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Devry NR443 (all discussions and all assignments) Entire Course

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Devry NR443 (all discussions and all assignments) Entire Course

Devry NR443 week 1

Devry NR443 week 1 DQ 1

Core Functions of Public Health (graded)

Let’s start with a broad overview of public health nursing. The three core functions of public health are assessment, assurance, and policy development (Nies & McEwen, 2015, p. 6).

· Describe one of these core public health functions.

· Discuss how this core function relates to one intervention from the Public Health Intervention Wheel (Nies & McEwen, 2015, pp. 14–15).

Nies, M. A., & McEwen, M. (2015). Community/public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

Devry NR443 week 1 DQ 2

Determinants of Health (graded)

What makes some healthy and others ill? Healthy People 2020 identifies five determinants of health that influence the health of individuals and populations. Healthy People 2020 describes them as “A range of personal, social, economic, and environmental factors that influence health status are known as determinants of health” (U.S. Department of Health and Human Services, 2014, About Determinants of Health, para. 1). Determinants fall into five categories including: (a) policy making, (b) social factors, (c) health services, (d) individual behavior, and (e) biology and genetics.

· Go to the “Determinants of Health” link http://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health and click on each determinant to read about all of the determinants.

· Choose one of the five determinants. In your posting, describe this determinant and its importance.

U.S. Department of Health and Human Services. (2014) HealthyPeople2020: About Determinants of Health. Retrieved fromhttp://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health

Devry NR443 week 2

1 Windshield Survey (graded)

In this discussion thread, you will view a windshield survey video of a community called Iron Ridge to practice performing part of a windshield survey. Review the categories and questions in Box 6-2 on page 98 of your text (Nies & McEwen, 2015).

· Click HERE to view the windshield survey video.

· Click HERE to read a transcript of the video.

Next, choose one of the six assessment categories from Box 6-2, and discuss what you observed about Iron Ridge related to the questions in that category.

Also, discuss how a community health nurse might prioritize the identified needs to begin planning an intervention.

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier

Devry NR443 week 2 DQ 2

Demographic and Epidemiological Assessment (graded)

For this post, you will collect assessment data about your city or county. This post will include information about demographics (general characteristics) and epidemiological data (disease or health behavior rates) of your community. This data collection will help with two sections of your Week 4 Milestone 2 assignment.

1. Demographic data: Go online to the U.S. Census Bureau at http://quickfacts.census.gov/. Obtain information about the demographic characteristics of the population for your city or county of residence. You may have to look at county data if your city is not listed. Collect a range of demographic data about age, ethnicity, poverty levels, housing, and education.

2. Epidemiological data: Go to your city or county health department website (search the Internet) or County Health Rankings (http://www.countyhealthrankings.org/) to discuss epidemiological data about your area. Identify several priority health concerns for your area.

Here is a helpful tip sheet about the

Devry NR443 week 3

DQ 1 Caring for Vulnerable Populations (graded)

This week, you are learning about many different vulnerable populations. Choose one vulnerable population.

· Briefly describe this vulnerable population.

· Discuss several risk factors that may impact health outcomes for this group.

· Describe two priorities for community health nurses working with this population.

DQ 2

Assuring Resources for the Vulnerable (graded)

Review the Week 3 Case Study that may be found in Doc Sharing.

Assurance is one of the three core functions of public health. Find a resource in your community (other than WIC) that could assist Mary during her pregnancy. Start by searching the Internet for your local health department’s website. What services do they provide for pregnant women or those with mental health concerns? What about your local welfare office? Do they provide prenatal or mental health services? Are there any service organizations, crisis pregnancy centers, or churches providing help for pregnant women or those experiencing mental health concerns?

· Briefly describe the types of services that you found.

· Choose one agency and assess this agency in terms of the 4 As. Is it accessible, acceptable, affordable, or available for Mary or other pregnant women that you case-manage?

Devry NR443 week 4

DQ 1

Concerns for the School Nurse (graded)

As the school nurse role evolves, there are increasingly more health concerns for the school nurse. Does the locale make a difference in the problems, or are health problems in children and adolescents universal? In some inner-city areas, violence is a prevalent issue. What do you think are the biggest problems in your areas?

DQ 2

Healthy People Objectives for Community Settings (graded)

The federal government developed Healthy People as a set of national health objectives that are revised every 10 years. These objectives are very specific in order to guide and measure our nation’s progress related to public health.

Please visit http://www.healthypeople.gov/2020/topicsobjectives2020/. Click on a topic area that relates to a community health (CH) setting you are learning about. Click on the green Objectives area in that topic area to choose one Healthy People 2020 numbered objective.

· Describe the community health setting of interest (see Chapters 30–33).

· Discuss one specific numbered Healthy People 2020 objective (not a goal) related to this community health setting.

· How could a community health nurse help this setting meet this objective?

Here is a helpful “Introduction to Healthy People 2020 website” document to aid you in navigating the HP 2020 website.

U.S. Department of Health and Human Services. (2014). Healthy People 2020: 2020 Topics & Objectives. Retrieved from http://www.healthypeople.gov/2020/topicsobjectives2020/

Devry NR443 week 5

DQ 1

Population Health Intervention Strategies (graded)

Review the Week 5 Case Study found in Doc Sharing.

You will continue in your role as a nurse with your local health department. Examine your online lesson, assigned readings, and visit The Community Guide website:http://www.thecommunityguide.org/ to explore interventions related to violence or excess alcohol use. Choose one evidence-based intervention that is recommended, and present this intervention to the task force.

· Summarize this intervention and and discuss the community health nurse’s role in implementing this strategy.

· Describe whether it is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention).

Community Preventive Services Task Force. (2014). The Community Guide. Retrieved fromhttp://www.thecommunityguide.org/

Nies, M. A., & McEwen, M. (2015). Community/Public health nursing: Promoting the health of populations(6th ed.). St. Louis, MO: Saunders/Elsevier.

DQ 2

Disaster and Communicable Disease Preparedness (graded)

Preparing for disasters or communicable disease outbreaks is an important part of public health nursing. Visit the websitehttp://www.ready.govand http://www.ready.gov/pandemic. Review the steps for being prepared for a disaster or pandemic.

· As a community health nurse, what elements do you think are important to stress to the community?

· How well is your community prepared for a potential outbreak or disaster?

Federal Emergency Management Agency. (2014). Ready: Prepare. Plan. Stay Informed.Retrieved fromhttp://www.ready.gov/

Federal Emergency Management Agency. (2014). Pandemic.Retrieved from http://www.ready.gov/pandemic

Devry NR443 week 6

Affordable Care Act (ACA) (graded)

Please explore the healthcare marketplace website at https://www.healthcare.gov/. Choose the get answers tab towards the top of the page. Review several of the topics under this tab and share something that you learned about how the marketplace works and how this would apply to those in your community.

The Affordable Care Act is a controversial topic, and I’m sure there are many different viewpoints represented in our class. For this discussion, let’s focus on understanding the basics of the marketplace so that we can provide accurate information for our patients and communities.

Devry NR443 week 1 DQ 2

Environmental Health (graded)

Visit the U.S. Environmental Protection Agency’s MyEnvironment site athttp://www.epa.gov/myenvironment/howUsePage.html. Review the site overview and enter your city, zip code, or location into the MyEnvironment box. Explore the site to learn more about your environment and things that might be impacting the health of its citizens.

· Identify something new you learned about your environment and how it could be affecting health by completing this statement, “I didn’t know _____.”

· How could you, in the role of a community health nurse, address these concerns?

Devry NR443 week 7

This week, you were assigned to read and review Recommendation 8 of IOM’s Future of Nursing Recommendations. Recommendation #8 states:Build an infrastructure for the collection and analysis of interprofessional healthcare workforce data.

