Not all websites are created equal. When recommending a health resource/education website to patients, you must make sure that the website is reliable and addresses the issues correctly. This assignment will assist you in determining whether a website is one you would recommend.

In this assignment you will have an opportunity to evaluate a health resource/education website according to website evaluation standards.

Using the attached Evaluating Websites Checklist downloadto complete the following:

· Choose two health resource/education websites that you might recommend to patients.

· To assist you in evaluating the websites, please refer to the information below:

o Accuracy

o Authority

o Objectivity

o Currency

o Coverage

o Audience

· Write a summary comparison of the two websites. Be sure to include your recommendations for the websites as they relate to patient education.

· This is not a formal paper. You only need to submit your two checklists and your summary.  

Not all websites are created equal. When recommending a health resource/education website to patients, you must make sure that the website is reliable and addresses the issues correctly. This assignment will assist you in determining whether a website is one you would recommend.

In this assignment you will have an opportunity to evaluate a health resource/education website according to website evaluation standards.

Using the attached Evaluating Websites Checklist downloadto complete the following:

· Choose two health resource/education websites that you might recommend to patients.

· To assist you in evaluating the websites, please refer to the information below:

o Accuracy

o Authority

o Objectivity

o Currency

o Coverage

o Audience

· Write a summary comparison of the two websites. Be sure to include your recommendations for the websites as they relate to patient education.

· This is not a formal paper. You only need to submit your two checklists and your summary.

Researched Argument Essay Outline

Your Researched Argument Essay is an argument. You are not just presenting your findings; rather, you are choosing an argument based on your findings, and you are using your findings to prove that your claim is true and that a solution/resolution is warranted.

 Introduction

I. Intro to Topic:  Grab your reader’s attention with an interesting fact, analogy, or anecdote. 

1. Background Information on      topic: 

A. Set up the issue, provide the background and what this essay will show, cover, or prove for your audience.

B. Reference the Stimulus Packet article that inspired your question and explain how it did so.

C. What is the larger context of this issue? Why is it important (this is where you can use journalistic articles)?

1. Thesis: Thesis statement in one single sentence. Clearly      identify what your essay will argue.

Body 

Section ONE (change the heading to match your topic)

Heading: for example: “Age Restrictions: The Health Implications of Being Too Young”

I. Context: 1-2 sentences of context if necessary (include sources citation if necessary). 

Topic Sentence/Claim: first main point topic sentence/claim ( main points/claims are never questions, quotes, or information that requires a source citation – remember to focus on what this whole section is showing or proving):

1. A – First perspective’s      assertion  (claim – 1 sentence).

E – Use evidence to prove the claim (include appositive, quoted material, and in-text citation).

C – Provide commentary that explains, expands on, and/or connects the quoted information to the issue.

If you have a second claim that falls under the same perspective, include it in the A – E – C format in the same paragraph (copy and paste).

1. A – Second  perspective’s      assertion  (claim – 1 sentence).

E – Use evidence to prove the claim (include appositive, quoted material, and in-text citation).

C – Provide commentary that explains, expands on, and/or connects the quoted information to the issue to the first perspective.

1. A – Opposing/Different      perspective’s assertion  (claim – 1 sentence). 

E – Use evidence to prove the claim (include appositive, quoted material, and in-text citation).

C – Provide commentary that explains, expands on, and/or connects the quoted information to the issue to the first and/or second perspective. Use this commentary to disprove or devalue this perspective in light of the first to you’ve presented.

1. Summarize and re-assert your      initial claim with info discussed above (1-2 sentences max).

Section TWO (change the heading to match your topic)

Heading: for example: “Age Restrictions: The Health Implications of Being Too Young”

I. Context: 1-2 sentences of context if necessary (include sources citation if necessary). 

Topic Sentence/Claim: second main point topic sentence/claim ( main points/claims are never questions, quotes, or information that requires a source citation – remember to focus on what this whole paragraph is showing or proving):

1. A – First perspective’s      assertion  (claim – 1 sentence).

E – Use evidence to prove the claim (include appositive, quoted material, and in-text citation).

C – Provide commentary that explains, expands on, and/or connects the quoted information to the issue.

