Week 7 nr700 reflection on learning re submit assignment· due

•Download as DOCX, PDF•

0 likes•105 views

This document outlines the requirements for a weekly reflection assignment in an online DNP course. Students are asked to write 1-2 paragraph reflections on their learning each week addressing specified questions. They will compile their weekly reflections into an ePortfolio reflection. The reflection is meant to deepen learning through self-assessment of knowledge gained, identification of gaps, and evaluation of progress toward course and degree outcomes. It is worth 100 points and due at the end of week 7.

Education

Week 7: NR700 Reflection on Learning
Re-submit Assignment
· Due Feb 21 by 11:59pm
· Points 100
· Submitting a text entry box or a website url
Purpose
The purpose of this activity is to deepen learning through
reflective inquiry. This activity will allow for expansion in self-
awareness, identification of knowledge gaps, and assessment of
learning goals.
Course outcomes: This assessment enables the student to meet
the following course outcomes:
1. Explore the DNP role and advanced practice issues within
collaborative teams across diverse healthcare systems. (PO 1, 6,
8, 9)
2. Examine nursing ways of knowing and the development of
nursing science. (PO 3, 5, 9)
3. Analyze the concepts and principles used in theory
development in nursing. (PO 3, 5. 9)
4. Differentiate research, quality improvement, and evidence
based practice as it relates to the role of the DNP. (PO 3, 5, 6)
5. Demonstrate evidence search techniques to support
translation science (PO 3, 5)
6. Critically appraise level and quality of evidence (PO 3, 5)
7. Translate evidence at the microsystem, mesosystem, and
macrosystem levels of healthcare systems (PO 2, 3, 4, 5, 6, 9)
Due date: Sunday 11:59 p.m. MT at the end of Week 7. The
Late Assignment Policy applies to this assignment.
Total points possible: 100 points
Preparing the Assignment
Follow these guidelines when completing each component of
this assignment. Contact your course faculty if you have

questions. It is each student's responsibility to save and
maintain all artifacts required in the e-Portfolio (Links to an
external site.).
1. Write a brief 1-2 paragraph weekly reflection addressing the
questions posed in the Reflect section of each weekly module.
Edit your ePorfolio Reflection to include each weekly
reflection.
2. Include the following sections in your ePorfolio Reflection.
Week 1
· What were the most important concepts you learned in week
1?
· Why are these concepts important?
· How will they prepare you for your future role as a DNP-
prepared nurse?
· In what ways do you feel prepared for your new role? In what
ways do you feel unprepared?
Week 2
· Provide one specific example of how you achieved the weekly
objectives.
· What do you value most about your learning this week?
· What else do you need to explore to further grow as a DNP
practice scholar?
Week 3
· Provide one specific example of how you achieved the weekly
objectives.
· What personal values, if any, were challenged this week?
· What values can you reaffirm or want to reconsider after this
learning?
Week 4
· Provide one specific example of how you achieved the weekly
objectives.
· What concepts, theories, models, tools, techniques, and
resources in this week did you find most valuable?
· What issues had you not considered before?
Week 5

· Provide one specific example of how you achieved the weekly
objectives.
· How might you use this information in your future role as a
DNP practice scholar?
· What topics, if any, had you not considered before?
Week 6
· Provide one specific example of how you achieved the weekly
objectives.
· What knowledge do you still need to demonstrate competency
in the weekly concepts?
· What skills do you need to continue developing to apply these
concepts?
Week 7
· Provide one specific example of how you achieved the weekly
objectives.
· What are the core values and best practices that define the
roles of the DNP practice scholar?
· How will this knowledge improve your effectiveness as a DNP
practice scholar?
· What skills do you need to implement these best practices and
how will you develop them?
Writing Organization and Mechanics
· Grammar and mechanics are free of errors.

