Discuss how your leadership style and your emotional intelligence results work together to govern a med surg unit

Name I.D. Number

Project 3

Evaluation 33

Economics (BUSH 035 061)

Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the top of this page!

This project is worth 100 points. It will count for twelve percent of your course grade.

Project Instructions

Choose ONE of these options.

Option 1: Economic Forecasting

Pretend you are a partner in an American economic forecasting firm. You and your partners have just received a letter from a businesswoman in Tokyo who is interested in moving her designer fabric business to the United States. She has asked you to prepare a report on the expected economic health of the United States economy in the next year. You and your partners will need to do the following:

Briefly (one or two sentences each) describe each of the three leading economic indicators (GDP, inflation rate, and unemployment rate) using the book and/or other sources—you may use online encyclopedias. Include a description of the impact of each indicator on the nation’s economic health.

Briefly describe the trends in each indicator over the past twelve months (e.g. is GDP up? By how much?) Websites you might use include http://www.bea.gov/ (Bureau of Economic Analysis) and http://www.bls.gov/ (United States Bureau of Labor Statistics). Other sources include the Wall Street Journal and U.S. News and World Report.

Prepare a report for the businesswoman with your recommendations. Should she bring her fabric business to the United States? Based on your research, explain why or why not. Cite all sources that you use in APA style. The Publication Manual of the American Psychological Association is commonly used for business papers. You can find this manual at your local library or do an Internet search for APA guidelines.

For Option 1, you may write a paper of at least 900 words (three double-spaced pages) or record a video at least four minutes in length.

Option 1 will be graded according to the following rubric:

Definitions

Definitions are complete and include the impact on the economy.

10 points possible

Trends

Descriptions include direction that each indicator is trending along with the amount of the current indicator. Sources are well documented.

20 points possible

Logic and Reasoning

Analysis, interpretation, and suggestions are accurate and appropriate. The detail and depth is exceptional.

20 points possible

Organization

Research and recommendations are expressed in a clear, organized manner.

20 points possible

Form

Information is neatly presented and follows the standard conventions of spelling, grammar, punctuation, etc.

20 points possible

Bibliography

All sources used are listed in a bibliography. Use APA style.

10 points possible

Option 2: Understanding the Stock Market

The following activity will teach you how to research the stock market, as well as understand changes that take place in the market. Follow the steps listed, and provide all of the information requested. Type your answers in the space provided after each question.

  1. Go to NASDAQ.com
  2. At the top of page, select “Quotes” and then “Quotes and Research” from the dropdown list.
  3. In Box 1, type in “aapl” where it says symbol look up. Hit enter.
  4. Answer the following questions about Apple: (8 points)

a. What does this company sell or make?

b. What is a share of Apple stock selling for today?

c. Is this up or down for the day?

d. By how much?

  1. Looking at the information provided on Apple, click on the button that says price charts. On the left side of the page, under charts, click on the Interactive Charts. Under the chart select 5y. As you move the mouse over the chart, you will note that the price of stock changes and shows the date on the upper right side above the chart.
  2. When was the stock at its lowest price over the last 5 years? What was the price? (5 points)
  3. Looking at the 1y chart, when and how much was the price of Apple at its lowest during the past year? (5 points)
  4. Using the same 1y chart, when and how much was the price of Apple at its highest during the past year? (5 points)
  5. In one paragraph, summarize the trend for Apple stock both historically and for the last year. (10 points)
  6. By doing some research on Apple, explain what caused the price of apple to drastically go up in the summer of 2007. (10 points)
  7. By doing some research on stocks in general, what are some factors that can cause a stock price to go up or down? Include and explain at least three factors. (12 points)
  8. Now type in MSI into the box marked “symbol look up.”
  9. Answer the following questions about Motorola: (8 points)

a. What type of products does this company make?

b. What is the price of stock today?

c. Is this up or down for the day?

d. By how much?

  1. What does this have to do with Apple’s IPhone? (5 points)
  2. Now type in VZ into the box marked symbol look up.
  3. Answer the following questions about Verizon: (8 points)

a. What type of products does this company make?

b. What is the price of stock today?

c. Is this up or down for the day?

d. By how much?

  1. How does this relate to the other stocks researched for this assignment? (5 points)
  2. Using what you have learned with your research on these three companies, what can you conclude about how the market “voted” when given the choice of similar products? (12 points)
  3. Site sources of additional research that you used to complete project. (7 points)

Project Submission

If you do a written paper for this project, type it in the space provided at the end of this document (scroll down). Save this project assignment document with the name:

BUSH035061_YourNameHere_Project3.doc

If you record a video presentation, be sure to state your name at the start of the video, and make sure the video quality clearly captures everything you use in your presentation. Your voice must be clearly audible. Save your video file with your name as shown (file types may vary):

BUSH035061_YourNameHere_Project3.mp3

Go to your course management system to upload your project file.

[Begin typing Option 1 paper here.]

    Project 3   1      BUSH 035

    Project 3   5      BUSH 035

CJS/225 v5

Critical Thinking Elements Worksheet

CJS/225 v5

Page 2 of 2

Critical Thinking Elements Worksheet

The main goal of thinking critically is coming to correct conclusions that have the best outcome possible. In the field of criminal justice, there are decisions that need to be made in all the various roles of policing, corrections, courts, and security.

Consider what you have learned about various aspects of critical thinking.

Answer each question with at least 45 to 90 words.

Provide a statement of fact and opinion related to an aspect of criminal justice. Support your statements with at least one source.

Identify at least one cognitive bias in the Critical Thinking text that could affect someone’s opinion regarding the field of criminal justice. Support your argument.

Research and define an active issue in the field of criminal justice. What is the argument for both sides of the issue?

What is the difference between a deductive and inductive argument? Why is this important to someone working in criminal justice? Provide an example to support your argument.

List the sources used for this assignment below, and format them according to APA guidelines: 

Copyright 2019 by University of Phoenix. All rights reserved.

Copyright 2020 by University of Phoenix. All rights reserved.
CNET206 In Class Activity 04 – Special Permissions and ACLs 40pts
Due : As noted in the Assignment Folder in eCentennial

Login to your Ubuntu desktop as regular user.

Launch a terminal session and run tmux to split the terminal session into two vertical panes.

Adjust the colors as in previous assignments.

Run the following commands. Begin on the LHS.

$ test -d work && rm -fr work ; mkdir work ; cd work ; pwd Make sure that your cwd is the newly created work !

$ mkdir testdir ; touch testfile testfile2 ; ls -l

$ ls -ld /tmp # Notice the sticky bit in filemode.

$ ls -l /tmp

$ ls -l testfile # testfile does not have the execute bit turned on.

setuid on testfile . If it were a binary executable, it would run with its owner’s credentials instead of credentials of the user who invoked it.

         $ chmod 4644 testfile ; ls -l testfile    # Notice the S in filemode.

$ chmod u+x testfile ; ls -l testfile # Notice the s in filemode.

setgid on testfile2 . Similar to setuid on an executable. It would run with its group owner’s credentials instead of credentials of the group member who invoked it.

$ ls -l testfile2 # testfile2 does not have execute bit turned on.

$ chmod 2644 testfile2 ; ls -l testfile2 # Notice the S in filemode.

$ chmod g+x testfile2 ; ls -l testfile2 # Notice the s in filemode.

$ chmod 3777 testdir ; ls -ld testdir # Notice s and t in filemode.

sudo chown root:root testdir ; ls -ld testdir

$ touch testdir/newfile ; ls -l testdir # Notice the group owner of newfile .

ACLs

$ lsblk # Find out the root of the filesystem.

$ cat /etc/fstab # If LVM

tune2fs -l /dev/sda1 | grep “Default mount”

Note that /dev/sda1 is an example, it may be a different device. If LVM was selected during installation, it may look like /dev/mapper/ubuntu–gnome–vg–root

Make sure that you have user_xattr and acl options listed. It’s on by default on Ubuntu 16.04 and later. If not, you need to install package acl and edit /etc/fstab .

Add new user jdoe1 with 123456 as password.

$ sudo useradd -m -c “John Doe” -s/bin/bash jdoe1 ; sudo passwd jdoe1

Switch to your $HOME directory and remove the work directory you created previously.

$ mkdir work ; touch work/{testfile,testfile2} ; ls -ld work ; ls -l work

$ echo Hello world > work/testfile ; nl work/testfile

$ echo Hello world > work/testfile2 ; nl work/testfile2 Switch over to RHS and login as jdoe1

$ echo Hello from jdoe1 >> ~centennial/work/testfile # See permission denied error.

Switch over to LHS and grant jdoe1 rw access on testfile :

$ getfacl work/testfile

$ setfacl -m u:jdoe1:rw work/testfile ; getfacl work/testfile Switch over to RHS and run the commands below as jdoe1

$ echo Hello from jdoe1 >> ~centennial/work/testfile

$ echo Hello from jdoe1 >> ~centennial/work/testfile2

Switch over to LHS and display the contents of both files :

$ nl work/testfile ; echo === ; nl work/testfile2

$ getfacl work/{testfile,testfile2} Remove rw access from jdoe1 on testfile :

$ setfacl -x u:jdoe1 work/testfile ; getfacl work/testfile Add new user jroe1 with 123456 as password :

$ sudo useradd -m -c”Jane Roe” -s /bin/bash jroe1 ; sudo passwd jroe1 Grant jdoe1 and jroe1 rw access on work/testfile :

$ setfacl -m u:jdoe1:rw work/testfile

$ setfacl -m u:jroe1:rw work/testfile

$ getfacl work/testfile

Remove all rw access on testfile

$ setfacl -b work/testfile ; getfacl work/testfile

    Submit your screenshot(s) and supporting notes in the assignment folder dropbox to include the output of all your commands.

Name__________________________________ I.D. Number_________________________

Project 2

Project 2

Evaluation 32

Career Planning (CPLH 003 058)

Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and UNHS Student I.D. number on your project.

Project Instructions

For this project, you will continue to assess yourself and consider careers that may be right for you. You will complete the following activities, which you will submit to your instructor for grading. Type your answers for each activity in the spaces provided. Refer to the directions at the end of this project when you are ready to submit it for grading.

Your grade will be determined in the following manner:

Project 2 will be worth 100 points.

All activities need to be completed and follow directions provided (30 points).

All answers should be logically organized and show consideration of interests, abilities, aptitudes, and career possibilities (30 points).

All answers should reflect understanding of concepts discussed in Units 1 and 2 (30 points).

All answers should be written with correct spelling, punctuation, and grammar 

(10 points).

Activity 2.1: Summary of Self-Discovery

Activity 2.1 will require you to put together much of the information you have acquired about yourself. The result will be a list of tentative career choices. These choices are only ideas of what you might like to do for a career, but they will help you learn the process for choosing a career. You might want to repeat this process several years from now to see if you would still choose the same career.

Part A

List in order of importance some of the values, preferences, skills, interests, and abilities that you have in looking for a career. Recalling some of these assets and preferences from Project 1 should be helpful to you when you select a possible career area.

Values

Job Skills

1.

1.

2.

2.

3.

3.

4.

4.

Work Preferences
(musts, needs, and wants in a job)

Interests

1.

1.

2.

2.

3.

3.

4.

4.

Abilities (talents such as drawing)

1.

2.

3.

4.

Part B

In the left-hand column, tell as specifically as you can what particular abilities you have or skills you perform well.

In the right-hand column, try to identify as many possible career areas that you can imagine that might make use of the corresponding abilities and skills you have indicated in the left-hand column. Use the information in your textbook (pages 8, 10, 11, 384, 388, 389, 409, 410, and 411) to further identify jobs in a career cluster that match your abilities, interests, and skills. You may also use O*NETTM and OOH.

Abilities, Interests, and Skills

Potential Career

1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

6.

6.

7.

7.

8.

8.

9.

9.

10.

10.

11.

11.

12.

12.

13.

13.

14.

14.

Activity 2.2: Research and Receive

Activity 3.2: Research and Receive

Activity 2.2 will require some patience and some time-consuming exploration. You will find helpful background information at the front of the books you are instructed to use or in the instructions. You will be using the information from Activity 2.1 to choose at least two careers to research further in Activity 2.2.

Part A

Go to your local library to research potential careers using the Occupational Outlook Handbook (OOH); O*NETTM, Dictionary of Occupational Titles, or Guide for Occupational Exploration (GOE). Or complete your research on the Internet at: http://www.doleta.gov/programs/onet

List the two occupations that interest you most. Note the ONETTM numbers / ONETTM – SOC codes OR the GOE numbers, the job titles, the training required, the salary range, and the job outlook. Provide a brief description of the job.

1

2

Part B: Advance Assignment—Looking Ahead

It is important to research post-secondary schools that have training programs for your chosen career. The schools may be universities, community colleges, technical schools, or some other type of training. Most libraries have catalogs containing information on post-secondary education. The information is generally listed alphabetically by state. There is a listing of programs offered, a contact person and an address. You can also conduct an Internet search.

List two colleges that provide training programs in the career area of interest to you. Give the names of the schools, the addresses, and contact persons. List one fact about each school that appeals to you.

1.

2.

3.

Now you are ready to write letters to these two schools (or more, if you wish) requesting a catalog or information about your area of interest. Address the envelopes and send them off now so that you will have the information when you need it.

Activity 2.3: Exploratory Interview

The following exercise will allow you to make a list of people you know who might be able to help you learn more about a career. Obviously, you are not going to list everyone you know, but we would like you to examine the various categories and try to come up with the names of at least two people in each one. You may have more than two names in some categories. Once you have developed a list of names, identify in the second column what these people do for a living.

Once you have completed the list, try to select three people who might be able to help you learn about a career in which you have some interest. Ask yourself, “Does this person do the kind of work I am curious about?” “Would this person be willing to meet with me and answer a few questions?” Once you have identified three people who meet these criteria, you will be ready to prepare Activity 2.3, the exploratory interview. Use the following form for your contact list.

My Contacts

Friends

Name

Occupation

Family Members

Name

Occupation

Neighbors

Name

Occupation

My Contacts

Social Acquaintances

Name

Occupation

Members of Organizations

Name

Occupation

Are you surprised by the number of people on the list? You certainly don’t have to limit yourself to these categories. If there are some other people whose names you feel should be on this list, then be sure to include them. Remember that this exercise is for your benefit. Select three people from your list who you think might have a job of interest to you or would be willing to help you.

1.

2.

3.

Conduct an exploratory interview with one of the people on your list whose job interests you. As soon as you have completed the interview, record the person’s answers in the spaces provided.

Name of person interviewed:

Time and place of interview:

Nature of person’s work:

Question 1: How did you get into this field or job?

Question 2: What education or training did it require?

Question 3: What do you like or dislike about it?

Question 4: What do you do during your typical workday?

Question 5: What would you tell a person who is planning to enter this field?

Optional Question A (not required):

Optional Question B (not required):

Optional Question C (not required):

Activity 2.4: Job Shadowing

For this activity, refer to the same lists of individuals you compiled in Activity 2.3. Select one of the people to job shadow for short time, at least an hour. Record all of the information requested below as soon as you are finished job shadowing.

Name of person shadowed:

Time and place of shadowing:

Nature of person’s work:

    Question 1: Is doing this job a lot like reading or hearing about it? How is it different or the same?

Question 2: What did you discover about this job that you had not realized before?

    Question 3: After job shadowing, are you more or less likely to pursue this career? Why?

Question 4: Was exercise valuable for you? Why or why not?

Activity 2.5: Job Information Sheet

Activity 3.5: Job Information Sheet

By now you should have identified two career areas that interest you and about which you have done some research. Using everything you have learned so far, and all the resources at your disposal, fill out the following Job Information Sheet for one of the careers in which you are interested. Look back over the material you recorded for the exploratory interview and job shadowing as well as information from occupation handbooks and the Internet. This assignment is a summarizing activity, a chance for you to pull together what you have gained from the occupational exploration you have done in this unit.

Please fill in the following information from Activities 2.3 and 2.4 and then answer the questions as completely and clearly as you can. If your interview and job shadow did not answer all of these questions, look up information using other career sources.

Interview

Name of person interviewed:

Time and place of interview:

Nature of person’s work:

Job Shadowing

Name of person shadowed:

Job title of person shadowed:

Nature of person’s work:

Time and place of shadowing:

Questions about a job title or career that interests you

    1.  What do people in this job do? Describe the job in your own words.









    2.  What kind of training or education is required of those who would enter this field? Where is this training available? How long does it take? How much does it cost?







    3.  Who hires or employs the people who do this job?







    4.  What is the occupational outlook for this job? (Will there be jobs available in the future?)







    5.  What does this job pay? What are the opportunities for advancement?







    6.  Name two jobs that are similar or related to this job.







    7.  What are important qualities for people who want to succeed in this job?







    8.  What are the things I like about this job?







    9.  What are some things I might not like about this job?





    10. Write a short paragraph summarizing what you feel you have gained from this lesson. Were the information interview and job shadowing worthwhile activities? Did they go well? If not, why not? Is there anything you will do differently when you do these activities again?

Activity 2.6: Entrepreneurial Assessment

Part A

Entrepreneurs are people who own their own businesses. Activity 2.6 will help you find out if owning a business would be right for you. For each question, answer “yes,” “no,” or “not sure.”

1.  I am a self-starter. I get things done.

yes

no

not sure

2.  I like people. I can get along with almost anybody.

yes

no

not sure

3.  I am a leader. I can get most people to go along with me when I start something.

yes

no

not sure

4.  I like to take charge and see things through.

yes

no

not sure

5.  I like to have a plan before I start. I’m usually the one who gets things lined up when our group wants to do something.

yes

no

not sure

6.  I like working hard for something I want.

yes

no

not sure

7.  I can make up my mind in a hurry if necessary.

yes

no

not sure

8.  People can trust me. I do what I say.

yes

no

not sure

9.  If I make up my mind to do something, I’ll see it through.

yes

no

not sure

10. I am always careful to write things down and keep good records.

yes

no

not sure

Part B

In order to start a small business, you need guidance from the experts. In this activity, you will write to the Small Business Administration for information on starting a small business. You will also contact your local bank loan officer for information on financing your small business. You will use Part A and Part B to help you determine whether or not you are cut out to be an entrepreneur.

1.  Contact your local librarian to help you locate the nearest Small Business Administration (SBA) office or visit the SBA Web site. Write to them for a pamphlet or information on starting a small business. List the location of the nearest office, their address, and title of their publication. List any other important information.











2.  Contact your local bank loan officer and obtain from him/her a pamphlet or information on financing your small business. List the name of the loan officer, the name of the bank or institution, and the name of the publication.

After completing the rating scale and reading the publications on starting and financing a business, determine whether you are suited to owning your own business. Write three paragraphs about whether or not you have the traits of a successful entrepreneur. Compare your personal qualities to the necessary characteristics in the ten questions you answered. Then consider your own interests, skills, values, and lifestyle. If you do feel that you could be a successful entrepreneur, what is a business you might be interested in starting?