If you have a second claim that falls under the same perspective, include it in the A – E – C format in the same paragraph (copy and paste).

1. A – Second  perspective’s      assertion  (claim – 1 sentence).

E – Use evidence to prove the claim (include appositive, quoted material, and in-text citation).

C – Provide commentary that explains, expands on, and/or connects the quoted information to the issue to the first perspective.

1. A – Opposing/Different      perspective’s assertion  (claim – 1 sentence).

E – Use evidence to prove the claim (include appositive, quoted material, and in-text citation).

C – Provide commentary that explains, expands on, and/or connects the quoted information to the issue to the first and/or second perspective. Use this commentary to disprove or devalue this perspective in light of the first to you’ve presented.

1. Summarize and re-assert your      initial claim with info discussed above (1-2 sentences max).

Solutions & Limitations (leave this as the heading for this section)

I. Answer your question/provide the solution and identify why this is the best solution (use evidence, quoted material, and in-text citation as necessary). 2-3 sentences detailing the answer to your research question in light of the claims made and evidence given.

1. A – Explain how this solution      should be implemented and who would be responsible for implementation.

E – Provide evidence that shows that your solution has worked (maybe on a smaller scale or somewhere different) or evidence that can bring the reader to assume that your solution would work.

C – Provide commentary that explains, expands on, and/or connects the quoted information to the issue that you’re discussing.

1. A – List any major or minor      limitations (no more than two).

E – Give evidence of your identified limitation.

C – Explain that while this limitation is valid, that a change still needs to take place and why.

1. Final call to action: reiterate      how important it is that the matter at hand receive attention (1      sentence). 

Ideally, you should be able to take this outline and transition it into your final copy rather easily. When you do, be sure to use spell check, have several people read over it to make sure you’re making sense throughout, format it correctly (stay consistent), use meaningful transitions, etc..

Imagine you have been working for several years at a company that you love, with people you know well, doing work in which you excel. Then, suddenly, the CEO announces that they are acquiring a new business arm and implementing an initiative to merge the two businesses, effective immediately. The staff, yourself included, were not aware of the initiative until it was implemented swiftly over a period of a week. Everyone seems stunned and does not quite know how to react. The new business arm will be moving in down the hall, and you meet 30 or so of your new colleagues at the next weekly all-staff meeting. You look across the room at them and think, What’s going to happen to my work, the collegiality of our group, the compensation and benefits? You have many questions! The workplace up to this point was not in any way perfect, but you hope that the company leadership handles this change in a way that does not alienate existing departments and create issues among new and existing staff. Imagine the strain that this change could put on workplace relationships and how it might affect perceptions of support, equity, and justice.

This week, you have explored many antecedent variables of job attitudes. In this assignment, you will consider how leadership, POS, justice, and trust might come into play in employee interactions at Walden Sports. 

By Day 7

Submit a 3 page paper (not including references) that addresses the following:

• Summarize the effects of job attitude antecedents on job satisfaction among employees at Walden Sports and how they can help inform management about options for change.
• From this week’s Learning Resources, select three variables that you think will best predict job attitudes at Walden Sports.
• Explain why you selected the variables you did and provide evidence showing the relationships between these variables and job attitudes (i.e., justify your selections).
• Propose the appropriate instrument to measure these attitudes and explain the rationale for your choice.(Suggestion: Refer to the Buros Mental Measurement Yearbook or Tests in Print in Required Resources for possible instruments.) 

Throughout this course the founding principles of the main federal statute, the Individuals With Disabilities Education Act (IDEA), have been explored. Specific attention has been given to the core tenets of this comprehensive law:

1. Free Appropriate Public Education (FAPE),
2. Least Restrictive Environment (LRE),
3. Individualized Education Program (IEP), and the
4. Procedural Safeguards which are designed to protect the rights of parents and their children with disabilities within the public school system.

IDEA’s primary purpose is to assure that students with disabilities receive sufficient services throughout their educational career to enable them to lead productive adult lives.

