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  • FBE 41

    -masters level work -plagiarism under 2% -complete sentences for each question with great descriptions -proper in text citations and references -put all work in PDF below -subject is Physical Education 9/12 which they were doing activity stations and studying for there unit test -rubric is below TFE 800.41 Rubric TFE 800.41 Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeQuestion 1 List at least three specific lesson objectives from your time in the classroom for this field experience. What specific things did the teacher do to meet the objectives? Describe the overall instruction and learning process you observed as well as specific details for each of the three or more objectives. 100 pts Exemplary Provides a thorough list of at least three clear, specific lesson objectives. Offers a detailed explanation of how the teacher met each objective, with concrete examples of instructional strategies, activities, and student responses. Describes the overall instruction process with depth, offering insights into how the teacher effectively facilitated learning and engaged students in meaningful ways. Demonstrates strong understanding of lesson objectives and the teaching strategies used to achieve them. 0 pts No Credit Lists fewer than three lesson objectives or the objectives provided are unclear or irrelevant. Offers little to no explanation of how the teacher worked to meet the objectives, with few or no specific examples. The overall instruction process is poorly described or missing. Shows little to no understanding of how the teacher met lesson objectives. 100 pts This criterion is linked to a Learning OutcomeQuestion 2 Describe how you saw the teacher use Blooms Taxonomy over the five hours of class time. Where did they use lower-level and higher-level categories in their teaching and what did they do to allow students to engage in those types of learning? 100 pts Exemplary Provides a thorough and insightful explanation of how the teacher used Blooms Taxonomy, identifying both lower-level (e.g., Remembering, Understanding) and higher-level (e.g., Analyzing, Evaluating, Creating) categories. Clearly describes at least three specific levels of Blooms Taxonomy, with detailed examples of how the teacher engaged students in each level. Demonstrates strong understanding of Blooms Taxonomy and its application in teaching, with clear connections to student learning activities. 0 pts No Credit Provides little to no explanation of how the teacher used Blooms Taxonomy, with unclear or irrelevant examples. Mentions fewer than three levels of Blooms Taxonomy, or the examples provided are vague or unrelated to Blooms framework. Shows little to no understanding of how the teacher used different levels of learning in the classroom. 100 pts This criterion is linked to a Learning OutcomeQuestion 3 After observing and interacting in the classroom, what would you do differently in your future classroom to ensure your lesson plans are rigorous and effective? Please make sure to include specific details from the classroom(s) you visited, comparing and contrasting some things that didn’t work well despite the teacher’s plan, with what you think you would do differently in your own classroom. 100 pts Exemplary Provides a thorough and reflective comparison of the observed classroom with specific examples of things that did not work well in the teachers plan. Offers clear, detailed suggestions on what would be done differently in the future classroom to improve lesson rigor and effectiveness. Demonstrates a deep understanding of lesson planning and teaching strategies by addressing areas such as differentiation, student engagement, and assessment. The response is well-connected to observed experiences and future classroom practices, with specific examples showing how changes would be implemented. 0 pts No Credit Provides little to no reflection on classroom observations, with few or no examples of what did not work well. Fails to offer a meaningful explanation of what would be done differently in the future classroom. Shows little to no understanding of how to improve lesson planning or ensure lesson rigor and effectiveness. 100 pts Total Points: 300

    Attached Files (PDF/DOCX): TFE80041 Interactive Field Based Experience in Planning Learning Part 1-1.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • HMM 909 C3

    9 pages total: Write 7 pages in APA format (double-spaced) without counting the cover page and reference page to discuss Part 1 & 2. Write 2 pages to discuss the additional data analysis from the spreadsheet and the conclusions you have drawn. Emotional Intelligence in the US Department of Defense/ Department of War is the topic that the following study and paper is supporting. It is not strictly about the Army other sources can be used to support from other military branches. Attached (answer 2) is a draft of the study that’s in the works.

    When you write your paper make sure you do the following:

    Answer the assignment questions directly.

    Stay focused on the precise assignment questions. Do not go off on tangents or devote a lot of space to summarizing general background materials.

    Use evidence from your readings to justify your conclusions.

    Be sure to cite at least five credible resources.

    Make sure to reference your sources of information with both a bibliography and in-text citations. See the guide to APA Style, 7th edition.

