Ethics & Morals part 2

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This course has three written assignments that build upon one another  and are designed to take you step-by-step through a process of writing a  paper that identifies an ethical question, examines the context,  issues, and arguments surrounding the question, and attempts to defend  an answer to that question using strong moral reasoning.

This second written assignment is a six-part exercise comprised of the following sections:

  1. Ethical Question
  2. Introduction
  3. Explanation of the Ethical Theory
  4. Application of the Ethical Theory

For sections (1) and (2) revise and expand on what you did in the first assignment.

Sections (3) and (4) are new.

The main purpose of this paper is to define the nature and scope of  the ethical theory in a way that shows how the core principle(s) of that  theory lead to a specific moral conclusion on your ethical question.  Another way to think of this is to explain how someone who is fully  committed to the moral reasoning of the ethical theory would answer your  ethical question (even if it is not necessarily how you would answer  the question).

The assignment should be 900 to 1,000 words, written in essay form  with clearly labeled sections as indicated below, and include a title  page and reference page.

Part 1: Ethical Question

State the ethical question beneath this heading.

  • This question should be on the same topic as the question presented  in the week one assignment, and if necessary, revised based on your  instructor’s comments and the additional insight and information you  have gained from research on the topic. If you would like to switch  topics, you should first consult with your instructor.

Place your ethical question beneath the Part 1: Ethical Question heading.

Part 2: Introduction

Provide an introduction to the topic and question.

  • This should be revised and expanded from the Week 1 Introduction in  light of your instructor’s comments and the additional insight and  information you have gained from research on the topic.
  • For instance, you may find that your original ideas about the issue  have changed and clarified, that the focus of the ethical question has  shifted or become more specific, and/or that there are important  background and contextual details that need to be explained.
  • The revised introduction should reflect your additional thinking on  the scope and significance of the ethical issue, and address any  feedback provided by your instructor.
  • The introduction should be at least 300 words in one or two paragraphs.

Place the introduction material under the Part 2: Introduction heading.

Part 3: Explanation of the Ethical Theory

Ethical theories provide accounts of how to reason well about moral  questions and of what justifies answers to those questions. In this  section of the paper, you will discuss either the ethical theory of  utilitarianism, deontology, or virtue ethics.

You should not discuss your topic in this section, but focus only on the ethical theory.

The discussion should include the following elements:

  • A brief account of the historical background of the theory and the philosopher(s) associated with it.
  • An explanation of the core moral principle of the theory, or if  there is more than one, the principle that you will focus on in applying  that theory to your question.
  • A brief, general explanation of how the theory and its core moral  principle applies to moral questions, using an example different from  the issue that is the main focus of your paper. (For example, if your  focus is on how deontology applies to using animals in medical research,  you could explain Kant’s moral theory by discussing how it would apply  to an issue like lying for the sake of the greater good.)
  • This section should focus only on the ethical theory. For instance,  if you are discussing physician-assisted suicide from a utilitarian  perspective, this section should only discuss utilitarianism in general  terms; you should not discuss physician-assisted suicide, euthanasia, or  other related topics until the next section.
  • The discussion should be around 300 words and must incorporate at  least one quote from the required resources on the ethical theory you  have chosen to discuss.

Place this section under the Part 3: Ethical Theory heading.

Part 4: Application of the Ethical Theory

Now that you have explained in general terms the core principle of  the ethical theory you are focusing on in this paper, you will apply  that theory and its core principle to your ethical question.

  • Explain as clearly and precisely as you can how that principle leads to a particular conclusion.
  • You can think of that conclusion as the answer someone would most  likely give to your question if they were reasoning along the  utilitarian, deontological, or virtue ethics lines you explained in Part  3.
  • Note: This conclusion does not need to be the same as the position  you stated in the Week 1 assignment. In fact, it could be the opposing  position you discussed there. See the remarks about main purpose of the  paper above.
  • This section should be around 300 words.

Place this section under the Part 4: Application of the Ethical Theory section.

In your paper,

  • Identify the ethical question.
  • Introduce the topic and question.
  • Explain the ethical theory of utilitarianism, deontology, or virtue ethics.
  • Apply the selected ethical theory to the ethical question.