The IDEA contains several components that are designed to provide specific rights and protections to afford parents an equal partnership in the design and implementation of their child’s IEP. These procedures also give families and school systems exclusive mechanisms by which to resolve their disputes. This means that, for example, a school system cannot take certain actions with respect to their child such as formal assessment or the alteration of their academic placement, without the express consent of the parent. Additionally, in providing a free appropriate public education, students cannot be suspended from school for more than five consecutive days for a conduct violation that was a manifestation of their disability (Honig v. Doe, 2012). 

While parents are required to be an integral part of the decision-making and educational planning process, they also have their right to disagree with the recommendations made by the school system. When a disagreement occurs, certain procedural safeguards are triggered which are intended to assist the parties in the successful resolution of the issue.

The 1988 Supreme Court case Honig v. Doe (Links to an external site.) involved two boys with disabilities, both of whom were harshly disciplined by their respective schools for aggressive behavior displayed at school. Due to the extreme behaviors exhibited, the two boys were recommended for expulsion. They were suspended indefinitely, until which time the school district completed the expulsion proceedings. The parents of both boys disagreed with the unilateral decision of the district regarding their exclusion from school and as a result, filed suit against the district.

According to the IDEA, children with disabilities are legally required to stay in their current “…educational placements pending the completion of any review proceedings unless parents and state or local educational officials agree otherwise” (Honig v. Doe, 2012, Facts of the Case, para. 2). The Supreme Court determined that each boy’s behavior was directly related to their disabilities; therefore, the school board’s decision violated the intent of the IDEA.

Instructions
Your written submission should follow the below criteria.

Content Expectations

• Summarize the issue surrounding the court case, the parties involved and the case outcome.
• Evaluate the impact of the case ruling on compliant implementation of special education programming.
• Explain how the legislation, determined by the final ruling, promotes a collaborative decision-making process regarding special education placement and services.
• Analyze the ethical and legal conflict regarding instruction and student placement that was brought to the forefront as a direct result of this court case.
• Describe how your personal beliefs may have influenced your judgment and the fairness of the final court ruling if you were one of the teachers of John Doe or Jack Smith. 

Written Expectations

• Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
• Source Requirement: Reference at least four scholarly sources including the course textbook in order to provide compelling evidence to support your ideas.
• Page Requirement: Must be eight double-spaced pages in length (not including title and reference pages) and formatted according to APA 6th edition style as outlined in the Ashford Writing Center (Links to an external site.).
• APA format: All in text citations, page format and references must be written in APA 6th edition format.

Week 2: Everyday Mindset Examples

Contains unread posts

Growth mindset is a concept you can apply in your academics and on the job. It’s also a way to approach day-to-day life. Here are some examples of everyday situations in which you can consciously choose to respond with a growth mindset. 

Example 1: Your morning is full of the unexpected. You hit the snooze button too many times, resulting in waking up late for work. As you rush to get out the door to your job, you  accidentally spill your coffee and have to take time to clean up the mess. Since you left your home later than usual, traffic is moving at a snail’s pace. A fixed mindset response would be grumbling about your crummy morning.  A growth mindset response would be committing to waking up earlier and devising a more effective morning routine. 

Example 2: Most people like to be winners, and kids on sports teams are no exception. So when your daughter, who spent tireless hours in the backyard practicing her jump shot, makes 10 out of 15 shots—leading her basketball team in scoring on game day—you can praise her by giving a fixed mindset response or a growth mindset response. A fixed mindset response would be “Great game! You’re a spectacular athlete!” A growth mindset response, by contrast, would be “Great game! Your dedication, practice, and hard work were reflected in your performance tonight.” 

In the Discussion forum, share some examples of how you can apply growth mindset in your daily interactions, either in a professional setting or in your academics. Here are some prompts to address if you need some ideas:

• How do you handle a new project or task at work, home, or school? 
• How do you embrace working in groups when you prefer to work independently? 
• How would you react to your instructor’s suggestion to incorporate a data component into an assignment for your non-math-related course? 
• What do you do when you don’t understand something that everyone around you seems to have caught onto? 

To maintain the pace of your course progress, post your response to the discussion questions during Week 2. Also, to make this discussion interactive, please respond to postings from at least two classmates. Give your classmates positive feedback on their growth mindset response, or offer an example of a time you were in a similar situation and responded similarly or differently, explaining how your response helped you (or not).