NURS 4020: Leadership Competencies in Nursing and Healthcare Practicum Practicum Change Project The practicum is designed to help you develop as a scholar practitioner and health leader to promote positive social change in your community. The practicum is an active learning experience that provides you with the opportunity to apply nursing knowledge and skills that you are acquiring in NURS 4020 to current or past experiences in a healthcare setting. The practicum is comprised of selected onsite experiences and weekly practicum discussions. Throughout your practicum experience you will collaborate with leaders and other colleagues, with fellow students in practicum discussion groups, and with your faculty. Each week of the course outlines specific activities or reflections you will engage in during your practicum as you complete your proposed Practicum Change Project. A complete description is presented on the Practicum discussion page of each week and a brief outline of the activities is presented below. The practicum for NURS 4020 is a minimum of 45 hours. Practicum Change Project Overview Practicum Change Project Overview Each week, your instructor will assign a discussion to the class. Within an instructor-assigned discussion team, you will participate in a total of six discussions for this project. Satisfactory completion of these six discussions and a PowerPoint Presentation of your Practicum Change Project will satisfy the requirement for the practicum. The purpose of the Practicum Change Project is for you to design and offer a change project specific to your work setting to be implemented once the course is over and once approved by management at your setting. The team discussion provides an avenue for you to share ideas, to critique each other’s work, and to offer support to each other. Your instructor will visit your team site to offer guidance as needed. The team discussion is meant to be relaxed and enjoyable. Have fun! The following is a list of the weekly, project-related discussions and activities. Week 1 · Discussion: Identify a Change Project Week 2 · Discussion: Apply Change Theory to the Proposed Change Week 3 · Attend a multidisciplinary team meeting · Interview a leader from another clinical discipline · Discussion: Best ways to communicate change Week 4: · Discussion: Manage resources for the Practicum Change Project Week 5: · Discussion: Address Quality and Safety Issues Week 6: · Discussion: Present Practicum Change Project Access the following useful information in Course Info: Practicum Discussion Grading Rubric PowerPoint Presentation Grading Rubric Question 1 As discussed earlier, it is common for businesses to change their structure or decide to start a new business. As you begin to research different business formations for this week's written assignment, where are you going to go for assistance? What are some good resources? Once you decide on the business form, how do you go about making the .

Session 5Sidwell Friends School

What's hot

Sheet1 your name hereadvertiser #1advertiser #2advertiser #3advert

rock73

The art and science of holistic nursing – nurs 3371 holistic

rock73

Week 4 data chart and bar graphs the data chart and bar gr

ssuser774ad41

Note making for assignments

JAHennessyMurdoch

Assignment 1 rubric name -__________________________

sodhi3

Assessment 4 ethics approval form.docx applic

sodhi3

Instructions this assignment is an opportunity to formally apply

simba35

如何撰寫並投稿專業論文至SCI/SSCI期刊-三星統計陳建宏顧問-20130717

Beckett Hsieh

Order #172228247 (status writer assigned)review evaluation (2 pag

JUST36

The paper is a book review & must include all of the following

BHANU281672

Apus assignment rubric lower level undergraduate 300 400 courses

aman341480

Week 4 assignment block business letter overviewin this

SUBHI7

Part 1 review the essay criteria, and then draft a plan for co

JUST36

Name ________________________rhetorical analysis rubric_mr

amit657720

The basic writing rules (bw rs)in this document, i shall li

rock73

Week 6 final assignment psychological assessment guides are created

SUBHI7

Questions 1 9 (all answers must be placed on separate answ

YASHU40

Fnbe january 2015 assignment 2 (1)

Kenneth Tan

What's hot (18)

Sheet1 your name hereadvertiser #1advertiser #2advertiser #3advert

The art and science of holistic nursing – nurs 3371 holistic

Week 4 data chart and bar graphs the data chart and bar gr

Note making for assignments

Assignment 1 rubric name -__________________________

Assessment 4 ethics approval form.docx applic

Instructions this assignment is an opportunity to formally apply

如何撰寫並投稿專業論文至SCI/SSCI期刊-三星統計陳建宏顧問-20130717

Order #172228247 (status writer assigned)review evaluation (2 pag

The paper is a book review & must include all of the following

Apus assignment rubric lower level undergraduate 300 400 courses

Week 4 assignment block business letter overviewin this

Part 1 review the essay criteria, and then draft a plan for co

Name ________________________rhetorical analysis rubric_mr

The basic writing rules (bw rs)in this document, i shall li

Week 6 final assignment psychological assessment guides are created

Questions 1 9 (all answers must be placed on separate answ

Fnbe january 2015 assignment 2 (1)

Similar to Week 7 nr700 reflection on learning re submit assignment· due

Edu120 week 5 guidanceStephanie Parlee

Companion Materials Looking Through the Lens of Rubrics

anniesyso

NURS 4020 Leadership Competencies in Nursing and Healthcare Pract.docx

hopeaustin33688

Session 5Sidwell Friends School

Giving feedback to teachersgnonewleaders

High quality feedback-session_ppt

Peter Bellisle

Analytical skills.pptx

smitha724615

Proactive Feedback Strategies in Online (and Offline) Teaching

David Lynn Painter

Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.