The Applying an Ethical Theory paper

  • Must be 900 words in length

News paper article

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The Writing Traits of A News Report

When writing a News Report for this assignment, be certain your writing has these traits.

Ideas

  • The response is related to the picture and the headline. The facts and details must be imagined based on connections you can make to the picture and headline. The details you make up should be reasonable, but do not have to be accurate or true.
  • Be aware of the differences between a reporter and a promoter. Write a news report, not an advertisement for what is happening in the photograph.
  • Include imagined statements from people pictured in the provided image. Imagine you had interviewed them immediately after the photograph was taken about the event described in the headline.

Organization

  • The paragraphs are short (just one or two sentences long).
  • The first paragraph is called the “lead” and describes what the news report is about by answering the questions: when, who, what and where.
  • The body paragraphs provide further details about who, what, where, how and why.

Voice

  • News reports are written in a formal, serious voice.
  • News reports are written in the past tense.
  • News reports are written in the third person.

Word Choice:

  • News reporters try to use clear descriptive language. The goal is to be accurate and avoid confusion. 

Sentence Fluency:

  • In order to ensure clarity, news reports usually have short, one or two sentence long paragraphs. Each paragraph provides additional details about the event.

Conventions:

  • Check your work for errors to ensure that it can be easily read. 
  • It does not have to be perfect. Use words that you can confidently spell correctly and straightforward sentence structures that are easily read. 
  • Use quotation marks correctly to identify the quotes you’ve invented.

{http://mmr.hdsb.ca/OSSLT/Practice%20Questions/OSSLT%20News%20Report%20Practice.pdf}

Here are a couple of lessons that might help you.

Task: Write a news report based on the headline and picture below. 

  • You will have to make up the facts and information, to answer some or all of the following questions: Who? What? Where? When? Why? How?
  • You must relate your newspaper report to both the headline and the picture.

Purpose and Audience: to report on an event for the readers of a newspaper

Task: Write a news report based on the headline and picture below. 

  • You will have to make up the facts and information, to answer some or all of the following questions: Who? What? Where? When? Why? How?
  • You must relate your newspaper report to both the headline and the picture.

Purpose and Audience: to report on an event for the readers of a newspaper

Task: Write a news report based on the headline and picture below. 

  • You will have to make up the facts and information, to answer some or all of the following questions: Who? What? Where? When? Why? How?
  • You must relate your newspaper report to both the headline and the picture.

Purpose and Audience: to report on an event for the readers of a newspaper

Task: Write a news report based on the headline and picture below. 

  • You will have to make up the facts and information, to answer some or all of the following questions: Who? What? Where? When? Why? How?
  • You must relate your newspaper report to both the headline and the picture.

Purpose and Audience: to report on an event for the readers of a newspaper

Task: Write a news report based on the headline and picture below. 

  • You will have to make up the facts and information, to answer some or all of the following questions: Who? What? Where? When? Why? How?
  • You must relate your newspaper report to both the headline and the picture.

Purpose and Audience: to report on an event for the readers of a newspaper

Task: Write a news report based on the headline and picture below. 

  • You will have to make up the facts and information, to answer some or all of the following questions: Who? What? Where? When? Why? How?
  • You must relate your newspaper report to both the headline and the picture.

Purpose and Audience: to report on an event for the readers of a newspaper

Task: Write a news report based on the headline and picture below. 

  • You will have to make up the facts and information, to answer some or all of the following questions: Who? What? Where? When? Why? How?
  • You must relate your newspaper report to both the headline and the picture.

Purpose and Audience: to report on an event for the readers of a newspaper

Task: Write a news report based on the headline and picture below. 

  • You will have to make up the facts and information, to answer some or all of the following questions: Who? What? Where? When? Why? How?
  • You must relate your newspaper report to both the headline and the picture.

Purpose and Audience: to report on an event for the readers of a newspaper

Task: Write a news report based on the headline and picture below. 

  • You will have to make up the facts and information, to answer some or all of the following questions: Who? What? Where? When? Why? How?
  • You must relate your newspaper report to both the headline and the picture.

Purpose and Audience: to report on an event for the readers of a newspaper

Task: Write a news report based on the headline and picture below. 

