Women's Reproductive Rights
Women's reproductive rights are controlled in a myriad of ways through both pro-natalist and anti-natalist policies.
Pro-natalist polices prohibit use of birth control and abortion in an attempt to grow populations. Romania is a perfect example.
Anti-natalist policies put restrictions on women's ability to have children. China's one child policy is a good example of an anti-natalist policy. Women from marginalized and historically oppressed groups in many cultures are sterilized in an attempt at controlling those populations seen as undesirable. This happened so frequently to black women in the U.S., that it was called the "Mississippi Appendectomy." Latinas, Puerto Rican women and Native American Indian women were also sterilized against their will in large numbers.
Answer the following questions 2 pages
1). In Kligman's Political Demography: The Banning of Abortion in Ceacescu's Romania, how were women's bodies tied to reproduction and pro-natalism?
2). How were women's bodies policed under these policies? What did women do when abortion was criminalized?
3). How does reproduction serve as an opportunity to control women's bodies across cultures including here in the U.S.?
School of Security and Global Studies
Program Name: Security Management Course Number: SCMT498
Course Name: Senior Seminar in Security Management
Credit Hours: 3 Credit Hours
Length of Course: 8 Weeks
Prerequisite: Completion of all other program requirements
Instructor Information
Instructor: See information provided in the Syllabus link in the classroom
Email:
Please use internal classroom messaging system
Table of Contents
Course Description (Catalog)
The Capstone course is a senior level course designed to allow the student to review, analyze and integrate the work the student has completed toward a degree in Security Management. The student will complete an approved academic project or paper that demonstrates mastery of their program of study in a meaningful culmination of their learning and to assess their level of mastery of the stated outcomes of their degree requirements. NOTE: All required, core, and major courses must be completed prior to enrollment in this course. Student must have SENIOR standing to register.
Table of Contents
Course Scope
This coursere-examines core program concepts, principles, and best practices. The student will synthesize, integrate, and apply program learning into a capstone paper or project. Students will be required to participate in class discussions, complete an annotated bibliography per APA Publication Manual, submit a formal research proposal for professor approval, complete a research paper or project, present the research to the class, and critically comment on classmate’s papers and projects.
T.
College of Doctoral StudiesBackground Inform.docxadkinspaige22
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docxhallettfaustina
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
TO Political Science StudentsFROM Professor Wallacesachazerbelq9l
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
TO Political Science StudentsFROM Professor Wallace.docxadkinspaige22
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions .
TO Political Science StudentsFROM Professor Wallace.docxgertrudebellgrove
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
Chronic Illnesses - DiscussionsSection 2Here you will b.docxsleeperharwell
Chronic Illnesses - Discussions
Section 2:
Here you will be evaluating and critiquing a scholarly article from a professional journal that is relevant to the course. CalSouthern has fabulous data bases where you will be able to locate articles in their entirely such as ProQuest.
https://learners.calsouthern.edu/Library/Default.aspx pageType=DW&parent_id=108
<https://learners.calsouthern.edu/Library/Default.aspx?pageType=DW&parent_id=108>
Using the University Virtual Library, find an article from a professional journal dated within the past 2 years that has significance to this course or you can select one of the resources listed in the Bibliography section, which is located under the course Resources tab. Include the following:
o title, author, date, and source
o a brief summary of the article and relevance to the course
o discuss the strengths and limitations
o discuss your interpretation of the findings or conclusions.
Section 3:
For this assignment you are required to watch a video on chronic illness
Your posting must include:
Summary of the information presented in the video
What you found as the most enlightening and educational in the video
Your own understanding of the application of the video to the course
Relevance of the video presentation to your own life or work experience
One specific area covered in the video that you would like to learn more about
Watch the following video in its entirety.
How to Live With a Chronic Illness
https://www.youtube.com/watch?v=DYnUaX67VbU
Section 4:
For this assignment you are required to watch a 3 brief videos on chronic pain
Your posting must include:
Summary of the information presented in the videos
What you found as the most enlightening and educational in the videos
Your own understanding of the application of the videos to the course
Relevance of the video presentations to your own life or work experience
One specific area covered in the videos that you would like to learn more about
Watch all 3 of the following videos in their entirety.
Dr Mark Morningstar Chronic Pain Workshop- Sources Of Pain 1of 6https://www.youtube.com/watch?v=GNNrAN_0F60
Dr Mark Morningstar - Chronic Pain - Auto Immune Disorders 2 of 6https://www.youtube.com/watch?v=LX89LfDKncA
Dr Morninstar Chronic Pain Workshop-Heavy Metal and Chemical Toxicity 3 of 6
https://www.youtube.com/watch?v=KKmRMVzM8cc
Section 5:
For this assignment you are required to watch 3 brief videos on chronic pain
Your posting must include:
Summary of the information presented in the videos
What you found as the most enlightening and educational in the videos
Your own understanding of the application of the videos to the course
Relevance of the video presentations to your own life or work experience
One specific area covered in the videos that you would like to learn more about
Watch all 3 of the following videos in their entirety.
Dr Morninstar Chronic Pain Workshop-Heavy Metal and Chemical To.
MHR 6751, Labor Relations and Collective Bargaining 1 .docxannandleola
MHR 6751, Labor Relations and Collective Bargaining 1
Course Description
Explores labor relations, contract negotiation and administration, and bargaining unit decision making processes.
Examines social, political, and economic impact of collective bargaining and challenges to administration of a collectively
established relationship.
Course Textbook
Carrell, M. R., & Heavrin, C. (2010). Labor relations and collective bargaining: Cases, practice, and law (9th ed.).
Upper Saddle River, NJ: Prentice Hall.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe the roots of the American labor movement and its transition to the present.
2. Differentiate the challenges for unions and employers in the workplace of today.
3. Discuss the concept of collective bargaining.
4. Discuss the concept of unfair labor practices and union avoidance strategies.
5. Construct a labor agreement.
6. Distinguish among negotiation models, strategies, and tactics.
7. Judge the market factors, including wage, salary, and benefits, impact labor negotiations.
8. Compare and contrast unions' and employers' concerns with job seniority and security.
9. Distinguish among the grievance and disciplinary procedures, mediation, and arbitration.
10. Examine the future of the labor movement in the 21st century.
11. Interpret the laws impacting unions and equal employment.
12. Discuss the worldwide labor movement.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
6. Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
7. Unit Assignment: Students are required to submit for grading a Unit Assignment in Unit VIII. Specific information
and instructions regarding this assignment are provided below. A grading rubric is included with the assignment.
Specific information about accessing this rubric is provided below.
MHR 6751, Labor Relations and
Collective Bargaining
Course Syllabus
MHR 6751, Labor Relations and Collective Bargaining 2
...
College of Doctoral StudiesBackground Inform.docxadkinspaige22
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docxhallettfaustina
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
TO Political Science StudentsFROM Professor Wallacesachazerbelq9l
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
TO Political Science StudentsFROM Professor Wallace.docxadkinspaige22
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions .
TO Political Science StudentsFROM Professor Wallace.docxgertrudebellgrove
TO: Political Science Students
FROM: Professor Wallace
RE: Finances and Budget
DATE: 2020
ISSUE
The issue is Finances. Money in the Federal, State and Local budgets,
where does it come from? Who decides how it is spent? What is it
spent on? In order to understand, research the following; Federal
Reserve, free market, state and national debt, tariffs and government
spending. How do decisions made by the government effect our
budget? Use articles from two different ideological perspectives as
proof of the effects on society.
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions ...
Chronic Illnesses - DiscussionsSection 2Here you will b.docxsleeperharwell
Chronic Illnesses - Discussions
Section 2:
Here you will be evaluating and critiquing a scholarly article from a professional journal that is relevant to the course. CalSouthern has fabulous data bases where you will be able to locate articles in their entirely such as ProQuest.
https://learners.calsouthern.edu/Library/Default.aspx pageType=DW&parent_id=108
<https://learners.calsouthern.edu/Library/Default.aspx?pageType=DW&parent_id=108>
Using the University Virtual Library, find an article from a professional journal dated within the past 2 years that has significance to this course or you can select one of the resources listed in the Bibliography section, which is located under the course Resources tab. Include the following:
o title, author, date, and source
o a brief summary of the article and relevance to the course
o discuss the strengths and limitations
o discuss your interpretation of the findings or conclusions.
Section 3:
For this assignment you are required to watch a video on chronic illness
Your posting must include:
Summary of the information presented in the video
What you found as the most enlightening and educational in the video
Your own understanding of the application of the video to the course
Relevance of the video presentation to your own life or work experience
One specific area covered in the video that you would like to learn more about
Watch the following video in its entirety.
How to Live With a Chronic Illness
https://www.youtube.com/watch?v=DYnUaX67VbU
Section 4:
For this assignment you are required to watch a 3 brief videos on chronic pain
Your posting must include:
Summary of the information presented in the videos
What you found as the most enlightening and educational in the videos
Your own understanding of the application of the videos to the course
Relevance of the video presentations to your own life or work experience
One specific area covered in the videos that you would like to learn more about
Watch all 3 of the following videos in their entirety.
Dr Mark Morningstar Chronic Pain Workshop- Sources Of Pain 1of 6https://www.youtube.com/watch?v=GNNrAN_0F60
Dr Mark Morningstar - Chronic Pain - Auto Immune Disorders 2 of 6https://www.youtube.com/watch?v=LX89LfDKncA
Dr Morninstar Chronic Pain Workshop-Heavy Metal and Chemical Toxicity 3 of 6
https://www.youtube.com/watch?v=KKmRMVzM8cc
Section 5:
For this assignment you are required to watch 3 brief videos on chronic pain
Your posting must include:
Summary of the information presented in the videos
What you found as the most enlightening and educational in the videos
Your own understanding of the application of the videos to the course
Relevance of the video presentations to your own life or work experience
One specific area covered in the videos that you would like to learn more about
Watch all 3 of the following videos in their entirety.
Dr Morninstar Chronic Pain Workshop-Heavy Metal and Chemical To.
MHR 6751, Labor Relations and Collective Bargaining 1 .docxannandleola
MHR 6751, Labor Relations and Collective Bargaining 1
Course Description
Explores labor relations, contract negotiation and administration, and bargaining unit decision making processes.
Examines social, political, and economic impact of collective bargaining and challenges to administration of a collectively
established relationship.
Course Textbook
Carrell, M. R., & Heavrin, C. (2010). Labor relations and collective bargaining: Cases, practice, and law (9th ed.).
Upper Saddle River, NJ: Prentice Hall.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Describe the roots of the American labor movement and its transition to the present.
2. Differentiate the challenges for unions and employers in the workplace of today.
3. Discuss the concept of collective bargaining.
4. Discuss the concept of unfair labor practices and union avoidance strategies.
5. Construct a labor agreement.
6. Distinguish among negotiation models, strategies, and tactics.
7. Judge the market factors, including wage, salary, and benefits, impact labor negotiations.
8. Compare and contrast unions' and employers' concerns with job seniority and security.
9. Distinguish among the grievance and disciplinary procedures, mediation, and arbitration.
10. Examine the future of the labor movement in the 21st century.
11. Interpret the laws impacting unions and equal employment.
12. Discuss the worldwide labor movement.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
4. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
5. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
6. Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of written response questions.
7. Unit Assignment: Students are required to submit for grading a Unit Assignment in Unit VIII. Specific information
and instructions regarding this assignment are provided below. A grading rubric is included with the assignment.
Specific information about accessing this rubric is provided below.
MHR 6751, Labor Relations and
Collective Bargaining
Course Syllabus
MHR 6751, Labor Relations and Collective Bargaining 2
...
· Avoiding Unauthorized Practice of LawIt is widely known that u.docxLynellBull52
· Avoiding Unauthorized Practice of Law
It is widely known that utilizing paralegals is a frequent concern for practicing attorneys, especially when a paralegal’s actions may leave them performing tasks (e.g., advising on legal rights, negotiation or settlement, management of a law practice, etc.) which could result in the unauthorized practice of law. Per the American Bar Association, one must possess a law license in order to perform such tasks.
Write a five to six (5-6) page paper in which you:
1. Determine three (3) most important characteristics of an effective paralegal. Justify your response.
2. Develop at least three (3) general guidelines for conducting legal research that a new paralegal should follow on in order to ensure that the attorney for whom the paralegal works is referencing valid laws within his / her legal documents.
3. Propose two (2) strategies that a paralegal could take in order to avoid the unauthorized practice of law. Provide a rationale to support your response.
4. Compare and contrast the key differences between the activities of paralegals versus those of attorneys in preparing a case for trial.
5. Use at least two (2) quality references. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Analyze what paralegals do, the career choices available to paralegals, their role in the legal profession, and the need for continuing education and training.
. Examine the paralegal workplace, tasks, and functions of a paralegal and accounting procedures in the law office.
. Use technology and information resources to research issues in paralegal studies.
. Write clearly and concisely about paralegal studies using proper writing mechanics.
BCJ 2001, Theory and Practices of Law Enforcement 1
Course Description
Presents the historical development of law enforcement, organization, administration, and systems of local, state, and
federal policing with an emphasis on theories as they relate to practices.
Course Textbook
Dempsey, J. S., & Forst, L. S. (2011). Police. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and discuss conventional crimes, as well as economic crimes, from historic and contemporary
viewpoints.
2. Assess and describe the growing menace of syndicated crime and the changes t.
Course Syllabus
Course Description
Examines relationships and issues in personnel administration and human resource development within the context of fire-
related organizations, including personnel management, organizational development, productivity, recruitment and selection,
performance management systems, discipline, and collective bargaining.
Course Textbook(s)
Ward, M. J. (2015). Fire officer: Principles and practice (Enhanced 3rd ed.). Burlington, MA: Jones & Bartlett.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify and explain contemporary personnel management issues.
2. Explain potential personnel management issues.
3. Classify the collective rules, procedures, laws, and policies that relate to personnel management issues.
4. Analyze simple/complex personnel management issues from recruitment to retirement.
5. Formulate recommendations and solutions to personnel management issues.
6. Explore organizational development and leadership styles and how they relate to personnel relationships.
Prerequisite(s)
No prerequisite courses are required by CSU for enrollment in this course.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards
provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course
concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.
7. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided below.
8. Ask the Professor: This communication forum provides students with an opportunity to ask their professor general
questions or questions related to course content.
FIR 4302, Fire Service Personnel
Management
FIR 4302, Fire Service Personnel Management 1
9. Student Break Room: This communication forum al.
Week Seven Homework ExercisePSYCH610 Version 21University.docxphilipnelson29183
Week Seven Homework Exercise
PSYCH/610 Version 2
1
University of Phoenix Material
Week Seven Homework Exercise
Answer the following questions, covering material from Ch. 13 of Methods in Behavioral Research:
1. Define inferential statistics and how researchers use inferential statistics to draw conclusions from sample data.
2. Define probability and discuss how it relates to the concept of statistical significance.
3. A researcher is studying the effects of yoga on depression. Participants are randomly assigned to one of two groups: yoga and medication (experimental group); or support group and medication (control group). What is the null hypothesis? What is the research hypothesis?
4. In the scenario described in the previous question, the researcher implements two programs simultaneously: a 6-week yoga program coupled with medication management and a 6-week support group program coupled with medication management. At the end of the 6 weeks, participants complete a questionnaire measuring depression. The researcher compares the mean score of the experimental group with the mean score of the control group. What statistical test would be most appropriate for this purpose and why? What is the role of probability in this statistical test?
5. In the scenario described in the previous questions, the researcher predicted that participants in the experimental group—yoga plus medication—would score significantly lower on measures of depression than would participants in the control group—support group plus medication. True or false: A two-tailed test of significance is most appropriate in this case. Explain your response.
6. Explain the relationship between the alpha level (or significance level) and Type I error. What is a Type II error? How are Type I and Type II errors different?
7. A researcher is studying the effects of sex—male and female—and dietary sugar on energy level. Male and female participants agree to follow either a high sugar or low sugar diet for eight weeks. The researcher asks the participants to complete a number of questionnaires, including one assessing energy level, before and after the program. The researcher is interested in determining whether a high or low sugar diet affects reported energy levels differently for men and women. At the end of the program, the researcher examines scores on the energy level scale for the following groups: Men – low sugar diet; Men – high sugar diet; Women – low sugar diet; Women – high sugar diet. What statistic could the researcher use to assess the data? What criteria did you use to determine the appropriate statistical test?
BHR 4680, Training and Development 1
Course Description
Provides an organizational development model in human resource management to prepare professionals to train and
develop people throughout the career continuum in the international arena. Presents an overview of mentoring and
coaching, the role of team leaders and managers in performance apprais.
20161028161952psy_850.r.assignment_requirements (1).docx
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
Doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the assignment, you will use the original Cla ...
Task Description Developing CapabilityAssessment details for .docxssuserf9c51d
Task Description: Developing Capability
Assessment details for ALL STUDENTS
Length: 2500 words
Format: Report Format
Weighting 30%
Task Required:
The aim of this assignment is to allow participants to explore and develop key capabilities in one of the two key managing others capabilities addressed in the course.
Students are to choose either:
1 Conflict and Negotiation, or
2 Empathy and Trust, or
3 Teams and Groups.
During the Saturday workshops, diagnostic tools and mini-simulation activities will be undertaken for each topic that serves as the experiential basis for individual reflection about current practice. These are compulsory activities for students enrolled in the on-campus delivery mode. Students who do not attend and participate in these activities will be deemed not to have completed this component of the assessment task and will receive a penalty.
Students are then to prepare a literature review about the chosen topic that defines the key terms and outline key theories or models and application.
Students enrolled in MGMT20124 must utilise a number of diagnostic tools undertaken during the workshops (such as the Johari Window, Thomas Kilmann Conflict Questionnaire, The Big 5, ESCI, Belbin Team Inventory etc.) that provide insights into current capabilities or preferences. Students are to contrast the results of the diagnostics tests and compare these to the literature so as to identify key strengths and weakness in their managing others capabilities.
(See the note below for students enrolled in MGMT20124 & MGMT20129)
Students are then to identify two areas for improvement. Using your learnings from the literature review and diagnostic tools, develop a realistic plan of activities designed to improve your knowledge and skills over a 6-month period.
Research Requirements: A minimum of 15 scholarly references are to be used that includes at least 6 peer reviewed journal articles included as citations within the report. These must also be listed in the reference list which is in alphabetical order-
Keep in mind that the external sources (outside the textbooks) must be peer reviewed journal articles or scholarly book chapters. If you are in doubt of what constitutes a journal articleor scholarly book chapter you need to ask your lecturer/professor or tutor.
If you are uncertain about how to reference correctly and how to draft a reference list please access student support through CQU.
Marks will be deducted for poor referencing!
PLEASE NOTE:
Students enrolled in MGMT20124 have a slightly higher word limit and are expected to undertake at least 5 diagnostic tools compared to students enrolled in MGMT 20129 who are expected to undertake a minimum of 3 diagnostic tools. This is to reflect the higher credit point value of MGMT20124. However the more diagnostic tools you use the greater the insights into your preferences.
The world limits provided are guidelines/approximate limits.
Section
Description
Additional Infor ...
1 Kaplan University School of Health Sciences H.docxmercysuttle
1
Kaplan University School of Health Sciences
HS305 Research Methods for Health
Sciences
COURSE #
Unit 9 Final Project:
Final Mock Research Proposal
Unit outcomes addressed in this Assignment:
Distinguish the characteristics of outcomes research and discuss research
techniques utilized in evaluative research especially related to evidence-based health
practice
Analyze how various research study designs may be applied to health science
Analyze the ethical compliance standards that assure research integrity and human
participant safety in health science research
Demonstrate college level communication
Draft Conclusion section of a mock research proposal
Course outcomes assessed in this Assignment:
HS305-1: Retrieve and analyze the utility and credibility of information from appropriate
sources to inform decision making regarding issues and trends in health science.