    Reading several articles and sources about sampling, about participant recruitment and interaction, and about managing the relationship between research participants and researchers. You will then be asked to think about how these issues apply to your project and your research questions, and to develop an appropriate sampling plan for your study taking all these issues into consideration.

    There is one important distinction between qualitative and quantitative sample requirements. Qualitative sample sizes are usually dictated by research method, and are typically fairly small (~25 participants or less). Sample size in quantitative methods is usually dictated by the statistical test method planned, and are usually much larger, ranging from as few as 30 for a low power t-Test, to several thousand for some methods. Quantitative studies at Trident usually range from 100 – 200 participants, depending on program and test method selected. Please review the video resource, Sample Size Estimation and GPower Analysis (Attached closest summary found).

    Part 1: In 1 page, describe the basic steps in determining the minimum sample size for a quantitative study using G*Power software.

    Part 2: In 6 pages, in accordance with the following Assignment Expectations, describe the sampling issues for your project, in accordance with the following outline:

    • Identify the organization within which you are going to be constructing your project, and the nature of the problem that you are investigating.
    • Identify the general kinds of respondents within the organization, and the kinds of information that you will need to collect from each group of people in order to complete your project.
    • Complete the following grid describing the respondents in your project and some things about them:

    Interview(s)

    Subject

    Role

    Topics

    When

    Purpose

    IRB concerns?

    Questionnaire(s)

    To whom

    Role(s)

    Topics

    Purpose

    IRB concerns?
    • Identify any additional issues which you think might arise in terms of obtaining cooperation from your respondents or that might complicate getting the information that you need.

    Descriptive statistics are used to learn about the characteristics of a measure that is collected over time or may be a measure of an item from a survey administered to many people. Typically, descriptive statistics are the average score (mean), the maximum, the minimum in the scores along with the variation. Descriptive statistics is used to describe the measures rather than to make inference centered around the same item or conceptual construct being measured. Thus, descriptive statistics is not inferential statistics and does not use probability to infer behaviors of a population from which the measures were drawn.

    Descriptive statistics fits the background analysis for your firm selected from the attached excel and add more pertinent/ helpful data to support emotional intelligence/ Industrial and organizational psychology constructs. Here you have financial and performance measures of the firm with respect to others in the same competitive space. In most cases descriptive measures can be used to generate trend lines to try and forecast based on past measures.

    Examine the secondary data on the US Department of Defense/ Department of War and add more to the data as needed. Look at the sample and review the Excel book and particularly the one on Exponential Smoothing. Calculate some descriptive statistics for your data and prepare some forecast charts. Remember the Forecast Sheet tool on the upper toolbar next to What If Analysis. Produce a spreadsheet with associated graphs; Add this to the growing work you have on the Background for the firm you are studying.

    References:

    Chapters 1-4 in:

    Carlberg, C. (2016). Excel sales forecasting for dummies, 2nd edition. John Wiley & Sons. Available in the Trident Online Library.

    Dudovskiy, J. (n.d.) Sampling. Retrieved May 10, 2018, from the Research Methodology website at

    Rheim, M., Magnussen, L. H., Sekse, R., Lunde, A., Jacobsen, T., & Blystad, A. (2016). Researcherresearched relationship in qualitative research: Shifts in positions and researcher vulnerability. International Journal of Qualitative Studies on Health and Well-being, 11, 10.3402/qhw.v11.30996. Retrieved from

    Rowley, J. (2014). Designing and using research questionnaires. Management Research Review. Retrieved May 10, 2018, from

    Taherdoost, H. (2016). Sampling methods in research methodology: How to choose a sampling technique for research. International Journal of Academic Research in Management (IJARM ), 5(2), 1827.