Activity 2.7: Career Planning

Now that you have had a chance to consider your own personality, as well as many different career possibilities, answer these questions.

1.  What is your ultimate career goal?







2.  Create a timeline for your career goal. List short-term goals, medium-term goals, and long term goals, noting how long each will take.







3.  What type of training will you need to complete you long-term goal?







4.  What type of experience would be helpful to complete your long-term goal?







5.  How much money will you need to complete your training? How will you get this money?

Project Submission

To submit the project, save this project assignment document. Use the course number, your name, and the project number in your file’s title:

CPLH003058_YourNameHere_Project2.doc

Go to your course management system to upload your project file.

    Project 2   22     CPLH 003

    Project 2   1      CPLH 003

CRIJ 5330 Planning & Evaluation Proposal

Prepare an evaluation proposal related to any criminal justice issue, criminal justice organization, criminal justice program, or policy. You need to follow the outline below. Your proposal should be 5-7 pages (excluding references), double space, Times New Roman, 12-point font size, and APA style in your citations and references.

EVALUATION PROPOSAL OUTLINE

EVALUAND IDENTIFICATION

EVALUATION PARADIGM

EVALUATION DESIGN

Identifying Stakeholders

Evaluation Types

Data Collection Strategies

Data Analysis

SHARING RESULTS / WRITING REPORT

META-EVALUATION

PROJECT MANAGEMENT

A evaluation proposal is a plan that helps guide your evaluation, therefore it is just like the budget an organization makes at the beginning of every fiscal year. The Evaluation proposal is your own project, where you can be an “Evaluator” and decide on a criminal justice policy, organization or issue and plan to evaluate it based on the concepts learned in the course. What is your Evaluand? Who will your stakeholders be? What type of evaluation will you carry out and why? What paradigm will guide your proposed evaluation? What design or methodology will you chose and why? How will you gather the data/information and how will you analyze the data? How will you conduct a meta evaluation; how your project will be managed; and finally how you will share your results/write your report?

In the past, some students have actually evaluated their organizations (hypothetically, without real numbers that may be confidential of course). Please make sure you are not violating any confidentiality agreements or privacy rights of your organization.

I have gotten a couple of questions about the “results”.  In this proposal they will not be actual results, but the main purpose here is to understand the concept of what will happen when you have the results of your proposed evaluation? How will you share your results, with who, and what steps you plan to take for implementation or changes to the issue, program, organization or policy? But hypothetically, you have a reason why you are carrying out this evaluation therefore you should know what you would want to do with the results,, who you will share them with, whatever the results may be.
Critical Terms in the Study of South Asian Religions

In this last section of the course, we’ll wrap up by looking at a few important concepts and examples of these concepts from South Asian religions (primarily Hinduism). 

Globalization: 

Definition: “A situation in which available goods and services, or social and cultural influences, gradually become similar in all parts of the world” (source: Cambridge Dictionary). 

A related term is Transnationalism, which means “economic, political, and cultural processes that extend beyond the boundaries of nation-states” (source) https://www.britannica.com/topic/transnationalim

Commodification: 

Definition: transforming something, which did not previously have economic value, into something that can be bought and sold (i.e., a commodity).

Orientalism:

Definition: “The representation of Asia, especially the Middle East, in a stereotyped way that is regarded as embodying a colonialist attitude” (dictionary.com).

A way of portraying (e.g., in art and literature) that exaggerates and distorts the otherness of non-western cultures. By characterizing non-western cultures as exotic, backward, uncivilized, and dangerous, this construction implies that western society is developed, rational, and superior. These ideas thereby support colonialism (or it’s newer form, cultural imperialism). The concept was popularized by Edward Said, the founder of postcolonial theory. 

Cultural Appropriation:

Definition: “the unacknowledged or inappropriate adoption of the customs, practices, ideas, etc. of one people or society by members of another and typically more dominant people or society” (Oxford Languages). 

The Pizza Effect:

Definition: “the phenomenon of elements of a nation or people’s culture being transformed or at least more fully embraced elsewhere, then re-imported to their culture of origin, or the way in which a community’s self-understanding is influenced by (or imposed by, or imported from) foreign sources” (Wikipedia.com). 

The name “Pizza Effect” comes from the history of Pizza: “Original Italian pizza was a simple dish, consisting of bread with a tomato topping. Taken to America by Italian emigrants, the pizza was developed there into its present more complex form, which after the Second World War spread to Europe–including Italy. The contemporary pizza is now taken to be purely Italian, but it is not” (source: The Pizza Effect and Nationalism | LSE International History).

Nationalism:

Definition: “an ideology based on the premise that the individual’s loyalty and devotion to the nation-state surpass other individual or group interests” (nationalism | Definition, History, & Facts | Britannica).

Examples of these Concepts

  1. Yoga  

Yoga is an excellent example of all of these terms. 

The history of the development of globalized Yoga is incredibly complicated. This video offers a concise introduction to its history:

Why Americans Are So Obsessed With Yoga | AJ+ – YouTube

This is a short reading on the origins of many popular yoga poses: 

BBC Radio 4 – Seriously…, Seriously… – What’s behind the five popular yoga poses loved by the world?

Here is an optional reading about the history of Yoga: 

Iyengar and the Invention of Yoga | The New Yorker

On the connections between the International Day of Yoga and Hindu Nationalism, see the following essay (this is also optional reading).

File attached Narerdra Modi Pdf.

This is also a helpful essay for outlining Hindu nationalism in general.

  1. Gurus

The rise of contemporary guru devotion is another example of many of these issues.

Here is a short reading about the history of the most famous Indian gurus who became popular in the west: 

File attached the rush of guru pdf.

This is a fascinating study that goes into many of these critical terms: 

file attached the economic of guru.pdf

This study goes into depth on two famous, highly controversial, contemporary gurus: Baba Ramdev and Bikram Choudhury. 

Please see the following short clip on Baba Ramdev here: How a Penniless Yoga Guru Built a Consumer Goods Empire by Tapping Into Indian Nationalism – YouTube

  1. Spiritual Tourism

This video about religious tourism in Rishikesh reflects many of these critical terms: 

Indian gurus on western distortion of yoga practice – YouTube.
Question 1 (20 points)

Please provide the APA formatted reference information for this article

Question 2 (20 points)

Briefly describe the procedures in Experiment 1.

Question 3 (20 points)

What are the two hypotheses being compared in this study?

Question 4 (20 points)

What is the dependent variable in panel A of figure 1.

Question 4 options:

Single task

Reaction time to a simulated traffic signal

Probability of a missed traffic signal

Dual task

Question 5 (20 points)

In experiment two, the authors use a 2 X 3 repeated measures of ANOVA. This means that there are how many conditions

Question 5 options:

4

2

3

6
Miami Fashion Institute

EMAIL EXERCISE

Create business professional emails based on the below scenarios. Your work should replicate an exact email format.

  1. The Meeting:

Mr. Travis Johnson works for one of your accounts in another state (the state of your choice). You will be visiting the state on a business trip to see other clients and would like to request a meeting with Mr. Johnson while you are in town. You will be in town Monday 8am to Wednesday 5pm. You have a formal relationship with Mr. Johnson. Write an email requesting the meeting and suggesting a date and time. Please keep in mind that Mr. Johnson is a busy man so the email should be written in a professional, courteous manner which allows him the opportunity to respond with a more suitable day and time that falls within your travel dates.

  1. The Blame Game:

You have received an email from a disgruntled co-worker. This person is accusing you of not following through and responding to an email in a timely manner therefore causing a costly delay in the delivery of a product. In reality the delay is not your fault as you responded to the email within hours of receiving it and you have your email on file to prove it. The delay was caused by the actions of the department in which the person writing the email works in. They received the request 2 weeks prior to sending it to you and did not react on their end as needed.

Write an email defending your position. The email recipients include key upper management individuals so it is important that you defend yourself while maintaining professionalism. Your approach must be diplomatic but clearly states your position.

  1. The Favor:

Your company has produced a product for one of its larger and more important customers. You must write someone in senior management of that company as you would like to request the assistance of this person in approving and accepting the slightly imperfect product that your company has produced for them. You are making this request but you have had no prior interaction with this person. Write an email introducing yourself, your position in your company and explaining your request. You must be careful how you make the request as you do not want to seem too forward or insult the person you are writing to. You do not want them to loose confidence in your company as you are trying to build and maintain a lasting business relationship.
-go to dcccd.blackboard.com email: e3367509@student.dcccd.edu pass: Ilovenoodles00!

-click on courses and go to GOVT-2306 Cynthia Brown

-go to discussion board post topics and read through chapter 7-chapter 10

-then click on discussion board and complete chapter 7-10 posts, each post should be 8-10 sentences and make sure to show evidence, and please reply to another students’ post of 5-10 sentences

MAKE SURE TO LOG OUT AFTER EVERY USE ON BLACKBOARD OTHERWISE YOU WILL HAVE TROUBLE LOGGING BACK IN THE NEXT TIME
-log into dcccd.blackboard.com Email: e3367509@student.dcccd.edu Password: Ilovenoodles00!

-click on courses and go to history 1302

-then, go to study hall and discussion and complete unit III and unit IV discussion (posts must be a good paragraph in length) and also reply to one student’s posting

-last, go to Unit III and Unit IV on the left-hand side, unit III and Unit IV assignments, and complete Unit III and Unit IV essay.

MAKE SURE TO LOG OUT AFTER EVERY USE OTHERWISE YOU WILL HAVE TROUBLE LOGGING BACK IN THE NEXT TIME
CIPD Assessment Report: (AR1)

Intermediate



To be completed by candidate and assessor(s):

Centre name:

Victory Training and Development Institute

Candidate name:

CIPD Membership/ registration No:

Qualification title:

DHRM – Intermediate

Unit title:

Reward Management

Unit code:

5RMT

NAB Code:

5RMT IHR106001 (17)

September 2021

Assessment activity (and assignment title if applicable) and the learning outcomes addresses:

Assessment brief/activity

Using your own organisation (or one with which you are familiar), investigate the reward environment and produce a written report in which you:

  1. Assess the context of the reward environment and the key perspectives that inform reward decisions. In this section you should:

Use an appropriate analysis tool to identify the internal and external factors.

Analyse the particular impact of business drivers and related factors on reward decisions.

Give examples of different ways of gathering and presenting reward intelligence.

Demonstrate your understanding of key reward principles and the implementation of reward policies and practices. In this section you should:

Evaluate the principle of total rewards and its importance to reward strategy.

Identify and explain the importance of equity, fairness, consistency and transparency in terms of how they should underpin reward policies and practices. You may illustrate your understanding of these key principles by referring to topical reward matters.

Assess the contribution of both extrinsic and intrinsic rewards to improving employee contribution and sustained organisation performance. Refer to academic research and the literature in this area and illustrate with examples of good practice.

Explain how reward policy initiatives and practices are implemented in your chosen organisation.

Demonstrate your understanding of the role of line managers in making reward decisions. In this section you should:

Explain the various ways line managers contribute to reward decision-making.

Learning outcomes:

Understand the business context of reward and the use of reward intelligence.

Understand key reward principles and the implementation of policies and practices.

Understand the role of line managers in making reward decisions.

Word count:

Extension request date

Date due for assessment:

Click or tap to enter a date.

Extension granted

Y/N

Actual date evidence submitted:

Click or tap to enter a date.

Revised due date

Click or tap to enter a date.

Candidate declaration:

I confirm that the work/evidence presented for assessment is my own unaided work.

I have read the assessment regulations and understand that if I am found to have ‘copied’ from published work without acknowledgement, or from other candidate’s work, this may be regarded as plagiarism which is an offence against the assessment regulations and leads to failure in the relevant unit and formal disciplinary action.

I agree to this work being subjected to scrutiny by textual analysis software if required.

I understand that my work may be used for future academic/quality assurance purposes in accordance with the provisions of Data Protection legislation.

I understand that the work/evidence submitted for assessment may not be returned to me and that I have retained a copy for my records.

I understand that until such time as the assessment grade has been ratified through internal and external quality assurance processes it is not final.

Student Signature:

Date:

Click or tap to enter a date.

To be completed by assessor(s):

Learning Outcomes

Assessment criteria

Assessor comments

Provide rationale for judgements against each assessment criterion and identify areas for development

Attempt

Decision

LO1

Understand the business context of reward and the use of reward intelligence.

AC 1.1

  • Assess the context of the reward environment and key perspectives that inform reward decisions.

1st Attempt

Choose an item.

2nd Attempt

Choose an item.

AC 1.2

  • Explain the most appropriate ways in which reward intelligence can be gathered and presented.

1st Attempt

Choose an item.

2nd Attempt

Choose an item.

LO2

Understand key reward principles and the implementation of policies and practices.

AC 2.1

–  Evaluate the principle of total rewards and its importance to reward strategy.

1st Attempt

Choose an item.

2nd Attempt

Choose an item.

AC 2.2

–  Explain the significance of equity, fairness, consistency and transparency as they affect reward policies and practices

1st Attempt

Choose an item.

2nd Attempt

Choose an item.

AC 2.3

  • Explain how policy initiatives and practices are implemented.

1st Attempt

Choose an item.

2nd Attempt

Choose an item.

LO3

Understand the role of line managers in making reward decisions.

AC 3.1

Explain the various ways in which line managers contribute to reward decision making.

1st Attempt

Choose an item.

2nd Attempt

Choose an item.

AC 3.2

Assess the contribution of extrinsic and intrinsic rewards to improving employee contribution and sustained organisation performance.

1st Attempt

Choose an item.

2nd Attempt

Choose an item.

Assessor feedback summary

1st Attempt:

Decision:

Choose an item.

Date:

Click or tap to enter a date.

Assessor feedback summary 

2nd Attempt:    

Decision:

Choose an item.

Date:

Click or tap to enter a date.

Assessor name:

Signature:

AR1_Assessment report 1 V 4.0 – December 2020
-log into dcccd.blackboard.com Email: e3367509@student.dcccd.edu Password: Ilovenoodles00!

-click on courses and go to history 1302

-then, go to study hall and discussion and complete unit II discussion (posts must be a good paragraph in length) and also reply to one student’s posting

-last, go to Unit II on the left hand side, unit II assignments, and complete Unit II essay.

MAKE SURE TO LOG OUT AFTER EVERY USE OTHERWISE YOU WILL HAVE TROUBLE LOGGING BACK IN THE NEXT TIME
Individual research topic proposal

For your final paper, you will write a short research proposal (no more than 10 pages, double-spaced; not including references) on a hospitality topic of your choice.

Instructions

Your research proposal should contain the following sections. Each section should provide a

narrative that addresses the types of questions listed below.

Title

Introduction

The introduction should be designed to interest your reader in your topic and proposal.

• Research problem or objective: What exactly do you want to study?

• Significance: Why is it worth investigating?

Literature Review

This is a mini literature review that provides the context for your study.

• What research has been done (or not done) in this area?

• What theories address your research topic and what do they suggest (how do they inform

your work)?

• Are findings consistent or do past studies disagree?

• What will your study add?

• Your research questions(s) or hypotheses (may be tentative at this point)

Proposed Methods

This section describes your proposed research method(s) (quantitative and/or qualitative) and

why they are appropriate.

• What are your proposed research method(s)

• Who or what will you study in order to collect data?

 o Who are the subjects/participants?

 o How will you be sampling/selecting them?

• How will you be collecting your data?

• How will you be analyzing your data? Please mention if you will be using any software

programs (e.g., SPSS, SAS, Nvivo) but you don’t need to specify any statistical tests.

• Any anticipated challenges?

• What is your projected timeline?

Implication for research, practice and/or society

• Does the study bridge the gap between theory and practice?

• How can the study be used in practice (economic and/or commercial impact), in teaching, to

influence public policy, in research (contributing to the body of knowledge)?

References: APA format should be used

6

1
This project is to show your mastery of MatLab.  The project involves obtaining a dataset(s) related to one of the Grand Challenges of Engineering and then generating a user-friendly script file(s) for processing the data.  

Deliverables include your executable script file(s), the data files in excel format and matlab format, report.

The report sections include Introduction, Procedure, Results, Discussion, Conclusion, Appendix [listing of all script files and data files with citations for each database]. 

Overview:

The National Academy of Engineers has identified 14 Grand Challenges for Engineering that will need to be addressed to ensure the 21st Century challenges are properly addressed.  The main challenges are to deal with the increasing population while still improving the quality of life.  Details regarding the Grand Challenges can be found at the following website:

http://www.engineeringchallenges.org/cms/8996.aspx (Links to an external site.)

The website provides a nice overview of the Grand Challenges as a general topic and also about each of the 14 individual titles.

Understanding these challenges is important for any Engineer trying to address an individual topic.  When trying to understand a challenge, it is important to quantify the problem.  Non-scientific approaches tend to just say things in general, but data is much more powerful when trying to understand why these are Grand Challenges.  To help you quantify these challenges, a website created by the UN is ideal for downloading data related to many global issues.  The website can be retrieved at:

http://data.un.org/Explorer.aspx (Links to an external site.)

Procedure:

Your project is to download a few datasets from the UN website and then generate a user-friendly script file(s) for processing the data so that the results relate to one of the Grand Challenges.  The data does not have to come from the UN website, however, you will be responsible with other datasets to understand how to download them using a MATLAB script file.  Also, some Grand Challenges are not easy to find datasets for, however, it is your job to define the problem, not solve the problem. Many of these problems can be described through the provided data (see the video for more details).

All script file(s) must include:  user input, checking of user input using a WHILE loop, user-defined functions, curve fitting and interpolation, conditional statements [if-elseif-lese-end / switch-case], FOR loop, Array operations, Handling Data Files [obtaining a dataset, getting it into Excel, then getting the dataset into Matlab], nice graphs, formatted output. The script file(s) must cover 9 out of the 10 topics from class. The topics we are referring to include:

Input statements including user input that is checked using a WHILE loop

User-defined functions

Output statements nicely formatted

Reading data from Excel into Matlab (LOAD)

Graphing in MATLAB 

Try to have at least two figures generated from graphing

Curve Fitting and Interpolation

Conditional Statements (if-elseif-else-end / switch-case)

Loops (For / While)

Array Operations (Array Math and Array conditional statements)

Array Applications (Handling Data Files, this is easy since it is the project topic)

In your code, you must identify with comment lines where you actually apply the above topics.

Deliverables:

All script files() in .m format

Data files saved in Excel format and Matlab format

Short report of your project (minimum 2000 words)

Introduction: short paragraph identifying topic

Procedure: How to run your code with a general description of inputs and outputs

Results: All plots, tables, figures and pictures generated by your script file

Discussion: Discuss your outputs and how the results are helping define the Grand Challenge.

Conclusion: Paragraph discussing what was learned from this project (about Grand Challenges and about generating your own script files from scratch).

Appendix: List the script and data files used for the project, be sure to include citations for each database using MLA format.

Purpose:

There are two main purposes for this project:

Help you define an engineering challenge by gathering data and then using the data to prepare a short report on a specific challenge.