· Visit http://thefutureofnursing.org/recommendation/detail/recommendation-8

· Consider the problem you identified in your Caring for Populations Milestone. How could collaboration be improved to enhance outcomes?

The Institute of Medicine. (2010). The future of nursing leading change, advancing health: Recommendation 8. Retrieved fromhttp://thefutureofnursing.org/recommendation/detail/recommendation-8

Ethics and Diversity (graded)

Review the Week 7 Case Study found in Doc Sharing.

You will continue in your role as a nurse with your local health department. As part of the health department’s “Think Cultural Health” seminar, each team member will discuss oneof the 15 National Cultural and Linguistically Appropriate Services (CLAS) standards. Visithttps://www.thinkculturalhealth.hhs.gov/Content/clas.asp. Browse the site and click on the link to open the list of the National CLAS Standards.

· Describe one National CLAS Standard.

· Discuss one way that you could implement this standard for a specific cultural group in your community.

Office of Minority Health, Department of Health and Human Services. (2013). National standards for culturally and linguistically appropriate services in health and health care: a blueprint for advancing and sustaining CLAS policy and practice. Retrieved fromhttps://www.thinkculturalhealth.hhs.gov/Content/clas.asp

Devry NR443 week 8

<pclass=”msonormal”>Future Directions (graded)

Reflect on what you have learned in this course. What could you take from it and bring into your current practice? Please share specific examples.

week 2

Caring for Populations: Milestone1: Community Windshield Survey Form

Directions: Please refer to the Milestone 1: Community Windshield Survey Guidelines and grading rubric for specific instructions in order to complete the information below. This assignment is worth 150 points.

Type your name, date, and observations directly on this form. Click Save as and save the file with the assignment name and your last name; for example, NR443 Windshield Survey Form_Smith. When you are finished, submit the form to the Week 2 Caring for Populations: Windshield Survey Dropbox by the deadline indicated in your guidelines.

YourName: Date:

Criteria

Your response

1. Introduction of Community (20 points)

Identify the city and state of your community and briefly describe the community you will be using for this assignment. It should be the area where you live or the area surrounding your work setting but must include a residential area. Demographic data are not needed.

2. Windshield Survey (100 points)

a. Vitality:Use a majority of the questions from Box 6-2 in your text to describe your observations about the community vitality.

b. Indicators of social and economic conditions:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social and economic conditions.

c. Health Resources:Use a majority of the questions from Box 6-2 in your text to describe your observations about the health resources.

d. Environmental conditions related to health:Use a majority of the questions from Box 6-2 in your text to describe your observations about the environmental conditions.

e. Social functioning:Use a majority of the questions from Box 6-2 in your text to describe your observations about the social functioning.

f. Attitude toward healthcare:Use a majority of the questions from Box 6-2 in your text to describe your observations about the attitudes toward healthcare.

3. Conclusion: (20 pts)

Provide a summary of your findings and your conclusion. What problems did you identify?

4. References:

optional: List in APA format any referencesthat you used. If you include any references here, you must also include an in-text citation (author, year).

week 4

Guidelines for Caring for PopulationsMilestone 2:

Assessment and Diagnosis

Purpose

The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of one community health nursing problem related to the community dynamics.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4)

CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Due Date

Submit to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 4.

Points:225 points

Directions

Watch the Milestone 2 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 4 Assignments page.

This paper is expected to be no more than fourpages in length (not including the title page and reference list). Below are the requirements for successful completion of this paper.Please use the following categories as the first level headings on your paper. See the documents in the APA category in Course Resources for assistance with APA formatting.

· [Introduction:]This beginning of your paper should catch the reader’s attention with interesting facts about your communityand shouldinclude the purpose statement of the paper. This should be one paragraph.APA states that you should not title this as introduction; however, you are still expected to write a separate introduction. The title of the paper should be repeated at the top of page two and centered.

· Community Overview: Identify the community that you are assessingby name and stateand provide a generaldescription of the community. What is the general character of the community?Statistics should not be included here. Your community should be the area you live or workin and should include a residential area. It should be a large enough area to answer the questions in the text. This should be one paragraph.

· Demographic Data: Compile a range of demographic (population description) data for your community by examining U.S. Census Bureau reports. Using this data, describe yourcommunity. Compare your community data to state or national data. A summary of this data should beno more than two paragraphs.

· Epidemiological Data: Compile and summarize a range of epidemiological (illness, morbidity, and mortality) data for your community by examining data from sources such as city or county health department reports, County Health Rankings (countyhealthrankings.org), or the Centers for Disease Control to describe priority health problems in your area. See the Webliography for applicable sites to search. Compare your community to state or national data. This comparison will help to identify a priority community health problem specific to your community. A summary of this data should be no more than two paragraphs.

· Windshield Survey: Provide a summary of your observationsfrom your first milestone. Make sure to discuss observations related to your identified problem. This should be one to two paragraphs.

· Problem Diagnosis:

o Using the assessment data, identify one community health nursing problem that you consider to be a priority concern.

o Relate your choice to one of the Healthy People 2020specific numbered objectives (not just a goal).Healthy People objectives are located within a topic area under the Objectives tab.

o Your rationale should also include why this is a problem in your community and factors that contribute to the problem. Avoid discussion of interventions in this milestone.

o Include a discussion of your problem withinformation from at least two scholarly sources (such as professional journal articles).(Review the documents in the APA category in Doc Sharing for help in determining sources that are considered scholarly—hint, .com websites are not considered scholarly sources).This should beno more than three paragraphs.

· Summary:Summarize your community assessment and diagnosis findings and include a brief statement about the problemand the major factors that contribute to this problem. This information should be no more than two paragraphs.

· Reference Page: All references should be cited within the paperand should be included on the reference page.

Guidlines

· Application: Use Microsoft Word 2010 (or later)to create this assignment.

· Use the categories above as APA headings for the sections of your paper.

· Length: This paper is expected to be no more than four pages in length (not including the title page and reference list).

· Submission: Submit your file via the basket in the Dropbox: Milestone 2 Assessment and Diagnosis, by 11:59 p.m.MT Sunday of Week 4.

· Scholarly Writing: APA format is required. Review APA documents in the APA categoryin Course Resourcesand use the free resources of SmartThinking for writing tutors.

· Save your paper with your last name in the document title (e.g., Smith Assessment and Diagnosis).

· Late Submission: See the course policy on late submissions.

Best Practicesin Preparing the Paper

The following are best practices in preparing this project.

· Complete the demographic, epidemiologic, and windshield survey prior to choosing a problem to focus on.

· Choose onenursing problem specific to your community.

· Make sure all elements of the paper are addressed and headings for each category are included.

· Review directions thoroughly.

· Cite all sources within the paper as well as on the reference page.

· Proofread prior to final submission.

· Check for spelling and grammar errors prior to final submission.

· Use the A column of the rubric below to ensure that you have included all the needed elements.

· Abide by the CCN academic integrity policy. The paper must be your original work. Once submitted to the Dropbox, check back to ensure that your Turnitin similarity index is less than 24%, if not revise and resubmit prior to the deadline.