  • You will have to make up the facts and information, to answer some or all of the following questions: Who? What? Where? When? Why? How?
  • You must relate your newspaper report to both the headline and the picture.

Purpose and Audience: to report on an event for the readers of a newspaper

Week 10 Assignmt 3

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Assignment 3: Leadership of Richard Branson

Due Week 10 and worth 360 points

Using  the Internet or Strayer University databases, research the leadership  style and characteristics of Richard Branson, Virgin Group.

Write a six to seven (6-7) page paper in which you:

  1. Assess  the key elements of Richard Branson’s leadership style and the impact  that those elements have had on his business success. Provide support  for your rationale.
  2. Given  that The Virgin Group has been described as a fast-growing  entrepreneurial company with many facets to the group, suggest how the  unique aspects of Richard Branson’s leadership style mesh successfully  with the particular attributes of a multifaceted organization like  Virgin.
  3. Determine  two (2) key ways in which Richard Branson is likely to motivate  employees in order to achieve his goals for the Virginia Group. Indicate  whether or not his approach is likely to work in a different  organizational setting. Provide support for your rationale.
  4. Assess  the effectiveness of Richard Branson’s ability to articulate and  communicate his vision for his company to employees and other  stakeholders. Provide support for your rationale.
  5. Assume  that you have received a job offer to be a manager within the Virgin  Group. Determine the criteria you would use to evaluate whether Richard  Branson’s leadership style is a good fit for you as a manager and what  conclusion you may draw about working under this type of leader.
  6. Take  a position on whether or not you believe Richard Branson is a global  leader. Justify your position and provide support for your  justification.
  7. Predict Richard Branson’s success as a leader over the next five (5) years. Support your prediction.
  8. Use at least three (3) quality academic resources. Note: Wikipedia and other Websites do not qualify as academic resources.  

Your assignment must follow these formatting requirements:

  • Be  typed, double spaced, using Times New Roman font (size 12), with  one-inch margins on all sides; citations and references must follow APA  format. Check with your professor for any additional instructions.
  • Include  a cover page containing the title of the assignment, the student’s  name, the professor’s name, the course title, and the date. The cover  page and the reference page are not included in the required assignment  page length.

No parametric test

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You
will take part in several data analysis assignments in which you will develop a
report using tables and figures from the IBM SPSS® output file of your
results. Using the resources and readings provided, you will interpret these
results and test the hypotheses and writeup these interpretations.

Instructions

·       
Copy
and paste all tables and figures into a Word document and format the results in
APA current edition. 

·       
Interpret
your results.

·       
Final
report should be formatted using APA current edition, and in a Word
document.

·       
4-5
double-spaced pages of content in length (not counting the title page or
references).

This
assignment has two parts and uses the 2018 Federal Employee Viewpoint Survey (Federal Employee Survey 2018. sav),
which you used in a previous module. Load the data set into SPSS.

1.      Address
the following research question using a nonparametric Mann Whitney U test:

RQ
6: Is there a significant difference in the agreement as to whether the federal
agency supervisor provides the employee with opportunities to demonstrate his
or her leadership skills (Q43) based on the sex of the employee (DSEX)?

·       
H06:
There is no statistically significant difference in the agreement as to whether
the federal agency supervisor provides the employee with opportunities to
demonstrate his or her leadership skills (Q43)
based on the sex of the employee (DSEX).

·       
Ha6:
There is a statistically significant difference in the agreement as to whether
the federal agency supervisor provides the employee with opportunities to
demonstrate his or her leadership skills (Q43)
based on the sex of the employee (DSEX).

1.     
Now,
perform a nonparametric Mann Whitney U
test with:

o  
sex (DSEX) as your independent variable groups
(male=1 and female=2) and;

o  
Q43 as your dependent variable.

2.     
Use
Cronk and provided resources to interpret the results of the Mann Whitney U
test.    

3.     
Click
on Analyze, Nonparametric Tests, Independent
Samples. 

4.     
Click
on use Compare Medians.  This is because the dependent variable Q43 is ordinal and not normally
distributed. 

