New post

Mar 3, 2022 | students

In any criminal justice role, it is beneficial to have an understanding of basic budget components. You may be asked to provide input on a budget-related to your work, retrieve information from a budget, or create a budget for your department. In this assignment, you explore the basics of budgets, finances, and planning, with special consideration for how these apply to criminal justice agency budgeting. Consider private and public sectors of business, as well as criminal justice agencies, as you research your paper.

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Step 2: Write an 875- to 1,050-word paper in which you do the following:

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Step 3: Cite a minimum of 2 peer-reviewed sources.

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Mar 3, 2022 | students

ASSIGNMENT INFORMATION

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Mar 3, 2022 | students

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Response to these two discussions below respectively with critical thinking and references.

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Example：

I did not know of Russias power over Crimea, and deciding to look into it more after reading your post. I can understand the current conflict at the Russia- Ukraine boarder better with this knowledge. It is no wonder the West worries that Russia will actually attempt to take over Ukraine as a whole since they have already illegally gained control of Crimea, almost seven years ago now (Pifer, 2020). 

It seems the taking over of Crimea was done in response to Ukraine signing an association agreement with the European Union (Pifer, 2020). I think this made Putin fear having western influence so close to what was a communist soviet Russia at one point. According to the article I read, not longer after that agreement was signed were Russian soldiers turning up at key facilities and checkpoints in Crimea (Pifer, 2020).

In Putin fashion, the referendum that later took place to determine whether Crimea would become more independent or join Russia; determined 96.7% voted to join Russia (Pifer, 2020). This conclusion has scholars baffled because over 40% of those alleged to have voted in the 83% voting turnout are ethnic Ukrainians and Crimean Tatars who would not have voted to join Russia (Pifer, 2020). Just two months later a report was leaked from a Human Rights Council in Russia which stayed only 30% of people voted and about 50% voted to join Russia (Pifer, 2020). Which in my view means that they attempted to allow few to vote, and only those they thought would win them back Crimea Moscow has continually claimed ownership (Pifer, 2020).

But regardless of claims, or the fact that around the time it was taken there was about 60% of ethnic Russians living there, Crimea was recognized to be apart of Ukraine after the Soviet Union collapsed (Pifer, 2020). The taking of Crimea is in direct violation of many international agreements including the 1997 Treaty on Friendship, Cooperation and Partnership between Russia and Ukraine (Pifer, 2020).

I can definitely see the Russian government using the media as a tool to misinform Russian people about Russias true claim to Crimea. It is hard to criticized your government when you are faced with little information that does not support the governments actions. Media outlets who do criticize it do not get the same access to the public as bigger publications who post the things Putin wants out there. As you mentioned, having actual pro-Russian personnel be given high ranking position in media outlets would definitely ensure only information he wanted out, would be published.

Given the information discussed about the acquisition of Crimea, and the current state of the Russia and Ukraine boarder, what do you predict will happen in the ongoing crisis?

Do you think Russia will truly advance into Ukraine?

Interested to hear your thoughts!

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The discussions need to response：

1. Within Russia, censorship of news sources and the internet is nothing out of the ordinary under the rule of Vladimir Putin. Media regulation and information rights are consistently breached and withheld from residents of Russia and have been presented as a growing issue within the country. Having control of the majority of the news that is shown to Russian citizens, the government’s new target has fallen upon social media platforms. 

When investigating the growing issue of media regulation and information rights within social media, I discovered an example that demonstrates Russia’s attempt to regulate social media since it has become one of the main resources for critical public debate in Russia, especially in regards to Alexei Navalny (Human Rights Watch, 2021). Alexei Navalny is the political opposition of Putin who was imprisoned and has sparked protests amongst the citizens of Russia (Human Rights Watch, 2021). To combat those attempting to protest through social media, the Investigative Committee, Russia’s criminal investigation service, posted a video to Youtube claiming that Navalny and his supporters are sponsored by those overseas (Human Rights Watch, 2021). Furthermore, the Russian government has even gone as far as fining social media platforms such as Facebook, Tiktok, Instagram, Twitter, Youtube, VKontakte, and Odnoklassniki, which failed to remove “illegal content” and content that encouraged children to protest (Human Rights Watch, 2021). These acts of the government are a clear representation that the government is attempting to regulate the media in their favour and restrict their citizens from their right to protest. 

In addition to restricting the people of Russia’s freedom of speech over social media, they are also monitoring the social media of Russian youth for signs of LBGTQ+ activity and propaganda. Teachers were being instructed to monitor the social media of students between the 5th and 11th grades and report those who showed LGBT symbols to the authorities, along with their addresses and physical descriptions (Baume, 2020). This form of media regulation has stemmed from the anti-gay propaganda laws created in 2013, which has banned queer culture and knowledge from media and public spaces under the pretense that it protects children against the promotion of “non-traditional” sexual relations (Human Rights Watch, 2018). This example can be analyzed through the Network Gatekeeping Theory, which is a theory that explores different reasons why information is included or excluded from the network (Castells, 2011). This theory explains that social actors look to establish their power through gatekeeping strategies to restrict access to ideas that do not add value to the network or go against the actors’ best interests (Castells, 2011). Information regarding the LBGTQ community does not align with the homophobic views of the Russian government, therefore, is restricted to the Russian population. 

At this point in my writing process, I have yet to find a third example or an additional theory to incorporate into my paper. If anyone has any suggestions or news articles that they are willing to share I would appreciate the help! Looking forward to hearing from you all and reading your posts!

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2. The importance of media in a global context is extensive, with huge influence on societies allowing growth for individuals and societies together. Media has evolved social movements to create a positive an informed environment for people around the world but has also come to criticisms for the negative environment and influences it can pose. Media including television, newspaper, and social media have been outlets for governments to positively or negatively shape countries. Countries such as Russia has heavily regulated the use of media with the goal of managing the spread of information and controlling the narrative. 

 Throughout this assignment Russian media and regulations will be examined to identify it’s  importance on the social, cultural, political, and economic aspects of the country’s identity. Russia holds great ownership and influence over media outlets within the nation and has also implemented strict censorship policies in regards to media and internet that are becoming increasingly oppressive.  

 The Russian government holds ownership over a major proportion of Russian newspapers and television outlets. Specifically the government owns two of the most viewed television channels that are available to individuals within the country (Zakem et al., 2018). This leaves little room for a diverse culture of information and media available to the citizens of Russia creating an impact on the shape of the country’s social and political identity. The remaining television channels are greatly influenced and hold strong ties to the government in Russia (Zakem et al., 2018) . With the Russian government holding significant control over the television channels it has resulted in a 40% distrust for Russian television viewers. This has led some individuals turning to Western media outlets in an attempt to gain more insightful information (Zakem et al., 2018) . The distrust and skepticism in Russia’s television broadcasting and information presented in news media has led programming to turn to “political talk shows” in an attempt to manage public opinions and knowledge in a more authentic manner (Zakem et al., 2018) .  

 Another example of the extensive censorship by the Russian government in attempt to maintain control of information is the increasing policies regarding social media platforms. The government has placed oppressive restrictions on social media platforms within the country such as requiring major social media platforms like TikTok to remove any content that would be deemed “illegal” within the Russian state (“Russia: Social Media,” 2021). Many are viewing these policies as a human rights violation in regards to freedom of speech and oppression. The goals of the censorships are to regulate the spread of information and to decrease protesting within the state with the government stating that these platforms “manipulate people’s minds” (“Russia: Social Media,” 2021). 

  The result of these censorship laws that have been increasing within the country has created a large impact on the social identity of the country. Individuals residing in Russia have expressed their increasing frustration with the political ideologies of the government. Mass protests have been an outcome of the increasing outrage towards government corruption within the state (“Russia: Social Media,” 2021).  

 What are your opinions on the distrust and censorship policies that have been implemented in Russia? Do you view these regulations as a human rights violation? 

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New post

Mar 3, 2022 | students

the levels we generally talk about are Grand, Middle-Range, and Practice Level (Smith & Parker, 2020).

As you look at the definitions, does burke-Harris team ACES theory guide a person in theories and beliefs?  Is it able to be tested?  Is it limited in scope and only useful in a specific nursing situation?

While choosing the level of theory is not super important, it does help in knowing how much the theory could explain. As I look at this theory, it seems testable, so I would not choose Grand. It seems bigger than a specific situation, so I would actually call it middle-range.

What do you think?

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New post

Mar 3, 2022 | students

Exploring economic values

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Introduction

There are multiple types of economic value added to products from their source to the retailers and, ultimately, the consumer. In one sense, the guest of a restaurant is paying for economic value by ordering a burger, because it is prepared in the form they want, delivered where they want it, at the time that they want, rather than having to go to the source for raw beef, vegetables, wheat, etc.

We typically discuss: Time, Form, Place, Information, and Services economic values.

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Directions
The purpose of this exercise is to explore these various types of economic value. For each product, identify the type of economic value and specify how that type is being added. If a type of economic value does not apply, write NA.

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Example

Product: Ground beef bought at grocery store

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Application problems

Product: 80 quart Hobart stand mixer

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Product: 1 foot square slate floor tiles for guest bathrooms

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Product: 1 liter hand sanitizer bottles with pumps for front desk and other areas

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Product: 3 ounce hand sanitizer bottles for guest room amenities

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Product: King bed sheets

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Product: Sourdough French bread loaves

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Product: Hamburger buns

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Product: 5 lb spring mix

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Product: 10 pounds of cherry tomatoes

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Product: 5×6 slicer tomatoes

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Product: Russet potatoes, 14 ounces each

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Product: Ribeyes individually cryovac’d from Sysco

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Product: Towel service for kitchen, 20 bundles a week

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During your weekly meeting

Sep 22, 2021 | students

During your weekly meeting, your supervisor discusses some recent operational decisions as well as the strategic and tactical rationales behind them. She is puzzled about the weak reception by front-line employees that she believes has resulted in outcomes that are far less impactful than predicted. Because of the updates you provide about all that you are learning in this course, she asks you to provide a profile of decision-making processes in your organization. Scenario Questions

The following questions provide you with a framework to structure your response to the scenario. No doubt there are many variables that will influence this decision, but your task is to primarily focus on using the cultural context of your organization and the external environment in which it operates to frame a brief response to the following question as part of your initial response post. Also, make sure to read what is expected in the ‘reply’ post so that you are aware that your peers will be using the information you provide to post a response.

Initial Post: Strategic, tactical, and operational decisions are addressed on page 3.3 of your webtext. From the point of view of an employee, offer the following response to your supervisor’s request.

Sep 22, 2021 | students

INSTRUCTIONS AND REQUIREMENTS:

Product = Charcoal Flavor Ice Cream

1. Design your product and give it a name/logo, provide a description of its functions and visual/picture of it (this can be your own drawing or an image from the internet with your product brand/logo assigned to the image). Critically explain why you selected your product (i.e. will there be a demand for it? How is it similar or different to existing products in the market? will it solve any social, environmental or financial issues? etc.)

2. Identify and estimate your upstream activities (R&D and design) and costs for your product. As you will be undertaking the R&D and product design activities, assign yourself an hourly R&D wage rate based on market research (i.e. search the internet) and provide detailed explanations and records (log with dates and timing of your activities) about your upstream processes/steps/activities for your chosen product.

3. Undertake market research (i.e. search the internet) to estimate and determine the cost of your product’s direct materials, direct labour and manufacturing overheads (fixed and variable). Clearly list and determine the quantity and types of direct materials, direct labour and manufacturing overheads that will be required to produce one unit of your product and calculate your products per unit cost. Explain the approach/method and activity level you used to calculate the overhead cost per unit and clearly differentiate/list fixed and variable manufacturing overheads.

4. During the month, the cost of your beginning inventory was $60,000 and ending inventory equalled $60,000, and you purchased materials to produce 60,000 units of your product. Calculate the cost of direct materials purchased and used in production for the month.

5. During the month, the cost of your beginning work in process was $150,000 and ending was $150,000. Calculate the cost of goods manufactured using a cost of goods manufactured statement/schedule for 60,000 units of your product produced for the month.

6. During the month, the cost of your beginning finished goods was $200,000 and ending finished goods equalled $200,000. Create a cost of goods sold statement for the month to calculate the cost of goods sold for 60,000 units sold for the month.

7. Determine the price of your product per unit and critically explain how you determined the price (i.e. explain and justify the pricing method, cost base and mark-up you selected and used, and how your products’ price compares to competitors prices if there are any).

8. Undertake market research to identify and estimate your downstream activities and costs for your product for the month (i.e. marketing, packaging, handling, distribution and so forth) and explain in detail how you will market and distribute your product to consumers.

9. Preparation of income statement using the absorption costing method for the month for the 60,000 units sold. Company tax rate is 30%. Make sure to include all relevant expenses for the month.

A typical central bank

Sep 22, 2021 | students

a)      A typical central bank has several interest rates or monetary policy tools it can set to influence markets. Define three (3) such rates.

b)      State three (3) functions of a Central Bank.

c)      Malcolm Company’s bonds have 5 years remaining to maturity. Interest is paid quarterly; the bonds have a $1,000 par value; and the coupon interest rate is12%.  Would you pay $950 for one of these bonds if you thought that the appropriate rate of interest was 14% – that is, if kd = 14%? Why? 

d)      A Company last paid a dividend of $0.90. It is expected that dividend will grow at 25% per annum for the foreseeable future and the investors are requiring 30 % per annum for stocks in this risk class. What is a fair price for the stock?  

e)      Define Stagflation and also state what is the CPI used for?

USG Corporation

Sep 22, 2021 | students

USG Corporation is a major manufacturer of mold-resistant building materials. The company’s flagship product is Sheetrockc Brand Humitekc Gypsum Panels, which can be installed on wall or ceiling interiors in order to minimize moisture and mold damage in building areas that are subject to incidental moisture. USG has just won a coveted contract with a major construction company in the growing Glendale, AZ, area. This company is expected to require 24,000 pounds of Sheetrockc Panels per day for the next year in order to satisfy its busy residential and commercial construction schedule. This contract is so lucrative that USG has agreed to operate a dedicated distribution center near Glendale that carries a safety stock of 100,000 pounds of inventory in order to fulfill the construction company’s orders quickly. The USG traffic manager wants to determine the mode of transportation to utilize for shipments from the USG production facility in Santa Fe Springs, CA (zip code 90670) to the new distribution center in Glendale, AZ (zip code 85301) in order to minimize the total annual logistics cost. The feasible modes of transportation for these shipments are railcar and truckload.

The lane between Santa Fe Springs and Glendale is served by the Burlington Northern Santa Fe (BNSF) Railroad. The average transit time for rail shipments on this lane is 9.5 days. According to BNSF’s website, the cost of a carload of gypsum wallboard weighing less than 167,000 pounds is $2,964.53. The rate for shipments greater than 167,000 pounds is $3,353.53.

The rates you obtained above are ramp-to-ramp rates; thus, they only cover transportation from BNSF’s terminal near Santa Fe Springs to its terminal near Glendale. USG has contracted with a third-party logistics provider that coordinates the local delivery and transloading services from USG’s facility to the BNSF terminal as well as the final delivery in Glendale. The negotiated rate is a flat $100 per carload (regardless of its size) plus a variable cost of $0.002 per pound of freight in the carload.

1 . Using the following cost data and additional information about USG’s production and inventory policies, determine the optimal shipment quantities (in pounds) for small railcar shipments (≤ 167, 000 pounds), large railcar shipments (> 167, 000 pounds), and truckload shipments.

• The value of 1 pound of Sheetrockc Panels held at the plant in Santa Fe Springs is $0.77.

• The value of 1 pound of Sheetrockc Panels held at the warehouse in Glendale is $0.85.

• USG’s inventory holding costs are computed as 39% of the inventory’s value per year held. (Take a simple average of the two values to determine the value of 1 pound of panels while in transit.)

• Storage space at the plant in Santa Fe Springs costs $0.27 / (pound*year).

• Storage space at the warehouse in Glendale costs $0.33 / (pound*year).

• The average truckload transit time is 2 days.

• The USG plant in Santa Fe Springs produces 24,000 pounds of Sheetrockc Panels per day.

2. Compute the total annual logistics cost for all three methods of transportation using the optimal shipment quantities for each mode. Which mode results in the minimum annual cost?

questions can be solved in excel. step by step process needs to be provided on how to solve in excel. Distance from Glendale to Santa Fe Springs is 367 miles.

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picture in yellow reads:

To CA from AZ price= $1.25

To AZ from CA price = $1.85

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Daniel Morse is auditing cash payments

Sep 22, 2021 | students

Daniel Morse is auditing cash payments for Maloneys, a large supermarket. Maloneys deals with several very large corporate suppliers who expect payment by electronic funds transfer within three business days of delivery. Other large suppliers will accept cheques or electronic funds transfer on terms of 14 days, and small suppliers receive cheques with payment terms of 30 days. Other regular large cash payments include wages (weekly by electronic funds transfer from a wages imprest account), utilities (electricity accounts are paid monthly by cheque), cleaning (paid monthly by cheque) and rent (paid monthly by electronic funds transfer). In addition, there are irregular payments for items such as maintenance, fixtures purchase and lease, and vehicle running costs. All cash payments are processed in the central office after the required set of documents has been assembled and checked by two junior accounts staff. Payments are authorised by a senior accountant and electronic funds transfer authorities and cheques are countersigned by the chief accountant (except if he is on leave when another member of the accounts staff performs this task). Journals and ledgers are maintained by staff not involved in cash payment processing. Daniel needs to test controls over cash payments and has planned to make extensive use of sampling. Required: (a) What population(s) would be relevant to Daniel’s control testing? (b) Explain the potential implications of sampling risk for the audit of cash payments. (c) What possible non-sampling risks exist in this case?

Google Collab

Sep 22, 2021 | students

***I am not being shown or told what needs to be revised in course hero, so I do not know what to change in my questions?***

This question is answered in Google Collab but the coding can be written out without it! I completed four other questions similar but am stuck on this one. Thank you so much for the help! I have examples of problems I have already completed if you need me to post them for reference

NOW THIS IS THE PROBLEM I NEED HELP WITH. PROBLEM 5.

Problem 5:

I am given a list of values. The values represent money and I need to present the data as monetary values. the list of numbers as input data is given and I need to convert the numbers to monetary values and print them out to the screen where it says #enter your code below. Can you help me with the coding sequence and explain how you got the answer sequence?

