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  • Capstone Project Proposal Methods and Deliverables

    Overview: This group discussion will prepare you to write your Capstone Project Proposal Methods. Your methods should be clear, concise, well-organized, and enable a reader to replicate your project. In order to make your paper as clear as possible, organize this section into subsections with headers for each procedure you describe (e.g., sites, field collection vs. laboratory analysis, data collection, measuring techniques, mapping techniques, researcher(s), sample study group, and duration of the study/project). Not all of these headings will be applicable to every capstone project, so you will need to decide which are most appropriate for your project. Every paper will have an analysis method it might be titled Data Analysis, Statistical Analysis, or Outcome Analysis, depending on your project. You will describe your data analysis as descriptive, inferential, or another type of statistical analysis. If helpful, you can include tables, figures, diagrams, or maps to explain your method. You should cite references for methods you propose and demonstrate knowledge of accepted methods for similar problems. You should also include a section that describes the expected results (e.g., deliverables to your collaborator) that your methods will produce. Keep in mind that all expected results must have a description of methods used to produce them within the methods section, and all methods described should be clearly associated with an expected result. Please attach your post as a PDF. It should include your full proposal draft at this point, including a title, author information, the introduction, and the new methods and deliverables sections. Provide a link to your chosen manuscript guidelines within your post. Write your proposal methods and deliverables (expected results) draft according to the style and citation guidelines you have chosen. You should base your methods on the material encountered previously on how to write a methods section. Your methods must be appropriately complex and rigorous, and supported by scholarly sources. Your draft should be in narrative format, and all lines of the manuscript should be numbered. Use Microsoft Word. Under the Layout pull-down menu, choose Line Numbers, then set it to Continuous. Never use bulleted lists to describe methods or steps in your process. Your instructor will provide you with feedback on your Methods and Deliverables section when they grade your initial post. I have attached all the information for the course project so far. I have also attached the rubric for this assignment (labeled as Week 6 Discussion 1 for reference).

    Attached Files (PDF/DOCX): Kallett_HowToWritetheMethodsSectionofaResearchPaper.pdf, week 5 submission (1).pdf, Animal Care Tech Note.pdf, Transcript (1) (1).pdf, Annotated Bibliography (3).pdf

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  • Mapping

    Objective: The purpose of this assignment is to help you identify and analyze regions or populations that are at high risk for human trafficking. You will create a digital map that visually represents these vulnerabilities, supported by thorough research. This project will enable you to understand the geographic and demographic factors that contribute to trafficking risks, and apply your analytical skills to real-world data.

    Instructions:

    1) Choose a Focus:

    • Decide whether you want to focus on a specific region (e.g., a country, continent, or specific areas within a country) or a specific population group (e.g., children, migrant workers, LGBTQ+ individuals) that is at high risk of human trafficking.
    • Your focus should be clearly defined and supported by available data and research.

    2) Conduct Research:

    • Gather data and information from credible sources such as international organizations (e.g., UN, ILO, UNICEF), government reports, academic articles, and reputable NGOs.
    • Your research should include:
    • Geographic Data: Information about the region(s) where trafficking is prevalent, including any specific hotspots or vulnerable areas.
    • Demographic Data: Characteristics of the population(s) at risk, including factors such as age, gender, socioeconomic status, migration status, and other vulnerabilities.
    • Contributing Factors: Analysis of the social, economic, political, and environmental factors that contribute to the risk of trafficking in the selected region or population.

    3) Create the Digital Map:

    • Using a digital mapping tool (such as Google My Maps, Canva, or any other preferred tool), create a visual representation of the data you have gathered.
    • Your map should include:
    • Geographic Markers: Identify key regions, countries, or specific areas where trafficking risks are high.
    • Demographic Indicators: Use symbols, colors, or layers to represent different population groups and their specific vulnerabilities.
    • Annotations: Provide brief annotations or labels that explain why each marked area or population is at high risk. These annotations should be concise but informative, summarizing your research findings.
    • Sources: Include a legend or side panel that lists the sources of your data and any relevant statistics.