    Yip, C., Han, N., & Sng, B. (2016). Legal and ethical issues in research. Indian Journal of Anaesthesia, 60(9), 684688. Retrieved from

    Requirements: 9 pgs

  • Evidence Evaluation for PICO(T) Clinical Question

    Introduction The purpose of this assignment is to help you begin to develop the skills that are necessary to sort the evidence to determine the most appropriate level of evidence for your PICO(T) question. For this assignment choose three quality studies from your search results, and complete columns one through seven in your Evidence Evaluation Table (EET) for these same articles. You will eventually be using this technique to appraise at least 12 quality recently published works for your final synthesis paper. Assignment Guidelines Evidence Evaluation Table (EET): Excel File The purpose of creating this table is to organize the evidence that you find r/t your clinical question. In subsequent modules, you will add data to columns and more articles (rows) as directed until you gather at least 12 quality recent studies for your final synthesis paper in Module 13. This EET will be edited and re-submitted in weeks 6, 7, 8, 9, & 13. During this module, you will begin the process as you will complete the first seven columns. Instructions Create an Excel file for your evidence table using the Assignment 2.1: Spirit of Inquiry template (Excel) provided. Use the Sample EET (Excel) provided for a reference point. Include the three studies that represent a variety of published data regarding your PICO(T). They cannot be published longer than five years ago. Use abbreviations and create a legend for readers and yourself. Keep your descriptions brief. There should be no complete sentences. The row is cited, but If you copy five consecutive words or more use quotations and the page number. Complete columns 1 through 7 for your three quality recent (5 years or newer) published works. Citation Reference Purpose of the study The methodology of the study Sample/Setting Measurement tools Data Analysis Findings This assignment will be graded using the associated rubric.

    Attached Files (PDF/DOCX): Assignment 5-1-2.pdf, Levels_of_Evidence_Table_Sample 5-1-4.pdf, Assignment 5-1-3 Evidence table Template.pdf, Assignment 5-1-1 Evidence Eval Table EET.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Reflection

    This assignment provides a safe and supportive space for you to explore your learning by thoughtfully responding to prompts. Reflections should demonstrate critical thinking and, where appropriate, include supporting details from the course content. Please provide a few sentences addressing each of the following statements based on your work in this module: Share outcomes from similar simulation or real-life experiences that demonstrated quality health care for a pediatric client. 2. Discuss actual lived experiences with engaging in quality improvement processes? I currently work with adults, but prior to working with adults I worked with children who had autism

  • Power point on metrics and performance assessments

    Create a PowerPoint presentation and accompanying presentation, focusing on metrics and performance assessments in Human Resource Management (HRM). Your presentation should address the following key topics, but feel free to expand beyond these as appropriate:

    1. 360 Review Software
    • Conduct an Internet search on 360 review software.
    • Discuss whether it has been successful and explain how it differs from other performance measurement tools.
    1. Software Comparison
    • Compare at least two additional types of performance management software.
    • Highlight the advantages and disadvantages of each.
    1. Performance Evaluation Methods
    • Provide a brief overview of the advantages and disadvantages of different performance evaluation methods.
    1. Key Metrics for Companies
    • Identify and explain 4 to 5 key HR metrics that you believe are most important for companies.
    • Describe how each HR metric is measured and its significance to organizational success.
    • Develop a minimum of ten PowerPoint slides to give an outline of what your presentation on Metrics and Performance Assessments is about.

    Attached Files (PDF/DOCX): chapter 10 free_strategic_human_resource_management_e-text (1).pdf, Chapter 11 free_strategic_human_resource_management_e-text (1).pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Pharmacogenetics/Pharmacogenomics

    Read the attached Pharmacogenetics/genomics article attached. Write the Title/author and synopsis of the article.

    1. Provide your thoughts about the contents based on your own perspective as well as from the lens of your specialty ACNP.

    Attached Files (PDF/DOCX): MethadoneDosingGenetics.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • story telling

    Essay #1: Narrative: Telling a Story

    Length:

    400 words

    Format:

    MLA or APA style, double

    –

    spaced, 12

    –

    pt font

    Assignment Overview:

    In this first major essay, you will write a personal narrative that explores a moment of joy or

    resilience in your life. You might choose a moment that was joyful despite hardship, a time when

    you or someone close to you showed great strength, or an experience that taught you how joy

    and resistance are deeply connected.

    This essay is about telling your story with depth, voice, and meaning. Your job is not only to

    describe what happened, but to reflect on what that moment reveals about who you are and what

    y

    ou believe about joy, resistance, survival, or self

    –

    worth.

    Your Narrative Should:

    Tell a specific, detailed story from your life

    .

    Focus on a meaningful moment of joy, strength, healing, or growth

    Reflect on why the moment matters

    what you learned or how you changed

    Use vivid language, sensory detail, and dialogue where appropriate

    Some Possible Prompts:

    Describe a time when you felt joyful in an environment that didnt expect or support it.