5.     
Move
Q43 to test Fields box and MSEX to Groups box. 

6.     
Then,
Click on Run arrow. 

7.     
The
Hypothesis Summary appears.  Double click
on it and you get the graph and table as well on auxiliary view.

2.      Address
the following research question using a Kruskal
Wallis H test:

RQ
7: Is there a significant difference in the agreement as to whether the federal
agency supervisor provides the employee with opportunities to demonstrate his
or her leadership skills (Q43) based on the education level of the employee
(DEDUC)?

·       
H07:
There is no statistically significant difference in the agreement as to whether
the federal agency supervisor provides the employee with opportunities to demonstrate
his or her leadership skills (Q43) based
on the education level of the employee (DEDUC).

·       
Ha7:
There is a statistically significant difference in the agreement as to whether
the federal agency supervisor provides the employee with opportunities to
demonstrate his or her leadership skills (Q43)
based on the education level of the employee (DEDUC).

1.     
Now,
perform a nonparametric Kruskal Wallis H test
with:

o  
education level of the employee (DEDUC) as your independent variable groups (Less than Bachelor’s=1,
Bachelor’s=2, and Beyond Bachelor’s=3) and;

o  
Q43 as your dependent variable. 

2.     
Use
Cronk and provided resources to interpret the results of the Kruskal Wallis H test.  

3.     
Click
on Analyze, Nonparametric Tests, Independent
Samples. 

4.     
Click
on use Compare Medians.  This is because the dependent variable Q43 is ordinal and not normally
distributed. 

5.     
Move
Q43 to test Fields box and MSEX to Groups box. 

6.     
Select
Settings tab. 

7.     
In
the Settings tab, check Kruskal Wallis test. 

8.     
Then,
click on the Run arrow.

9.     
The
Hypothesis Summary appears.  Double click
on it and you get the graph and table as well on auxiliary view.

Peer response!!!

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Flora Diamreyan

Leading Health Promotion for Populations

          The Doctor of Nurse Practice (DNP) priority is health promotion by providing education and awareness on those health behaviors to enhance longevity. Population health focuses on promoting health outcomes. The DNP role is crucial in promoting health activities by preventing diseases and disability on the local, regional, national, and global scale. Through assessment, implementation, the DNP evaluates outcomes of population health and intervention to promote the improvement of the health of those he or she serves. The discussion will focus on the future role of the DNP in leading and promoting the population (Chamberlain College of Nursing, 2019).

Identification of One Evidence-Based Strategy for Leading Efforts to Attain Optimal Health for Populations, on a Local, National, or Global Scale.

          Attaining optimal population health is the goal and top priority of the healthcare system and the Doctor of Nurse Practice (DNP). One evidence-based strategy of leading efforts to attain optimal health for populations on a local, national, and global scale is through prevention. Preventing disease is obtained through health education and immunizations (Chamberlain College of Nursing, 2019). Studies show a population-based approach to health promotion that addresses social and structural factors, focusing on the communities, cities, state, national and global enhance the population health. Addressing social and structural factors affecting population health is an integrated approach that aims for health promotion (Assefa et al., 2019; Chamberlain College of Nursing, 2019).

          Health education involves providing awareness to disease conditions, health behaviors, and healthy lifestyles to promotes health. Providing education at the local, national, and global scales enables the population to be aware of vital steps to enhance their health. Providing immunization and vaccination is primary prevention to improve population health by preventing or reducing the spread of diseases. Education is crucial across the healthcare system. Health education provides an awareness of risk factors and healthcare information to promote optimal health to the vulnerable population such as the minority, children, pregnant women, low income, and the poor. Providing immunization reduces the risk of disease to improve health outcomes. The DNP collaborates with stakeholders and advocates in meeting the challenges of improving population health at the local, national, and global scale (Assefa et al., 2019; Chamberlain College of Nursing, 2019).

          The DNP promotes population health in the communities he or she serves to prevent diseases and improve population health through health promotion. The DNP analyzes epidemiological, statistical data in the environment as relating to population health. The DNP uses the information, including the consideration of cultural diversity, to design services for prevention and implementation of measurement intervention. The DNP evaluates the interventions in addressing health promotion and prevention of disease effort to improve health and promote access to healthcare services and resources. The DNP uses healthcare information to evaluate gaps in access to healthcare to enhance population health outcomes. The DNP assessed strategies used in healthcare delivery in preventing diseases as relating to the community, cultural and socioeconomic dimensions of health (Assefa et al., 2019; Chamberlain College of Nursing, 2019).