Provide you with the opportunity to apply your programming skills to a data set.
For each self-assessment that you complete, you must write a description and reflection about the

self-assessment. This will include:

  • A description in your own words of what the self-assessment was measuring
  • A summary of how you scored on the assessment
  • A discussion of how your score is relevant to your experiences in organizations (for this

you could draw from your real life past experiences, or you could reflect hypothetically

on potential future experiences)

  • A critical reflection of what you learned about yourself. For this, you must go beyond

what is stated in the textbook about the assessment item and must share your own

original thoughts about the assessment item and your score. In this section, you could

discuss:

o Whether you think the assessment tool is accurate or helpful (or not! and why)

o How your score on that assessment might be related to other assessments (are you

starting to see patterns about yourself, and what

Format

Your assignment should be prepared in a three-column table format, where the first column

indicates what the assessment tool was and the relevant chapter, the second column indicates

your score, and the third column is your written summary and reflections. See example table

below:

Assessment Tool

Result/Score &

What was it

measuring

Discussion & Critical Reflections

Ch 2: Perception,

Personality &

Emotions

Mini Myers-Briggs

(MBTI)

ENTJ- Extravert,

Intuitive,

Thinking, and

Judging

This should be written in paragraph form, using

formal English writing.

The third column should use formal writing. This means that you must take care to use proper

grammar and punctuation, organize your ideas in a clear and logical fashion, and follow other

norms typical of written assignments you will complete at University.

Your assignment should use 11 or 12-point font and margins should be 1”. If you draw from any

outside sources beyond the textbook (note that this is not required), then you must cite them

using the Chicago style citation format and include a references page. do you think that means?)

o How you feel about your score. Are you happy with what you learned about

yourself or do you wish you had scored differently?

o Steps you might take to develop your skills or capacities in relation to the

assessment item
1123

12313

123

123

123

123

1233

123

12

3123
Name I.D. Number

Project 3

Evaluation 33

Introduction to Statistics (MTHH 041 055)

Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the top of this page!

This project will count for 11% of your overall grade for this course. Be sure to read all the instructions and assemble all the necessary materials before you begin. You will need to print this document and complete it on paper. Feel free to attach extra pages if you need them.

To earn full credit, you must justify your solutions by showing your work.

When you have completed this project, you may submit it electronically through the online course management system by scanning the pages into either .pdf (Portable Document Format), or .doc (Microsoft Word document) format. If you scan your project as images, embed them in a Word document in .gif image format. Using .gif images that are smaller than 8 x 10 inches, or 600 x 800 pixels, will help ensure that the project is small enough to upload. Make sure your pages are legible before you upload them.** Check the instructions in the online course for more information.

You will need to justify your work in order to receive full credit on these problems. Double-check your work before moving forward.

Part A: Questions 1 – 8

  1. Give a definition AND example in your own words for each of the concepts. (20 pts) a. Law of Large Numbers b. The non-existent law of averages c. Fundamental Counting Principle (for “and” & “or”) d. Permutation e. Combination
  2. A raffle has four prizes. Explain why the chance of winning a prize is not 1 out of 4. (2 pts)
  3. Including you, there are 10 boys and 18 girls in your chemistry class. (4 pts) a. How many ways can one boy and one girl be chosen to run an errand for the teacher? b. How many ways can one boy or one girl be chosen?
  4. There are 12 suspects of a crime. How many ways can 4 of them be included in a lineup? (2 pts)
  5. A committee of five members is to be randomly selected from a group of eight freshmen and six sophomores. (5 pts) a. How many different committees of three freshmen and two sophomores can be chosen? b. What is the probability that Jake, a freshmen, is randomly chosen for a committee?
  6. Thinking about 5-card poker hands… (8 pts) a. How many hands are possible? b. How many hands with exactly 3 aces are possible? c. How many hands with exactly 1 or 2 aces are possible?
  7. Passwords for a cell phone use two letters followed by two digits followed by a special symbol ( #, $, %, or &), as in AW52$. Any can be repeated. (5 pts) a. How many passwords are possible?

b. What’s the probability that a password generated randomly in the above format will contain one’s first and last name initials, in order?

  1. Seven African American, 5 Asian, 6 Hispanic, and 4 White students are finalists to participate in a summer enrichment camp. From these students, 6 winners will be selected randomly. What’s the probability there will be no Hispanics among the winners? If this occurs, will you suspect foul play? Explain. (5 pts)

Part B: Questions 9 – 12

  1. 36% of the patients of a medical office are male. Of those males, 85% say they are satisfied with the care they are receiving. What is the probability that a patient selected at random from this office’s patients is a male who is satisfied with the care he is receiving? (2 pts)
  2. When asked about their support of two bills, 35% of congressmen supported Bill A, 62% supported Bill B and 14% supported both. (8 pts)

Draw a Venn diagram.

Find the probability that a congressman selected at random…

supports Bill A or Bill B.

supports Bill B but not Bill A.

supports neither Bill A nor Bill B.

  1. While looking over the test scores for one of her classes, a teacher tabulated that of the 24 students, 17 students completed all the homework for the unit, 18 students passed the unit test, and 15 students completed all the unit homework and passed the test. (16 pts)

Organize this information in a two way table.

If one student is selected randomly, find the probability that…

the student passed the test.

the student did not complete the homework.

the student completed the homework and passed the test.

the student passed the test given s/he completed the homework.

the student completed the homework if s/he passed the test.

In this example, is test success independent of homework completion? Explain.

  1. There are 23 Halloween candies in a jar. 14 are black and 9 are orange in color. Ramon randomly picks two Halloween candies, one at time. (13 pts)

Draw a tree diagram showing the probabilities of the colors Ramon could pick.

Ramon has picked a black candy. What is the probability that his second pick is an orange candy.

Find the probability that Ramon…

picks an orange candy then a black candy.

picks a black candy given he has already picked an orange candy.

picks two different colored candies.

picks no orange candies.

Part C: Questions 13 – 15

  1. According to infoplease, 19.1% of the luxury cars manufactured in 2003 were silver. A large car dealership typically sells 45 luxury cars a month. (11 pts)

Explain why the question of whether luxury cars sold that are silver can be considered Bernoulli trials.

What is the probability that the fifth luxury car sold next month will be the first silver one?

What is the probability that exactly ten of the 45 luxury cars sold are silver?

What is the probability that at least ten of 45 luxury cars sold are silver?

Find the mean and standard deviation of the number of silver luxury cars sold at this dealership each month.

mean = _____ standard deviation = _______

  1. Safety officials hope a public information campaign will increase the use of seatbelts above the current 70% level. After several months they check the effectiveness of this campaign with a statewide survey of 600 randomly chosen drivers. 440 of those drivers report that they wear a seatbelt. (8 pts)

Verify that a Normal model is a good approximation for the binomial model in this situation.

Find the mean and standard deviation of the Normal model.

Does the survey result convince you that the education/advertising campaign was effective? Explain.

  1. Alcohol is claimed to be a factor in 39% of all fatal car accidents in the United States. The town police chief is reviewing a random sample of 55 local car accident records to compare to the national data. How many of the sample records need to show alcohol as a factor to suggest a significant difference exists between the national and local rate of alcohol related car accidents? Explain using standard deviations. (5 pts)

This project can be submitted electronically. Check the Project page in the UNHS online course management system or your enrollment information with your print materials for more detailed instructions.

    Project 3       MTHH 041

    Project 3       MTHH 041

Name I.D. Number

Project 3

Evaluation 33

Introduction to Statistics (MTHH 041 055)

Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the top of this page!

This project will count for 11% of your overall grade for this course. Be sure to read all the instructions and assemble all the necessary materials before you begin. You will need to print this document and complete it on paper. Feel free to attach extra pages if you need them.

To earn full credit, you must justify your solutions by showing your work.

When you have completed this project, you may submit it electronically through the online course management system by scanning the pages into either .pdf (Portable Document Format), or .doc (Microsoft Word document) format. If you scan your project as images, embed them in a Word document in .gif image format. Using .gif images that are smaller than 8 x 10 inches, or 600 x 800 pixels, will help ensure that the project is small enough to upload. Make sure your pages are legible before you upload them.** Check the instructions in the online course for more information.

You will need to justify your work in order to receive full credit on these problems. Double-check your work before moving forward.

Part A: Questions 1 – 8

  1. Give a definition AND example in your own words for each of the concepts. (20 pts) a. Law of Large Numbers b. The non-existent law of averages c. Fundamental Counting Principle (for “and” & “or”) d. Permutation e. Combination
  2. A raffle has four prizes. Explain why the chance of winning a prize is not 1 out of 4. (2 pts)
  3. Including you, there are 10 boys and 18 girls in your chemistry class. (4 pts) a. How many ways can one boy and one girl be chosen to run an errand for the teacher? b. How many ways can one boy or one girl be chosen?
  4. There are 12 suspects of a crime. How many ways can 4 of them be included in a lineup? (2 pts)
  5. A committee of five members is to be randomly selected from a group of eight freshmen and six sophomores. (5 pts) a. How many different committees of three freshmen and two sophomores can be chosen? b. What is the probability that Jake, a freshmen, is randomly chosen for a committee?
  6. Thinking about 5-card poker hands… (8 pts) a. How many hands are possible? b. How many hands with exactly 3 aces are possible? c. How many hands with exactly 1 or 2 aces are possible?
  7. Passwords for a cell phone use two letters followed by two digits followed by a special symbol ( #, $, %, or &), as in AW52$. Any can be repeated. (5 pts) a. How many passwords are possible?

b. What’s the probability that a password generated randomly in the above format will contain one’s first and last name initials, in order?

  1. Seven African American, 5 Asian, 6 Hispanic, and 4 White students are finalists to participate in a summer enrichment camp. From these students, 6 winners will be selected randomly. What’s the probability there will be no Hispanics among the winners? If this occurs, will you suspect foul play? Explain. (5 pts)

Part B: Questions 9 – 12

  1. 36% of the patients of a medical office are male. Of those males, 85% say they are satisfied with the care they are receiving. What is the probability that a patient selected at random from this office’s patients is a male who is satisfied with the care he is receiving? (2 pts)
  2. When asked about their support of two bills, 35% of congressmen supported Bill A, 62% supported Bill B and 14% supported both. (8 pts)

Draw a Venn diagram.

Find the probability that a congressman selected at random…

supports Bill A or Bill B.

supports Bill B but not Bill A.

supports neither Bill A nor Bill B.

  1. While looking over the test scores for one of her classes, a teacher tabulated that of the 24 students, 17 students completed all the homework for the unit, 18 students passed the unit test, and 15 students completed all the unit homework and passed the test. (16 pts)

Organize this information in a two way table.

If one student is selected randomly, find the probability that…

the student passed the test.

the student did not complete the homework.

the student completed the homework and passed the test.

the student passed the test given s/he completed the homework.

the student completed the homework if s/he passed the test.

In this example, is test success independent of homework completion? Explain.

  1. There are 23 Halloween candies in a jar. 14 are black and 9 are orange in color. Ramon randomly picks two Halloween candies, one at time. (13 pts)

Draw a tree diagram showing the probabilities of the colors Ramon could pick.

Ramon has picked a black candy. What is the probability that his second pick is an orange candy.

Find the probability that Ramon…

picks an orange candy then a black candy.

picks a black candy given he has already picked an orange candy.

picks two different colored candies.

picks no orange candies.

Part C: Questions 13 – 15

  1. According to infoplease, 19.1% of the luxury cars manufactured in 2003 were silver. A large car dealership typically sells 45 luxury cars a month. (11 pts)

Explain why the question of whether luxury cars sold that are silver can be considered Bernoulli trials.

What is the probability that the fifth luxury car sold next month will be the first silver one?

What is the probability that exactly ten of the 45 luxury cars sold are silver?

What is the probability that at least ten of 45 luxury cars sold are silver?

Find the mean and standard deviation of the number of silver luxury cars sold at this dealership each month.

mean = _____ standard deviation = _______

  1. Safety officials hope a public information campaign will increase the use of seatbelts above the current 70% level. After several months they check the effectiveness of this campaign with a statewide survey of 600 randomly chosen drivers. 440 of those drivers report that they wear a seatbelt. (8 pts)

Verify that a Normal model is a good approximation for the binomial model in this situation.

Find the mean and standard deviation of the Normal model.

Does the survey result convince you that the education/advertising campaign was effective? Explain.

  1. Alcohol is claimed to be a factor in 39% of all fatal car accidents in the United States. The town police chief is reviewing a random sample of 55 local car accident records to compare to the national data. How many of the sample records need to show alcohol as a factor to suggest a significant difference exists between the national and local rate of alcohol related car accidents? Explain using standard deviations. (5 pts)

This project can be submitted electronically. Check the Project page in the UNHS online course management system or your enrollment information with your print materials for more detailed instructions.

    Project 3       MTHH 041

    Project 3       MTHH 041

Paper Rubric (1)

Paper Rubric (1)

Criteria

Ratings

Pts

This criterion is linked to a Learning OutcomeAll aspects

10 pts

Excellent

9 pts

4.5

8 pts

Good

7 pts

3.5

6 pts

Adequate

10 pts

This criterion is linked to a Learning OutcomeStatement of problem

10 pts

Excellent

9 pts

4.5

8 pts

Good

7 pts

3.5

6 pts

Adequate

10 pts

This criterion is linked to a Learning OutcomeSummary of method

10 pts

Excellent

9 pts

4.5

8 pts

Good

7 pts

3.5

6 pts

Adequate

10 pts

This criterion is linked to a Learning OutcomeSummary of results

10 pts

Excellent

9 pts

4.5

8 pts

Good

7 pts

3.5

6 pts

Adequate

10 pts

This criterion is linked to a Learning OutcomeExpression

5 pts

Excellent

4.5 pts

4.5

4 pts

Good

3.5 pts

3.5

3 pts

Adequate

5 pts

This criterion is linked to a Learning OutcomeRelevant review and integration

40 pts

Excellent

36 pts

4.5

32 pts

Good

28 pts

3.5

24 pts

Adequate

40 pts

This criterion is linked to a Learning OutcomePurpose/hypotheses

20 pts

Excellent

18 pts

4.5

16 pts

Good

14 pts

3.5

12 pts

Adequate

20 pts

This criterion is linked to a Learning OutcomeExpression

15 pts

Excellent

13.5 pts

4.5

12 pts

Good

10.5 pts

3.5

9 pts

Adequate

15 pts

This criterion is linked to a Learning OutcomeSubjects

20 pts

Excellent

18 pts

4.5

16 pts

Good

14 pts

3.5

12 pts

Adequate

20 pts

This criterion is linked to a Learning OutcomeMeasures

20 pts

Excellent

18 pts

4.5

16 pts

Good

14 pts

3.5

12 pts

Adequate

20 pts

This criterion is linked to a Learning OutcomeProcedure

20 pts

Excellent

18 pts

4.5

16 pts

Good

14 pts

3.5

12 pts

Adequate

20 pts

This criterion is linked to a Learning OutcomeAnalyses

15 pts

Excellent

13.5 pts

4.5

12 pts

Good

10.5 pts

3.5

9 pts

Adequate

15 pts

This criterion is linked to a Learning OutcomeExpression

10 pts

Excellent

9 pts

4.5

8 pts

Good

7 pts

3.5

6 pts

Adequate

10 pts

This criterion is linked to a Learning OutcomeStatement of findings

25 pts

Excellent

22.5 pts

4.5

20 pts

Good

17.5 pts

3.5

15 pts

Adequate

25 pts

This criterion is linked to a Learning OutcomeFigures and tables

20 pts

Excellent

18 pts

4.5

16 pts

Good

14 pts

3.5

12 pts

Adequate

20 pts

This criterion is linked to a Learning OutcomeExpression

15 pts

Excellent

13.5 pts

4.5

12 pts

Good

10.5 pts

3.5

9 pts

Adequate

15 pts

This criterion is linked to a Learning OutcomeSummary of findings

15 pts

Excellent

13.5 pts

4.5

12 pts

Good

10.5 pts

3.5

9 pts

Adequate

15 pts

This criterion is linked to a Learning OutcomeRelation to literature

20 pts

Excellent

18 pts

4.5

16 pts

Good

14 pts

3.5

12 pts

Adequate

20 pts

This criterion is linked to a Learning OutcomeTheoretical implications

10 pts

Excellent

9 pts

4.5

8 pts

Good

7 pts

3.5

6 pts

Adequate

10 pts

This criterion is linked to a Learning OutcomePractical implications

10 pts

Excellent

9 pts

4.5

8 pts

Good

7 pts

3.5

6 pts

Adequate

10 pts

This criterion is linked to a Learning OutcomeGenerality of findings

10 pts

Excellent

9 pts

4.5

8 pts

Good

7 pts

3.5

6 pts

Adequate

10 pts

This criterion is linked to a Learning OutcomeLimitations and future directions

10 pts

Excellent

9 pts

4.5

8 pts

Good

7 pts

3.5

6 pts

Adequate

10 pts

This criterion is linked to a Learning OutcomeExpression

15 pts

Excellent

13.5 pts

4.5

12 pts

Good

10.5 pts

3.5

9 pts

Adequate

15 pts

This criterion is linked to a Learning OutcomeAll aspects

20 pts

Excellent

18 pts

4.5

16 pts

Good

14 pts

3.5

12 pts

Adequate

20 pts

This criterion is linked to a Learning OutcomeNeatness, spelling, headings, order, margins, etc.

25 pts

Excellent

22.5 pts

4.5

20 pts

Good

17.5 pts

3.5

15 pts

Adequate

25 pts

Total Points: 400
Answer all the questions in each prompt. Each response should be at least 1-2 paragraph with 350 words. Be sure to cite your sources for each response in APA format. Use at least one scholarly source other than your textbook to connect your response to national guidelines and evidence-based research in support of your ideas.  

Kathy is a 32-year old Caucasian female with a history of migraine headaches since age 16. She has no other health issues. She is married with 4 children under age 10. She admits to life stressors. She drinks 3 cups of coffee a day. She has been well managed on Imitrex 50 mg and occasional OTC Excedrin until the past two months. She is now using her Imitrex more than 4 times a month and is not having resolution with two doses. Her exam and recent blood work are normal. What is your initial management plan for this patient? Is she a candidate for an alternative medication regimen? Would a headache diary be helpful with this patient? Use evidence-based guidelines to support your treatment plan.
Answer:

Nancy is 26-year-old chronic hypertensive patient who has been seen at your clinic for 5 years. She happily reports to you today that she is two months pregnant with her first pregnancy and needs a referral for prenatal care. Her HTN has been well managed on a calcium channel blocker and diuretic. She is normotensive today. Is she currently on any medications that must be stopped today before she sees an obstetrician/gynecologist? Review how prescribers can find information on pregnancy categories. What are the categories of hypertension (HTN) medications that are typically given to women with preexisting HTN who become pregnant?
Answer:

Melina is a 36-year-old female with complaints of excessive fatigue, muscle aches, difficulty sleeping, weight gain, and hair loss in the past six months. She recently lost her job as a clerk and is under a lot of stress. She denies taking any medication and denies any medical history. She is crying at the clinic today and tells you that she does not feel right. Her labs demonstrate that her TSH is significantly elevated at 8. How will you approach and manage her complaints? What discussion will you have with the patient regarding her therapy going forward?
Answer:

Maria is a 19-year-old exchange student from Brazil. She was started on daily isoniazid (INH) 4 months ago for latent tuberculosis (TB). She would like to be seen at your clinic now because it is closer to school. She has not taken her medication for 4 weeks and cannot recall when her labs were drawn last. She has no other health history and does not take any other medications. According to the national guidelines, how long would Maria likely need to take INH? Can she restart her medication even though she has been off for 1 month? How often should she be seen for follow-up? What are the black box warnings of INH?
Answer:

For direct access to the video interactive click here (Links to an external site.).