    What made that joy possible?

    Write about a personal or family tradition that helps you feel strong or connecte

    d. What

    does that say about your community or your identity?

    Share a story about overcoming something difficult

    whether big or small

    and how

    that experience shaped your understanding of resilience.

    Reflect on a space (a kitchen, a basketball court, a bedroom, a park) that brings you peace

    or power. What happens there?

    Assessment Criteria:

    Your essay will be evaluated on how well it:

    Tells a compelling and focused story

    Uses descriptive language and sensory detail

    Reflects meaningfully on the moments significance

    Organizes ideas clearly and develops them thoughtfully

    Shows evidence of revision, proofreading, and care

  • HHH110 M3C

    9 pages total: Write 7 pages in APA format (double-spaced) without counting the cover page and reference page to discuss Part 1 & 2. Write 2 pages to discuss the additional data analysis from the spreadsheet and the conclusions you have drawn. Emotional Intelligence in the US Department of Defense/ Department of War is the topic that the following study and paper is supporting. It is not strictly about the Army other sources can be used to support from other military branches. Attached (answer 2) is a draft of the study that’s in the works.

    When you write your paper make sure you do the following:

    Answer the assignment questions directly.

    Stay focused on the precise assignment questions. Do not go off on tangents or devote a lot of space to summarizing general background materials.

    Use evidence from your readings to justify your conclusions.

    Be sure to cite at least five credible resources.

    Make sure to reference your sources of information with both a bibliography and in-text citations. See the guide to APA Style, 7th edition.

    Reading several articles and sources about sampling, about participant recruitment and interaction, and about managing the relationship between research participants and researchers. You will then be asked to think about how these issues apply to your project and your research questions, and to develop an appropriate sampling plan for your study taking all these issues into consideration.

    There is one important distinction between qualitative and quantitative sample requirements. Qualitative sample sizes are usually dictated by research method, and are typically fairly small (~25 participants or less). Sample size in quantitative methods is usually dictated by the statistical test method planned, and are usually much larger, ranging from as few as 30 for a low power t-Test, to several thousand for some methods. Quantitative studies at Trident usually range from 100 – 200 participants, depending on program and test method selected. Please review the video resource, Sample Size Estimation and GPower Analysis (Attached closest summary found).

    Part 1: In 1 page, describe the basic steps in determining the minimum sample size for a quantitative study using G*Power software.

    Part 2: In 6 pages, in accordance with the following Assignment Expectations, describe the sampling issues for your project, in accordance with the following outline:

    • Identify the organization within which you are going to be constructing your project, and the nature of the problem that you are investigating.
    • Identify the general kinds of respondents within the organization, and the kinds of information that you will need to collect from each group of people in order to complete your project.
    • Complete the following grid describing the respondents in your project and some things about them:

    Interview(s)

    Subject

    Role

    Topics

    When

    Purpose

    IRB concerns?

    Questionnaire(s)

    To whom

    Role(s)

    Topics

    Purpose

    IRB concerns?
    • Identify any additional issues which you think might arise in terms of obtaining cooperation from your respondents or that might complicate getting the information that you need.

    Descriptive statistics are used to learn about the characteristics of a measure that is collected over time or may be a measure of an item from a survey administered to many people. Typically, descriptive statistics are the average score (mean), the maximum, the minimum in the scores along with the variation. Descriptive statistics is used to describe the measures rather than to make inference centered around the same item or conceptual construct being measured. Thus, descriptive statistics is not inferential statistics and does not use probability to infer behaviors of a population from which the measures were drawn.

    Descriptive statistics fits the background analysis for your firm selected from the attached excel and add more pertinent/ helpful data to support emotional intelligence/ Industrial and organizational psychology constructs. Here you have financial and performance measures of the firm with respect to others in the same competitive space. In most cases descriptive measures can be used to generate trend lines to try and forecast based on past measures.

    Examine the secondary data on the US Department of Defense/ Department of War and add more to the data as needed. Look at the sample and review the Excel book and particularly the one on Exponential Smoothing. Calculate some descriptive statistics for your data and prepare some forecast charts. Remember the Forecast Sheet tool on the upper toolbar next to What If Analysis. Produce a spreadsheet with associated graphs; Add this to the growing work you have on the Background for the firm you are studying.