    4) Write an Accompanying Report:

    • Alongside your digital map, write a brief (no more than 2 pages – use citations as needed) summary that explains your map.
    • Structure your summary as follows:
    • Introduction:
    • Briefly introduce the focus of your project (region or population) and the importance of understanding trafficking vulnerabilities in this context.
    • Analysis of Geographic and Demographic Data:
    • Explain the key geographic and demographic factors that contribute to trafficking risks in the areas or among the populations highlighted on your map.
    • Contributing Factors:
    • Discuss the social, economic, political, and environmental factors that increase the risk of trafficking in your chosen focus area.
    • Conclusion:
    • Summarize your findings and reflect on the implications for policy, prevention, and intervention efforts.

    5) Cite Your Sources:

    • Include in-text citations throughout your summary and provide a complete reference list at the end, formatted in APA style.
    • Ensure that your map annotations and report are supported by a minimum of five credible sources.

    6) Submission Guidelines:

    • Submit your digital map as a shareable link (if using an online tool) or as an attached file (e.g., PNG, JPEG, or PDF) along with your written summary as a Word document or PDF.
    • Both the map and the summary will be submitted under Module 5

  • science lesson plan

    NSTA/ASTE Standards:

    Standard 1: Content Knowledge. Effective teachers of science understand and articulate the knowledge and practices of contemporary science and engineering. They connect important disciplinary core ideas, crosscutting concepts, and science and engineering practices for their fields of licensure.

    Standard 2: Content Pedagogy. Effective teachers of science plan learning units of study and equitable, culturally responsive opportunities for all students based upon their understandings of how students learn and develop science knowledge, skills, and habits of mind. Effective teachers also include appropriate connections to science and engineering practices and crosscutting concepts in their instructional planning.

    Standard 3: Learning Environments. Effective teachers of science are able to plan for engaging all students in science learning by identifying appropriate learning goals that are consistent with knowledge of how students learn science and are aligned with standards. Plans reflect the selection of phenomena appropriate to the social context of the classroom and community, and safety considerations, to engage students in the nature of science and science and engineering practices. Effective teachers create an anti-bias, multicultural, and social justice learning environment to achieve these goals.

    Standard 4: Safety. Effective teachers of science demonstrate biological, chemical, and physical safety protocols in their classrooms and workspace. They also implement ethical treatment of living organisms and maintain equipment and chemicals as relevant to their fields of licensure.

    Standard 5: Impact on Student Learning. Effective teachers of science provide evidence that students have learned and can apply disciplinary core ideas, crosscutting concepts, and science and engineering practices as a result of instruction. Effective teachers analyze learning gains for individual students, the class as a whole, and subgroups of students disaggregated by demographic categories, and use these to inform planning and teaching.

    Competencies: Strand 4 Planning, Instruction and Assessment

    Rationale:

    Elementary teachers often have a curriculum to teach science. However, it is important to practice how to design or adapt lessons, especially to apply inquiry-based instruction. For this assignment you design/adapt a science lesson using Bybee’s (2014) 5E learning cycle (engage, explore, explain, elaborate and evaluate) for inquiry-based instruction for the students at your field placement. We will microteach a segment of this lesson (e.g., engage phase, explore phase). This lesson should reflect your learning during this course and identify clearly the NGSS three dimensions of science learning (SEP, CCC, DCI).

    Instructions:

    You will find the lesson plan template in the course

    Identify a science lesson based on the NGSS (applying a SEP, CCC & DCI) where you can apply the 5E model of instruction (you can use the activities the mentor teacher uses, use a lesson you found or make your own lesson based on the NGSS). The lesson (or sequence of lessons) should be around 20-60 min of instruction. In the lesson plan, the implementation of the lesson” should not be longer than 4 pages for each class period. The lesson plan(s) should include enough level of detail to pass the sub teacher rule (i.e., the description of each moment/element of the lesson should include enough level of detail so an outsider [e.g., a sub teacher] could implement the same lesson you planned). The general recommendation is to include scripted instructions for main activities and list all the questions the teacher will use to elicit students’ thinking.

