe was a good plan, thought
Brian, but he wasn’t exactly sure how he was going to get the infrastructure in place
to support it. “Many of these countries simply don’t have the telecommunications and
equipment we are going to need, and the training and new systems we have to put in
place are going to be substantial,” he said.
But it was the second strategic thrust that was going to give him nightmares, he
predicted. How on earth did they expect him to put direct-to-customer sales in place
so they could sell “green” electric meters to individual users? His attention was jerked
back to the present by a flashy new logo on an easel that the CEO had just unveiled.
“In keeping with our updated strategy, may I present our new name—MM!”
Johnson announced portentously.
“Oh, this is just great,” thought Brian. “Now I have to go into every single applica-
tion and every single document this company produces and change our name!”
Because of its age and scientific orientation, ModMeters (as he still preferred to
call it) had been in the IT business a long time. Starting back in the early 1960s, the
4 Smith, H. A., and J. D. McKeen. “IT Planning at ModMeters.” #1-L05-.
Mini-PaperTop of FormHide Assignment Information.docx
Mini-Paper
Top of Form
Hide Assignment Information
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Purpose:
The Mini-Paper is a single-page composition on an assigned question or topic. The paper is an opportunity for students to demonstrate their comprehension of the course material and to apply it to the situation presented.
The paper is also an opportunity for the student to demonstrate his or her writing skills. Feedback will be provided for both content and grammar.
Assignment:
The Police Chief of any policy agency is either elected or appointed. Typically, the Chief reports directly
to the Mayor, County Executive, or other top political figure (and their council) within the agency's jurisdiction. Please research and discuss the impact(s) that a politician may have on the newly-elected police chief's ideas on how to handle crime in their jurisdiction. It might help to find articles such as "Chief and Mayor agree on crime plan" or "Chief and Mayor disagree on crime plan". Those types of things! Remember, this is only 1 page!
Format:
·
One full page
, headed with the student's name. (No cover page.)
· Narrative must be double spaced, with 1-inch margins, written in #12 font.
· All supportive references
must be cited in APA format
with an in-text citation as well as a full citation on a separate Resources page.
o No directly quoted (copy/paste) material may be used in this project paper.
o Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Due Date
Mar 6, 2020 11:59 PM
Hide Rubrics
Rubric Name: A MODEL Rubric for Projects - Max points
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
Equivalent to an A
Equivalent to a B
Equivalent to a C
Equivalent to a D or F
Overall content of paper or project. Value: 20 points
20 points
The paper is exemplary. Content of the paper exceeds all information required by assignment, demonstrates critical thinking skills, sophisticated analysis and other perspectives.
Points available: 18-20
17.9 points
Paper indicates effort above and beyond the Project Description in the areas of research, analysis, critical thinking, etc.
Points available: 16-17.9
15.9 points
In general, the content of the paper addresses the information required by the assignment.
Points available: 14-15.9
13.9 points
The overall content of the paper addresses less than the minimal amount of the information required by the assignment. It demonstrates marginal work and does not reflect an understanding of the project.
Points available D: 12 -13.9
Points available F: 11.9
/ 20
Overall analysis and critical thinking Value: 20 points.
Minimum of 2 scholarly sourcesInstructionsFor this assignmen.docx
Minimum of 2 scholarly sources
Instructions
For this assignment, analyze the space race.
What did it mean for the U.S. and USSR during the Cold War?
Is the space program still relevant?
Is it worth the cost, considering the growing debt?
How does the space program benefit the U.S. national economy in general?
How does it benefit the world?
Is space exploration the domain of the world's leading nations?
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
.
minimum 1000 wordsUsing the University Digital Library or the .docx
minimum 1000 words
Using the University Digital Library or the Google scholar website locate articles discussing different use of Blockchain Technology.
Write a small literature review about internet of things(IOT).
Discuss how internet of things(IOT) could be secured using blockchain Technology.
Your final document should include an Abstract and a Conclusion. This assignment should be in APA format and have to include at least six references. Also a required template is included, make sure to use it.
.
Minimum 300-wordCase Study Frederi.docx
***********Minimum 300-word**************
Case Study
: Frederick is a student at Central Fictional State University (CFSU), and he has a great idea for a new business invention. Frederick's invention and the business that he plans to found based on it will absolutely revolutionize the market and will make him very rich. He decides to share his idea with a few trusted professors, and he even uses the idea in a research project for one of his classes.