Watch video and answer the prompt.

Reflect on your experience with the Pathways to Safer Opioid Use interactive exercise. How did this exercise affect your attitude toward prescribing pain medications? What has been your experience with pain management in the past?  What is your philosophy toward pain management as a prescriber? Explain.

What are some of the challenges Dr. Martin faces daily in his practice? How do those challenges affect the care he provides his patient?  What could Dr, Martin do differently to address these challenges and provide a different standard of care to his patients?

What are some common situations that arise with acute and chronic pain management?  What can you do to reduce or eliminate potentially dangerous situations?

Bridget is 16-year-old female who comes to the clinic for a sports physical with her mom. When her mom leaves the room during the examination, Bridget asks for a prescription for birth control. She requests that you do not tell her mother. Bridget is healthy with no allergies. She is at the 50th percentile for body mass index (BMI). Her blood pressure is 112/68 mm Hg and her examination is normal except for mild acne on her face and upper chest. What is Bridget’s initial treatment plan? What is the legal age in your state when adolescents can self-consent for contraception? What education does she need?
Answer:
Nursing management & Leadership Style Presentation Grading Rubric

Student Name:

Possible Points

Points Earned

Instructor Comments

Leadership Assessment

Complete assessment and identify leadership style

5

Emotional Intelligence

Discuss how your leadership style and your emotional intelligence results work together to govern a med surg unit

15

Staffing

Examine how your leadership style will impact staffing a med surg unit

Identify which staffing model you like best and why

15

Effective Teamwork

Determine how your leadership style will impact cohesive teamwork on a med surg unit

15

Delegation

Discuss the 5 rights of delegation and how you will utilize your leadership style to delegate tasks

15

Evaluation of Staff

Discuss how you will use your leadership style to evaluate your staff

15

Originality/Creativity

Utilize creative methods to present topic material

10

Professional Behavior

Use of clear and articulate expressions; Utilizes effective communication techniques; professional dress

10

Total Points

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This is my assessment and discussion on Emotional intelligence.

I have completed the emotional intelligence assessment. My Best Match was as a Planner, other Good Matches were Orchestrator and Quiet Leader. 

This is actually in line with my thinking and way of life. I prefer to orchestrate and lead from the back, help people achieve their goals while at the same time meeting my own goals. I am also a quiet leader, providing ideas and motivation for others to function and achieve their goals. I was however surprised that i did not do so well on the humor questions, i actually consider myself funny, but i guess in the context of this report, humor was referring to individuals that are loud, gregarious and like to dominate events and be the center of attention, if that is the case, then that is not for me.

I think my results will be a positive part of my nursing career and will be a positive contribution to my med surge unit. Being a Planner and a methodical individual will help me make intelligent, deliberate decisions that will be in the best interest of the total patient health care.

I think my results  shows that i will be a positive part of the team and will definitely be a quiet leader and motivator of a unit. Someone that will work tirelessly to make sure the goals of the group are met and that our patients get excellent care. 

This is my previous discussion on staffing issues. The model I chose was Acuity Model

As a manager of a 30-bed step down surgical unit with a patient population that consists of all acuity patients who have had general surgery, the best and optimal staffing model to utilize for this facility would be the Patient Acuity model. This model ensures that these patients get optimum care. The Acuity Model is defined as “

“The acuity or severity of patients’ conditions, influenced by their age,

primary diagnosis, comorbidities, severity of illness, treatment stage,

socioeconomic status, ability to provide self-care, anticipated length of

stay, and family or caregivers to be included in patient education and

care planning (Mensik, 2014), is a key component in determining the

staffing required for safe care.”

Using the four key points of staffing; 

  1. Patient Need

I would assign the most experienced nurses to the most acute patients and maintain close supervision of these patients to make sure they are getting optimum care. I will make sure that the ratio of the nurses to the patient are no more than 1:3. The California study demonstrated that a 1:5 ratio of nurses to patients was effective, in this case, given the severity of the situation of the patients in the facility, i think it is best to reduce the load in order to be able to provide optimum care for my acute patients.

  1. Nurse Experience. Because of the acuity  state of the patients, i would make sure that the most experienced nurses are assigned to the most acute patient, at the same time, i will also assign the less experienced nurses to work in a group with the experienced nurses in other to gain valuable knowledge and experience and use the opportunity to learn how to manage and care for critically ill patients.
  2. Practice Environment: Ranging from supervisory support to continuing education.

This point actually works well with point number two above. By pairing the more experienced and more educated nurses with the others with less experience and education. This will not only be a teaching platform, but could also serve as motivation for the other nurses to further their education at the same time they are gaining valuable experience from the better educated nurses. 

  1. Staffing Guidelines. Staffing guidelines are helpful in a general sense, but they cannot be solely relied upon to make staffing decisions, especially for acutely ill patients that require specialize treatment and optimum care. 

References:

Yoder-wise, P.S. (2019) Leading and Managing in Nursing (7th ed.) Elsevier Inc.

  1. On Effective team works my leadership style is Servant Leader. This is my discussion below.

As a servant leader, I would use my traits to create an effective team on a med surge unit. I would use persuasion, listening and commitment to growth to bring the med surge unit together to ensure individuals work with each other effectively. Listening will give me the opportunity needed to give people their full attention, avoid interruptions and taking notice of the body language. This will create an effective impact that will improve my communication and listening skills to the team. I would also use self-awareness to improve on the strengths and weaknesses of the team members by encouraging individuals to provide their feedback among each other. One of the most effective skills that I would use is managing emotions, actions and behaviors of the team members. This would give me an effective strategy that would provide me with the energy needed to build the team relationships among each other.

             To create an effective team on the med surge unit, strong decision making skills are an essential trait. It is well known that servant leadership is all about emphasis on other people’s needs. Any good leader who wants to assemble a team unit to work together must always have the essential knowledge and experience required to make a conscious choice with each other. This is critical for feedback and decision making process. A strong team player always ensures that employees have worked together to achieve their laid out plans and objectives. A sense of emotional intelligence is also required as part of business leadership to ensure that the team works together to accomplish their laid out plans and objectives. This is the most essence of being part of a team that engages with each other in an effective way.

            Some of the teambuilding exercise that I will use include self-awareness. This is a trait that is essential to servant leadership that brings leadership together to achieve a common objective while at the same time managing behaviors and emotions of a team. These traits ensure that a team has accomplished its objectives while at the same time establishing the openness and trust that improve team engagement among members. Foresight is also an essential trait that ensures that team players have dealt with past experiences that inform their future. For a leader to accomplish their objectives, they have to think about future consequences and outcomes to be accomplished. This means that potential actions that make the team have to be accomplished in an effective way. It is also advisable for a servant leader to be committed to others so as to bring them together in a common unit that would achieve the laid out plans and objectives. Servant leaders must always improve their member abilities while at the same time ensuring that team skills have been accomplished as per expectations.

            To sum it up, I believe that an effective team on a med surge unit requires a servant leader to accomplish its objectives. To improve team building exercise, there is a need to ensure that community building in which a common objective and purpose has been established to ensure that the goal has been achieved. An effective team should always create a sense of community for individuals to attain their laid out objectives. This improves the accomplishment that a servant leader must achieve for its team.
5RMT IHR106001 (17)

CIPD Candidate Assessment Activity

Title of unit/s

Reward Management

Unit No/s

5RMT

Level

5

Credit value

6

Assessment method(s)

Written report

Expiry date

September 2021

Learning outcomes:

Understand the business context of reward and the use of reward intelligence.

Understand key reward principles and the implementation of policies and practices.

Understand the role of line managers in making reward decisions.

Assessment brief/activity

Using your own organisation (or one with which you are familiar), investigate the reward environment and produce a written report in which you:

Assess the context of the reward environment and the key perspectives that inform reward decisions. In this section you should:

Use an appropriate analysis tool to identify the internal and external factors.

Analyse the particular impact of business drivers and related factors on reward decisions.

Give examples of different ways of gathering and presenting reward intelligence.

Demonstrate your understanding of key reward principles and the implementation of reward policies and practices. In this section you should:

Evaluate the principle of total rewards and its importance to reward strategy.

Identify and explain the importance of equity, fairness, consistency and transparency in terms of how they should underpin reward policies and practices. You may illustrate your understanding of these key principles by referring to topical reward matters.

Assess the contribution of both extrinsic and intrinsic rewards to improving employee contribution and sustained organisation performance. Refer to academic research and the literature in this area and illustrate with examples of good practice.

Explain how reward policy initiatives and practices are implemented in your chosen organisation.

Demonstrate your understanding of the role of line managers in making reward decisions. In this section you should:

Explain the various ways line managers contribute to reward decision-making.

Assessment Criteria

1.1, 1.2

2.1, 2.2, 2.3, 3.2

3.1

Evidence to be produced/required

A written report of approximately 3900 words in total.

You should relate academic concepts, theories and professional practice to the way organisations operate, in a critical and informed way, and with reference to key texts, articles and other publications and by using organisational examples for illustration.

All reference sources should be acknowledged correctly and a bibliography provided where appropriate (these should be excluded from the word count).

NOTE: PLEASE MAKE SURE THAT YOUR ASSIGNMENT HAS BEEN UPLOADED TO THE PLAGIARISM TURNITIN TEST AND WITH THE RESULT OF LESS THAN 10%

Assessment Bank –Intermediate level – August 2017
Problem Statement

Create an MST using Prim’s Algorithm given a connected graph providing the MST and the total cost.

Requirements

Assumptions

Input file values will be integers

File FORMAT is correct

Number of vertices and number of edges in input file

Consider correct values if 0 or greater

Negative values are invalid

Negative value for edges – no edges will appear in the input file for this graph

File may contain multiple graphs

Undirected graph

Graph input will be a connected graph even after disgarding invalid edges

Specifications

Display message “Welcome to the MST Test Program” to user

Display message “Enter output file name: ” to user

Read and use the user entered output file name

If output file cannot be used

Display message “file cannot be opened – program terminated” to user

Display message “Welcome to the MST Test Program” to output file

Display message “Testing Default Scenario” to user and output file

Create an empty graph and test functionality – No MST

Display message “Testing File Data” to user and output file

Display message “Enter file name for graph data: ” to user

Read user entered input data file name

Display message “File name for graph data: ” to ouput file

Perform file validation

 If cannot open   

Display message “file cannot be opened or does not exist – program terminated”

 If file exists but is empty

Display message “file contains no data – program terminated”

For each graph in the input file data

Create full graph

Number of vertices and number of edges is first line of each set of graph data

                  if number of vertices less than zero

display message “ERROR: number of vertices: is less than zero” to user and output file

display message “Empty Graph Will Be Created” to user and output file

create empty graph

              otherwise

              if number of vertices is equal to 0

display message “Number of vertices: is equal to zero” to user and output file

display message “Empty Graph Will Be Created” to user and output file

create empty graph

             otherwise vertices value is greater than 0

      display message “Number of vertices: <number of vertices> is           valid” to user and output file

if number of edges is less than number of vertices – 1 (zero or less – input file will have NO edge data; greater than zero but less than number of vertices – 1 cannot be connected graph)

display message “ERROR: edges invalid to create connected graph” to user and output file

display message “Empty Graph Will Be Created” to user and output file

create empty graph

    if number of edges is less than 0

program will treat as zero edges – file will not contain edges

        otherwise

display “Graph with and will be created” to user and output file

    create graph with specified number of vertices

Display “Number of input edges to process is: ” to user and output file

attempt to add all edges from the input file to the graph

                         if empty graph edges cannot be added  

display message “Empty Graph – Cannot Add Edge: , , ” to user and output file

if invalid value for vertex (non-existent vertex – negative vertex value, 6 vertices in graph and vertex value is 10)

display message “Invalid Source or Destination Vertex – Cannot Add Edge: , , – Edge request ignored” to user and output file

if invalid value for weight (weight must be greater than 0)

display message “Invalid Weight – Cannot Add Edge: , , – Edge request ignored” to user and output file

             otherwise edge can be added to graph 

undirected graph so there are two edges added to graph adjacency list

display message “Edge Added: , , ” to user and output file

Print the full graph adjacency list

display message “Full Graph – Adjacency List” to user and output file

For each vertex display graph adjacency list to user and output file in format

            Adj[vertex] -> (destination1, cost1) (destination2, cost2)

Create the MST

Start with vertex 0

add edges to partial MST until complete (Prim’s algorithm) using a priority queue

Print the MST

display message “Minimum Spanning Tree” to user and output file

        if empty graph

display message “Empty Graph – No MST” to user and output file

                           otherwise

list all edges and weights of the MST

display message “Edge: – < connected vertex> weight: ” to user and output file

display message “Total cost of MST: ” to user and output file

display message “MST Graph – Adjacency List” to user and output file

for each vertex display MST adjacency list to user and output file in format

            Adj[vertex] -> (destination1, cost1) (destination2, cost2)

Display message “Thank you for running the MST Test Program written by !” to user and output file

Decomposition Diagram (Used to break program down into components visually. Can have as many components as needed. Defines functionality that will solve the problem – does NOT define a flow )

Main

Input

User file name

File validation

File Data

File data edits

Format:

number of vertices, number of edges

source vertex, destination vertex, weight

Process

Create graph

Create MST

Output

Welcome message

Input error messages

Print full graph – adjacency list

Print MST – edge sequence and adjacency list

End message

Test Strategy

File Testing (exist, empty)

Valid data

Invalid data

Test Plan Version 1

Test Strategy

Test Number

Description

Input

Expected Output

Actual Output

Pass/Fail

File Testing

1

File does not exist

File Testing

2

File exists but empty

Valid data

1

Valid connected graph vertices and edges

Valid data

2

Empty graph

Invalid data

1

Invalid number of vertices

Invalid data

2

Invalid number of edges

Invalid data

3

Invalid edge source vertex

Invalid data

4

Invalid edge destination vertex

Invalid data

5

Invalid edge weight

Initial Algorithm

Data: Object Definitions

Struct pqData

Data:

integers: keyWeight, keyDestinationVertex, keySourceVertex

Class edge

Data:

integers: sourceVertex, destinationVertex, edgeWeight

link: nextEdge

Actions:

default constructor: initalize all data to -1

3 paramater constructor: integers source, destination, weight

Assign to appropriate class variables

Class resultSetClass

Data:

integers: parent, weight

Actions:

Default constructor: set all variables to value of -1

Class graph

Data:

integer: numberOfVertices

array of linked lists (must be able to hold all vertices): adjacencyList Graph, adjacencyListMST

Actions:

default constructor:

Set numberOfVertices to zero

display messsage “Default – Empty Graph Created”

1 parameter constructor: integer vertices

 Set numberOfVertices to vertices

initialize adjacencyListGraph for each vertex as empty list; points to edge object

addEdge: 3 integer parameters source, destination, weight

  if numberOfVertices equals zero

display message “Empty Graph – Cannot Add Edge: ,

, ” to user and output file

otherwise

if either source or destination is less than zero or greater than numberOfVertices

display message “Invalid Source or Destination Vertex – Cannot Add Edge: , , – Edge request ignored” to user and output file

if either weight is zero or less

display message “Invalid Weight – Cannot Add Edge: , , – Edge request ignored” to user and output file

otherwise edge can be added to graph

       create edge object – source, destination, weight

           add to source vertex in adjacencyListGraph

display message “Edge Added: , , ” to user and output file

       create edge object – destination, source, weight since undirected graph

       add to destination vertex in adjacencyListGraph         

display message “Edge Added: , , ” to user and output file

printGraph – no parameters

display message “Full Graph – Adjacency List” to user and output file

       Loop through adjacencyListGraph

For each vertex display to user and output file adjacency list in format:

Adj[vertex] -> (destination1, cost1) (destination2, cost2)

primMST – no parameters

Create pqData extractedPQData

Create pqData intoPQData

Create boolean array mst of size numberOfVertices

Initialize mst values to false

Create resultSetClass array resultSet of size numberOfVertices ) default constructor

Initialize resultSet to point to resultSetClass instances

Create integer array weights of size numberOfVertices

Initialize weights values to maximum integer value (e.g. C++ INT_MAX)

     Vertex 0 is starting vertex – create non-edge priority queue entry to start MST

   Set weights[0] to zero

Set pqData keyWeight to weights[0]

and keyDestinationVertex to 0

and keySourceVertex to 0

Add pqData to min-heap priority queue (you are to code your own priority queue – you cannot use library methods)

Set resultSet[0].parent to -1 (vertex 0 has no parent)

Loop while priority queue is not empty

Dequeue root from priority queue into extractedPQData – dequeueing minimum edge where keyDestinationVertex is vertex that will be added to the MST

   Set mst[extractedPQData.keyDestinationVertex] to true

If extractedPQData.keyDestinationVertex and extractedPQData.keySourceVertes are both zero

skip over – vertex 0 start priority queue entry that is not an edge

  otherwise

Add edges to adjacencyListMST for source and destination vertices (since undirected graph) for extractedPQData keySourceVertex and keyDestinationVertex and keyWeight values

Iterate through all the adjacent vertices to newly added vertex and update the weights as needed

      For each edge in extractedPQData.keyDestinationVertex adjacency list

If mst[edge.destinationVertex] is equal to false (the destination vertex not in MST)

              If weights[edge.destinationVertex] is greater than edge.edgeWeight

Assign edge.edgeWeight, edge.destinationVertex, and edge.sourceVertex to intoPQData keyWeight, keyDestinationVertex, and keySourceVertex

Add intoPQData to priority queue

Update resultSetClass

Set resultSet[edge.destinationVertex]. parent to extractedPQData.keyDestinationVertex

Set resultSet[edge.destinationVertex].weight to edge.edgeWeight

Set weights[edge.destinationVertex] to edge.edgeWeight



    printMST – no parameters

 Create integer totalMSTWeight, initialize to zero

Display message “Minimum Spanning Tree”

If numberOfVertices equals zero

   Display message “Empty Graph – No MST”

         Return from method

Loop through resultSet (nbr from 1 to number of vertices – 1)

Display message “Edge: – weight: <resultSet[nbr].weight”

Add resultSet[nbr].weight to totalMSTWeight

      Display message “Total cost of MST: <totalMSTWeight>”



    Display message “MST Graph – Adjacency List”