Description of One Evidence-Based Strategy for Leading Population Healthcare Reform Efforts Within and Across Healthcare Systems.

 Improving population health outcomes involves action. The DNP is shaping the future of healthcare (Chamberlain College of Nursing, 2019). One evidence-based strategy for leading population health across healthcare systems is increasing healthcare practices supported by research. The evidence-based strategy involves using data and information systems in making healthcare decisions based on peer review and evidence in planning healthcare interventions, evaluation, and outcome measurement. Evidence-based practice (EBP) has demonstrated effectiveness and potential to improve health outcomes if adopted widely (Assefa et al., 2019; Chamberlain College of Nursing, 2019).

          The DNP must lead and advocate for patients’ health. The DNP must collaborate with leaders, stakeholders, and policymakers to promote EBP implementation. Factors that support the implementation and sustainability of EBP are healthcare organizations, groups, and leaders. The DNP has a crucial role to play across healthcare systems in developing a strategic environment for EBP implementation across healthcare organizations and the context of healthcare systems. Aligning stakeholders and leaderships to supports EBP implementation and sustainability enhance population health. Building a population health strategy includes focusing on how healthcare organizations effectively collaborate, communicate, and promote population health. An evidence-based approach for leading population healthcare reform across healthcare systems has direct and indirect benefits. There is access to numerous information on best practices, prevention programs, policies, and work productivity for safe, effective, and efficient healthcare (Assefa et al., 2019; Chamberlain College of Nursing, 2019).    

          The DNP uses effective communication and collaborative skills to design and implement EBP, peer review, practice guidelines, health policy, and standard of care to enhance practices to promote population health. The DNP leads the interprofessional teams in assessing practice and organizational problems preventing implementation and sustainability of EBP. The DNP uses leadership skills in collaboration with interprofessional groups to create change across and within healthcare and the healthcare delivery system for population health outcomes (Assefa et al., 2019; Chamberlain College of Nursing, 2019).             

          The DNP is in the position to advocate for patients and their health to improve health outcomes. The ability of the DNP to bring her perspective in improving population health is crucial to enhancing population health across healthcare settings. Healthcare complexity with increasing practices, policies, and information systems has prompted the role of the DNP scholar as a health advocate for all populations across settings (Chamberlain College of Nursing, 2019).

Description of A Program Designed to Improve the Health of Populations. How To Advance the Outcomes of this Program.

One Program Design to Improve Population Health

 Improving population health is crucial to promoting the health of the population. One program designed to improve the health of the population is behavioral health programs. The DNP developed behavioral health programs to target population health on the community, state, national, and global scale. The approach involves prevention of mental disorders, specifically major depressive disorders, early identification through screening, early diagnosis, and adequate treatment through the combination of medication management and cognitive behavior therapy to reduce disability, morbidity, and mortality rate due to suicide (Gutierrez-Galve et al., 2019; Yamamoto, 2018).

          The incidence of depression increases after puberty and is twice as high in girls and women. Family history and exposure to psychosocial stress are contributory factors. Study shows depression is due to genetics, stressors, emotional problems, complicated situations, and circumstances experienced by the individual. Depression rates increase with age from 5.7 percent in youth aged 12 to 17 years to 7.4 percent among adults aged 18 to 39 years in the United States population. Early detection and treatment of depression have helped saved population health. Population-based healthcare focused on the system established to improve the population’s health outcomes and the fair distribution of the results within the population (Gutierrez-Galve et al., 2019; Yamamoto, 2018).

Advancing the Outcomes of The Program

 One will advance in the outcome of a behavioral health program. The study shows an integrated approach to screening for behavioral health, specifically the risk of depression; combined with timely access with community resources, brief intervention, and services targeting high-risk populations for depression, enhance mental health promotion. There has been increasing concern of depression for the health of the people. Adequate screening, diagnosis, intervention, and proper treatment are crucial in promoting mental health (Price et al., 2017).