HS305-2: Analyze how various research study designs may be applied to health
science.
HS305-3: Analyze the ethical compliance standards that assure research integrity and
human participant safety in health science research.
GEL-1.1: Demonstrate college-level communication through the composition of original
materials in Standard American English.
GEL-8.5: Apply critical thinking to health science research.
Instructions
Finish your mock research proposal by revising previous sections based on the
feedback you received on the Get Write board and on previous versions of the paper.
Also add the discussion/conclusion section.
Your paper must include the following:
Research Problem section
Include the following:
2
Kaplan University School of Health Sciences
HS305 Research Methods for Health
Sciences
COURSE #
o Identify a health issue or trend that requires new information about
causes, prevention strategies, and/or interventions.
o Include appropriate definitions and/or signs and symptoms of a
health problem, issue, or trend.
o Discuss consequences of the health problem, issue, or trend if the
problem is not addressed.
o Include prevalence rates if available.
o Clearly identify the research problem that needs to be addressed
through scientific research.
Current Background section
Include the following:
o Summarize current information that suggests a potential solution to
the research problem and/or causes that might be tested through a
scientific research study.
o Analyze whether the current literature suggests a potential
hypothesis or if a refined research question will be needed to guide
a study that may identify a solution or cause.
Hypothesis or Refined Research Question section
Include the following:
o Simply state your hypothesis as a statement or the refined research
question.
o Be sure to head the section appropriately as either the Hypothesis
section or the Refined Research Question section.
Research Process Section
Include the followin ...
Assignment 2 LASA Ethical Decision Making Case Study PaperMan.docxrock73
Assignment 2: LASA: Ethical Decision Making: Case Study Paper
Many counselors are competent in their knowledge and understanding of ethical standards and relevant laws. However, real-world situations often do not lend themselves to straightforward solutions. Therefore, counselors must rely on ethical decision-making models to clearly explore ethical dilemmas and to identify appropriate courses of action for different dilemmas. This assignment will help you not only apply an ethical decision-making model but also clearly identify a conceptual model for risk management that can be used throughout one's clinical practice.
Directions:
For this assignment, you will review the following case study and incorporate the materials learned throughout the course to answer the set of requirements that follow in a paper approximately between 8-10 pages.
Case Study:
Zander is doing his master's in clinical mental health counseling and has become friends with Tasha, one of his peers in the program. Tasha has shared that she had a substance abuse problem in the past but did not attend an addiction counseling program; rather, she chose to self-monitor and attend AA meetings as needed. Tasha also confided that she has been involved in a sexual relationship for several weeks with Dr. Supervisor, a new supervisor at the agency where they are both interning. Dr. Supervisor has just recently started to provide on-site internship supervision to Zander and Tasha as well as two other students at the internship site.
Tasha reveals she began spending time with Dr. Supervisor 3 months ago, when he asked for her assistance in setting up a personal Facebook page, so he could better communicate with clients he sees at the site. Being well-versed in social media, Tasha helped him set one up and taught him how to use it. Over the next few weeks, they spent more time together, initially working on Dr. Supervisor's Facebook profile and trying to "friend" old clients he used to work with at another agency. Tasha was thrilled they had convinced at least five clients to leave Dr. Supervisor's old agency.
Dr. Supervisor and Tasha began to eventually go out to dinner. After 2 months, their interactions evolved into a sexual relationship. Tasha tells Zander that she's not concerned about any conflict of interest and that she and Dr. Supervisor will likely get engaged once she graduates from the program at the end of the year. Zander is becoming increasingly concerned, however, as he has seen Tasha and Dr. Supervisor meeting at an off-campus bar multiple times in recent weeks, and Tasha has begun to miss classes and other regularly scheduled meetings with clients. Zander reports a significant increase in his caseload because Tasha is missing meetings with clients.
Tasks:
In approximately 8–10 pages:
A. Identify Ethical Dilemma or Issues.
1. Identify the relevant ethical dilemma and issues in the case study.
B. Summarize Your Ethical Model.
2. Outline the proposed action(s) you would t ...
Human Growth & Development Advocacy ProjectAssignmentEDPS 210 coNarcisaBrandenburg70
Human Growth & Development Advocacy ProjectAssignment:
EDPS 210 covers nearly every facet of life, including challenges we experience physically, emotionally, and/or socially. For this project you will select an issue of personal interest and explore local resources to deal with that issue from a community perspective. You will then create an informational resource to distribute to your classmates.
The purpose of this project is to apply topics covered in this course and create helpful resources for community members. Examples of issues:
· Poverty
· Addiction
· Literacy
· Developmental Disabilities
· Physical Illness (cancer diabetes, infertility, Alzheimer’s, etc.)
· Mental Illness
· Homelessness
· Domestic Abuse
· Systemic Racism
· Digital divide
· Food InsecurityParameters of the Assignment
You must create a useful resource. This can be an essay, a pamphlet, a video, a presentation, any multi-media informational item can be considered. Creativity and accessibility is valued in this assignment. Whatever you decide to create, it must include the following:
· A summary of the issue with at least 2 references and citations from reputable sources
· Statistic and information about how this issue impacts the residents of Frederick County and/or the students at FCC – citation required
· An examination of possible solutions to resolve the issue on a local level
· A list of support resources available in Frederick County in Maryland, at FCC and/or statewide
· Support groups
· Local/State organizations
· Treatment resources
· Online resources
Advocacy Project Rubric
4
3
2
1
Citations
Project cites at least 2 sources both within the project and in a “References” list.
Project cites at least 2 sources, either within the project or in a “References” list.
Project contains 1 citation within the project and/or in a “References” list.
Project does not contain sufficient citations.
Summary
Chosen issue and its impact on the community are clearly defined using statistics and geographical information as appropriate.
Chosen issue and its impact on the community are somewhat defined, but missing statistics or a specified community of focus.
Chosen issue and its impact on the community are ambiguous; key information has been omitted.
Chosen issue and its impact on the community are unclear; no topic of focus has been articulated.
Resources/
Solution
s
Project provides ample information about local resources and/or possible solutions to mitigate chosen issue.
Project provides little or inconclusive information about local resources and/or possible solutions to mitigate chosen issue.
Project attempts to provide information about local resources and/or possible solutions to mitigate chosen issue, but information is unclear.
Project fails to address resources or solutions to mitigate chosen issue.
Organization
Project is well-organized and presents all necessary information in an appealing and cohesive manner.
Project is generally organiz ...
Course Syllabus
Course Description
Explores strategies for leading and communicating effectively with both internal and external audiences during crisis
situations. Discusses the development of a communication plan and how to craft and deliver messaging during the crisis
situation.
Course Textbook(s)
Ulmer, R. R., Sellnow, T. L, & Seeger, M. W. (2019). Effective crisis communication: Moving from crisis to opportunity (4th
ed.). SAGE. https://online.vitalsource.com/#/books/9781506315744
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply crisis communication theory to real-world crisis situations.
2. Evaluate leaders’ approaches to crisis communication and action.
3. Apply strategies for communicating and leading during times of uncertainty.
4. Apply strategies for communicating a message to neutralize risk or scandal.
5. Create opportunities for positive messaging in the midst of crisis, in order to support the organization, its people, and
its brand.
6. Evaluate ethical demands of the leader during crisis situations.
7. Create a leadership communication plan for a crisis situation.
8. Develop strategies for leading the organization toward crisis recovery and renewal.
Academic Integrity
Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf
University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from
breaches of this policy.
Credits
Upon completion of this course, the students will earn 3.00 hours of college credit.
Course Structure
COM 5360, Crisis
Communication and Leadership
COM 5360, Crisis Communication and Leadership 1
1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required unit resources, assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Required Unit Resources: Units contain Required Unit Resources from one or more chapters from the textbook
and/or outside resources.
5. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards
provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course
concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided below.
7. Ask the Professor: This communication forum provides students ...
IDS 400 Milestone Four Guidelines and Rubric Analyzing an .docxalanrgibson41217
IDS 400 Milestone Four Guidelines and Rubric
Analyzing an Issue or Event in Diversity Through the Lenses of the Natural and Applied Sciences and the Social Sciences
Overview: For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue or event through these lenses, you will
gain insight into how the intersectional nature of diversity affects society as well as both your own individual framework of perception and the choices, attitudes,
and behaviors of others in the world around you.
For this fourth milestone, due in Module Six, you will analyze your issue/event in diversity through the lenses of the natural and applied sciences and the social
sciences. Like Milestone Two, this task provides you with an opportunity to dive deeper into your analysis of the issue/event through these two lenses. This will
provide you with a chance to practice analyzing your issue/event through these lenses and receive feedback on this practice attempt.
Prompt: First, review your work in Modules Five and Six, as well as the Four Lenses document from Module One.
Next, analyze your issue/event through the lens of the natural and applied sciences by exploring the following questions:
How does this issue/event provide a social commentary through the natural and applied sciences?
In what ways can science help resolve or enhance your issue/event?
Next, analyze your issue/event through the lens of the social sciences, and address the following:
How does this issue/event interact with the social sciences lens and impact social issues?
In what ways does the social science lens help articulate a deeper understanding of the social issue(s) that inform your issue/event?
Note: You are completing two separate analyses: one from the natural and applied sciences and one from the social sciences. You must submit two papers in a
single Word document.
Be sure to use evidence from research to support your analysis. Refer to course resources, the LibGuide for this course, and any other pertinent resources to
support your responses. Relevant current news sources may be used with instructor approval. Incorporate instructor feedback into Final Project Part One.
Specifically, the following critical elements must be addressed:
I. Lens Analysis: In this section of your assignment, you will analyze your issue/event through two of the four general education lenses.
A. Analyze your issue/event through the lens of the natural and applied sciences for determining its impact on various institutions. Utilize evidence
from research to support your analysis.
https://learn.snhu.edu/content/enforced/196286-MASTER-IDS-400-CEIDS-OL-TRAD.19EW5/Course%20Documents/IDS%20400%20Four%20General%20Education%20Lenses.pdf?_&d2lSe.
WORK BREAKDOWN STRUCTUREProject TitleDate Prepared 1.Proje.docxlefrancoishazlett
WORK BREAKDOWN STRUCTURE
Project Title: Date Prepared:
1. Project
1.1. Major Deliverable
1.1.1. Control Account
1.1.1.1. Work package
1.1.1.2. Work package
1.1.1.3. Work package
1.1.2. Work package
1.2. Control Account
1.2.1. Work package
1.2.2. Work package
1.3. Major Deliverable
1.3.1. Control account
1.3.2. Control account
1.3.2.1. Work package
1.3.2.2. Work package
Page 1 of 1
Running Head: EVALUATING PHYSICIANS AND NURSES PERSPECTIVE ON FACTORS CONTRIBUTING TO READMISSION OF OPHTHALMIC DISCHARGED PATIENTS AND POTENTIAL ONLINE FOLLOW-UP STRATEGIES TO REDUCE THEIR READMISSION IN A GOVERNMENT HOSPITAL OF RIYADH
[Type text] [Type text] [Type text]
EVALUATING PHYSICIANS AND NURSES PERSPECTIVE ON FACTORS CONTRIBUTING TO READMISSION OF OPHTHALMIC DISCHARGED PATIENTS AND POTENTIAL ONLINE FOLLOW-UP STRATEGIES TO REDUCE THEIR READMISSION IN A GOVERNMENT HOSPITAL OF RIYADH
Evaluating Physicians and Nurses Perspective on Factors Contributing to Readmission of Ophthalmic Discharged Patients and Potential Online Follow-Up Strategies to Reduce Their Readmission in a Government Hospital of Riyadh
CHAPTER I
Introduction
Annually, unplanned readmissions cost 15-20 billion dollars, and preventing such readmission will potentially improve the quality of life for patients and decrease the financial pain of health care systems, (Alper,2017). The existing precedence of many healthcare facilities is to reduce readmissions using post-discharge follow-up practices. The definitive objective of health care providers is to deliver high-quality health care services to patients using transitional care models. The methodologies encourage the use of appropriate outpatient follow-up appointments implemented through Medicare incentives to promote the reduction in hospital readmissions (Adib-Hajbaghery, Maghaminejad & Abbasi, 2013). Comment by Editor: Setting of margins required
Many of the researchers analyzing the outcome of follow-up on outpatients in reducing hospital readmissions majors on particular illnesses in a state; hence it is shallow. The review indicates that outpatient follow-ups decrease sickle cell anemia, pediatric asthma, and heart failure patient readmission (Hasan et al., 2010; Alper, 2017). However, there is an indication of mixed results obtained from examinations on hospitalized individuals. One study carried out by the Medicare Payment Advisory Commission demonstrated that there is no relationship between the timing of outpatient follow-up, and 30-day readmission rate in discharged patients from medical facilities (Ferrandino et al., 2017).
Statement of the Problem
According to Ferrandino et al. (2017), the readmission of roughly a half of the Medicaid receivers countrywide is within 30 days of discharge, and they fail to get a follow-up on outpatient before readmission. Equally, patients readmitted for chronic illnesses recorded a decrease in outpatient follow-up. It implies that the use of timely follow-ups to decrease the rates of readmi.
Work Breakdown Structure (WBS)Project Name Massive Solutions .docxlefrancoishazlett
Work Breakdown Structure (WBS)
Project Name: Massive
Solution
s International Data Center ExpansionDate: 1/19/19
Prepared by:
1.0 Current state analysis 1
1.1 Complete an inventory of all physical and virtual servers.
1.2 Complete an inventory of all software applications currently being provided, and critical index factor (CIF) for each.
1.2.1 Identify what an acceptable downtown would be for each application.
1.3 Determine the interdependencies between applications, servers, storage, and telecommunications.
1.4 Conduct a benchmarking of existing performance metrics of data center operations.
1.5 Determine viability of moving existing equipment or cost-benefit of procuring new equipment.
2.0 Planning and management 2
2.1 Identify potential costs.
2.2 Develop a budget.
2.3 Develop a process list of all anticipated move-related tasks.
2.4 Determine lessons learned from past moves.
2.5 Test move processes to identify problems or issues.
2.6 Obtain stakeholder approval to continue project.
3.0 Data center move strategy 3
3.1 Identify key personnel who will be involved with executing the move.
3.1.1 Determine if outsourcing of tasks is required.
3.2 Identify potential risks.
3.2.1 Develop risk mitigation processes.
3.3 Assign servers and applications to move bundles.
3.4 Prioritize the order in which bundles will be moved to the new data center.
4.0 Data center migration 4
4.1 Shift data center operations to a back-up site.
4.2 Verify operations are working properly.
4.3 Shut down current operations.
4.4 Procure/order new equipment required.
4.5 Uninstall existing equipment.
4.6 Prepare for shipment.
4.7 Track shipment.
4.8 Receive shipments at new data center.
4.8.1 New procurements
4.8.2 Existing equipment
4.9 Install equipment.
4.9.1 Test and verify.
4.10 Install software/applications.
4.10.1 Test and verify.
4.11 Migrate live data from backup site.
4.11.1 Test and verify.
5.0 Post-move verification
5.1 Ensure all installations are complete.
5.2 Conduct post-move benchmarks of performance, and compare with pre-
move benchmarks to determine delta (difference), if any.
5.3 Obtain stakeholder approval and accepatance.
.
work breakdown structureAssignment ContentCreate a Wor.docxlefrancoishazlett
work breakdown structure
Assignment Content
Create
a Work Breakdown Structure (WBS) and project schedule for the Learning Software Project.
Use
Microsoft® Project to list the components and breakdown of the project's WBS (i.e., project phases, grouping of tasks, resource assignments, etc.).
Develop
a Gantt chart with the following:
Project phase
Tasks
Resource names/titles
Duration
Start and finish dates
Predecessors
Milestones highlighted
Submit
your assignment.
.
Work as a team to complete a Lean Six Sigma implementation case. EV.docxlefrancoishazlett
Work as a team to complete a Lean Six Sigma implementation case. EVERYONE will interview two different person(s) who have experienced or associated with the Lean, Six Sigma, or Lean Six Sigma implementation project. The interviews can be via phone, f2f meeting, or video conference and focus on the following topics:
- The project’s objectives and outcomes (successful/failure), brief explaining methodology
- The roles of this person in the project
- Any forces and factors enabling the implementation process
- Any barriers or obstacles that limited or constrained the process
- Any techniques/tools and relevant metrics used by the organization
Section 1 – brief description of all interviews following the above topics
- Section 2 – drawing tables/figures finding similarities and differences of these interviews focusing on forces and factors enabling the implementation, as well as the barriers or obstacles that limited or constrained the process. Any other useful information on Lean Six Sigma implementation process should be presented.
A list of reference noting the interviews conducted (names of individuals and organizations can be masked), data utilized, and additional source materials cited or consulted.
QUESTIONS WHICH HAVE TO BE ASKED ARE LISTED IN BELOW ATTACHED PHOTO
.
Work Area Recovery Plan is a vital plan that establishes an adequate.docxlefrancoishazlett
Work Area Recovery Plan is a vital plan that establishes an adequate environment for people to work in the event of a disruptive incident. Discuss the challenges that organizations without proper Work Area Recovery Plan may face when disruptive events arise.
What are the benefits of performing Pandemic risk assessment in an organization?
.
WORK 1Mental Health DisorderNeurological developmental dis.docxlefrancoishazlett
WORK 1
Mental Health Disorder
Neurological developmental disorder
Introduction
1. Make a detailed summary where you define the disorders within the assigned category, their diagnostic criteria, specifiers and differential diagnoses.
2. What are neurodevelopmental disorders
3. Some causes of neurodevelopmental disorders
4. Classification of neurodevelopmental disorders
5. Intellectual disability
6. Communication disorders
7. Autism Spectrum Disorder (ASD)
8. Attention deficit hyperactivity disorder (ADHD)
9. Latest advances
10. Describe the prevalence, development and course
11. Risk factors
12. Cultural considerations
13. Present examples of situations / cases in relation to the assigned disorder
14. Present physical conditions associated with the disorder
15. Medications and clinical intervention models that have shown effectiveness
16. Look for articles or professional mental health journals (minimum 2 articles) that talk about these disorders and report relevant information for Clinical Social Work.
Important:
1. They must use the DSM V, textbooks, Virtual Library
2. The professional articles must be in this time frame 2015 to 2021.
3. They can use additional resources to support their presentation (videos, role play, cases to discuss)
4. APA format
WORK 2
Mental Health Disorders
Neurocognitive Disorder
Oral presentation content by topic:
Presentation 2
Introduction
1. MAJOR NEUROCOGNITIVE DISORDERS (DEMENTIA)
2. EPIDEMIOLOGY
3. ETHIOPATHOGENESIS
4. EVALUATION, DIAGNOSTIC CRITERIA AND CLASSIFICATION
5. COGNITIVE TESTS
6. TREATMENT
7. AFFECTIVE DISORDERS IN THE ELDERLY ADULT
-GENERAL PERSPECTIVES
-SPECIFIC ENTITIES
8. TREATMENT AND PROGNOSIS
9. SLEEP DISORDERS IN THE ELDERLY ADULT
10. THE FUNCTIONS OF SLEEP AND SPECIFIC ENTITIES
17. Latest advances
18. Describe the prevalence, development and course
19. Risk factors
20. Cultural considerations
21. Present examples of situations / cases in relation to the assigned disorder
22. Present physical conditions associated with the disorder
23. Medications and clinical intervention models that have shown effectiveness
24. Look for articles or professional mental health journals (minimum 2 articles) that talk about these disorders and report relevant information for Clinical Social Work.
