Plan of Action for Writing Skills Improvement
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Plan of Action for Writing Skills Improvement
Quiz: Writing Post-Assessment
Getting Started
This activity is designed as a post-assessment tool to showcase the knowledge and understanding of basic writing principles and language conventions you have acquired in this course. Take time to review the 2–4 writing goals you set in Workshop 1 as you prepare to complete the quiz. The goal of this assignment is to allow you to demonstrate the writing skills necessary to complete a doctoral degree by assessing the components of effective writing you utilized throughout this course.
Upon successful completion of this assignment, you will be able to:
- Demonstrate doctoral level writing skills.
Instructions
- Review the rubric to make sure you understand how to interpret the results of your test.
- Navigate to the test Writing Practice: Sentence Structure(new tab). You may be required to sign in using your IWU credentials. Carefully read the instructions provided on the webpage.
- The test is being used as a summative assessment tool to identify areas of change as a result of taking this course.
- You have 200 minutes to complete the test, with unlimited attempts available.
- Choose your test mode as Practice or Learner, descriptions of each are found on the Instruction Page.
- There are 40 questions.
- When you have completed your test, review your Score Report (including any questions you answered incorrectly), Score Breakdown, and Recommended Resources.
- Write a paper summarizing the results of the quiz and identifying a continued plan of action for writing skills improvement. The document should be no more than one page in length:
- Communicate your results.
- Identify topics of strength and weakness.
- Describe your progress over the past eight weeks. Were there any improvements in the 2-4 key priorities for improving writing that you identified at the start of the course?
- What resources will you use to continue to improve your writing skills during the remainder of the DBA program?
- Submit the document to the assignment submission page by the end of the workshop.
Importance of Developing A Strong Academic VoiceTo prepare for this activity, please review The plagiarism spectrum: Instructor insights into the 10 types of plagiarism (Links to an external site.) . Part of scientific research includes conveying knowledge (about theory, research, etc.) to others in an ethical manner, avoiding plagiarism (review the Plagiarism Guide (Links to an external site.) for more). This is a key professional skill to develop. In this activity, you will practice using your own Academic Voice (Links to an external site.) and applying in-text citations (review the APA: Citing Within Your Paper (Links to an external site.) web page for more).Review the following original and plagiarized passages:ORIGINAL AUTHOR’S THOUGHTSThe correlational method can be very useful, but it must be used with caution. If knowledge of one variable (age) helps predict another (buying), does that mean that one causes the other? Not necessarily. It is possible that the first variable caused the second, or that the second variable caused the first, or that some other variable caused both variables. Without further research we cannot know which possibility is true. For example, a researcher might find a negative correlation in schools between the number of teachers monitoring hallway behavior and the number of acts of aggression in the hallway. It is possible that more teachers in the hallway caused lower aggression, but it is also possible that there were fewer teachers in the hallway in the face of aggression because they had left to avoid it. Knowing that there is a correlation between two events does not tell us which, if either, is the cause. In fact, it is quite common to have a third variable cause a correlation between two other variables. For example, sunburn and outdoor temperature are correlated. Does this mean that hot weather causes sunburn or that sunburn causes hot weather? Of course not. The summer sun causes both sunburn and hot weather. Cum hoc propter hoc—correlation does not imply causation.ReferenceFeenstra, J. (2020). Social psychology (2nd ed.). Zovio.REWRITE BY SOMEONE WANTING TO WRITE ABOUT THE ARTICLE AND ITS FINDINGS“The correlational method can be very useful, but it must be used with caution.” If knowledge of one variable (height) helps predict another (weight), does that mean that one causes the other? Not necessarily. It is possible that the primary variable caused the secondary, or that the secondary variable caused the primary, or that some additional variable caused both variables. We cannot understand what chance is true without further studies. For example, ice cream consumption and violent crime are correlated. Does this mean eating ice cream causes violent crime? Or, does a spike in violent crime cause consumption of ice cream? Probably neither… rather, a common factor (e.g., heat) may be to blame for both. “Cum hoc propter hoc—correlation does not imply causation.”· Define academic voice and plagiarism.· Apply your knowledge of academic voice and plagiarism to the rewritten passage, locating and identifying errors.· Paraphrase or summarize the original passage appropriately using your own Academic Voice (Links to an external site.) .· Be sure to utilize strategies for Quoting, Paraphrasing, & Summarizing (Links to an external site.) , avoiding direct quotes and appropriately utilizing in-text citations.· Demonstrate the importance of developing a strong academic voice for both your education and career.· What are some key features of academic writing that might be particularly relevant within your own program/intended career?· What types of plagiarism do you find most difficult to avoid? (See Turnitin, 2012).