    Lesson plan

    The 5E lessons must clearly include:

    1. Context of learning: Based on your field placement classroom (e.g., classroom settings, number of students, students demographics).
    2. LOs chart: NGSS, lesson objectives (based on the HILL framework from Muhammad, 2023), and assessment (identify the assessment tool and the SEP you assess).
    3. Identification of the 3D learning: Science and engineering practices, crosscutting concepts and disciplinary core ideas.
    4. Student-friendly learning target or focus question.
    5. List of material needed with links to the documents (e.g., slide show, picture, figures, worksheets).
    6. Implementation of the lesson: In less than four pages, apply, identify and describe each of the 5E phases (engage, explore, explain, extend, and evaluate).
    7. Describe of a 2060-minute lesson including time stamps.
    8. You can use one or more classes. Identify clearly when the class period ends and when the next one starts).
    9. You can merge the 5E model with the elements of lesson design (e.g., anticipatory set, communication of learning target and relevance of the lesson, instruction [using the 5E model of instruction], check for understanding, and closure).
    10. Planning commentary: In about two paragraphs, explain how you used the 5E learning cycle, science and engineering practices, or/and the nature of science in this lesson. Use Bybee (2014) and Kober (2023) to support your instructional decisions.

    Teaching

    1. We will use our last meeting to practice teaching a science lesson in class. Prepare a 15-minute segment to teach in class.

    Resources:

    These are some webpages where you can find (free) lesson plans (applying the 5E learning cycle) for elementary students:

    1. National Science Teaching Association (NSTA) –
    3. California Academy of Science:
    5. American Chemical Society (ACS) – Inquiry in Action –
    7. Computer science lesson plans – NYC:
    9. NASA – STEM resources for teachers:

    use this site for the standards : https://ospi.k12.wa.us/student-success/resources-subject-area/science/science-k-12-learning-standards

    Attached Files (PDF/DOCX): Example 5E lesson K_WIN 2023.pdf, MIT Lesson Plan Template_AY25-26 TEED 5124.docx

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

  • Outline for Research Paper

    In this discussion, create and post your outline for that paper, making sure that you use complete sentences for all elements of the outline. Include your thesis statement in the outline in bold font. Remember that, if you have one sub-heading, you should have at least one more. Do not make elements of your outline large blocks of text; usually a sentence or two will suffice for each element. This video has some good ideas about outlining:

    Outlining and Introductions

    To begin this lesson, you will review the notes you have been taking and begin developing a framework of support for your thesis statement. You will identify how body paragraphs will set forth the elements of your argument and how the reader will be moved from one body paragraph to the next.

    The assignment of building a sentence outline gives you the opportunity to clearly identify the elements of each body paragraph, much more clearly that building an outline of individual words or phrases. The sentences give your framework clarity and specificity.

    The outline should include both your introduction and conclusion . You will also work on drafting the introduction of your paper. You will not have a second chance to make a first impression, so your outline needs to be very well done. The reader needs to know right away what both your topic and your stance on that topic are. The reader also needs to be hooked, that is, immediately engaged enough in your topic to keep reading.

    PLEASE SEE EACH ATTACHMENTS FOR REFERENCE TO CREATE OUTLINE

    Attached Files (PDF/DOCX): Annotated Bibliography Supply Chain.docx, Rhetorical Analysis DM (1).docx, Sample Sentence Outline.docx

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  • Assignment 3

    Instructions: In this assignment we will focus on outcomes as defined and presented in the Renn and Reason (2021). University leaders need to consider the ways in which student outcomes impact recruitment. In this sense student retention, student outcomes, and student recruitment are connected. Put together, they help position the universities against competitors and enable student success.