Important:
1. They must use the DSM V, textbooks, Virtual Library
2. The professional articles must be in this time frame 2015 to 2021.
3. They can use additional resources to support their presentation (videos, role play, cases to discuss)
4. APA format
.
Wordsworths Tintern Abbey is reflection on nature. Pick one of .docxlefrancoishazlett
Wordsworth's
Tintern Abbey is
reflection on nature. Pick one of these poems, and discuss the role nature plays in human life according to its author. (Be sure to refer to specific evidence in the text.) Do you agree or disagree with their view? Why? write about 300 words.
.
Words400 Topic When it comes to politics, the role of a wome.docxlefrancoishazlett
Words:40
0
Topic:
When it comes to politics, the role of a women in a less developed country will change significantly as women are now allowed to vote and become members of the parliament.
Description:
Literature review:
This section
reviews
the literature on key topics and makes links to the chosen theme. Include definitions of key concepts, and analyse and compare the effects and importance of the various trends based upon the readings. The literature review requires the group to address key areas in relation to the topic and theme
(
Concentrate here
in the lit review
on the ideas authors discuss about the role of
political
representation
in overcoming inequality
. Maybe use a historical perspective. A lit review should focus on ideas/arguments of authors, not statistics
. What are Mitter & Rowbotham / Burchielli / Mehdizadeh / Braverman / Williams
’
ideas
about power & equality, roles & economic freedom? Even
the international labour rights movement
)
Attached are 5 journal articles that need to be used. And you need to get 5 other journal articles.
References: 10
.
Words 500 Review the distinction between leadership and managem.docxlefrancoishazlett
Words: 500
Review the distinction between leadership and management. Then think about this in regard to how senior leaders versus senior managers lead change in an organization (especially when it comes to technical change in an organization).
When implementing change in an organization, there are always cultural issues that are faced, such as not accepting change, determine how differently this would be handled thinking about the management versus leadership constructs?
When dealing with performing work, how is this implemented differently within the management versus leadership constructs?
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Use APA references and in-text citations.
.
Wordcount 3.000 words (+-10).Cover, Table of Contents, Refe.docxlefrancoishazlett
Wordcount: 3.000 words (+/-10%).
Cover, Table of Contents, References and Appendix are excluded of the total slide count.
Font: Arial, size 12.5.
Text alignment: Justified.
The in-text References and the Bibliography have to be in Harvard’s citation style.
.
Words can be intelligible, cultural and storied. It may mean differ.docxlefrancoishazlett
“Words can be intelligible, cultural and storied. It may mean different things to you and to others. It may have one, several to many meanings, depending on where and who you are."
Pick one word or one phrase you feel you can write about to show you understand this. (Around Communications)
According to Communications and Culture:
1. Define it.
2. Explain its significance and meaning to you and us in our society
3. connect/refer to the topics /concepts taught in the course textbook only.
No references needed. References ONLY textbook and real-world examples.
Textbook: Strom, Bill and Agodzo, Divine (2018). More Than Talk: A Covenantal Approach to Everyday
Communication
, 5th edition. Dubuque, IA: Kendall/Hunt Publishing Company.
.
More Related Content
Similar to Womens Reproductive RightsWomens reproductive rights are contr.docx
· Avoiding Unauthorized Practice of LawIt is widely known that u.docxLynellBull52
· Avoiding Unauthorized Practice of Law
It is widely known that utilizing paralegals is a frequent concern for practicing attorneys, especially when a paralegal’s actions may leave them performing tasks (e.g., advising on legal rights, negotiation or settlement, management of a law practice, etc.) which could result in the unauthorized practice of law. Per the American Bar Association, one must possess a law license in order to perform such tasks.
Write a five to six (5-6) page paper in which you:
1. Determine three (3) most important characteristics of an effective paralegal. Justify your response.
2. Develop at least three (3) general guidelines for conducting legal research that a new paralegal should follow on in order to ensure that the attorney for whom the paralegal works is referencing valid laws within his / her legal documents.
3. Propose two (2) strategies that a paralegal could take in order to avoid the unauthorized practice of law. Provide a rationale to support your response.
4. Compare and contrast the key differences between the activities of paralegals versus those of attorneys in preparing a case for trial.
5. Use at least two (2) quality references. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Analyze what paralegals do, the career choices available to paralegals, their role in the legal profession, and the need for continuing education and training.
. Examine the paralegal workplace, tasks, and functions of a paralegal and accounting procedures in the law office.
. Use technology and information resources to research issues in paralegal studies.
. Write clearly and concisely about paralegal studies using proper writing mechanics.
BCJ 2001, Theory and Practices of Law Enforcement 1
Course Description
Presents the historical development of law enforcement, organization, administration, and systems of local, state, and
federal policing with an emphasis on theories as they relate to practices.
Course Textbook
Dempsey, J. S., & Forst, L. S. (2011). Police. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and discuss conventional crimes, as well as economic crimes, from historic and contemporary
viewpoints.
2. Assess and describe the growing menace of syndicated crime and the changes t.
Course Syllabus
Course Description
Examines relationships and issues in personnel administration and human resource development within the context of fire-
related organizations, including personnel management, organizational development, productivity, recruitment and selection,
performance management systems, discipline, and collective bargaining.
Course Textbook(s)
Ward, M. J. (2015). Fire officer: Principles and practice (Enhanced 3rd ed.). Burlington, MA: Jones & Bartlett.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify and explain contemporary personnel management issues.
2. Explain potential personnel management issues.
3. Classify the collective rules, procedures, laws, and policies that relate to personnel management issues.
4. Analyze simple/complex personnel management issues from recruitment to retirement.
5. Formulate recommendations and solutions to personnel management issues.
6. Explore organizational development and leadership styles and how they relate to personnel relationships.
Prerequisite(s)
No prerequisite courses are required by CSU for enrollment in this course.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards
provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course
concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.
7. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided below.
8. Ask the Professor: This communication forum provides students with an opportunity to ask their professor general
questions or questions related to course content.
FIR 4302, Fire Service Personnel
Management
FIR 4302, Fire Service Personnel Management 1
9. Student Break Room: This communication forum al.
Week Seven Homework ExercisePSYCH610 Version 21University.docxphilipnelson29183
Week Seven Homework Exercise
PSYCH/610 Version 2
1
University of Phoenix Material
Week Seven Homework Exercise
Answer the following questions, covering material from Ch. 13 of Methods in Behavioral Research:
1. Define inferential statistics and how researchers use inferential statistics to draw conclusions from sample data.
2. Define probability and discuss how it relates to the concept of statistical significance.
3. A researcher is studying the effects of yoga on depression. Participants are randomly assigned to one of two groups: yoga and medication (experimental group); or support group and medication (control group). What is the null hypothesis? What is the research hypothesis?
4. In the scenario described in the previous question, the researcher implements two programs simultaneously: a 6-week yoga program coupled with medication management and a 6-week support group program coupled with medication management. At the end of the 6 weeks, participants complete a questionnaire measuring depression. The researcher compares the mean score of the experimental group with the mean score of the control group. What statistical test would be most appropriate for this purpose and why? What is the role of probability in this statistical test?
5. In the scenario described in the previous questions, the researcher predicted that participants in the experimental group—yoga plus medication—would score significantly lower on measures of depression than would participants in the control group—support group plus medication. True or false: A two-tailed test of significance is most appropriate in this case. Explain your response.
6. Explain the relationship between the alpha level (or significance level) and Type I error. What is a Type II error? How are Type I and Type II errors different?
7. A researcher is studying the effects of sex—male and female—and dietary sugar on energy level. Male and female participants agree to follow either a high sugar or low sugar diet for eight weeks. The researcher asks the participants to complete a number of questionnaires, including one assessing energy level, before and after the program. The researcher is interested in determining whether a high or low sugar diet affects reported energy levels differently for men and women. At the end of the program, the researcher examines scores on the energy level scale for the following groups: Men – low sugar diet; Men – high sugar diet; Women – low sugar diet; Women – high sugar diet. What statistic could the researcher use to assess the data? What criteria did you use to determine the appropriate statistical test?
BHR 4680, Training and Development 1
Course Description
Provides an organizational development model in human resource management to prepare professionals to train and
develop people throughout the career continuum in the international arena. Presents an overview of mentoring and
coaching, the role of team leaders and managers in performance apprais.
20161028161952psy_850.r.assignment_requirements (1).docx
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
Doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the assignment, you will use the original Cla ...
Task Description Developing CapabilityAssessment details for .docxssuserf9c51d
Task Description: Developing Capability
Assessment details for ALL STUDENTS
Length: 2500 words
Format: Report Format
Weighting 30%
Task Required:
The aim of this assignment is to allow participants to explore and develop key capabilities in one of the two key managing others capabilities addressed in the course.
Students are to choose either:
1 Conflict and Negotiation, or
2 Empathy and Trust, or
3 Teams and Groups.
During the Saturday workshops, diagnostic tools and mini-simulation activities will be undertaken for each topic that serves as the experiential basis for individual reflection about current practice. These are compulsory activities for students enrolled in the on-campus delivery mode. Students who do not attend and participate in these activities will be deemed not to have completed this component of the assessment task and will receive a penalty.
Students are then to prepare a literature review about the chosen topic that defines the key terms and outline key theories or models and application.
Students enrolled in MGMT20124 must utilise a number of diagnostic tools undertaken during the workshops (such as the Johari Window, Thomas Kilmann Conflict Questionnaire, The Big 5, ESCI, Belbin Team Inventory etc.) that provide insights into current capabilities or preferences. Students are to contrast the results of the diagnostics tests and compare these to the literature so as to identify key strengths and weakness in their managing others capabilities.
(See the note below for students enrolled in MGMT20124 & MGMT20129)
Students are then to identify two areas for improvement. Using your learnings from the literature review and diagnostic tools, develop a realistic plan of activities designed to improve your knowledge and skills over a 6-month period.
Research Requirements: A minimum of 15 scholarly references are to be used that includes at least 6 peer reviewed journal articles included as citations within the report. These must also be listed in the reference list which is in alphabetical order-
Keep in mind that the external sources (outside the textbooks) must be peer reviewed journal articles or scholarly book chapters. If you are in doubt of what constitutes a journal articleor scholarly book chapter you need to ask your lecturer/professor or tutor.
If you are uncertain about how to reference correctly and how to draft a reference list please access student support through CQU.
Marks will be deducted for poor referencing!
PLEASE NOTE:
Students enrolled in MGMT20124 have a slightly higher word limit and are expected to undertake at least 5 diagnostic tools compared to students enrolled in MGMT 20129 who are expected to undertake a minimum of 3 diagnostic tools. This is to reflect the higher credit point value of MGMT20124. However the more diagnostic tools you use the greater the insights into your preferences.
The world limits provided are guidelines/approximate limits.
Section
Description
Additional Infor ...
1 Kaplan University School of Health Sciences H.docxmercysuttle
1
Kaplan University School of Health Sciences
HS305 Research Methods for Health
Sciences
COURSE #
Unit 9 Final Project:
Final Mock Research Proposal
Unit outcomes addressed in this Assignment:
Distinguish the characteristics of outcomes research and discuss research
techniques utilized in evaluative research especially related to evidence-based health
practice
Analyze how various research study designs may be applied to health science
Analyze the ethical compliance standards that assure research integrity and human
participant safety in health science research
Demonstrate college level communication
Draft Conclusion section of a mock research proposal
Course outcomes assessed in this Assignment:
HS305-1: Retrieve and analyze the utility and credibility of information from appropriate
sources to inform decision making regarding issues and trends in health science.
HS305-2: Analyze how various research study designs may be applied to health
science.
HS305-3: Analyze the ethical compliance standards that assure research integrity and
human participant safety in health science research.
GEL-1.1: Demonstrate college-level communication through the composition of original
materials in Standard American English.
GEL-8.5: Apply critical thinking to health science research.
Instructions
Finish your mock research proposal by revising previous sections based on the
feedback you received on the Get Write board and on previous versions of the paper.
Also add the discussion/conclusion section.
Your paper must include the following:
Research Problem section
Include the following:
2
Kaplan University School of Health Sciences
HS305 Research Methods for Health
Sciences
COURSE #
o Identify a health issue or trend that requires new information about
causes, prevention strategies, and/or interventions.
o Include appropriate definitions and/or signs and symptoms of a
health problem, issue, or trend.
o Discuss consequences of the health problem, issue, or trend if the
problem is not addressed.
o Include prevalence rates if available.
o Clearly identify the research problem that needs to be addressed
through scientific research.
Current Background section
Include the following:
o Summarize current information that suggests a potential solution to
the research problem and/or causes that might be tested through a
scientific research study.
o Analyze whether the current literature suggests a potential
hypothesis or if a refined research question will be needed to guide
a study that may identify a solution or cause.
Hypothesis or Refined Research Question section
Include the following:
o Simply state your hypothesis as a statement or the refined research
question.
o Be sure to head the section appropriately as either the Hypothesis
section or the Refined Research Question section.
Research Process Section
Include the followin ...
Assignment 2 LASA Ethical Decision Making Case Study PaperMan.docxrock73
Assignment 2: LASA: Ethical Decision Making: Case Study Paper
Many counselors are competent in their knowledge and understanding of ethical standards and relevant laws. However, real-world situations often do not lend themselves to straightforward solutions. Therefore, counselors must rely on ethical decision-making models to clearly explore ethical dilemmas and to identify appropriate courses of action for different dilemmas. This assignment will help you not only apply an ethical decision-making model but also clearly identify a conceptual model for risk management that can be used throughout one's clinical practice.
Directions:
For this assignment, you will review the following case study and incorporate the materials learned throughout the course to answer the set of requirements that follow in a paper approximately between 8-10 pages.
Case Study:
Zander is doing his master's in clinical mental health counseling and has become friends with Tasha, one of his peers in the program. Tasha has shared that she had a substance abuse problem in the past but did not attend an addiction counseling program; rather, she chose to self-monitor and attend AA meetings as needed. Tasha also confided that she has been involved in a sexual relationship for several weeks with Dr. Supervisor, a new supervisor at the agency where they are both interning. Dr. Supervisor has just recently started to provide on-site internship supervision to Zander and Tasha as well as two other students at the internship site.
Tasha reveals she began spending time with Dr. Supervisor 3 months ago, when he asked for her assistance in setting up a personal Facebook page, so he could better communicate with clients he sees at the site. Being well-versed in social media, Tasha helped him set one up and taught him how to use it. Over the next few weeks, they spent more time together, initially working on Dr. Supervisor's Facebook profile and trying to "friend" old clients he used to work with at another agency. Tasha was thrilled they had convinced at least five clients to leave Dr. Supervisor's old agency.
Dr. Supervisor and Tasha began to eventually go out to dinner. After 2 months, their interactions evolved into a sexual relationship. Tasha tells Zander that she's not concerned about any conflict of interest and that she and Dr. Supervisor will likely get engaged once she graduates from the program at the end of the year. Zander is becoming increasingly concerned, however, as he has seen Tasha and Dr. Supervisor meeting at an off-campus bar multiple times in recent weeks, and Tasha has begun to miss classes and other regularly scheduled meetings with clients. Zander reports a significant increase in his caseload because Tasha is missing meetings with clients.
Tasks:
In approximately 8–10 pages:
A. Identify Ethical Dilemma or Issues.
1. Identify the relevant ethical dilemma and issues in the case study.
B. Summarize Your Ethical Model.
2. Outline the proposed action(s) you would t ...
Human Growth & Development Advocacy ProjectAssignmentEDPS 210 coNarcisaBrandenburg70
Human Growth & Development Advocacy ProjectAssignment:
EDPS 210 covers nearly every facet of life, including challenges we experience physically, emotionally, and/or socially. For this project you will select an issue of personal interest and explore local resources to deal with that issue from a community perspective. You will then create an informational resource to distribute to your classmates.
The purpose of this project is to apply topics covered in this course and create helpful resources for community members. Examples of issues:
· Poverty
· Addiction
· Literacy
· Developmental Disabilities
· Physical Illness (cancer diabetes, infertility, Alzheimer’s, etc.)
· Mental Illness
· Homelessness
· Domestic Abuse
· Systemic Racism
· Digital divide
· Food InsecurityParameters of the Assignment
You must create a useful resource. This can be an essay, a pamphlet, a video, a presentation, any multi-media informational item can be considered. Creativity and accessibility is valued in this assignment. Whatever you decide to create, it must include the following:
· A summary of the issue with at least 2 references and citations from reputable sources
· Statistic and information about how this issue impacts the residents of Frederick County and/or the students at FCC – citation required
· An examination of possible solutions to resolve the issue on a local level
· A list of support resources available in Frederick County in Maryland, at FCC and/or statewide
· Support groups
· Local/State organizations
· Treatment resources
· Online resources
Advocacy Project Rubric
4
3
2
1
Citations
Project cites at least 2 sources both within the project and in a “References” list.
Project cites at least 2 sources, either within the project or in a “References” list.
Project contains 1 citation within the project and/or in a “References” list.
Project does not contain sufficient citations.
Summary
Chosen issue and its impact on the community are clearly defined using statistics and geographical information as appropriate.
Chosen issue and its impact on the community are somewhat defined, but missing statistics or a specified community of focus.
Chosen issue and its impact on the community are ambiguous; key information has been omitted.
Chosen issue and its impact on the community are unclear; no topic of focus has been articulated.
Resources/
Solution
s
Project provides ample information about local resources and/or possible solutions to mitigate chosen issue.
Project provides little or inconclusive information about local resources and/or possible solutions to mitigate chosen issue.
Project attempts to provide information about local resources and/or possible solutions to mitigate chosen issue, but information is unclear.
Project fails to address resources or solutions to mitigate chosen issue.
Organization
Project is well-organized and presents all necessary information in an appealing and cohesive manner.
Project is generally organiz ...
Course Syllabus
Course Description
Explores strategies for leading and communicating effectively with both internal and external audiences during crisis
situations. Discusses the development of a communication plan and how to craft and deliver messaging during the crisis
situation.
Course Textbook(s)
Ulmer, R. R., Sellnow, T. L, & Seeger, M. W. (2019). Effective crisis communication: Moving from crisis to opportunity (4th
ed.). SAGE. https://online.vitalsource.com/#/books/9781506315744
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Apply crisis communication theory to real-world crisis situations.
2. Evaluate leaders’ approaches to crisis communication and action.
3. Apply strategies for communicating and leading during times of uncertainty.
4. Apply strategies for communicating a message to neutralize risk or scandal.
5. Create opportunities for positive messaging in the midst of crisis, in order to support the organization, its people, and
its brand.
6. Evaluate ethical demands of the leader during crisis situations.
7. Create a leadership communication plan for a crisis situation.
8. Develop strategies for leading the organization toward crisis recovery and renewal.
Academic Integrity
Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf
University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from
breaches of this policy.
Credits
Upon completion of this course, the students will earn 3.00 hours of college credit.
Course Structure
COM 5360, Crisis
Communication and Leadership
COM 5360, Crisis Communication and Leadership 1
1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required unit resources, assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Required Unit Resources: Units contain Required Unit Resources from one or more chapters from the textbook
and/or outside resources.
5. Discussion Boards: Students are required to submit Discussion Board posts in Units I-VIII. Discussion Boards
provide students the opportunity for student-to-student and professor-to-student interaction based on relevant course
concepts and ideas. Specific information about accessing the Discussion Board rubric is provided below.
6. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided below.