       Loop through adjacencyListMST

    For each vertex display adjacency list in format

        Adj[vertex] -> (destination1, cost1) (destination2, cost2)

destructor: deallocate objects in adjacency list

Program: main

Main:

Display message “Welcome to the MST Test Program” to user

Display message “Enter output file name: ” to user

Read user entered output file name

Open output file

If output file cannot be opened

Display message “file cannot be opened – program terminated” to user

Terminate program

Display message “Output file: ” to output file

Display message “Testing Default Scenario” to user and output file

Create default graph constructor instance – empty graph

Call method mstPrim – no MST created

Call method printMST – no MST created message

Display message “Testing File Data” to user and output file

Display message “Enter file name for graph data” to user

Read user entered input file name

Display message “File name for graph data: ” to ouput file

Open file

If file cannot be opened

Display message “File cannot be opened or does not exist – program terminated” to user and output file

Terminate program

 otherwise

 If file opens but has no data in it

Display message “File contains no data – program terminated” to user and output file

Terminate program

 otherwise file has data to process

Loop until end of file – each loop instance is one graph

Number of vertices and number of edges is first line of each set of graph data

if number of vertices is less than zero

  display message “ERROR: number of vertices: <vertices> is less than zero”

  display message “Empty Graph Will Be Created”  

create graph object with parameter of 0 vertices – empty graph

otherwise

if number of vertices is equal to zero

  display message “Number of vertices: <vertices> is equal to zero”

 display message “Empty Graph Will Be Created”

 create graph object with parameter of 0 vertices – empty graph

otherwise vertices value is greater than zero

  display message “Number of vertices: <vertices> is valid”

if number of edges is less than number of vertices – 1 (zero or less – input file will have NO edge data; greater than zero but less than number of vertices – 1 cannot be connected graph)

display message “ERROR: edges invalid to create connected graph” to user and output file

display message “Empty Graph Will Be Created” to user and output file

create graph object with parameter of 0 vertices – empty graph

if number of edges is less than 0

program will treat as zero edges – file will not contain edges

otherwise

display “Graph with and will be created” to user and output file

        create graph object with parameter of number of vertices

Display “Number of input edges to process is: ” to user and output file

 Loop for second data in the file (number of edges)

   Read fileSource, fileDestination, fileWeight

   Call addEdge in graph instance 

Call printGraph

Call mstPrim

Call printMST

Deallocate graph object

Read from file to see if more graphs

End graph loop

Display message “Thank you for running the MST Test Program written by !” to user and output file

Test Plan Version 2

Test Strategy

Test Number

Description

Input

Expected Output

Actual Output

Pass/Fail

File Testing

1

File does not exist

File name that does not exist

“File cannot be opened or does not exist – program terminated”

File Testing

2

File exists but empty

File name that exists but has no data

“File contains no data – program terminated”

Valid data

1

Valid connected graph vertices and edges

File mst1.dat

MST with cost of 9

Valid data

2

Empty graph – default constructor

Coded in program

“Empty Graph – No MST”

Valid data

3

Display messages to user

Coded in program

All messages verified on screen and in output file

Valid data

4

Print full graph

File mst2.dat

2 graph adjacency lists verified

Valid data

5

Print MST

File mst2.dat

2 MST edge lists and adjacency lists and total cost of MSTs verified

Invalid data

1

Invalid number of vertices

File mst4.dat

“Empty Graph – No MST”

Invalid data

2

Invalid number of edges

File mst4.dat

“Empty Graph – No MST”

Invalid data

3

Invalid edge source vertex

File mst3.dat

3 error edges

Invalid data

4

Invalid edge destination vertex

File mst3.dat

2 error edges

Invalid data

5

Invalid edge weight

File mst3.dat

2 error edges

Invalid data

6

Try to add edges to empty graph

File mst4.dat

Graph 0 5

Graph 0 5 edges cannot add edge error message

Invalid data

7

Not enough edges for connected graph

File mst.4

Graph 5 3

“ERROR: 3 edges invalid to create connected graph”

Part 1 ends here!!!!!!

Code

Copy and paste your code here. MAKE SURE TO COMMENT YOUR CODE!

A baseline for commenting is before any function add this:

//Description: What does the function do

//Pre-condition: What do input do you need for the function to work

//Post-condition: What is the end result of the function or what do you get out of the function

Also the beginning of your program should have these comments:

//Program Name:

//Programmer Name:

//Description:

//Date Created:

Updated Algorithm

Copy and paste Initial Algorithm and make any updates to reflect the changes you made in your code. HIGHLIGHT THE CHANGES YOU MAKE! Strike out deleted statements. Any statements that just have a wording change – make change and highlight (i.e. no need to strike out individual word changes). This is the FINAL documentation of your program and needs to match what code you created.

Test Plan Version 3

Test Strategy

Test Number

Description

Input

Expected Output

Actual Output

Pass/Fail

Copy and Paste from Version 2

Un-highlight any test cases are from version 2 that were highlighted

What was the actual output from your code

If your actual output matches with expected output, write PASS otherwise write FAIL

Add any final test cases you could think of and HIGHLIGHT THEM

Any test cases that fail you must change your code to make the cases pass

Screenshots

Screenshots of your testing goes here. YOU MUST HAVE A SCREENSHOT FOR EVERY TEST CASE (unless the output goes to a file in which case the screenshots are a sample of output and specifically any output that does not get sent to the output file – e.g. exceptions). A screenshot may picture multiple test cases. For each screen shot caption it with a list of the test cases are depicted in it.

Error Log

Any issues you had while testing your code are recorded in the error log as you perform testing of the “completed” code – that is, when you run through all of the test cases in the test plan.

Error Type

Cause of Error

Solution to Error

Log 2 types of errors:

Logic

Runtime

What specifically caused the error to occur

What did you do/change to fix the error

Do not list any syntax errors or errors detected in unit testing as you build your program.

Status

What is the final status of your program? Does it fully work? Are there any test cases that fail and if so which ones? What needs to be done to correct the defects?
Instructions:

Choose 1 company in your career field, that needs some change.  (Stretch yourself beyond your comfort zone and  maybe choose a company you never focus on)

You will write an External Proposal, as your position is external to the company.  You will persuade a relevant company researched — possibly researched in your White Paper to  change or improve its company, by stating the problem briefly, and making the solution the highlight of the paper. Change can be expressed in marketing plans, launching a project/product, a new business method, a non-profit collaboration, a specific ad (print and/or video) campaign, digital marketing plan, etc. You may have already touched on the need for this change, or potentiality in this change, in the Case Study or White Paper. The Proposal should be written with a convincing tone, and it should be practical and appropriate to fit the company you are writing.

Write to a specific company as a client.  The proposal is not JUST a solution, it also has very specific items of HOW TO do the solution, including cost  (budget) and timeline (deadlines of the project). The writing length depends on your chosen proposal. Average might be 5 pages but it may be longer. I suggest using sections with headers for proposal readability.

Choose 1 company in your career industry.

For example, a marketing proposal is defined this way —-A marketing proposal is a written document used by marketers to communicate a project to a client for consideration, which can include strategy ideas, delivery time frames and estimated costs, before finalizing the terms and signing a contract for approval.

Here is a very brief summarized How To article….

PROPOSAL HOW TO–click here (Links to an external site.)

Here, please upload a Word file of your proposal. Do not upload .pages files, please. 

Make sure your proposal answers these 9 Proposal Questions and that your answers make sense for the organization:

SITUATION / MARKET ANALYSIS

  1. What problem are you solving? Why is it worth solving?
  2. What are people’s current attitudes (inside or outside the company or both)? What message(s) do we need to give them?
  3. Why can’t things stay as they are?
  4. Why you? Why are you right for this?

METHOD

  1. What will you do? Why?

TIME & COST

  1. Timeline
  2. Budget.  Does your budget align with their past budgets? (No cost analysis, just a justification for spending or lack of spending, if minimal)

BENEFITS

  1. How will you know you’ve succeeded? Benefits?

STRATEGY

9.  So what’s next? If theres the infrastructure and funding in place, what’s the next step?

CONTENT: select a topic that appeals to you in, or related to, your career field and research the problem and solution. Complete the following:

You will use APA to document. Useful: apastyle.org –has the tutorial. It is quick and helpful.

OBJECTIVES

You are using persuasive techniques.

This is an external proposal document.

You may have already identified a problem in your Case Study or White Paper; you are tasked with providing a solution to the problem.

FORMAT. The proposal is a short report, and will have headings. Include these elements:

A title page

Headings

A graphic visual element, properly formatted and referenced in the text 

Reference Page (APA), if you have 2 or 3 solid, documented sources, it adds value to your proposal.

TIPS

Your executive summary should provide a synopsis of your proposal

Your introductory paragraph previews your recommendation/conclusion

The body of your report should address the feasibility of the action

Address factors that will be positively affected, such as customer satisfaction, employee satisfaction, profit, turnover, efficiency, etc. Try to quantify as much as possible. Some benefits may be subjective, though, such as prestige and convenience.

Figures: provide figures, possibly in table format, that support your claims

Call-out boxes and color: add interest to your paper by using emphasis techniques

Close with a stand-alone summary of your main selling point and an action step (set up an appointment, offer to present or answer questions, for example)

Add a works cited (labeled reference) (APA) page.
HSCO 500

Research Paper: Working Outline Assignment Instructions

Overview

This assignment will help you to organize the information you have gathered for your Research Paper: Final Submission Assignment into the key components of a problem-based paper (possible causes/risk factors, effects, and solutions/interventions). Review the information you have collected from the Research Paper: Annotated Bibliography Assignment as well as any other information from your approved peer-reviewed articles. Identify points that you would like to cover in your Research Paper: Final Submission Assignment. Similar points (for example all points that cover causes/risk factors) will be discussed within the same area of your paper. You will identify your main points and any sub points that will be addressed under each main point. Reference your articles to demonstrate where you will be finding support for your points.

Instructions

The body of the assignment will be at least one full page. Typically, a well-developed outline will be around two pages.

Use APA formatting (include a title page and a reference page).

A thesis statement will be included at the beginning of your outline. This will cover the main point of your paper and can be developed as you finish writing the Research Paper: Final Submission Assignment.

Outline the proposed Research Paper: Final Submission Assignment in various sections. The intent is to demonstrate clear direction for the Research Paper: Final Submission Assignment.

You must cite all of the approved articles within your outline. Additional sources can be used, but a minimum of 10 peer-reviewed journal articles are necessary to successfully complete this assignment.

Review the Research Paper: Working Outline Example and Research Paper: Working Outline Grading Rubric for additional guidance.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
RESEARCH PAPER: WORKING OUTLINE Example9

hsco 500

Research Paper: Working Outline Example

A working outline is crafted after all of your preliminary research is done. It is a solid tool to organize all of the concepts you will address in your research paper and can easily be converted into a final draft of your actual paper.

Use standard outlining format (see below), with your thesis statement above the first Roman numeral entry; it will become the foundation for your introductory paragraph (which in APA style is never preceded by a heading titled “introduction”):

Thesis statement

All of your primary issues will be enumerated as Roman numerals (I, II, III). These should be left-justified, in standard outline format. They will later become your Level 1 headings (see page 62 of your APA manual). Include some bullets or phrases to support each, with citations in proper APA format for the resources in your reference list. Complete sentences are not necessary in an outline.

The supporting (secondary) issues for each primary issue will be labeled with capital letters (A, B, C). These should be indented ½”, in standard outline format. They will later become your Level 2 headings.

Any tertiary issues that support your secondary issues will be labeled with Arabic numbers (1, 2, 3). These should be indented 1”, in standard outline format. They will become your Level 3 headings.

Subheadings under the tertiary issues would be labeled with lowercase letters (a, b, c).

These would be indented 1-1/2”, in standard outline format. They would become your Level 4 headings.

The last possible level would be issues supporting the Level 4 headings, which would be labeled with lowercase Roman numerals (i, ii, iii). These would be indented 2”. They would become Level 5 headings.

Conclusion.

As with all outlines and papers, there must be at least two divisions for each level used, if any. Outlines cannot have a “I” without a “II” or an “A” without a “B,” for example. Likewise, APA papers cannot have just one Level 2 heading under a Level 1 heading; there must be at least two Level 2 headings under that Level 1 heading, or no Level 2 headings there at all. In other words, if you don’t plan to divide the larger section into two or more smaller sections, do not divide it at all. Each new larger section starts anew. It is possible to have five Roman numerals, with capital letters under just the fourth one; others may have capital letter divisions under every Roman numeral.

Also note that the information included under each section should NOT be in complete sentences. Phrases should be short and direct. A standard title page and reference page are also required, as required in all APA assignments. Sample working outline follows on the next page.

Research Paper: Working Outline Example

Student Name

Liberty University

Research Paper: Working Outline Example

Thesis: God designed and created man with an internal yearning to have close interpersonal relationships and attachment to Him and others, thus behavioral issues resulting from attachment disorders have spiritual implications.

I. The Core Causations of Reactive Attachment Disorder:

A. Attachment Theory and Development of Attachment Styles

  1. John Bowlby; Jane Ainsworth.
  2. Anxious/ambivalent, avoidant, or secure (Besharat, 2011, p. 475).

a. 16% = anxious/ ambivalent;

b. 21% = avoidant;

c. 63% = secure (Levy et al., 2011, p. 193).

  1. Childhood attachment styles develop into lifelong patterns.

B. Pathways to Depravity:

  1. RAD develops during the first three years of a child’s life;
  2. Due to lack of adequate and appropriate caretaker;
  3. RAD = lack of empathy; research = confirmed link between compromised levels of empathy and antisocial behaviors (Thompson & Gullone, 2008, p. 123).

C. Statistics:

  1. United States:

a. 38-40% of foster children;

b. 195,000.

  1. International:

a. 1% of all children worldwide;

b. 22,000,000 (Hall & Geher, 2003, p. 149).

II. Correlations Between One’s Attachment to Others and Corresponding Attachment to God

A. Attachment to Others:

  1. People = flesh-and-bone correlation of God’s design.
  2. By definition = children with RAD shun true intimacy with everyone/God.

B. God Image and Attachment:

  1. Scriptural correlations:

a. “Man is designed to relate to God and the human brain is [in fact] ‘wired for God’” (Fayard et al., 2009, p. 167).

b. Jesus Christ = “living water” (John 4:10, 13).

c. Bible = replete with imagery of God as a compassionate, caring, involved, devoted and doting father to His children

d. God’s own example = emotional intimacy, bonding, secure attachment

  1. Impact of personal religiosity on attachment:

a. Parents with higher levels of personal religiosity = “stronger authoritative parenting skills … and report less parent-child conflict” (Pickering & Vazsonyi, 2010, p. 98).

b. Children with a genuine relationship with God = stronger resilience in navigating the adolescent years (Pickering & Vazsonyi, 2010, p. 111- 112).

C. Spiritual Implications:

  1. RAD = spiritual implications because it necessarily interferes with the person’s ability to relate to God;
  2. It interferes with a person’s ability to relate to others.

III. Conclusion

References

Besharat, M. (2011). Development and validation of adult attachment inventory. Procedia –

Social and Behavioral Sciences, 30, 475–479. https://doi.org/10.1016/j.sbspro.2011.10.093

Fayard, C., Pereau, M., & Ciovica, A. (2009). ‘Love the Lord with all your mind’: Explorations

on a possible neurobiology of the experience of god and some implications for the

practice of psychotherapy. Journal of Psychology and Christianity, 28(2), 167-181.

Hall, S., & Geher, G. (2003). Behavioral and personality characteristics of children with reactive

attachment disorder. The Journal of Psychology, 137(2), 145-162.

Levy, K., Ellison, W., Scott, L. & Bernecker, S. (2011). Attachment style. Journal of Clinical

Psychology: In Session, 67(2), 193-203. https://doi.org/10.1002/jclp.20756

Pickering, L., & Vazsonyi, A. (2010). Does family process mediate the effect of religiosity on

adolescent deviance?: Revisiting the notion of spuriousness. Criminal Justice and

Behavior, 37, 97-118. https://doi.org/10.1177/0093854809347813

Thompson, K., & Gullone, E. (2008). Prosocial and antisocial behaviors in adolescents: An

investigation into associations with attachment and empathy. Anthrozoos, 21(2), 123-137. https://doi.org/10.2752/175303708X305774
CRIME AND CRIME CAUSATION IN SOCIETY 2

    2

Crime and Crime Causation in Society

Your Name

SCCJ, Florida Atlantic University

Criminology

Professor Ricky Langlois

April 9, 2021

Abstract

The abstract is never indented………………………………………………

Crime and Crime Causation in Society

Your introduction is a very important paragraph………….











































References

Self-Care Plan

Introduction (5%)

–Brief

Current Self-Care Strategies (15%)

–Description & Critique of current strategies

–Research support of usefulness with trauma

Self-Care Proposal (40%) You are to include explicit behaviours and actions in each of the above-mentioned areas, supported by current research, that reflect “good” self-care for individuals working as a counsellor in trauma work.

–Body & Physical Care

–Mind & Mental Care (and spiritual) 

–Relationships and Relational Care

–Physical Environment (dwelling place) Care

Critique and Support (20%)

–Critique or each strategy

–Research support for each strategy

Self-Care Slide (10%) you will outline how you will know if your self-care begins to decline (i.e. markers), and strategies that you can put in place to counter the self-care slide.

–Description of self-care slide markers

–strategies to counter self-care slide
Name I.D. Number

Project 2

Evaluation 32

American History 2 (SSTH 034 061)

Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the top of this page!

This project will count for 12% of your overall grade for this course. Be sure to read all the instructions and assemble all the necessary materials before you begin. For this project, you must complete BOTH Part A and Part B.

Part A: Essay

Write a 600 word (two typed, double-spaced pages) essay in which you answer this question. Type your essay in the space provided at the end of this project document (scroll down).

Analyze how ONE of these factors contributed to the Great Depression. How did this event cause economic hardship, and what effects did it have? In addition to your textbook and course materials, you must use ONE other scholarly resource.

the stock market crash of 1929

the Smoot-Hawley Tariff

the farm crisis and the Dust Bowl

Use the traditional essay format.

Begin with an introductory paragraph in which you briefly summarize your topic. In one or a few sentences, express a thesis, or point of view. Your thesis will be a personal response to the question you are answering. (Do not say “I think” in your thesis; state it as a fact.)

Body paragraphs will make up the bulk of your essay. Use the body paragraphs to support and defend your thesis. Remember that each body paragraph should include a topic sentence. Other sentences in the paragraph should relate to the topic sentence.

Finish your essay with a concluding paragraph. Summarize what you have said in the essay and boldly recap your ideas. Do NOT simply restate your thesis.

Use a scholarly source to provide information. Cite ideas and facts from your source using the Chicago Manual of Style. In your paper, place an endnote (superscript number) after information you got from your source. You may use several endnotes. Also, note any direct quotations from your textbook. List your citations at the end of your paper. This website provides examples, and most libraries have the Chicago Manual of Style. https://owl.purdue.edu/owl/purdue_owl.html

If you use an online source, make sure it is reliable. AVOID social media such as Facebook and Twitter, as well as informal chatrooms and discussion groups. To find a trustworthy source, ask yourself:

Who maintains this site?