    After completing assigned readings, imagine a university type (regional public, small liberal arts, faith-based private) and then produce a 3-page paper that provides a short summary along with a thoughtful response on how to apply the content at a high level to an integrated set of strategies for university stakeholders (this includes students, faculty, staff). The paper should specifically consider:

    • What are the key influences on student outputs?
    • How should leaders go about prioritizing outcomes? (For example, moral development v. career)
    • How might a university measure student outcomes in ways that enable interpretations leading to value?
    • Should students be aware of the outcomes universities desire for them? If so, how would you suggest this be communicated?

    Citations

    College Students in the United States, chapter 7 8 and 9

  • Rising Phoenix Reflection

    Watch Rising Phoenix Movie from Netflix Answer the following questions about Rising Phoenix. Write at least one page of a thoughtful journal entry. Be very detailed, authentic, and thoughtful in your response. 1.Summarize the movie and tell me why you think the movie is important 2.What were a couple of the University of Alabama connections? o Tatyana McFadden-Wanted tp play adapted athletics at University of Alabama but was told to go elsewhere as the university did not have a program for her sport of racing as they only had wheelchair basketball o Alana Nichols played wheelchair basketball for the University of Alabama who also became a Paralympic skier. Won gold in wheelchair basketball and alpine skiing. o Mary Allison Milford played wheelchair basketball for the University of Alabama and won a gold medal in wheelchair basketball. 3.Who was your favorite person in Rising Phoenix and why? 4.Do you think the Paralympics and Olympics receive the same support from their respective governing bodies? If not… why? 5.What did you enjoy the most about the movie? 6.If you were in charge of the Olympics / Paralympics… what would you change? Why? 7.Finally, compare the struggles that athletes with disabilities encounter to those encountered by other marginalized groups, like female athletes or athletes of color historically. What are some things that are the same and different? What changed for those athletes who improved their access and support? What will have to change for athletes with disabilities going forward, in your opinion, for vast improvements to be made?

    Attached Files (PDF/DOCX): Document1 9.docx

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  • Architectural Style Assignment

    OVERVIEW

    An architectural style refers to a collection of distinctive qualities and characteristics that

    differentiate a building from any other structure. Examples of architectural styles encompass

    various aspects such as form, the process of construction, the materials used, and the regional

    character. As various factors such as changing fashion trends, advancements in technology,

    shifts in religious and belief systems, and the introduction of new materials continue to progress,

    architectural styles tend to evolve and, in many instances, become replaced over time.

    INSTRUCTIONS

    For this assignment, you will provide six (6) different photos of homes and/or buildings with

    architectural significance to describe and evaluate their architectural style (outside structure

    only).

    I HAVE ATTACHED THE PHOTOS FOR USE WITH THIS ASSIGNMENT

    You will choose pictures in and around your present neighborhood or community.

    Photographs taken during previous vacations, periods of residence, or deployment are

    prohibited.

    Affix pictures on a Word document.

    Under each photo, evaluate each home or building with 250 words.

    You will not cite your paper (no footnotes, in-text citations, or bibliography should be

    used).

    The evaluation will be from your readings to help with the description; again, no

    citations should be used.(I HAVE ATTACHED THE READING ASSIGNMENT RELATED TO THIS PROJECT)

    Black-and-white or color photos can be used.

    Magazine or internet photos will not be allowed.

    The photos of the homes or buildings should be original.

    The entire building or home should be seen from a close distance, focusing mainly on the

    front.

    No inside photos or descriptions are allowed.