          One currently practices in mental health outpatient rendering services for health promotion, prevention, screening, diagnosing, and providing intervention to reduce disability. Integrated screening and early intervention enhance early diagnosis and treatment to reduce disability, morbidity, and mortality rate. In my practice, one uses combination treatment of medication management and cognitive-behavioral therapy in all patients referred for depression after thorough evaluation and identification. The practice problem with treating depression is non-adherence. Careful education promotes treatment adherence. It is crucial to carry out behavioral health screening at the first point of contact of patients in community systems. Study shows screening for behavioral health risk in the community is beneficial. The early assessment facilitates prompt delivery of mental healthcare. Implementing EBP serves in addressing population health and reduce the gap in access to treatment (Assefa et al., 2019; Price et al., 2017).

          In conclusion, healthcare is continuously changing. The demand for healthcare and population health requires a high level of scientific knowledge and practice to enhance patient health outcomes. Population health includes promoting safe, effective, client-centered, timely, efficient, and equitable healthcare, emphasizing EBP, quality improvement, and informatics. The DNP can execute the care through collaboration with stakeholders and interdisciplinary teams (Chamberlain College of Nursing, 2019).

References

Assefa, M.T., Ford 11, J.H., Osborne, E., Mcllvaine, A., King, A., Cambell, K., Jo, B., & McGovern, M.P. (2019, October). Implementing integrated services in routine behavioral health care: Primary outcomes from a cluster randomized controlled trial. BMC, 19(1), 1-13. https://doi.org/10.1186/s12913-019-4624-x (Links to an external site.)

Chamberlain College of Nursing, (2019). NR-704 week eight: Leading health promotion for populations. [Online lesson]. Downers Grove, IL: Adtalem.

Gutierrez-Galve, L., Stein, A., Hanington, L., Heron, J., Lewis, G., O’Farrelly, C., Ramchandani, P.G. (2019, March). The association of maternal and paternal depression in the postnatal period with offspring depression at age 18 years. JAMA Psychiatry, 76(3), 290-296. https://doi.org/10.1001/jamapsychiatry.2018.3667 (Links to an external site.)

Price, S.K., Coles, D.C., Wingold, T. (2017, November). Integrating behavioral health risk assessment into the centralized intake for maternal and child health services. Health and Social Work, 42(4), 231-238. https://doi.org/10.1093/hsw/hlx037 (Links to an external site.)

Yamamoto, M. (2018). Perceived neighborhood conditions and depression: Positive local news as a buffering factor. Health Communication, 33(2), 156-163. https://doi.org/10.1080/10410236.2016.1250192 (Links to an external site.)

Reply

FTP1 — FTP TASK 1: INSTRUCTIONAL MODELS & STRATEGIES

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Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. 

A.  Complete the attached “Introduction to Preclinical Video Observation Form” as you watch 10 videos, all selected from the attached “ATLAS Video List.” Use only one form for all 10 videos.
 

Note: Search for each video by title in the “Atlas Video Observation Program” website, found in the web links section below. Do not change or delete any part of the form, and follow instructions for each section exactly as directed.
 

B.  Reflect on six of the 10 videos watched in part A by doing the following. For each response be sure to:

•  use a different video for each set of requirements in part B (i.e., parts B1, B2, B3, B4, B5, and B6 must all address a different video)

•  include evidence from each video as support

•  identify each video by title or case number

1.  Describe how the teacher assesses student learning in one identified video.

a.  Evaluate the appropriateness of this assessment method for the learning environment observed in part B1.

b.  Explain one way you would adapt or modify this assessment method to ensure that all students in the observed classroom setting are successful.

2.  Describe an instructional strategy that met the needs of students observed in a second identified video.

a.  Evaluate how well this instructional strategy met the needs of the students observed in part B2.

b.  Explain how you would implement the instructional strategy from part B2 into your own teaching practices.

3.  Describe how a learning theory is evident in a third identified video.

a.  Identify one theorist whose position aligns to the learning theory described in part B3. Then explain why the theorist’s position aligns to that learning theory.

b.  Describe how you would apply the theory from part B3 to your own teaching practice using a different technique within the same learning theory.