The list of numbers is displayed below in the inputData brackets.

inputData = [35009.667, 70998, 7e6, 1.250050e4, 170000, 987435.54467]

def monetaryValues(data):

    #ENTER YOUR CODE BELOW

SAM Project 1aCassandra’s

Sep 22, 2021 | students

Illustrated Excel 2016 | Module 3: SAM Project 1aCassandra’s GradesFORMATTING A WORKSHEETGETTING STARTEDOpen the file IL_EX16_3a_FirstLastName_1.xlsx, available for download fromthe SAM website.Save the file as IL_EX16_3a_FirstLastName_2.xlsx by changing the “1” to a “2”.oIf you do not see the .xlsx file extension in the Save As dialog box, do not type it. The program will add the file extension for you automatically.With the file IL_EX16_3a_FirstLastName_2.xlsx still open, ensure that your first and last name is displayed in cell B6 of the Documentation sheet.oIf cell B6 does not display your name, delete the file and download a new copy from the SAM website.PROJECT STEPS1.Cassandra will finish her Spring classes in the coming weeks. She is using an Excel workbook to analyze her grades to help her focus on the classes that needmore improvement. Cassandra has asked you to format her workbook to make the analysis clearer and easier to understand.Switch to the Grades worksheet. Use AutoFit to resize column A to fit its contents.2.Set the width of column E to approximately 14.00, so that the word “Composition”is completely visible in cell E4.3.Apply the Accent5 cell style to the range A1:E1, then increase the font size in that range to 15 pt.4.Merge and center the range A3:E3, then bold the cell contents. 5.Center the text in the range B4:E4 and change the font color of the range to White, Background 1 (1st column, 1st row of the Theme Colors palette).6.Use the Format Painter to apply the format from the range A7:E7 to the range A9:E9.7.Italicize the contents of cell A11and change its font to Times New Roman.8.In the range A11:E11, apply Thick Outside Borders to the cells, then change the fill color to Yellow (4th column, 1st rowof the Standard Colors palette).9.Cassandra wants to know at a glance which courses she is passing. In the range B11:E11, use Conditional Formatting Highlight Cells Rules to format cells whose contents are greater than 70 with Green Fill with Dark Green Text.

Show all work

Sep 22, 2021 | students

Show all work. Label and clearly explain your answer. This is very important. 

 1) see attached photo

a) Draw a diagram showing the cash flows for each of the bonds.

b) Calculate the price of the Vermeero bond.

c) Calculate the yield to maturity for the Renwaro bond.

d) Suppose you purchase the Renwaro bond today. You plan to sell this bond one year from now, and you forecast that the yield to maturity of the Renwaro (at the sale date) will be5% annual rate, compounded semiannually. If your forecast is correct, what will the holding period yield for this investment be?

2) See attached photo

The PLAY Index is a price-weighted stock index based on the 5 largest toy and game manufacturers in the nation. The following chart shows the prices and shares outstanding for each of the five companies at year-end for 2016and 2017. The initial divisor for the index is 100.

a) Calculate the rate of return on the PLAY index over 2017.

b) At the end of 2017, Linkna Logs was dropped from the index, and was replaced by Loggle Corporation. Loggle’s share price was $166at the time. Calculate the new divisor for the index.

c) Suppose the PLAY index was a value-weighted index instead of a price-weighted index. If so, what would be the rate of return over 2017?

3) Morocco Manufacturing does not currently pay a cash dividend, but it does pay a stock dividend of 3% per year. A stock dividend does not directly pay cash to the shareholders. Instead, it is a payment in the form of additional shares of stock. For example, if you own 100 shares, a 3% stock dividend will mean that you will receive 3 new shares, giving you a total of 103 shares.

Morocco will not pay a cash dividend, and will maintain the 3% per year stock dividend for 10 years. Morocco will then discontinue the stock dividend and institute a cash dividend of $5 per share, starting in year 11. In subsequent years the cash dividend will increase at a constant growth rate of 6% per year.

The appropriate interest rate is 14% per year. Calculate the current intrinsic or fundamental value of a share of Morocco Manufacturing stock.

4)Lava Development Company has maintained stable earnings of $7 per share, and has also maintained a 100% payout policy. Recently, Lava has decided to start a new line of business to develop luxury housing with scenic views of active volcanoes. The new line will require Lava to change to a policy of retaining 30% of its earnings for the foreseeable future. You estimate that with the new line of business that dividends will grow by 2% per year in perpetuity (after next year). Lava’s current cost of capital is 12%.

a. Calculate the intrinsic value of Lava Development shares?

b. Calculate Lava’s net present value of growth opportunities?

READ THE CASE AND PROVIDE ANSWER TO THE QUESTION BELOW:

Sep 22, 2021 | students

READ THE CASE AND PROVIDE ANSWER TO THE QUESTION BELOW:

Ethan Properties Philippines, Inc. was registered with the Philippine SEC in 2008 and is engaged in developing and

operating for sale, lease, or hold for investment real estate of all kinds, including buildings, houses, apartments, and other structures. From the its inception, the company has completed various developments including a number of high-rise building, a mid-rise development, residential subdivisions, commercial centers, BPO Offices, an Events Venue Center, and serviced residences. Currently, the company has three (3) on-going development of commercial buildings.

The Company markets its projects to residential market segments, office locators and commercial tenants through internal and external sales and marketing channels. For its leasing business, the Company employs a dedicated team who coordinates with business entities for leasing opportunities in the company’s various projects. The Company has a wide network of suppliers, both local and foreign. The Company has also a wide customer base and is not dependent on one or a limited number of customers. The Company complies with all government agencies in securing licenses to sell, development permits, Environmental Compliance Certificate (ECC) and all other mandated requirements of the industry. The Company had 391 and 400 employees at the close of the calendar year December 31, 2019 and 2018, respectively. The Company’s employees do not belong to any labor union or federation. At present, its employees receive compensation and benefits in accordance with the Labor Code of the Philippines.

The Philippine real estate development industry is highly competitive with respect to township developments in Metro Manila and high-rise condominiums. Ethan believes that it is a strong competitor in the mid- and high-end markets due to the quality of its products and materials used in construction and finishing. In addition, the Company believes that the prime locations of its developments allow it to effectively compete in the market. On the other hand, the Company has access, through its holdings and holdings of its affiliates, to one of the most extensive land banks in the Philippines, comprising properties strategically located in the prime areas of Metro Manila and its periphery.

Currently, majority of the Company’s commercial spaces are leased-out to entities in the BPO industry. Should the country experience a slowdown in performance and growth of this sector of the economy, the Company is exposed to the risk of lower occupancy, reduction in rental rates and late or non-payment of rentals. While forecast for the BPO industry remains bullish, the industry is sensitive to changes in government policies particularly with respect to the tax holidays it currently enjoys. Political uncertainty and peace and order problems may likewise affect the growth of this industry as experienced in the past. Despite this, the outlook for the BPO industry continues to be positive as the country remains to be one of top BPO destinations in the world.

The Company’s residential sales on the other hand is exposed to the cyclical nature of the real estate industry. As seen in the past, the real estate industry has the tendency to expand and contract depending on the movement of interest rate and the confidence in the Philippine economy.

The Company operates in a highly regulated environment and it is affected by the development and application of regulations in the Philippines. The development of condominium projects, subdivision and other residential projects is subject to a wide range of government regulations, which, while varying from one locality to another, typically include zoning considerations as well as the requirements to procure a variety of environmental and construction- related permits. The Company closely monitors all government regulatory requirements and institute measures to strictly comply with them.

The Company is exposed to credit risk from its leasing and residential sales. To manage the credit risk from residential sales, the Company has ceased to offer in-house financing to its buyers. Instead, buyers are encouraged to either pay in cash, avail of a deferred cash payment term or secure financing from banks to finance their property acquisition. Credit risk from leasing, on the other hand, is minimal given the profile of the Company’s tenants. The terms of the Company’s leases are likewise structured to mitigate credit risks.

Fluctuations in interest rates, changes in Government borrowing patterns and Government regulations could have a material adverse effect in the Company’s and its customers’ ability to obtain financing. Higher interest rates make it more expensive for the Company to borrow funds to finance its ongoing projects or to obtain financing for new projects. In addition, the Company’s access to capital and its cost of financing are also affected by restrictions, such as single borrower limits, imposed by Bangko Sentral of the Philippines (BSP) on bank lending. These could materially and adversely affect the Company’s business, financial condition, and results of operations. In order to reduce its earnings volatility and diversify its revenue streams, the Company has targeted to derive approximately 35-40% of its revenues from recurring sources within the next five years, primarily through rentals from its BPO properties and retail malls. The Company believes this will complement the Company’s overall growth strategy by providing recurring cash flows to support its developmental capital expenditure requirements and driving demand for its master-planned community residential offerings.

The company reported a net income of P479 million during the year. Real estate sales of P1.7 billion were 101.7% higher y-o-y and comprised 53.3% of revenues. Rental revenue for the year accounted for P1.5 billion or 46.7% of revenues, representing a 7.7% growth over the same period in prior year, as lease contracts were renewed at higher rates for the BPO offices as well as the additional retail space completed late last year. Operating expenses were P948 million during the year.

Background:

Your auditing firm, SDS & Co. CPAs recently accepted Ethan as an audit client and as an audit associate, you were asked to obtain some preliminary information about the real estate industry to provide a basis for understanding the client’s business environment. Background information about the real estate industry is provided below for your review:

State of the Philippine Real Estate

The country’s economic boom shows no signs of slowing down. Considered as one of the fastest-growing economies in the region, it exhibited an increase in gross domestic product (GDP) by 6.7% in 2017. This robust macroeconomic condition continues to pave the way for different sectors to further flourish, including that of the real estate.

The real estate industry’s steady growth in the past decades is attributed to the increase in demand for residential and commercial properties driven by various factors. These demand drivers, according to a report by Leechiu Property Consultants, include rising urban population growth; housing needs of BPO (business process outsourcing) employees, since a growing number of these workers need to live near their workplace; and remittances from overseas Filipino workers (OFWs), more than half of which are real estate-related.

Oxford Business Group (OBG) stated in a 2017 report, “Years of investment and strong economic development in the Philippines have fostered a robust real estate sector that now extends outside of the greater Metro Manila region and into secondary markets around the country. Economic development and a growing middle class continue to fuel demand for new, high-grade residential units, while commercial investment drives an ever-increasing amount of retail and office space.”

The bullish performance of the country’s real estate sector is projected to further thrive in the years to come. The OBG report continued, “Buoyed by a strong macroeconomic environment, cash-laden investors and a full pipeline of projects scheduled to be built over the next decade, the real estate sector will continue to exhibit strong growth in the coming years. A steady stream of new residential and mixed-use projects is under way at locations across the Metro Manila area, as well as other fast-growing secondary cities around the country.”

Real estate consulting services firm Colliers International also shared the same outlook in a December 2017 report, which stated that opportunities abound for the property sector this year.

“Colliers encourages developers to take advantage of opportunities that could arise from the implementation of government policies such as the Comprehensive Tax Reform Package; relaxation of foreign ownership restrictions on retail and construction; and amendments to the existing procurement law and business registration systems which should entice more developers to take part in the government’s ambitious infrastructure development program,” the firm said in the report.

Colliers sees that the improvement of road networks and expansion of airports in major urban areas in the country will further unlock land values, making it more feasible for residential projects.

Moreover, Colliers said that the demand for residential units in these locations would continuously grow, as OFWs will continue to set aside part of their remittances for housing requirements.

“Colliers expects developers to continue venturing into residential projects in second-tier and third-tier cities all over the country, where demand primarily comes from end-user buyers. The markets may be smaller compared to Manila but more stable in terms of end user housing demand,” the report continued.

On the other hand, the firm predicted that there will be less of office launches following the decline in BPO companies’ office space demand. However, there will be a greater demand for flexible office spaces over the near to medium term given that there are 1.3 million freelancers in the Philippines, and as mobility, connectivity, and flexibility is becoming the norm.

Opportunities are also seen in the popularity of e-commerce, which is expected to drive warehousing and logistics demand. According to Colliers, this particular demand will particularly propel the economy of Northern and Central Luzon especially because of Clark Airport’s planned expansion and the construction of the Subic-Clark cargo railway.

Northern and Central Luzon is also set to be an industrial hub as major developers are developing industrial parks, which is foreseen to increase industrial lease rates especially in areas such as Cavite, Laguna, and Batangas.

Not only industrial parks are going outside Metro Manila. Colliers said that townships are also projected to rise in areas such as Cavite, Laguna, Bulacan, Pampanga, Cebu, and Davao over the near to medium term as land values are being unlocked by an aggressive expansion of road networks anchored on the government’s initiative to generate economic opportunities outside Metro Manila.

The increasing tourist arrivals in the country also open more possibilities for the real estate sector. In terms of hotels, it is seen that three-star and four-star hotels in resort destinations will be more visible in the next two to three years with Cebu, Bacolod, Iloilo, Palawan, Davao, and Bohol as among the most attractive locations for these developments.

Cebu, in particular, experiences a continued surge of tourists resulting to an increase in occupancy rate as well. Seeing the rising attractiveness as a tourist spot and growing competitiveness as an investment destination, Colliers encourages industrial locators in Visayas to consider this province.

Moreover, to cater to the growing domestic market driven by millennial travelers, Colliers encourages investors to build more budget hotels.

Meanwhile, for the retail segment, Colliers said that malls will still be an important part of the Filipino lifestyle and will continue to attract consumer traffic, thus, are encouraged to provide more lifestyle amenities that generate a sense of destination.

——

1. Brainstorm relevant industry, regulatory, and other external factors including the applicable philippine financial reporting framework and then, Identify at least one business risk factors on the following matters:

a.      The market and competition, including demand, capacity, and price competition.

b.     Cyclical or seasonal activity.

c.      Product technology relating to the entity’s products.

d.     Energy supply and cost.

e.      Regulatory factors.

2.     For each of the business risk factors identified in question 1 above, indicate how each risk factor might impact the risk of material misstatements in specific financial statement accounts or disclosures.Skip QuestionShow CommentReport Issue

As the financial advisor to All Star Manufacturing

Sep 22, 2021 | students

As the financial advisor to All Star Manufacturing you are evaluating the following new investment in a manufacturing project: –

The project has a useful life of 8 years.

Land costs $10m and is estimated to have a resale value of $15m at the completion of the project.

Buildings cost $12m, with allowable depreciation of 6% pa reducing balance and a salvage value of $10m.

Equipment costs $5m, with allowable depreciation of 10% pa reducing balance and a salvage value of $1m. An investment allowance of 20% of the equipment cost is available.

Revenues are expected to be $15m in year one and rise at 5% pa.

Cash variable costs are estimated at 30% of revenue.

Cash fixed costs are estimated at $3m pa.

Managerial salaries of $800,000 will be allocated to the project, but these managerial positions will be unaffected by the acceptance of the project.

An amount of $200,000 has been spent on a feasibility study for the new project. 

The project is to be partially financed with a loan of $13.5m to be repaid annually with equal instalments at a rate of 5% pa over 8 years.

Except for initial outlays, assume cash flows occur at the end of each year.

The tax rate is 30% and is payable in the year in which profit is earned. 

The after-tax required return for the project is 11% pa.

Required

(a)  Calculate the NPV. Is the project acceptable? Why or why not?

(b)  Conduct a sensitivity analysis showing how sensitive the project is to revenues, fixed costs and to the required rate of return. Explain your results.

of the bonds.

Sep 22, 2021 | students

Show all work. Label and clearly explain your answer. This is very important.

1) See Attached picture

a) Draw a diagram showing the cash flows for each of the bonds.

b) Calculate the price of the Vermeero bond.

c) Calculate the yield to maturity for the Renwaro bond.

d) Suppose you purchase the Renwaro bond today. You plan to sell this bond one year from now, and you forecast that the yield to maturity of the Renwaro (at the sale date) will be 5% annual rate, compounded semiannually. If your forecast is correct, what will the holding period yield for this investment be?

2) The PLAY Index is a price weighted stock index based on the 5 largest toy and game manufacturers in the nation. See attached chart that shows the prices and shares outstanding for each of the five companies at year-end for 2016 and 2017. The initial divisor for the index is 100.

a) Calculate the rate of return on the PLAY index over 2017.

b) At the end of 2017, Linkna Logs was dropped from the index, and was replaced by Loggle Corporation. Loggle’s share price was $166at the time. Calculate the new divisor for the index.

c) Suppose the PLAY index was a value-weighted index instead of a priceweighted index. If so, what would be the rate of return over 2017?

3) Morocco Manufacturing does not currently pay a cash dividend, but it does pay a stock dividend of 3% per year. A stock dividend does not directly pay cash to the shareholders. Instead it is a payment in the form of additional shares of stock. For example, if you own 100 shares, a 3% stock dividend will mean that you will receive 3 new shares, giving you a total of 103 shares. Morocco will not pay a cash dividend, and will maintain the 3% per year stock dividend for 10 years. Morocco will then discontinue the stock dividend and institute a cash dividend of $5 per share, starting in year 11. In subsequent years the cash dividend will increase at a constant growth rate of 6% per year. The appropriate interest rate is 14% per year. Calculate the current intrinsic or fundamental value of a share of Morocco Manufacturing stock.

4) Lava Development Company has maintained stable earnings of $7 per share, and has also maintained a 100% payout policy. Recently, Lava has decided to start a new line of business to develop luxury housing with scenic views of active volcanoes. The new line will require Lava to change to a policy of retaining 30% of its earnings for the foreseeable future. You estimate that with the new line of business that dividends will grow by 2% per year in perpetuity (after next year). Lava’s current cost of capital is 12%. a. Calculate the intrinsic value of Lava Development shares? b. Calculate Lava’s net present value of growth opportunities

Questions:

Sep 22, 2021 | students

Dear Sir/Madam.

I am a beginner at accounting for business but I hope that tutor/s can help me with my questions.

I required help with the following questions and I hope that tutor/s will provide in depth explanation of my question’s answers.

I also required pictures with the answers so that I will be able to understand what is happening.

I have provided all of the information below with all of information that I have got but tutor/s can still comment regarding any part of the information that is unsure to you.

I appreciate a lot of all of the support that tutor/s provided.

So here are the questions.