· What methods/strategies can you use to ensure that you avoid these errors in your own work?Developing A Break-Even for A Capitation ContractYou are attempting to develop a break-even for a capitation contract with a major HMO. Your hospital has agreed to provide all inpatient hospital services for 10,000 covered lives. You will receive $38 per member per month to cover all inpatient services. It is anticipated that 93 admissions per 1,000 covered lives will be provided with an average length of stay equal to 5.0, or 465 days per 1,000.You anticipate that your hospital will incur fixed costs, or readiness to serve costs, of $1,860,000 for these 10,000 covered lives. Variable costs per patient-day are expected to be $600. Calculate the break-even point in patient days under this contract.Break-even point = Fixed cost/ contribution marginal or Fixed cost/Revenue – variable costAlso, remember that while viewing the graph, the space to the left of the point is a loss and the space to the right is a profit. See the example below:If utilization is above 4,500 patient-days, the hospital will lose money. Figure 14–10 illustrates this concept.Break-Even PointDHA Program Prospectus Support Research AssignmentThis week you will be completing the Purpose section of the Prospectus Form. For the Purpose section, you will describe what you will compare, explore, or examine in order to address your stated research problem. Be sure to clarify your variables/concepts of interest. For example, state what needs be studied by describing two or more factors (variables) and a conjectured relationship among them related to the identified gap or problem.For details on completing the Purpose section see the DHA Program Prospectus Support site information for the Research Problem and Purpose. The DHA Program Prospectus Support site is located on the DHA Doctoral Study webpage.The Supporting Literature section must also be updated if you located additional resources related to your study variables.By Day 7Submit your updated Prospectus Form with the completed information required for the Purpose section, additional sources selected and with the previously completed sections of the form.Note: You should also include any work from previous weeks on the Prospectus Form. The Prospectus Form is designed to be iterative, so you will be continually revising and adding to the content as you progress through the course.Steps for Tracking Your Search TechniquesYour literature review sets the stage for everything else that you do in your Doctoral Study. It is through this review that you determine the research that has been conducted in your area of interest and the gaps that exist where research is still needed. The literature review also helps support hypotheses that you might have generated and the choices that you will make in your research.As you proceed, you will review numerous articles that are applicable to your topic. Managing your search of the literature, as well as your findings, is a key part of the Doctoral Study process. Think about strategies you have used in the past to organize research you have conducted. What was effective and what was not? How might you improve your strategies? How will you keep track of the articles you have reviewed and how will you save those that you intend to use in your literature review? What will you do to ensure that you have saved and backed up critical documents? What specific tools will you use? Keep these questions in mind as you determine how you can best manage the many resources that will inform your literature review.By Day 4Post the strategies you plan to use to manage the resources for your Doctoral Study. Include steps for tracking your search techniques. Describe your strategies for storing and backing up your resources and the tools you will use or have found to be useful. Be specific.Support your Discussion with citations and specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the resources for this course.Northcentral University’s Academic Integrity PolicyFor this assignment, you must create a presentation that compares different tools and algorithms commonly used in the industry for threat prevention, detection, and control.Your presentation must include the following:title, agenda, and references slideTable of industry tools that can be implemented to prevent intrusions or malware attacks.Advantages and issues related to the full implementation of the following mathematical models:access-control matrix modelmandatory-access control modeldiscretionary access control modelrole-based access control modelBell-LaPadula confidentiality modelBiba integrity modelLipner modelClark-Wilson ModelBrewer-Nash (Chinese Wall) modelsGraham-Denning modelInclude speaker notes on each slide to assist with the delivery of the presentation.Length: 10 slidesResources: Minimum of 5 scholarly resources not more than 5 years oldThe completed assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.Myers-Briggs Personality Types Discussion AssignmentMost of us hold concurrent “social identities” (consciously or unconsciously) based on “socially constructed” categories: for example, on our personal and physical characteristics, our moral beliefs and values, on our ages, abilities, socioeconomic class backgrounds, and on our cultural, racial, ethnic, national, linguistic, sex, gender, sexual and affectional, and religious identifications. Sometimes these identities are ascribed to us by others (sometimes at our birth), and/or sometimes we self-identify, or these identities are achieved (throughout our lives). 1500 words.Description of the Assignment: This assignment requires you to use yourself as a “text” to describe and analyze yourself from at least four specific vantage points. (NOTE: please include those layers of yourself that you feel comfortable sharing. Also, somewhere in your paper, include your Myers-Briggs Personality types and analyze whether you feel this personality inventory represents who you believe you are.) Myers-Briggs website: http://www.humanmetrics.com/cgi-win/jtypes2.asp1. Body Identity: identify your physical description. How do you see YOURSELF?physically?2. Social Identities: identify the external cultural norms/social meanings associated with yourself in terms of physical description, skin color, “race,” ethnicity, nationality, religion, linguistic background, sex assigned at birth, gender identity and expression, sexual identity/orientation, ability/disability, socioeconomic class background, age, and any other aspect of your identity for which you identify and would like to share. Include here your Myers-Briggs Personality Profile. Chart the trajectory of your coming to consciousness of your and other’s “race,” and other social identities like sex and gender, ethnicity, religion, sexual identity, socioeconomic class, linguistic background, nationality, ability/disability, and other identities.Social identityMaleAsianChineseFree thinkerMaleHeterosexualUpper middle class3. Moral/Attitudinal/Affective Identity: identify your internal personal values and beliefs, the elements that comprise your personality and your character, and articulate how they do or do not align with your social identities. (Do others truly see YOU when they see you, or do they see something/someone else?)4. Incorporate a description of your experiences as a student in P-12 schools (discuss what school was like for you generally). Then suggest how your social identities may have affected your understanding of cultural and individual diversity in schools.Objective: Students will develop insight about the relationship between their collective (group memberships/identities) and individual identities. It will assist students in addressing Dr. Stephen Brookfield’s first phase of critical thinking, specifically to