Grading Rubric:Milestone 2: Assessment and Diagnosis (225 points)

Criteria

(92–100%)

Outstanding or highest level of performance

(84–91%)

Very good or high level of performance

(76–83%)

Competent or satisfactory level of performance

(0–75%)

Poor or failing or unsatisfactory level of performance

Pts

Introduction

10 points

Includes the purpose of the paper and catches the reader’s attention with interesting facts

(9–10 points)

Missing purpose of paper orhook

(8 points)

Missing purpose of paperand hook

(7 points)

Introduction missing

(0–6 points)

/10

Community Overview

20 points

Community identified and adequately described

(18–20 points)

Community identified but description is inadequate

(16 points)

Community identified but description is missing

(15 points)

Community not identified or described

(0–14 points)

/20

Demographic Data

30 points

Describes a range of demographic data about your community fromU.S. Census Bureau reports with comparisons to state or national data

(28–30 points)

Adequate demographic data described butmissing state or national comparison

(25–27 points)

Little demographic data andmissing state or national comparisons

(23–24 points)

Lacks demographic data andmissing state or national comparisons

(0–22 points)

/30

Epidemiological Data (Disease or health behavior rates)

30 points

Describes a range of epidemiological data about community fromappropriate reports with comparisons to state or national data

(28–30 points)

Adequate epidemiological data described but missing state or national comparison

(25–27 points)

Little epidemiological data and missing state or national comparisons

(23–24 points)

Lacks epidemiological data and missing state or national comparisons

(0–22 points)

/30

Windshield Survey

20 points

Community windshield survey findings adequatelysummarized andfindings relate to identified problem

(18–20 points)

Windshield survey findings adequately summarized but not clearly related to identified problem

(16 points)

Windshield survey findings not adequately summarized and not related to the problem(15 points)

Windshield survey findings not described

(0–14 points)

/20

Problem Diagnosis

40 points

Assessment data used to identify one priority community healthproblem, Healthy People 2020 specific objective included, and rationale for problem selection stated with supportive data (such as factors that contribute to this problem) from two scholarly articles

(37–40 points)

Problem not related to Healthy People objectiveorlacks rationale with supportive data

(34–36 points)

Problem not related to Healthy People objectiveandlacks rationale with supportive data

(30–33 points)

Problem discussion missing

(0–29 points)

/40

Application of Evidence-Based Scholarly Resources

30 points

Two or more quality references from professional literature discussed with clear support of your problem rationale

(28–30 points)

Two references discussed, but information does not clearly support problem rationaleor references are not scholarly

(25–27points)

Only one reference discussed that is directly relevant to problem rationale

(23–24 points)

No references discussed

(0–22 points)

/30

Summary

20 points

Summary includes assessment and diagnosis findings, a brief statement about the problem, and factors that contribute to this problem

(18–20 points)

Lacks reiteration of assessment findings or problem identificationor contributing factors

(17 points)

Summary lacks two or more of:reiteration of assessment findings, problem identification, and contributing factors

(16 points)

Summary not completed

(0–15 points)

/20

Presentation

10 points

Discussion well organized and logical andstructure is clear and compelling to reader; paragraphs are linked together logically, and main ideas stand out

(9–10 points)

Discussion missing one of the organizational elements in column one and has some minor organizational concerns

(8 points)

Discussion missing two of the organizational elements in column one and overall flow is difficult to follow

(7 points)

Paper appears disorganized and is difficult to understand

(0–6points)

/10

Mechanics

15 points

Excellent mechanics with no more than two of the following errors:

– correct grammar, spelling

-complete sentences

-all sources cited in the text

-all references listed on the reference page and in APA format

-title page in APA format

-correct APA format of headings

-12 point font, double spaced, 1 inch margins

(14-–15 points)

week 6

Guidelines for Caring for PopulationsMilestone 3:

Intervention and Evaluation

Purpose

The purpose of this PowerPoint presentation is to provide an opportunity to develop a community health nursing intervention and evaluation tool for your identified community health problem (described in Milestone 2: Assessment and Diagnosis) and identify the components of the nursing process as they apply to a community or population.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO1: Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)

CO3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (PO 4, 8)

CO4: Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)

Due Date

Submit your assignment to the appropriate basket in the Dropboxby 11:59 p.m. MT Sunday of Week 6.

Points:250 points

Scenario

You are a community public health nurse (C/PHN) working in your setting of choice. You have analyzed the data collected from your windshield survey and assessment and diagnosis assignments (the first two milestones) and identified one community health nursing problem. You have decided on onenursing intervention and need your organization’s approval for funding of this intervention. Your leadership team has agreed to listen to your proposal.

Directions

· Watch the Milestone 3 tutorialby clicking thislink. This tutorial is also available on Course Project page under Course Home as well as Week 6 Assignments page.

· Choose a community health nurse setting.Some examples of settings are school nurse, parish nurse, home health nurse, nurse working in the health department (be specific to what area in the health department, e.g., WIC, STD clinic, health promotion, maternal-child health, etc.)

· Introduction:Introduce the identified problem, the purpose of the presentation, and reiterate at least one or two important findings that demonstrate this problem in your community (average of 1–2 slides)

· Proposed Intervention:Propose one community health nursing intervention that would address one or more of the major factors that contribute to the problem(average of 3–4 slides).

o Describe your specific nursing intervention relating it to the public health intervention wheel (Nies& McEwen, 2015, p. 14, Figure 1-3)

o Whois your target population?

o Where is this intervention taking place?

o Will it take place one time or multiple times?

o How will you reach out to your target population?

· How will you get your target population involved?

o What is the CH nurse’s role in this intervention?

o Will you collaborate with anyone (e.g., physician’s office, church, local resources, etc.)

o Is anyone else involved besides yourself (C/PHN)?

· If yes, are they paid or volunteers?

o What level(s) of prevention is your intervention addressing (primary, secondary, or tertiary prevention)?

· Intervention Justification:Justify why the problem and your nursing intervention should be a priority.

o Based on what you have found in the scholarly literature, discuss why these interventions are expected to be effective.

o Include summarized information from at least two professional scholarly sources from peer reviewed journals related to your intervention (average of 2–3 slides).

· Proposed Evaluation Methods: Your presentation must include at least oneproposed quantitative or qualitative evaluation method thatyouwould use to determine whether your intervention is effective. Outcome measurement is a crucial piece whenimplementing interventions(average of 2–3 slides)

o Describe at least one quantitative or qualitative method you would use to evaluate whether your intervention was effective. (There is a helpful tool found in Doc Sharing to assist you with understanding qualitative and quantitative methods of evaluation).

o Describe the desired outcomes you would track that would show whether your intervention was working.

o Include a discussion about the long-term and short-term impact on your community if the intervention issuccessful.

· Summary: The summary should reiterate the main points of the presentation and conclude with what you are asking to be accomplished; for example, “Based on ABC, it is imperative our community has XYZ. Thank you for your consideration.”

· In addition to the slides described above, your presentation should include a title slide with your name includedand a reference slide.Remember, you are presenting to your leadership team, so the slides should include the most important elements for them to know inshort bullet pointed phrases. You may add additional comments in the notes section to clarify information for your instructor.

Guidelines

· Application: Use Microsoft PowerPoint 2010 (or later).

· Length:The PowerPoint slide show is expected to be no more than 20slides in length (not including the title slide and reference list slide).

· Submission: Submit your files via the basket in the Dropbox: Milestone 3 Intervention and Evaluation by 11:59 p.m. Sunday of Week 6.

· Savethe assignment with your last name in the filetitle:example: “Smith Intervention and Evaluation.”

· Late Submission:Seethe course policy on late submissions.

· Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this project.

· Be creative but realistic with your intervention and evaluation tool.

· Incorporate graphics, clip art, or photographs to increase interest.

· Slides should be easy to read with short bullet points and large font.

· Review directions thoroughly.

· Cite all sources within the slides with (author, year) as well as on the reference page.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

· Abide by the CCN academic integrity policy.

Grading Rubric: Caring for Populations: Intervention and Evaluation (250 points)

#Devry NR443 (all discussions and all assignments) Entire Course

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ultrasarahgordon-blog · 7 years

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Devry NR451 All Weeks Discussion and Milestone Entire Course

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Devry NR451 All Weeks Discussion and Milestone Entire Course

Devry NR451 Week 1 Discussion DQ 1 & DQ 2

DQ 1

Assessing Need for Change (graded)

Think about a problem in your clinical practice. Are the satisfaction scores in your unit low? Does your unit have a higher than average infection rate? What is a problem you see in your clinical practice? What are some of the possible solutions? Why is it important to evaluate the need for change and not just stick with the “it’s the way we always have done it” mentality?