7. Ask the Professor: This communication forum provides students ...
IDS 400 Milestone Four Guidelines and Rubric Analyzing an .docxalanrgibson41217
IDS 400 Milestone Four Guidelines and Rubric
Analyzing an Issue or Event in Diversity Through the Lenses of the Natural and Applied Sciences and the Social Sciences
Overview: For the first part of your final project, the critical analysis portfolio, you will select an issue or event in diversity and critically analyze it through the
four general education lenses: history, humanities, natural and applied sciences, and social sciences. By viewing the issue or event through these lenses, you will
gain insight into how the intersectional nature of diversity affects society as well as both your own individual framework of perception and the choices, attitudes,
and behaviors of others in the world around you.
For this fourth milestone, due in Module Six, you will analyze your issue/event in diversity through the lenses of the natural and applied sciences and the social
sciences. Like Milestone Two, this task provides you with an opportunity to dive deeper into your analysis of the issue/event through these two lenses. This will
provide you with a chance to practice analyzing your issue/event through these lenses and receive feedback on this practice attempt.
Prompt: First, review your work in Modules Five and Six, as well as the Four Lenses document from Module One.
Next, analyze your issue/event through the lens of the natural and applied sciences by exploring the following questions:
How does this issue/event provide a social commentary through the natural and applied sciences?
In what ways can science help resolve or enhance your issue/event?
Next, analyze your issue/event through the lens of the social sciences, and address the following:
How does this issue/event interact with the social sciences lens and impact social issues?
In what ways does the social science lens help articulate a deeper understanding of the social issue(s) that inform your issue/event?
Note: You are completing two separate analyses: one from the natural and applied sciences and one from the social sciences. You must submit two papers in a
single Word document.
Be sure to use evidence from research to support your analysis. Refer to course resources, the LibGuide for this course, and any other pertinent resources to
support your responses. Relevant current news sources may be used with instructor approval. Incorporate instructor feedback into Final Project Part One.
Specifically, the following critical elements must be addressed:
I. Lens Analysis: In this section of your assignment, you will analyze your issue/event through two of the four general education lenses.
A. Analyze your issue/event through the lens of the natural and applied sciences for determining its impact on various institutions. Utilize evidence
from research to support your analysis.
https://learn.snhu.edu/content/enforced/196286-MASTER-IDS-400-CEIDS-OL-TRAD.19EW5/Course%20Documents/IDS%20400%20Four%20General%20Education%20Lenses.pdf?_&d2lSe.
Similar to Womens Reproductive RightsWomens reproductive rights are contr.docx (10)
WORK BREAKDOWN STRUCTUREProject TitleDate Prepared 1.Proje.docxlefrancoishazlett
WORK BREAKDOWN STRUCTURE
Project Title: Date Prepared:
1. Project
1.1. Major Deliverable
1.1.1. Control Account
1.1.1.1. Work package
1.1.1.2. Work package
1.1.1.3. Work package
1.1.2. Work package
1.2. Control Account
1.2.1. Work package
1.2.2. Work package
1.3. Major Deliverable
1.3.1. Control account
1.3.2. Control account
1.3.2.1. Work package
1.3.2.2. Work package
Page 1 of 1
Running Head: EVALUATING PHYSICIANS AND NURSES PERSPECTIVE ON FACTORS CONTRIBUTING TO READMISSION OF OPHTHALMIC DISCHARGED PATIENTS AND POTENTIAL ONLINE FOLLOW-UP STRATEGIES TO REDUCE THEIR READMISSION IN A GOVERNMENT HOSPITAL OF RIYADH
[Type text] [Type text] [Type text]
EVALUATING PHYSICIANS AND NURSES PERSPECTIVE ON FACTORS CONTRIBUTING TO READMISSION OF OPHTHALMIC DISCHARGED PATIENTS AND POTENTIAL ONLINE FOLLOW-UP STRATEGIES TO REDUCE THEIR READMISSION IN A GOVERNMENT HOSPITAL OF RIYADH
Evaluating Physicians and Nurses Perspective on Factors Contributing to Readmission of Ophthalmic Discharged Patients and Potential Online Follow-Up Strategies to Reduce Their Readmission in a Government Hospital of Riyadh
CHAPTER I
Introduction
Annually, unplanned readmissions cost 15-20 billion dollars, and preventing such readmission will potentially improve the quality of life for patients and decrease the financial pain of health care systems, (Alper,2017). The existing precedence of many healthcare facilities is to reduce readmissions using post-discharge follow-up practices. The definitive objective of health care providers is to deliver high-quality health care services to patients using transitional care models. The methodologies encourage the use of appropriate outpatient follow-up appointments implemented through Medicare incentives to promote the reduction in hospital readmissions (Adib-Hajbaghery, Maghaminejad & Abbasi, 2013). Comment by Editor: Setting of margins required
Many of the researchers analyzing the outcome of follow-up on outpatients in reducing hospital readmissions majors on particular illnesses in a state; hence it is shallow. The review indicates that outpatient follow-ups decrease sickle cell anemia, pediatric asthma, and heart failure patient readmission (Hasan et al., 2010; Alper, 2017). However, there is an indication of mixed results obtained from examinations on hospitalized individuals. One study carried out by the Medicare Payment Advisory Commission demonstrated that there is no relationship between the timing of outpatient follow-up, and 30-day readmission rate in discharged patients from medical facilities (Ferrandino et al., 2017).
Statement of the Problem
According to Ferrandino et al. (2017), the readmission of roughly a half of the Medicaid receivers countrywide is within 30 days of discharge, and they fail to get a follow-up on outpatient before readmission. Equally, patients readmitted for chronic illnesses recorded a decrease in outpatient follow-up. It implies that the use of timely follow-ups to decrease the rates of readmi.
Work Breakdown Structure (WBS)Project Name Massive Solutions .docxlefrancoishazlett
Work Breakdown Structure (WBS)
Project Name: Massive
Solution
s International Data Center ExpansionDate: 1/19/19
Prepared by:
1.0 Current state analysis 1
1.1 Complete an inventory of all physical and virtual servers.
1.2 Complete an inventory of all software applications currently being provided, and critical index factor (CIF) for each.
1.2.1 Identify what an acceptable downtown would be for each application.
1.3 Determine the interdependencies between applications, servers, storage, and telecommunications.
1.4 Conduct a benchmarking of existing performance metrics of data center operations.
1.5 Determine viability of moving existing equipment or cost-benefit of procuring new equipment.
2.0 Planning and management 2
2.1 Identify potential costs.
2.2 Develop a budget.
2.3 Develop a process list of all anticipated move-related tasks.
2.4 Determine lessons learned from past moves.
2.5 Test move processes to identify problems or issues.
2.6 Obtain stakeholder approval to continue project.
3.0 Data center move strategy 3
3.1 Identify key personnel who will be involved with executing the move.
3.1.1 Determine if outsourcing of tasks is required.
3.2 Identify potential risks.
3.2.1 Develop risk mitigation processes.
3.3 Assign servers and applications to move bundles.
3.4 Prioritize the order in which bundles will be moved to the new data center.
4.0 Data center migration 4
4.1 Shift data center operations to a back-up site.
4.2 Verify operations are working properly.
4.3 Shut down current operations.
4.4 Procure/order new equipment required.
4.5 Uninstall existing equipment.
4.6 Prepare for shipment.
4.7 Track shipment.
4.8 Receive shipments at new data center.
4.8.1 New procurements
4.8.2 Existing equipment
4.9 Install equipment.
4.9.1 Test and verify.
4.10 Install software/applications.
4.10.1 Test and verify.
4.11 Migrate live data from backup site.
4.11.1 Test and verify.
5.0 Post-move verification
5.1 Ensure all installations are complete.
5.2 Conduct post-move benchmarks of performance, and compare with pre-
move benchmarks to determine delta (difference), if any.
5.3 Obtain stakeholder approval and accepatance.
.
work breakdown structureAssignment ContentCreate a Wor.docxlefrancoishazlett
work breakdown structure
Assignment Content
Create
a Work Breakdown Structure (WBS) and project schedule for the Learning Software Project.
Use
Microsoft® Project to list the components and breakdown of the project's WBS (i.e., project phases, grouping of tasks, resource assignments, etc.).
Develop
a Gantt chart with the following:
Project phase
Tasks
Resource names/titles
Duration
Start and finish dates
Predecessors
Milestones highlighted
Submit
your assignment.
.
Work as a team to complete a Lean Six Sigma implementation case. EV.docxlefrancoishazlett
Work as a team to complete a Lean Six Sigma implementation case. EVERYONE will interview two different person(s) who have experienced or associated with the Lean, Six Sigma, or Lean Six Sigma implementation project. The interviews can be via phone, f2f meeting, or video conference and focus on the following topics:
- The project’s objectives and outcomes (successful/failure), brief explaining methodology
- The roles of this person in the project
- Any forces and factors enabling the implementation process
- Any barriers or obstacles that limited or constrained the process
- Any techniques/tools and relevant metrics used by the organization
Section 1 – brief description of all interviews following the above topics
- Section 2 – drawing tables/figures finding similarities and differences of these interviews focusing on forces and factors enabling the implementation, as well as the barriers or obstacles that limited or constrained the process. Any other useful information on Lean Six Sigma implementation process should be presented.
A list of reference noting the interviews conducted (names of individuals and organizations can be masked), data utilized, and additional source materials cited or consulted.
QUESTIONS WHICH HAVE TO BE ASKED ARE LISTED IN BELOW ATTACHED PHOTO
.
Work Area Recovery Plan is a vital plan that establishes an adequate.docxlefrancoishazlett
Work Area Recovery Plan is a vital plan that establishes an adequate environment for people to work in the event of a disruptive incident. Discuss the challenges that organizations without proper Work Area Recovery Plan may face when disruptive events arise.
What are the benefits of performing Pandemic risk assessment in an organization?
.
WORK 1Mental Health DisorderNeurological developmental dis.docxlefrancoishazlett
WORK 1
Mental Health Disorder
Neurological developmental disorder
Introduction
1. Make a detailed summary where you define the disorders within the assigned category, their diagnostic criteria, specifiers and differential diagnoses.
2. What are neurodevelopmental disorders
3. Some causes of neurodevelopmental disorders
4. Classification of neurodevelopmental disorders
5. Intellectual disability
6. Communication disorders
7. Autism Spectrum Disorder (ASD)
8. Attention deficit hyperactivity disorder (ADHD)
9. Latest advances
10. Describe the prevalence, development and course
11. Risk factors
12. Cultural considerations
13. Present examples of situations / cases in relation to the assigned disorder
14. Present physical conditions associated with the disorder
15. Medications and clinical intervention models that have shown effectiveness
16. Look for articles or professional mental health journals (minimum 2 articles) that talk about these disorders and report relevant information for Clinical Social Work.
Important:
1. They must use the DSM V, textbooks, Virtual Library
2. The professional articles must be in this time frame 2015 to 2021.
3. They can use additional resources to support their presentation (videos, role play, cases to discuss)
4. APA format
WORK 2
Mental Health Disorders
Neurocognitive Disorder
Oral presentation content by topic:
Presentation 2
Introduction
1. MAJOR NEUROCOGNITIVE DISORDERS (DEMENTIA)
2. EPIDEMIOLOGY
3. ETHIOPATHOGENESIS
4. EVALUATION, DIAGNOSTIC CRITERIA AND CLASSIFICATION
5. COGNITIVE TESTS
6. TREATMENT
7. AFFECTIVE DISORDERS IN THE ELDERLY ADULT
-GENERAL PERSPECTIVES
-SPECIFIC ENTITIES
8. TREATMENT AND PROGNOSIS
9. SLEEP DISORDERS IN THE ELDERLY ADULT
10. THE FUNCTIONS OF SLEEP AND SPECIFIC ENTITIES
17. Latest advances
18. Describe the prevalence, development and course
19. Risk factors
20. Cultural considerations
21. Present examples of situations / cases in relation to the assigned disorder
22. Present physical conditions associated with the disorder
23. Medications and clinical intervention models that have shown effectiveness
24. Look for articles or professional mental health journals (minimum 2 articles) that talk about these disorders and report relevant information for Clinical Social Work.
Important:
1. They must use the DSM V, textbooks, Virtual Library
2. The professional articles must be in this time frame 2015 to 2021.
3. They can use additional resources to support their presentation (videos, role play, cases to discuss)
4. APA format
.
Wordsworths Tintern Abbey is reflection on nature. Pick one of .docxlefrancoishazlett
Wordsworth's
Tintern Abbey is
reflection on nature. Pick one of these poems, and discuss the role nature plays in human life according to its author. (Be sure to refer to specific evidence in the text.) Do you agree or disagree with their view? Why? write about 300 words.
.
Words400 Topic When it comes to politics, the role of a wome.docxlefrancoishazlett
Words:40
0
Topic:
When it comes to politics, the role of a women in a less developed country will change significantly as women are now allowed to vote and become members of the parliament.
Description:
Literature review:
This section
reviews
the literature on key topics and makes links to the chosen theme. Include definitions of key concepts, and analyse and compare the effects and importance of the various trends based upon the readings. The literature review requires the group to address key areas in relation to the topic and theme
(
Concentrate here
in the lit review
on the ideas authors discuss about the role of
political
representation
in overcoming inequality
. Maybe use a historical perspective. A lit review should focus on ideas/arguments of authors, not statistics
. What are Mitter & Rowbotham / Burchielli / Mehdizadeh / Braverman / Williams
’
ideas
about power & equality, roles & economic freedom? Even
the international labour rights movement
)
Attached are 5 journal articles that need to be used. And you need to get 5 other journal articles.
References: 10
.
Words 500 Review the distinction between leadership and managem.docxlefrancoishazlett
Words: 500
Review the distinction between leadership and management. Then think about this in regard to how senior leaders versus senior managers lead change in an organization (especially when it comes to technical change in an organization).
When implementing change in an organization, there are always cultural issues that are faced, such as not accepting change, determine how differently this would be handled thinking about the management versus leadership constructs?
When dealing with performing work, how is this implemented differently within the management versus leadership constructs?
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Use APA references and in-text citations.
.
Wordcount 3.000 words (+-10).Cover, Table of Contents, Refe.docxlefrancoishazlett
Wordcount: 3.000 words (+/-10%).
Cover, Table of Contents, References and Appendix are excluded of the total slide count.
Font: Arial, size 12.5.
Text alignment: Justified.
The in-text References and the Bibliography have to be in Harvard’s citation style.
.
Words can be intelligible, cultural and storied. It may mean differ.docxlefrancoishazlett
“Words can be intelligible, cultural and storied. It may mean different things to you and to others. It may have one, several to many meanings, depending on where and who you are."
Pick one word or one phrase you feel you can write about to show you understand this. (Around Communications)
According to Communications and Culture:
1. Define it.
2. Explain its significance and meaning to you and us in our society
3. connect/refer to the topics /concepts taught in the course textbook only.
No references needed. References ONLY textbook and real-world examples.
Textbook: Strom, Bill and Agodzo, Divine (2018). More Than Talk: A Covenantal Approach to Everyday
Communication
, 5th edition. Dubuque, IA: Kendall/Hunt Publishing Company.
.
Word Test Out Materialw00_cumexam_council.xlsxCity of Floma C.docxlefrancoishazlett
Word Test Out Material/w00_cumexam_council.xlsx
City of Floma Council MembersSalutationFirst NameLast NameMrs.JenniferDoyleMr.DavidDawsonMr.RobertMosleyDr.JeremyRoy
Word Test Out Material/w00_cumexam_data.docx
City of Floma
Fiscal Year 2018 Audit ReportExecutive Summary
Introduction
This audit report was prepared to satisfy the City of Floma Charter’s requirement to have an external, independent, and qualified auditor annually examine its operations. The stated goal of the audit is to provide the citizens of the city with assurance that the city’s resources are being managed in accordance with local, state, and federal regulations.
The information presented in this audit report was compiled from data found in public records, transaction and management databases used by municipal software applications, and personal interviews of city employees. The data was reviewed for consistency and compliance with Generally Accepted Accounting Principles for state and local governments. Analysis of the data was then conducted to determine where opportunities for improved efficiencies exist.
The result of the audit can be found below. It includes specific findings by city department, supporting tables, and general recommendations.City Departments
Public Safety (Police and Fire)
The analysis of the personnel expenditures of both public safety agencies found that overall costs can be reduced by hiring additional police officers and firefighters. Calculations to support this conclusion can be found in Table 1 below. The current spending on overtime warrants the net addition of two police officers and one firefighter in fiscal year 2019.
The population growth of the city is noted, and as such, additional hires should be anticipated in each of the following two years. The hires required to maintain proper personnel levels in the police force and fire department will be financially covered by the expected increase in city tax revenue commensurate with the population growth.
Utilities
The acquisition of smart electricity meters has continued at a steady pace throughout 2018. We observed delays in the installation and proper configuration of the smart meters, which causes unnecessary inconvenience for citizens. The city personnel tasked with the implementation of the smart meters has not received sufficient training to complete the project within the allotted time frame.
The utility department should organize additional training sessions for the two supervisors so that they may in turn train their employees. This training is to focus on efficient installation of the meters and connection of the meters to the central utility computer system. Until such training is completed, it is not advisable to continue installation of the new meters to avoid disruptions and costly rework.
Waste Management
The Waste Management Department has not made any plans to address the city’s landfill capacity. The landfill is expected to reach its designed capacity in Q2, 2020. Several.
Words 1500 - 1700You have recently hired a new assistant, Susan .docxlefrancoishazlett
Words 1500 - 1700
You have recently hired a new assistant, Susan Thompson, who previously worked in a financial accounting office preparing journal entries, which provide you with a recording of the day-to-day activities of the company and financial statements (income statement, statement of owners' equity balance sheet, and cash flow statement). Although your new assistant has experience with and fully understands financial accounting, she has no experience with managerial accounting.
Assignment
In a memo to your new assistant, Susan Thompson, explain to her the similarities and differences between financial and managerial accounting. Provide examples of managerial accounting reports that she could expect to see within EEC, and explain how management might use the information to make decisions. Keep in mind that the income statement, statement of owners’ equity balance sheet, and cash flow statement, although generated in financial accounting, are used to develop all of your managerial accounting reports. Examples of a few of those reports are the horizontal analyzes, vertical analyzes, and ratios.
.
Woodside and McClam (2013) describe the three components of case.docxlefrancoishazlett
Woodside and McClam (2013) describe the three components of case management as case review, report writing and documentation, and client participation.
In your own words, describe each of these components. Why is each component important for case managers?
Which component do you think is most important? Justify your answer.
Woodside, M., & McClam, T. (2013).
Generalist case management: A method of human service delivery
(4th ed.). Belmont, CA: Cengage.
.
Word limit is 650, must be in APA format, citations and references.docxlefrancoishazlett
Word limit is 650, must be in APA format, citations and references
Consider this hypothetical situation:
David Doe is a network administrator for the ABC Company. David is passed over for promotion three times. He is quite vocal in his dissatisfaction with this situation. In fact, he begins to express negative opinions about the organization in general. Eventually, David quits and begins his own consulting business. Six months after David’s departure, it is discovered that a good deal of the ABC Company’s research has suddenly been duplicated by a competitor. Executives at ABC suspect that David Doe has done some consulting work for this competitor and may have passed on sensitive data. However, in the interim since David left, his computer has been formatted and reassigned to another person. ABC has no evidence that David Doe did anything wrong.
What steps might have been taken to detect David’s alleged industrial espionage?
What steps might have been taken to prevent his perpetrating such an offense?
.
Word limit is 200 word . High quality is most important. Needs to be.docxlefrancoishazlett
Word limit is 200 word . High quality is most important. Needs to be in APA format and you need to use and cite 2 sources in APA format.