discover the assumptions that guide their decisions, actions, choices. (See “Critical Consciousness” discussion in your course syllabus, pages 13-14.)Methods: To complete this assignment, you will need to step away from yourself and think about how others see you, how you see yourself, and critically evaluate the dis/connection(s) between the two. You will convert the information learned into an effective paper. How you present your “reading” of yourself is up to you. You must,Strategic Marketing Plan Assignment EssayAssignment Content:This assessment is the start of your Strategic Marketing Plan that will be used throughout the course.Select an actual company to use for this project. Please select a public company. By selecting a public company, you will have access to the appropriate materials needed to complete the assignment. This company will be used for assignments in weeks 2, 4, and 6. Please complete the form Part A. Delete the instructions and the examples before submitting. Also, remove Part B and C, only submit Part A.Note: It will be to your benefit to select a company whose company information is easily accessible. While you will base your plan on the actual company, there may be parts of this assignment that will require you to use your knowledge and resources to make an informed plan.Complete Part A of the Strategic Marketing Plan.Targeting the Museum Market Discussion EssayDiscussion Board 3Primary Discussion Response is due by Friday (11:59:59pm Central), Peer Responses are due by Tuesday (11:59:59pm Central).Now that you’ve analyzed the environmental situation and established who is in the target market, it is time for product development. Product design is crucial because new products are being introduced every day. So, while other people focus on that aspect of development, you turn your attention to branding.Primary Task Response: Within the Discussion Board area, write 400-600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.This morning, walking into the office, you greet Michelle who says, “I’d like to meet with you tomorrow to develop the branding strategy for the new product. Let’s meet for a working lunch and brainstorming session.”“That sounds great,” you reply. “I’ll schedule the meeting and order in lunch.”Entering your office, you begin to think about the items that you will be discussing during tomorrow’s meeting with Michelle.We haven’t even come up with a product name yet, you think. We also need to work on an advertising slogan or tag line. You know that Michelle has an extensive background in marketing, but you really want to make a good impression and bring a sound branding strategy to the meeting. How are we going to distinguish our product from our competitors? What are the benefits that we are going to highlight in our brand that will meet the needs or wants of our target customers?You create the following list of items that you need to address:Identify in one sentence your overall branding strategy or brand image you want to achieve in the mind of your target segment.Product nameAdvertising slogan or tag lineProduct attributesProduct benefitsResponses to Other Students: Respond to at least 2 of your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:What did you learn from your classmate’s posting?What additional questions do you have after reading the posting?What clarification do you need regarding the posting?What differences or similarities do you see between your posting and other classmates’ postings?The materials found in the M.U.S.E. may help you with this assignment. Additional information is also provided in the Lessons from Experience found at the following links:Targeting the Museum MarketThe Language of BrandingFor assistance with your assignment, please use your text, Web resources, and all course materials.Virtual Tour of the Eukaryotic Cell AssignmentChapter 3 introduces the organelles of the eukaryotic cell and explains their functions. You will create a virtual tour using PowerPoint explaining what you learned about four organelles.Assignment Requirements:· Choose four organelles· Create a PowerPoint slide about each organelle including the following details:o Include an imageo A description of its appearance and structureso An explanation of its functiono Any additional important detailso Include a conclusion slide and reference listUse the provided templates below or create your own PowerPoint. Cite any references that help you create the virtual tour. Strive for 30-50 words per slide.Correlation Between Incident Cost and Day LostWashington University of Virginia – Fall 2021Big Data AnalyticsFinal ExamOverviewFor this assignment, you will come up with a research question and explore it using the techniques of data analysis that we have described in class and explored in the labs.You will develop your own research question and answer that using data from the attached work safety data.You will perform all of the data processing and analysis steps performed using excel or any other software of your choice.Steps you will complete include:· Open the attached work safety dataset.· Combine and clean data, recode and prepare excel spreadsheets with the variables of interest· Change variable names and labels· Check for missing data types and variables· Code categorical variables in letters or symbols (age group, gender, incident cost, shift) into numerical variables.· Compute descriptive statistics (mean, standard deviation, median, minimum, maximum) for incident cost and day lost.· Compute frequencies for age group, gender, incident type and shift.· Perform histograms of incident cost and day lost.· Perform bar graphs and pie chart of age group, gender, incident type and shift.· Perform a scatterplot of incident cost (dependent variables) versus day lost (independent variable).· Compute a correlation between incident cost and day lost.· Perform a simple linear regression analysis between incident cost and day lost.· Perform a multiple linear regression between incident cost and day lost, age group, gender, incident type and shift.