While Frederick is at home over summer break, he discovers, much to his dismay, that his professors have stolen his idea and have opened a business marketing his new invention. Frederick immediately seeks the advice of the local lawyer who has a reputation for being a "scorched-earth" litigator. He advises Frederick that he should sue “those professors for everything they've got." Frederick, however, is not sure if he should file an aggressive lawsuit, or if there is a better way to proceed.
Frederick knows that your business recently completed mediation to settle a lawsuit filed by one of your suppliers. He comes to you for advice on how to proceed. What is your answer to Frederick? In your response, consider whether the decision to file suit or to proceed through some form of alternative dispute resolution is affected by the previous relationship with the professors (can/should you sue a friend, how will the decision impact an ongoing relationship, etc.). Also, what role could Frederick’s faith play in his decision?
.
Min 350 words Discussion Questions Explain what psychologic.docx
Min 350 words
Discussion Questions
: Explain what psychological and behavioral factors play a role in those ‘homegrown’ individuals becoming radicalized and conducting terrorist attacks within their own nation. Also, address at least one radicalization model mentioned in the required readings that you feel accurately describes the process by which individuals become extremists.
.
Mini CAseBuilding Shared Services at RR Communications4.docx
Mini CAse
Building Shared Services at RR
Communications4
Vince Patton had been waiting years for this day. He pulled the papers together in front of
him and scanned the small conference room. “You’re fired,” he said to the four divisional
CIOs sitting at the table. They looked nervously at him, grinning weakly. Vince wasn’t
known to make practical jokes, but this had been a pretty good meeting, at least relative to
some they’d had over the past five years. “You’re kidding,” said Matt Dawes, one of the
more outspoken members of the divisional CIO team. “Nope,” said Vince. “I’ve got the
boss’s OK on this. We don’t need any of you anymore. I’m creating one enterprise IT orga-
nization, and there’s no room for any of you. The HR people are waiting outside.” With
that, he picked up his papers and headed to the door, leaving the four of them in shock.
“That felt good,” he admitted as he strode back to his office. A big man, not
known to tolerate fools gladly (or corporate politics), he was not a cruel one. But those
guys had been thorns in his side ever since he had taken the new executive VP of IT job
at the faltering RR Communications five years ago. The company’s stock had been in
the dumpster, and with the dramatically increased competition in the telecommunica-
tions industry as a result of deregulation, his friends and family had all thought he was
nuts. But Ross Roman, RR’s eccentric but brilliant founder, had made him an offer he
couldn’t refuse. “We need you to transform IT so that we can introduce new products
more quickly,” he’d said. “You’ll have my full backing for whatever you want to do.”
Typically for an entrepreneur, Roman had sketched the vision swiftly, leaving some-
one else to actually implement it. “We’ve got to have a more flexible and responsive IT
organization. Every time I want to do something, they tell me ‘the systems won’t allow
it.’ I’m tired of having customers complaining about getting multiple bills for each of our
products. It’s not acceptable that RR can’t create one simple little bill for each customer.”
Roman punctuated his remarks by stabbing with his finger at a file full of letters to the
president, which he insisted on reading personally each week. “You’ve got a reputation
as a ‘can do’ kind of guy; I checked. Don’t bother me with details; just get the job done.”
Vince knew he was a good, proactive IT leader, but he hadn’t been prepared
for the mess he inherited—or the politics. There was no central IT, just separate divi-
sional units for the four key lines of business—Internet, mobile, landline, and cable TV
service—each doing its own thing. Every business unit had bought its own hardware
and software, so introducing the common systems that would be needed to accomplish
Roman’s vision would be hugely difficult—that is, assuming they wanted them, which
they didn’t. There were multiple sales systems, databases, and customer service centers,
all of which led to customer and bus.
Miller 3Carrie MillerAfrican American Authors from 1900’s to.docx
Miller 3
Carrie Miller
African American Authors from 1900’s to Present
04/26/2020
Claude McKay Outline
I. Introduction
A. Background: For every literary period, there is always a group of writers that define it. When it comes to the Harlem Renaissance, a period that characterized eruption of activities among the African Americans in almost every art field, Claude McKay was the unquestioned leader. Born in 1889, in Sunny Ville, Jamaica, McKay went to become a novelist and a poet known in Britain, USA, and his home land. At the age of seventeen, McKay started writing poems with the influence of his brother, Theophilus. Theophilus was a school teacher in Jamaica, therefore was interested in literature. At a young age, Theophilus helped McKay to develop an interest in the British literature. Claude McKay started receiving mentorship from Walter Jekyll, an Englishman from Jamaica. Jekyll encouraged McKay to write dialect verses. Later on in 1912, McKay immigrated to USA, establishing himself as a renowned poet. He went on to publish Songs of Jamaica, Constab Ballads and two volumes of dialect verse.