Questions:

1. Question 1. Make a cash budget for Unique Flowers for October to December under normal circumstances. (Use the template provided below.)
2. Question 2. Make a second cash budget for Unique Flowers for October to December that considers a 4-weeks lockdown. (Use the template provided below.)
3. Question 3. Compare the first budget and second budget and advise on the cash requirements based on your budgets and any other concerns you have about the business. Look at both of the budgets and compare them and written two hundreds and twenty words of the comparison based on the Question 1 and 2.
4. Question 4. Based on issues identified in this case, provide advice on managing working capital (cash, inventory, account payable). Make specific references to the budget to support the recommendations. (Based on the issues that were found in the case, provide advice on it, Connect the explanation to the budgets to support the recommendations.) Written eight hundreds words of the recommendations. Put at least 5 reference for the recommendations.
5. Question 5: Use the provided template for Question 1 and Question 2

Template: https://gofile.io/d/98IL7Q

Business Information:

Sutea is the owner of Unique Flowers, located at Sunny Bay Queensland (QLD), Australia. Unique Flowers is a family business that she has operated successfully as a sole trader (Business has ABN and registered for GST) since the 1990’s. 

Unique Flowers is a successful business and is well known in the local area, due to its high-quality floral arrangements, prompt delivery and friendly service. Sutea is the florist, and she employs four people to work with her in the business. Harry, the delivery driver, is employed full-time; Mel, the bookkeeper, is employed part-time; Oscar the shop assistant is employed full-time; and Josh, the cleaner is employed as a casual. All employees have worked with Sutea since the business opened its doors, except Josh who joined the team on the 1st of January 2021.

After the outbreak of COVID-19 in 2020, which had a large impact on the business, Unique Flowers is looking to rebound in 2021. Sutea learnt during 2020 that a focus on her financial position was the best way to navigate the uncertainty.

Due to forced closures of her business in 2020 (March- June), Sutea went through a period of problems with her cash flow. She did not have enough money to meet her financial obligations, including paying the employees, the rent, and the other business outgoings. Going forward, she is looking to put those problems behind her but will be cautious in her financial planning. 

Sutea is planning to change the way she operates her business with the addition of online ordering and no-contact deliveries. 

Sutea has asked Mel for some financial information and was presented with the following:

The cash balance at the end of September is $12,000 (This is the opening cash balance for October)

The projected sales revenue (all sales are cash) for October to December is as follows:

The emergence of the Delta variant worldwide has put significant risk to people and businesses. The Delta variant is more transmissible than the original strain of the virus and is more likely to cause severe illness. “The first sign of trouble for the world came in late March when there was a sudden uptick in new Covid-19 cases in India. Over little more than a month, infections rose from about 20,000 daily cases to more than 400,000 a day”. (University of Western Australia 1 July 2021, News Article).

Australia is lagging behind world vaccination rates. Australian states (Victoria, South Australia and New South Wales (NSW)) went in lockdown in June and July 2021 due to the spread of the Delta variant. Sutea is concerned that short or medium-term lockdowns will occur in Queensland and affect her business. Sutea is very cautious in managing cash (Budgeting) and concerned about the survival of her business.

• The cash balance at the end of September is $12,000 (This is the opening cash balance for October)
• If Queensland locks down for four weeks in October, Sutea estimates that projected revenue would reduce by 50% in October, 40% in November and 10% in December.

Additional information:

If Queensland locks down for four weeks Sutea expects the business to be eligible for the following grants and support (based on the grants and support that were offered in NSW):

1. Queensland Small Business COVID-19 Adaption Grant $10,000 in November
2. Job Saver payment from the government for October and November only ( The Job saver payment must be calculated as per the assumption given under Job Saver Policy.
3. The landlord will offer 50% rent reduction/relief in October and November
4. The bank will waive bank fees for October and November

Job Saver:

Fortnightly payments to help maintain employee headcount (as at 13 July) and provide cashflow support to businesses

How much:

• Employing businesses: 40% of their weekly Salary/Wages, with payments between $1,500 and $100,000 per week

Eligibility:

• A revenue decline of 30% or more
• Annual Turnover (Sales Revenue) between $75,000 and $250 million

Information Extracted from NSW government Webpage ( https://www.nsw.gov.au/covid-19/2021-covid-19-support-package/businesses-sole-traders-and-small-not-for-profits#covid-19-business-grants)

QLD Small Business COVID-19 Adaption Grant 

Eligibility criteria:

To be eligible, the business must:

• have been subject to closure or otherwise highly impacted by current shutdown restrictions announced by Queensland’s Chief Health Officer on 23 March 2020
• have experienced a minimum 30% decline since 23 March 2020, over a minimum 1-month period due to the onset and management of COVID-19
• employ staff and have fewer than 20 employees at the time of applying for the grant (employees must be on your payroll and does not include the business owner(s))
• have a valid Australian Business Number (ABN) active as at 23 March 2020
• be registered for GST
• have a Queensland headquarters
• have an annual turnover over $75,000 for the 2018-19 or 2019-20 financial year, or you can provide financial records that show this will be met for recently started small businesses
• have a payroll of less than $1.3 million
• not be insolvent or have owners or directors that are an undischarged bankrupt.

Only 1 application per round will be accepted from an individual ABN or a financial beneficiary of a business.

Small Business COVID-19 Adaption Grant Program extracted from Queensland government webpage https://www.business.qld.gov.au/starting-business/advice-support/grants/adaption.

School And Politics

Sep 22, 2021 | students

School And Politics

Describe the politics of your community as the dynamics relate to your school. What would you do to positively influence those issues? How? Why?

This assignment is due Sept 22, 2021. please follow the documents thats uploaded below.

There are many benefits to having additional support in the classroom. In addition to providing access to the general education curriculum and setting, co-teaching models within an inclusive classroom can offer specialized instruction for individuals with disabilities and allow these students more collaborative time with their peers. General and special education teachers can also expand their own knowledge and teaching capacity when applying co-teaching instruction and strategies in an inclusive setting. 

In this assignment, you will examine the six co-teaching models, and how these collaborative models can provide a better learning environment for all students, especially students with disabilities.

Part 1: Co-Teaching Models

Complete the “Co-Teaching Models and Paraeducator Action Plan Template” that addresses the following:

• Co-Teaching Models: Define the six co-teaching models with a visual representation for each model (an appropriate link to the visual is acceptable).
• Advantages and Disadvantages: Discuss the advantages and disadvantages of each model.
• Instructional Strategies: Describe research-based instructional strategies unique to each model. Discuss how each supports individuals with disabilities.
• Positive Effects: Address the positive effects of each co-teaching model on teachers and students.
• Responsibility and Accountability: Explain how the shared responsibilities and accountabilities are executed when the co-teaching is between a general and special educator, and when the co-teaching includes collaborating with a paraeducator.

Support your findings with a minimum of two scholarly resources. 

Part 2: Paraeducator Action Plan

There are many benefits to having a paraeducator, not only in your classroom, but on campus as well. They can provide services to teachers, students, parents, and the community. Through training, collaboration, and mentoring, a paraeducator can assist in providing quality education alongside special and general educators. In addition, paraeducators can help with classroom instruction, provide additional support for exceptional students, and collaborate with other school personnel to help meet individual student needs.

This part of the assignment will allow you to practice your ability to foster collaboration between the classroom teacher and an assisting paraeducator to create a safe, inclusive, positive learning environment that engages and promotes the well-being of individuals with exceptionalities.

Read the classroom scenario below, and complete Part 2 of the “Co-Teaching Models and Paraeducator Action Plan” template.

Scenario:

Ms. Jeter is a general education teacher in an inclusive seventh-grade classroom that will have 30 students including four students with learning disabilities (LD) and two students with emotional disabilities (ED). She was just informed that a paraeducator would assist her in the classroom for the new school year. She has spoken to the paraeducator and it appears that the two will work very well together in terms of compatible personalities and philosophies regarding students with disabilities. However, Ms. Jeter has never worked with a paraeducator before. Further, the paraeducator has never had this job before, but has worked as a Sunday school teacher and loves children.

Based on the scenario, use the “Co-Teaching Models and Paraeducator Action Plan” to create a 500-750 word action plan for a successful co-teaching environment.

The action plan should address the following:

1. Teaching Philosophy and Vision of the Classroom Setting: Describe a philosophy and vision that incorporates the teacher/paraeducator relationship.
2. Rules and Expectations: Describe 3-5 rules and expectations for the teacher and the paraeducator specific to student learning and behavior in the classroom.
3. Collaboration Model Outline: Selected from Part 1 of this assignment, outline a collaboration model for the paraeducator that promotes the well-being of individuals with disabilities. Include possible challenges and advantages to utilizing the selected collaboration model.
4. Roles and Responsibilities: Identify roles and responsibilities of the teacher and the paraeducator, including the discussion of confidentiality.
5. Collaboration Time: Detail a plan for the teacher and paraeducator to meet regularly to prepare for units/lessons, reflect on teaching, review student achievement/goals, and provide feedback and mentoring to the paraeducator.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Benchmark Intake Part Two: Mental Status Exam (MSE) Assignment Instructions

Sep 22, 2021 | students

Benchmark Intake Part Two: Mental Status Exam (MSE) Assignment Instructions

Important

For assessment purposes, it is important that you submit both parts of the intake assignment in one document in both Canvas. Simply add this part of the assignment (Intake Part Two: Mental Status Exam (MSE) Assignment) to the first part (Intake Part One: Initial Interview Assignment) and submit them as one Microsoft word document. Your assignment will not be considered complete until you upload both parts together.

Overview

One task in the initial interview is a gathering of information about the client’s mental status. You already have gathered background information in the Intake Part One: Initial Interview Assignment. In this Intake Part Two: Mental Status Exam (MSE) Assignment, you will write up the Mental Status Exam (MSE) portion of that Benchmark Initial Interview Assignment. In the Initial Interview Assignment report, you primarily focused on what the client revealed to you. For the Mental Status Exam (MSE) Assignment, most of what you report on will be based on your observations from that initial interview (appearance, behaviors, mood, affect, thought processes, etc.), from specific questions you would ask in the initial interview. These observations provide information about the client that is not readily discernable from the initial interview data.

Instructions

• Length of Mental Status Exam (MSE) Assignment: 600-900 words (not including the title page)
• Format of Mental Status Exam (MSE) Assignment: APA for font (Times New Roman, 12 pt.), title page, margins, and section headings
• Number of citations: none
• Acceptable sources: none

For this Mental Status Exam (MSE) Assignment, you will continue to the fictional character that you interviewed for the initial interview. Remember, the client that you selected is a relatively well-adjusted individual who has already passed the initial interview process with the referring agency. Therefore, your Mental Status Exam (MSE) Assignment will mainly indicate functioning that is considered within the normal limits (WNL) of adaptive functioning.

Important points regarding the Initial Interview:

1. Because the psychological evaluation was not performed for clinical, forensic, or legal reasons, your character did not have a life-threatening medical condition, a chronic or debilitating psychological disorder, or an extensive criminal history.
2. Report all applicable MSE information.

Format of the Mental Status Exam:

1. Gather the MSE information using the categories from pages 345-346 of the Sheperis et al. (2020) text and the “How to Conduct a Mental Status Exam” handout. Report the information using the Mental Status Exam Rubric as a guideline. Remember, you will use this information for another project. As you can see, there are various ways to organize and present MSE information (e.g., the text, the handout, and the sample is up to you). However, for the purposes of this Benchmark Mental Status Exam (MSE) Assignment, make sure that you have all of the information required on the grading rubric.
2. Please make sure to note if the functioning is adaptive. For example, if no delusional thoughts are present, state it. If you do not specifically note this, the reader does not know if the client did not have delusions or if the counselor simply forgot to ask.
3. Written in the third person (e.g., “Mr. Jones is a 42 years old…,” or “His greatest strengths are…”).
4. Be sure that the information is consistent with the Initial Interview. Remember that your client is a well-adjusted individual that does not present with severe pathology.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Be sure to review the Benchmark Mental Status Exam (MSE) Grading Rubric before beginning the Benchmark Mental Status Exam (MSE) Assignment.

Categories ofMental Status Exam from the Text

Appearance: How was the client dressed and groomed (e.g., neat, disheveled, unkempt)?

Behavior/Psychomotor Activity: Did the client exhibit slow movement, restlessness, or agitation? Did the client have any unusual behaviors such as tics, mannerisms, gestures?

Attitude toward Examiner: Was the client’s attitude toward the examiner cooperative, friendly, attentive, defensive, hostile, evasive, guarded, and so forth?

Affect and Mood: Did the client have sad, angry, depressed, or anxious mood? Was the client emotionally responsive (affect)? Was affect congruent with mood?

Speech: How was the quantity, rate of production, and quality of the client’s speech (e.g., minimal – mostly yes and no answers; talkative; rapid/pressured speech)?

Perceptual Disturbances: Did the client experience hallucinations or illusions? If so, what sensory system did they involve (e.g., auditory, visual, olfactory, tactile)?

Thought: Did the client have any disturbances in thought process, which involves the rate of thoughts and how they flow and are connected (e.g., racing thoughts, flight of ideas, tangential). Were there any disturbances in thought content, such as delusions, obsessions, preoccupations, or suicidal or homicidal thoughts?

Orientation: Was the client aware of (a) the date and time, (b) where he or she was, and

(c) who the people around him or her were (i.e., oriented to time, place, and person)?

Memory: How was the client’s recent memory (e.g., what did he or she have for breakfast?) and remote memory (e.g., memories from childhood)?

Concentration and Attention: Was the client’s concentration or attention impaired? Was the client distractible?

Information and Intelligence: Can the client accomplish mental tasks that would be expected of a person of his or her educational level and background?

Judgment and Insight: Does the client have the capacity for social judgment? Does the client have insight into the nature of his or her illness?

Reliability: How accurately was the client able to report his or her situation?

Categories ofMental Status Exam from the Handout

Appearance: Presenting Appearance (including sex, chronological and apparent age, ethnicity, build, physical deformities; Basic Grooming and Hygiene (plus appropriateness of attire, accessories like glasses or a cane; Gait and Motor Coordination (plus posture, work speed, any noteworthy mannerisms or gestures).

Manner and Approach:  Interpersonal Characteristics and Approach to Evaluation (resistant, submissive, defensive, open and friendly, candid and cooperative, showed subdued mistrust and hostility, excessive shyness); Behavioral Approach (distant, indifferent, anxious, alert, etc.) Speech (normal rate and volume, pressured, slow, etc.); Eye Contact (makes, avoids, etc.); Expressive Language (circumstantial and tangential responses, mumbling, etc.); Receptive Language (normal, difficulty understanding questions); Recall and Memory (can explain recent and past events in their personal history, recalls three words, etc.).

Orientation, Alertness, and Thought Processes: Orientation (person, place, time); Alertness (sleepy, alert); Coherence (coherent and easy to understand, overly detailed and difficult to follow); Concentration and Attention (naming the days of the week in reverse order, ABC’s backwards); Thought Processes (loose associations, flight of ideas, delusions); Hallucinations and Delusions; Judgment and Insight; Intellectual Ability; Abstraction Skills

Mood and Affect: Mood (feels most days: happy, sad, anxious, angry); Affect (felt at any given moment); Rapport (easy to establish, easily upset); Facial and Emotional Expressions (relaxed, tense, smiled, laughed); Suicidal and Homicidal Ideation; Risk for Violence; Impulsivity

Benchmark Intake Report Part Two: Mental Status Exam (MSE) Assignment Template

Sep 22, 2021 | students

Assignment

http://www.psychpage.com/learning/library/advpract/interview.html

http://www.psychpage.com/learning/library/assess/mse.htm

http://www.psychpage.com/learning/library/advpract/mse.html

http://www.psychpage.com/learning/library/assess/feelings.html

http://www.psychpage.com/learning/library/counseling/suicide.html

http://www.psychpage.com/learning/library/assess/subabuse1.htm

Benchmark Intake Report Part Two: Mental Status Exam (MSE) Assignment Template

Note: This template includes Part One of the assignment because it should be included in Part Two

Identifying Information

Client name, address, phone number, DOB, gender, marital status, occupation, work/school, work phone, emergency contact, date of interview

Reason for Referral

Referral source, reason for referral (why has the client been sent to you [e.g., consultation, clinical intake, counseling]); presenting complaint (hint: they are coming in for an evaluation)

Current Situation and Functioning

A description of typical daily activities, ability to complete normal activities of daily living (ADLs); general assessment of coping/character skills (e.g., stress management skills, emotional regulation ability; problem-solving, conflict resolution, empathy, cooperation, etc.); self-perceived strengths and weaknesses

Relevant Medical History

Previous and current medical problems (major illnesses and injuries), medications, hospitalizations, and disabilities; any significant major medical disorders in blood relatives (e.g., cancer, diabetes, seizure disorders, thyroid disease, etc.)

Psychiatric Treatment History

Description of previous treatment received, including hospitalization, medications, psychotherapy or counseling, case management, etc. Include a description of all psychiatric and substance abuse disorders found in all blood relatives (i.e., at least parents, siblings, grandparents, and children, but also possibly aunts, uncles, and cousins)

Family History

Information about the client’s family background, including information about first-degree relatives (parents, siblings), the composition of the family during the client’s childhood and

adolescence, and the quality of relationships with family members both past and present.

Social and Developmental History

Significant developmental events that may influence current problems or circumstances. This should include, as aplplicable, issues surrounding pregnancy or birth; social, behavioral, and cognitive milestones; and relational history (include interaction with peers, people in authority, academic performance, and extra-curricular activities – e.g., sports, clubs, etc.); current and previous marital/non-marital relationships, children, and social supports.

Educational and Occupational History

Schools attended, educational level attained, and any professional, technical, and/or vocational training; current employment status, length of tenure on past jobs, military service (rank and duties), job performance, job losses, leaves of absence, and occupational injuries.

Cultural Influences

Potential assessment issues (see chapter 3) when working with a diverse populations.

Mental Status Exam

Appearance and Behavior

Susan C. is a 5’4” single White female of average weight. At the time of the interview, she had a pasty white complexion and several scars from adolescent acne. She presented herself in a cooperative, friendly manner during the interview, was appropriately dressed for the season, and answered questions in a direct fashion. Her eye contact was appropriate. Psychomotor activity was within normal limits as she moved comfortably during the interview. No atypical physical characteristics were noted. Her speech patterns and expressive/receptive language were within normal limits. No evidence of current drug or alcohol intoxication was observed.