Spe 544 Enhance teaching / snaptutorial.com

Davis135a

Spe 544 Massive Success / snaptutorial.com

Reynolds76

SPE 544 Exceptional Education / snaptutorial.com

donaldzs129

Four Levels Of Evaluation (Kirkpatrick Model) By Ravinder Tulsiani

Ravinder Tulsiani

Presentation Theoryguest162564

Day 1 trainingThomas Feller, Jr.

Assignment 2 Fink Step 3Due Week 7 and worth 200 pointsFor .docx

braycarissa250

Assignment 2: Fink Step 3 Due Week 7 and worth 200 points For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies. Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value. For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons. First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it. For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects. Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it. 1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge? 2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this. 3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments? 4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments. It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...

Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...Gerri Spinella

Session 4Sidwell Friends School

Spe 544 Education Redefined - snaptutorial.com

DavisMurphyD4

Blogging in the ePortfolio environment to enhance reflective practice: a serv...

Europortfolio / ePIC

Instructional Rounds Overview

Amanda Silkett

Similar to Week 7 nr700 reflection on learning re submit assignment· due (20)

Edu120 week 5 guidance

Companion Materials Looking Through the Lens of Rubrics

NURS 4020 Leadership Competencies in Nursing and Healthcare Pract.docx

Session 5

Giving feedback to teachers

High quality feedback-session_ppt

Analytical skills.pptx

Proactive Feedback Strategies in Online (and Offline) Teaching

Spe 544 Enhance teaching / snaptutorial.com

Spe 544 Massive Success / snaptutorial.com

SPE 544 Exceptional Education / snaptutorial.com

Four Levels Of Evaluation (Kirkpatrick Model) By Ravinder Tulsiani

Presentation Theory

Day 1 training

Assignment 2 Fink Step 3Due Week 7 and worth 200 pointsFor .docx

Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...

Session 4

Spe 544 Education Redefined - snaptutorial.com

Blogging in the ePortfolio environment to enhance reflective practice: a serv...

Instructional Rounds Overview

More from SALU18

AFRICAResearch Paper AssignmentInstructionsOverview.docx

SALU18

AFRICA Research Paper Assignment Instructions Overview In developing your expertise in transnational organized crime (TOC) you will be writing a series of research papers. All together the writing contained in all these papers combined would be quite significant project! You will find that in some modules, the research papers mimic our readings with respect to subject matter and some modules, the research papers do not mimic the reading. Again, the goal of these research papers is to stretch the depth and breadth of your knowledge. You should feel well prepared to teach a course in TOCs after completing this course. The research papers and PowerPoints you create could serve as the basis for such class. Additionally, you will find that this course and the course CJUS701 Comparative Criminal Justice Systems complement each other very well. Instructions · Each research paper should be a minimum of 6 to 8 pages. · The vast difference in page count is because some countries and/or crime/topics are quite easy to study and some countries and/or crime/topics have very limited information. · In some instances, there will be a plethora of information and you must use skilled writing to maintain proper page count. · Please keep in mind that this is doctoral level analysis and writing – you are to take the hard-earned road – the road less travelled – the scholarly road in forming your paper. · The paper must use current APA style, and the page count does not include the title page, abstract, reference section, or any extra material. · The minimum elements of the paper are listed below. · You must use a minimum of 8 recent (some countries/crimes/topics may have more recent research articles than others), relevant, and academic (peer review journals preferred and professional journals allowed if used judiciously) sources, at least 2 sources being the Holy Bible, and one recent (some countries/crime/topics have more recent than others) news article. Books may be used but are considered “additional: sources beyond the stated minimums. You may use .gov sources as your recent, relevant, and academic sources if the writing is academic in nature (authored works). You may also use United Nations and Whitehouse.gov documents as academic documents. · Again, this paper must reflect graduate level research and writing style. If you need to go over the maximum page count you must obtain professor permission in advance! Please reference the Research Paper Rubric when creating your research paper. These are minimum guidelines – you may expand the topics covered in your papers. 1) Begin your paper with a brief analysis of the following elements: a. Country analysis i. Introduction to the country ii. People and society of the country iii. What is the basic government structure? 2) Analyze the nature of organized crime in the assigned area (you may narrow the scope of your analysis through your introduction or thesis stat.