Select a technology that is of interest to you (for example, sewing machines, tanks, computers, TV, etc.); write a paper about its historic and current impact on the economy, the environment, relationships, education, and morals.
Need it in an hour...
.
Woodrow Wilson, from The New Freedom (1913)Eugene V. Debs, The O.docxlefrancoishazlett
Woodrow Wilson, from The New Freedom (1913)
Eugene V. Debs, "The Outlook for Socialism in the United States" (1900)
Herbert Croly, Progressive Democracy (1914)
Theodore Roosevelt, from The New Nationalism (1910)
Compare these views on America and its desired future. Rate these authors by the radicalism expressed in these documents. What common themes do they share? Where are they significantly different? Which vision is the closest to the way America developed over the next several decades?
.
Word count; 150 wordsCompare and discuss the two basic categor.docxlefrancoishazlett
Word count; 150 words
Compare and discuss the two basic categories of health policies. Give an example of federal or state legislation that reflect each category
Discuss the impact of federal and state legislation on health related issues.
Word count; 150 words
Discuss the impact of health policies on health services in terms of the money, human resources, and technology used to produce these services. Your answer should include a discussion on each of the three areas?Word count; 150
Who are the demanders and suppliers in health policies? Describe what motivates each in a political marketplace.Word count; 150 words
Your Opinion and Observations
When you are ready, respond to the prompts below.
Is influence in Public Policy environments a matter of power and focus? Why or why not
Word count; 150 words
Discuss the necessity of rulemaking and the role that interest groups play in it. Discuss the necessity of analysis in the rulemaking process in healthcare Assess general tools and frameworks used in policy analysis within healthcare. Word count; 150 words
Discuss the role of policy analysis in policy modification. Include a description of a federal agency that supports policymaking through policy analysis. Word count; 150 words
Research a current health policy of your choice and discuss why you find it relevant to you personally and the population. You may also discuss any changes you would make to the policy. Please provide justification for the change. Word count; 150 words
Case Study Religious Prayer
You have recently hired a new employee who is skilled and experienced and has a Muslim background. He has requested he be granted time to conduct his prayer duty which is 5 times a day and a place to do it.
Current policy allows employees 2 fifteen minute breaks (one in the morning and one in the afternoon) and a 30 minute lunch period. Your company also recognizes Easter, Hanukkah, and Christmas as holidays.
What should you do, given current practices and policy that will not precipitate problems with the remaining staff? Word count; 150 words
What have you learned that clarifies the positions and tools used by the various stakeholder groups to impact health care reform legislation? Word count; 150 words
What have you learned that clarifies the process of policymaking on health related topics? Is there anything that you would change? Word count; 150 words
Write a 7-9 page paper with bibliography. Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Pocket Guide to APA Style to ensure in-text citations and reference list are correct.
You will synthesize your understanding of why Medicare Part D passed, as well as the influence of the various interest groups and governmental entities during this process. Make sure to discuss both the policy process and the policy environment—that is.
Word count The report should be between 600 to 800 words (excludi.docxlefrancoishazlett
Word count:
The report should be between 600 to 800 words (excluding the bibliography) with the following title:
Title: The Carrying Capacity of the Planet
Explain and evaluate, using referenced evidence and data, what the concept of “the planet’s carrying capacity” means and how it is measured. You should explain how humanity might find ways to deal with this problem.
Ensure that you provide clear titles for separate sections within the report.
.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Womens Reproductive RightsWomens reproductive rights are contr.docx
1. Women's Reproductive Rights
Women's reproductive rights are controlled in a myriad of ways
through both pro-natalist and anti-natalist policies.
Pro-natalist polices prohibit use of birth control and abortion in
an attempt to grow populations. Romania is a perfect example.
Anti-natalist policies put restrictions on women's ability to have
children. China's one child policy is a good example of an anti-
natalist policy. Women from marginalized and historically
oppressed groups in many cultures are sterilized in an attempt at
controlling those populations seen as undesirable. This
happened so frequently to black women in the U.S., that it was
called the "Mississippi Appendectomy." Latinas, Puerto Rican
women and Native American Indian women were also sterilized
against their will in large numbers.
Answer the following questions 2 pages
1). In Kligman's Political Demography: The Banning of
Abortion in Ceacescu's Romania, how were women's bodies tied
to reproduction and pro-natalism?
2). How were women's bodies policed under these policies?
What did women do when abortion was criminalized?
3). How does reproduction serve as an opportunity to control
women's bodies across cultures including here in the U.S.?
School of Security and Global Studies
Program Name: Security Management
Course Number: SCMT498
Course Name: Senior Seminar in Security Management
2. Credit Hours: 3 Credit Hours
Length of Course: 8 Weeks
Prerequisite: Completion of all other program requirements
Instructor Information
Instructor: See information provided in the Syllabus link in the
classroom
Email:
Please use internal classroom messaging system
Table of Contents
Course Description (Catalog)
The Capstone course is a senior level course designed to allow
the student to review, analyze and integrate the work the student
has completed toward a degree in Security Management. The
student will complete an approved academic project or paper
that demonstrates mastery of their program of study in a
meaningful culmination of their learning and to assess their
level of mastery of the stated outcomes of their degree
requirements. NOTE: All required, core, and major courses
must be completed prior to enrollment in this course. Student
must have SENIOR standing to register.
Table of Contents
Course Scope
This coursere-examines core program concepts, principles, and
best practices. The student will synthesize, integrate, and apply
program learning into a capstone paper or project. Students will
be required to participate in class discussions, complete an
annotated bibliography per APA Publication Manual, submit a
formal research proposal for professor approval, complete a
research paper or project, present the research to the class, and
critically comment on classmate’s papers and projects.
Table of Contents
Course Objectives
After completing this course, the student will be able to:
· Examine security management theory, concepts, principles,
techniques, and practices.
3. · Apply academic knowledge to identify and counter
organizational security risks and vulnerabilities.
· Identify strategic and tactical security solutions as part of a
broad based organizational protection plan.
· Describe and detail organizational security programs.
Table of Contents
Course Delivery Method
This final B.A. in Security Management course delivered via
distance learning will enable students to complete academic
work in a flexible manner, completely online. Course materials
and access to an online learning management system will be
made available to each student. Weekly assignments (submitted
for review by the Faculty Member) are posted on the discussion
board or are uploaded in assignments. Discussion assignments
are due on Thursdays. Research proposal, bibliography, research
paper/project, and classmate discussion responses are due by the
last day of the class week, Sunday. Assigned faculty will
support the students throughout this eight-week course.
Table of Contents
Course Resources
Required Course Textbooks:
Publication manual of the American Psychological Association
(6th ed.). (2009). Washington, D.C.: American Psychological
Association.
Required Readings: See Announcements
Additional Resources: See Announcements and Resources
Web Sites
In addition to the required course texts, the following public
domain web sites are useful. Please abide by the university’s
academic honesty policy when using Internet sources as well.
Note web site addresses are subject to change.
4. Site Name
Web Site URL/Address
How to Write a Bachelor’s Capstone Paper
http://www.ehow.com/how_5126546_write-bachelors-capstone-
paper.html
Writing in Third Person in APA Style
http://www.ehow.com/how_7232506_writing-third-person-apa-
style.html
The Difference between Formal and Informal Writing
http://www.word-
mart.com/html/formal_and_informal_writing.html
Guide to Grammar and Writing
http://grammar.ccc.commnet.edu/grammar/
Table of Contents
Evaluation Procedures
Grading will be based on three essay assignments, three forum
assignments (and six classmate responses – two in each of the
three weeks), a formal research proposal, an extended or
annotated bibliography per APA, a paper/project outline and
thorough summary, a research paper/project, and a forum
presentation of your paper/project (with “four” classmate
responses in week eight).
Reading Assignments: See Announcements and Lessons
Supplemental Readings: See above
Forum Assignments:
1. Introduction Forum – due by Sunday of week 1. Students will
introduce themselves in the Introduction Forum. The goal of the
forum is to accomplish two things 1) to build peer-to-peer
relationships by sharing introductions and background
information with classmates and 2) to express learning goals
and expectations for the class. This assignment requires 200 –
250 words and is a non-graded assignment.
5. 2. Forums (posted in forums “only”) are due in weeks one, four
and six. The assignments, to allow time for students to respond,
must be “posted” by midnight EST Thursdays each of these
weeks. Two classmate responses are also required and scored in
“each” of these three weeks. Post only during the assigned
course week (do “not” post in advance). Assignments must
reflect some new or original information – do not just
regurgitate data or opinion posted by previous students.
Scoring Notes: Ensure your forum postings are “on time and
substantive.” Keep in mind that substantive means fully
answering and developing your assignment answers and
classmate responses. In the forum, do “not” be concise or brief
(however, do not add “fluff”). Failing to address assignment
questions will cause point deductions from your weekly
assignment scores. This includes not thoroughly explaining
your positions. Most assignments that receive full credit will
be answered with multiple and extensive paragraphs (depending
on the assignment, 500 to 1000 words is within the normal
range. At a minimum, “classmate responses” – opposed to
assignment answers, will be five “exceptional” sentences (not
simply stating agreement and/or a reiteration of the student’s
post) – usually much more.
Homework Assignments:
3. Assignments– There are three essay assignments due in
weeks two, four and six. The first essay in week two must be
750 words, and the essays in weeks four and six must be 500
words each. The essays will discuss “HOW” the capstone
project will address the seven undergraduate security
management program learning objectives listed below under
“research proposal”. The essays are NOT intended to discuss the
objective itself, only HOW the objective will be incorporated
into the project. The essays are due by Sunday of each week.
4. Research proposal – a formal research proposal is due by the
conclusion (Sunday) of week two. The professor will approve,
disapprove or approve with modifications all proposals.
6. Your research proposal will be based on an “issue or problem”
aligned with the requirements and criteria for obtaining the BA
Degree in Security Management. The essential criteria include
the seven undergraduate security management program learning
outcome objectives:
· Identify organizational security risk exposure; identify cost-
effective mitigation
strategies; and prepare for recovery strategies.
· Employ the use of risk analysis and vulnerability assessment
processes.
· Critically examine the variety and extent of losses from
criminal acts, natural disasters, and security breaches facing
society.
· Analyze or compare and contrast concepts of information
security, personnel security, and physical security and
determine the planning approaches to prevent business losses.
· Analyze the trends affecting security and loss prevention and
determine the approaches to reduce losses facing businesses and
institutions.
· Evaluate, from a multi-disciplinary approach, non-traditional
approaches to crime prevention.
· Distinguish between traditional criminal justice roles,
function, theories, and concepts as a reactive institution to the
security roles a preventive societal institution.
Your research application will propose an examination of a
current issue or problem in security management.
You are to compare and contrast the selected issue or problem
with past, present and potential future trends or solutions.
Alternatively, you may compare and contrast the experience of
7. organizations affected by a security industry trend or whom
have developed solutions to the problem and conduct analysis of
their success or failure.
Topic Selection: Topic selection may be difficult. Typically, a
capstone research candidate has a general idea of an area within
the discipline of security management they wish to explore.
Students are encouraged to select a topic they are interested in,
but which also has applicability to their organization. In this
instance, personal enjoyment is combined with the satisfaction
of potentially improving the security posture of your
organization.
Research Topic: Conduct a review of previous studies: Begin
your research with the tools and capable librarian/archivists
available to you in the APUS Online Research Center.
IRB Guidance for the Capstone
The capstone study program does not require primary research
for publication although it is an option (pending your faculty
advisor’s approval). In the case of primary research for
publication involving human subjects, the APUS/AMU
Institutional Review Board (IRB) located at:
http://www.apus.edu/community-scholars/institutional-review-
board/
must approve your research plan prior to beginning any such
research. As the Capstone is only four months in length, this
option is highly discouraged. Four months is not truly
commensurate with primary research for publication, which
traditionally requires a longer time period for a successful
study.
Ensure the availability of ample research resources: Initially,
conduct research to ensure your proposed topic is one, which
benefits from ample research resources. These may be in many
forms including: books, papers, manuscripts, theses, doctoral
dissertations, magazine and professional journal articles, Web-
8. based resources, interviews, etc.
Feasibility assessment: Ensure the research study goal is
attainable within the established parameters. Typically,
students initially decide on a capstone research topic that is
too broad.
Conducting preliminary research should serve to narrow
the focus considerably.
Proceed to:
http://library.weber.edu/ref/guides/howto/topicselection.cfm
and read the information on research topic selection.
Proceed to:
http://www.indiana.edu/~educy520/sec5982/week_2/hypothesis_
3.pdf#search=%27Writing%20a%20problem%20statement%20%
20hypothesis
and read the information on writing a problem statement.
Topic Guidance:Security-focused: Ensure the topic is focused
on some aspect of security in the post-9/11 environment. The
topic can be management focused. For example, you may focus
on the utility to a security department of initiating a skill-based
compensation program. The topic may be focused on rapidly-
changing technologies. For example, you may select the topic of
how IT security professionals are using technologies to secure
complex systems based on wireless networks. The topic could
focus on the challenges of managing a cross-cultural security
force in hazardous regions such as Iraq or Afghanistan. You
have a high degree of flexibility bounded only by your interest,
enthusiasm, and the agreement between yourself and your
capstone professor.
Take a multi-disciplinary approach: Convergence of many
disciplines and approaches is a key factor in the 21st Century
9. security environment. You will find yourself incapable of
writing a capstone study on a security-related topic without
some discussion of related disciplines such as homeland
security, counter-terrorism, intelligence analysis, law
enforcement, etc.
Seek innovation and unorthodox solutions: It is normal, while
researching a topic, to find “school solutions” based on
prevailing trends, thought processes, analysis, etc. The key to a
great capstone study is to apply your research outcome, your
personal experiences and background, and your analysis to
create a new and innovative solution or outcome. This is the
true essence of exciting learning and the highest attainable goal
in writing a great capstone study.
Research study statement: The research study statement is
composed once you have selected a topic and narrowed your
focus to a useful degree. It is a clear and concise statement of
the purpose of the capstone study. It must be a statement
capable of being proved or disproved through your research and
the capstone study process. It is, in effect, the path for your
journey through the capstone study experience.
· Example: You are writing on the pros and cons of outsourcing
security services in a war zone. The capstone study statement
(proposition) is that while outsourcing of security services is
cost-effective over the short-term, the long-term effect is the
destabilization of military manpower and a return to large-scale
mercenary operations lacking government oversight.
· Example: You are interested in security measures necessary to
secure wireless networks. The capstone study statement
(proposition) might be that wireless networks are inherently less
secure than other communications means. A security system
design to achieve wireless network security consists of the
following components.
Examples of Acceptable Topics
10. Aviation security system design in the post-9/11 environment;
are we there yet?
The impact of the convergence of public and private sector
security operations and constructs in the post-9/11 environment
Management under fire: creating and managing a cross-cultural
security force in harm’s way.
Case studies emphasizing the validity, or lack thereof, of certain
concepts, constructs, equipment, designs, management concepts,
etc. such as the proliferation of closed circuit television systems
and the privacy issues involved, achieving successful
integration of complex security system designs, zero-based
budgeting for security departments, implementing Crime
Prevention Through Environmental Design (CPTED) concepts
for protective services operations.
Examples of Unacceptable Projects
Over-generalized topics such as “homeland security” This topic
is highly relevant if not so generalized.
Topic conflict: for example, a discussion of both Crime
Prevention through Environmental Design (CPTED) and
Targeted Crime Reduction (TCR) - they are not the same, but
similar enough that they should be avoided (in tandem).
Small technical topics, for example, a comparison of the utility
of the .40 S&W cartridge with the .38 S&W Special Cartridge
for use on protective services details.
Topics that do not require challenging and innovative research,
i.e., over-generalized - for example, the history of private
security in America. In this instance, there is no point to be
proven or disproved.
MANDATORY PROPOSAL COMPONENTS
The following sections must be included in your proposal (3
page minimum body - not including cover page, abstract or
references):
11. 1. Title Page with proposed title
2. Abstract – separate page
3. A concise capstone study statement for your proposed
research paper/project and a brief descriptive statement
a. Problem Statement
b. Significance of the Study
c. Research Question(s)
3. Paper/project components and key points to be covered in
your paper/project.
4. Proposed Methodology/Research Strategy – If you intend to
conduct primary research for publication, you must indicate the
scope of your proposed research, methodologies, estimate of
materials required for a successful effort, etc. Primary research
studies for publication are not recommended (see comments in
reference to the IRB process below)
a. Assumptions (if any)
b. Scope and Limitations
5. A preliminary, but detailed schedule of your plan to complete
the research study
6. Preliminary research sources
There will be 100 possible points for the proposal (15% of your
final grade) DUE ON Thursday OF WEEK 2.
5. An “annotated” research bibliography of a minimum of “six”
references (no older than seven years) to be used in your
paper/project is due in week three. Examples include “credible”
WWW reports and sites, books, manuscripts, theses,
dissertations, journals, newspapers, magazines, etc.
Submit/upload in a MS Word document. Ensure you follow the
12. APA style and each reference is thoroughly “summarized and
evaluated.”
Conducting Research: Upon topic approval conduct research
before proposal submission. Your starting point is the APUS
Online Research Center and the talented staff of librarians and
archivists available to assist you in your efforts. Resources
include:
· Bibliographic resources
· Web-based resources
· Web search engines
· Other resources
· Databases
Your search strategy focuses your search efforts and
makes efficient use of your time.
You must discuss search strategies first with your professor and
secondly, with the experts in the APUS Online Research Center.
There will be 100 possible annotated bibliography points (10%
of your final grade). Late submitters will be penalized 10 points
per day.
6. Extended paper/project outline, thorough summary and four
additional APA annotated references(total of 10 references) is
due in week five. This submission should be a significant
expansion of your research proposal and can be similar to a
rough draft. The body of this assignment should be a “minimum
of five pages.” Submit/upload this assignment in a MS Word
document.
There will be 100 possible points for the extended outline and
summary (10% of your final grade). Late submitters will be
penalized 10 points per day.
13. Exams/Quizzes: None
Field Experience Assignments: Optional (contact instructor)
Capstone Project:
7. Final capstone is due in week “seven”.
MANDATORY PROJECT COMPONENTS: See final capstone
template located in Resources
Sources from Wikipedia are “NOT” to be used as they
have been deemed unreliable.
ANY VIOLATIONS OF THE UNIVERSITY PLAGIARISM
POLICY WILL RESULT IN AN AUTOMATIC “F.” There
will be 100 possible points for your paper/proposal (40% of
your final grade
8. A formal presentation of your paper (and “four” classmate
responses) is due on Friday of week eight. You are required to
present your project to the class “in the forum area “only” –
“no” submission/uploading via Assignments. Your presentation
should provide a comprehensive overview and highlight the key
sections and points of your paper. A Microsoft PowerPoint slide
presentation is required. Do “not” attach and MS Word
document or copy your entire paper/project in the forum area.
Presentation/Classmate Response Scoring Notes: I will score
your presentation in “two parts.” Your presentation assignment
will be 80% of your possible grade. The remaining 20% of your
weekly assignment score will be based on the quality of your
“four” (5% each) forum “responses” to your classmates. The
excellence of your effort will be considered when grading your
presentation and classmate responses. Finally, there will be 100
total possible points for the presentation and classmate
responses (10% of your final grade). Late posters will be
penalized 10 points per day.
Grade Instruments
14. Points Possible
Forums 4 (weighted 40%)
100 / 400
Assignments – 6 (weighted 40%)
100 / 600
Capstone final (weighted 20%)
100
TOTAL
1100
Table of Contents
Course Outline
Please see the Student Handbook to reference the University’s
grading scale.