Sensorium and Mental Ability

During the interview, Susan C. appeared alert and oriented x4. While not formally assessed, she appears to have average to above average intelligence as evidenced by her vocabulary and reported GPA in college. There was no difficulty with questions assessing her recent or remote memory, or mathematical calculations. Some abstract thinking difficulty was observed in her difficulty describing what the difference was between a lie and a mistake.

Thought

Susan displayed a logical, sequential, coherent flow of thought. No tangential thinking, flight of ideas, or looseness of associations were noted. Thought content appeared to be within normal limits. No evidence of hallucinations, delusions, paranoid ideation, or ruminations was apparent. No compulsions or obsessions were reported.

Sensory Motor and Perceptual Processes

Sensory motor and perceptual processes appeared within normal limits. Susan C. was able to adequately duplicate the drawing of a clock. There was no evidence of fine motor tremor, auditory, or perceptual difficulties.

Affect and Mood

During the interview, Susan displayed a moderately depressed affect. While eye contact was appropriate, she seldom smiled even when an amusing incident occurred while we were in the office. Her voice tone had monotone qualities and she often sighed during the interview. She verbalized feeling depressed since her recent miscarriage (3 weeks ago). No history of manic-like symptoms was reported. She denied suicidal and homicidal ideation. There was no evidence of a risk for violence or impulsivity.

Self-regulation

Susan C. displayed adequate impulse control and judgment. These interview qualities are consistent with her history.

Due in Unit 4: The completed, typed form must contain both the observation and analysis.

Sep 22, 2021 | students

Due in Unit 4: The completed, typed form must contain both the observation and analysis.

PRINT THIS FORM to use for both your video observation and the analysis.

Observation:  Videotaped Classrooms

1. Select and observe one (1) video from the five choices below.
2. Write your observation notes for the video on this form.
3. Once the observation is completed, type the information you recorded into the form. 

Analysis

Follow the instructions below for analysis of the videotaped classroom observation.

 Video Choices

1. 1.    North Carolina Rated License Assessment Project (NCRLAP). (2011, February 4). Language for learning: Infants and toddlers [Video file]. Retrieved from https://www.youtube.com/watch?v=7DPhIQh91Mw
2. Community Action Commission of Santa Barbara (CAC). (2018). Head Start Teacher’s Training Video [Video file]. Retrieved from https://www.youtube.com/watch?v=P8XfjDrAoaA
3. Pennington, J. (2014, January 28). Morning Circle at Preschool. [Video file]. Retrieved from https://www.youtube.com/watch?v=PZY-hB2C_Iw&feature=youtu.be
4. Sandra Levine Productions. (2011, September 6). Part 2: High-quality kindergarten today. The classroom environment [Video file]. Retrieved from https://www.youtube.com/watch?v=hPZV- 2XhkdI
5. Keirsey, B. (2012, Mar 6). Preschool Shark Math Lesson. [Video File].

• Work Life Glue. (2016, October 6.)  Day in the Life of an In-Home Child Care Provider  [Video file]. Retrieved from https://www.youtube.com/watch?v=uya2PwOvcCo

—————————————————————————————————————————————————

VIDEOTAPE OBSERVATION

Observer’s Name: _______________________   Videotape Title:  _________________________________

CENTER/FAMILY CHILD CARE HOME/SCHOOL INFORMATION

Program Type (“X” for all that apply):   __ center  __ school  __ family child care home

__public  __private  __non-profit  __faith-based  __corporate  __other: ___________________

Teaching Staff

Total Observed: _____ Teachers     _____ Assistant Teachers     ______ Other: ________________     

Children 

Total Observed:  ____Infants   ____ Toddlers   ____ Preschoolers   ____Kindergartners   ____ Primary (1-3)

EDUCATIONAL APPROACH

You are looking for signs of quality, applied theories, one or two specific approaches,

and developmentally appropriate practices.

Program’s Philosophy (Listen for descriptions of the listed items. Is there a specific theory-based philosophy, model, approach or curriculum?  What is their approach to family engagement?)

POSTED CLASSROOM INFORMATION

Do you see signs of the following in the videotape?

(Put “X” for all that are observed): ___ Daily Schedule ___ Lesson Plan ___Parent/Family Bulletin Board

___ Children’s Creations: (e.g., art, writing, dictated stories)

___ Other _______________________________________________________________________________

Lesson Plan:   Describe evidence of developmental domains and early learning standards?

(Hint:  You may find evidence in a lesson plan or postings around the classroom in different learning centers, on the Family Bulletin Board. If there is no evidence, discuss the lesson(s) observed in the video.)

OBSERVED EXPERIENCES

Write only what you see and what you hear!   Only the facts! No opinions!

Location (Check all that apply):  ____  Classroom  _____ Outdoors (e.g., playground)

_____ Indoor Gymnasium                _____Other:  ___________________________________________

Other (add any relevant additional information that you gathered below) – not required.

Analysis #1

Complete all four questions.

For each question, provide a substantive response of at least 3 to 4 sentences.

Note:  Two student examples are provided of class observations and analysis for both live and videotaped classes.  They serve as guides to guide to support your critical analysis and help you identify your own responses. 

1. Is the observed teacher(s) an “intentional teacher”?  Explain

• What are two signs of developmentally appropriate practice (DAP)?

• Describe observed family engagement and/or family-teacher interactions. Do you find the practices effective for supporting families as their children’s first teachers? 

If none are observed, write one way the teacher could support families to engage children in similar learning experiences in their homes.

•  What is one characteristic of this teacher that you would try to emulate as a teacher?

Explain why.

Highlight the issue of equity regarding school funding.

Sep 22, 2021 | students

250 Words

APA

2 references

Highlight the issue of equity regarding school funding.

With a price tag of $197.5 million, Newton North (built in 2010) is the most expensive public school ever built in Massachusetts.

Read the article, The lessons of Newton North, and give your opinion regarding whether it is equitable for some students to attend a brand new $197.5 million dollar school while other students attend schools in disrepair? Why or why not?

Speech

Sep 22, 2021 | students

Speech

Five Minutes demonstration Speech About New immigrants (specially from Afghanistan).

For details see the Demonstration Speech Evaluation Form attached. 

Demonstration Speech Grading Sheet      

Introduction to Public Speaking

Presenter _______­­­­­­_______________            Title: ___________________ Evaluator ___________________                     

Purpose Statement (Did the speaker clearly state the purpose of the speech?):

Credibility statement (Did the speaker tell the audience why they should listen to her/him?):

Did the speaker preview main points, and what were the main points?

Did the presentation clearly show a process, and what were the main steps of this process?

Organization of Presentation (Was the presentation organized in a logical, easy to follow manner?):

Content (Was the content relevant to the topic, how or how not?):

Use of transitions (Did the speaker “connect the dots” for the audience?):

Verbal and Non-verbals (Did the speaker exhibit an inordinate number of distracting non-verbal behaviors? Did the speaker show enthusiasm for the subject through her/his vocalics, did the speaker use eye-contact with the audience?):

Conclusion:  Did the Speaker clearly summarize main points, and what were the main points?

Appropriate length (5 minutes):

Create a set of UML and Data Flow diagrams.

Sep 22, 2021 | students

Create a set of UML and Data Flow diagrams.  

Attached are possible example of solutions to this project.

Systems Diagrams and Visualization Project
Create the following UML diagrams to visualize the process of completing the IT project from the previous exercise (providing IT services for a new building):
• Use Case diagram
• Activity diagram
• Communications diagram
• Data Flow diagram
Assume the following basic processes:

1. Procurement of all resources.
2. Setup of PCs and network servers.
3. Deployment and Testing of resources to the IT Area/Office.
4. Deployment and Testing of resources to the Administrative Area.
5. Deployment and Testing of resources to the Conference Room.
6. Deployment and Testing of resources to the Meeting Room.
7. Deployment and Testing of resources to the Individual Offices.
8. Deployment and Testing of resources to the Computer Labs.
9. Testing of all Other Locations.
   • Create a Use Case diagram to show all actors and the basic processes above
   o Procurement, Setup, Deployment & testing of each major location.
   • Create an Activity diagram to show the deployment and testing of resources into the Computer Labs
   o Network connectivity testing requires interaction between the PC and Network Specialist
   o Projector connectivity testing requires interaction between the PC and AV Specialist.
   • Create a Communications diagram to show collaboration between the PC Specialist, the Network Specialist and the AV Specialist during deployment and testing of resources into the Computer Labs.
   o If network connectivity issues arise, the PC Specialist will communicate with the Network Specialist.
   o If projector connectivity issues arise, the PC Specialist will communicate with the AV Specialist.
   • Create a Data Flow diagram to show the Procurement of all resources, based on this additional information:
   o The PC Specialist enters all purchases into the Purchase Application system once the resources are purchased.
   o The PC Specialists closes all purchases in the Purchase Application system once the resources are received.

Hc 5

Sep 22, 2021 | students

Hc 5

This week you reviewed four usability study examples. Each one of these examples takes a different approach to data analysis. Applying your knowledge from the Preece text, which study do you feel does the best job at analyzing the intended platform? What one concept among each study do you believe is consistent? one page with reference

Q3. What is Design Bias?
 Q6. Describe Web 2.0 Technologies

Q11. What is GUI?

Type each of the three questions question # as an APA  Level 1 heading (i.e. Q12, Q14, Q15)

1. Discuss each question using 40 – 50 words 
   1. Use three (3) different sources (one per question)
   2. Each in-text citation must have a matching reference in the References list
   To avoid plagiarism, ensure you credit ALL content retrieved from your textbook and online sources

School Of Law And Ethics

Sep 22, 2021 | students

School Of Law And Ethics

Please read the article attached to this link:

You are the Superintendent of the school district mentioned in the article. Your Director of Transportation called you 10 minutes ago and updated you on the bus accident. News crews are on the scene and parents have not been notified. What are your next steps?

Marcus Partial IEP and Lesson

Sep 22, 2021 | students

Marcus Partial IEP and Lesson

Student: Marcus

Age: 7 years 2 months

Disability: Specific Learning Disability

Present Level of Performance:

Marcus is a second grade student who qualifies for special education services in the areas of reading comprehension and reading fluency as a student with a specific learning disability. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first grade level, Marcus is able to correctly read 30 words in two minutes. Marcus also struggles with written expression.

Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social.

Sample Co-Teaching Lesson Plan (Direct Instruction)

Section 1: Lesson Preparation

Section 2: Instructional Planning

Section 1: Lesson Preparation

Sep 22, 2021 | students

Section 1: Lesson Preparation

Section 2: Instructional Planning

Modifying Lesson Plan

Sep 22, 2021 | students

Modifying Lesson Plan

An essential part of being a special educator is writing and implementing IEPs and lesson plans associated with goals on IEPs. Due to legal requirements, special educators should understand the steps that go into planning effective lessons and appropriate accommodations for students with disabilities. Being able to translate IEP goals into learning objectives and accompanying lessons requires practice.

Review “Marcus Partial IEP and Lesson” to inform the assignment.

Upon reviewing the Present Level of Performance and the second grade literacy-based standards, create one academic goal specific to Marcus’ needs. Include this academic goal within the “Lesson Summary and Focus” section of the “COE Lesson Plan Template.”

Design a standards-based lesson plan, using the “COE Lesson Plan Template,” that modifies and extends skills taught in Marcus’ sample lesson plan and is aligned to his identified academic goal.

Write a 250-500 word rationale explaining your instructional choices, how your lesson extends the skills taught in the “Sample Lesson Plan” for Marcus, and how the lesson is appropriate for meeting Marcus’ academic goal. Discuss how elements of UDL will be incorporated to enhance Marcus’ learning.

Course Project: Annotated Bibliography Assignment Instructions

Sep 22, 2021 | students

Course Project: Annotated Bibliography Assignment Instructions

Choose the research question you developed in Course Project: Identifying a Problem Assignment. You will complete a total of three annotated bibliography assignments during the course that will serve as the research foundation of your final paper:

What impact does adverse childhood experiences have on student academic achievement?”

1. Course Project: Annotated Bibliography Sources 1 – 5 Assignment

• Course Project: Annotated Bibliography Sources 6 – 10 Assignment
  • Find articles, research studies, and theories on lack of student academic achievement due to adverse childhood experiences(Course Project:
  • Annotated Bibliography Sources 6 – 10 Assignment)

• Course Project: Annotated Bibliography Source 11-15 Assignment
  • Find articles, research studies, and theories on Course Project: adverse childhood experiences/ student academic achievement
  • Annotated Bibliography Sources 11 – 15 Assignment)

Each Course Project: Annotated Bibliography Assignment must follow current APA format and consist of at least 5 scholarly sources. Each Course Project: Annotated Bibliography Assignment must have a title page with a running head and page numbers. No abstract is required. At least 3 of your scholarly resources must be current empirical, peer-reviewed journal articles. All sources must be directly related to your Research Question. Be sure to select a variety of respected sources you can use in your paper (e.g., journal articles, books, e-books, scholarly websites, etc.).

Each source citation must be followed by an annotation. The annotations are designed to help you and your instructor better understand how your sources connect to your Research Question and Problem. The annotation is not a normally required component of current APA format; rather, it is a specific additional requirement for this assignment. Note the following requirements for your annotated bibliography:

• An annotated bibliography is a list of citations for all resources you used.
• Each citation is followed by a brief (150–200 words), descriptive, and evaluative paragraph (the annotation).
• The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

Do not cut and paste from your sources, as this constitutes plagiarism. Most of the time, this occurs as an innocent oversight on the part of the candidate. Regardless of the reason, in the event of plagiarism, you will receive 0 points for the entire assignment per Liberty University’s policy on academic dishonesty.

It is highly recommended that you use the Jerry Falwell Library resources. You will find many tips for formatting in current APA style, navigating databases, locating resources for citation, and returning the best results for your online searches through the Education Resource Guide: EDUC 701 link in the Course Project: Annotated Bibliography Assignment page. Additionally, the Education Department has a Library Liaison who is available to assist you in all matters pertaining to conducting your research, including what constitutes an acceptable article (reputable professional, scholarly journals, and/or informational venues that deal with the content of this course). The Library Liaison’s contact information is located in the Education Resource Guide: EDUC 701.

Format the paper in current APA format and see the grading rubric for specific grading criteria.

8110-Week 4 Discussion: Evaluating Purpose Statements

Sep 22, 2021 | students

8110-Week 4 Discussion: Evaluating Purpose Statements

There is a link between understanding the purpose of one’s research and selecting the appropriate methods to investigate the questions that are derived from that purpose.

–(Newman, Ridenour, Newman, & DeMarco, G. M. P., Jr., 2003, p. 169)

For this Discussion, you will evaluate the purpose statements in assigned journal articles in your discipline and consider the alignment of theory, problem, and purpose. You will also explain your position on the relationship between research and social change.

Alignment means that a research study possesses clear and logical connections among all of its various components. To achieve these connections, researchers must carefully craft the components of their study such that when they are viewed together, there is a coherent interrelationship.

As you read the authors’ purpose statements, consider how well the intent of the study, and its connection to the problem and theoretical framework, is presented. Also consider if the purpose statement reveals the study’s potential for engendering positive social change.

As you know, social change is a distinguishing feature of Walden University’s mission. Positive social change implies a transformation that results in positive outcomes. This can happen at many levels (e.g., individual, family systems, neighborhoods, organizations, nationally and globally); and positive social change can occur at different rates: slow and gradual or fast and radical.

With these thoughts in mind, refer to the Journal Articles document for your assigned articles for this Discussion. You will switch your journal article assignment from Week 3. If your last name starts with A through L, use Article B. If your last name starts with M through Z, use Article A. Follow the prompt below for your program.

Article A:

Picard, D., Martin, P., & Tsao, R. (2014). iPads at school: A quantitative comparison of elementary schoolchildren’s pen-on-paper versus finger-on-screen drawing skills. Journal of Educational Computing Research, 50(2), 203–212. https://doi.org/10.2190/EC.50.2.c

Assignment Task Part 1:

Write a 1pg critique of the research study in which you:

• Evaluate the purpose statement using the Purpose Statement Checklist as a guide
• Analyze alignment among the theory, problem, and purpose
• Explain your position on the relationship between research and social change

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Read a selection of your classmates’ postings.

Assignment Task Part 2

Respond to 2 classmates in 3 paragraphs each who was assigned a different article than you by further supporting his or her critique or respectfully offering a differing perspective. Use intext citations and Citate Information and References APA style.

8110 Dis Wk4

Sep 22, 2021 | students

8110 Dis Wk4

APAcitationsFor this Discussion, you will evaluate the purpose statements in assigned journal articles in your discipline and consider the alignment of theory, problem, and purpose. You will also explain your position on the relationship between research and social change.Alignment means that a research study possesses clear and logical connections among all of its various components. To achieve these connections, researchers must carefully craft the components of their study such that when they are viewed together, there is a coherent interrelationship.As you read the authors’ purpose statements, consider how well the intent of the study, and its connection to the problem and theoretical framework, is presented. Also consider if the purpose statement reveals the study’s potential for engendering positive social change.As you know, social change is a distinguishing feature of Walden University’s mission. Positive social change implies a transformation that results in positive outcomes. This can happen at many levels (e.g., individual, family systems, neighborhoods, organizations, nationally and globally); and positive social change can occur at different rates: slow and gradual or fast and radical.

Discussion

Sep 22, 2021 | students

Discussion

Discussion Question 1 (week 2)

Why is it important for ELL teachers to be intentional about including the elements of language within ELL instruction?

Discussion Question 2 (week 2)

What is the difference between language learning and language acquisition? Provide examples to support your explanation.

Language Elements

Sep 22, 2021 | students

Language Elements

C1234

The most effective strategies, approaches, and methods for teaching ELLs are supported by language acquisition theories. English language acquisition can be promoted by understanding language as an interconnected system and by integrating the discourse and rhetorical structures of ELLs within instruction.

For this assignment, you will devise a language game or communication activity informed by language acquisition theory that integrates listening, speaking, reading, and writing for a grade level within grades K-3.

For your chosen grade level, select a content standard from the Arizona Academic Standards and a corresponding standard from the Arizona English Language Proficiency (ELP) to be aligned with the game or activity. Create at least one learning objective for your game or activity that is aligned with your chosen academic and ELP standards.