Adversarial ProceedingsCritically discuss with your classmates t.docx

SALU18

Advances In Management .docx

SALU18

Advances In Management Vol. 9 (5) May (2016) 1 Generation Gaps: Changes in the Workplace due to Differing Generational Values Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra* Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA *[email protected] Abstract The purpose of this study is to discuss the generational gaps that are found in the workplace today. With multiple generations working together, and the oldest generation having to work longer and retire later, generational changes are occurring in the workplace and for management. There is a lack of communication and understanding between the different generations caused through differing values and goals. Younger generations are also entering different fields than those that were popular for older generations. There is a serious new problem in the workplace, and it has nothing to do with downsizing, global competition, pointy-haired bosses, stress or greed. Instead, it is the problem of distinct generations — the Veterans, the Baby Boomers, Gen X and Gen Y — working together and often colliding as their paths cross. Individuals with different values, different ideas, different ways of getting things done and different ways of communicating in the workplace have always existed. So, why is this becoming a problem now? At work, generation differences can affect everything including recruiting, building teams, dealing with change, motivating, managing, and maintaining and increasing productivity All of these ideas are explored, discussed, and evaluated, through looking at current research on the topic and case studies that have been conducted not only in the United States but around the world. Keywords: Generation gap, workplace, values. Introduction Throughout the years, as the population has continued to both grow and age, it has caused generational changes to take place in the various aspects of life. With the changes in the demographics of the world’s population, there have also been changes in how each group thinks and what they value. This not only affects the way people behave in their personal lives, but it also affects the workplace. As generational changes occur in the workplace, a lack of communication has caused adisconnect to occur between the values and goals present among the different age groups along with newer generations choosing different career paths. * Author for Correspondence In order to understand where these differences stem from, you need to analyze how each generation is different when it comes to their beliefs and values. So, it is best to identify the different groups present in workplace which range from those born in 1922 to those born in the early 1990’s. Moving chronologically, the fi.

African-American Literature An introduction to major African-Americ.docx

SALU18

African American Women and Healthcare I want to explain how heal.docx

SALU18

African American Women and Healthcare I want to explain how healthcare is perceived in the African American community especially amongst women and if their concerns and apprehension are justified. The paper must include a title page, introduction section, abstract section, literature review section, methods section, results section, discussion section, and a signature page. I will attach some samples that were given to me. .

Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docx

SALU18

Advocacy & Legislation in Early Childhood Education Advocacy & Legislation in Early Childhood Education Advocating for Early Childhood Education Rasmussen College COURSE#: EEC 4910 Doreen Anzalone July 15, 2019 Advocating for Early Childhood Education · What is advocacy? Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws. · Why is advocacy important to early childhood education? Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family. · What is your role as an early childhood educator in making legislative changes? Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the · Family Education Rights & Poverty Act · The No Child Left Behind · Individuals with Disabilities Education Act With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about · Teacher Retirement · Teacher evaluations · Charter schools · State Testing requirements · The required learning standards · Much more Your school board is also a great place to help with policies and regulations and any revisions that need to be done. · What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit? In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.

Advertising is one of the most common forms of visual persuasion we .docx

SALU18

Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us. What are the different forms of advertising? Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered. TEAM TASK: As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch the content of that Chapter Area (you will see topic page overlap ) and implement the following: You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories : The objectives: What role does the ad play in the economy? The audience: Is it targeted to a group that could be considered vulnerable? Effectiveness: Does it promote something that is socially desirable? Role in marketing mix: What role does the ad play in the economy? Image, product differentiation and branding: Is the ad misleading? Other promotion factors The unique selling proposition. The basis for the appeal(s). How would you make improvements? The creative philosophy The slogan Secondary or supporting points or claims The tone or mood and manner: Is the ad misleading? Type of presenter The motivational appeal: Does it promote something that is socially desirable? Executional style Each TEAM will develop a 15 minute class presentation about their researched area. You have options to use power points, maps, videos, and other resources that will help educate your audience about your research. Your Presentation should include: A Power Point, the media piece or some type of visual presentation~~ A Question and Answer {Q & A} & Interactive session, quiz,.

Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docx

SALU18

Adult Health 1 Study Guide Sensory Unit Chapters 63 & 64 Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities. Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders Conditions to Know : Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma · Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera · Questions to ask patients regarding issues with the eyes/vision – Chart 63-1 · Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye 1. What are some of the most common causes of blindness? 2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma? 3. Glaucoma can lead to what primary complication if not treated properly? 4. What are the differences between open-angle & closed-angle glaucoma? 5. What are the primary signs & symptoms of glaucoma? 6. What are the primary treatment goals for patients with glaucoma? 7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education? 8. What are some common risk factors for the development of cataracts? See Chart 63-7. 9. What are the primary signs & symptoms of cataracts? 10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8. 11. Retinal detachment is considered a medical emergency. What happens during retinal detachment? 12. What are some symptoms of retinal detachment? 13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration? 14. What are some risk factors for dry macular degeneration? 15. What are some signs and symptoms of macular degeneration? 16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition? 17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious? 18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11. 19. Explain the emergency nursing treatment needed when a patient presents with eye trauma. Chapter 64: Assessment & Manag.

Advertising Campaign Management Part 3Jennifer Sundstrom-F.docx

SALU18

Advertising Campaign Management Part 3 Jennifer Sundstrom-Fitzgerald 1 Learning Objectives Analyze advertising campaign parameters Identify how a creative brief facilitates effective advertising Describe the implications of advertising management in the global arena 2 Advertising Campaign Parameters Advertising goals Media selection Tagline Consistency Positioning Campaign duration Effective advertising campaigns require careful planning and attention to specific parameters including Advertising goals, media selection, tagline, consistency, positioning and campaign duration. We will review each parameter beginning with goals. 3 Advertising Goals A primary goal of advertising is to build brand awareness among existing and new customers. The creative should inform and persuade them to make purchases and build brand loyalty. 4 Build brand awareness Inform, persuade, support marketing efforts Encourage purchase decisions Building Brand Awareness Successful brands possess two characteristics. Top-of-mind are brands a consumer mentions first when asked about brands in a particular product category – these are brands in our Evoked Set. Top choice is the brand within a product category that consumers prefer the most. So top choice requires top-of-mind. Brand equity, which is the level of brand strength perceived by consumers, leads to top-of-mind and top choice brands. This is also applicable on the B2B side when business people are faced with modified rebuy situations. A common dilemma I had was for every Fox Graduation Ceremony, there are three per year, and the need for graduation program booklets. There was a printer who I always wanted to hire because I enjoyed working with them, they always had fair prices and delivered high-quality programs in a timely manner. However, due to non-profit regulations, I had to bid the job to at least three vendors. So my top-of-mind, first choice brand was always included but I had to add two other vendors as well. Tell story about Bill DeVece and misspelled student names and how wonderful he was in fixing these issues. 5 Brand image begins with awareness Consumers recognize the brand Brand equity leads to top-of-mind and top choice B2B important in modified rebuy situations Building Brand Awareness Successful brands possess: Top-of-mind Top choice The 10 Most Valuable Brands in the World per 2018 study Coca Cola brand is a good example of a brand with these characteristics. Here is a recent list of a top 10 most valuable and recognized list of global brands. (click link) 6 Goal to Persuade Dare to be Devoted Campaign Every Kiss Begins with Kay Campaign Another common goal of advertising is to persuade consumers that a particular brand is superior to others and should be their top choice. Both of these brands, owned by the same parent company (Signet), do extensive advertising, but only Kay Jewelers has successfully used the same slogan, “Every Kiss Begins w.

Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docx

SALU18

Adopt-a-Plant Project guidelines Overview: The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points Annotated Bibliography (50 points) You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant. · Each fact should be paraphrased (i.e. written in your own words, no quotations allowed). · Then tell me why this is interesting to you – make connections to your life or to currents issues in our world. · Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy. · At least one of your sources should be from a peer-reviewed, science journal article. Here is an example: Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6. This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout. *** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results The bibliography is worth 50 points and will be graded on: 1. Effort • Quality of references •Depth/breadth/quality of material covered 2. Following directions/ requirements I will use the following rubric to grade your bibliography: Research, Critical Reading and Documentation Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals 10 pts Effective sources, correctly cited, Could have a few more.

ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docx

SALU18

ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 Assignment # 4 Decision Analysis and Project Scheduling ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor grammar, spelling, for technical errors as well as if you submit a PDF file. The assignment is to be submitted electronically as a single Word Document file via Brightspace by Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment, course code and section, student name and student number. Second page is the individual/group statement of integrity that must be signed. E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the Brightspace course website “Discussion page” (viewed by all). Section M: Parisa Keshavarz ([email protected]) Section N: : Niki Khorasanizadeh ([email protected]) Section P: Makbule Kandakoglu ([email protected]) Section Q: Afshin Kamyabniya ([email protected]) Problem 1: Payoffs/Decision Table (13 points) A small building contractor has recently experienced two successive years in which work opportunities exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year. Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the table below. NEXT YEAR’S DEMAND Alternative Low High Do nothing Expand Subcontract $50** 20 40 $60 80 70 ** Profit in $ thousands. Which alternative should be selected if the decision criterion is: a. The optimistic approach? (3 points) b. The conservative approach? (3 points) c. Minimize the regret? (7 points) Problem 2: Payoffs/Decision Table (15 points) Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way, she can take several back streets to work, or she can use the expressway. The traffic patterns are, however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of route several times under different traffic conditions. This information is summarized in minutes of travel time to work in the following table: mailto:[email protected] mailto:[email protected] mailto:[email protected] mailto:[email protected] ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 2 No Traffic Congestion (Minutes) Mild Traffic Congestion (Minutes) Severe Traffic Congestion (Minutes) Tennessee Street Back roads Expressway 15 20 30 30 25 30 45 35 30 In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion 20 days. Assume that the past 60 days are typical of traffi.

Adlerian-Based Positive Group Counseling Interventions w ith.docx

SALU18

Adlerian-Based Positive Group Counseling Interventions w ith Emotionally Troubled Youth J. Steve Hamm, Jon Carlson, and Bengu Erguner-Tekinalp Abstract The focus o f Adlerian therapy is to help individuals discover their resources and strengths, and to help them to be more encouraged in reaching their goals in a more functioning way. Recently, the positive psychology movement has become the ma jo r focus for researchers and mental health providers. Adlerian theory and ensuing humanistic approaches have been considered as the basis of positive psychology. Positive psychology— like Adlerian theory— calls for looking at individual strengths, virtues, and areas of well-being. This article describes an Adlerian-based group coun seling program which integrated positive psychology interventions with youth in a residential treatment center. This article describes how Adlerian theory aligns with the positive psychology interventions, along w ith recommendations for practitioners. Keywords: Individual Psychology, positive psychology, strength-based, resilience, well-being, encouragement, posttraumatic growth There has been an increasing interest in focusing on strengths, solutions, resilience, and thriving of individuals even after traumatic experiences. Alfred Adler has been considered as the forefather of such strength-based approaches (Erguner-Tekinalp, 2016; Carlson, Watts, & Maniacci, 2006). Within the last two decades, an interest has grown in studies and interven tions examining human strengths, virtues, and well-being with the increas ing popularity of the positive psychology movement (Seligman, Steen, Park, & Peterson, 2005). Positive psychology is defined as the scientific study of optimal human functioning (Seligman & Csikszentmihalyi, 2000). The goal of this alternative movement is to understand well-being rather than dis order, and not only how people recover or cope but also how individuals and communities thrive and flourish (Seligman, 2011). An effort has been made to change the focus of mental health professionals from focusing on what has been harmful in problematic and traumatic events to how individu als cope with, develop resilient capacities for, and even in some cases thrive through these negative experiences. The focus is more on what goes well with individuals rather than what goes wrong (Carlson, Watts, & Maniacci, 2006). This approach to helping is more complete as it identifies not only The Journal o f Individual Psychology, Vol. 72, No. 4, W inter 2016 ©2016 by the University o f Texas Press Editorial office located in the College of Education at Georgia State University. Published for the North American Society o f Adlerian Psychology. Positive Psychology Interventions 255 the negative impact but also the individuals' striving to overcome. It is very common for individuals to discover their strengths, gifts, and many posi tive traits through experiencing problems (Saleebey, 1992; .