Week
Topic(s)
Learning Objectives
Readings
Assignment(s)
1
Autobiography & Response (1) / B.A. in Security Management
Program Objectives / Paper-Project Topic & Responses (2)
Develops potential topics, conducts preliminary research,
assesses various resources, research tools, libraries, etc.
Identifies and discusses “three” research topics and discusses
their viability with classmates and professor
15. Conducts research to identify and evaluate appropriate academic
and legitimate sources
See Announcements/Lessons
Autobiography & Response (1): Post to Introduction Forum only
- This is mandatory with a 250-word minimum
Week 1 Forum - post to Forum only
2
Research Proposal
Develops and submits a formal proposal
Validate a research plan.
Conducts research to identify and evaluate appropriate academic
and legitimate sources
Identify organizational security risk exposure; identify cost-
effective mitigation strategies; and prepare for recovery
strategies
Analyze concepts of information security, personnel security,
and physical security, and determine the planning approaches to
prevent business losses
Distinguish between traditional criminal justice roles, functions
and concepts as a reactive institution to the security roles as a
preventive societal institution
See Announcements/Lessons
Assignment 1 - Post to Assignments only - Capstone proposal -
Submit via Assignments using the Capstone proposal template
16. located in Resources
Assignment 2 – Post to Assignments only
3
Annotated Bibliography
Create an annotated bibliography
Conducts research to identify appropriate academic and
legitimate sources
See Announcements/Lessons
Assignment 3 - Post to Assignments only
4
Research Topic, Purpose/Problems Statements, Progress &
Responses (2)
Identifies and discusses the paper/project topic, thesis
statement, main points/sections with classmates and professor
Analyze the trends affecting security and loss prevention and
determine the approaches to reduce losses facing businesses and
institutions
Evaluate from a multi-disciplinary approach, non-traditional
approaches to crime prevention
See Announcements/Lessons
Week 4 Forum - Post to Forum only
Assignment 4 – Post to Assignments only
17. 5
Outline, Summary & Additional Annotated Bibliographic
References
Revise the preliminary proposal into an acceptable first research
study draft
Conducts research to identify and evaluate appropriate academic
and legitimate sources
Employ the use of risk analysis and vulnerability assessment
processes
Identify organizational security risk exposure; identify cost-
effective mitigation strategies and prepare for recovery
strategies
See Announcements/Lessons
Assignment 5: Post to Assignments only – use the original
Capstone proposal form you used in Assignment 1 – just expand
on it (this is also the final Capstone template).
6
Research Topic / Responses (2)
Reports paper/project topic progress with classmates and
professor
Conducts research to identify and evaluate appropriate academic
and legitimate sources
Critically examine the variety and extent of losses from
criminal acts, natural disasters, and security breaches facing
society
See Announcements/Lessons
18. Week 6 Forum – Post to Forum only
Assignment 6 – Post to Assignments only
7
Research Paper/Project
Designs and submits research paper/project
Analyze the trends affecting security and loss prevention and
determine the approaches to reduce losses facing businesses and
institutions
Evaluate from a multi-disciplinary approach, non-traditional
approaches to crime prevention
See Announcements/Lessons
Assignment 7: Final Capstone – post to Assignments only
8
Paper-Project Presentation / Responses (4)
Presents paper/project to classmates and professor; and
critically/substantively comments on four classmate’s
papers/projects.
.
See Announcements/Lessons
Week 8 Forum - PowerPoint Presentation Assignment & Forum
Responses (2):Capstone Presentation - Post to Forums only
Policies
Please see theStudent Handbook to reference all University
policies. Quick links to frequently asked question about policies
are listed below.
19. Drop/Withdrawal Policy
Plagiarism Policy
Extension Process and Policy
Disability Accommodations
Writing Expectations
All written submissions should be submitted in a font and page
set-up that is readable and neat. It is recommended that students
try to adhere to a consistent format, which is described below.
· Typewritten in double-spaced format with a readable style and
font and submitted inside the electronic classroom (unless
classroom access is not possible and other arrangements have
been approved by the professor).
· Times New Roman, 12-point font is the only acceptable font
IAW APA (6th. ed.) guidance.
· Page margins Top, Bottom, Left Side and Right Side = 1 inch,
with reasonable accommodation being made for special
situations and online submission variances.
Citation and Reference Style
Attention Please: Students will follow the APA sixth edition as
the sole citation and reference style used in written work
submitted as part of coursework to the University. Assignments
completed in a narrative essay or composition format must
follow the citation style cited in the:
Publication manual of the American Psychological Association
(2009). (6th ed.). Washington, D.C.: American Psychological
Association.
Late Assignments
Students are expected to submit classroom assignments by the
posted due date and to complete the course according to the
published class schedule. As adults, students, and working
professionals, I understand you must manage competing
demands on your time. Should you need additional time to
20. complete an assignment, please contact me before the due date
so we can discuss the situation and determine an acceptable
resolution. Routine submission of late assignments is
unacceptable and may result in points deducted from your final
course grade.
Netiquette
Online universities promote the advancement of knowledge
through positive and constructive debate – both inside and
outside the classroom. Forums on the Internet, however, can
occasionally degenerate into needless insults and “flaming.”
Such activity and the loss of good manners are not acceptable in
a university setting – basic academic rules of good behavior and
proper “Netiquette” must persist. Remember that you are in a
place for the rewards and excitement of learning which does not
include descent to personal attacks or student attempts to stifle
the Forum of others.
· Technology Limitations: While you should feel free to explore
the full-range of creative composition in your formal papers,
keep e-mail layouts simple. The Sakai classroom may not fully
support MIME or HTML encoded messages, which means that
bold face, italics, underlining, and a variety of color-coding or
other visual effects will not translate in your e-mail messages.
· Humor Note: Despite the best of intentions, jokes and
especially satire can easily be lost or taken seriously. If you feel
the need for humor, you may wish to add “emoticons” to help
alert your readers: ;-), : ), (
Disclaimer Statement
Course content may vary from the outline to meet the needs of
this particular group.
21. Table of Contents
Online Library
The Online Library is available to enrolled students and faculty
from inside the electronic campus. This is your starting point
for access to online books, subscription periodicals, and Web
resources that are designed to support your classes and
generally not available through search engines on the open Web.
In addition, the Online Library provides access to special
learning resources, which the University has contracted to assist
with your studies. Questions can be directed to
[email protected].
· Charles Town Library and Inter Library Loan: The University
maintains a special library with a limited number of supporting
volumes, collection of our professors’ publication, and services
to search and borrow research books and articles from other
libraries.
· Electronic Books: You can use the online library to uncover
and download over 50,000 titles, which have been scanned and
made available in electronic format.
· Electronic Journals: The University provides access to over
12,000 journals, which are available in electronic form and only
through limited subscription services.
· Tutor.com: AMU and APU Civilian & Coast Guard students
are eligible for 10 free hours of tutoring provided by APUS.
Tutor.com connects you with a professional tutor online 24/7 to
provide help with assignments, studying, test prep, resume
writing, and more. Tutor.com is tutoring the way it was meant
to be. You get expert tutoring whenever you need help, and you
work one-to-one with your tutor in your online classroom on
your specific problem until it is done.
Request a Library Guide for your course
22. (http://apus.libguides.com/index.php)
The AMU/APU Library Guides provide access to collections of
trusted sites on the Open Web and licensed resources on the
Deep Web. The following are specially tailored for academic
research at APUS:
· Program Portals contain topical and methodological resources
to help launch general research in the degree program. To
locate, search by department name, or navigate by school.
· Course Lib-Guides narrow the focus to relevant resources for
the corresponding course. To locate, search by class code (e.g.,
SOCI111), or class name.
If a guide you need is not available yet, please email the APUS
Library: [email protected].
Table of Contents
Turnitin.com
Turnitin.com is a web-based plagiarism prevention application
licensed, for campus use, through the APUS Online Library.
The quick submit option lets faculty upload and check
suspicious papers, without requiring student to create their own
Turnitin.com profiles.
Turnitin.com analyzes electronic submissions of student
writing, compares them to the contents of a huge online
database, and generates a customized Originality Report. The
database used to produce this analysis contains a massive
collection of documents available on the Internet from both free
and commercial sources, as well as the full texts of all other
papers that have been previously submitted to Turnitin.com.
Similarity index is based on the amount of matching text to a
submitted paper:
23. Blue =
no matching text
Green =
one word to 24% matching
Yellow =
25 -49% matching text
Orange =
50-74% matching text
Red =
75-100% matching text
Selected BibliographyWeb Based Supplemental Resources
The Scientific Research Process
http://www.experiment-resources.com/steps-of-the-scientific-
method.html
Research Strategies – Qualitative, Quantitative, and Mixed
Methods
https://www.hitpages.com/doc/6596681877422080/1#pageTop
Developing a Research Problem Statement
http://faculty.washington.edu/ezent/imwps.htm
Developing a Purpose Statement
http://johnlatham.me/frameworks/research-methods-
framework/purpose-statement/
Developing Research Questions
http://libguides.mjc.edu/content.php?pid=163460&sid=1380251
The APA Sixth Edition Annotated Bibliography
http://libguides.brandonu.ca/content.php?pid=26571&sid=19758
6
Formal Writing Tips (Students must write in the third person
24. formal for the capstone):
http://www.quickanddirtytips.com/education/grammar/first-
second-and-third-person
Table of Contents
Last updated 30 October 2016
_1179669944.bin
_1179669945.bin
School of Security and Global Studies
Program Name: Security Management
Course Number: SCMT498
Course Name: Senior Seminar in Security Management
Credit Hours: 3 Credit Hours
Length of Course: 8 Weeks
Prerequisite: Completion of all other program requirements
Instructor Information
Instructor: See information provided in the Syllabus link in the
classroom
Email:
Please use internal classroom messaging system
Table of Contents
Course Description (Catalog)
The Capstone course is a senior level course designed to allow
the student to review, analyze and integrate the work the student
has completed toward a degree in Security Management. The
student will complete an approved academic project or paper
that demonstrates mastery of their program of study in a
meaningful culmination of their learning and to assess their
level of mastery of the stated outcomes of their degree
requirements. NOTE: All required, core, and major courses
must be completed prior to enrollment in this course. Student
must have SENIOR standing to register.
25. Table of Contents
Course Scope
This coursere-examines core program concepts, principles, and
best practices. The student will synthesize, integrate, and apply
program learning into a capstone paper or project. Students will
be required to participate in class discussions, complete an
annotated bibliography per APA Publication Manual, submit a
formal research proposal for professor approval, complete a
research paper or project, present the research to the class, and
critically comment on classmate’s papers and projects.
Table of Contents
Course Objectives
After completing this course, the student will be able to:
· Examine security management theory, concepts, principles,
techniques, and practices.
· Apply academic knowledge to identify and counter
organizational security risks and vulnerabilities.
· Identify strategic and tactical security solutions as part of a
broad based organizational protection plan.
· Describe and detail organizational security programs.
Table of Contents
Course Delivery Method
This final B.A. in Security Management course delivered via
distance learning will enable students to complete academic
work in a flexible manner, completely online. Course materials
and access to an online learning management system will be
made available to each student. Weekly assignments (submitted
for review by the Faculty Member) are posted on the discussion
board or are uploaded in assignments. Discussion assignments
are due on Thursdays. Research proposal, bibliography, research
paper/project, and classmate discussion responses are due by the
last day of the class week, Sunday. Assigned faculty will
support the students throughout this eight-week course.
Table of Contents
Course Resources
Required Course Textbooks:
26. Publication manual of the American Psychological Association
(6th ed.). (2009). Washington, D.C.: American Psychological
Association.
Required Readings: See Announcements
Additional Resources: See Announcements and Resources
Web Sites
In addition to the required course texts, the following public
domain web sites are useful. Please abide by the university’s
academic honesty policy when using Internet sources as well.
Note web site addresses are subject to change.
Site Name
Web Site URL/Address
How to Write a Bachelor’s Capstone Paper
http://www.ehow.com/how_5126546_write-bachelors-capstone-
paper.html
Writing in Third Person in APA Style
http://www.ehow.com/how_7232506_writing-third-person-apa-
style.html
The Difference between Formal and Informal Writing
http://www.word-
mart.com/html/formal_and_informal_writing.html
Guide to Grammar and Writing
http://grammar.ccc.commnet.edu/grammar/
Table of Contents
Evaluation Procedures
Grading will be based on three essay assignments, three forum
assignments (and six classmate responses – two in each of the
three weeks), a formal research proposal, an extended or
annotated bibliography per APA, a paper/project outline and
thorough summary, a research paper/project, and a forum
27. presentation of your paper/project (with “four” classmate
responses in week eight).
Reading Assignments: See Announcements and Lessons
Supplemental Readings: See above
Forum Assignments:
1. Introduction Forum – due by Sunday of week 1. Students will
introduce themselves in the Introduction Forum. The goal of the
forum is to accomplish two things 1) to build peer-to-peer
relationships by sharing introductions and background
information with classmates and 2) to express learning goals
and expectations for the class. This assignment requires 200 –
250 words and is a non-graded assignment.
2. Forums (posted in forums “only”) are due in weeks one, four
and six. The assignments, to allow time for students to respond,
must be “posted” by midnight EST Thursdays each of these
weeks. Two classmate responses are also required and scored in
“each” of these three weeks. Post only during the assigned
course week (do “not” post in advance). Assignments must
reflect some new or original information – do not just
regurgitate data or opinion posted by previous students.
Scoring Notes: Ensure your forum postings are “on time and
substantive.” Keep in mind that substantive means fully
answering and developing your assignment answers and
classmate responses. In the forum, do “not” be concise or brief
(however, do not add “fluff”). Failing to address assignment
questions will cause point deductions from your weekly
assignment scores. This includes not thoroughly explaining
your positions. Most assignments that receive full credit will
be answered with multiple and extensive paragraphs (depending
on the assignment, 500 to 1000 words is within the normal
range. At a minimum, “classmate responses” – opposed to
assignment answers, will be five “exceptional” sentences (not
simply stating agreement and/or a reiteration of the student’s
28. post) – usually much more.
Homework Assignments:
3. Assignments – There are three essay assignments due in
weeks two, four and six. The first essay in week two must be
750 words, and the essays in weeks four and six must be 500
words each. The essays will discuss “HOW” the capstone
project will address the seven undergraduate security
management program learning objectives listed below under
“research proposal”. The essays are NOT intended to discuss the
objective itself, only HOW the objective will be incorporated
into the project. The essays are due by Sunday of each week.
4. Research proposal – a formal research proposal is due by the
conclusion (Sunday) of week two. The professor will approve,
disapprove or approve with modifications all proposals.
Your research proposal will be based on an “issue or problem”
aligned with the requirements and criteria for obtaining the BA
Degree in Security Management. The essential criteria include
the seven undergraduate security management program learning
outcome objectives:
· Identify organizational security risk exposure; identify cost-
effective mitigation
strategies; and prepare for recovery strategies.
· Employ the use of risk analysis and vulnerability assessment
processes.
· Critically examine the variety and extent of losses from
criminal acts, natural disasters, and security breaches facing
society.
· Analyze or compare and contrast concepts of information
security, personnel security, and physical security and
determine the planning approaches to prevent business losses.
· Analyze the trends affecting security and loss prevention and
29. determine the approaches to reduce losses facing businesses and
institutions.
· Evaluate, from a multi-disciplinary approach, non-traditional
approaches to crime prevention.
· Distinguish between traditional criminal justice roles,
function, theories, and concepts as a reactive institution to the
security roles a preventive societal institution.
Your research application will propose an examination of a
current issue or problem in security management.
You are to compare and contrast the selected issue or problem
with past, present and potential future trends or solutions.
Alternatively, you may compare and contrast the experience of
organizations affected by a security industry trend or whom
have developed solutions to the problem and conduct analysis of
their success or failure.
Topic Selection: Topic selection may be difficult. Typically, a
capstone research candidate has a general idea of an area within
the discipline of security management they wish to explore.
Students are encouraged to select a topic they are interested in,
but which also has applicability to their organization. In this
instance, personal enjoyment is combined with the satisfaction
of potentially improving the security posture of your
organization.
Research Topic: Conduct a review of previous studies: Begin
your research with the tools and capable librarian/archivists
available to you in the APUS Online Research Center.
IRB Guidance for the Capstone
The capstone study program does not require primary research
for publication although it is an option (pending your faculty
advisor’s approval). In the case of primary research for
publication involving human subjects, the APUS/AMU
Institutional Review Board (IRB) located at:
30. http://www.apus.edu/community-scholars/institutional-review-
board/
must approve your research plan prior to beginning any such
research. As the Capstone is only four months in length, this
option is highly discouraged. Four months is not truly
commensurate with primary research for publication, which
traditionally requires a longer time period for a successful
study.
Ensure the availability of ample research resources: Initially,
conduct research to ensure your proposed topic is one, which
benefits from ample research resources. These may be in many
forms including: books, papers, manuscripts, theses, doctoral
dissertations, magazine and professional journal articles, Web-
based resources, interviews, etc.
Feasibility assessment: Ensure the research study goal is
attainable within the established parameters. Typically,
students initially decide on a capstone research topic that is
too broad.
Conducting preliminary research should serve to narrow
the focus considerably.
Proceed to:
http://library.weber.edu/ref/guides/howto/topicselection.cfm
and read the information on research topic selection.
Proceed to:
http://www.indiana.edu/~educy520/sec5982/week_2/hypothesis_
3.pdf#search=%27Writing%20a%20problem%20statement%20%
20hypothesis
and read the information on writing a problem statement.
Topic Guidance:Security-focused: Ensure the topic is focused
31. on some aspect of security in the post-9/11 environment. The
topic can be management focused. For example, you may focus
on the utility to a security department of initiating a skill-based
compensation program. The topic may be focused on rapidly-
changing technologies. For example, you may select the topic of
how IT security professionals are using technologies to secure
complex systems based on wireless networks. The topic could
focus on the challenges of managing a cross-cultural security
force in hazardous regions such as Iraq or Afghanistan. You
have a high degree of flexibility bounded only by your interest,
enthusiasm, and the agreement between yourself and your
capstone professor.
Take a multi-disciplinary approach: Convergence of many
disciplines and approaches is a key factor in the 21st Century
security environment. You will find yourself incapable of
writing a capstone study on a security-related topic without
some discussion of related disciplines such as homeland
security, counter-terrorism, intelligence analysis, law
enforcement, etc.
Seek innovation and unorthodox solutions: It is normal, while
researching a topic, to find “school solutions” based on
prevailing trends, thought processes, analysis, etc. The key to a
great capstone study is to apply your research outcome, your
personal experiences and background, and your analysis to
create a new and innovative solution or outcome. This is the
true essence of exciting learning and the highest attainable goal
in writing a great capstone study.
Research study statement: The research study statement is
composed once you have selected a topic and narrowed your
focus to a useful degree. It is a clear and concise statement of
the purpose of the capstone study. It must be a statement
capable of being proved or disproved through your research and
the capstone study process. It is, in effect, the path for your
32. journey through the capstone study experience.
· Example: You are writing on the pros and cons of outsourcing
security services in a war zone. The capstone study statement
(proposition) is that while outsourcing of security services is
cost-effective over the short-term, the long-term effect is the
destabilization of military manpower and a return to large-scale
mercenary operations lacking government oversight.
· Example: You are interested in security measures necessary to
secure wireless networks. The capstone study statement
(proposition) might be that wireless networks are inherently less
secure than other communications means. A security system
design to achieve wireless network security consists of the
following components.
Examples of Acceptable Topics
Aviation security system design in the post-9/11 environment;
are we there yet?
The impact of the convergence of public and private sector
security operations and constructs in the post-9/11 environment
Management under fire: creating and managing a cross-cultural
security force in harm’s way.