Within a 500-750 word submission, include the following:

1. The ELA and ELP standards as well as the learning objective(s) to be addressed within your game or activity
2. An explanation of the game or activity and how it would be carried out in an educational setting
3. A list of the materials needed for your game or activity
4. A brief description of at least one language acquisition theory and how it informed the design of your game or activity
5. A brief definition of phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics. Additionally, include a description of how each of these elements relate to the verbal and written exercises within your game or activity.

Support your submission with at least three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. 

Ana Case Study

Sep 22, 2021 | students

Ana Case Study

       Case Study: Ana

      9th grade, Age 14

Background Information

Ana’s mother, who became pregnant while in high school, is a single parent who completed her GED after Ana’s birth.  Her mother works full-time to support her and Ana. Ana’s parents never married, and her biological father has very limited contact with her, nor does he offer much support.  Her father also did not complete his high school degree. Ana has no siblings, but does have two male same-age cousins who also struggle with attending school. Her mother wants Ana to finish high school, as she wants more for her daughter and for her to be the first in the family to graduate high school.

Medical Information

Ana had delayed physical growth from second grade to eighth grade.  Her mother took her to a physician during that time and no medical problems were reported. She has received regular medical check-ups with no noted medical concerns and no significant medical history.

School History

Ana entered kindergarten at age 5 after one year of preschool as a model student in the developmental preschool program at the neighborhood school. Her daycare was provided by her maternal grandmother prior to starting kindergarten. Ana has attended schools in her grandmother’s neighborhood and has had no grade retentions.

Attendance

Ana has missed an average of 10 days of school from Grades K through 7. She had 50 days of absence in Grade 8 and missed two weeks at the beginning of Grade 9. Ana has had no disciplinary referrals in any grades up to the present time.

Grade 8 (last academic year)

Ana was absent at least 1 day per week starting mid-first quarter in the eighth grade. Her absences increased to two or more each week by winter break. Around this time, a pattern of tardiness to school in the morning also began. Ana’s mother reported to the guidance counselor, “She’s refusing to get up in the mornings…lags in getting dressed…complains of tiredness and lethargy.” Ana then arranged to stay in the guidance office to complete work independently, two hours per day in the afternoon.

Soon she was absent as many days as she attended and by April, Ana rarely attended school at all.

Grade 9 (current academic year)

Ana’s physical growth seems to have stopped. At 5’1”, Ana is petite and smaller than most of her peers. She attended the first two days of classes, and then did not attend again for two weeks. She is interested in playing high school sports. She has trouble making friends and keeping connections with peers, but does like teachers and converses easily with them. She has no behavior problems or referrals. She does have trouble completing homework and keeping up with notes in classes and has failing grades in several classes.

Testing and Evaluation

Ana was given both verbal (WISC) and non-verbal (UNIT) IQ testing. Both tests placed her in the average intelligence range with an IQ of 105.

Woodcock-Johnson III Tests of Achievement

Ana was given the WJIII with the following results:

Classroom Teacher Input

Ana’s English language arts (ELA) teacher reports that Ana is able to write complete sentences, but is unable to complete a paragraph that follows the topic sentence. She often spells words incorrectly on her final draft. Additionally, she has difficulty sounding out words, which affects her reading fluency and her reading comprehension. Currently, Ana can independently read a seventh grade text with 80% comprehension. According to a reading inventory administered by her ELA teacher, Ana reads 40WPM correctly at a seventh grade level.

Interventions Prior to Special Education Referral

• Attendance administrator has been initiating calls home every day Ana is absent
• 1-to-1 sessions have been scheduled weekly with guidance counselor, many of which she has missed due to absences.
• Special education teacher has begun building a consultation team to seek input for special education referral
• Several after school tutoring sessions have been scheduled, but Ana has only attended a few
• A truancy referral to Juvenile Court has been filed (following state-required legal process)
• ELA teacher provides small group instruction for reading and writing
• Several teachers are providing her extended time to complete tasks and assignments

Reason for Referral

Ana has an escalating pattern of absenteeism, decreasing socialization with peers at school and in the community, has failing grades, and very low self-acceptance/self-concept.

Interviews

Guidance Counselor:

• Ana spontaneously smiles and converses with him; says she is comfortable in the guidance office
• Ana has told Guidance Counselor that she wants to be in school to please her mom and to participate in sports

Mother: 

• States that she is concerned about Ana’s health, and that is why she does not insist Ana go to school or leave the house when Ana says she does not feel good

Ana:

• Says she thinks she is a “freak” – tiny, odd looking, biracial.
  • Says other kids make fun of her because she is so small
  • She tears up when she talks about herself; voice quivers
  • She acknowledges adults (smiles, “thank you”, responds to questions)
  • Says she likes adults, would rather talk with adults than peers
  • Asks questions, initiates comments with adults
  • Has a good vocabulary and speaks fluently
  • Says she wants to make her mother happy and proud of her, but does not think she can
  • Says she likes sports, but is “too small” to play them
  • Says she is “close” to mother and grandmother

Community

Ana says she does not spend time with friends or participate in school or community groups. She has had no law enforcement involvement and no court appearances, nor has she ever had any formal placements out of the home.

Case Scenario: Alex

Sep 22, 2021 | students

Case Scenario: Alex

Alex is a 17-year-old student with autism. He receives special education services in a self-contained classroom in an urban high school. Alex receives instruction both in the classroom and in the community to improve his vocational, academic, and social skills. He is currently participating in community-based training in an office setting completing tasks such as data entry and spreadsheet development. He is diligent and methodical in completing the varied tasks assigned to him. Alex reads grade level texts independently; however, he demonstrates deficits in reading comprehension and oral expression. In elementary and middle school, he participated in a general education math course and maintained a B average. In high school, he received two years of Teach Math, opting out of standard courses of Algebra I, II, and Geometry.

After school, Alex works part-time at a local office supply store entering numerical data to keep track of stock and services rendered by store staff. His behavior is appropriate at work and he has expressed that he likes working. He is punctual each day, and he is willing to stay late when needed. He really enjoys getting a paycheck and he usually spends his money on fast food and movies from the local video rental shop. Alex is detail-oriented and reviews each column of numbers several times before moving on to type another column. This results in slower production rates in comparison to other workers who complete similar tasks.

Alex is intimidated by his boss because he knows that the boss has the ability to fire him, a fact that his teachers at school presented during a unit about behavior in the workplace. Alex has perseverated on this fact, making him afraid to talk to his boss. Also, Alex knows that at times his speech is not understood by people he does not know, so sometimes he avoids talking to people he does not know well. As a result, instead of speaking to his boss, Alex usually tells problems or concerns to his school job coach who visits Alex at the job site each week. The job coach is concerned that Alex will not ask for help if an emergency occurs, and that a certain level of communication between Alex and his boss is necessary to develop a good working relationship. The boss views Alex as a valuable employee and is willing to provide opportunities for Alex to develop appropriate communication skills. The boss has also expressed an interest in employing Alex for more hours per week after graduation, if he continues to develop his business skills.

Alex’s mother has expressed that she will support her son in his job at the office supply store by helping him work on skills that are needed for the job, but she believes that he will need support to be successful in this employment setting, especially when new tasks are assigned. She knows that after Alex graduates, his school job coach will stop visiting him at work so she cannot depend on his continued help. Currently, Alex has no services from the local vocational rehabilitation agency, although his mother voiced an interest in this at his last IEP meeting.

Scenario used with permission from the National Secondary Transition Technical Assistance Center.

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Sep 22, 2021 | students

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

Alternate Section for Students Whose IEPs will Include Short-term Instructional Objectives and/or Benchmarks

(required for preschool students and for school-age students who meet eligibility criteria to take the New York State alternate assessment)

Class Profile

Sep 22, 2021 | students

Class Profile

Marcus Partial IEP and Lesson

Sep 22, 2021 | students

Marcus Partial IEP and Lesson

Student: Marcus

Age: 7 years 2 months

Disability: Specific Learning Disability

Present Level of Performance:

Marcus is a second grade student who qualifies for special education services in the areas of reading comprehension and reading fluency as a student with a specific learning disability. He struggles with decoding grade level words and is unable to correctly answer grade level reading comprehension questions related to what he has just read. When material is read to him, Marcus is able to answer comprehension questions at grade level. According to standardized testing, his current reading comprehension is at the 1.0 grade level. When given a timed test at the first grade level, Marcus is able to correctly read 30 words in two minutes. Marcus also struggles with written expression.

Marcus is able to perform at grade level in math, which is his preferred subject. Marcus appears to be somewhat reserved around his peers, and his parents would like to see him become more social.

Sample Co-Teaching Lesson Plan (Direct Instruction)

Section 1: Lesson Preparation

Section 2: Instructional Planning

Professional Development: IEPs, Inclusion, and Team Teaching

Sep 22, 2021 | students

New Class Work

Professional Development: IEPs, Inclusion, and Team Teaching

Special educators need to understand how to include and engage general educators in the IEP process. They also need to have a firm understanding of the research behind inclusive classrooms for special education students, the benefits of inclusion settings, and their potential drawbacks.

Refer to the “Individualized Education Program (IEP) Blank Template” and the “New Your City Board of Education Individualized Education Program Blank Template” as needed to inform the topic assignment.

Create a 15-20 slide digital presentation for professional development for general education teachers on the topics of IEPs, inclusive classrooms, and team teaching.

Address the following within the presentation:

• Explain each major section of an IEP.
• Describe what an inclusive classroom setting looks like, and when it may be the most beneficial setting for students with disabilities; include specific examples of students with disabilities being appropriately placed in an inclusive setting.
• Describe three team teaching models; include benefits and drawbacks of each.

Include a title slide, reference slide, and presenter’s notes.

Your digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Use the IEP template examples to inform the assignment. Support your presentation with a minimum of three scholarly resources.

Resource Teacher Know How

A special education teacher in a resource setting has a very difficult job, meeting the needs of a variety of students and covering a multitude of subject matters in a single class period. Being able to properly structure your class and effectively manage class time will help you meet the needs of all students and not become overwhelmed. Adding a number of strategies and accommodations to your teaching repertoire will also increase your efficacy in the classroom.

For this assignment, take on the role of a first-year special education teacher who has been assigned to the resource room to work with students who are working at the ninth grade level for both English and math. You have about 10 students during this class period and an aide to assist you. Students meet with you for 50 minutes each day to get help with homework, finish their classwork, study for tests, and get extra support in each subject area. You will need to structure the class so that student needs in both subject areas will have time to be addressed.

Use the “Class Profile” to obtain specific information about the needs of your students.

Part 1: Teacher Inquiries

In 250-500 words compose a response for the following:

• Questions you would have about your teaching assignment before it begins, including any requests for additional information.
• Questions you would have for fellow teachers and administration.
• Information you would like to have before the end of the first week of school.

Provide a rationale for each inquiry. Cite both the “Class Profile” and an additional minimum of two outside scholarly resources in your responses.

Part 2: Classroom Environment

In 500-750 words compose a response for the following:

• Provide a minimum of three possible ways to structure the classroom setting.
• Provide a minimum of two possible ways to structure a class period.
• Provide a minimum of three instructional strategies, to include accommodations and/or assistive technology, to meet the curricular content needs of your students in both the English language arts and math classes.
• Provide two collaboration strategies to use when working with the classroom aide assisting you in meeting the needs of the students in the resource room setting.

Provide support for your responses, citing both the “Class Profile” and an additional minimum of two outside scholarly resources.

Modifying Lesson Plan

An essential part of being a special educator is writing and implementing IEPs and lesson plans associated with goals on IEPs. Due to legal requirements, special educators should understand the steps that go into planning effective lessons and appropriate accommodations for students with disabilities. Being able to translate IEP goals into learning objectives and accompanying lessons requires practice.

Review “Marcus Partial IEP and Lesson” to inform the assignment.

Upon reviewing the Present Level of Performance and the second grade literacy-based standards, create one academic goal specific to Marcus’ needs. Include this academic goal within the “Lesson Summary and Focus” section of the “COE Lesson Plan Template.”

Design a standards-based lesson plan, using the “COE Lesson Plan Template,” that modifies and extends skills taught in Marcus’ sample lesson plan and is aligned to his identified academic goal.

Write a 250-500 word rationale explaining your instructional choices, how your lesson extends the skills taught in the “Sample Lesson Plan” for Marcus, and how the lesson is appropriate for meeting Marcus’ academic goal. Discuss how elements of UDL will be incorporated to enhance Marcus’ learning.

ELA Lesson Plan and Rationale

Three of your students have specific learning disabilities in the area of reading; one has been diagnosed with ASD, and two have emotional and behavioral disorders which affect their academics in all areas. Two students have mild intellectual disabilities and one student is a speech and language impaired student who is struggling with reading.

One student was retained and is repeating fifth grade, and one is a new student whose records have not yet arrived, but reports this is his second time in fifth grade.

All of your students are decoding and comprehending at approximately a second to third grade reading level. All attend general education classes for at least part of the day. Eight of the nine students are males who show an interest in science and nonfiction texts, while your female student considers herself to be a fairy princess, she adores Disney, and she detests all the topics the other students love.

Review Appendix B of the Common Core Standards and select a fifth-grade exemplar informational text.

Using the “COE Lesson Plan Template,” create a lesson plan designed to meet the specific needs of the students in your class that enhances language development and communication skills, and incorporates:

• The chosen fifth grade exemplar informational text.
• A Common Core Standard or other state standard specific to informational text.  
• Assistive technology within the lesson and the lesson’s summative assessment.

In the “Rationale/Reflections” part of the lesson plan, write a 250-500 word rationale explaining your instructional choices. Be sure to address how the lesson enhances language development and communication skills. In addition, reflect upon how you would provide students feedback on formative assessments to prepare them for a summative assessment.

Benchmark – Case Study: PLAAFP and Annual Goals

Special educators must be proficient at more than simply teaching, planning, and addressing student concerns. A large portion of the special educator’s career will be spent creating, implementing, and reviewing IEPs in meetings with families and other professionals. Most educators find that the present level of academic and functional performance (PLAAFP) is the most essential part of the IEP because it paints a picture of the student and guides the goals, services, accommodations, and modifications within the rest of the IEP. Once a solid PLAAFP is written, then appropriate, measurable and observable goals for the student must be written.

Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)

For this benchmark assignment, you will use the “Ana Case Study” to write a 250-500 word PLAAFP.

Your PLAAFP should include:

• Student academic strengths
• Evaluations
• Performance in classes
• Potential influences of language, culture, and family background
• Strengths, preferences, and interests in nonacademic areas
• Any other relevant issues

Part 2: Annual Goals

Write two measurable academic goals and two measurable behavioral goals for Ana. Each goal should include:

• A specific, measurable skill/behavior to be achieved.
• A specific measurement tool or assessment strategy for measuring performance on the goal.

Part 3: Rationale

Provide a 500-750 word rationale that clearly defends how each annual goal, assessment tool or strategy, and action steps are appropriate for Ana, based on the information and data in the PLAAFP.

In addition, using the “College of Education Professional Dispositions of Learners,” identify a disposition that you, as a special education teacher, would want to especially demonstrate with Ana and her family. Explain how this disposition would assist you in incorporating Ana’s language, culture, and family background into planning and delivering instruction that meets Ana’s academic and social-emotional development needs. In addition, what steps would you recommend to Ana, her family, and the IEP team for Ana to accomplish her goals?

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Required Components of Transition

All special educators who teach secondary students will be required to create transition plans that are meaningful and appropriate for the student. Transition plans go one step further than the IEP by adding specific goals and services that will help the student be successful after graduation in future education and training, in the community, and/or in the work force. Being able to write an effective transition plan is a legal requirement for high school special education teachers.

Create a 10-15 slide digital presentation for school faculty and staff that explains the components and legal requirements of transition planning under IDEA.

Address the following within your presentation:

• Describe each of the required components of a transition plan according to IDEA.
• Complete a transition plan for Alex using the data provided in the “Case Scenario: Alex,” sharing each transition plan component as an example.
• Describe 2-3 strategies that promote successful transitions for students with disabilities.
• Identify 2-3 collaboration strategies that are useful when working with students, families, and IEP teams to create transition plans for students with disabilities.
• Include a title slide, reference slide, and presenter notes.

The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Support your findings with 3-5 scholarly resources.

Discussions: With at least one reference.

Sep 22, 2021 | students

Discussions: With at least one reference.

1A: Using sensitive and appropriate language is important in talking about individuals with disabilities, especially when collaborating with colleagues and families. What tips from the readings were new to you regarding communicating about individuals with disabilities? Which habits related to appropriate language do you think special education teachers need to educate their general education colleagues on the most?

1B: Some general educators believe they do not have the time or the expertise to comply with a student’s IEP. Explain how you, as the special education teacher, would support such a teacher in order to best meet the needs of the student.

2A: Provide an example of a situation where a student may need to bypass a learning step that cannot be mastered after a reasonable amount of time in order to move ahead. What adaptations might you make? When might this bypass of a step prove to be a mistake?

2B: What are some behavioral accommodations that you might make for students with disabilities who pose behavioral concerns? How would you explain these accommodations to other teachers and school staff members? Provide an example.

3A: Discuss engagement and what it means when using UDL in an inclusive classroom. What are three ways to differentiate engagement strategies for different types of students? Provide examples.

3B: Do you think it is difficult to write IEP goals that are measurable and observable? Why or why not? Why is it important for the student that IEP goals are measurable and observable?

4A: Assistive technology comes in many forms. What are some simple, inexpensive technologies you may use in the classroom for a student who is easily distractible, has difficulty paying attention, and is fidgety? Name three items, and explain how they would be used.

4B: Some pieces of technology are very expensive, easily breakable, and need updating often. These pieces of technology often go back and forth from home to school with the student, which increases the opportunity for breaking or misplacing them. What are three ways you can increase student and parent accountability with these pieces of technology?

5A: What are three reasons for allowing students to collect and chart their own assessment data? Describe why each are beneficial for students and what students might do with this data.

5B: Name three accommodations that can be made to assessments for students with disabilities. What are some advantages and disadvantages to making these accommodations?

6A: What post-secondary transition planning strategies do you plan to use with your future students to increase their success after graduation? Specifically mention one activity you would use for the case study student, Alex, to better prepare him for life in the vocational world. Why did you choose this activity?