What is the purpose or goal of this site?

Does the information on the site match what my textbook says?

In finding an online source, it will be helpful do lateral reading—take a moment to research a possible source. Do an online search about the source and see what other people say about it. (Wikipedia may be helpful in identifying sources but do not use it for your paper.) Use an educational website—one maintained by a school, museum, professional study guide, encyclopedia, etc.

There are fifty points possible for Part A. Your essay will be graded according to these guidelines. You should:

Provide a clear thesis statement about the effects of this event. (10 points possible)

Summarize what happened in the event. (8 points possible)

Describe the immediate effects of the event. (8 points possible)

Discuss the long-term effects of the event, explaining how it caused or worsened the Great Depression. (8 points possible)

Use your outside source to provide information and cite your source correctly. (8 points possible)

Make sure your essay follows the proper format and is free of errors in spelling and grammar. (8 points possible)

Part B: Analysis

Choose ONE of these options. Type your paper in the space provided at the end of this project document (scroll down).

Option 1:

Imagine that you lived during World War II, and that you were ONE of these people:

a woman working in a war production factory

a member of the Bracero program doing farm labor

a member of the WAACs or WAVEs

a member of the military serving in combat in a particular battle (you may choose the battle; note which one it is, as well as the branch of the service—Army, Navy, or Marine Corps.)

Write a 600 word (two typed, double-spaced pages) account of your experience. Summarize the situation accurately and explain how your role contributed to the war effort. In addition to your textbook and course materials, you must use ONE other scholarly resource. (See the resource guidelines in Part A.)

There are fifty points possible for this option. Your paper will be graded according to these guidelines. You should:

Describe your situation accurately (based on your course materials and outside source). (10 points possible)

Explain what your role contributed to the war effort. (10 points possible)

Summarize how your role affected the outcome of the war. (10 points possible)

Discuss how the war affected your life. (You may be creative, but you should show a basic understanding of the war’s effects on society.) (10 points possible)

Use your outside source to provide information. (Cite the source correctly—refer to the guidelines in Part A.) (10 points possible)

Option 2:

Write a 600 word (two typed, double-spaced pages) essay in which you compare the freedoms President Franklin D. Roosevelt discussed in his Four Freedoms Speech to the American Bill of Rights. (Refer to pages 782 and R21–R23 in your textbook.) Does the Bill of Rights provide for Roosevelt’s four freedoms? Why or why not?

There are fifty points possible for this option. Your paper will be graded according to these guidelines. You should:

Present a clear thesis about whether the Bill of Rights provides for Roosevelt’s freedoms. (10 points possible)

Discuss each of the four freedoms, noting how it is (or is not) covered in the Bill of Rights. (40 points possible—10 for each freedom)

Project Submission

Type your answers in the space provided on the next page. To submit your project, save your file under the name:

SSTH034061_YourNameHere_Project2

Check the Project 2 page in your online course for detailed instructions about submitting your project.

[Begin Part A here.]

[Begin Part B here.]

    Project 2   1      SSTH 034

    Project 2   38     SSTH 034

Hypothesis Testing for Regional Real Estate Company 1

Hypothesis Testing for Regional Real Estate Company 3

[Note: To complete this template, replace the bracketed text with your own content. Remove this note before you submit your outline.]

Hypothesis Testing for Regional Real Estate Company

[Your Name]

Southern New Hampshire University

Introduction

[Include in this section a brief overview, including the purpose of this analysis.]

Setup

[Define your population parameter.]

    [Write the null and alternative hypotheses. Note: Remember, the salesperson believes that his sales are higher.]

[Specify the name of the test you will use and identify whether it is a left-tailed, right-tailed, or two-tailed test.]

Data Analysis Preparations

[Describe the sample.]

[Provide the descriptive statistics of the sample.]

[Provide a histogram of the sample.]

[Specify whether the assumptions or conditions to perform your identified test have been met.]

    [Identify the appropriate test statistic, then calculate the test statistic and identify your significance level.]

Calculations

[Calculate the p value using one of the following tests:

=T.DIST.RT([test statistic], [degree of freedom]) 

=T.DIST([test statistic], [degree of freedom], 1)

=T.DIST.2T([test statistic], [degree of freedom]) 

    Note: For right-tailed, use the T.DIST.RT function in Excel, left-tailed is the T.DIST function, and two-tailed is the T.DIST.2T function. The degree of freedom is calculated by subtracting 1 from your sample size.]

[Use the normal curve graph as a reference to describe where the p value and test statistic would be placed.]

Test Decision

[Discuss how the p value relates to the significance level.]

[Compare the p value and significance level, and make a decision to reject or fail to reject the null hypothesis.]

Conclusion

    [Explain in one paragraph how your test decision relates to your hypothesis and whether your conclusions are statistically significant.]

1

Customer Satisfaction and Product Guarantee Plan

Brandon Ferrel

Colorado Technical University

Jerri Harris

July 7, 2021

Customer Satisfaction and Product Guarantee Plan

Eve magazine link https://magazinecanteen.com/products/eve-magazine-kristin-davis

Men’s health magazine link: https://hansonch.wordpress.com/2013/01/17/mens-magazine-research-examples

The Overall Promotional Messages and the Brands Promises7

I have chosen unique magazines, which are famous, namely the eve woman and men’s health magazine. The authors of the magazine based their ideologies on the lifestyle of the modern woman and man. The things both gender go through in terms of relationships, women and men's reproductive health, women's beauty products, women’s and men’s sex lives, clothes, accessories, the events that they attend, and their overall outfits inclusive of the bags the shoes. The eve magazine, with their counterparts the men’s health magazine, has seen a tremendous increase in people who buy their copies as both genders love purchasing the material.

The brand promises of the advertisement made on the magazine are very high. Firstly, the magazine's title is eve woman and men’s health magazine, thus implying that the focus of documenting it is for both women and men. The female gender carries the day in society, as they are the majority. Thus, a ready market is generally reasonably available to be well exploited. Women's products are very lucrative as modern-day women generally want to feel beautiful (Colette, 2012). The eve magazine had numerous adverts that talk about women's makeups products, women's shoes, accessories, and bags, which they all want to own compared to the men’s magazine.

General Opinion on the Promises That Both Magazines Advertise

I believe that both magazines have very many quality advertisements. I hold the opinion that they will continue to grow and become quite successful in their business venture. The same companies have employed a strategy in which they use celebrities at the front of their magazines. The same individuals are used for marketing the products of various brands in the form of advertisements in magazines. Corporates have taken the opportunity to sell their products in the given magazines as they attract many of both genders who are the potential customers.

Target Audience of the Magazine and the Probability of the Products Being Bought

Eve magazine generally focuses on women and their lifestyles. The adverts posted on this particular magazine target a variety of women in various categories. The modern-day woman is targeted as he is shown the sort of clothes she can wear. The middle-aged woman in relationship status is a significant target because the magazine adverts of how women should date are well explained. Moreover, women's reproductive health, which is a vital issue, is also highlighted in the magazine. Such information is indeed a clear indicator that the target audience of such magazines is women.

The probability of women buying the products being advertised is very high. The eve magazine publishes their copy after a given period (Ritchie, 2016). Thus, women generally anticipate the following composition to get details of the products they initially saw and would like to purchase. Moreover, the advertisements have follow-up contacts to reach out to the required personnel to buy the desired products.

Advertisement Appeal to the Customers and Possible Products References

The men’s health magazine adverts are exact and brief to the point. This nature of their advertisement makes them appealing to the audience, who are the men. The pictures of the men celebrities being advertised in the front pages are vital, as magazine generally tends to attract the fans of these particular men. The fact that he may be the brand ambassador of the specific product will typically raise the stakes of the products being bought.

The products advertised in the men’s magazine are quality. In most scenarios where the products are bought, the clientele, who are the men, tend to love the products and the advice given in the articles concerning their lives. The number of copies being bought concerning the magazines always increases a clear indicator that the men reference their friends and, most importantly, family.

The Catching Point of the Adverts and the Enticement to Buy

Eve’s magazine adverts are very eye-catching. The quality of the pictures they take attracts a customer. The celebrities are also posted on the first pages, thus making the magazine gain more attraction as the one will be keen to know what the whole document generally entails. Eve magazine advertises various products, which are sold through product advertisements (Wood, 2020). The information left in the magazines is quite vital, as the women will use the contacts to buy the products. In most cases, the products are pretty subsidized, advantages are well highlighted, and the side effects are well stated.

Visual Graphics, Attention Capturing, and Additional Information Analyzed

The visuals of the product being advertised in the magazines are adorable. The quality generally speaks for itself, as the goal is to attract as many women and men as possible. The state of attention is usually estimated when the manufacturers of the advertised products indicate that business is quite good and their products are moving. Lastly, eve’s magazine and men’s health magazine designs are well organized, containing good photos quality, and an appropriate font has been selected for the magazine.

Conclusion

Eve magazine, alongside men’s health magazine, are indeed masterpieces in the field of product guarantee. The magazine's brands have conquered the world of women and men. Their advertisement caliber is on professional standards and has reached most men and women worldwide. This can be confirmed by the rampant increase in the number of people buying the copies once published. The magazine brands, through advertising, have attracted people from all lifestyles, which is quite amusing.

References

Men’s health magazine link: https://hansonch.wordpress.com/2013/01/17/mens-magazine-research-examples

Eve magazine: https://magazinecanteen.com/products/eve-magazine-kristin-davis

Colette, S. C. (2012). The garden, the serpent, and Eve: An ecofeminist narrative analysis of Garden of Eden imagery in fashion magazine advertising. University of Ottawa (Canada).

Ritchie, R., Hawkins, S., Phillips, N., & Kleinberg, S. J. (Eds.). (2016). Women in magazines: Research, representation, production, and consumption. Routledge.

Wood, A. (2020). Modernism and Modernity in British Women’s Magazines. Routledge.
Psychologists’ Roles in Criminal Justice

The roles of psychologists can differ quite a bit, depending on the part of the criminal justice system where they are working. For this Assignment, you are to research this topic using your textbook and additional outside resources and write a 2–3-page paper on your findings. Your paper should:

Identify and describe the psychologists’ roles within the criminal justice system (i.e., applied scientist, basic scientist, policy evaluator, and advocate).

Provide detailed examples of each of those roles in action within each of the following environments:

Law enforcement

Corrections

Courts system (excluding jury selection)

Be sure to support your answers with material from the Reading and outside research (at least two outside sources from scholarly journal articles, Internet sources, the textbook articles from the Library, and other course material.)

The paper should contain a cover page and a list of references in APA style. All internal citation of outside sources plus the listing of all references should also adhere to APA style.
Experimental Child Psychology 1

EXPERIMENTAL CHILD PSYCHOLOGY

University of Wisconsin-Milwaukee

Psychology 660/760

Summer 2021-On-line

Instructor: W. Hobart Davies, Ph.D.

Office: 202C Garland Hall

Office Hours: By appointment

Email: hobart@uwm.edu (Recommended means of contact)

Framing Quote

“But the hardest transition I see in students…is that at some point you stop being a student and you start being a scientist.  And it’s a completely different skill set that we have not trained you for, so my advice is to start acting like a scientist as soon as possible, which means you ask your own questions and try to answer them.”

Sean Carroll, Cosmologist, Cal Tech

Objective

There is increasing recognition that if we are to understand the psychological development of children and adolescents, we must be able to understand the interconnections between psychology and other relevant disciplines (including sociology, medicine, education, etc.), and develop empirically based bodies of knowledge built on a coherent theoretical base. The goal of this course is to enable the student to develop an understanding and appreciation of the scientific approaches that we currently have available to build this empirical body of knowledge. This is an advanced undergraduate course and is cross-listed as a graduate course (Psychology 760) with the same name.

The picture is increasingly clear that we make the greatest gains in policy and practice around child and adolescent development and well-being when there is a reliance on the scientific approaches that we cover in this class. These gains make these approaches cost-effective even when they add marginal costs to the project in the beginning.

THIS IS NOT A SELF-PACED COURSE. There are specific deadlines for the completion of tests, quizzes, written assignments, and lab activities. Make yourself very familiar with when these deadlines are and adhere to the schedule carefully. All course activities have a range of time that they can be completed (e.g., quizzes are open for 5 days). You are advised to take full advantage of these time ranges (i.e., do not wait until the due date to begin work). The integrated schedule at the back of the syllabus will be essential in tracking these due dates.

Specific Learning Objectives

After completing the course, students will be able to:

1) Describe the primary methodologies used in child psychology research, and list advantages and disadvantages of each approach;

2) Understand current efforts to integrate multicultural and anti-racist perspectives in research;

3) Effectively write up a research project in child psychology; and

4) Demonstrate the ability to think about problems in child psychology from a multisystemic perspective.

Intended Audience

Material covered in this class will be very helpful to 1) students planning graduate work in psychology or a related field; 2) those planning careers related to education, child advocacy, child welfare, and/or child/family policy; and 3) those who have or will have children in their families or whom they are concerned about.

This course is approved for those completing in the UWM Certificate in Childhood and Adolescence Studies. If you have concentrated some of your coursework around children, adolescents, and families, and have taken some of these courses outside the Psychology Department, it is very likely that you are close to meeting the requirements for this Certificate already. I am the Coordinator of this program, and would be happy to answer any questions you have about it.

Necessary Background

Consistent with the prerequisites, it is assumed that students have a solid background in basic experimental procedures in psychology and in basic principles of child development. If you feel you need extra resources in either of these areas, please speak with the instructor.

Materials

There is no core textbook for this class. All readings in support of lectures and quizzes will be available in Canvas.

Written assignments will be expected to be consistent with the style of the current APA Publication Manual (APA (2020). Publication Manual of the American Psychological Association (7th ed.). Washington, DC: APA). If you do not already have this book, you should obtain one. The most consistent loss of points on the papers for this class are deductions for failure to follow APA style in references, citations, tables and figures, headings, etc. The instructor has no pity for people who make these kinds of mistakes. This is all clearly spelled out in this book. You should complete your papers with enough lead time to be able to check this over carefully.

Course Requirements

Grades will be based on:

-10 quizzes (20 points each for 200 points)

-a cumulative final exam (150 points)

-completion of required data collection for the class project (100 points)

-a research paper based on the data collected for the class project (150 points)

-completion of the CITI learning module on research involving human subjects (50 points), and

-required posts on the Discussion Board (50 points).  

This is 700 total points.

Quizzes

There will be 10 quizzes, each covering the lecture and reading material for two topics. All quizzes will be completed in Canvas. Each quiz will be made up of 10 questions, worth a total of 20 points. You will have 10 minutes to take each quiz. You should have completed the required reading and lecture review before attempting the quiz. It is unlikely that you will do well on any quiz without this preparation and you will not have time to look for multiple answers while taking the quiz. Each quiz will be randomly drawn for you from a pool of questions, so every student’s quiz will be different. You may re-take each quiz up to two times (three attempts total). The questions will be different each time. The highest score across all of your attempts will be recorded. If you re-take a quiz, it is unlikely that your score will improve without additional preparation before the re-take attempt. Quizzes must be completed by 10:00 pm on their due date. Each quiz will be open for a five-day period before its due date.

Final Exam

The cumulative Final Exam will consist of integrative essays (5 essays from a choice of 7 questions, worth 30 points each). All course material will be fair game, but the emphasis will be on issues of central importance across the lecture content. The Final Exam will be available on July 17, and will be due at 10:00 pm on July 24. Late exams will be penalized 2 points for each hour they are late.

    Research Projects

Each student will complete one research project during the class. The topics for the papers can be chosen from data available on several topics. Data collection procedures will be reviewed in the first few lectures.

Data collection will involve recruiting 8 parents with at least one child between 6 and 12 years of age in their home. Any child in this age range living in the home is acceptable (so step children, adoptive children, and foster children are fine). You should attempt to recruit 4 fathers and 4 mothers as respondents, but you will not be penalized on points if this mix is not achieved. The respondents collected for projects in this class, on the whole, tend to over-represent parents who are White, non-Hispanic, straight, and highly educated. Whenever possible please recruit parents who create more diversity in our sample in any of these ways. All data collection will be done on-line. The on-line nature of the data means that recruited participants do not need to be local. The instructor will assist in identifying possible sources of participants for students who have difficulty locating sufficient numbers. However, students are urged to make good advantage of friends, relatives, neighbors, co-workers, and acquaintances, and to utilize snowball sampling techniques (i.e., asking subjects to recommend other subjects that you could contact). It has been our experience that through snowball sampling almost every student who works at it can locate sufficient participants in the time allotted. If you have difficulty recruiting sufficient numbers, but may have made appropriate efforts at recruitment, you should communicate with the instructor. By writing up a summary of your recruitment efforts, you could still get full credit for this assignment. Note that we would generally expect about a 50% participation rate for potential participants, so full effort in this sense would usually mean contacting 16 or more potential participants without reaching the target point. You should not feel that you need to coerce (force) subjects to participate or consider making up data to meet this requirement. Every year we identify students who have fabricated data for this assignment. You will fail the class if we catch you. Do not take this chance! Data collection (both required and extra credit) must be completed by June 28.

One hundred points are available for recruiting subjects and ensuring that data are entered by the deadline. This number will be reduced by 10 points for each subject that you are short of the required number. If you are having difficulty locating subjects and getting data entry completed, please communicate with the instructor sooner rather than later. Extra credit is available for recruiting additional participants as described below.

After data are turned in, you will be provided with results of the data analyses based on the aggregate data. You will use these results to produce a paper (in APA style) describing the results. The variables available to use in the Paper will be reviewed in a lecture available the week of June 28. You will need to turn in 3 hypotheses for the Paper by July 2. Your paper grade will be reduced by 10 points if your hypotheses are not turned in by this date. The Results for the Paper will be reviewed in a lecture that will be available June 28. The Paper is due in the Canvas dropbox on July 22 at 10:00 pm.

This is an advanced laboratory class for graduate and upper level undergraduate students. I assume that all of the students have a basic background in preparing a research report. Therefore, many of the artificial supports that you may have had in previous courses will not be used here. The answer to “How many references do I need?” is “You need to review the literature related to your topic to see how much published literature you need to cite.” You will receive your results as part of a rough table that is not in APA style and includes more results than what you need for your paper. You are expected to clean up the presentation and make sure it is in APA style in your final paper. Grading of papers will be accomplished by using a scoring template. You will be provided with a copy of the scoring template in advance. Students will work individually on these reports. Grades on papers that are late will be reduced by 3 points for each day they are late. Students with concerns about the writing process or their own writing skills are strongly encouraged to make contact with the UWM Writing Center, which offers free tutoring in the processes of writing and proofreading. This includes online tutoring for students unable to be on campus. Information about the Center can be accessed and appointments made at www.writingcenter.uwm.edu.