B. Transition to Thesis: After his immigration to the United States of America, McKay started to experience things that he did not expect. McKay had not experienced racism until he joined the Tuskegee Institute to study agronomy. America’s racism sparked the fire in McKay to write even more, talking real issues and letting his readers understand what was happening and getting to their guts. He then moved to New York and invested in a restaurant. He married Eulalie Imelda Lewars. McKay published two poems there before he gained recognition as a lyric poet from Frank Harris, an editor at Pearson’s magazine. The Liberator’s editor Max Eastman also recognized him. Throughout his life, McKay was keen to make sure that he addressed the issues that were in the society.
C. Thesis Statement: Claude McKay was an influential poet that was best in addressing real life issues from the Harlem Renaissance period.
II. Significance to New York City
McKay was Voice to the people of Harlem
McKay had a famous voice to the rights of the African Americans in America. During his time, the situation for the blacks was tough and dangerous. The African Americans at that time who dared to oppose discrimination ended up suffering at the hands of the police. The African Americans had no choice but to live in fear of speaking the truth as it was and facing the real life. They, as a result, decide to play down their feeling and thoughts. McKay gave the people of Harlem a helping hand to break from their cocoon. He gave the people a voice, inspired them to go for their rights.
McKay helped in the Cultural Identity of the black people
McKay raised the consciousness of the need to reflect on the issues that affect the African Americans in USA. He attracted the attention of researchers and people in academia to explore the unique problems that the African Americans faced.
By attractin.
Milestone 1 business law.docxby China BrownSubmission da.docx
Milestone 1 business law.docx
by China Brown
Submission date: 25-Mar-2020 10:54AM (UTC-0400)
Submission ID: 1281795692
File name: Milestone_1_business_law.docx (22.01K)
Word count: 1020
Character count: 5074
100%
SIMILARITY INDEX
1%
INTERNET SOURCES
0%
PUBLICATIONS
100%
STUDENT PAPERS
1 100%
Exclude quotes On
Exclude bibliography Off
Exclude matches Off
Milestone 1 business law.docx
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Southern New Hampshire
University - Continuing Education
Student Paper
FINAL GRADE
/100
Milestone 1 business law.docx
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
PAGE 1
PAGE 2
PAGE 3
PAGE 4
PAGE 5
Milestone 1 business law.docxby China BrownMilestone 1 business law.docxORIGINALITY REPORTPRIMARY SOURCESMilestone 1 business law.docxGRADEMARK REPORTFINAL GRADEGENERAL COMMENTSInstructor
BUS 206 Milestone One Guidelines and Rubric
Overview: Business law impacts our everyday lives, both personally and professionally. Businesses enter contracts, manufacture goods, sell services and products,
and engage in employment and labor practices—activities that must all adhere to certain laws and regulations. Recognizing and evaluating legal issues is a
fundamental skill that will help you navigate commercial relationships and avoid potential problems in the business world.
Prompt: Imagine yourself as a paralegal working in a law office that has been tasked with reviewing three current cases. You will review the case studies and
compose a short report for each, applying your legal knowledge and understanding of the types of business organizations. In each of the three reports, you will
focus on areas of law covered in this course. Case Study One focuses on the legal system, criminal law, and ethics.
Case Study One: Chris, Matt, and Ian, who live in California, have decided to start a business selling an aftershave lotion called Funny Face over the internet. They
contract with Novelty Now Inc., a company based in Florida, to manufacture and distribute the product. Chris frequently meets with a representative from
Novelty Now to design the product and to plan marketing and distribution strategies. In fact, to increase the profit margin, Chris directs Novelty Now to substitute
PYR (a low-cost chemical emulsifier) for the compound in Novelty Now’s original formula. PYR is not FDA approved. Funny Face is marketed nationally on the
radio and in newspapers, as well as on the web and Facebook. Donald Margolin, a successful CEO and public speaker, buys one bottle of Funny Face over the
internet. After he uses it once, his face turns a permanent shade of blue. Donald Margolin and his company, Donald Margolin Empire Inc., file suit in the
state of New York against Novelty Now Inc. and Chris, Matt, and Ian, alleging negligence and seeking medical costs and compensation for the damage to his face
and business reputation. It is discovered that PYR caused Margolin’s skin discoloration..