6B: For some teachers, writing transition plans into an IEP is a struggle. Discuss why you think this might be. What would you recommend to such teachers to help them complete purposeful and useful transitions plans in IEPs?

8110-Week 6: Discussion: Designing Quantitative Research

Sep 22, 2021 | students

8110-Week 6: Discussion: Designing Quantitative Research

Researchers consider validity and reliability with each new study they design. This is because validity and reliability are not fixed but rather reflect a particular study’s unique variables, research design, instruments, and participants.

In the context of research design, two types of validity, which speak to the quality of different features of the research process, are considered: internal validity and external validity.

Assuming that the findings of a research study are internally valid—i.e., the researcher has used controls to determine that the outcome is indeed due to manipulation of the independent variable or the treatment—external validity refers to the extent to which the findings can be generalized from the sample to the population or to other settings and groups. Reliability refers to the replicability of the findings.

For this Discussion, you will consider threats to internal and external validity in quantitative research and the strategies used to mitigate these threats. You will also consider the ethical implications of designing quantitative research

Assignment Task Part 1:

Write a 1 ½ page explanation of a threat to internal validity and a threat to external validity in quantitative research. Next, explain a strategy to mitigate each of these threats. Then, identify a potential ethical issue in quantitative research and explain how it might influence design decisions. Finally, explain what it means for a research topic to be amenable to scientific study using a quantitative approach.

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Assignment Task Part 2

Read a selection of your classmates’ postings.

Respond to 2 classmates in 2 paragraphs each  by offering a strategy to address the ethical issue she or he identified. APA style.

Purpose Statement Checklist

Sep 22, 2021 | students

Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 1 of 2
Purpose Statement Checklist
Use the following criteria to evaluate an author’s purpose statement.
Look for indications of the following:
• Does the statement begin with signaling words?
• Does the statement identify the research approach (quantitative, qualitative, or mixed)?
• Does the statement clearly state the intent of the study?
• Does the statement mention the participants?
• Does the statement mention the research site?
• Is the statement framed in a way that is consistent with the identified problem?
If the study is qualitative, does the purpose statement do as follows?
• Focus on a single phenomenon
• Use an action verb to convey how learning will take place
• Use neutral, nondirectional language
• Provide a general definition of the central phenomenon
If the study is quantitative, does the purpose statement do as follows?
• Identify the variables under study
• Provide a general definition of each key variable
• Use words that connect the variables
• Identify a theory
If the study is mixed methods, does the purpose statement do as follows?
• Discuss the reason(s) for mixing both quantitative and qualitative data
• Include the characteristics of a good qualitative purpose statement (as listed above)
Research Theory, Design, and Methods Walden University
© 2016 Laureate Education, Inc. Page 2 of 2
• Include the characteristics of a good quantitative purpose statement (as listed above)
• Indicate the specific method of collecting both quantitative and qualitative data

Journal Articles

Sep 22, 2021 | students

Journal Articles

Locate your program below for the assigned journal articles to use for the Discussion assignments in Weeks 3, 4, 5, and 7. Please follow the instructions in the week’s unit and find these articles in the Walden Library.

If your program is not listed, your Instructor will post an announcement with your assigned journal articles.

You will focus on one article in each of these weeks for your Main Question Post; however, you are expected to read and familiarize yourself with all the articles listed to effectively participate in the discussion. Consult the week’s Discussion area for instructions on completing the assignment.

For quick access, press CTRL + left-click on your program’s link below.

Criminal Justice
Education
Health Sciences
Human Services and Social Work
Management and Information Systems and Technology
Nursing
Psychology and Counseling
Public Policy and Administration

CRIMINAL JUSTICE

Week 3

If your last name starts with A through L, use Article A.

Article A:

Forster, M., Grigsby, T. J., Unger, J. B., & Sussman, S. (2015). Associations between gun violence exposure, gang associations, and youth aggression: Implications for prevention and intervention programs.Journal of Criminology.

If your last name starts with M through Z, use Article B.

Article B:

Ibarra, P. R., Gur, O. M., & Erez, E. (2014). Surveillance as casework: Supervising domestic violence defendants with GPS technology.Crime, Law and Social Change, 62(4), 417-444. https://doi.org/10.1007/s10611-014-9536-4

Week 4

If your last name starts with A through L, use Article B.

Article B:

Ibarra, P. R., Gur, O. M., & Erez, E. (2014). Surveillance as casework: Supervising domestic violence defendants with GPS technology.Crime, Law and Social Change, 62(4), 417-444. https://doi.org/10.1007/s10611-014-9536-4

If your last name starts with M through Z, use Article A.

Article A:

Forster, M., Grigsby, T. J., Unger, J. B., & Sussman, S. (2015). Associations between gun violence exposure, gang associations, and youth aggression: Implications for prevention and intervention programs.Journal of Criminology.  https://doi.org/10.1155/2015/963750

Week 5

If your last name starts A through I, use Article A.

           Article A:

Dank, M., Lachman, P., Zweig, J. M., & Yahner, J. (2014). Dating violence experiences of lesbian, gay, bisexual, and transgender youth.Journal of Youth and Adolescence, 43(5), 846-57. https://doi.org/10.1007/s10964-013-9975-8

If your last name starts with J through R, use Article B.

Article B:

Hishinuma, E. S., Chang, J. Y., Goebert, D. A., Helm, S., Else, I. R. N., & Sugimoto-Matsuda, J. (2015). Interpersonal youth violence perpetration and victimization in a diverse Asian American and Pacific Islander adolescent sample.Violence and Victims, 30(2), 225-249. https://doi.org/10.1891/0886-6708.VV-D-13-00043

If your last name starts with S through Z, use Article C.

           Article C:

Long, L., & Ullman, S. E. (2016). Correlates of problem drinking and drug use in black sexual assault victims.Violence and Victims, 31(1), 71-84. https:// doi.org/10.1891/0886-6708.VV-D-14-00024

Week 7

If your last name starts A through I, use Article A.

           Article A: [This is article is available online and is no longer in the Walden    

           Library.]

Alqahtani, A. (2014). Awareness of the potential threat of cyberterrorism to the national security.Journal of Information Security, 5(4), 137-146. https://www.scirp.org/pdf/JIS_2014091911584817.pdf

If your last name starts J through R, use Article B.

           Article B:

Seda, L. (2014). Identity theft and university students: Do they know, do they care?Journal of Financial Crime, 21(4), 461-483. https://doi.org/10.1108/JFC-05-2013-0032

If your last name starts S through Z, use Article C.

            Article C:

Powell, M. B., Guadagno, B. L., & Cassematis, P. (2013). Workplace stressors for investigative interviewers of child-abuse victims.Policing, 36(3), 512-525. https://doi.org/10.1108/PIJPSM-05-2012-0039

EDUCATION

Week 3

If your last name starts with A through L, use Article A.

Article A:

Picard, D., Martin, P., & Tsao, R. (2014). iPads at school: A quantitative comparison of elementary schoolchildren’s pen-on-paper versus finger-on-screen drawing skills. Journal of Educational Computing Research, 50(2), 203–212. https://doi.org/10.2190/EC.50.2.c

If your last name starts with M through Z, use Article B.

Article B:

Swan, B., Coulombe-Quach, X.-L., Huang, A., Godek, J., Becker, D., & Zhou, Y. (2015). Meeting the needs of gifted and talented students: Case study of a virtual learning lab in a rural middle school. Journal of Advanced Academics, 26(4), 294–319. https://doi.org/10.1177/1932202X15603366

Week 4

If your last name starts with A through L, use Article B.

Article B:

Swan, B., Coulombe-Quach, X-L, Huang, A., Godek, J., Becker, D., & Zhou, Y. (2015). Meeting the needs of gifted and talented students: Case study of a virtual learning lab in a rural middle school. Journal of Advanced Academics, 26(4), 294–319. https://doi.org/10.1177/1932202X15603366

If your last name starts with M through Z, use Article A.

Article A:

Picard, D., Martin, P., & Tsao, R. (2014). iPads at school: A quantitative comparison of elementary schoolchildren’s pen-on-paper versus finger-on-screen drawing skills. Journal of Educational Computing Research, 50(2), 203–212. https://doi.org/10.2190/EC.50.2.c

Week 5

If your last name starts with A through I, use Article A.

Article A:

Canfield, M. L., Kivisalu, T. M., van der Karr, C., King, C., & Phillips, C. E. (2015). The use of course grades in the assessment of student learning outcomes for general education. Sage Open, 1–13. https://doi.org/10.1177/2158244015615921

If your last name starts with J through R, use Article B.

Article B:

McConnell, A. E., Martin, J. E., & Hennessey, M. N. (2015). Indicators of postsecondary employment and education for youth with disabilities in relation to GPA and general education. Remedial & Special Education, 36(6), 327–336. https://doi.org/10.1177/0741932515583497

If your last name starts with S through Z, use Article C.

Article C:

Hogenes, M., van Oers, B., Diekstra, R. F. W., & Sklad, M. (2015). The effects of music composition as a classroom activity on engagement in music education and academic and music achievement: A quasi-experimental study. International Journal of Music Education, 1–17. https://doi.org/10.1177/0255761415584296

Week 7

If your last name starts with A through I, use Article A.

Article A:

Dahl, P. (2016). Factors associated with truancy: Emerging adults’ recollections of skipping school. Journal of Adolescent Research, 31(1), 119–138. https://doi.org/10.1177/0743558415587324

If your last name starts with J through R, use Article B.

Article B:

Izumi-Taylor, S., Ito, Y., Lin, C. H., & Lee, Y.-Y. (2014). Pre-service teachers’ views of children’s and adults’ play in Japan, Taiwan, and the USA. Research in Comparative and International Education, 9(2), 213–226. https://doi.org/10.2304/rcie.2014.9.2.213

If your last name starts with S through Z, use Article C.

Article C:

Collins, I. (2015). Using international accreditation in higher education to effect changes in organisational culture: A case study from a Turkish university. Journal of Research in International Education, 14(2), 141–154. https://doi.org/10.1177/1475240915592589

HEALTH SCIENCES

Week 3

If your last name starts with A through L, use Article A.

Article A:

Spencer, M. S., Rosland, A. M., Kieffer, E. C., Sinco, B. R., Valerio, M., Palmisano, G., Anderson, M., Guzman, J.R., & Heisler, M. (2011). Effectiveness of a community health worker intervention among African American and Latino adults with type 2 diabetes: A randomized controlled trial. American Journal of Public Health, 101(12), 2253–2260. https://doi.org/10.2105/AJPH.2010.300106

If your last name starts with M through Z, use Article B.

Article B:

Greenhalgh, T., Clinch, M., Afsar, N., Choudhury, Y., Sudra, R., Campbell-Richards, D., Claydon, A., Hitman, G.A., Hanson, P., & Finer, S. (2015). Socio-cultural influences on the behaviour of South Asian women with diabetes in pregnancy: Qualitative study using a multi-level theoretical approach. BMC Medicine, 13(1), 1-15. https://doi.org/10.1186/s12916-015-0360-1

Week 4

If your last name starts with A through L, use Article B.

Article B:

Greenhalgh, T., Clinch, M., Afsar, N., Choudhury, Y., Sudra, R., Campbell-Richards, D., Claydon, A., Hitman, G.A., Hanson, P., & Finer, S. (2015). Socio-cultural influences on the behaviour of South Asian women with diabetes in pregnancy: qualitative study using a multi-level theoretical approach. BMC Medicine, 13(1), 1-15. https://doi.org/10.1186/s12916-015-0360-1

If your last name starts with M through Z, use Article A.

Article A:

Spencer, M. S., Rosland, A. M., Kieffer, E. C., Sinco, B. R., Valerio, M., Palmisano, G., Anderson, M., Guzman, J.R., & Heisler, M. (2011). Effectiveness of a community health worker intervention among African American and Latino adults with type 2 diabetes: A randomized controlled trial. American Journal of Public Health, 101(12), 2253–2260. https://doi.org/10.2105/AJPH.2010.300106

Week 5

If your last name starts with A through I, use Article A.

Article A:

Flynn, P. M., Ridgeway, J. L., Wieland, M. L., Williams, M. D., Haas, L. R., Kremers, W. K., & Breitkopf, C. R. (2013). Primary care utilization and mental health diagnoses among adult patients requiring interpreters: A retrospective cohort study. Journal of General Internal Medicine, 28(3), 386–391. https://doi.org/10.1007/s11606-012-2159-5

If your last name starts with J through R, use Article B.

Article B:

Kwate, N. O., & Goodman, M. S. (2015). Cross-sectional and longitudinal effects of racism on mental health among residents of Black neighborhoods in New York City. American Journal of Public Health, 105(4), 711–718. https://doi.org/10.2105/AJPH.2014.302243

If your last name starts with S through Z, use Article C.

Article C:

Blank, M. B., Himelhoch, S. S., Balaji, A. B., Metzger, D. S., Dixon, L. B., Rose, C. E., Oraka, E., Davis-Vogel, A., Thompson, W.W., & Heffelfinger, J. D. (2014). A multisite study of the prevalence of HIV with rapid testing in mental health settings. American Journal of Public Health, 104(12), 2377–2384. https://doi.org/10.2105/AJPH.2013.301633

Week 7

If your last name starts with A through I, use Article A.

Article A:

Dale, C. M., Angus, J. E., Seto Nielsen, L., Kramer-Kile, M., Pritlove, C., Lapum, J., Price, J., Marzolini, S., Abramson, B., Oh, P., & Clark, A. (2015). “I’m no Superman”: Understanding diabetic men, masculinity, and cardiac rehabilitation. Qualitative Health Research, 25(12), 1648–1661. https://doi.org/10.1177/1049732314566323

If your last name starts with J through R, use Article B.

Article B:

Hunleth, J. M., Steinmetz, E. K., McQueen, A., & James, A. S. (2016). Beyond adherence: Health care disparities and the struggle to get screened for colon cancer. Qualitative Health Research, 26(1), 17–31. https://doi.org/10.1177/1049732315593549

If your last name starts with S through Z, use Article C.

Article C:

Spyridonidis, D., Hendy, J., & Barlow, J. (2015). Leadership for knowledge translation: The case of CLAHRCs. Qualitative Health Research, 25(11), 1492–1505. https://doi.org/10.1177/1049732315583268

HUMAN SERVICES AND SOCIAL WORK

Week 3

If your last name starts with A through L, use Article A.

Article A:

Hickman, G. P., & Wright, D. (2011). Academic and school behavioral variables as predictors of high school graduation among at-risk adolescents enrolled in a youth-based mentoring program. Journal of At-Risk Issues, 16(1), 27–33.

If your last name starts with M through Z, use Article B.

Article B:

Smith, Y. (2014). Rethinking decision making: An ethnographic study of worker agency in crisis intervention. Social Service Review, 88(3), 407–442. https://doi.org/10.1086/677846

Week 4

If your last name starts with A through L, use Article B.

Article B:

Smith, Y. (2014). Rethinking decision making: An ethnographic study of worker agency in crisis intervention. Social Service Review, 88(3), 407–442. https://doi.org/10.1086/677846

If your last name starts with M through Z, use Article A.

Article A:

Hickman, G. P., & Wright, D. (2011). Academic and school behavioral variables as predictors of high school graduation among at-risk adolescents enrolled in a youth-based mentoring program. Journal of At-Risk Issues, 16(1), 27–33.

Week 5

If your last name starts with A through I, use Article A.

Article A:

Raskin, J. D, & Brett, B. L. (2014). Does the reverse golden section hold? Journal of Constructivist Psychology, 27(2), 137–146. https://doi.org/10.1080/10720537.2014.879522

If your last name starts with J through R, use Article B.

Article B:

Cardi, V., Di Matteo, R., Gilbert, P., & Treasure, J. (2014). Rank perception and self-evaluation in eating disorders. International Journal of Eating Disorders, 47(5), 543–552. https://doi.org/10.1002/eat.22261

If your last name starts with S through Z, use Article C.

Article C:

de la Sablonnière, R., Auger, E., Taylor, D. M., Crush, J., & McDonald, D. (2013). Social change in South Africa: A historical approach to relative deprivation. British Journal of Social Psychology, 52(4), 703–725. https://doi.org/10.1111/bjso.12003

Week 7

If your last name starts with A through I, use Article A.

Article A:

Perrin-Wallqvist, R., & Lindblom, J. (2015). Coming out as gay: A phenomenological study about adolescents disclosing their homosexuality to their parents. Social Behavior & Personality: An International Journal, 43(3), 467–480. https://doi.org/10.2224/sbp.2015.43.3.467

If your last name starts with J through R, use Article B.

Article B:

Roberts, R. E. (2014). The child maltreatment survivor’s description of the process of becoming a parent: A grounded theory study. Qualitative Report, 19(24), 1–27.

If your last name starts with S through Z, use Article C.

Article C:

Christiansen, B., Borge, L, & Fagermoen, M. S. (2012). Understanding everyday life of morbidly obese adults-habits and body image. International Journal of Qualitative Studies on Health & Well-Being, 7, 1–9. https://doi.org/10.3402/qhw.v7i0.17255

MANAGEMENT AND INFORMATION SYSTEMS AND TECHNOLOGY

Week 3

If your last name starts with A through L, use Article A.

Article A:

Flynn, C. B., Smither, J. W., & Walker, A. G. (2016). Exploring the relationship between leaders’ core self-evaluations and subordinates’ perceptions of servant leadership: A field study. Journal of Leadership & Organizational Studies, 23(3), 260-271. https://doi.org/10.1177/1548051815621257

If your last name starts with M through Z, use Article B.

Article B:

Parboteeah, K. P., Seriki, H. T., & Hoegl, M. (2014). Ethnic diversity, corruption and ethical climates in sub-Saharan Africa: Recognizing the significance of human resource management. The International Journal of Human Resource Management, 25(7), 979–1001. https://doi.org/10.1080/09585192.2013.815251

Week 4

If your last name starts with A through L, use Article B.

Article B:

Parboteeah, K. P., Seriki, H. T., & Hoegl, M. (2014). Ethnic diversity, corruption and ethical climates in sub-Saharan Africa: Recognizing the significance of human resource management. The International Journal of Human Resource Management, 25(7), 979–1001. https://doi.org/10.1080/09585192.2013.815251

If your last name starts with M through Z, use Article A.