· Interpret the analyses· Write-up your findingsComponents of your analysisYour analysis must include the following and you must interpret the findings. Statistics that exist on their own with no interpretation will not count.1. Descriptive statistics:1.1 Show output for and describe descriptive statistics for at least 4 variables1.2 Show and describe histograms and scatterplots (total of 7 graphics). Histograms with “frequency” on the y-axis are often the most straightforward to interpret.3. Correlation:Show output for and describe correlations for at the two continuous variables.4. Regression:4.1. Complete the bivariate regressions, show output for and describe (coefficients, t-stat, p-value, r-squared)4.2. Complete the multiple linear regression, show output for and describe (coefficients, t-stat, p-value, r-squared)Note: We do not want to read about all of the intermediary steps that you did, see all of the output you created, hear about syntax errors, things you fixed, etc. Do not include all of your work – only the relevant parts.Requirements:Your assignment includes the following:1. A narrative of the analysis you conducted, complete with an introduction, Stata output inserted in the body of the text, your interpretations of the output, and a conclusion.Be sure to:· Explain your reasoning for including each independent variable, along with your hypothesis for how you thought it would affect the dependent variable (again, you could help to illustrate your reasoning using scatter plots, histograms, or descriptive statistics)· Be sure to explain any regression outputs you include clearly, interpreting the r-squared, the coefficients on the independent variables, and the related p-values in plain language.· What can you conclude based on your results? Provide a clear conclusionExplanation the Social Cost Of Monopoliesthink back over the last eight weeks and pick a topic we discussed that you really weren’t aware of before and now that you’ve studied it, you’re glad you know about it and how it helps you understand the U.S./the world/ your community/ yourself better.APA format this as well, but try to write about 500 words. You don’t need to cite any sources for this one.Write on MonopolyChapter 24• 24.1 Identify situations that can give rise to monopoly• 24.2 Describe the demand and marginal revenueconditions a monopolist faces• 24.3 Discuss how a monopolist determines how muchoutput to produce, what price to charge, and theamount of its profits• 24.4 Understand price discrimination• 24.5 Explain the social cost of monopoliesCore Elms Volunteer Experience Form Essay· Present your approved intervention to the patient, family, or group and record a 10-15-minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.IntroductionBaccalaureate-prepared nurses have many opportunities to reflect on their contributions to patient care outcomes during clinical experiences. Research suggests that creating and sharing video reflections may enhance learning (Speed, Lucarelli, & Macaulay, 2018).For this assessment, you’ll present your approved intervention to the patient, family, or group and reflect on various aspects of your capstone practicum experience. Such reflection will give you a chance to discuss elements of the project of which you are most proud and aspects of the experience that will help you grow in your personal practice and nursing career.ReferenceSpeed, C. J., Lucarelli, G. A., & Macaulay, J. O. (2018). Student produced videos—An innovative and creative approach to assessment. Sciedu International Journal of Higher Education, 7(4).InstructionsComplete this assessment in two parts: (a) present your approved intervention to the patient, family, or group and (b) record a video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program.PART 1Present your approved intervention to the patient, family, or group. Plan to spend at least 3 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Be sure you’ve logged all of your practicum hours in CORE ELMS.Use the Intervention Feedback Form: Assessment 5 [PDF] as a guide to capturing patient, family, or group feedback about your intervention. You’ll include the feedback as part of your capstone reflection video.Part 2Record a 10–15-minute video reflection on your practicum experience, the development of your capstone project, and your personal and professional growth over the course of your RN-to-BSN program. A transcript of your video is not required.You’re welcome to use any tools and software with which you are comfortable, but make sure you’re able to submit the deliverable to your faculty. Capella offers Kaltura, a program that records audio and video. Refer to Using Kaltura for more information about this course room tool.Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact DisabilityServices@Capella.edu to request accommodations. If you’re unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.RequirementsThe assessment requirements, outlined below, correspond to the scoring guide criteria, so address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for supporting evidence.· Assess the contribution of your intervention to patient or family satisfaction and quality of life.1. Describe feedback received from the patient, family, or group on your intervention as a solution to the problem.1. Explain how your intervention enhances the patient, family, or group experience.. Describe your use of evidence and peer-reviewed literature to plan and implement your capstone project.2. Explain how the principles of evidence-based practice informed this aspect of your project.. Assess the degree to which you successfully leveraged health care technology in your capstone project to improve outcomes or communication with the patient, family, or group.3. Identify opportunities to improve health care technology use in future practice.. Explain how health policy influenced the planning and implementation of your capstone project, as well as any contributions your project made to policy development.4. Note specific observations related to the baccalaureate-prepared nurse’s role in policy implementation and development.. Explain whether capstone project outcomes matched your initial predictions.5. Discuss the aspects of the project that met, exceeded, or fell short of your expectations.5. Discuss whether your intervention can, or will be, adopted as a best practice.5. Describe the generalizability of your intervention outside this particular setting.5. Document the time spent (your practicum hours) with these individuals or group in the Core Elms Volunteer Experience Form.. Assess your personal and professional growth throughout your capstone project and the RN-to-BSN program.6. Address your provision of ethical care and demonstration of professional standards.6. Identify specific growth areas of which you are most proud or in which you have taken particular satisfaction.. Communicate professionally in a clear, audible, and well-organized video.Additional RequirementsCite at least three scholarly or authoritative sources to support your assertions. In addition to your reflection video, submit a separate APA-formatted reference list of your sources.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:. Competency 2: Make clinical and operational decisions based upon the best available evidence.8. Describe one’s use of evidence and peer-reviewed literature to plan and implement a capstone project.. Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.9. Explain whether capstone project outcomes matched one’s initial predictions and document the practicum hours spent with these individuals or group in the Core Elms Volunteer Experience Form.. Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.10. Assess the degree to which one successfully leveraged health care technology in a capstone project to improve outcomes or communication with a patient, family, or group.. Competency 5: Analyze the impact of health policy on quality and cost of care.11. Explain how health policy influenced the planning and implementation of one’s capstone project, as well as any contributions the project made to policy development.. Competency 7: Implement patient-centered care to improve quality of care and the patient experience.12. Assess the contribution of an intervention (capstone project) to patient, family, or group satisfaction and quality of life.. Competency 8: Integrate professional standards and values into practice.13. Assess one’s personal and professional growth throughout a capstone project and the RN-to-BSN program.13. Communicate professionally in a clear and well-organized video.Ethical Behavior Issues in Handling Food and BeverageWrite a two-page paper, plus the title page and a reference page on the following statement:Describe one or more ethical behavior issues in handling food and beverage products returned to a manufacturing company and a retail store. Chose a real example.Incorporate at least one reference from articles listed within the online APUS library.Submission Instructions: (Do not use Wiki as a source).• Written communication: Written communication is free of errors that detract from the overall message. • APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting. • Length of paper: typed, double-spaced pages with no less than a full two-page paper. • Font and font size: Times New Roman, 12 point.Historical Connections Based on Poem by Phillis WheatleyAnswer the following questions based on the poem by Phillis Wheatley300 words 2 referencesInfluenced by the events and feelings of an era, writers often document history through their works in subtle ways. The stories and poems we read can act as a filter or a mouthpiece in which to view the history of a nation.Choose a reading to analyze this week for historical relevance, then answer the following questions: On the Death of a young Lady of Five Years of Age· What was happening around the time in which this piece was written? (Additional research will be necessary—an “American History Timeline” web search will be most helpful.)· Provide information about a historical event that may have influenced this piece.· What specific connections can be made between the piece and the event?· What is the author’s attitude toward the event? Feel free to speculate (based on other evidence), if necessary.· What values of the time period are being expressed and/or challenged in this piece?Phillis Wheatley (1753–1784). Poems on Various Subjects. 1773.On the Death of a young Lady of Five Years of AgeFROM dark abodes to fair etherial lightTh’ enraptur’d innocent has wing’d her flight;On the kind bosom of eternal loveShe finds unknown beatitude above.This know, ye parents, nor her loss deplore, 5She feels the iron hand of pain no more;The dispensations of unerring grace,Should turn your sorrows into grateful praise;Let then no tears for her henceforward flow,No more distress’d in our dark vale below. 10Her morning sun, which rose divinely bright,Was quickly mantled with the gloom of night;But hear in heav’n’s blest bow’rs your Nancy fair,And learn to imitate her language there.“Thou, Lord, whom I behold with glory crown’d, 15By what sweet name, and in what tuneful soundWilt thou be prais’d? Seraphic pow’rs are faintInfinite love and majesty to paint.To thee let all their graceful voices raise,And saints and angels join their songs of praise.” 20Perfect in bliss she from her heav’nly homeLooks down, and smiling beckons you to come;Why then, fond parents, why these fruitless groans?Restrain your tears, and cease your plaintive moans.Freed from a world of sin, and snares, and pain, 25Why would you wish your daughter back again?No—bow resign’d. Let hope your grief control,And check the rising tumult of the soul.Calm in the prosperous, and adverse day,Adore the God who gives and takes away; 30Eye him in all, his holy name revere,Upright your actions, and your hearts sincere,Till having sail’d through life’s tempestuous sea,And from its rocks, and boist’rous billows free,Yourselves, safe landed on the blissful shore, 35Shall join your happy babe to part no more.Issue Affecting Healthcare Delivery and Advanced NursingWeek 8 Discussion ForumSelect one of the future issues presented this week. Examine the issue in terms of cultural diversity, health promotion, and communication methods. Discuss in detail how this issue affects healthcare delivery and advanced nursing.Compose at least 2-3 paragraphs all in APA format with proper referencesuse link provided with account info belowhttps://online.vitalsource.com/reader/books/9781496351210/epubcfi/6/22%5B%3Bvnd.vst.idref%3DMcEwen9781496351203-part001.xhtml%5D!/4/2/4Enumerate the Reasons for The Failure of Waterfall ModelASSIGNMENT 1 At less 3000 words1. (a) What are functional and non-functional requirements? (10mks)(b) Explain the steps involved in the prototyping (10mks)(c) Enumerate the reasons for the failure of Waterfall Model. (5mks)2. (a) Define Software Reliability (5mks)(b) What is Modularity? (10mks)(c) Explain why professional software is not just the programs that are developed for acustomer. (10mks)3. (a) What is the most important difference between generic software product development andcustom software development? What might this mean in practice for users of genericsoftware products? (10mks)(b) What are the four important attributes that all professional software should have? Suggestfour other attributes that may sometimes be significant. (8mks)(c) Apart from the challenges of heterogeneity, business and social change, and trust andsecurity, identify other problems and challenges that software engineering is likely to face inthe 21st century (Hint: think about the environment). (7mks)4. (a) Based on your own knowledge of some of the application types, explain, with examples,why different application types require specialized software engineering techniques tosupport their design and development. (15mks)(b) Explain why there are fundamental ideas of software engineering that apply to all types ofsoftware systems. (10mks)Developing an IS Plan Aligning to Organizational StrategyCis Strategic Planning:Reflect on the three competencies of this course. Consider how they might directly apply to your life and work environment when answering the questions below.Competency 1:Develop an IS plan aligning to organizational strategy for various ranges of time.Competency 2:Illustrate the integration between IT infrastructure, business process, and