Human Subjects Tutorial

All students are required to complete training on research ethics through the Collaborative Institutional Training Initiative (CITI). If you have already completed CITI training for a job or research lab, you can simply provide us with documentation. You should keep your log-in information, as this may prevent you having to re-do the training in the future. The training will take you 3-4 hours. Directions for completing the training can be accessed at uwm.edu/irb/training/human-subjects-training-citi/.

A copy of the completion certificate needs to be turned in to the appropriate Canvas Dropbox by June 17.

Discussion Board Posts

Each student is required to make 2 posts to the Canvas Discussion Boards each week beginning in Week 2 (10 posts total, worth 5 points each (50 points total)). The 2 posts each week must be completed by 10:00 on Saturday night. Posts will be responses to posts by the instructor or other students in the course. Posts must be at least 2 full sentences and must contribute to the discussion in that area (e.g., “I agree” is not a creditable post). Questions about course requirements or technical questions about the paper do not count (e.g., “How many pages does my paper have to be” or “I don’t want to read the syllabus. How can I get extra credit?” are not creditable posts).

Grade Assignments

You can earn up to 800 points through the exams, assignments, and class participation. You can determine grade you earned by dividing your total points by 8 and finding your place on the following:

93-100 A; 90-92 A-; 87-89 B+; 83-86 B; 80-82 B-; 77-79 C+;

73-76 C; 70-72 C-; 67-69 D+; 63-66 D; 60-62 D-; <60 F

Scores will not be rounded.

Extra Credit

You can earn up to 2 percentage points of extra credit (or you can think of this as 16 raw points out of 800. These points will be added to your total percentage after all other points are totaled and divided by 8. Options for earning these extra credit points are as follows, but you may earn no more than 2 total points to be added to your final score. All extra credit points must be completed by July 16.

You may earn up to the full 2 points by preparing a review of a paper published in the past three years in Child Development, Developmental Psychology, or other appropriate journal. Articles covered in class are not acceptable. A written paper not to exceed two pages should be prepared. The quality of the review will determine how many of the 2 available points are awarded.

You may earn 1 point for each additional subject (beyond the required 8) from whom you arrange data collection and which is completed by the due date. Extra credit participants can be of any gender, but you are encouraged to continue to try to diversify the sample as much as possible.

Academic Misconduct

Students are reminded that academic misconduct warrants dismissal from the course with the grade of F. Examples of academic misconduct include, but are not limited to: a) plagiarism, the presentation of another’s words or ideas without giving them due credit; b) misconduct during an exam; c) fabrication of data; and d) attempting to receive extra credit points without fulfilling the requirements.

Students are advised to read and be familiar with the UWM policies on academic misconduct, which can be found at www.uwm.edu/osl/dean/conduct.cfm. Particular attention should be paid to the sections on avoiding plagiarism.

Ethical Behavior

For the research activities of the class, students are expected to behave in accordance with APA Code of Ethics (to be read and discussed in class) and the OHRP Human Subjects Tutorial. Violations of these ethical expectations will be considered academic misconduct and will be subject to the consequences outlined in those policies. Please talk to the instructor with any questions or concerns.

Department Policy Note

Information on Psychology Department policies on participation by students with disabilities, accommodation for religious observances, academic conduct, complaint procedures, grade appeal procedures, and other standing policies (e.g., sexual harassment, incompletes) is available in the main office of the Psychology Department in Garland Hall.

Reading List & Content Schedule

For Quiz 1

A. Ethics and research, scientific misconduct, IRBs

Readings

Drotar, D. (2011). Contemporary directions in research ethics in pediatric psychology. Journal of Pediatric Psychology, 36, 1063-1070.

Edelsohn, G.A. (2012). Ethics and research with vulnerable children. Journal of the American Academy of Child and Adolescent Psychiatry, 51, 566-568.

            Lang, A.C., Lim, P.S., Everhart, S.A., Linneman, N.G., Davies, W.H., & Alderfer, M.A. (in press). Ethical challenges in qualitative methods to improve pediatric clinical care: Researcher perspectives. Clinical Practice in Pediatric Psychology.

            Peden, B.F., & Keniston, A.H. (2019). What and when should undergraduates learn about research ethics? In E.Y. Drogin (Ed.), Ethical conflicts in psychology (5th ed., pp. 649-656). American Psychological Association.

APA (2017). Ethical Principles of Psychologists and Code of Conduct. (available at www.apa.org/ethics/)

B. Team Science

Begg, M.D., Bennett, M., Cicutto, L., Gadlin, H., Moss, M., Tentler, J., & Schoenbaum, E. (2015). Graduate education for the future: New models and methods for the clinical and translational workforce. Clinical & Translational Science, 8, 787-792.

Ledford, H. (2015). Team science. Nature, 525, 308-311.

Powers, S.W. (2014). Team science, team care, team training, and team leadership: My experience. Journal of Pediatric Psychology, 39, 277-282.

For Quiz 2

A. Multicultural Considerations I

Reading

    Galán, C.A., Bekele, B.M., Boness, C.L., Bowdring, M.A., Call, C.C., Hails, K., McPhee, J., Mendes, S.H., Moses, J., Northrup, J., Rupert, P., Savell, S., Sequeira, S., Tervo-Clemmens, B., Tung, I., Vanworerden, S., Womack, S.R., & Yilmaz, B. (in press). A call to action for an antiracist clinical science. Journal of Clinical Child & Adolescent Psychology. (pages 1-12 only)

    Miller, A.L., Stern, C., & Neville, H. (2019). Forging diversity-science-informed guidelines for research on race and racism in psychological science. Journal of Social Issues, 75, 1240-1261.

    Roosa, M.W., Gonzales, N.A., Knight, G.P., & Vargas, D.A. (2014). Children and families. In F.T.L. Leong, L. Comas-Diaz, G.C.N. Hall, V.C. McLoyd, & J.E. Trimble (Eds.), APA Handbook of Multicultural Psychology (pp. 411-427). Washington DC: APA.

B. Multicultural Considerations II

Buchanon, N.T., Perez, M., Prinstein, M.J., & Thurston, I.B. (2020). Upending racism in psychological science: Strategies to change how our science is conducted, reported, reviewed, and disseminated. https://doi.org/10.31234/osf.io/6nk4x

Chaudhary, V.B., & Berhe, A.A. (2020). Ten simple rules for building an antiracist lab. PLOS Computational Biology, 16, 1-9.

Nguyen, J., & Ferguson, G.M. (2018). “I kind of have a goal when I do it”: The phenomenology of cultural variability in Southeast Asian American tricultural emerging adults. Emerging Adulthood, 1-15.

Nunes, L. (2021). Turning the page: Race in research and publishing. APS Observer, 1-7.

For Quiz 3

A. Reviewing research, critiquing research

Reading

Lovejoy, T.I., Revenson, T.A., & France, C.R. (2011). Reviewing manuscripts for peer-review journals: A primer for novice and seasoned reviewers. Annals of Behavioral Medicine, 42, 1-13.

Overholser, J.C. (2011). Reading, writing, and reviewing: Recommendations for scholarly manuscripts at the graduate and professional level. Journal of Contemporary Psychotherapy, 41, 115-122.

B. Review of statistics and design issues

Readings

Drotar, D. (2000). Writing research articles for publication. In D. Drotar (Ed.), Handbook of Research Methods in Pediatric and Child Clinical Psychology.

Goldman, K.D., & Schmalz, K.J. (2013). Writing well: A writing style checklist to promote publication among practitioners. Health Promotion Practice, 14, 5-6

Schmidt, F. L. (1998). Statistical significance testing and cumulative knowledge in psychology.

For Quiz 4

A. Decolonizing research perspectives

Readings

Guillion, J.S., & Tilton, A. Researching with: A decolonizing approach to community-based action research. Brill Sense.

    Chapter 2. Decolonizing research (pp. 37-62)

    Chapter 3. Doing community-based action research (pp. 63-108)

    Chapter 4. Research ethics (pp. 109-120)

Community Engaged Research

Readings

Flicker, S., Danforth, J.Y., Wilson, C., Oliver, V., Larkin, J., Restoule, J-P., Mitchell, C., Konsmo, E., Jackson, R., & Prentice, T. (2014). “Because we have really unique art”: Decolonizing research with indigenous youth using the arts. International Journal of Indigenous Health, 10, 16-34.

Suzuki, L.A., & Quizon, C. (2012). Interdisciplinarity in qualitative research with ethnocultural populations. In D.K. Nagata, L. Kohn-Wood, & L.A. Suzuki (Eds.), Qualitative strategies for ethnocultural research (pp. 21-40). American Psychological Association.

For Quiz 5

A. Families and Other Systems

Reading

Cramm, H., McColl, M.A., Aiken, A.B., & Williams, A. (2019). The mental health of military-connected children: A scoping review. Journal of Child & Family Studies, 28, 1725-1735.

Kazak, A. E. (1989). Families of chronically ill children: A systems and social-ecological model of adaptation and change. Journal of Consulting & Clinical Psychology, 57, 25-30.

Misca, G., & Smith, J. (2014). Mothers, fathers, families and child development. In A. Abela & J. Walker (Eds.), Contemporary issues in family studies: Global perspectives on partnerships, parenting and support in a changing world (pp. 151-165). John Wiley & Sons.

Reczek, C. (2020). Sexual- and gender-minority families: A 2010 to 2020 decade in review. Journal of Marriage and Family, 82, 300-325.

B. Research Dissemination and Grants

Reading

Fine, M. A., & Kurdek, L. A. (1998). Reflections on determining authorship credit and authorship order on faculty-student collaborations.

Gadlin, H., & Bennett, M. (2012). Dear Doc: Advice for collaborators. Translational Behavioral Medicine, 2, 495-503.

Southam-Gerow, M.A., Rodriguez, A., Chorpita, B.F., & Daleiden, E.L. (2012). Dissemination and implantation of evidence based treatments for youth: Challenges and recommendations. Professional Psychology: Research & Practice, 43, 527-534.

Viewing

Watch “NIH Peer Review Revealed” and “Insider’s Guide to NIH Peer Review for New Reviewers” which can be found at https://www.youtube.com/watch?v=fBDxI6l4dOA and https://www.youtube.com/watch?v=qLBdV1HyG7k.

For Quiz 6

A. Questionnaires and Symptom Reports

Readings

Forrest, C.B., Bevans, K.B., Filus, A., Devine, J., Becker, B.D., Carle, A.C., Teneralli, R.E., Moon, J.H., & Ravens-Sieberer, U. (2019). Assessing children’s eudaimonic well-being: The PROMIS pediatric meaning and purpose item banks. Journal of Pediatric Psychology, 44, 1074-1082.

Holmbeck, G.N. (2009). An author’s checklist for measure development and validation manuscripts. Journal of Pediatric Psychology, 34, 691-696.

Tomlinson, D., Tigelaar, L., Hyslop, S., Lazor, T., Dupuis, L.L., Griener, K., Oliveria, J., & Sung, L. (2017). Self-report of symptoms in children with cancer younger than 8 years of age: A systematic review. Supportive Care in Cancer, 25, 2663-2670.

B. Survey Research

Reading

Rea, L.M., & Parker, R.A. (2014). An overview of the sample survey process. In Designing and conducting survey research: A comprehensive guide (4th ed., pp. 3-35). Jossey-Bass.

For Quiz 7

A. Interviews

Readings

Kappelhof, J.W.S. (2014). The impact of method bias on the cross-cultural comparability in face-to-face surveys among ethnic minorities. Methods, Data, Analysis, 8, 79-118.

Katz, C., & Hershkowitz, I. (2013). Repeated interviews with children who are the alleged victims of sexual abuse. Research on Social Work Practice, 23, 210-218.

Lucas, C.P. (1997). Use of structured interviews in clinical child psychiatric practice. In Standardized evaluation in clinical practice (pp. 75-101).

B. Qualitative Research

Reading

Price, J., & Nicholl, H. (2013). Interviewing parents for qualitative research studies: Using an ABCD model to manage the sensitivities and issues. Child Care in Practice, 19, 199-213.

Wu, Y.P., Thompson, D., Aroian, K.J., McQuaid, E.L., & Deatrick, J.A. (2016). Writing and evaluating qualitative research reports. Journal of Pediatric Psychology, 41, 493-505.

Yoshikawa, H., Weisner, T.S., Kalil, A., & Way, N. (2013). Mixing qualitative and quantitative research in developmental science: Uses and methodological choices. Qualitative Psychology, 1, 3-18.

For Quiz 8

A. Observational Methods and Sociometrics

Readings

Aspland, H., & Gardner, F. (2003). Observational measures of parent-child interaction: An introductory review. Child and Adolescent Mental Health, 8, 136-143.

Cillessen, A.H.N. (1998). Sociometric methods. In K.H. Rubin, W.M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 82-99). Guilford.

B. IQ and Ability Testing

Reading

    Plante, T. G. (2005). Contemporary psychological assessment II: Cognitive and personality assessment. In Contemporary clinical psychology (pp. 213-235).  Hoboken, NJ: Wiley.

    Rose, S. (2009). Should scientists study race and IQ? NO: Science and society do not benefit. Nature, 457, 786-788.

    Williams, W.M., & Ceci, S. (2009). Should scientists study race and IQ? YES: The scientific truth must be pursued. Nature, 457, 788-789.

For Quiz 9

A. Diagnostic Systems

    Reading

Friedman, N., Sadhu, J., & Jellinek, M. (2012). DSM-5: Implications for pediatric mental health care. Journal of Developmental & Behavioral Pediatrics, 33, 163-178.

    Rutter, M. (2011). Research review: Child psychiatric diagnosis and classification: Concepts, findings, challenges and potential. Journal of Child Psychology & Psychiatry, 52, 647-660

B. Treatment Research I

Readings

Fonagy, P. (2009). Research in child psychotherapy: Progress, problems, and possibilities? In N. Midgley, J. Anderson, E. Grainger, T. Nesic-Vuckovic & C. Urwin (Eds.), Child psychotherapy and research: New approaches, emerging findings (pp. 19-34). Routledge.

Krueger, S.J., & Glass, C.R. (2013). Integrative psychotherapy for children and adolescents: A practice –oriented literature review. Journal of Psychotherapy Integration, 23, 331-344.

Zeanah, C.H., Berlin, L.J., & Boris, N.W. (2011). Practitioner review: Clinical applications of attachment theory and research for infants and young children. Journal of Child Psychology & Psychiatry, 52, 819-833.

For Quiz 10

A. Treatment Research II

Reading

Chu, B.C. (2019). Evidence-based therapist flexibility: Making treatments work for clients. In M.J. Prinstein, E.A. Youngstrom, E.J. Mash, & R.A. Barkley (Eds.), Treatment of disorders in childhood and adolescence (4th ed., pp. 27-44). Guilford.

Langley, A.K., Gonzalez, A., Sugar, C.A., Solis, D., & Jaycox, L. (2015). Bounce Back: Effectiveness of an elementary school-based intervention for multicultural children engaged to traumatic events. Journal of Consulting & Clinical Psychology, 83, 853-865.

Odom, S.L., et al. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18, 166-175.

B. Large Scale Research Projects and Big Data

Reading

Barch, D.M. et al. (in press). Demographic, physical and mental health assessments in the Adolescent Brain and Cognitive Development study. Developmental Cognitive Neuroscience.

Feldstein Ewing, S.W., et al. (in press). Approaching retention within the Adolescent Brain and Cognitive Development study. Developmental Cognitive Neuroscience.

Landrigan, P.J., & Baker, D.B. (2015). The National Children’s Study—End or new beginning? New England Journal of Medicine, 372, 1486-1487.

Schmidt, C. (2016). The death of a study. Undark, 1-14.

Stephens-Davidowitz, S. (2017). The outlines of a revolution. In Everybody lies: Big data, new data, and what the internet can tell us about who we really are (pp. 1-22). Dey St. Publishing.

Hour Expectations—Experimental Child Psychology (Psychology 660)

Summer 2021—4 credits

On average, students should expect to make at least the following time commitment in this course:

                Number of Items X Hours/Item = Hours

Human Subjects Tutorial 1 X 3 hours = 3 hours

Readings 20 X 3 hours = 60 hours

Reviewing Lectures 20 X 1 hour = 20 hours

Quizzes 10 X 1 hours = 10 hours

Reviewing and Posting on Discussion Boards

5 hours

Paper

Recruiting Subjects 8 subjects X .5 hours = 4 hours

Developing Hypotheses 3 hours

Literature Review 25 hours

Reviewing Statistics 4 hours

Writing Paper 30 hours

Final Exam 5 questions X 2 hours = 10 hours

Total semester commitment = 175 hours (43.75 hours/credit)

Weekly average: 30 hours/week

Remember, these estimates are for the average student, and you may have a different experience.

Overview of Due Dates

Psychology 660/760 Summer 2021 On-Line

Week #

Week Ending

Quizzes

Discussion

Board Posts

Other Dates

1

June 19

Quiz 1

Quiz 2

6/17 Research Training

2

June 26

Quiz 3

Quiz 4

Posts 1 & 2

3

July 3

Quiz 5

Quiz 6

Posts 3 & 4

6/28 Data Collection Due

4

July 10

Quiz 7

Quiz 8

Posts 5 & 6

7/2 Hypotheses for Paper Due

5

July 17

Quiz 9

Quiz 10

Posts 7 & 8

6

July 24

Posts 9 & 10

7/22 Paper Due

7/24 Final Exam Due

Except where noted, all assignments and quizzes are due by 10:00 pm on Saturday each week.
The Old South

The Framers of the US Constitution made it a point to protect regional identity and political sovereignty. Before the Revolution, the colonies were semi-independent and loosely bound to one another. Each colony had its own identity, culture, economy and collective ideals. Some argued that the larger states such as Virginian would dominate the discussion regarding the course of the nation. Others feared that the morals and attitudes of some states would be thrust upon them. In a sense, this notion continued even to this day.

When the United States became a nation, the architects of the government sought to maintain regional identities through Federalism. The US is a Republic and a Republic is a nation consisting of a series of governments. Every town, county, city and state have a government with a jurisdiction and the entire nation is governed by the Federal Government.

Americans are very local creatures who tend to take pride in their respective regions. New Yorkers are proud to be from New York and Alabamans are proud to be from Alabama. New York has certain laws, values and ways of doing things, Alabama also has specific laws, values and ways of doing things. With this pride is an underlying sense of animosity to other regions. The most apparent historic regional issue was slavery. Some argued that slavery should be a state-issue and if a state wants to continue the practice that is up them. Others argued it was an abomination and should abolished altogether.

The slave-owning states, more or less countered with, “See, that is one state forcing it’s ideals on another state. If you do not like slavery, you are well within your right as a state to abolish it in your state. We are not forcing slavery on you; you should not force abolition on us.”

Were they right?

