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  • Assignment 6.1: Identifying the Variables in Your PICO(T) an…

    Introduction

    This assignment consists of two parts: a written paper (Word document), and an Evidence Table (Excel spreadsheet). The purpose of this assignment is to help you develop the skills that are necessary to evaluate evidence. Use the works you have previously submitted; Edit, improve, and respond to any feedback by your instructor. Compile a paper from the work you have submitted. To this work, add in a few sentences to describe the variables in your PICO(T). This is an opportunity for you to improve your thoughts and receive feedback on the format of your paper. It is possible that you have refined or changed your PICO(T) since last submission; it is OK as long as you are still using the topic your instructor approved. Some of you may have found that after doing a preliminary search for evidence the direction of the PICO(T) question changed.

    Attached Files (PDF/DOCX): Assignment61-2Template.docx, APA format Templat 6-1-1.docx, Assignment61 Sub guidlines.pdf, Assignment61 Guidlines.pdf, Assignment61 Intro.pdf

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  • Assignment 1 overview

    To complete the assignment, please follow the steps outlined below: 1 To begin, research a social service agency in your locale. 2 Gather information online and write in detail about what you discovered about the agency. 3 After that, visit the agency in person, interview someone who works at the agency, and review information the agency uses to describe their services. You are encouraged to use the questions from “A Detailed Examination of an Agency” document ( ) Download “A Detailed Examination of an Agency” document ( )as a guide. 4 Lastly, you will write and submit a 3-5 page paper. a All papers must be submitted online through Canvas. b Papers will be evaluated on both content and spelling, grammar, and writing competence. c Papers must be submitted by midnight on the due date. The locale will be: Tampa, Florida

  • outline v6

    A state legislature is writing a public sector bargaining law, and they have asked you to design the law’s impasse procedures (strike, arbitration, mediation, fact-finding, some combination, etc.). You will need to “outline” a detailed plan of 1 to 1 12 pages.

    Here are some things you should consider:

    • Do you allow workers to strike?
    • Do you allow permanent strike replacements?
    • Do you require any types of third-party dispute resolution procedures?
    • How would you sell this plan to the various interested parties?

    Please be sure to include a brief rationale behind each of the points in your plan.

  • Case summaries of community mental health center activities

    Students will provide a one page summary of each case activity within the assigned chapter for the week’s readings in the Lewis, Packard, and Lewis (2012) text. The students will include a summary of the challenges faced by the individuals in each particular case as well as an analysis of the strengths and limitations of the approach and state whether they believe the situation was resolved effectively. In addition, students will discuss if they would have proceeded differently. Each case summary is worth 5 points. Be sure to follow APA Publication Manual (7th edition) guidelines when writing your case summary. You will need a title page and references page. (Case Activity 5.1-The Umbrella Organization on pages 114-115, Case Activity 6.1-Director of Training on pages 137-138, and Case Activity 7.1-The Token Economy on pages 160-161.)

    Attached Files (PDF/DOCX): CASE ACTIVITY 5.docx

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  • Criminal Justice Question

    Litrature review of Wrongfully Convicted individuals in the criminal System, focus on its impact on black and latinos in america and how its racially motivated. I want you to inturduce the problem and who it impacts in the first page and theisis statment . And then start with the subheading of how plea deals are punitive and coercive because people cant afford lawyers, and then 3 pages on forced confessions, and then 3 pages on parole. 3+3+3= 9 plus 1 page intro=10. All human written NO AI.

    Requirements: 10 pages

  • Theoretical Comprehension 2

    Jean-Jacques Rousseau’s Discourse on the Origins and Foundation of Inequality is a landmark philosophical text in the history of European social and political thought. It was, and in many ways still is, a controversial text, one that seeks to offer an alternative understanding of social inequality and asymmetry in the modern world–what Rousseau called “bourgeois, civil society.”

    In this paper, you will have to answer to the best of your ability, the following question (and please note its multiple parts): What, for Rousseau, is the origin of inequality and what does he mean by that origin? What, if anything, is the distinctive “promise” of inequality understood by Rousseau?

    Remember, this paper assesses theoretical comprehension. It is concerned with your understanding of a topic and concept and it asks you to try to present your response in the most precise way possible. The best answers will structure their responses coherently as well as make direct reference to the text and secondary literature. Importantly, this assignment does not seek your own take on the issue, or your personal ideas. It offers students an opportunity to clarify a philosophical argument and conception.

    Assignment requirements:

    1. Word count: 650-950 (any less than 650 = re-submission)

    2. Consistent citation/bibliography style used throughout (Chicago, MLA, etc. – the key is to just choose one).

    3. A bibliography

  • Differential diagnosis of mental disorders

    In response to 1 and 2 separately, provide feedback on the differential diagnosis for BOTH 1 and 2 SEPARATELY. For BOTH 1 and 2, discuss possible complications in differentially diagnosing between the three disorders, treating each one as a separate answer. You will need to consult the DSM-5 to complete this activity. Also discuss in EACH response how as a clinician you would address these complications to be able to successfully differentially diagnose between both 1 and 2s selected disorders as a SEPARATE answer. Include references in APA format, must have at least THREE peer reviewed references for EACH response.

    Attached Files (PDF/DOCX): Response 1.docx, Response 2.docx

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  • Attachment theory

    This is a 8-10 minute “script” for my masters level social work class. I am doing attachment theory. Please answer the questions for the podcast script. This is more of a conversational type podcast but still needs to be professional. Here are the instructions along with the rubric: Generalist Practice II Assignment #1 Theory Podcast Description: This podcast is a chance for you to take an in-depth look at a practice theory of interest to you that is commonly used in social work. In the podcast you should describe the theorys main principles and how the theory can be used to help in social work practice settings. Approach this as if you are teaching me (the reader) about the theory. Choose from this list of practice theories/models: Cognitive behavioral theory (CBT), ecological systems theory, crisis intervention theory, task centered perspective, psychosocial development theory, social learning theory, attachment theory, and family systems theory. It must be DIFFERENT from the theory you wrote about in the fall semester. 1.) What does the theory say? Describe the descriptive theory (what the theory proposes is the reasons for peoples problems) and the prescriptive theory (what they say you do to help and why they think it will help). This part is focused on teaching your reader about the theory. Included should be information on the key components that make up the theory, individuals who contributed to or influenced its development, and how (if at all) the therapeutic relationship is addressed. 2.) What does the research say? – Discuss what research says about the theory, including evidence that supports and critiques the theory. 3.) Discuss the theorys fit with the field of social work In class and some of our readings have touched on what makes a theory a good fit for social work. Discuss whether or not your chosen theory is a good fit with social work and why (support with research). 4.) Would you use this theory? Why or why not? Discuss whether or not you would use this theory in your practice now that you have explored the theory more in depth. Assignment Requirements: Prepare a podcast (8-10 minutes individually or 18-20 minutes in a pair) to present the information discussed above on your theory. You will submit the podcast and a reference list via Plato. The podcasts and reference lists will be shared with the class later in the semester. Grading Rubric Criterion/Points Below Expectations 1-5 Needs Improvement 6-10 Meets Expectations 11-15 Exceeds Expectations 16-20 SCORE

  • 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

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  • 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