DQ 1

Nurse’s Role in EBP (graded)

Evidence based practice dates back to Florence Nightingale, yet it took a long time for nurses to conduct nursing research. Why is it important for nurses to have their own body of knowledge? Give a specific example of how bedside nurses contribute to nursing research?

Devry NR451 Week 2 Discussion DQ 1 & DQ 2

DQ 1

Forming the PICO Question (graded)

Form a PICO question that you will use for your change project. Include each element of the PICO question. How did you develop this question? Why is it important to your clinical practice?

DQ 2

Appraisal of Evidence (graded)

When reviewing a journal article, how do you best determine its credibility and reliability? Why is it important to determine the strength of evidence and how does that affect your implementation of the results into clinical practice?

Devry NR451 Week 3 Discussion DQ 1 & DQ 2

DQ 1

Feasibility of your Capstone Project (graded)

Now that you have identified your capstone project. What is the cost involved to implement your project? Remember that cost isn’t always just money but also time and resources (both tangible and intangible). Will the initial cost pay off in the long run with improved outcomes?

DQ 2

Communication Errors (graded)

Have you ever played the telephone game when you were younger? Communication can take on a life of its own and the content can often be distorted over time. Give an example in your clinical practice where miscommunication was the root cause of an error. How could this communication error have been prevented?

Devry NR451 Week 4 Discussion DQ 1 & DQ 2

DQ 1

Patterns of Nursing Care (graded)

Your lesson this week discussed patterns of nursing care delivery. In your opinion, what is the most effective nursing care delivery model and why? What are the advantages and disadvantages of your chosen nursing care delivery model? Give specific clinical examples.

DQ 2

Discussion of Articles (graded)

Discuss the two articles that you read from the Patient Safety and Quality: An Evidence-based Handbook for Nurses website. Give the title and the URL address for each article. How is the information in each article applicable to your practice?

Devry NR451 Week 5 Discussion DQ 1 & DQ 2

DQ 1

An Ethical Dilemma (graded)

Nurses face many ethical issues on a daily basis. Consider the following scenario:

Your unit has team nursing. As luck would have it, you and your best friend, Jill, are paired as a team this shift. Jill is a new nurse so you feel this is a great opportunity to take her under your wing a bit and show her the ropes. It is a busy shift and you administered Mr. Smith his insulin dose based on the sliding scale before lunch.

#Devry NR451 All Weeks Discussion and Milestone Entire Course

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Devry POLI 330 ( Political Science ) all weeks Quizzes latest

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Devry POLI 330 ( Political Science ) all weeks Quizzes latest

#Devry POLI 330 ( Political Science ) all weeks Quizzes latest

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ultrasarahgordon-blog · 7 years

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DeVry POLI330 ( Political Science ) Final Exam

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DeVry POLI330 ( Political Science ) Final Exam

1. (TCO 1) Which best explains the differences between historians and political scientists? (Points : 2)

Historians look for generalizations, and political scientists are reluctant to generalize. Historians are reluctant to generalize, and political scientists look for generalizations. Historians are more likely to look for comparisons than political scientists. Historians tend to focus on nature-based explanations, and political scientists focus on nurture-based explanations.

Question 2. 2. (TCO 1) The notion that politicians think practically and political scientists think abstractly is indicative of which of the following? (Points : 2)

Political scientists often train politicians. Politicians often train political scientists. Political scientists and politicians are different in that the former studies the latter. Political scientists and politicians are often indistinguishable.

Question 3. 3. (TCO 1) When people base their views on beliefs that may not be based in reality, they are behaving _____. (Points : 2)

irrationally rationally politically legitimately

Question 4. 4. (TCO 1) A political leader’s ability to command respect and exercise power is known as _____. (Points : 2)

sovereignty corruption authority legitimacy

Question 5. 5. (TCO 1) Despite a disputed 2000 presidential election, once President George W. Bush took office, few people doubted his _____. (Points : 2)

charisma control legitimacy sovereignty

Question 6. 6. (TCO 1) Relating concepts in a way that connects them in an empirical manner is the basis of _____ building. (Points : 2)

scholarship theory power culture

Question 7. 7. (TCO 1) A(n) _____ is an initial theory a researcher starts with to be proved with evidence. (Points : 2)

quantification hypothesis qualification empirical

Question 8. 8. (TCO 4) Unlike natural law, positive law uses _____. (Points : 2)

the spirit of the law to make determinations books to reach conclusions judicial sentencing to determine case outcomes jury selection to manipulate judgment

Question 9. 9. (TCO 4) Under which of the following circumstances might a case be pursued as both a criminal and a civil case? (Points : 2)

The federal government accuses investment houses of wrongdoing and investors who lost money sue them. Drug traffickers violate property and federal law by moving drugs across state borders. Burglars violate federal property and the state sues them for damages. A state accuses banks of mortgage fraud in mortgages sold to investors elsewhere in the nation.

Question 10. 10. (TCO 4) Describe the significance of Marbury v. Madison. (Points : 2)

The ruling laid precedent for judicial review. The ruling stated that the president is subject to the court’s decisions. The ruling decreed that current administrations must honor the appointments of previous administrations. The ruling claimed that federal taxes could not be levied on the states.

Question 11. 11. (TCO 4) What legal agency in the United States generates reputation-based ratings of prospective federal judges? (Points : 2)

Judicial Ratings Bureau Federal Bureau of Judicial Review American Bar Association Office of Legal Assessment

Question 12. 12. (TCO 4) When was judicial review granted to the Supreme Court within the United States? (Points : 2)

It was granted during the Constitution Convention of 1787. It was granted in the Bill of Rights. It was the result of the Marbury v. Madison decision of 1803. It was never officially adopted but is an unofficial practice.

Question 13. 13. (TCO 4) Which of the following best articulates the stance of judicial restraint advocates? (Points : 2)

Judicial review is the best and only true method of checking legislative power. The court should practice restraint in cases in which legislative acts are presented for interpretation. Only the executive branch can restrain the court, keeping the power of judicial review in balance with the other governing branches. Only Congress should make public policy and, unless a legislative act clearly violates the Constitution, the law should stand.

Question 14. 14. (TCO 4) The Supreme Court’s decision in _____ (1954) triggered a revolution in American race relations, an area Congress had been unwilling to touch. (Points : 2)

Miranda v. Arizona Dred Scott v. Sandford Brown v. Board of Education Gibbons v. Ogden

Question 15. 15. (TCO 5) Which systems demonstrate the clearest separation of power between the executive and legislative branches? (Points : 2)

Parliamentary Presidential Monarchies Ministerial

Question 16. 16. (TCO 5) How often does the cabinet change in a parliamentary system? (Points : 2)

Every 4 years Every 6 years Every 8 years When the cabinet is voted out or resigns

Question 17. 17. (TCO 5) Voters receive the most direct representation in which system? (Points : 2)

Parliamentary Presidential

Electoral Coalition

Question 18. 18. (TCO 5) The head of ministry is equivalent to the _____ in the United States. (Points : 2)

chief of government head of state departmental secretary premier

1. (TCO 5) The only political system that could guarantee the cooperation between the legislative and executive branches is _____. (Points : 2)

a monarchy a dictatorship a democracy an oligarchy

Question 3. 3. (TCO 5) Explain which type of candidate parliamentary systems seek out to become ministers. (Points : 2)

Those who have experience winning elections and serving on a parliamentary committee Newcomers who can bring in a fresh perspective to the ministry Individuals who possess a great knowledge of the specific ministry’s area Those who have political experience regardless of whether or not they have been elected in the past

Question 7. 7. (TCO 7) Which of the following is an increasing financial concern of the Medicare program? (Points : 2)

The proportion of older people in American society is increasing steadily. Every American citizen on reaching 65 obtains Medicare, regardless of class. Economic inequality renders Medicare more necessary for some than for others. Wealthy Americans are taking advantage of the Medicare system.