“The Old South” was a block of southern, slave-owning states (The Carolina’s Georgia, Alabama, Mississippi, Louisiana) who shared similar cultural traditions and values. The customs of the Old South were holdovers form the Old World and bloodlines and aristocratic appearance and manner reflected social rank. In the Old South it was important for the upper-class to appear dignified, well-dressed, proper and it was imperative to demonstrate such social standing. In other words, humility was not a value of the Old South and the well-to-do made sure to tell the world in many ways that they were well-to-do.

Slaves were not only forced human labor, but instruments to display status. Plantations in the south often purchased many slaves simply to demonstrate their wealth. Slave Houses were commonly built along the front of the plantation line so passers by could see the many slaves the plantation owner owned (See Plantation Layout on Page 301).

Slaves were not treated the same from region to region, planation to plantation and duty to duty. Some slaves, most, were laborers who toiled in fields to pick cotton, corn, rice, tobacco or sugar (which was particularly difficult work). Others were house slaves who prepared meals, kept the manor house, which were usually impressive mansions, laundry and other household tasks. Others still attended to the children. Horrifically, some were assigned yet more inhumane and degrading tasks that we may be better served to not mention.

Those who argued to protect the Peculiar Institution of Slavery made the points that slaves were given homes, were well-fed, treated when they were ill or injured and not worked to the point of exhaustion. They were typically given a day or two to rest each week. Sunday worship services were provided, and punishments were mostly, though not always, moderate. Southern lawmakers contended that slaves were incredibly expensive and slave masters would certainly not abuse their valued assets. Conversely, they claimed, in the north, industrial workers were treated unbelievably badly. They were not taken care of when they were sick, they were paid a pittance to work dangerous and laborious jobs and when they went hungry, nobody took care of them.

Task I: (two points each) For this week, you are in the instructor and I am the student. Your job is to create five questions based on Chapter 13: The Old South and Slavery. You do not need to answer your questions, but the questions must be high order thinking questions. In other words, this is not Jeopardy and you should not answer simple fact-based questions. For example: “What year did slave revolts in Haiti begin?”- that is not a good, thought-provoking question because anyone can easily answer it by writing “1804” and not show any understanding of the slave revolts.

Good questions usually begin with “why” or “how.” Remember the point is to get the student (me) to show that they understand and can explain informed critical thoughts.

Task II (two points each): Do the same based on the video Slaves Talk about Slaves in the USA. Create two thought-provoking questions. The only change from Task I is in this part, you must reference John Locke the Cotton Gin or Emancipation in each of your questions (you can’t use the same reference in more than one question).

For either task, don’t be afraid to ask controversial questions, the goal is to think and explore the topic.

This is Due Sunday July 25th at 11:59 PM
5

                    1

Box 5.2

Guide to an Overall Critique of a Quantitative Research Report

Name

Institution

Date

Box 5.2

Guide to an Overall Critique of a Quantitative Research Report

Aspect of the Report

Critiquing Questions

Detailed

Critiquing

Guidelines

Title

Is the title a good one, succinctly suggesting key variables and the study population?

The article’s title is “Sleep in a Large, Multi-University Sample of College Students: Sleep Problem Prevalence, Sex Differences, and Mental Health Correlates” (Becker et al., 2018). It is a good one because it reflects the content of the article and is easy to understand by the readers, and it suggests the key variables as well as the population of the study. Some of the key variables are sex differences and mental health problems. The population of the study is college students.

Abstract

Does the abstract clearly and concisely summarize the main features of the report (problem, methods, results, conclusions)?

The abstract summarizes the main features of the article explicitly and concisely. The abstract is structured into objectives, methods, results, and conclusions.

Introduction

Statement of the problem

Is the problem stated unambiguously and is it easy to identify?

Does the problem statement build a cogent, persuasive argument for the new study?

Does the problem have significance for nursing?

Is there a good match between the research problem and the paradigm and methods used? Is a quantitative approach appropriate?

The problem statement is unambiguous and can be identified easily. It is clear that college students have sleep problems, and the current study aimed at determining the association between sleep problems and mental health problems. The problem builds a cogent and persuasive argument because it aims at persuading the readers that sex differences and mental health problems are related to gender differences and mental issues (Becker et al., 2018). The problem is significant in the nursing profession because nursing researchers can conduct scientific research to determine how mental health problems result in poor sleep. The research problem matches the research paradigm and methods. For example, Barkley Adult ADHD Rating Scale-IV used in the study is a good measure of ADHD symptoms (Becker et al., 2018). In the current study, a quantitative approach was appropriate because one of the objectives of the study was to determine sleep problem rates using the PSQI measure from a large sample of college students.

Hypotheses or research questions

Are research questions and/or hypotheses explicitly stated? If not, is their absence justified?

Are questions and hypotheses appropriately worded, with clear specifications of key variables and the study population?

Are the questions/hypotheses consistent with the literature review and the conceptual framework?

The study hypotheses are stated clearly. Notably, the authors of the study hypothesized that symptoms of depression, as well as anxiety, had a unique association with poor sleep. The researchers also hypothesized that the symptoms of ADHD-IN had a specific association with increased dysfunction during the day. The hypotheses are clearly worded with specific major variables and the population of the study. There is consistency between the hypotheses and the literature review. Conversely, the literature review reports that students with symptoms of depression reported having poor quality sleep and insomnia (Becker et al., 2018).

Literature review

Is the literature review up to date and based mainly on primary sources?

Does the review provide a state-of-the-art synthesis of evidence on the problem?

Does the literature review provide a sound basis for the new study?

The sources used in the literature review are mainly primary sources, and they are both old and current. For example, the literature review uses sources published in 2016, 2012, 2010, and 2007 (Becker et al., 2018). The literature review majorly uses old-fashioned sources, and thus is unlikely to offer a state-of-the-art synthesis of evidence. The hypotheses and findings of the current study are consistent with the literature review, and hence the review offers a sound basis for the current research.

Conceptual/theoretical framework

Are key concepts adequately defined conceptually?

Is there a conceptual/theoretical framework, rationale, and/or map, and (if so) is it appropriate? If not, is the absence of one justified?

Key concepts in the study are not adequately defined conceptually. The key concepts include anxiety, PSQI, and depression. One of the conceptual frameworks sued in the study is the PSQI measure (Becker et al., 2018). The rationale for this framework was to determine the rate of sleep problems among college students. The framework is appropriate to the objectives of the study.

Method

Protection of human rights

Were appropriate procedures used to safeguard the rights of study participants? Was the study externally reviewed by an IRB/ethics review board?

Was the study designed to minimize risks and maximize benefits to participants?

The rights of the study participants were safeguarded because there was earlier notification, and students were allowed to exercise their autonomy in choosing whether to participate in the study or not. The study was also reviewed by the local Institution Review Board of every university. This review ensured that the study was ethical and thus had minimal risks to the participants. The study aimed at maximizing the participant’s benefits since students with sleep problems were identified, thereby enabling the respective universities to take appropriate interventions.

Research design

Was the most rigorous possible design used, given the study purpose?

Were appropriate comparisons made to enhance the interpretability of the findings?

Was the number of data collection points appropriate?

Did the design minimize biases and threats to the internal, construct, and external validity of the study (e.g., was blinding used, was attrition minimized)?

A descriptive research design was used in the study, and this matched the purpose of the study, which entailed describing the total rates of sleep problems using the PSQI measure (Becker et al., 2018). Appropriate comparisons were made to improve the finding’s interpretability. For instance, independent t-tests were used to compare the differences between sleep mean scores for both males and females. A survey was the only tool used to collect data, and it was appropriate given the larger sample size of the study. The design minimized bias, particularly through blinding. For example, the study involved both male and female students of different ages and from different races. The researchers minimized threats to internal and external validity by using only one statistical analysis tool throughout; the independent t-test.

Population and sample

Is the population described? Is the sample described in sufficient detail?

Was the best possible sampling design used to enhance the sample’s representativeness? Were sampling biases minimized?

Was the sample size adequate? Was a power analysis used to estimate sample size needs?

The population and sample size are detailed and described. Notably, the sample size was 7626 college students, both males, and females, from 6 universities (Becker et al., 2018). Five of the universities were public universities, all in the US. The age range was from 18 to 29, and the majority of the students were females, Whites, and non-Hispanic (Becker et al., 2018). A simple random sampling was the best possible design and is also the most effective sampling design to minimize bias. The sample size was sufficient. Independent sample t-test power analysis was used in the study to identify the needs of the sample size.

Data collection and measurement

Are the operational and conceptual definitions congruent?

Were key variables operationalized using the best possible method (e.g., interviews, observations, and so on) and with adequate justification?

Are specific instruments adequately described, and were they good choices, given the study purpose, variables being studied, and the study population?

Does the report provide evidence that the data collection methods yielded data that were reliable and valid?

Conceptual definitions are not congruent because the keywords are not conceptually defined. However, operational definitions are appropriate. For example, sleep is measured using the PSQI measure. Key variables are also operationalized using the best method. Notably, sleep and ADHD symptoms were operationalized using observations and interviews, respectively. Specifically, the students described their quality of sleep as either fairly bad or very bad. Certain instruments were described adequately, and they were good choices based on the purpose, population, and variables of the study. The specific instruments used in the study included the PSQI measure used in determining sleep rates and the Barkley Adult ADHD Rating Scale-IV used to assess symptoms of ADHD (Becker et al., 2018). There evidence that the methods used in collecting data led to reliable and valid results. For instance, symptoms of ADHD were closely associated with high sleep disturbances and less dysfunction during the day.

Procedures

If there was an intervention, is it adequately described, and was it rigorously developed and implemented? Did most participants allocated to the intervention group actually receive it? Is there evidence of intervention fidelity?

Were data collected in a manner that minimized bias? Were the staff who collected data appropriately trained?

The researchers did not incorporate any intervention in the study. The manner of data collection was able to minimize bias. For example, the Depression Anxiety Stress Scales-21 allowed the students to reflect on their depression and anxiety levels for the past one week (Becker et al., 2018). All the survey questions were standard to the research participants, thereby improving reliability and minimizing bias. There is no available information to tell whether the staff who collected were trained or not.

Results

Data analysis

Were analyses undertaken to address each research question or test each hypothesis?

Were appropriate statistical methods used, given the level of measurement of the variables, number of groups being compared, and assumptions of the tests?

Was the most powerful analytic method used (e.g., did the analysis help to control for confounding variables)?

Were Type I and Type II errors avoided or minimized?

In intervention studies, was an intention-to-treat analysis performed?

Were problems of missing values evaluated and adequately addressed?

There were analyses conducted to test each hypothesis. Specifically, statistical analysis was the method of data analysis used in the study. The specific statistical methods used were independent t-tests, correlation analyses, and structural regression analyses. Correlation analysis was sued to determine the correlation between the variables of the study. Structural regression was conducted to determine the independent relationship between mental health problems and the quality of sleep. The descriptive analysis method was effective in controlling the confounding variables. Both types I and II errors were minimized by abandoning significance testing. The weighted least squares (WLSMV) estimator was used to assess and address missing values in the study (Becker et al., 2018).

Findings

Is information about statistical significance presented? Is information about effect size and precision of estimates (confidence intervals) presented?

Are the findings adequately summarized, with good use of tables and figures?

Are findings reported in a manner that facilitates a meta-analysis and with sufficient information needed for EBP?

Information related to statistical significance was presented in the study. It was reported that poor quality sleep among college students was a result of mental health problems like depression and anxiety. Information about confidence intervals is not presented. The findings are summarized sufficiently with the use of tables. Notably, there are tables for the descriptive statistics of the variables of the study and the PSQI measure (Becker et al., 2018). The reporting of the findings facilitates a meta-analysis used in evaluating the results of previous studies. Adequate information is needed for evidence-based practice (EBP). For example, information about the relationship between poor sleep and mental health issues requires EBP for use in clinical practice.

Discussion

Interpretation of the findings

Are all major findings interpreted and discussed within the context of prior research and/or the study’s conceptual framework?

Are causal inferences, if any, justified?

Are interpretations well-founded and consistent with the study’s limitations?

Does the report address the issue of the generalizability of the findings?

The major findings of the study are incorporated and discussed in relation to previous research. Notably, the finding that females described more sleep problems compared to males was consistent with past research conducted by Lemma et al., (2012). Causal inferences are justified in the study. Specifically, it was reported that mental health problems like anxiety and depression resulted in poor sleep among college students (Becker et al., 2018). The interpretations are well-founded because they incorporate scientific research. For example, the researchers report that poor sleep is associated with poor academic performance (Becker et al., 2018). The study generalizes that sleep problems are more common among females than males. The study does not address this generalizability, and it instead recommends further research to determine the clinical meaning of this generalization.

Implications/ recommendations

Do the researchers discuss the implications of the study for clinical practice or further research—and are those implications reasonable and complete?

The researchers discuss the implications of the study for further research because they recommend future research to determine the clinical meaning of the generalization that females have more sleep problems than males. This is a reasonable and complete implication because it would help in determining the clinical or scientific rationale behind this reasoning.

Global Issues

Presentation

Is the report well-written, organized, and sufficiently detailed for critical analysis?

In intervention studies, is a CONSORT flow chart provided to show the flow of participants in the study?

Is the report written in a manner that makes the findings accessible to practicing nurses?

The report is written- organized, and detailed adequately for critical analysis. Notably, the structure of the report includes abstract, introduction, methods, results, discussion, and conclusion. The langue used in the report is also understandable and does not have errors. The article is free to download, and the findings are accessible under the sub-topic of results.

Researcher credibility

Do the researchers’ clinical, substantive or methodologic qualifications and experience enhance confidence in the findings and their interpretation?

The researchers have substantive and clinical experience, and this improves confidence in the findings of the study. For example, Stephen Becker, one of the researchers, has clinical experience of serving in the Department of Pediatrics at the University of Cincinnati College of Medicine.

Summary assessment

Despite any limitations, do the study findings appear to be valid—do you have confidence in the truth value of the results?

Does the study contribute any meaningful evidence that can be used in nursing practice or that is useful to the nursing discipline?

The findings of the study appear to be valid, and I have confidence in the truth value of the results because they are scientifically supported. One of the meaningful pieced of evidence from the study that can be used in nursing practice is the use of cognitive-behavioral therapy to manage mental health problems and improve the quality of sleep.

Reference

Becker, S. P., Jarrett, M. A., Luebbe, A. M., Garner, A. A., Burns, G. L., & Kofler, M. J. (2018). Sleep in a large, multi-university sample of college students: sleep problem prevalence, sex differences, and mental health correlates. Sleep health, 4(2), 174-181.
Objectives

The goals of this project are to have students review a fictitious trauma client and create a case conceptualization and counselling plan that takes into consideration assessment (initial and across treatment), stabilization, and treatment interventions.

Description

Students are expected to email their professor for approval of their choice prior to beginning the assignment.

Students are to prepare an 7-8 page (average 250 words per page in Times New Roman 12-point font)  paper that outlines a case conceptualization on a fictitious character from a movie, book, or TV show that will be their client.  The paper will outline their observations, case conceptualization, and recommended treatment approach for that client.  Students will also look at self-care strategies they would implement for themselves while working with this client.

Materials Required

Your analysis will focus on the main character of a movie of your choice that identifies a client who suffers from trauma. Movies like “Good Will Hunting” or, more recently, “Manchester by the Sea” can provide great sources for your client profile in this assignment. Please do not feel limited by these choices, students can feel free to choose any film with a character who is displaying symptoms of PTSD.

Instructions

Prepare a formal paper that outlines your case conceptualization on the movie character you selected, as if they were coming to you as a client suffering from trauma.  The paper will comprise of three sections: a full case conceptualization, treatment approach recommendations, and counsellor discussion of countertransference. The 8-page limit for the paper (average 250 words per page in Times New Roman 12-point font) does not include the required title page or references section. You must use peer reviewed journal articles in addition to the text book.

The case conceptualization section of the paper will include:

Introduction of the client, with observations of behaviour;

A full assessment of the client (including assessment strategies you would use to assist you – psychometric tests, etc.); and

Final overview of your case conceptualization and perceived presenting issue for the client.

The treatment approach section will include:

Outline of your selected treatment approach;

Rationale for selection of treatment approach; and

A treatment plan that includes resourcing, stabilization, pacing, containment, and affect/arousal management, exposure and resolution of traumatic memories within your treatment plan.

Challenges and Countertransference Section will include:

Identifies ways to overcome challenges and countertransference

Identification of challenges and potential countertransference

Prepare this paper in the most recent APA format; support your approach and conceptualization with references from peer-reviewed  journals.

Paper Outline

Case Conceptualization (25%)

Client Description/Observations (10 marks)

Assessment of Client (10 marks)

Overview and Research Support (5 marks)

Treatment Approach (35%)

Treatment Approach (5 marks)

Support and Rationale for Treatment Approach (5 marks)

Treatment Plan (25 marks)

Challenges and Countertransference (20%)

Identifies challenges and countertransference (10 marks)

Identifies way to overcome these challenges and countertransference (10 marks)
Assignment Proposal

    Group 1

The general topic of this study?

Asian restaurant data from Central/ Southern New Hampshire collected from the food review sites.

What is the data set you will be using?

What sample size will you use? n=104

What variables will you consider?

Variable Name

Variable Description

Variable Class

Possible Value of Variable

Price

Average price per dish

Quantitative

<$10, $10-$30, >$30

Google reviews

Number of Google reviews

Quantitative

<100, 101-300, 301-500, 501-999, >1000

Google rating

Overall Google rating

Quantitative

<1, 1-3, >3

Doordash reviews

Number of Doordash reviews

Quantitative

<100, 101-300, 301-500, 501-999, >1000

Doordash rating

Overall Doordash rating

Quantitative

<1, 1-3, >3

Doordash fee

Doordash delivery fee

Quantitative

<$1, $1-$3, >$3

Yelp reviews

Number of Yelp reviews

Quantitative

<100, 101-300, 301-500, 501-999, >1000

Yelp rating

Overall Yelp rating

Quantitative

<1, 1-3, >3

Town

Restaurant location

Categorical

Central/ Southern New Hampshire

State all objectives that require univariate and bivariate data analyses

Univariate Objective 1: Price

Univariate Objective 2: Google reviews

Univariate Objective 3: Google rating

Bivariate Objective 1: Doordash fee

Bivariate Objective 2: Restaurant location
Simulation Scenario (This hypothetical situation in unrelated to the previous assignments in

this course): You are a faculty member at XYZ College of Nursing. You have been assigned

by your dean to chair the committee to design the program evaluation process for your

CON. This CON has is a baccalaureate program with 120 students, 9 full-time faculty,

and 15 adjunct faculty. The XYZ CON curriculum has not been revised for 10 years and

your NCLEX pass rate has average 73% for 3 years.

a) Describe the program evaluation model your committee would choose to

guide the program evaluation plan. Discuss the rationale for your committee’s

choice of the program evaluation model, in terms of pros and cons of the

model.

b) Describe the kinds of program evaluation data that will be needed for the

proposed program evaluation plan.

(c) Discuss potential challenges that may be encountered in acquiring and

interpreting these data

d) The paper must follow APA format, including text citations. A reference list should

be included.