Case studies emphasizing the validity, or lack thereof, of certain
concepts, constructs, equipment, designs, management concepts,
etc. such as the proliferation of closed circuit television systems
and the privacy issues involved, achieving successful
integration of complex security system designs, zero-based
budgeting for security departments, implementing Crime
Prevention Through Environmental Design (CPTED) concepts
for protective services operations.
Examples of Unacceptable Projects
Over-generalized topics such as “homeland security” This topic
is highly relevant if not so generalized.
33. Topic conflict: for example, a discussion of both Crime
Prevention through Environmental Design (CPTED) and
Targeted Crime Reduction (TCR) - they are not the same, but
similar enough that they should be avoided (in tandem).
Small technical topics, for example, a comparison of the utility
of the .40 S&W cartridge with the .38 S&W Special Cartridge
for use on protective services details.
Topics that do not require challenging and innovative research,
i.e., over-generalized - for example, the history of private
security in America. In this instance, there is no point to be
proven or disproved.
MANDATORY PROPOSAL COMPONENTS
The following sections must be included in your proposal (3
page minimum body - not including cover page, abstract or
references):
1. Title Page with proposed title
2. Abstract – separate page
3. A concise capstone study statement for your proposed
research paper/project and a brief descriptive statement
a. Problem Statement
b. Significance of the Study
c. Research Question(s)
3. Paper/project components and key points to be covered in
your paper/project.
4. Proposed Methodology/Research Strategy – If you intend to
conduct primary research for publication, you must indicate the
scope of your proposed research, methodologies, estimate of
materials required for a successful effort, etc. Primary research
studies for publication are not recommended (see comments in
34. reference to the IRB process below)
a. Assumptions (if any)
b. Scope and Limitations
5. A preliminary, but detailed schedule of your plan to complete
the research study
6. Preliminary research sources
There will be 100 possible points for the proposal (15% of your
final grade) DUE ON Thursday OF WEEK 2.
5. An “annotated” research bibliography of a minimum of “six”
references (no older than seven years) to be used in your
paper/project is due in week three. Examples include “credible”
WWW reports and sites, books, manuscripts, theses,
dissertations, journals, newspapers, magazines, etc.
Submit/upload in a MS Word document. Ensure you follow the
APA style and each reference is thoroughly “summarized and
evaluated.”
Conducting Research: Upon topic approval conduct research
before proposal submission. Your starting point is the APUS
Online Research Center and the talented staff of librarians and
archivists available to assist you in your efforts. Resources
include:
· Bibliographic resources
· Web-based resources
· Web search engines
· Other resources
· Databases
Your search strategy focuses your search efforts and
makes efficient use of your time.
35. You must discuss search strategies first with your professor and
secondly, with the experts in the APUS Online Research Center.
There will be 100 possible annotated bibliography points (10%
of your final grade). Late submitters will be penalized 10 points
per day.
6. Extended paper/project outline, thorough summary and four
additional APA annotated references (total of 10 references) is
due in week five. This submission should be a significant
expansion of your research proposal and can be similar to a
rough draft. The body of this assignment should be a “minimum
of five pages.” Submit/upload this assignment in a MS Word
document.
There will be 100 possible points for the extended outline and
summary (10% of your final grade). Late submitters will be
penalized 10 points per day.
Exams/Quizzes: None
Field Experience Assignments: Optional (contact instructor)
Capstone Project:
7. Final capstone is due in week “seven”.
MANDATORY PROJECT COMPONENTS: See final capstone
template located in Resources
Sources from Wikipedia are “NOT” to be used as they
have been deemed unreliable.
ANY VIOLATIONS OF THE UNIVERSITY PLAGIARISM
POLICY WILL RESULT IN AN AUTOMATIC “F.” There
will be 100 possible points for your paper/proposal (40% of
your final grade
8. A formal presentation of your paper (and “four” classmate
responses) is due on Friday of week eight. You are required to
present your project to the class “in the forum area “only” –
“no” submission/uploading via Assignments. Your presentation
36. should provide a comprehensive overview and highlight the key
sections and points of your paper. A Microsoft PowerPoint slide
presentation is required. Do “not” attach and MS Word
document or copy your entire paper/project in the forum area.
Presentation/Classmate Response Scoring Notes: I will score
your presentation in “two parts.” Your presentation assignment
will be 80% of your possible grade. The remaining 20% of your
weekly assignment score will be based on the quality of your
“four” (5% each) forum “responses” to your classmates. The
excellence of your effort will be considered when grading your
presentation and classmate responses. Finally, there will be 100
total possible points for the presentation and classmate
responses (10% of your final grade). Late posters will be
penalized 10 points per day.
Grade Instruments
Points Possible
Forums 4 (weighted 40%)
100 / 400
Assignments – 6 (weighted 40%)
100 / 600
Capstone final (weighted 20%)
100
TOTAL
1100
Table of Contents
Course Outline
Please see the Student Handbook to reference the University’s
grading scale.
Week
Topic(s)
37. Learning Objectives
Readings
Assignment(s)
1
Autobiography & Response (1) / B.A. in Security Management
Program Objectives / Paper-Project Topic & Responses (2)
Develops potential topics, conducts preliminary research,
assesses various resources, research tools, libraries, etc.
Identifies and discusses “three” research topics and discusses
their viability with classmates and professor
Conducts research to identify and evaluate appropriate academic
and legitimate sources
See Announcements/Lessons
Autobiography & Response (1): Post to Introduction Forum only
- This is mandatory with a 250-word minimum
Week 1 Forum - post to Forum only
2
Research Proposal
Develops and submits a formal proposal
Validate a research plan.
Conducts research to identify and evaluate appropriate academic
and legitimate sources
38. Identify organizational security risk exposure; identify cost-
effective mitigation strategies; and prepare for recovery
strategies
Analyze concepts of information security, personnel security,
and physical security, and determine the planning approaches to
prevent business losses
Distinguish between traditional criminal justice roles, functions
and concepts as a reactive institution to the security roles as a
preventive societal institution
See Announcements/Lessons
Assignment 1 - Post to Assignments only - Capstone proposal -
Submit via Assignments using the Capstone proposal template
located in Resources
Assignment 2 – Post to Assignments only
3
Annotated Bibliography
Create an annotated bibliography
Conducts research to identify appropriate academic and
legitimate sources
See Announcements/Lessons
Assignment 3 - Post to Assignments only
4
Research Topic, Purpose/Problems Statements, Progress &
Responses (2)
Identifies and discusses the paper/project topic, thesis
39. statement, main points/sections with classmates and professor
Analyze the trends affecting security and loss prevention and
determine the approaches to reduce losses facing businesses and
institutions
Evaluate from a multi-disciplinary approach, non-traditional
approaches to crime prevention
See Announcements/Lessons
Week 4 Forum - Post to Forum only
Assignment 4 – Post to Assignments only
5
Outline, Summary & Additional Annotated Bibliographic
References
Revise the preliminary proposal into an acceptable first research
study draft
Conducts research to identify and evaluate appropriate academic
and legitimate sources
Employ the use of risk analysis and vulnerability assessment
processes
Identify organizational security risk exposure; identify cost-
effective mitigation strategies and prepare for recovery
strategies
See Announcements/Lessons
Assignment 5: Post to Assignments only – use the original
Capstone proposal form you used in Assignment 1 – just expand
on it (this is also the final Capstone template).
40. 6
Research Topic / Responses (2)
Reports paper/project topic progress with classmates and
professor
Conducts research to identify and evaluate appropriate academic
and legitimate sources
Critically examine the variety and extent of losses from
criminal acts, natural disasters, and security breaches facing
society
See Announcements/Lessons
Week 6 Forum – Post to Forum only
Assignment 6 – Post to Assignments only
7
Research Paper/Project
Designs and submits research paper/project
Analyze the trends affecting security and loss prevention and
determine the approaches to reduce losses facing businesses and
institutions
Evaluate from a multi-disciplinary approach, non-traditional
approaches to crime prevention
See Announcements/Lessons
Assignment 7: Final Capstone – post to Assignments only
8
Paper-Project Presentation / Responses (4)
41. Presents paper/project to classmates and professor; and
critically/substantively comments on four classmate’s
papers/projects.
.
See Announcements/Lessons
Week 8 Forum - PowerPoint Presentation Assignment & Forum
Responses (2):Capstone Presentation - Post to Forums only
Policies
Please see the Student Handbook to reference all University
policies. Quick links to frequently asked question about policies
are listed below.
Drop/Withdrawal Policy
Plagiarism Policy
Extension Process and Policy
Disability Accommodations
Writing Expectations
All written submissions should be submitted in a font and page
set-up that is readable and neat. It is recommended that students
try to adhere to a consistent format, which is described below.
· Typewritten in double-spaced format with a readable style and
font and submitted inside the electronic classroom (unless
classroom access is not possible and other arrangements have
been approved by the professor).
· Times New Roman, 12-point font is the only acceptable font
IAW APA (6th. ed.) guidance.
· Page margins Top, Bottom, Left Side and Right Side = 1 inch,
with reasonable accommodation being made for special
situations and online submission variances.
Citation and Reference Style
Attention Please: Students will follow the APA sixth edition as
42. the sole citation and reference style used in written work
submitted as part of coursework to the University. Assignments
completed in a narrative essay or composition format must
follow the citation style cited in the:
Publication manual of the American Psychological Association
(2009). (6th ed.). Washington, D.C.: American Psychological
Association.
Late Assignments
Students are expected to submit classroom assignments by the
posted due date and to complete the course according to the
published class schedule. As adults, students, and working
professionals, I understand you must manage competing
demands on your time. Should you need additional time to
complete an assignment, please contact me before the due date
so we can discuss the situation and determine an acceptable
resolution. Routine submission of late assignments is
unacceptable and may result in points deducted from your final
course grade.
Netiquette
Online universities promote the advancement of knowledge
through positive and constructive debate – both inside and
outside the classroom. Forums on the Internet, however, can
occasionally degenerate into needless insults and “flaming.”
Such activity and the loss of good manners are not acceptable in
a university setting – basic academic rules of good behavior and
proper “Netiquette” must persist. Remember that you are in a
place for the rewards and excitement of learning which does not
include descent to personal attacks or student attempts to stifle
the Forum of others.
· Technology Limitations: While you should feel free to explore
the full-range of creative composition in your formal papers,
43. keep e-mail layouts simple. The Sakai classroom may not fully
support MIME or HTML encoded messages, which means that
bold face, italics, underlining, and a variety of color-coding or
other visual effects will not translate in your e-mail messages.
· Humor Note: Despite the best of intentions, jokes and
especially satire can easily be lost or taken seriously. If you feel
the need for humor, you may wish to add “emoticons” to help
alert your readers: ;-), : ), (
Disclaimer Statement
Course content may vary from the outline to meet the needs of
this particular group.
Table of Contents
Online Library
The Online Library is available to enrolled students and faculty
from inside the electronic campus. This is your starting point
for access to online books, subscription periodicals, and Web
resources that are designed to support your classes and
generally not available through search engines on the open Web.
In addition, the Online Library provides access to special
learning resources, which the University has contracted to assist
with your studies. Questions can be directed to
[email protected].
· Charles Town Library and Inter Library Loan: The University
maintains a special library with a limited number of supporting
volumes, collection of our professors’ publication, and services
to search and borrow research books and articles from other
libraries.
· Electronic Books: You can use the online library to uncover
and download over 50,000 titles, which have been scanned and
made available in electronic format.
44. · Electronic Journals: The University provides access to over
12,000 journals, which are available in electronic form and only
through limited subscription services.
· Tutor.com: AMU and APU Civilian & Coast Guard students
are eligible for 10 free hours of tutoring provided by APUS.
Tutor.com connects you with a professional tutor online 24/7 to
provide help with assignments, studying, test prep, resume
writing, and more. Tutor.com is tutoring the way it was meant
to be. You get expert tutoring whenever you need help, and you
work one-to-one with your tutor in your online classroom on
your specific problem until it is done.
Request a Library Guide for your course
(http://apus.libguides.com/index.php)
The AMU/APU Library Guides provide access to collections of
trusted sites on the Open Web and licensed resources on the
Deep Web. The following are specially tailored for academic
research at APUS:
· Program Portals contain topical and methodological resources
to help launch general research in the degree program. To
locate, search by department name, or navigate by school.
· Course Lib-Guides narrow the focus to relevant resources for
the corresponding course. To locate, search by class code (e.g.,
SOCI111), or class name.
If a guide you need is not available yet, please email the APUS
Library: [email protected].
Table of Contents
Turnitin.com
Turnitin.com is a web-based plagiarism prevention application
45. licensed, for campus use, through the APUS Online Library.
The quick submit option lets faculty upload and check
suspicious papers, without requiring student to create their own
Turnitin.com profiles.
Turnitin.com analyzes electronic submissions of student
writing, compares them to the contents of a huge online
database, and generates a customized Originality Report. The
database used to produce this analysis contains a massive
collection of documents available on the Internet from both free
and commercial sources, as well as the full texts of all other
papers that have been previously submitted to Turnitin.com.
Similarity index is based on the amount of matching text to a
submitted paper:
Blue =
no matching text
Green =
one word to 24% matching
Yellow =
25 -49% matching text
Orange =
50-74% matching text
Red =
75-100% matching text
Selected BibliographyWeb Based Supplemental Resources
The Scientific Research Process
http://www.experiment-resources.com/steps-of-the-scientific-
method.html
46. Research Strategies – Qualitative, Quantitative, and Mixed
Methods
https://www.hitpages.com/doc/6596681877422080/1#pageTop
Developing a Research Problem Statement
http://faculty.washington.edu/ezent/imwps.htm
Developing a Purpose Statement
http://johnlatham.me/frameworks/research-methods-
framework/purpose-statement/
Developing Research Questions
http://libguides.mjc.edu/content.php?pid=163460&sid=1380251
The APA Sixth Edition Annotated Bibliography
http://libguides.brandonu.ca/content.php?pid=26571&sid=19758
6
Formal Writing Tips (Students must write in the third person
formal for the capstone):
http://www.quickanddirtytips.com/education/grammar/first-
second-and-third-person
Table of Contents
Last updated 30 October 2016
_1179669944.bin
_1179669945.bin
Running Head: Security & Human Trafficking
1
Security & Human Trafficking
2
American Public University System
American Military University
Title of paper goes here
Date:
47. Your name goes here
SCMT498 Session # goes here
Submitted in partial fulfillment of the degree requirements for
the
BA in Security Management
Abstract
The intent of this mixed method capstone is to determine how
security professionals can successfully combat human
trafficking. The issue of human trafficking produces challenges
for law enforcement and security professionals worldwide. This
capstone will challenge the reader by further defining human
trafficking, identifying the scope and magnitude of this
phenomenon, and examining the U.S.’s domestic legislative
attempts to combat it. After considering all of these factors,
there will be an examination of how human trafficking
influences, or should influence, vulnerability assessments, risk
analysis, and risk exposure strategies in security management.
Problem Statement
The problem this mixed method capstone will seek to
address is how security managers can identify and implement
proactive anti-human trafficking efforts. From a border security
and immigration standpoint, the United States (U.S.) and United
Nations (U.N.) have taken productive steps toward defining and
combating human trafficking through legislation and traditional
law enforcement. The threats associated to human trafficking
have the potential to adversely effect corporations. If a
company were found to support human trafficking through its
human resource practices or if company executives are found to
contribute to human trafficking through the hiring of
undocumented housekeepers, prostitutes, or other individuals
48. held in captivity, the executive’s personal safety and the
company’s overall wellbeing could all be at stake. How are
security strategies adjusted to account for human trafficking and
the associated security and political concerns?
Purpose Statement
The purpose of this mixed method capstone is first to clearly
define human trafficking and identify the steps taken, both
nationally and internationally, to address this issue. Finally,
there will be an examination of proactive measures being
employed, or those that could be taken, by proprietary and
contract security professionals to protect their clients from
human trafficking concerns. Essentially, the aim is to examine
practices employed by security professionals that educate
human resources processes in an effort to avoid victims of
human trafficking as well as traditional vulnerability and risk
management practices aimed at reducing the likelihood of
company assets being associated with human trafficking.
Research Questions
Q1. Which industries are at higher risk to be affected by human
trafficking?
Q2. How can organizational risk exposure strategies be
employed to combat human trafficking?
Q3. How do the private security and traditional law
enforcement roles differ concerning human trafficking?
Q4. How can vulnerability assessment processes be used to
identify the presence of human trafficking?
Key Points Addressed
49. P1. Human trafficking is a large problem in the United States
and the International community.
P2. Law enforcement agencies have made steps toward better
understanding human trafficking but there is still much progress
yet to be made.
P3. Human Trafficking is not only a national security concern
but also a concern for businesses and their security managers.
P4. Organizational risk exposure can be greatly reduced
through a comprehensive human trafficking education program
put in place by the security manager.
Methodology/Research Strategy
The research method selected as most appropriate for this study
is the mixed method. The qualitative research will focus on
gathering data related to the history and evolution of human
trafficking both in the United States and abroad. This will
provide context for further discussion. The qualitative research
method will also be utilized to properly define the terms being
utilized, to explore legislation put in place by the United States
and the United Nations, and to identify standard security
practices designed to combat human trafficking. The
quantitative research method will be utilized to gather
numerical data supporting the overall impact of human
trafficking, to include the estimated number of victims, any
adverse financial impacts that can be discovered, and any
impact of law enforcement efforts to counter human trafficking.
Assumptions
One assumption is that quantitative data will be difficult to
obtain due to the underground nature of human trafficking.
Many non-profit organizations may have estimates, but vetted
data may be limited. It is also assumed that data regarding
50. private security approaches to human trafficking may be limited
and may result in speculative reporting regarding the security
industry’s approach to this phenomenon.
Scope
The scope of this capstone will focus on the efforts of security
managers and will hopefully identify best practices and areas of
improvement for security managers.
Limitations
The only limitation known is the time constraint preventing
comprehensive research, which will result in a reduction of
comprehensive data for consideration.
Human Trafficking: A Security Manager’s Developing
Challenge
Many challenges face corporate interests and for businesses
operating in an international environment, the risks are even
greater. One issue that faces international law enforcement and
private businesses, and has recently gained notoriety in popular
culture, is human trafficking. Human trafficking, or trafficking
in persons, is a term used to describe the movement of people
for use in various industries. According to the U.S. Department
of State (2014),the methodology of human trafficking can
include “sex trafficking” of adults and children, “forced labor”,
“bonded labor or debt bondage”, “involuntary domestic
servitude”, “forced child labor”, and “unlawful recruitment and
use of child soldiers” (p.19). Human trafficking is gaining
traction as a 21st century epidemic, often noted as modern day
slavery, and is even among one of the annual training
requirements for U.S. military and Department of Defense
employees. Human trafficking and forced labor are terms that
are often confused. As noted in the aforementioned definition,
51. human trafficking and forced labor are not the same; although,
the term human trafficking is often used as a synonym for
forced labor and vice-a-versa. It is important to note that
human trafficking only describes the actual transportation of
victims and does not address the reason for victim transport or
type of captivity enforced thereafter. Forced labor, unlike
human trafficking, involves the revocation of the freedoms of
employees forced to work. Another common methodology of
human trafficking is debt bondage. Debt bondage is similar to
forced labor, but debt bondage often involves a scenario where
a worker is charged a large monetary fee, often under the ruse
being a recruiting fee or hiring fee, and they incur a large debt
as a result. The employee starts their work already in a large
amount of debt and they often find the salary they earn is far
less than the salary they were promised when recruited. This
scenario often results in the employee, who has large amounts
of unpaid debt, continuing to work for a meager salary while
trying to pay off the debt. This situation becomes an endless
cycle with no resolution as the workers’ low wages prevent
them from ever fully repaying the debt and thus, preventing
them from being granted their freedom to leave. To further
control their victims, the perpetrators of forced labor and debt
bondage will often illegally sneak workers into a country and
then threaten them with deportation or, in the event of a legal
immigrant, they will hold their passport until their debt is paid,
thus eliminating their ability to leave. There are several
methods in which workers are denied basic freedoms and held in
captivity, but regardless of how the act is committed, it is still
detrimental. When considering the methodologies used in
human trafficking, it is easy to mistakenly assume this is a rare
phenomenon, is an uncommon issue, or at least an issue that
does not occur within the boundaries of the United States. All
of these assumptions would be incorrect. In fact, Miko (2006)
reported, “there are an estimated two to four million people
victimized by transnational human trafficking each year. Of
those two to four million victims, it is estimated that 17,500 of
52. them are smuggled into the United States annually” (para 2).