    References:

    Chapters 1-4 in:

    Carlberg, C. (2016). Excel sales forecasting for dummies, 2nd edition. John Wiley & Sons. Available in the Trident Online Library.

    Dudovskiy, J. (n.d.) Sampling. Retrieved May 10, 2018, from the Research Methodology website at

    Rheim, M., Magnussen, L. H., Sekse, R., Lunde, A., Jacobsen, T., & Blystad, A. (2016). Researcherresearched relationship in qualitative research: Shifts in positions and researcher vulnerability. International Journal of Qualitative Studies on Health and Well-being, 11, 10.3402/qhw.v11.30996. Retrieved from

    Rowley, J. (2014). Designing and using research questionnaires. Management Research Review. Retrieved May 10, 2018, from

    Taherdoost, H. (2016). Sampling methods in research methodology: How to choose a sampling technique for research. International Journal of Academic Research in Management (IJARM ), 5(2), 1827.

    Yip, C., Han, N., & Sng, B. (2016). Legal and ethical issues in research. Indian Journal of Anaesthesia, 60(9), 684688. Retrieved from

    Requirements: 9 pgs

  • EDUC 5270-01 Written Assignment Unit 3

    You are required to complete both Part A and Part B of the Written Assignment

    Part A

    This week you have read about inquiry in the classroom with a focus on science and math. These resources can be used as you collect ideas for implementing constructivist learning in your own classroom. Reflect upon the readings and videos.

    In your paper,

    • In two to three paragraphs, describe two inquiry-based approaches that would work well in your classroom.
    • As related to the readings, explain why these approaches are effective in a constructivist classroom.
    • Explain at least two benefits and two challenges (four total) of inquiry-based learning in the math or science classrooms.

    Part B

    Provide a complete lesson plan (using the template from Gagnon & Collay, p. 5) for one content-area lesson using the inquiry-based learning approach. For the lesson plan template,

    • Log into the UoPeople library and go to LIRN. Click on go to Education and click on EBook Central. Search for the complete name of the book (Constructivist learning design: Key questions for teaching to standards).
    • Refer to p. 5 (p. 32, Table 1.1 Constructivist Learning Design Template).

    While designing the lesson plan using inquiry-based learning, take a look at the content you need to teach and consider what themes, issues, concepts, or questions are raised. Once you have an understanding of this,

    • Engage the students by making real-world connections through highlighting a higher-order thinking question.
    • Include at least two scholarly references within the lesson plan.

    The lesson plan should be the final pages of your paper, after your references.

    Part A of your assignment paper must be between 4 and 5 pages, not including the lesson plan or the required title and reference pages. Submit for peer review upon completion. Cite at least two course readings and two outside resources (at least four total). The paper must be double-spaced using 12 point Times New Roman font. Check all content for grammar, spelling and to be sure that you have properly cited all resources (in APA format) used, refer to the for help with APA citations.

    Papers will be peer-assessed using the

  • Heavy Metal Engineering (HME)

    Proposal should be based on the following scenario.

    Heavy Metal Engineering (HME), a manufacturing organization that creates metal shell casings for very high-end washer and dryer products has suppliers and customers world-wide, as well as world-wide offices. HME the US Corporate office in NY hires you as a professional Information Assurance consultant.

    HME is looking to receive some significant third party funding for an international joint venture but was told they would be denied because they do not have any kind of Information Assurance plan to keep all data assets secure. You are required to create a comprehensive IA strategy that includes the following:

    -A detailed overview of what Information Assurance entails covering all the basics for an IA strategy (what will be protected and from what)

    -A plan or strategy for IA implementation including a framework

    -A complete risk mitigation strategy that completely outlines your plans to mitigate risks associated with operating in the 21st century workplace.

    -Select an accrediting body to ensure IA is not only a process but a part of organizational culture going forward

    -An incident response and disaster recovery plan in the event of intrusion and disaster

    All sections should be clearly labeled and a separate section in each area specifically for justifications of your selection/proposal.

    -Your thoughts must be solidified with viable sources consistent with graduate level work. No more than 2 sources may be used with ND or no author. Scholarly and Peer reviewed sources are expected to be used throughout the bulk of this paper.