Question 8. 8. (TCO 7) Why are many politicians wary about limiting Social Security and Medicare expenses? (Points : 2)

Many would be left without enough to support them. Caps to these programs would undermine the welfare state. It can cost them votes. Both are primary social safety nets.

Question 9. 9. (TCO 7) How does the American welfare state compare to those of other industrialized nations? (Points : 2)

Much less is allocated to welfare in the United States. Other nations allocate less to welfare than the United States. The United States allocates about the same to welfare. Few nations besides the United States maintain funds for welfare.

Question 10. 10. (TCO 7) Theoretically, what are the consequences if the government assumes the burden of bad loans? (Points : 2)

Citizens will default on their mortgages. Banks will learn from their mistakes and pay back the burden with interest. Ultimately, the government will profit. Firms will be encouraged to continue their risky behavior.

Question 11. 11. (TCO 9) _____ is a small or moderate change that essentially leaves the system intact. (Points : 2)

Mass discontent Reform Dramatic system change A coup d’etat

Question 12. 12. (TCO 9) Describe what can often happen in a changing society when, during times of prosperity, some people get rich faster than others. (Points : 2)

Jealousy is aroused. Politicians pay more attention to poverty. The very poor revolt. Economists become confused.

Question 13. 13. (TCO 9) What is likely to happen if the people are unhappy and there is no organization to focus their discontent? (Points : 2)

They will almost surely turn to violence. Not much will happen. The people will organize themselves, regardless. They will eventually find other means of achieving contentedness.

Question 14. 14. (TCO 9) What about U.S. agencies such as the Department of Homeland Security, the FBI, and the CIA make them so ill prepared to fight terrorism? (Points : 2)

They have extremely different missions when it comes to terrorism. They are poorly funded. They have a great deal of red tape to get through in order to be able to communicate. They are often unwilling to communicate with each other.

Question 16. 16. (TCO 9) Does terrorism work? (Points : 2)

Rarely, and seldom without political and/or economic pressure Rarely, but primarily when brought against democratic nations Often, and without much need for political pressure to aid it Often, but only with the assistance of economic and/or political pressure

Question 17. 17. (TCO 9) Hannah Arendt pointed out that rage is the fuel of revolution, but what is now the greatest cause of rage? (Points : 2)

The low level of education in developing nations The enormous economic mismanagement in industrialized nations The extreme violence utilized by industrialized nations against developing nations The massive corruption now found in developing lands

1. (TCO 2) Evaluate Aristotle’s six types of government. In doing so, please be sure to list and define the categorizations. Please then assess how these classifications can be useful today to someone analyzing current governmental structures. (Points : 40)

Explain the relationship between electoral systems and party systems. Answers should be sure to assess this question from the perspective of both proportional representation and single-member districts and provide examples to support your points. (Points : 40)

The United States has utilized multiple forms of liberalism throughout its history. Please distinguish the specific characteristics of classical and modern liberalism and outline the evolution of these forms of liberalism within the United States. Please be sure to include specific historic examples to support your points. (Points : 40)

Today’s world seems to be moving beyond sovereignty and toward supranational leadership to cooperate on issues of global importance. What are some of these issues? How might they be solved through supranational cooperation? Does such cooperation impede the sovereignty of independent nations? Please sure to include specific examples in supporting your points. (Points : 40)

#DeVry POLI330 ( Political Science ) Final Exam

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DeVry POLI330 (Political Science) All Weeks Discussions Solution

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DeVry POLI330 (Political Science) All Weeks Discussions Solution

DeVry POLI330 Week 1 discussions

Politics in Our Daily Lives (graded)

As we read and discuss the definition of politics, let’s also consider the consequences of political decisions upon our daily routines.

Can you think of a time when a political act impacted your daily life? What made this experience political?

As we begin our discussions, let’s not forget to comment on each other’s posts. Can you see any similarities in your situations?

The Study of Political Science (graded) Our text mentions that Political Science “seeks to study human behavior through the use of a scientific method that, at times, can prompt objections and debate.”

If this is true, why do you think this is the case? Please be sure to provide a specific example from the text to support your response.

DeVry POLI330 Week 2 discussion

Types of Power (graded)

If politics truly defines who gets what, when, where, and how, then those that succeed at this game must have some advantage in doing so. This advantage comes from power.

So, what is the definition of power? And what types of power are utilized in the political realm?

Theories Regarding the State (graded) Chapter 4 begins with a description of Plato’s allegory of the cave. As we focus upon the ethical questions concerning the role of the state this week, let’s take a closer look at this parable.

What is the setting of the story? Who are the main characters? And what major events transpire?

DeVry POLI330 Week 3 discussions

Ideologies Compared (graded)

This week your Critical Reflection Paper compares the concepts of liberalism and socialism. To best prepare you for this assignment, let’s take a deeper look at the variations found within liberalism. Classical liberalism is based upon the work of John Locke and Adam Smith whereas modern liberalism focuses upon the work of T.H. Green.

So, what are the differences between these two forms of liberalism? And of the two, which do you agree with most?

Fascism Explored (graded) Your text states that fascism is “an ideology that introduces totalitarianism as the objective of political decision making.” Its practice stands in opposition to both liberal and socialist ideals. So, what does fascism have against individualism, family, and pacifism?

DeVry POLI330 Week 4 discussions

The Supreme Court (graded)

The lecture this week suggests that the Supreme Court is the least democratic branch of government, and yet it serves an important function in our democracy. What are the advantages and disadvantages of having a branch of government that is not democratically elected? Would you change the way the court is appointed?

Democracies Compared (graded) Over the past few weeks, we have had the opportunity to explore the roots of political philosophy. Let’s take a moment to focus in upon the idea of democracy. So, what is the true definition of democracy.

DeVry POLI330 Week 5 discussion

Parliamentary versus Presidential Systems (graded)

As we turn our focus to the international realm, let’s take a moment to compare the governmental systems of the UK and the U.S.

Identify a few key differences between a parliamentary and a presidential system. How is the top leader selected differently? How do you think this difference impacts the kind of people who are chosen?

This section lists options that can be used to view responses.

THE ROLE OF THIRD PARTIES (GRADED) Third parties in the U.S. are notorious for their lack of success.

So, can anyone explain why this is?

DeVry POLI330 week 6 discussion

CHALLENGES TO WESTERN DEMOCRATIC IDEAS (GRADED)

People in democratic societies would like to think the process would/could/should work everywhere. But sometimes when democracy is exported, it’s rejected in the most emphatic and sometimes violent ways. What is it about the idea that people in non-Western societies don’t like?>

ETHNIC VIOLENCE (GRADED) In discussing the concept of violence this week, let’s take a moment to consider the following situation.

Imagine a country where religious factions inside a nation want to have their own separate homeland. The government refuses, claiming the territory in question, which commands the nation’s only source of clean water, is vital to security. Is violence inevitable?

DeVry POLI330 Week 7 Discussion

The European Union (graded)

In considering the international realm, let’s consider the concept of economic treaties. Specifically, let’s think about an organization like the European Union (EU). Why was it formed? In addition, what are some of the objectives of the nations that are joining the EU?

Global Markets (graded) Several countries around the world are transitioning to a market economy; the most significant of these are China and Russia. What do you think the impact will be on other countries around the world as these two countries become even more significant in the global economy? What are some examples of this impact?