4.  Describe how the teacher in a fourth identified video incorporates technology in the classroom to enhance student learning.

a.  Explain how this use of technology does or does not align with best practices for the appropriate use of technology.
 

Note: Best practices relate to theory or research-based practices that enhance lessons in ways that are over and above nontechnological approaches.
 

b.  Evaluate how the technology observed in part B4 enhances student learning.

5.  Describe an instructional resource used for the lesson in a fifth identified video.

a.  Evaluate the effectiveness of this resource, including whether or not it is developmentally appropriate for the learners in the classroom observed in part B5.
 

Note: Make sure your evaluation of the effectiveness of the resource aligns to best practices.
 

b.  Describe how you would use an additional instructional resource to enhance student learning in the lesson observed in part B5.

6.  Describe how students in a sixth identified video engaged in a listening, speaking, reading, writing, or thinking activity that provides opportunities for them to use higher-order thinking skills.

a.  Describe how you would enhance student engagement in the higher-order thinking activity in the lesson observed in part B6.
 

C.  Reflect on your current teaching philosophy as it relates to instructional strategies and models using evidence from at least three of the videos watched in part A for the following points. 

•  Briefly describe your current teaching philosophy for instructional strategies and models

•  Describe strategies observed in the videos that you would like to emulate, including evidence from at least one video as support. Identify the video by title or case number.

•  Describe strategies observed in the videos that you would like to avoid, including evidence from at least one video as support. Identify the video by title or case number.

•  Describe characteristics of a classroom environment observed that you would like to teach, including evidence from at least one video as support. Identify the video by title or case number.
 

D.  Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
 

E.  Demonstrate professional communication in the content and presentation of your submission.

Week 7 Project: Field of Study PowerPoint Presentation

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PLEASE READ RUBRIC AND USE THE ATTACHMENTS AS GUIDANCE.

Goal: Demonstrate the ability to create a field of study project that uses both research-based and personal content while using presentation software to communicate with an intended audience.

Description:
During the first six-weeks you formulated a project plan, researched the content of the plan, and collected quality academic and non-academic sources. For the week 7 Field of Study Project you will create a presentation (CO8) that builds upon the week 2 Project Plan and the week 4 Location and Access (Source Organization worksheet) that effectively communicates the knowledge you have gained during COMM120.

Please consider the following:

– Presentation will include an introduction, body, conclusion, and properly formatted reference/work cited slide in the citation style of your degree program (APA, MLA, or Chicago).
– Clear evidence that the topic was researched and expanded upon the week 2 Project Plan (CO2 & 5).
– Presentation provides audience with information to increase their knowledge of the topic presented (CO1).
– Presentation engages the audience by using elements such as images, graphs, and charts. Appropriate citations must be included.
– Three (3) vetted credible sources. One (1) of the sources must be scholarly and from the library.
– Appropriate length 7-9 slides.
– If you have multimedia skills and want to add creative content to your presentation, please do! Try to add any of the following enhancements (closed captioning, script. appropriate background music (must be cited on reference page), creative use of slide animations and transitions) and as you do, think about how it will impact your presentation and improve communication with the intended audience.
 

RESEARCH AND EVIDENCE BASED PRACTICE IN NURSING

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For this discussion, you will be defining research in nursing and evidence-based practice in nursing. Along with your definitions, provide one example of each. Provide a sample research question and a sample clinical question. You may use questions you found in reviewing the literature as a guide, but may not use them as your own example. You must provide an original example of a research question and clinical question.  Examples from the readings cannot be used as the example for clinical/research questions.

Your initial post must be posted before you can view and respond to colleagues, must contain minimum of two (2) references, in addition to examples from your personal experiences to augment the topic. The goal is to make your post interesting and engaging so others will want to read/respond to it. Synthesize and summarize from your resources in order to avoid the use of direct quotes, which can often be dry and boring. No direct quotes are allowed in the discussion board posts.

Post a thoughtful response to at least two (2) other colleagues’ initial postings. Responses to colleagues should be supportive and helpful (examples of an acceptable comment are: “This is interesting – in my practice, we treated or resolved (diagnosis or issue) with (x, y, z meds, theory, management principle) and according to the literature…” and add supportive reference. Avoid comments such as “I agree” or “good comment.”