finance.Competency 3:Explain IT’s role in the strategic planning process.Reflect on the following questions in a minimum of 500 words.Question #1:Think of a situation in which assessing the alignment between IT infrastructure and an organization’s mission and vision would be valuable and significantly impact the IT department. How could you utilize the creation of an IT department budget that lists expected monthly costs within your own work environment? Provide an example, either within your work environment or in society at large, of when the creation of a long-range strategic plan focused on innovation could have an impact on the organization.Question #2:What specific assignments or learning activities from this course did you find particularly beneficial? What do you feel could have improved or added to your learning experience in this course?Submit your reflection.Baby Boomers in Older Adulthood EssayThe largest segment of the U.S. population, the “baby boomers,” are moving into older adulthood. The advertising and marketing industries study this age cohort, and it has been increasing in visibility in primetime television, print ads, and in digital advertising, pop-ups, and internet solicitation.Find at least 4 images or video clips of advertising or other popular media that illustrate this point. Use a caption for each piece of media to explain the advertisements mirror the specific physical and cognitive changes in development referred to in our readings and resources this week. Your captions should combine for a total of no fewer than 500 words.Use at least 2 resources (other than the images or clips) to support the claims you are making. Cite these using APA formatting. Your references need to relate to concepts learned about middle adulthood and must be scholarly/academic in nature. Use of .com websites is not appropriate. Please use references other than those included in our Lessons to extend your research and knowledge.Evaluation Discussion of Teaching PhilosophyAs discussed earlier in this course, your personal teaching philosophy is a work in progress. During week 8, you will revisit and revise your teaching philosophy that you submitted during week 1. As part of this assignment, you should evaluate your original philosophy and include a one-page discussion of how your thoughts and ideas about teaching have changed and developed during this course. Guidelines for revising your teaching philosophy and the one-page discussion are below.Assignment GuidelinesRevised Personal Teaching Philosophy (3 pages)· Reflect on the teaching principles and practices discussed during the course.· What did you learn about teaching that you did not know prior to this course?· What stood out as important to you over the past 8 weeks?· Consider how you might expand, adapt, or change your original philosophy to your current perspective on teaching (or you may feel compelled to take it in a completely new direction).· Your revised teaching philosophy should:· Have a clear focus or theme.· Be authentic and personal.· Relay who you are (or aspire to be) as a teacher.· Exhibit genuine enthusiasm for teaching.· Clearly express your current teaching values and beliefs, and discuss why you hold those values and beliefs (whether or not they have changed).· Describe your current teaching goals (whether or not they have changed).· Explain the teaching methods or strategies that you believe are best (whether or not they are different from your original philosophy). Note: make sure the teaching methods you find best are consistent with your goals.· Incorporate any new ideas and/or practices that encourage a rich teaching and learning experience.· Be well written, using a first-person narrative and present tense.· Follow APA style.· Have no any grammatical, typographical, or spelling errors.Evaluation Discussion of Teaching Philosophy (1 page)As part of this revised teaching philosophy assignment, you should include a discussion evaluating how your personal thoughts and ideas about teaching have changed during this course.· After you have revised your personal teaching philosophy, carefully review your original teaching philosophy that you submitted during week 1 of this course.· Compare your original philosophy to your revised teaching philosophy and evaluate the following in a one-page written discussion:· Have your teaching goals, methods, or strategies changed, and if so, how and why? Have your teaching priorities and/or perspectives changed or shifted, and if so, how and why?· Do you value different learning experiences, and if so, what are they and why?· Include any additional information that may highlight how your thoughts and ideas have changed or developed during this course.· Include references that you found helpful, insightful, or meaningful in the development of your philosophy of teaching.· In addition to the course texts, include at least two outside sources from peer-reviewed journals to support your ideas.· Your evaluation discussion should:· Be well written, using a first-person narrative and present tense.· Follow APA style.Total of 4 pagesPlease separate with headersRecommendations to Enhance One Another’s WritingThe Popular Article written in the previous workshop provided you with an opportunity to explore an academic topic of your choosing based on the needs of your applied doctoral project and or a specific business-related topic of interest. As you wait for feedback from your facilitator, you will actively pursue feedback from your fellow classmates by sharing a draft of the article for peer review. Consider this submission an opportunity to strengthen and enhance your writing skills as well as collaborate with peers through the sharing of insights and the exchange of recommendations to enhance one another’s writing.For this assignment, you will submit your Popular Article for review by another student. Likewise, you will also conduct a review of another student’s article. Throughout the review process, seek to incorporate the knowledge and information you have gleaned from the texts and resources and writing practice in this course. This task affords you the benefit of a peer review where multivariant perspectives and viewpoints are used to analyze and critique your work in a safe, productive, and collegial way—as you reciprocate in the same process. There is no expectation that anyone is an expert; indeed, the goal of this assignment is to share and receive feedback and affirm good writing habits.Upon successful completion of this discussion, you will be able to:Demonstrate doctoral level writing skills.Background InformationWhy learn to peer review?Those involved in peer review recognize how important the process is to maintain the quality and integrity of scientific literature. It can be [a bit] daunting — but it comes with huge benefits.The benefits