After completing the assessment, my Signature Theme Report produ.docx

SALU18

After completing the assessment, my Signature Theme Report produced the following results: Communication, Relator, Individualization, Consistency, and Strategic. When I first saw the themes presented, I was a little skeptical at first but after reading the detailed descriptions I felt like it made a lot of sense and mirrored a lot of what I had already thought about myself. A core value that I would like to continue to strengthen would be the value of acceptance. One of my top five themes was relator which explained that I have a comfortability with gravitating towards people I already know and building relationships from there. I don’t have issues with making new relationships, but I can see that sometimes I close myself off initially to embracing new ones. With acceptance, you have to understand that there are some situations you can control and some that you can’t but embracing the latter can lead to new experiences that could be beneficial (Riley, 2021). Another core value that I would like to improve upon would be calmness. This fits in well with my theme of consistency. While I am a firm believer of things being fair and consistent, I can get easily upset when things don’t balance out like they are expected to. I know that working on being calm in tense situations will help me adapt easier when things don’t always work out as they should. One of the strengths that I would like to embrace fully and continue to improve upon is communication. It was no surprise to me that communication was at the top of my list for my themes. When I am in a position of leadership at work, I make it a priority to keep my staff updated on everything that is going on for that night and it is something I expect from my charge nurse when I am working the floor also. A communicator is only effective when they are aware of their style of communicating and how others perceive or respond to it (Marshall & Broome, 2021). As a communicator I know that I can always work on how I communicate non-verbally and with body language especially. The other strength that I would like to continue to work on is of being strategic. The report explained that the strategic theme fit me because I am able to sort through the clutter and find the best route when I am trying to accomplish something. I really believe this about myself because when I have a task I need to accomplish, whether I am in a leader position or not, I will break everything down and reorganize it to make sure I have come up with the best solution. I feel like the best way to do something is the way that makes it concise and without a lot of excess getting in the way. A characteristic of mine that I would like to strengthen would be that of instinct. My theme of individualization points out that I have an instinct about others and how they work and function. I have always felt that I easily read people and can get a sense of who they truly are and for example in the workplace how they are as a staff member. S.

After careful reading of the case material, consider and fully answe.docx

SALU18

After careful reading of the case material, consider and fully answer the following questions: 1. What were the primary reasons for changing the current system at Butler? 2. What role did Butler's IS department play? 3. List the objectives of the pilot. Were there any problems? 4. Do you think Butler made the right decision to utilize this new technology? What implications does this decision hold for Butler's IT department in the long run? NOTE: Butler refers to it's IT department as IR. You may consider these two acronyms as synonymous (i.e. IT = IS = IR for purposes of this assignment) .

AffluentBe unique toConformDebatableDominantEn.docx

SALU18

Advocacy Advoc.docx

SALU18

Advocacy Advocacy Program Transcript [MUSIC PLAYING] NARRATOR: Advocacy and change are closely intertwined. In this video program, Dr. Judy Lewis defines advocacy and explains the roles of counselors advocating for change. Dr. Lewis also describes barriers counselors may face as they advocate for change, and how to overcome these barriers. DR. JUDY LEWIS: At its most basic, advocacy is simply the act of speaking up on behalf of someone else-- maybe speaking up for someone who is voiceless or powerless. When it comes to the counseling profession, advocacy is particularly important for two reasons. One is that part of our process of working with clients is to help them gain the strength and the skills so they can advocate on their own behalf. The other part of it is that once we realize that the client might not have the power to be able to speak up on his or her own behalf, sometimes we may have to be the ones that speak up on behalf of the clients. This happens especially when we see a lot of different clients all having similar problems, and we realize that there is a systemic reason for it. There is something in the community environment that is standing between these clients and what they need. So as counselors, when we're oriented toward advocacy, what we are doing is changing the lens through which we see the client. Instead of looking through a microscope at the individual client, we're looking through a wide-angle lens. So that we're seeing the context of what's happening in the client's life. When counselors carry out advocacy, they do this at several different levels. One level is the level of working with the individual client or family. When you're working with an individual client, you have two alternatives. One is to work in an empowering way with the individual so that he or she learns to advocate for himself or herself. The other possibility-- when that doesn't provide all the answers-- the other possibility is to do advocacy on behalf of that individual. When we're working with the clients in an empowering way, what we're helping them see is the degree to which some of the problems that they're having may not be totally their fault. When people start feeling as though they're so much at fault, sometimes they just get stuck and can't seem to move beyond their current situation. If they can begin to see for themselves what some of the barriers are that are preventing them from getting to where they want to go, and where sometimes they're not © 2016 Laureate Education, Inc. 1 Advocacy completely at fault-- they're not completely guilty-- we can start to teach them some of the skills that they need. So they can speak up on their own behalf and have some success. Sometimes they might not have the power to do this on their own. They may need help. So we may be involved in individual advocacy where we are standing up to the system on behalf of certain c.