Article A:

Flynn, C. B., Smither, J. W., & Walker, A. G. (2016). Exploring the relationship between leaders’ core self-evaluations and subordinates’ perceptions of servant leadership: A field study. Journal of Leadership & Organizational Studies, 23(3), 260-271. https://doi.org/10.1177/1548051815621257

Week 5

If your last name starts with A through I, use Article A.

Article A:

Fu, N., Flood, P. C., Bosak, J., Morris, T., & O’Regan, P. (2015). How do high performance work systems influence organizational innovation in professional service firms? Employee Relations, 37(2), 209–231. https://doi.org/10.1108/ER-10-2013-0155

If your last name starts with J through R, use Article B.

Article B:

Chang, K., Hsu, C., Hsu, Y., & Chen, M. (2019). How green marketing, perceived motives and incentives influence behavioral intentions. Journal of Retailing and Consumer Services, 49, 336-345. https://doi.org/10.1016/j.jretconser.2019.04.012

If your last name starts with S through Z, use Article C.

Article C:

DeRue, D. S., Nahrgang, J. D., Hollenbeck, J. R., & Workman, K. (2012). A quasi-experimental study of after-event reviews and leadership development. Journal of Applied Psychology, 97(5), 997–1015. https://doi.org/10.1037/a0028244

Week 7

If your last name starts with A through I, use Article A.

Article A:

Cope, J. (2011). Entrepreneurial learning from failure: An interpretative phenomenological analysis. Journal of Business Venturing, 26(6), 604–623. https://doi.org/10.1016/j.jbusvent.2010.06.002

If your last name starts with J through R, use Article B.

Article B:

Cassia, L., De Massis, A., & Pizzurno, E. (2012). Strategic innovation and new product development in family firms: An empirically grounded theoretical framework. International Journal of Entrepreneurial Behavior & Research, 18(2), 198–232. https://doi.org/10.1108/13552551211204229

If your last name starts with S through Z, use Article C.

Article C:

Arando, S., Gago, M., Jones, D. C., & Kato, T. (2015). Efficiency in employee-owned enterprises: An econometric case study of Mondragon. International Labor Review, 68(2), 398–425. https://doi.org/10.1177/0019793914564966

NURSING

Week 3

If your last name starts with A through L, use Article A.

Article A:

Wollenhaup, C. A., Stevenson, E. L., Thompson, J., Gordon, H. A., & Nunn, G. (2017). Implementation of a modified bedside handoff for a postpartum unit. The Journal of Nursing Administration, 47(6), 320-326. https://doi.org/10.1097/NNA.000000000000048

If your last name starts with M through Z, use Article B.

Article B:

Falkenstrom, M.K. (2017).  A qualitative study of difficult nurse-patient encounters in home health care. Advances in Nursing Science, 40(2),168-183. https://doi.org/10.1097/ANS.0000000000000156

Week 4

If your last name starts with A through L, use Article B.

Article B:

Falkenstrom, M.K. (2017).  A qualitative study of difficult nurse-patient encounters in home health care. Advances in Nursing Science, 40(2),168-183. https://doi.org/10.1097/ANS.0000000000000156

If your last name starts with M through Z, use Article A.

Article A:

Wollenhaup, C. A., Stevenson, E. L., Thompson, J., Gordon, H. A., & Nunn, G. (2017). Implementation of a modified bedside handoff for a postpartum unit. The Journal of Nursing Administration, 47(6), 320-326. https://doi.org/10.1097/NNA.000000000000048

Week 5

If your last name starts with A through I, use Article A.

Article A:

Jamison, T.R., & Schuttler, J. O. (2015).  Examining social competence, self-perception, quality of life, and internalizing and externalizing symptoms in adolescent females with and without autism spectrum disorder: A quantitative design including between-groups and correlational analyses. Molecular Autism, 6(53), 1-16. https://doi.org/10.1186/s13229-015-0044-x

If your last name starts with J through R, use Article B.

Article B:

Lachs, M. S., Teresi, J. A., Ramirez, M., van Haitsma, K., Silver, S., Eimicke, J. P., & … Pillemer, K. A. (2016). The prevalence of resident-to-resident elder mistreatment in nursing homes. Annals of Internal Medicine, 165(4), 229-236. https://doi.org/10.7326/M15-1209

If your last name starts with S through Z, use Article C.

Article C:

Zelenikova, R, Beach, M., Ren, D., Wolff, E., & Sherwood, P. (2014).  Faculty perception of the effectiveness of EBP courses for graduate nursing students. Worldviews on Evidence-Based Nursing, 11(6), 401–413. https://doi.org/10.1111/wvn.12068 

Week 7

If your last name starts with A through I, use Article A.

Article A:

Scheepmans, K., Diercks de Casterie, B., Paquay, L. von Gansbeke H., & Milisen, K.  (2014). Restraint use in home care: A qualitative study from a nursing perspective.  BMC Geriatrics, 14, 17. 

If your last name starts with J through R, use Article B.

Article B:

Aburn, G., & Gott, M. (2014).  Education given to parents of children newly diagnosed with acute lymphoblastic leukemia: The parent’s perspective. Pediatric Nursing, 40(5), 243- 256. https://doi.org/10.1177/1043454211409585

If your last name starts with S through Z, use Article C.

Article C:

Tingsvik, C., Hammarskjöld, F., Mårtensson, J., & Henricson, M. (2018). Patients’ lived experience of intensive care when being on mechanical ventilation during the weaning process: A hermeneutic phenomenological study. Intensive & Critical Care Nursing, 47, 46–53. https://doi.org/10.1016/j.iccn.2018.03.004

PSYCHOLOGY AND COUNSELING

Week 3

If your last name starts with A through L, use Article A.

Article A:

Stedman-Smith, M., DuBois, C. L., & Grey, S. F. (2015). Hand hygiene performance and beliefs among public university employees. Journal of Health Psychology, 20(10), 1263–1274. https://doi.org/10.1177/1359105313510338

If your last name starts with M through Z, use Article B.

Article B:

Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., & Truxillo, D. M. (2016). How and why do interviewers try to make impressions on applicants? A qualitative study. Journal of Applied Psychology, 101(3), 313-332. https://doi.org/10.1037/apl0000046

Week 4

If your last name starts with A through L, use Article B.

Article B:

Wilhelmy, A., Kleinmann, M., König, C. J., Melchers, K. G., & Truxillo, D. M. (2016). How and why do interviewers try to make impressions on applicants? A qualitative study. Journal of Applied Psychology, 101(3), 313-332. https://doi.org/10.1037/apl0000046

If your last name starts with M through Z, use Article A.

Article A:

Stedman-Smith, M., DuBois, C. L., & Grey, S. F. (2015). Hand hygiene performance and beliefs among public university employees. Journal of Health Psychology, 20(10), 1263–1274. https://doi.org/10.1177/1359105313510338

Week 5

If your last name starts with A through I, use Article A.

Article A:

Davies, B., Griffiths, J., Liddiard, K., Lowe, K., & Stead, L. (2015). Changes in staff confidence and attributions for challenging behaviour after training in positive behavioural support within a forensic medium secure service. Journal of Forensic Psychiatry & Psychology, 26(6), 847–861. https://doi.org/10.1080/14789949.2015.1072574

If your last name starts with J through R, use Article B.

Article B:

Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480–487. https://doi.org/10.1037/a0039826

If your last name starts with S through Z, use Article C.

Article C:

Morillas-Romero, A., Tortella-Feliu, M., Balle, M., & Bornas, X. (2015). Spontaneous emotion regulation and attentional control. Emotion, 15(2), 162–175. https://doi.org/10.1037/emo0000016

Week 7

If your last name starts with A through I, use Article A.

Article A:

Lord, S., Després, C., & Ramadier, T. (2011). When mobility makes sense: A qualitative and longitudinal study of the daily mobility of the elderly. Journal of Environmental Psychology, 31(1), 52–61. https://doi.org/10.1016/j.jenvp.2010.02.007

If your last name starts with J through R, use Article B.

Article B:

Liu, J., McMahon, M., & Watson, M. (2015). Parental influence on child career development in mainland China: A qualitative study. The Career Development Quarterly, 63(1), 74–87. https://doi.org/10.1002/j.2161-0045.2015.00096.x

If your last name starts with S through Z, use Article C.

Article C:

Gonzalez, L. M., Stein, G. L., & Shannonhouse, L. R. (2012). Latina/o adolescents in an emerging immigrant community: A qualitative exploration of their future goals. Journal for Social Action in Counseling & Psychology, 4(1), 83–102.
https://doi.org/10.33043/jsacp.4.1.83-102

PUBLIC POLICY AND ADMINISTRATION

Week 3

If your last name starts with A through L, use Article A.

Article A:

Headley, A.M. & Wright, J.E. (2020). Is representation enough? Racial disparities in levels of force and arrests by police. Public Administration Review, 80(6), 1051-1062. 
https://doi.org/10.1111/puar.13225

If your last name starts with M through Z, use Article B.

Article B:

Onyango, G. (2020). Legislative oversight and policy-reforms in

“unsettled” political contexts of public administration. International Journal of Public Administration, 43(3), 213-228. 

Week 4

If your last name starts with A through L, use Article B.

Article B:

Onyango, G. (2020). Legislative oversight and policy-reforms in

“unsettled” political contexts of public administration. International Journal of Public Administration, 43(3), 213-228. 

If your last name starts with M through Z, use Article A.

Article A:

Headley, A.M. & Wright, J.E. (2020). Is representation enough? Racial

disparities in levels of force and arrests by police. Public Administration Review, 80(6), 1051-1062. 

Week 5

If your last name starts with A through I, use Article A.

Article A:

Kaufmann, W., Ingrams, A., & Jacobs, D. (2021). Being consistent

matters: Experimental evidence on the effect of rule consistency on

citizen red tape. The American Review of Public Administration, 51(1), 28–39.

If your last name starts with J through R, use Article B.

Article B:

Bashir, M., & Hassan, S. (2020). The need for ethical leadership in

combating corruption. International Review of Administrative

Sciences, 86(4), 673–690. https://doi.org/10.1177/0020852318825386

If your last name starts with S through Z, use Article C.

Article C:

Bauer, Z., & Johnston, J.M. (2020). Who does it better? Comparing

immigration detention facility performance in an intergovernmental

and intersectoral context. Public Administration Review, 80(2), 244-258. https://doi.org/10.1111/puar.13127

Week 7

If your last name starts with A through I, use Article A.

Article A:

Agasisti, T., Agostino, D., & Soncin, M. (2020). Implementing performance measurement systems in local governments: Moving from the “how” to the “why”. Public Performance & Management Review, 43(5), 1100-1128. https://doi.org/10.1080/15309576.2019.1700806

If your last name starts with J through R, use Article B.

Article B:

Johnson, III, R.G., McCandless, S., & Renderos, H. (2020). An exploratory study of transgender inmate populations in Latin America. Public Integrity, 22(4), 330-343. https://doi.org/10.1080/10999922.2018.1557027

If your last name starts with S through Z, use Article C.

Article C:

Larson, S. (2020). Exploring how transit practitioners navigate  

nervousness. Public Administration Quarterly, 44(1), 31-68.

Wk4 8010 Disucssion

Sep 22, 2021 | students

Wk4 8010 Disucssion

 There is a link between understanding the purpose of one’s research and selecting the appropriate methods to investigate the questions that are derived from that purpose. 

There is a link between understanding the purpose of one’s research and selecting the appropriate methods to investigate the questions that are derived from that purpose. 

Computer Base Module 3 – Reflection

Sep 22, 2021 | students

Computer Base Module 3 – Reflection

 Please submit a minimum 1 page (single spaced) .  Based on your Module topics, what did you find new and interesting?  And what appeared to be a review?  Also, identify at least one discussion post you found interesting, helpful, or beneficial (and why). 

Overview & Learning Objectives

Topics covered in this Module

• Cluster analysis
• K-means clustering
• Association rules
• Text Mining
• Word clouds
• Statistical inference
• Selecting a sample
• Point estimation
• Sampling distributions
• Interval estimation
• Hypothesis tests
• Big data
• Sampling error

Learning Objectives

 By the end of this module, students should be able to:

• Explain concepts:
  • cluster analysis
  • centroids linkage
  • k-means clustering
• Describe association rules and market basket applications
• Explain word clouds
• Discuss text mining and unstructured data
• Apply k-means clustering
• Compute cluster centers
• Calculate confidence intervals using Excel
• Calculate descriptive statistics using the Data Analysis Toolpak in Excel
• Conduct one-tailed and two-tailed hypothesis tests in Excel
• Calculate p-values and determine whether the null hypothesis should be rejected

EdD Capstone Rubrics and Checklists by Stage

Sep 22, 2021 | students

EdD Capstone Rubrics and Checklists by Stage

Revised EdD Rubrics and Checklists…Can you explain clearly what forms are required when?

The stages and timing of the University Research Review process have not fundamentally changed; only the   documents have changed. However, the following outline may help clarify.

Proposal Writing Stage

Student: Complete the proposal and the appropriate Doctoral Study Checklist by identifying the page number where items are located in the proposal. Use the comment blocks to provide any clarifying information for the reviewers.

Student: Submit the proposal and Doctoral Study Checklist to the Committee Chair.

Committee Chair: Review the proposal and the Doctoral Study Checklist and evaluate the proposal.

• If the proposal is assessed as not ready for committee review based on the criteria in the Doctoral Study Minimum Standards Rubric, the Committee Chair provides feedback to the student using the Checklist and/or the Doctoral Study Minimum Standards Rubric (depending on the nature of the feedback).
• If the proposal is assessed as ready for further review, the Committee Chair forwards the proposal, the Doctoral Study Checklist, and his/her completed Doctoral Study Minimum Standards Rubric to the Committee Member for review.
• Once the Committee Chair and Committee Member agree that the proposal has met all the Doctoral Study Minimum Standards Rubric criteria (items 1-8 of the 10 criteria), the proposal is ready for Committee URR review. The Committee Chair then forwards to the Committee URR: 1) proposal document; 2) Turnitin Report; 3) the completed Doctoral Study Checklist completed by the student and with any comments by the committee Chair and/or Member; and 4) the Doctoral Study Minimum Standards Rubrics completed by each member indicating that the applicable standards have been met (it is best to keep the history of comments to the student for Committee URR to review as well).

Doctoral Study Writing Stage

Student: Complete the doctoral study and extend the Doctoral Study Checklist by identifying the page number where items are located in the final doctoral study. Add directly to the checklist used for the proposal, when possible. Use the comment blocks to provide any clarifying information for the reviewers.

Student: Submit the completed doctoral study and Doctoral Study Checklist to the Committee Chair.  

Committee Chair: Review the final study and the Doctoral Study Checklist and evaluate the final study.

• If the study document is assessed as not ready for committee review based on the criteria in the Doctoral Study Minimum Standards Rubric, the Committee Chair provides feedback to the student using the Checklist and/or the Doctoral Study Minimum Standards Rubric (depending on the nature of the feedback).
• If the final study is assessed as ready for further review, the Committee Chair forwards the study, the Doctoral Study Checklist, and a completed Doctoral Study Minimum Standards Rubric to the Committee Member for review.  
• Once the Chair and Committee Member agree that the final doctoral study has met all the Doctoral Study Minimum Standards Rubric criteria (all of the 10 criteria), the doctoral study is ready for Committee URR review. The Committee Chair then forwards to the Committee URR: 1) final doctoral study document; 2) Turnitin Report; 3) the completed Doctoral Study Checklist completed by the student and with any comments by the committee Chair and/or Member; and 4) the Doctoral Study Minimum Standards Rubrics completed by each member indicating that all standards have been met (it is best to keep the history of comments to the student for Committee URR to review as well).

Final Study Stage/Post-Oral Defense (pre-CAO review)

Committee Chair and Committee Member:

• Chair forwards the  final study document and final quality rubric from each committee member directly to the URR, while copying doctoralstudy@waldenu.edu

Committee URR:

• Forwards review (brief statement to chair, final document, and final quality rubric—indicating if approved for CAO review) to committee chair, while copying doctoralstudy@waldenu.edu

Deviance In Sport

Sep 22, 2021 | students

Deviance In Sport

Introduce the topic – History and Background Information – 2 – Citations

Lit Review – Current Research on the topic – APA Version 6 Citations – 3- Citations

Facts- Research Driven Detail

Discussion of the facts – APA Citations – Use the introduction and the literature review citations to build this sections

Understandings – How your knowledge has been enhanced from your readings

Reflection – How the facts of the research has enhanced or changed your feelings

Deviance In Sport

Sep 22, 2021 | students

Deviance In Sport

Introduce the topic – History and Background Information – 2 – Citations

Lit Review – Current Research on the topic – APA Version 6 Citations – 3- Citations

Facts- Research Driven Detail

Discussion of the facts – APA Citations – Use the introduction and the literature review citations to build this sections

Understandings – How your knowledge has been enhanced from your readings

Reflection – How the facts of the research has enhanced or changed your feelings

code of ethics

Sep 22, 2021 | students

A code of ethics document may outline the mission and values of the business or organization, how professionals are supposed to approach problems, the ethical principles based on the organization’s core values and the standards to which the professional is held. 

The Assignment

Why is it important for a profession to have a code of ethics? Look through different comic strips in your local paper and online.  As you locate (5) comics that speak to ethics, morals and values, pertaining to education, scan them onto a word document and submit them with a paragraph about why you think why every organozation needs a code of ethics.  Why is this important? 

Example: 

Lesson Plan Two

Sep 22, 2021 | students

Lesson Plan Two

TITLE: Lesson Plan Two

Introduction: Creating developmentally appropriate lesson plans involves more than “cute” or “fun” activities.  It requires immersing the environment with learning materials focused on the study topic and using learning standards to demonstrate children’s learning.

The Assignment:

1. Create a developmentally appropriate lesson plan based on children’s interests and supported with learning outcomes from the age-appropriate NC Standard.
2. Use the attached forms to complete the plans, there is an attached PowerPoint and audio file to assist you.
3. The plan must be approved by your supervising teacher before you set up a date to teach it in your classroom

Grading Criteria

1. 10 points for study topic that is developmentally appropriate
2. 10 points for materials and supplies that support learning
3. 10 points for listing specific Developmental Indicators.
4. 10 points Group Time, Story Time, Small Group Activity is developmentally appropriate and supports learning.
5. 10 points for Goals listed from NC Foundations for Early Learning and Development..
6. 10 points Lesson Plan Form 1 materials list is complete and items support learning.
7. 10 points activities support the Goals and Developmental Indicators listed.
8. 10 points for Extension activities are appropriate and detailed.
9. 10 points for 3 open ended questions that support deeper learning.
10. 10 points for spelling and grammar.