While these statistics show that human trafficking within the
United States accounts for less than one percent of global
human trafficking, the epidemic still adversely affects American
interests even when it occurs abroad. As participants in the
global marketplace, corporations and their security managers
must be keenly aware of the vulnerabilities and liabilities
associated with human trafficking. Corporations are not the
only entities that have had to develop systems for combating
human trafficking; the issue has especially challenged law
enforcement agencies and non-governmental organizations
worldwide.
As human trafficking has become more wide spread and
publicized, law enforcement agencies at all levels have been
challenged with creating effective education programs, agency
enforcement policies, and comprehensive mitigation strategies.
While modest advances have been made toward creating a more
educated police force, the progress has proven to be extremely
slow. According to Farrell, McDevitt, and Fahy (2010), a
national survey of law enforcement agencies revealed, “Less
than one fifth of the agencies responding to the national survey
had conducted any type of human trafficking training” (p.222).
Farrell et al. (2010) went on to say, of those agencies that did
conduct human trafficking training, “most (47%) used brief, in-
service training sessions or only offered specialized regional
training for a few investigators (43%)” (p.222). The results of
this national survey establish a concern that traditional law
enforcement is not trained nor equipped to fully combat human
trafficking. To put it more plainly, law enforcement personnel
are not currently able to combat human trafficking because they
have ill-equipped training. A more current national survey
could not be found so there is a possibility in more recent years
police agencies have increased their focus toward human
trafficking, but further research suggests otherwise. More
comprehensive examination revealed an additional survey was
53. taken a couple of years after the aforementioned national
survey, yet it yielded similar results. In fact, the concern of
inadequate training and preparation of police forces was more
so substantiated as a result of this survey administered to law
enforcement agencies in the State of Georgia. According to
Grubb & Bennett (2012), “The Georgia Law Enforcement
Survey [determined] that over 75% of all respondents reported
that no human trafficking training took place within their
agencies in the last four years” (p.496). Additionally, the
survey found that in addition to a lack of proper training, most
law enforcement agencies failed to establish specific protocols
or polices focused on human trafficking. To wit, Grubb &
Bennett (2012) reported “Only 6% of the respondents in the
current study reported that their departments had such protocols
or policies in place” (p.496). These results show that while law
enforcement agencies have taken steps toward a better
understanding this problem, there is still much progress yet to
be made. With only one-fourth of the police population
receiving training, it is easy to see how police are still
unprepared. More recently, the U.S. Congress passed a bill
titled, the Justice for Victims of Trafficking Act of 2015. This
bill directly addressed the inadequate law enforcement training
issue by requiring the Department of Justice to provide specific,
technical anti-trafficking training to Federal, State, and local
law enforcement. The training will include effective methods
for investigating covered offenders. Additionally the Justice for
Victims of Trafficking Act of 2015 requires an annual report be
produced, and provided to the U.S. Senate Committee on the
Judiciary. The annual report will show arrest, prosecution, and
conviction data for trafficking related crimes. The President has
not yet signed this bill, but in the event it is signed, there will
presumably be a delay in enacting its requirements.
Unfortunately, because of the ill preparedness evident in these
surveys and in the need for Congress to formally hold law
enforcement accountable, private security managers cannot trust
traditional law enforcement alone to protect their businesses
54. from the threats associated with human trafficking. Even when
law enforcement personnel have a better understanding of the
issue, their approach will be reactive in nature. Their impact
would be limited to responding to citizen concerns regarding
human trafficking. Certainly city, state, and the federal
government will encourage community-policing initiatives,
public awareness campaigns, and will encourage police agencies
to increase their awareness of human trafficking, but ultimately
law enforcement will primarily fulfill a reactive role in
combating this issue. Unfortunately, even if they try to be
proactive, law enforcement professionals will have a difficult
time impacting human trafficking due to the covert nature in
which it is conducted. Criminal gangs or other organized
criminal groups are often responsible for the human trafficking
that occurs internationally and within the United States. These
gangs exercise excellent operational security; which makes it
difficult for law enforcement to counteract them. Additionally,
many corporations’ supply chains originate overseas, outside of
the jurisdictional boundaries of U.S. based law enforcement
agencies. As a result, even if U.S. law enforcement agencies
were competent in battling human trafficking, these
corporations would have to depend on foreign police forces to
identify issues in the international supply chain locations. It is
presumed many foreign governments and their law enforcement
entities are replete with corruption and thus can’t be trusted to
enforce anti trafficking protocols within their jurisdictions. For
these reasons, security managers must develop and rely on their
own proactive programs in order to identify human trafficking
within their ranks.
At first glance, human trafficking can appear as solely a law
enforcement issue, but human trafficking is not only a national
security concern but also a concern for businesses and their
security managers. In fact, international companies actually
benefit from contributing to the fight against human trafficking
by collaborating with international government entities, non-
55. governmental agencies, and other private organizations.
Security managers can make sure their corporations benefit by
maintaining a proactive anti-trafficking program. A few of
these benefits include avoiding criminal investigations,
sanctions, and fines. An added benefit of a strong anti-
trafficking program is the positive public image portrayed by
showing proactive measures toward this increasingly well
known global and social issue. Because human trafficking is
seen as a human rights issue, a company who takes proactive
measures to combat it would likely receive positive press,
which would influence marketability and hopefully increase
sales and profit. According to Fields (2013), “By taking action
against human trafficking, companies protect their financial
interests and promote themselves as being socially responsible”
(para 3). A great example of this comes from a 2007 scandal
involving allegations of child labor at a Gap clothing
corporation’s sub-contracted facility in India. The incident
resulted in poor publicity; but Gap used the media attention as
an opportunity to publicly restate their zero tolerance policy
regarding child labor and restructure procedures. Fields (2013)
said of Gap’s response “This resulted in improved supply chain
tracking, enhanced monitoring, and education and awareness-
raising…Certainly, Gap was motivated in large part by the need
to protect its brand name” (para 7). While globally publicized
trafficking scandals can be harmful to business, a proactive,
preventative and publicized corporate policy against trafficking
and forced labor can benefit a company in the private sector.
Until recent years, corporations only addressed human
trafficking of their own free will and were not dictated by
anyone. Some companies maintained these efforts in order to
guard against liability while others truly wanted the positive
public relations that would result from contributing to non-
governmental organization efforts to combat human trafficking.
This structure, since it was completely voluntary, resulted in
some companies addressing the concerns while other companies
did nothing. In an effort to create consistency in business
56. practices, and force more compliance with emerging industry
anti-trafficking standards, some states authored legislation that
allowed the state government to begin monitoring corporate
anti-trafficking efforts. According to Altschuller (2013):
New statutes, including the California Transparency in Supply
Chains Act and the proposed Business Transparency on
Trafficking and Slavery Act have focused attention on corporate
efforts to address human trafficking risks. The California
statute, which went into effect on January 1, 2012, requires
companies to make public disclosures of their efforts, if any, to
ensure that their supply chains are free from forced labor and
human trafficking (para 3).
It is easy to see that creating corporate anti-trafficking efforts is
of increasing importance to many executives in the private
sector. Consolidating these new anti-trafficking efforts under a
corporate social responsibility program is becoming a popular
practice. The goal of a corporate social responsibility program
is to create and participate in initiatives that benefit society.
The hope for these programs would be that by improving
society, especially local communities in which the company
operates, the company would increase its public image while
also contributing to societal improvements likely to reduce risk
of loss to the company. The challenge for corporate executives
was in aligning the corporate social responsibility program
initiatives within existing corporate constructs. Would a new
program manager be created, resulting in additional payroll
expenses, or could an existing position incorporate corporate
social responsibility efforts within their current duties? While
the idea of having a corporate social responsibility program is
generally a new initiative, there are strong trends emerging that
suggest it is becoming an industry standard. According to Kane
(2011), “The Security Executive Council has noticed an uptick
in the number of security executives being asked to run
corporate social responsibility (CSR) programs for their
57. organizations” (p.54). There are many possibilities as to why
the corporate social responsibility programs are being delegated
to security executives, but one possible reason is due to the
implied security benefits of such a program. Kane (2011)
explained this when he said, “Security acts as an enabler for
CSR programs…The security of an organization really depends
on how it is perceived” (p. 54). In other words, if a corporation
is seen as being proactive against crime, involved positively in
the community, and is perceived as being focused on risk
analysis, then they are more likely to have a strong security
posture as a result of their efforts. Developing and
implementing a corporate social responsibility program could
aid in reducing a corporations risk, but in spite of all corporate
social responsibility efforts, all businesses still assume some
level of risk toward becoming associated with human
trafficking. This could occur regardless of whether the
company is unwitting or complicit. A previous example
discussed human trafficking within the supply chain of the
retail-clothing company GAP. This example fits the stereotype
often evoked when one thinks of child labor in sweat shops
producing products for commercial sale. The retail industry is
often viewed as the most susceptible to forced labor or child
labor; both of which benefit from human trafficking. A closer
examination of several industries shows some industries are at a
higher risk of exposure to human trafficking than others. In
fact, in 2014, the Interfaith Centre on Corporate Responsibility
(ICCR) initiated a campaign focusing on two specific
industries: hospitality and food agriculture. The hospitality
sector, which includes hotels, food service, retailers, and
airlines, assumes great risk due to their extensive, international
operations and large employee populations. Of these hospitality
industries, hotels are especially at risk. One prominent example
of a human trafficking scandal involving a hotel came against
the Marriott hotel chain in 2006. According to Biron (2014), in
2006:
58. “Scandinavian investors began pressuring the Marriott hotel
chain over reports of child prostitution rings making use of the
some of the company's facilities in Costa Rica. Within a year,
Marriott had rolled out a new, pointed policy on the issue, and
has since engaged in annual shareholder disclosure” (para 12).
There is a very important lesson learned in this scenario.
Marriott International Incorporated was never found to have
been knowledgeable or otherwise complicit in the human
trafficking and prostitution occurring on their facility. The
corporation could have claimed ignorance, publically denounced
the practice of child prostitution, and moved past the scandal,
but instead they created new policy on the issue and started
providing shareholders with information. So, why did Marriot
International Incorporated go to such great lengths when they
were not found culpable of any wrongdoing in the first place?
As Biron (2014) noted, “the lack of stated policy was seen as
detrimental to broader anti-trafficking efforts” (para 12).
Overall, this goes to support the theory that if a company does
not have programs and policies prohibiting and combating
human trafficking, they face the likelihood of being viewed as
complicit in its perpetration. No longer can companies afford to
sit idly by and hope to stay above the fray. Instead, companies
must have active anti-trafficking programs, often run by
security executives, or they will be viewed as indifferent or
even supportive of the crime. Obviously being seen in such a
way would be unfavorable for corporate reputation and brand
integrity. As mentioned previously, another industry
susceptible to human trafficking and forced labor is agriculture.
Agriculture workers are often uneducated, come from poverty,
and are often isolated from the public as a result of the rural
locations they work in or come from. In an example of a
particularly egregious agriculture related incident, in 2006 the
Justice Department brought, what was at the time, the largest
human trafficking case in the history of the U.S. federal
government. According to the New York Times (2006), six
59. contractors, who worked for a Los Angeles based company,
were indicted for conspiracy after they were accused of holding
400 workers from Thailand on farms in the U.S. The company
lured workers to the U.S. utilizing the federal guest worker
program and promises of good salaries. Once the workers
arrived, they were forced to pay high recruiting fees, had their
passports taken and were coerced with threats of deportation if
they complained (para 2). In most of these previous examples,
the company was not held legally liable for the human
trafficking incidents they were associated with; however, their
public image and corporate security were adversely affected.
While the U.S. and other international governments are
attempting to address this issue through legislation and
prosecution, it is clear that their efforts are predominately
reactive in nature. Only through a proactive approach can
security professionals protect their companies from increased
risk of human trafficking related incidents.
All companies manage a certain level of risk exposure.
Managing the risk of human trafficking related scenarios is no
different than managing other risks. A security manager must
identify the threat, assess the level of risk, and implement
policies to combat the threat. Many highly regarded companies
have already begun making human trafficking and forced labor
a priority in their overall security posture. According to
Meinert (2012), several global businesses, including Microsoft,
LexisNexis, Carlson, The Coca-Cola Co., Exxon Mobil, Delta
Air Lines, Manpower Group, NXP and Travelport, formed the
Global Business Coalition Against Human Trafficking in an
effort to join their resources on “eliminating forced labor that
may be present in corporate supply chains, as well as sex
trafficking that relies on facilities in the travel and tourism
industries” (para 2). While forming coalitions may be good for
public relation campaigns, the task is worthless if there is no
true impact or risk mitigation. The aforementioned law
enforcement surveys revealed law enforcement officers are not
fully educated on their agency’s human trafficking enforcement
60. policies. This lack of education and awareness is likely present
in a larger scale within many corporate employee populations.
Organizational risk exposure can be greatly reduced through a
comprehensive human trafficking education program put in
place by the security executive. The approach has to be
multidisciplinary in order to be effective. Security managers
must successfully incorporate cyber security, physical security,
human resources, law enforcement, government agencies,
multilateral organizations, civil society, and non-governmental
organizations into their strategy. At the company level, senior
level corporate executives must first be shown the corporate
liabilities of human trafficking and forced labor. This is
important because an effective anti-trafficking program or
corporate social responsibility program must be well funded in
order to be effective and funding won’t come without buy in
from senior corporate leaders. Simply understanding the
symptoms of human trafficking can help executives to better
understand the problem. In an effort to assist leaders in
combating this issue, the International Labour Office (2008)
developed the following 10 Principles for Business Leaders to
Combat Forced Labour and Trafficking:
· Have a clear and transparent company policy, setting out the
measures taken to prevent forced labour and trafficking.
Clarify that the policy applies to all enterprises involved in a
company’s product and supply chains;
· Train auditors, human resource and compliance officers in
means to identify forced labour in practice, and seek
appropriate remedies;
· Provide regular information to shareholders a potential
investors, attracting them to products and services where there
is a clear and sustainable commitment to ethical business
practice including prevention of forced labour;
61. · Promote agreements and codes of conduct by industrial sector
(as in agriculture, construction and textiles), identifying the
areas where there is risk of forced labour, and take appropriate
remedial measures;
· Treat migrant workers fairly. Monitor carefully the agencies
that provide contract labour, especially across borders,
blacklisting those known to have used abusive practices and
forced labour;
· Ensure that all workers have written contracts, in language
that they can easily understand, specifying their rights with
regard to payment of wages, overtime, retention of identity
documents, and other issues related to preventing forced labour;
· Encourage national and international events among business
actors, identifying potential problem areas and sharing good
practice;
· Contribute to programmes and projects to assist through
vocational training and other appropriate measures, the victims
of forced labour and trafficking;
· Build bridges between governments, workers, law enforcement
agencies and labour inspectorates, promoting cooperation in
action against forced labour and trafficking;
· Find innovative means to reward good practice, in conjunction
with the media.
Once a corporate vision is born and policy is created to support
that vision, then security managers must focus on educating
human resources professionals. The means by which human
trafficking affects businesses is primarily through the hiring
processes of sub contracted employment agencies. Security
managers should support human resources in vetting contracted
hiring companies in order to confirm they are conducting sound
hiring practices and are not committing human trafficking
violations only to have the parent company unwittingly
perpetrate forced labor practices. As previously mentioned,
security managers must exercise cyber security in …
Running Head: Capstone Title (abbreviated) 1
62. Capstone Title (Abbreviated) 6
American Public University System
American Military University
SCMT Undergraduate Capstone Title
Date:
Student Name
Session #
Submitted in partial fulfillment of the degree requirements for
the
BA in Security Management
Abstract
Begin typing here – no more than 120 words. The abstract is a
statement of the writer’s intent. State the thesis and the
proposed methodology (must be qualitative, quantitative, or
mixed methods), Remember that in APA style you are writing in
the third person formal. Font is always Times New Roman 12
point.
63. Introduction
Problem Statement
Start here. The problem statement concisely states the overall
issue to be addressed. IN short, what the phenomenon which
caused you to conduct the research?
Purpose Statement
Start here. The purpose statement is a means of describing why
you decided to research the selected topic and thus, is aligned
with the problem statement.
Research Questions
Start here. There should be no more than three to five questions.
They must be directly aligned to the problem and purpose
statements or they are irrelevant.
Q1.
Q2.
Q3.
Q4.
Q5.
Key Points Addressed
Start here. Provide 3-5 key points highlighting the major points
of the topic which you are researching but in a focused way
aligned with the purpose statement, problem statement, and
research questions.
P1.
P2.
P3.
64. P4.
P5.
Proposed Methodology/Research Strategy
Start here. Remember that there are only three possible research
strategies in scientific research. These are: qualitative,
quantitative, and mixed methods. Provide two to three
paragraphs of discussion outlining the essential elements of the
method and why you consider it to be the most suitable
method/strategy for your proposed study.
Assumptions
Start here. Assumptions are considerations which will impede or
promote your research as you see such considerations at this
initial stage (if any).
Scope
Start here. Provide a brief discussion (not more than one
paragraph) on the scope of your study. Remember that you are
progressing from a broad area of interest (general) to a smaller
and more easily researched subset of the topic (specific). The
scope is merely a brief identification and discussion of the area
of a topic which you deem appropriate for study.
Limitations
Start here. You may or may not have limitations at this point.
This section should not be more than one paragraph. Limitations
might be a lack of access to certain information (classified
perhaps), limited ability to conduct surveys, etc.
65. Body of your research
Alignment with BA in Security Management Program
Objectives (you must state each objective and explain exactly
how your study relates to each objective)
Note: The body is your discussion of your topic and not the BA
in SCMT Program Objectives - these are two separate things.
The concept of "alignment" merely implies that your discussion
in the body is centered on your topic keeping in mind that you
will have to align your topic with the Objectives. You do not
discuss the Objectives in the body of your paper. The BA in
SCMT Program Objectives will be contained in a separate
section within the paper - not in the body.
Findings/Conclusions
References (begin on a separate page)
Provide at least ten references. You must focus on verifiable
resources such as academic journals, text books, government
regulations and documents, academic or governmental studies,
surveys, etc. It may not always be possible to adhere to this
standard entirely. For those of you who need a refresher on how
to cite sources in APA sixth edition style, please refer to:
http://owl.english.purdue.edu/owl/section/2/10/
Annotated Bibliography (begin on new page)
Include all of the annotated bibliographic citations you have
composed during this course. See:
http://libguides.brandonu.ca/content.php?pid=26571&sid=19758
6
Reconciliation of the BA in SCMT Program Objectives/Topic
In the course, you discussed each of the Objectives as it applies
to your topic. Post them here in the following format,
Objective: (state it)
Response:
And so on for each Objective