#DeVry POLI330 (Political Science) All Weeks Discussions Solution

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DeVry POLI330 (Political Science) Entire Course

https://homeworklance.com/downloads/devry-poli330-political-science-entire-course/

DeVry POLI330 (Political Science) Entire Course

DeVry POLI330 Week 1 discussions

Politics in Our Daily Lives (graded)

As we read and discuss the definition of politics, let’s also consider the consequences of political decisions upon our daily routines.

Can you think of a time when a political act impacted your daily life? What made this experience political?

As we begin our discussions, let’s not forget to comment on each other’s posts. Can you see any similarities in your situations?

If this is true, why do you think this is the case? Please be sure to provide a specific example from the text to support your response.

DeVry POLI330 Week 2 discussion

Types of Power (graded) If politics truly defines who gets what, when, where, and how, then those that succeed at this game must have some advantage in doing so. This advantage comes from power.

So, what is the definition of power? And what types of power are utilized in the political realm?

What is the setting of the story? Who are the main characters? And what major events transpire?

DeVry POLI330 Week 3 discussions

Ideologies Compared (graded) This week your Critical Reflection Paper compares the concepts of liberalism and socialism. To best prepare you for this assignment, let’s take a deeper look at the variations found within liberalism. Classical liberalism is based upon the work of John Locke and Adam Smith whereas modern liberalism focuses upon the work of T.H. Green.

So, what are the differences between these two forms of liberalism? And of the two, which do you agree with most?

DeVry POLI330 Week 4 discussions

The Supreme Court (graded) The lecture this week suggests that the Supreme Court is the least democratic branch of government, and yet it serves an important function in our democracy. What are the advantages and disadvantages of having a branch of government that is not democratically elected? Would you change the way the court is appointed?

DeVry POLI330 Week 5 discussion

Parliamentary versus Presidential Systems (graded)

As we turn our focus to the international realm, let’s take a moment to compare the governmental systems of the UK and the U.S.

This section lists options that can be used to view responses.

THE ROLE OF THIRD PARTIES (GRADED) Third parties in the U.S. are notorious for their lack of success.

So, can anyone explain why this is? DeVry POLI330 week 6 discussion

CHALLENGES TO WESTERN DEMOCRATIC IDEAS (GRADED)

ETHNIC VIOLENCE (GRADED) In discussing the concept of violence this week, let’s take a moment to consider the following situation.

DeVry POLI330 Week 7 Discussion

The European Union (graded)

POLI 330 Week 1 TCO Assessment

Question 1. Question :(TCO 1) What were your economic left/right results?

Question 2. Question : (TCO 1) What were your social libertarian/authoritarian results?

Question 3. Question : (TCO 1) If a person believes that market should regulate itself, and that government should stay out of business, would he or she fall more to the right or the left side of the political scale?

Question 4. Question : (TCO 1) If a person believes that federal agencies such as the FDA, EPA, and SEC serve a public good, is he or she moving more to the right or left of 100% capitalism?

Question 5. Question : (TCO 1) If a person feels that the government is needed to ensure that all people obtain equality, would he or she fall more on the right or the left of the economic scale?

Question 6. Question : (TCO 1) If a person believes that mandatory gun safety classes should be required to buy a gun, would he or she move up or down the social scale?

Question 7. Question : (TCO 1) If a person believes that Christianity is or should be the national religion of the United States, would he or she move up or down the social scale?

Question 8. Question : (TCO 1) If a person believes that he or she knows more about his or her own life than the government, and thus should have the authority to make his or her own decisions, would he or she move more up or down the social scale?

POLI 330 Week 2 TCO Assessment

(TCO 6) In a 100% capitalist structure, the owners are offered what advantages?

(TCO 6) In a 100% capitalist structure, the owners face what challenges?

(TCO 6) In a 100% socialist structure, the owners would be offered what advantages?

(TCO 6) In a 100% socialist structure, the owners would be faced with what challenges?

(TCO 6) In a 100% capitalist structure, the workers are offered what advantages?

(TCO 6) In a 100% capitalist structure, the workers face what challenges?

(TCO 6) In a 100% socialist structure, the worker would be offered what advantages?

(TCO 6) In a 100% socialist structure, the worker would be faced with what challenges?

POLI 330 Week 3 TCO Assessment

(TCO 2) As we have been discussing, throughout history, many people were not fans of pure democracy. One of the reasons for this was the idea of factions, as addressed in Madison’s Federalist No. 10. So what is the definition of a faction?

(TCO 2) Why are factions a threat to a democratic government?

(TCO 2) According to Madison, what are the two ways to remove the cause of a faction?

(TCO 2) From your reading, please distinguish why the two ways to remove a faction are not effective.

(TCO 2) What is it about human nature that causes factions to form?

(TCO 2) Differentiate the characteristics of a pure democracy from a republic.

(TCO 2) In referencing Madison, provide at least two reasons explaining why a republic can do a better job of controlling the effects of faction than a pure democracy.

(TCO 2) Assess Madison’s argument. Do you find that a republican form of government is the best way to control factions, in contrast to pure democracy? And how do you think this system has worked in controlling the factions over time?

POLI 330 Week 4 TCO Assessment

(TCO 3) From your own research, what interest group did you find? Please list its name and website information.

(TCO 3) From your own research, list three important pieces of information that give us a picture of what your interest group believes.

(TCO 3) From your own research, describe a specific policy action your group desires.

(TCO 3) From your own research, whom does this group lobby most, or most effectively? For example, is there a political party or certain congressional representatives who seem to get more of its attention, money, or information? Which committees and subcommittees would it particularly lobby?

(TCO 3) From your congress.gov research, what is the title of the legislation (include its origination or appropriate numbers)?

(TCO 3) From your congress.gov research, who are its key sponsors and their party affiliation?

(TCO 3) From your congress.gov research, what is its current status within Congress?

(TCO 3) From your congress.gov research, describe briefly your personal reaction to this legislation. Do you think it will pass and do you think it should pass? Why? (Two to three sentences are required.)

POLI 330 Week 5 TCO Assessment

(TCO 4) What are your initial, nonlegal, thoughts on this case? How would you decide it based on your own belief structures? For example, if you were the judge in this case, would you would allow Mr. Trident to leave the hospital, thus bringing about his death? Or would you feel for Mr. Trident but side with the hospital because he clearly is not in the right mind to make such decisions for himself? Or would you perhaps side with the hospital because people should not be allowed to refuse medical treatment or go to the extreme of ordering the hospital to aid in the shortening of his life so that he did not have to suffer a painful death? What would you do? Please put some thought into your answer and provide at least 4–5 sentences as you explain it.

(TCO 4) What is the difference between moral and legal reasoning?

(TCO 4) In a true legal argument, should legal reasoning or moral reasoning be used?

(TCO 4) Mr. Trident is arguing that the hospital has violated his 14th Amendment right to due process. What part of the 14th Amendment is he referring to in his argument?

(TCO 4) Cruzan v. Director, Missouri Department of Health is a case studied in the right-to-die debate. What precedent did it help to establish?

(TCO 4) How does the Cruzan case factor into Mr. Trident’s argument?

(TCO 4) Given the precedent established in the Cruzan case, how would you now have to decide the case if you were the judge?

(TCO 4) What other U.S. Supreme Court cases deal with the right-to-die issue?

POLI 330 Week 6 TCO Assessment

(TCO 7) What is your final plan to present to the president? What changes did you decide to implement?

(TCO 7) Please explain why you chose the options that you did.

(TCO 7) How will your decisions affect the elderly, the poor, the rich, and national security if implemented?

(TCO 7) Was covering the hypothetical budget gap more or less difficult than you expected? Please explain.