of peer review include staying abreast of the latest research trends in your field, improving your own writing skills and learning how to better present your own research to journal editors. Peer review also helps you to forge those critically important relationships with editors at the elite journals in your field, which can work in your favor when you submit your own work for publication.So, with all these benefits on offer, what can new academics do to get onto an editor’s peer review database? (Want to Peer Review, n.d., Why Learn)Top ways to tap into the benefits of becoming a reviewer:Contact editors or publishers directly. (Check out the info below.)Join researcher networks. One example is ResearchGate (new tab).Network and make connections. Consider starting with a LinkedIn group or member organization.Attend conferences and seminars (a great way to network . . . and volunteer!).Publish, publish, publish.. . . . Uh oh, two of the more significant benefits were left off the list— becoming a better writer and critical thinker.To put the above into perspective, consider one example, the Christian Business Faculty Association (new tab), whose mission is to “empower Christian business faculty to transform the world for the glory of God” (About CBFA, n.d., Mission). Each year, the CBFA conference (new tab) is held on site at a Christian university. Typically, attendees can stay on campus while attending the conference or staying in a hotel nearby. So, what are the benefits of CBFA?The annual conferences are reasonably priced, and they provide a wealth of new learning as you ‘hang out’ with thought leaders.There are opportunities to present your research at the conference when they send out a call for papers.You can also volunteer to become a peer reviewer of the submitted presentations.Or consider volunteering to be a moderator at a conference.Moreover, CBFA publishes two journals: Journal of Biblical Integration in Business (JBIB(new tab)) and Christian Business Academy Review (CBAR(new tab)). Check out the links where you can access archived journals.Networking and making connections . . . and all for the annual fee of $50 (see CBFA membership (new tab)).Wow! The above list looks quite impressive. The CBFA provides the up-and-coming and seasoned academic business professionals with a wealth of resources that clearly are aimed at helping you to become the best professional you (academic, businessperson, author, reviewer….).ReferencesChristian Business Faculty Association. (n.d.). About CBFA. https://www.cbfa.org/about(new tab)Want to peer review? Top 10 tips to get noticed by editors. (2020, January 8). Publons. https://publons.com/blog/10-things-you-need-to-know-to-get-noticed-by-editors/(new tab)InstructionsReview the rubric to make sure you understand the criteria for earning your grade.Review the Miniature Guide to Critical Thinking: Concepts and Tools.Read Part II Writing Rules – Chapter 34 (pp. 89–100) in Everybody Writes.Upload your Popular Article assignment a Word document by DAY TWO (2) to give your student reviewer ample time to complete their review.Write a paragraph for the initial post to include the title of the article and summarization of it to help establish context for the reviewer and other readers in the course.The instructor will assign each student to a specific student paper for conducting a peer review. Do not conduct a peer review until the instructor has assigned you an article.Download the Article Peer-Review Template(Word document).Download the one Popular Article assigned for your peer review.Complete the peer review using the template as the guide, following the prompts below:Carefully read the instructions on the Article Peer-Review Template.Insert your full name in the header or the footer of the blank template.Save a copy of the template for use when conducting the peer review.For the file-naming convention, use:(Reviewer Last Name (You)_Abbreviated Title of the Article_Other Student’s Last NameExample: Jones_Falling Profits in the Airline Industry_JacksonComplete the template in its entirety, assessing the other student’s article based on the critical thinking intellectual standards criteria, as adopted from The Miniature Guide to Critical Thinking, and the other comment sections in the template.Include appropriate, evidence-based, honest and respectful feedback using single-line spacing in the areas provided in the template.Once the review is complete, review and edit, then save the Word document template as a PDF file.Submit a PDF copy of your peer review in the discussion forum by the end of the workshop.Write a brief paragraph response in the discussion forum summarizing your peer review to the student.Upload the PDF copy of the completed Peer-Review Template to the discussion response.You are encouraged to engage in dialogue with other students as well in the discussion forum.Cardiovascular and Cardiopulmonary Pathophysiologic Processes EssayScenario 4: 45-year-old woman presents with a chief complaint of the 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. The patient has a history of COPD with a chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals a flattened diaphragm and increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields.Develop a 1- to 2-page case study analysis, examine the patient symptoms presented in the case study. Be sure to address the following:Explain both the cardiovascular and cardiopulmonary pathophysiologic processes of why the patient presents these symptoms.Explain how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient.Explain any racial/ethnic variables that may impact physiological functioning.Getting to Know Children and their Families8082 Module 3Assignment 1: Blog:Getting to Know Children and their FamiliesTo Prepare:Use the Walden Library to locate peer-reviewed journal articles, written within the last 5 years, that focus on the “how and why” of getting to know children who are part of a classroom community. Consider topics such as culturally responsive practice or strategies for personalizing learning.Note:1. You may need to read/skim a number of articles before you find one you choose to use as the basis for this Assignment.Assignment Task Part 1After reading the article you chose, create a 2-3-page post for your blog that includes the following:· A summary of the article· How this article reflects a rationale and at least one strategy for getting to know children and families· How the information gleaned from this article may inform your work related to learning about children and families in the early childhood setting and why this is important· An APA citation of the article· One resource cited in the article that you would like to read to extend your learning.Assignment Task Part 2Read through and respond to 3-4 peers’ blogs and note any resources