 Objectives

  • Compare and contrast research and evidence-based practice

Points: 30Due Dates:

  • Initial Post: Fri, May 14 by 11:59 p.m. Eastern Standard Time (EST) of the US.
  • Response Post: Sun, May 16 by 11:59 p.m. Eastern Standard Time (EST) of the US – (the response posts cannot be done on the same day as the initial post).

References:

  • Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references.
  • Response posts: Minimum of one (1) total reference: one (1) from peer-reviewed or course materials reference per response.

Words Limits

  • Initial Post: Minimum 200 words excluding references (approximately one (1) page)
  • Response posts: Minimum 100 words excluding references.

 

a. Determine the manufacturing overhead cost per unit of each of the company’s two products under the traditional costing system. Determine the manufacturing overhead cost per unit of each of the company’s two products under activity-based costing system.

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 Welk Manufacturing Corporation has a traditional costing system in which it applies manufacturing overhead to its products using a predetermined overhead rate based on direct labor-hours (DLHs). The company has two products, H16Z and P25P, about which it has provided the following data: H16Z P25P Direct materials per unit……………. $10.20 $50.50 Direct labor per unit …………………. $8.40 $25.20 Direct labor-hours per unit ………… 0.40 1.20 Annual production……………………. 30,000 10,000 The company’s estimated total manufacturing overhead for the year is $1,464,480 and the company’s estimated total direct labor-hours for the year is 24,000. The company is considering using a variation of activity-based costing to determine its unit product costs for external reports. Data for this proposed activity-based costing system appear below: Activities and Activity Measures Estimated Overhead Cost Supporting direct labor (DLHs)…………….. $ 552,000 Setting up machines (setups) ………………… 132,480 Parts administration (part types)……………. 780,000 Total………………………………………………….. $1,464,480 H16Z P25P Total Supporting direct labor …… 12,000 12,000 24,000 Setting up machines……….. 864 240 1,104 Parts administration ……….. 600 960 1,560 Required: a. Determine the manufacturing overhead cost per unit of each of the company’s two products under the traditional costing system. b. Determine the manufacturing overhead cost per unit of each of the company’s two products under activity-based costing system. 

Discussion: Goals and Objectives: Long-Term and Short-Term Objectives

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group of Native Hawaiians was discouraged when they noticed a high obesity rate in their population. While the community had tried commercial weight-loss programs in the past, the community as a whole was unsuccessful at maintaining weight loss. As a group, they gathered together and decided to request help from their health care system, which in turn developed a program tailored for their culture (Gellert et al., 2010). They established their mission as decreasing their chronic disease risk, and they identified the goals of changing lifestyle behavior with social support, group support, and community involvement. The community then chose a planning model and assessed the needs and resources of the group. They developed short-term objectives of recruiting participants and conducting 12 weekly classes. Their stated long-term objectives were to help participants maintain healthy habits for 1 year. Strategies were to post flyers, organize support groups, and develop classes to be taught by health educators. At the end of their 3-month pilot, they experienced a 30% greater loss in weight than they had with the commercial programs that had been tried earlier.

As seen in this case study, setting goals and objectives is critical to the success in planning for any public health program. Goals define the overarching mission of the program, while the objectives are specific, measurable outcomes needed to meet those goals.

For this Discussion, you focus on long-term and short-term objectives to use in public health program planning.

To Prepare for this Discussion:

  • Review Chapter 6 in the McKenzie et al. text. Consider the importance of long- and short-term objectives in planning public health programs.
  • Think about your own experience creating objectives to meet personal or professional goals.
  • Consider how you might create and apply long-term and short-term objectives in planning for your own public health program.

With these thoughts in mind:

By Day 4

Post a brief description of experiences you have had creating long-term and short-term objectives in your own life. Explain the importance of each type of objective and how it helped you reach goals. Finally, explain how you might use long-term and short-term objectives in planning your public health program. Support your responses using the Learning Resources and current literature.

Note: Initial postings must be 250–350 words (not including references).