Advanced persistent threats (APTs) have been thrust into the spotlig.docx

SALU18

Advanced persistent threats (APTs) have been thrust into the spotlight due to their advanced tactics, techniques, procedures, and tools. These APTs are resourced unlike other types of cyber threat actors. Your chief technology officer (CTO) has formed teams to each develop a detailed analysis and presentation of a specific APT, which she will assign to the team. . Your report should use The Cybersecurity Threat Landscape Team Assignment Resources to cover the following five areas: Part 1: Threat Landscape Analysis Provide a detailed analysis of the threat landscape today. What has changed in the past few years? Describe common tactics, techniques, and procedures to include threat actor types. What are the exploit vectors and vulnerabilities threat actors are predicted to take advantage of? Part 2: APT Analysis Provide detailed analysis and description of the APT your group was assigned. Describe the specific tactics used to gain access to the target(s). Describe the tools used. Describe what the objective of the APT was/is. Was it successful? Part 3: Cybersecurity Tools, Tactics, and Procedures Describe current hardware- and software-based cybersecurity tools, tactics, and procedures. Consider the hardware and software solutions deployed today in the context of defense-in-depth. Elaborate on why these devices are not successful against the APTs. Part 4: Machine Learning and Data Analytics Describe the concepts of machine learning and data analytics and how applying them to cybersecurity will evolve the field. Are there companies providing innovative defensive cybersecurity measures based on these technologies? If so, what are they? Would you recommend any of these to the CTO? Part 5: Using Machine Learning and Data Analytics to Prevent APT Describe how machine learning and data analytics could have detected and/or prevented the APT you analyzed had the victim organization deployed these technologies at the time of the event. Be specific. Part 6: Ethics in Cybersecurity. Ethical issues are at the core of what we do as cybersecurity professionals. Think of the example of a cyber defender working in a hospital. They are charged with securing the network, medical devices, and protecting sensitive personal health information from unauthorized disclosure. They are not only protecting patient privacy but their health and perhaps even their lives. Confidentiality, Integrity, Availability - the C-I-A triad - and many other cybersecurity practices are increasingly at play in protecting citizens in all walks of life and in all sectors. Thus, acting in an ethical manner is one of the hallmarks of cybersecurity professionals. Do you think the vulnerability(ies) exploited by the APT constitutes an ethical failure by the defender? Why or why not? For the APT scenario your group studied, were there identifiable harms to privacy or property? How are these harms linked to C-I-A? If not, what ethically si.

Advanced persistent threatRecommendations for remediation .docx

SALU18

Adultism refers to the oppression of young people by adults. The pop.docx

SALU18

Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case. By Day 3 Post an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics. .

ADVANCE v.09212015 •APPLICANT DIVERSITY STATEMENT .docx

SALU18

ADVANCE v.09212015 • APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS FREQUENTLY ASKED QUESTIONS 1) How does University of California define “diversity?” A: The academic senate adopted in 2009 the following broad definition of diversity: Diversity - defining features of California past, present and future - refers to a variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more. 2) Why does UC Irvine expect a diversity statement from applicants for faculty positions? A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally preeminent universities. It provides applicants with an opportunity to discuss how their past or future contributions will advance this enduring campus commitment. For more information, please see the Provost’s memo on Inclusive Excellence. 3) Is the diversity statement consistent with University of California policy? A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that faculty be both encouraged and rewarded for activity that promotes inclusive excellence: “The University of California is committed to excellence and equity in every facet of its mission. Teaching, research, professional and public service contributions that promote diversity and equal opportunity are to be encouraged and given recognition in the evaluation of the candidate's qualifications. These contributions to diversity and equal opportunity can take a variety of forms including efforts to advance equitable access to education, public service that addresses the needs of California's diverse population, or research in a scholar's area of expertise that highlights inequities.” 4) Is UC Irvine alone among UC campuses in adopting this statement? A: No. UC San Diego adopted this statement in 2010. 5) How will applicants learn about the diversity statement expectation? A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following sentence: “Applicants are encouraged to share how their past and/or potential contributions to diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.” 6) How do applicants provide their diversity statement? A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement. 7) If an applicant does not provide a diversity statement, will his or her application be considered incomplete? A: Yes http://www.provost.uci.edu/news/InclusiveExcellence.html http://www.ucop.edu/academic-personnel/_files/apm/apm-210.pdf http://www.provost.uci.edu/news/Diversity-Statement-June-2014.html ADVANCE v.09212015 8) What are the components of a diversity statement? .

More from SALU18 (20)