that might inform your current and/or future early childhood practice and areas of possible research.Responses in 50 words or more…Importance of Reliability in A Production Environment AssignmentTPMIdentify two companies in unrelated industries that use TPM approaches to ensure reliability in the products or services that they sell, and create a report responding to the following questions:What are the activities that they do under their TPM programs?What similarities do you notice between the approaches of the two companies? What differences do you identify?What is the importance of reliability in a production environment?How does TPM relate to Total Cost of Ownership (TCO)?Identify any elements of the 5S approach that you see in the TPM activities of the two companies.Submission Details:Submit your report in a 3-page Word document, using APA style.Criminological Theory Change Case StudyCriminological theory has undergone many changes over the years. From the relatively simplistic theories pertaining to physical appearance to the modern-day psychopathy and biosocial conceptualizations, criminological theory has matured considerably over time. After completing reading Chapters 2, 8, and 9 of the Bartol & Bartol (2019) text, you will summarize a well–known criminal case including a description of the offense(s), the investigation of the crime, and the outcome. It is important in any investigation or analysis of criminal behavior to evaluate both endogenous and exogenous theories of criminal behavior and analyze how our biases and assumptions influence our assessment of individuals and the role of psychological profiling in law enforcement. It is also important to determine culturally–based behavior patterns that may be specific to certain segments of the population. Preliminary sources of this type of information may come from reliable media sources in their coverage of scholarly works as well as government publications of research findings. These may direct you to more focused resources for scholarly references.In your paperIdentify and analyze the behavior of the offender(s) relative to the psychological history and evaluation of the offender(s).Describe the psychological, behavioral, environmental, and cognitive factors that you believe led to the offender’s criminality. The goal is to provide an analysis of the psychological history of the offender as it pertains to the offense(s).Summarize the psychological history of the offender as it pertains to the offense(s). Be sure to include as much information as possible regarding the offender’s childhood, adolescence as well as adulthood (if applicable).Provide examples of behavior that reflect psychological influences.Discuss the nature of any mental health referrals or treatment that occurred and the outcome.Identify psychological issues that were present, as demonstrated through statements and/or behavior of the offender, but not identified or treated.The Case Summary and Offender ProfileMust be three to four double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Writing Center (Links to an external site.).Must include a separate title page with the following:Title of paperStudent’s nameCourse name and numberInstructor’s nameDate submittedMust use at least four scholarly sources in addition to the course texts.Must document all sources in APA style as outlined in the Writing Center.Must include a separate reference page that is formatted according to APA style as outlined in the Writing Center.Required ResourceTextBartol A., & Bartol C. (2019). Introduction to forensic psychology: Research and application (5th ed.). Sage Publications, Inc.Chapter 2: Police and Public Safety PsychologyChapter 8: Psychology of Violence and IntimidationChapter 9: Psychology of Sexual AssaultRecommended ResourcesWebsitesOffice for Victims of Crime (Links to an external site.). (http://www.ovc.gov/)There are several professional organizations and the U.S. Federal Government who provide current and historical data and research regarding issues of mental health and the criminal justice system. This site can provide you with additional information to assist you in the development of both of this week’s discussion posts and the assignment.The International Association of Chiefs of Police (Links to an external site.). (www.theiacp.org)There are several professional organizations and the U.S. Federal Government who provide current and historical data and research regarding issues of mental health and the criminal justice system. This site can provide you with additional information to assist you in the development of both of this week’s discussion posts and the assignment.Plan of Action for Writing Skills ImprovementQuiz: Writing Post-AssessmentGetting StartedThis activity is designed as a post-assessment tool to showcase the knowledge and understanding of basic writing principles and language conventions you have acquired in this course. Take time to review the 2–4 writing goals you set in Workshop 1 as you prepare to complete the quiz. The goal of this assignment is to allow you to demonstrate the writing skills necessary to complete a doctoral degree by assessing the components of effective writing you utilized throughout this course.Upon successful completion of this assignment, you will be able to:· Demonstrate doctoral level writing skills.Instructions1. Review the rubric to make sure you understand how to interpret the results of your test.2. Navigate to the test Writing Practice: Sentence Structure(new tab) . You may be required to sign in using your IWU credentials. Carefully read the instructions provided on the webpage.3. The test is being used as a summative assessment tool to identify areas of change as a result of taking this course.4. You have 200 minutes to complete the test, with unlimited attempts available.5. Choose your test mode as Practice or Learner, descriptions of each are found on the Instruction Page.6. There are 40 questions.7. When you have completed your test, review your Score Report (including any questions you answered incorrectly), Score Breakdown, and Recommended Resources.8. Write a paper summarizing the results of the quiz and identifying a continued plan of action for writing skills improvement. The document should be no more than one page in length:a. Communicate your results.b. Identify topics of strength and weakness.c. Describe your progress over the past eight weeks. Were there any improvements in the 2-4 key priorities for improving writing that you identified at the start of the course?d. What resources will you use to continue to improve your writing skills during the remainder of the DBA program?9. Submit the document to the assignment submission page by the end of the workshop.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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