Militants have altered the social meaning of Islam, especially in th.docx
Militants have altered the social meaning of Islam, especially in the Western mind. Do you believe that there are any other religions that offer violent extremism through misinterpretation? If so, which ones? Did the events of 9/11 impact your view of Islam? In what way?
.
Min 350 words.Discussion Questions For your forum post, d.docx
*Min 350 words.*
Discussion Questions
: For your forum post, distinguish the way the media was utilized by terrorist organizations in the past to advance their objectives to that being employed today. Specifically address both the pre-9/11 style terrorist means of communication and influence and contrast them with the current day terrorist internet/social media based methods.
Reply to each post there are TWO of them
*150 words min each*
1. For centuries, decades, and years now terrorist organizations has used the media to spread their message across the world, reaching hundreds of thousands of people. According, to Felger and Lesinger, “The media do not create terrorism, but certain actions of the media can facilitate the achievement of the strategic goals of terrorist groups” (Felger & Lesinger, 2017). Terrorists’ organizations utilize media outlets such as local and international newspapers and television. The ultimate goal of terrorists groups is to create fear and terror in order to get their message across whether it’s for religion or political reasons. We all know that the media is a powerful tool that sometimes could be misleading. Before the creation of the Internet terrorist would use newspapers, radio stations, and even word of mouth to spread their news. As one can imagine those methods took a while to spread throughout the local community or world. In addition, the facts and small details became lost in the translation of the events that actually took place. In the past terrorists used, rebel radio stations, television, underground newspapers, flyers, posters, and other types of publications to communicate, recruit, train, as a means to spread propaganda (Hoffman, 2006, p. 199).
Terrorist organizations has always used the media to spread propaganda or their agendas, however the 9/11 attacks has forever changed how terrorist organizations utilized the media to spread their fears on a global scale. In today’s society technology has made it a lot easier for terrorist organizations to spread their word and intentions. Just about every person in the world is carrying a smartphone. Smartphones allows individuals to access media outlets at all times. Information can be passed on through smartphones in a matter of seconds. In today’s society terrorist organizations also uses social media to help spread their intentions. They also use social media platforms to recruit and post training videos. In conclusion, after reading this week’s lesson we can determine that before social media, the internet and advance technology it was a lot harder for terrorist groups to spread their intentions, however they still made it happen.
2. In our discussion this week we must analyze the way terrorist organizations “utilized” the media in the past. I specifically highlight the word “utilize” because that’s exactly what terrorist organizations did. They used the media for their own benefit. In
Inside Terrorism
Bruce Hoffman specific.
Minimum of 100 words each, with one reference each…1) On Hea.docx
Minimum of 100 words each, with one reference each…
1) On Healthy People 2030 what is a topic or objective that you see that is a current issue? A topic, or objective that has changed over time?
2) Do you think dental care falls into health promotion? How about your own area, are there dental clinics?
3)
.
Minimum 4 page with 3 references and NO TITLE PAGE1) briefly sum.docx
Minimum 4 page with 3 references and NO TITLE PAGE
1) briefly summarizes the article "Culture and Trust in Knowledge Sharing.pdf" attached,
2) explains the article’s significant contribution to the general field of Knowledge Management.
3) explains how organizational culture is used within your organization to foster knowledge sharing.
.
Mila Jefferies is a recently widowed 36-year-old mother of two c.docx
Mila Jefferies is a recently widowed 36-year-old mother of two children and the daughter of two aging parents in the southeastern United States. She and her children have recently relocated from an urban neighborhood to a rural town to care for her parents, Robert and Susan. The move involved a job change for Elizabeth, a change in schools for the children, and an increased distance from the family of the children’s deceased father. Mila’s older child is a 5-year-old daughter, recently diagnosed with autism spectrum disorder and dyslexia. The younger of the two children is a 3-year-old boy with asthma that has been difficult to control since the move. Robert is a 72-year-old Methodist minister who recently suffered a stroke, leaving him with diminished motor function on his left side and difficulty swallowing. Susan is 68 years old and suffers from fibromyalgia, limiting her ability to assist with the daily care of her husband. She has experienced an increase in generalized pain, difficulty sleeping, and worsening fatigue since her husband’s stroke.