(TCO 7) Which of your decisions might be perceived as politically motivated? Why?

(TCO 7) What are the trade-offs of preserving some programs while protecting others?

(TCO 7) How do your decisions result in a marginal benefit to society so that they can outweigh the marginal cost to society?

(TCO 7) Did doing this exercise change your feelings about the budget debate in Washington? If so, how? If not, why not?

POLI 330 Week 7 TCO Assessment

(TCO 9) As the simulation shows, Muhammed’s father was killed by the Israelis in their war of independence, as they attempted to defend their state and enforce the boundaries established by the UN. Although this was an international decree, all Muhammed witnessed was his father’s death and the loss of his family home as the land of his forefathers was taken to make room for what many Palestinians viewed as the “occupiers.” If you were him, how would you react? For example, would you blame the Israelis for hurting your father and taking your land, and then pass on this hatred to your children so they would know never to trust the Israelis? Would you seek revenge for your family and people? Or is there a chance that you would accept the new conditions of the UN resolution because it was in the best interest of the people of the world? What about simply seeking strength in your religion and guiding your children away from the hatreds of the past in an effort to protect them? Please put some thought into your answer and provide at least 4–5 sentences as you explain it.

(TCO 9) Within the Israeli home, Ben knows from the horrors faced by his parents what can happen when there is not a state of Israel in the world. He thus supports his state and will do anything to defend its claim to this region. How does this differ from Muhammed’s stance?

(TCO 9) What do Muhammed and Ben have in common?

(TCO 9) Serapin and Sarah _____.

(TCO 9) Judith and Ahmed are the youngest members of their respective families. What do they have in common?

(TCO 9) Given what you have read and what you know about the conflicts between Israel and Palestine, what is the likelihood that the children will continue the cycle of violence in this land if nothing radically changes?

(TCO 9) What impact has the violence in this land had on the legitimacy of the Israeli government?

(TCO 9) Abdullah has admittedly committed terrorist acts against Israel. According to your text, does terrorism work?

Week 1 to 7 Quizzes Included

#DeVry POLI330 (Political Science) Entire Course

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Devry PROJ 330 week 7 Course Project

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Devry PROJ 330 week 7 Course Project

Objective

To create a Communication Plan based on the Denver Airport Project.

Guidelines

The template for the Communications Plan is located in Doc Sharing. Based on the information you learned about the project, develop a recommended Communication Plan for the project.

The Case Study can be found in the DeVry online library, Books 24×7. The name of the book isAdvanced Project Management by Harold Kerzner. It is Case 23, Denver International Airport. Click.equella.ecollege.com/file/0414a184-2212-4279-aa5d-700b9d2be4e6/1/documents–Accessing_the_DeVry_Online_Library_PROJ330.docx”>here for detailed instructions on accessing our library for this case.

Milestones

· Week 3: Begin Initial Draft (not turned in)

· Week 5: Final Draft Complete (not turned in)

· Week 7: Submit Completed Communication Plan to your Dropbox.

Grading Rubrics

Category

Points

Description

Documentation and Formatting

The plan is professionally presented with formatting that aids the reader in understanding the content. Proper citations are included.

Organization and Cohesiveness

Entries are clear and consistent with the categories of the Communications Plan template.

Editing

The plan is free of spelling and grammatical errors.

Content

125

The content of the plan addresses all elements of the assignment.

Total

250

100

A quality Communications Plan will meet or exceed all of the above requirements.

Best Practices

· Fill out the template in its entirety.

· Use the information you gather to answer the Week 3 Checkpoint (which uses the same case study) to help you begin your plan.

· Do not wait until the last minute to read the Case Study. You need to work a little on the document each week, and follow the suggested milestones for completion.

· There are several books in the DeVry online library on project management that can be a source of reference for helping you determine the information that should be included in the plan.

Your Name here.

What (The Content of the Communication)

Why (Communication Purpose; then description.See purpose codes below)

Who (Responsible, in italics, then Audiences)

When (Timing or Periodicity)

How (Typical Methods of Communication)

A. Initial Communications

What (The Content of the Communication)

Why (Communication Purpose; then description.See purpose codes below)

Who (Responsible,in italics, then Audiences)

When (Timing or Periodicity)

How (Typical Methods of Communication)

B. Recurring Communications

What (The Content of the Communication)

Why (Communication Purpose; then description.See purpose codes below)

Who (Responsible,in italics, then Audiences)

When (Timing or Periodicity)

How (Typical Methods of Communication)

C. Close-out Communications(assignment, phase or project)

Based on Goff, The Project Guide; 1990

Comments? Questions? Contact Stacy Goff,

Key to the abbreviations in the above table

Why: Communication Purpose codes

Who:Responsible,in italics, and Audiences

When: Timing or Periodicity

How: Methods of Communication

C Collect Information from others, while increasing their ownership stake in the project

D Decide: Action Required; persuade others to take action: to influence a manager to decide to resolve an issue

E Exchange Information:Dialogue, to arrive at mutually agreeable ways to respond to Issues or Risks

G Govern: Project Governance, to meet legal, regulatory, enterprise policy or standard process requirements

I Inform others, and get their commitment, causing all interested parties or stakeholders to engage in the project, to want it to succeed, and to help assure that it meets their needs

TheWho’s in italicsare Responsible. The others are the target audiences.

Additional Notes:

Sponsor could be multiple persons, from multiple enterprises; or they could be a Steering Committee

Auditors could be Internal or External

Key Decision Makers include managers of internal team members within or beyond the Sponsor’s control, or mangers in the Seller organization

Executives include Management in the top several levels of the enterprise

Interested Parties include Stakeholders and internal Customers

Leadership Team includes Program and/or Project Managers, Team Leads, and captive PMO’s

PMO is an independent Project or Program Management Office

Sellers also include any Subcontractors

Experts are Subject Area Experts

The majority of the items are recurring, with as-needed updates after initial establishment

The methods depend on whether a topic is formal or informal, and within or beyond the team. Communications may have retention requirements.

Formal Reports and Proceedingscan use paper, or be electronic with access and tracking controls. They usually must leave an audit trail.

Informal Reportscan be paper or electronic; if electronic, project wikis or collaborative software can be useful.

Meetingscan be virtual or onsite; depending on their purpose, their results are either Formal or Informal.

DiscussionsandPhone Callsrarely leave a documentation trail unless they are part of a formal event.

Emailsleave a trail and have retention requirements, while text messaging typically does not (currently).

#Devry PROJ 330 week 7 Course Project

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Devry PROJ 330 week 8 final exam answers

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Devry PROJ 330 week 8 final exam answers

Question 1. 1. (TCO 1) Which is not a defining characteristic of a team? (Points : 5)

They exist to achieve a shared goal.

Teams are bounded and stable over time.

Teams are not interdependent.

Team members have the authority to manage their own work and internal processes.

Question 2. 2. (TCO 1) Critical success factors for self-managing teams include: (Points : 5)

Team Goals

Team Rewards

Strategy norms

A, B, and C

Question 3. 3. (TCO 2) Team design: (Points : 5)

includes the basic structure of the organization

refers to the observable structure of the team

is the personality of a team

includes the unstated, implicit aspects of the team

Question 4. 4. (TCO 2) Social inhibition occurs when: (Points : 5)

at a precise point between boredom with a task and intense pressure

teams perceive their goals as a challenge

a person is highly engaged in a task

people are the center of attention and are concerned with discrepancies between their performance and standards of excellence

Question 5. 5. (TCO 3 ) An example of team coaching is: (Points : 5)

negating for resources

holding a press meeting before a new product is released

giving instructions on how to complete a task

reducing turnover in groups

Question 6. 6. (TCO 3) Guidelines for delegation include: (Points : 5)

Discussing tasks in terms of what’s in it for others

Setting specific goals with subordinates

Passing on challenges and responsibility

All of the above

Question 7. 7. (TCO 4) Types of newcomer roles include: (Points : 5)

visitors

transfers

replacements

all of the above

Question 8. 8. (TCO 4) ___is the process of how individuals enter into and then leave teams. (Points : 5)

Commitment

Psychological safety

Evaluation

Group socialization

Question 9. 9. (TCO 5) Goals should be articulated in the form of: (Points : 5)

a team staffing plan.

on-line planning.

a team charter.

preplanning.