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

    Attached Files (PDF/DOCX): Architectural Style Grading Rubric (1).pdf, Architectural Style Assignment Instructions (1).docx

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

  • Proposal

    I need to rewrite proposal

    Attached Files (PDF/DOCX): Document (3) copy.docx

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

  • Module 6 Assignment Veteran Brochure

    For this assignment you will use the information from your interview in Module 4 and the Healthcare Analysis in Module 5 to create a pamphlet/brochure containing the resource information for your service member.

    Prepare a pamphlet for the veteran interviewed

    • Highlight available resources specific to his/her needs
    • Pamphlets are to be in a tri-fold format (word has a template)
    • Include location and contact information for the resource
    • Select graphics, fonts, and colors that are clear and easy to read

    Module Objectives:

    • Analyze the role of the nurse in planning and providing culturally appropriate care to vulnerable populations and their families.
    • Demonstrate a culturally sensitive approach to Community Nursing.

    Assignment Rubric: Veteran Pamphlet

    Assignment Rubric: Veteran Pamphlet

    CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

    Resource is clearly identified

    25 to >20.0 pts

    Excellent

    Resource is identified and access is addressed. Address, phone number, and website or email address is provided.

    20 to >15.0 pts

    Good

    Resource is identified and access is addressed in at least 2 ways: address, phone number, website, or email.

    15 to >10.0 pts

    Satisfactory

    Resource is identified and access is addressed in at least 1 way: address, phone number, website, or email.

    10 to >0 pts

    Unsatisfactory

    Resource is identified but access is not clearly addressed by address, phone number, website, or email.

    25 pts

    This criterion is linked to a Learning Outcome

    Pamphlet:

    Create pamphlet to serve as a resource for your selected veteran.

    25 to >20.0 pts

    Excellent

    Graphics go well with the text and there is a good mix of text and graphics. The brochure has exceptionally attractive formatting and well-organized information.

    20 to >15.0 pts

    Good

    Graphics go well with the text, but there are so many that they distract from the text. The brochure has attractive formatting and well-organized information.

    15 to >10.0 pts

    Satisfactory

    Graphics go well with the text, but there are too few and the brochure seems “text-heavy”. The brochure has well-organized information.

    10 to >0 pts

    Unsatisfactory

    Graphics do not go with the accompanying text or appear to be randomly chosen. The brochure’s formatting and organization of material are confusing to the reader.

    25 pts

    This criterion is linked to a Learning Outcome

    Organization. Mechanics: grammar, punctuation and style

    10 to >8.0 pts

    Excellent

    Writing is well-organized and easy for a reader to follow. Writing reflects no grammatical, punctuation or style errors.

    8 to >7.0 pts

    Good

    Writing reflects some organization but is not easily followed by a reader. Writing reflects 1-3 grammatical, punctuation or style errors.

    7 to >0.0 pts

    Satisfactory

    Writing is not effectively organized and is difficult for a reader to follow. Writing reflects 4-6 grammatical, punctuation or style errors.

    0 pts

    Unsatisfactory

    Writing is disorganized and is difficult for a reader to follow. Writing reflects more than 6 grammatical punctuation or style errors.

    10 pts

    Attached Files (PDF/DOCX): Metadel_Module4_Assignment.docx, 312186-Module-5-Veteran-Health-Analysis-docx.docx

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  • Case Study Presentation

    For this assignment, you will create a narrated presentation regarding a patient case scenario.

    Use of the current APA format for PowerPoint (PPT) presentations is expected

    Activity Criteria:

    1. Select a patient that you have encountered in the clinic setting who has signs and symptoms of at least three psychiatric disorders and one medical condition. (Principal diagnosis Major Depressive Disorder)

    Must include

    S = Subjective data: Patients Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS).

    Please follow this rubric

    Chief Complaint

    Exemplary

    Includes a direct quote from patient about presenting problem

    History of the Present Illness (HPI) S

    Exemplary

    Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)

    Review of Systems (ROS) – S

    Includes a minimum of 3 assessments for each body system, assesses at least 9 body systems directed to chief complaint, AND uses the words admits and denies.