Use the Neuman systems model as a conceptual framework to respond to the following:
• Describe the Jefferies family as a client I system using each of the five variables.
• What actual and potential stressors threaten the family? Which stressors are positive, and which are negative? Separate the actual and potential stressors that threaten the individual members of the family. Which of the stressors are positive, and which are negative?
• What additional nursing assessment data are needed considering Robert’s medical diagnoses? What additional data would be helpful for Susan’s medical diagnoses? What about each of the children?
• What levels of prevention intervention(s) are appropriate for the Jefferies family? Propose potential prevention intervention(s) for each member of the family.
• Identify your nursing priorities if you were providing care to this family.
.
Mikayla Schumacher .docx
Mikayla Schumacher
10039 Sleepy Hollow Lane Port Richey, FL 34668
03/08/20
Daisy’s Pediatrician Office Attn: Hiring Representative 1307 State Rd 69 New Glarus, WI 53574
Dear Hiring Representative:
I am contacting you in response to the Office Manager position posted on Indeed.com for the Daisy’s Pediatrician Office. I will be completing my associate degree shortly; and I was excited to find an opportunity that matches my skill set. As you will see from my resume, I have nursing aide, nursing assistant, and management certifications.
Throughout my academic and professional careers, I have proven my ability in:
· Electronic Medical Records including patient data entry and retrieval from EHR.
· Patient Monitoring such as observing patient blood pressure using wireless devices
· Communication skills needed to communicate with patients to assess their health
· Charting and Documentation
These examples demonstrate just the beginning of what I can offer to Daisy’s Pediatrician Office as the Office Manager. I welcome the opportunity to interview with you, and demonstrate my other capabilities to you. I can be reached at (727) 608-8563 or [email protected].
Thank you for your consideration, and I look forward to speaking with you soon.
Respectfully,
Mikayla Schumacher
Resume (enclosed)
10/16/2008
1
HOW CHILDREN HOW CHILDREN HOW CHILDREN HOW CHILDREN
EXPERIENCE ABUSEEXPERIENCE ABUSE
Dynamics of VictimizationDynamics of Victimization
DYNAMICS OFDYNAMICS OF
CHILD SEXUAL ABUSECHILD SEXUAL ABUSE
Help us understand the Help us understand the
child’s perspective and child’s perspective and child s perspective and child s perspective and
coping strategiescoping strategies
Adapted from © CornerHouse 2002
Child Sexual Abuse Child Sexual Abuse
Accommodation SyndromeAccommodation Syndrome
Roland Summit, MDRoland Summit, MD
S S -- SecrecySecrecy
HH H lpl ssn ssH lpl ssn ssH H -- HelplessnessHelplessness
E E -- Entrapment and AccommodationEntrapment and Accommodation
D D -- Delayed or Unc.
Miguel JuncoReferences PathophysiologyBohannon, R. W. (1983). .docx
Miguel Junco
References Pathophysiology
Bohannon, R. W. (1983). Results of Resistance Exercise on a Patient with Amyotrophic Lateral Sclerosis. Phys. Ther, 63(6), 965–968. doi: 10.1093/ptj/63.6.965
Goodman, C. C., & Marshall, C. (2017). Pathology for the physical therapist assistant. Philadelphia: Saunders.
Jette, D. U., Slavin, M. D., Andres, P. L., & Munsat, T. L. (1999). The Relationship of Lower-Limb Muscle Force to Walking Ability in Patients with Amyotrophic Lateral Sclerosis. Phys Ther, 79(7), 672–681. doi: 10.1093/ptj/79.7.672
Martin, S., & Kessler, M. (2016). Neurologic interventions for physical therapy. St. Louis: Elsevier Saunders.
Bello-Haas, V. D., Kloos, A. D., & Mitsumoto, H. (1998). Physical Therapy for a Patient Through Six Stages of Amyotrophic Lateral Sclerosis. Phys. Ther, 78(12), 1312–1324. doi: 10.1093/ptj/78.12.1312
The Relationship of Lower-Limb
Muscle Force to Walking Ability in
Patients With Amyotrophic
Lateral Sclerosis
Background and Purpose. The purpose of this study was to determine
the level of muscle force associated with ability to walk in the
community without assistance, in the community with assistance, or at
home only in individuals with amyotrophic lateral sclerosis (ALS).