Resources  Review attached Power Point slides for detailed instructions.See sample forms under Resources>Useful Links for this Class>Lesson Planning AssistanceLink to NC Foundations for Early Learning and Development NCFELD

Information

Sep 22, 2021 | students

Information

As you will read in chapter two, IDEA is the federal statute that governs special education and the implementation of it in schools. It was first passed in 1975 (P.L. 94-142) and has gone through several revisions (amendments) since then, with the latest one being the 2004 amendments that were agreed upon only after a good bit of debate from many interest groups. IDEA is a far reaching and very comprehensive law that shapes the special educator’s moment to moment practice, but also has a lot of impact in the regular education setting due especially in part to the LRE mandate. Please consider and contemplate this as you answer the discussion question below.

Question: In what ways do you feel and see the effects of special education legislation in the course of your school day? In other words, where do you see IDEA in effect and how does it influence your practice

NEED IN 10 HOURS Or LESS

Sep 22, 2021 | students

NEED IN 10 HOURS Or LESS

What data is shared with you at the beginning of the school year both that is system-wide and at the individual student level? What data is not as accessible as you would like? What would it take to change that? If you are not currently teaching in a school, what would you hope to learn about each student in your classroom before the beginning of the school year? 

Reflection 1

Sep 22, 2021 | students

Reflection 1

Your reflection should be no shorter than 900 words. It needs to be double spaced using 12 times new roman font with 1 inch margins all around. The cover page does not count toward the minimum length.

As you read each chapter make notes about what you think are the main themes and ideas. You must include at least 3 concepts in every reflection. Particularly make note of points about which you feel strongly, either positively or negatively. Try to write your responses as soon as possible after you have read the chapter, even if you have to go back and modify your reactions after the topic has been discussed with the instructor or your peers. If you wait too long, you may forget the ideas and opinions about a given topic.

One half of the reflection should be a summary of the concepts you feel are the most important. You should demonstrate that you have knowledge of each concept by giving examples and details. The other half should consist of your personal thoughts and opinions about the information and ideas you write about.

Discussion Board Module 6

Sep 22, 2021 | students

Discussion Board Module 6

The Prompt: Respond to the following discussion question for this module:

You will need the following resource for this post:

United States Department of Agriculture. (2011). Let’s Eat for the health of it: Choose My Plate Brochure. Available from http://www.choosemyplate.gov/food-­‐groups/ downloads/MyPlate/DG2010Brochure.pdf

Center for Disease Control. (2012). Winnable Battles: Nutrition, physical activity and obesity. Available from http://www.cdc.gov/WinnableBattles/Obesity/index.html

Study the brochure for the new My Plate Food Guidelines. This system is a revised version of the previous food pyramid system created in response to research and growing public concern over obesity, which has been deemed a “Winnable Battle” by the Center for Disease Control. Review the website “Winnable Battles: Nutrition, Physical Activity, and Obesity.”

Using information from these resources, outline five ways that the battle with obesity can be won. What specific changes can early childhood programs make to support healthy eating?

Current Article Summary # 2

Sep 22, 2021 | students

Current Article Summary # 2

For this summary, choose a current news article that relates to any of the topics cover in Chapters 4-7. Summaries should be written in a Word Document file. Google docs and other formats will not be accepted.

From the Syllabus: You are responsible for (3) three Current Issues Article Summaries. You will choose a current news article that relates to the journal prompt given. For the article you choose, you should write your summary in the following format:

Article Title:  Write the title at the top of your page.

Reference:  Cite the article (Chicago Manual of Style) and include the following: Title article; author; source (where you got it from); date retrieved or published. If appropriate include a http:// link.

Summary:  Write a summary paragraph, in your own words, about the article. You can’t copy verbatim from the article. Doing so will result in a grade of “0.” Only two quotes may be used in your summary.

Significance: Write at least 3-4 sentences discussing why you chose the article and how it relates to concepts/topics we have engaged with in class. Think about who this event impacts and how. Explain why it is significant or provide your opinion about the topic.

Three Questions: You will need to pose (3) three relevant questions about the article as it relates to concepts/topics we have engaged with in class. TO BE CLEAR – YOU ARE GENERATING ORIGINAL QUESTIONS! You are not answering questions at the end of the chapter, nor are you copy/pasting questions from the reading. These are questions you would like answered or questions that you could ask your classmates. These questions will be utilized for your final journal project.

The article you choose must not have been published more than two (2) years ago and be a minimum of five paragraphs (25-30 sentences.)  You may choose your article from a number of sources. They may come from newspapers, weekly news magazines, professional news sources or academic journals located on the internet. *  You may not repeat use of the same source that you used for the previous current event assignment.

Current Issue Discussion # 2

Sep 22, 2021 | students

Current Issue Discussion # 2

1) Title of their article with https:// link;

2) Brief 2-3 (more if needed) sentences about the article, its significance and relation to a class concept;

3 ) Respond to at least (1) one of their classmates’ original posts with a substantive comment.

You are responsible for (3) three Current Issues Discussion Board posts each worth (5) five points. 

*Topics should be related to Chs. 4-7 in your text

Journal 4 EDU 284

Sep 22, 2021 | students

Journal 4 EDU 284

Introduction
This journal assignment will help you reflect the classroom environment and daily schedule. Think about the arrangement of the classroom and the flow of the daily schedule. Do the children have free access to all materials and supplies they need? Does the flow of the schedule allow ample time for freeplay and small group activities? What recommendations would you make to ensure quality learning opportunities were in place?
The AssignmentComplete the Reflective Journal assignment using the topic assigned.The journal must be a minimum of 3 paragraphs, each paragraph must be a minimum of 10 sentences in length. The first paragraph should contain a description of the event, activity, or interaction that pertains to the topic.  Be specific and detailed to give a clear understanding of the event, activity or interaction you have selected.The second paragraph should contain one NAEYC Sub-Standard (ex. 4b) from the standard summary document that is attached to the assignment.  You should reflect upon how this sub-standard is applicable/appropriate to the first paragraph.  Give detailed information that relates the NAEYC sub-standard you selected to the event, activity, or interaction from the first paragraph.The third paragraph is your chance to reflect on the event, activity, or interaction. As you reflect, think about what you learned, what could have been done better or differently, or what went exceptionally well.  Perhaps this will cause you to change your practice with children and families.  Remember this is your chance to respond honestly and think about your role as an early childhood professional. How have you grown as a professional? These are all suggested to help you reflect, it is not necessary to include all the suggestions in your reflective paragraph.Journal TopicThink about the schedule and the classroom arrangement in your practicum site.  How does the schedule and the environment assist children with their behaviors? How does the schedule and the environment act as the third teacher?  Do the children have enough time to engage in learning centers?
Grading Criteria 

• 20 points are deducted if an NAEYC Sub-Standard is not included in the second paragraph.
• 20 points are deducted if the sub-standard is included but it is not relevant to the event, activity, or interaction.
• 10 points are deducted if three paragraphs are not included
• 10 points are deducted if the minimum 10 sentence requirement is not met in all three paragraphs.
• 15 points are deducted for spelling and grammar
• 25 points are deducted if the event, activity, or interaction does not relate to the given topic.   

Resources   NAEYC Standards Summary

Journal 4 EDU 284

Sep 22, 2021 | students

Journal 4 EDU 284

you

Introduction
This journal assignment will help you reflect the classroom environment and daily schedule. Think about the arrangement of the classroom and the flow of the daily schedule. Do the children have free access to all materials and supplies they need? Does the flow of the schedule allow ample time for freeplay and small group activities? What recommendations would you make to ensure quality learning opportunities were in place?
The AssignmentComplete the Reflective Journal assignment using the topic assigned.The journal must be a minimum of 3 paragraphs, each paragraph must be a minimum of 10 sentences in length. The first paragraph should contain a description of the event, activity, or interaction that pertains to the topic.  Be specific and detailed to give a clear understanding of the event, activity or interaction you have selected.The second paragraph should contain one NAEYC Sub-Standard (ex. 4b) from the standard summary document that is attached to the assignment.  You should reflect upon how this sub-standard is applicable/appropriate to the first paragraph.  Give detailed information that relates the NAEYC sub-standard you selected to the event, activity, or interaction from the first paragraph.The third paragraph is your chance to reflect on the event, activity, or interaction. As you reflect, think about what you learned, what could have been done better or differently, or what went exceptionally well.  Perhaps this will cause you to change your practice with children and families.  Remember this is your chance to respond honestly and think about your role as an early childhood professional. How have you grown as a professional? These are all suggested to help you reflect, it is not necessary to include all the suggestions in your reflective paragraph.Journal TopicThink about the schedule and the classroom arrangement in your practicum site.  How does the schedule and the environment assist children with their behaviors? How does the schedule and the environment act as the third teacher?  Do the children have enough time to engage in learning centers?
Grading Criteria 

• 20 points are deducted if an NAEYC Sub-Standard is not included in the second paragraph.
• 20 points are deducted if the sub-standard is included but it is not relevant to the event, activity, or interaction.
• 10 points are deducted if three paragraphs are not included
• 10 points are deducted if the minimum 10 sentence requirement is not met in all three paragraphs.
• 15 points are deducted for spelling and grammar
• 25 points are deducted if the event, activity, or interaction does not relate to the given topic.   

Resources   NAEYC Standards Summary

Leading With Purpose: Beginning With The End In Mind

Sep 22, 2021 | students

Leading With Purpose: Beginning With The End In Mind

Part of being a leader is to look critically at yourself to identify your strengths and areas of opportunities for growth. In the last topic, you reflected on your professional dispositions as a leader. You will now reflect on your experience in performing the roles and responsibilities of a successful school leader.

Perform a self-assessment using the rubric portion of the “Instrument for Measuring Leadership Effectiveness.” Referencing your self-assessment, write a 250-500 word narrative discussing the following:

1. Three or more individual professional leadership skills from the self-assessment that you would like to develop further as you prepare for a career in educational leadership, explaining why you selected them.
2. The professional requirements in your state for becoming a licensed school administrator and your expected timeline for achieving them. (NOTE: If you are in the Educational Leadership program and not seeking licensure, please explain this in your narrative and you may exclude the licensure requirements and steps.)
3. Two or more professional organizations or journals you would like to join or subscribe to (or have already joined/subscribed) to help you with your ongoing professional development as a school leader.

APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Research Essay Prompt

Sep 22, 2021 | students

Research Essay Prompt

This project is an exploration of canon formation – specifically, the ways in which some literary works are considered “major” while others are marginalized as “minor” or even “unimportant.”  You will no doubt have noticed that while there are, indeed, women writers actively engaged in their craft during the timeframe of our course, they have not generally been included in this rather sparse reading list, and they are not often accorded a major place in the so-called “canon” of literature in most anthologies of Medieval and Renaissance British literature.

Your task, then, will be to select a particular work by a woman writer from the time space of the course (A.D. 800-1774 England) and write a paper that

A) presents a brief account of the writer’s career within the context of her time (as an introductory movement; you are not writing a biography here),

B) provides a detailed analysis of one of her works in a variety of manners:

     1) in relation to the social, political, and/or religious events of her time (new historicism),

     2) an exploration of the literary and/or rhetorical tropes used in the work (a close, text-based analysis), and

     3) an analysis via a defined literary theory of that work,

and

C) argues for its inclusion in (or exclusion from) the canon of major British works of literature.

The essay is to be a minimum of 3000 words in length, follow MLA format (heading on first page – no cover sheet), and include a works cited page and parenthetical citations, using sources to support your analysis and evaluation of the work and author.  Be aware that the matter of MLA requirements (the header, the first page information, the title, and the work cited entry list, which must consist of 5-7 sources [including the primary source analyzed]), do not count toward the required length for this assignment; any particularly large quotations (especially block quotations) also are not part of the required word count.  

Via email, by the deadline for submitting the research essay, you MUST have emailed to me digital copies of all source material used, with the passages / information appearing in the essay clearly marked (i.e., highlighted).

You may choose any individual work by one of the following female authors:

JULIAN OF NORWICH

MARY HERBERT, COUNTESS OF PEMBROKE

ELIZABETH I

AEMILIA LANYER

APHRA BEHN

MARY ASTELL

LADY MARY WORTLEY MONTAGU

ELIZA HAYWOOD

FRANCES BURNEY

MARY WOLLSTONECRAFT

Grade Rubric

Your submission must be an original, unique, self-produced work complying completely with MLA requirements regarding both formatting and citations It also must meet all minimum requirements.  Otherwise, it earns an automatic zero; any evidence of plagiarism will result in an F in the class.

MECHANICS–You are expected to proofread effectively and accurately. Any essay submitted with surface errors will have the result of a reduction of the grade by 5 points per each instance of any error compared the grade it would have earned for content without the errors. And, yes, commas matter, even the ones before conjunctions in lists.  Simply consider this class writing assignments as exercises in the correct use of the Oxford comma.

MLA– assumed knowledge at this point.  Formatting (whole essay, first-page information, header, margins, quotations [block and internal to sentences corrected for grammar]), parenthetical citations, and works cited entries are all things you are expected to know how to do. Errors in MLA formatting will result in a minimum of 10 points being deducted from the overall grade of the assignment.  Errors in citations and/or works cited entries will result in an automatic zero for the assignment with no option for correction and resubmission.

CONTENT

1) present a short account of the writer’s career within the context of her time (10%)

2) provide an original, three-tiered analysis of one of her works (60%)

3) argue for the inclusion or exclusion of the work from the canon of British literature (20%)

4) have a useful introduction setting up a provable thesis, transitions, attributive tags to source materials that serve the overall effort of the essay, and a reasoned and viable conclusion based upon the evaluation and analysis committed in the body of the essay (10%).

This may help with your research essay.

• A literary theory is a lens or a filter a critic uses to analyze a text. It gives the critic the filter that they can use to engage the text and parse meaning and / or significance. 
• Deciding what literary theory to use requires that the reader / critic read the text first to determine what theory or theories might be fruitful when applied to the text to be analyzed.
• There is no “right” or “wrong” literary theory. It’s what the critic does with it that matters.  As a starting critic, finding one that works requires thinking about what you as the reader, noticed in the text to be analyzed.

As an example, think how you would engage something like Harry Potter and the Half-Blood Prince:

      If you’re interested in how Hermione acts / speaks / is represented, you might look to something like Feminist or Gender Theory, as it might give you a way to discuss the female character.

      If you’re interested in the story arc or the plot, you might look at Structuralism or Formalism, both of which allow you to engage with structural / plot issues.

      If you’re interested in how the novel teaches lessons, you might look at Reader-Response Theory, as it is about what the author brings to the text and what the reader brings to the same text and how that works.

 It’s the same novel, but there are a variety of potentially fruitful literary theories.  Those are just a few.

 Remember that context (in your essay, it’s a particular literary theory that will allow both you and your reader to contextualize the novel) is New Historicism (an engagement with the text in relation to when it was written or produced).

Your literary analysis isn’t about context; it’s about establishing a way of engaging the text to establish value and meaning.

Journal 4

Sep 22, 2021 | students

Journal 4

 This project is an exploration of canon formation – specifically, the ways in which some literary works are considered “major” while others are marginalized as “minor” or even “unimportant.”  You will no doubt have noticed that while there are, indeed, women writers actively engaged in their craft during the timeframe of our course, they have not generally been included in this rather sparse reading list, and they are not often accorded a major place in the so-called “canon” of literature in most anthologies of Medieval and Renaissance British literature. 

Questions

Sep 22, 2021 | students

Questions

Do you feel like you have all the time in the world to do what you want?From your childhood, are there experiences that stand out?Did you have a favorite holiday and why?Are you responsible for your own life?Do you have a plan?Can we still have a good life like our parents or grandparents?Does your success depend on if you have a degree from a university ?Do you feel pressure to take a certain path in life?Have your friends been good or bad influencers in your life?Are their times you felt you had to stand up against authority?Are you anxious to grow up or not?Can you accept advice or do you need to experience it yourself?Can you stand up against peer pressure?Are there any adults that you respect and confide in?Is home a safe place for you to ask questions?Do you have opinions that differ from your family?

Information

Sep 22, 2021 | students

Information

Our issue to discuss this week is how social media has impacted the recruiting of prospective student-athletes to colleges and universities. While social media has provided an additional avenue for coaches and prospective student-athletes to engage in conversation, it has also provided coaches additional insight into a prospective student-athlete’s personality and off-the-field conduct.

Please develop a DB post this week addressing whether it is appropriate for colleges and universities to monitor the social media use of student-athletes they are recruiting. Additionally, please explain how you would handle a situation where your top recruit was behaving in an inappropriate manner on social media.

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.

Please note…there ARE NO REQUIRED RESPONSES TO CLASSMATES due in week #3.  Please focus your attention on Assignment #3, “West Virginia University Recruiting Infractions Case.”  In other words, you are only required to make your own initial DB post…no reflections/questions/comments to your classmates.  I will respond, but not with questions…only with an assessment of your thoughts, so you do not reply to my posts either.  

References

The ‘Social’ Science of Recruiting (ESPN, January 26, 2016). Retrieved from http://www.espn.com/college-football/recruiting/story/_/id/14646545/social-media-becomes-powerful-aide-dangerous-connection-recruiting

Promotional Program Budgeting

Sep 22, 2021 | students

Promotional Program Budgeting

Some very successful companies have gained sales and market share by increasing their advertising budgets during a recession. Explain why this could be a successful strategy. 

Topic 7 DQ 1

Sep 22, 2021 | students

Topic 7 DQ 1

 Please answer the questions separately

1. Out of the concepts you have studied in this course, choose one that you feel would be particularly difficult for students to understand. Provide a concrete real-world situation or example to help illustrate this concept.

2.  It is necessary to have a good understanding of mathematics in order to teach it. Who do you think would make a better math teacher: a person who has natural mathematical talent and understands concepts easily without making mistakes, or a person who had to struggle to gain their understanding of math and learn to avoid making mistakes?