Subjects and Methods. Percentage of predicted maximal muscle force
(%PMF) of lower-extremity muscles was determined, and walking
ability was categorized in 118 patients with ALS during periodic visits to
the Neuromuscular Research Unit. Data were derived from consecu-
tive visits in which subjects demonstrated declines in walking ability.
Means for %PMF of each muscle group and a limb average were
calculated at each consecutive visit. Results. The mean lower-extremity
average %PMF was: (1) 54.01% (SD512.76%) for subjects who walked
independently in the community and 50.19% (SD514.38%) during
the next visit when these same subjects required assistance in the
community (difference53.82%, 95% confidence interval [CI]5
2.4525.19);(2) 37.52% (SD515.17%) during the last visit that subjects
walked with assistance in the community and 32.18% (SD513.83%)
during the next visit when they walked only at home (differ-
ence55.33%, 95% CI53.61–7.06); and (3) 19.12% (SD59.08%) dur-
ing the visit when subjects were last able to ambulate at home versus
13.70% (SD57.36%) when they became unable to walk (differ-
ence55.42%, 95% CI52.9727.96). Conclusion and Discussion. The
findings suggest there are required levels of lower-extremity muscle
force for various categories of walking ability. Variations in forces
within and between categories of walking ability, however, indicate the
complexity of this relationship. [Jette DU, Slavin MD, Andres PL,
Munsat TL. The relationship of lower-limb muscle force to walking
ability in patients with amyotrophic lateral sclerosis. Phys Ther.
1999;79:672– 681.]
Key Words: Gait; Muscle performance, lower extremity; Neuromuscular disorders, general.
672 Physical Therapy . Volume 79 . Number 7 . July 1999
Re
se
ar.
Migration is a significant feature of ancient and medieval life. Usi.docx
Migration is a significant feature of ancient and medieval life. Using examples from the medieval world, consider how the name we give to these movements of peoples shapes our view of their cultures. How do we define
migration vs. invasion
? Which term is most appropriate to the more fluid pre-modern political entities of this period? Were migration and invasion more harmful or more beneficial in the early medieval period? Explain.
Your journal entry must be at least 200 words. No references or citations are necessary
.
Milanovic explores three dimensions of income inequality. These dime.docx
Milanovic explores three dimensions of income inequality. These dimensions are inequality between individuals within a country (chapter 1), between countries (chapter 2), and between individuals regardless of country (chapter 3). Discuss how inequalities in these 3 dimensions have changed in the last decades and what are the channels through which inequality is likely to hinder economic growth. Are these channels still the same? To write the essay, use at least one vignette from each chapter
.
Migration and immigration is an age-old process of people moving acr.docx
Migration and immigration is an age-old process of people moving across borders. Some argue it is detrimental to a country’s stability and others say that it brings benefits. Historically, what were some effective solutions to this social phenomenon? Develop a list of pros and cons to the U.S. as well as global migration. Describe the impact on individuals, countries, and the larger world context. What are some effective modern-day solutions that are being proposed?
.
Meriwether County Public School System Cyber Security Project .docx
Meriwether County Public School System Cyber Security Project
Mamba Cyber Agency
Feb 13th, 2020
Executive summary
Meriwether county has four school systems it is important we protect our students and staff from threats on the internet. We want to bring our school system more knowledge and safety when it comes to using the internet. Our school district has plenty of computers that we need to monitor. We have rules and guidelines that we govern by in order to protect all those inside the district. This will not only benefit us but inform students and staff about the risk that they are taking while using the internet.
Authorization
This Project officially approves an undertaking to build up a united cyber security team that will protect the students from unauthorized website, protect our teachers from intruders stealing information. We will also educate students and staff about unknown websites and also go through simulations and the proper procedures whenever they come across an incident. A Project Plan will be sent out to the superintendent for approval. Task exercises will start once the Project Plan and the assets to execute it are affirmed by the Superintendent. To be included in the Project Plan:
· Scope
· Schedule
· Cost estimate
· Budget
· Management of scope, resources, quality, risk, schedule, Human Resources, communications, and procurement.
Mission
The mission of this project is to better protect our students and staff of threats that are on the internet. Also, we want to educate the county on why this is important and how this will better protect assets.
This task meets the accompanying security needs:
· Protection for Staff and Students
· Monitor student actions on computers without proper access
· Stay informed when malware or Trojan virus tries to attack
· Train staff to understand what the proper proto call are when
Scope of the Project
The Focus point of this project is to be able to provide better technical support within the school district. We must reach out to software companies and try to find the best software that will better protect our school system. We must gather a team that has the security knowledge to help our district be less vulnerable.
For this undertaking, we will be using the software Iboss, Sophos, and ManageEngine
Design Principles
Meriwether County School District will have the accompanying characteristics, highlights or usefulness:
· Taking time to careful train our staff
· Have monthly meeting with the staff to reassure that they have a good understanding of the importance of unknown websites
· Monitor all computers for infections to protect students.
Project Management
The Project Manager, Quartez Williams is thus approved to interface with the executives, haggle for assets, delegate obligations inside the system of the venture, and speak with all temporary workers and the board, as required, to guarantee fruitful and opportune culmination of the task. The Proje.
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https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
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Week 3 Assignment - OnboardingInstructionsThe first written as.docx
- 1. Week 3 Assignment - Onboarding Instructions The first written assignment for this course is due in Week 3 and requires you to draw upon what you have learned in the first 3 weeks of class to analyze the total rewards system offered by two well-known organizations, L.L. Bean and Aflac. To complete the assignment, you will need to read the Society for Human Resource Management (SHRM) case study, Benefits and Business at Aflac and L.L. Bean , that is posted at the bottom of this page. After reading the case study, you are to answer the questions below. Be sure to incorporate appropriate scholarly and practitioner references to support your key ideas. The total length of your assignment should be no more than 5-6 pages, not including the cover page and reference list. The assignment is worth 100 points and 20% of your total grade. It will be scored according to the corresponding grading rubric that is posted at the end of this page. Case Study Questions. Pick one of the companies presented in the SHRM case study, either Aflac or L.L. Bean, and answer the following: Think about the internal strengths and weaknesses of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points Consider the external opportunities and threats of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
- 2. Given the corporate values of the organization, what revisions would you make to its benefits program in order to better align it with the accomplishment of the company’s organizational goals and values? 50 points 1st Assignment Benefits at AFLAC and LLBean.pdf rubric: Written Assignment Grading Rubric A B C F Response Quality 50 points/50%
- 3. Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course. Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others. Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others. Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others. Evidence 20 points/20% Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in
- 4. reasoning—i.e., the reader does not need to assume anything or do additional research to accept main argument. Provides necessary evidence to convince reader of most aspects of the main argument(s) but not all. The importance/ relevance of some evidence presented may not be totally clear. Reader must make a few mental leaps or do some additional research to fully accept all aspects of main argument. Not enough evidence is provided to support student’s argument(s), or evidence is incomplete, incorrect, or oversimplified. Information from reference material is not effectively used. Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplifications. There is little or no mention of information from reference material. Sources 10 points/10% Evidence is used from a wide range of sources, including scholarly material, appropriate websites, professional articles, etc. not explicitly discussed in class. Evidence is used from many sources, but student relies heavily on a more limited set of sources. Some effort is made to go beyond material presented in class when required, but not
- 5. much. If outside sources are used, they are primarily non- scholarly (i.e., intended for a general audience) and/or web- based. Does not go beyond the material that has been provided by professor. Only minimally uses sources provided by instructor, or relies exclusively on non-scholarly outside sources. A B C F Citations 10 points/10% All sources are properly cited according to APA format.
- 6. All evidence is cited, but there are some minor problems with completeness or APA format of some citations. Some pieces of the assignment are unreferenced or inaccurately referenced, and there are problems with completeness and APA format of citations. No attempt is made to cite evidence. Clarity and Style 10 points/10% All sentences are grammatically correct and clearly written. No words are misused or unnecessarily verbose. Technical terms, words from other languages, and words from other historical periods are always explained. All information is accurate and up-to-date. All sentences are grammatically correct and clearly written. An occasional word is misused or unnecessary. Technical terms, words from other languages, and words from other historical periods are usually, but not always, explained. All information is accurate and up-to-date. Paper contains no more than a few minor errors, which do not adversely affect the reader’s ability to understand the student’s writing. A few sentences are grammatically incorrect or not clearly written. Several words are misused. Technical terms, words
- 7. from other languages, and words from other historical periods are rarely explained. Paper contains several errors that impair the reader’s ability to understand what is written. Paper is full of grammatical errors and bad writing. Several words are misused. Technical terms, words from other languages, and words from other historical periods are rarely explained. Paper contains numerous errors that make it difficult for the reader to understand the writing.