Question 10. 10. (TCO 5) _____are those in which the key objective is to create something, think out of the box, and question assumptions. (Points : 5)

Creative teams

Problem solving teams

Strategic teams

Performance teams

Question 11. 11. (TCO 6) The most common decision rule is: (Points : 5)

a moral judgment

groupthink

majority rule

best member rule

Question 12. 12. (TCO 6) Three key symptoms of groupthink are: (Points : 5)

pressures toward uniformity

overestimation of the group and close-mindedness

a and b

selection bias

Question 13. 13. (TCO 7) Advantages of boundary spanning networks include: (Points : 5)

Greater innovation

Leverages scrutiny

A & B

Redundant communication

Question 14. 14. (TCO 7) Which of the following statement(s) is/are true? (Points : 5)

In bureaucratic organizations, boundary spanners need to network laterally and hierarchically.

Advice, friendship, and trust ties are mutually exclusive.

Friendship ties are close interpersonal ties between people.

A & C

Question 15. 15. (TCO 7) Gender relationships include gender specific activities such as: (Points : 5)

Playing golf

Evening dinner gatherings

A & B

None of the above

age 2

Question 1. 1. (TCO 8) Indirect speech acts are: (Points : 5)

Situations where people do the majority of the talking.

A good means for effective communications.

Ways in which people ask others to do things in an indirect way.

Related to understanding symbols.

Question 2. 2. (TCO 8) Which statement(s) are true about team longevity? (Points : 5)

Natural biases do not affect teamwork.

A certain amount of familiarity is necessary for teams to work together in a productive fashion.

Teams don’t necessarily need a shared knowledge base.

B&C

Question 3. 3. (TCO 8) The two considerations in terms of mental models that members have about actual work are: (Points : 5)

Accuracy of the model

Divergent alternatives among team members

Degree of correspondence between members’ models

A & C

Question 4. 4. (TCO 8) Which of the following statement(s) is/are true? (Points : 5)

EBS will solve many problems for an organization.

Larger EBS groups do not generate as many ideas as do smaller groups.

Smaller EBS groups do not generate as many ideas as do larger groups.

EBS will not create any new problems for an organization.

Question 5. 5. (TCO 8) Ways in which people conspire and therefore fail in brainstorming include: (Points : 5)

Failing to abide by the rules of brainstorming

Slack off of production

Conformance in ideas

All of the above.

Question 6. 6. (TCO 8) How does a manager ensure teams develop an accurate TMS? (Points : 20)

Question 7. 7. (TCO 8) What is conservative realism? (Points : 20)

Question 8. 8. (TCO 7) What are the three specific types of ties in which people in teams bond? (Points : 20)

Question 9. 9. (TCO 1) Give an example of organizations that use each of the four types of teams described in Chapter 1. How is this type of team structure used by each organization? Give specific examples, including specific companies or industries. (Points : 30)

Question 10. 10. (TCO 3) There are five types of decision styles. Describe key characteristics of each of these decision styles. What style is most effective? Why? Provide examples to prove your point. (Points : 30)

Question 11. 11. (TCO 6) What are some key strategies a project manager can use to avoid the escalation of commitment pitfall? Please briefly describe each strategy and provide relevant examples. (Points : 30)

#Devry PROJ 330 week 8 final exam answers

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Devy NETW 471 Week 6 Course Project

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Devy NETW 471 Week 6 Course Project

Week 6 –

Develop an implementation plan for your technical solution. The plan should include a work breakdown structure, a PERT/CPM diagram, and schedule. Discuss the implications for stakeholders’ integration considerations; the impact on the company’s employees; and operational concerns (i.e., increased productivity/efficiency, short-term challenges versus long-term benefits, etc.) for management, technical staff, nontechnical staff, the company’s customers and clients, and other business partners of your selected corporation. Deliverables: Document – 5-7 pages double spaced APA format not including title page and sources. Presentation – 10-12 slides not including title page and source slide.

#Devy NETW 471 Week 6 Course Project

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ECET 220 Week 2 Lab Answers ( graded )

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Week 2 Lab Instructions

Bipolar Junction Transistor – Biasing

Objectives

To analyze a normally biased BJT circuit comprising of a BJT and resistors and measure the circuit voltages between emitter, common, base, and collector.

To theoretically calculate and verify the circuit using Ohm’s Law, KCL and KVL.

Determine the voltage drop across the collector load resistance and measure the current passing through the emitter and collector resistors.

Equipment and Parts List

Equipment:

IBM PC or compatible

DMM (digital multimeter)

Variable dc power supply

Parts:

Qty.

Component

Tolerance Band

Wattage Rating, W

2N3904 Transistor

10 K Ω Resistor

gold

Proto Board

Hookup wires of different colors

Software: MultiSim

III. Procedure

Theoretical Analysis

Given the circuit in Figure 1, calculate the total resistance between the base and VCC in kΩ and the total collector resistance (combination of R3 and R4) in kΩ. Enter the values obtained in Table 1 on the worksheet.

Figure 1

Given Figure 1, calculate the circuit voltages cited below entering the values in Table 2 on the worksheet.

Voltages

VCC

Emitter to common

Base to common

Collector to common

Base to emitter

Collector to emitter

If resistor R2 is removed from the base circuit, calculate the circuit resistances and voltages cited below and enter the values in Tables 3 and 4 respectively on the worksheet.

Resistances (KΩ)

Base and +VCC

Total Collector Resistance

Voltages (V)

VCC

Emitter to common

Base to common

Collector to common

Base to emitter

Collector to emitter

Put resistor R2 back in the circuit and remove R4 from the collector circuit.Calculate the circuit resistances and circuit voltages cited in part A.3 above and enter the calculated values in Tables 5 and 6 respectively on the worksheet.

B. MultiSim Simulation Results

Launch the Multisim Simulator and build the circuit schematic shown in Figure 1.Note that you will need a Digital Multimeter to measure the output voltages.

Set the DC source voltage to 9V. Consider the negative side of the source as common, and measure the circuit voltages cited below. Enter measured values in Table 7 on the worksheet.

Measured Voltages

VCC

Emitter to common

Base to common

Collector to common

Base to emitter

Collector to emitter

Answer the following questions on the worksheet.

How much current is passing through the emitter resistor in mA?

What is the voltage drop across the collector load resistance (VRC) in V?

What, approximately, is the collector current in mA?

Remove resistor R2 from the base circuit and measure the circuit voltages cited in part B.2above.Enter measured values in Table 8 on the worksheet.

Answer the following questions on the worksheet.

What is the total resistance between the base and +Vcc?

How much current is passing through the emitter resistor in mA?

What is the voltage drop across the collector load resistance (VRC) in V?

What, approximately, is the collector current in mA?

Replace resistor R2 as shown in Figure 1 and remove resistor R4 from the collector circuit. Measure the circuit voltages cited in part B.2 above and enter the values in Table 9 on the worksheet.

Answer the following questions on the worksheet.

What is the total resistance between the base and +Vcc?

How is passing through the emitter resistor in mA?

What is the voltage drop across the collector load resistance (VRC) in V?

What is the collector current in mA? Approximate.

Experimental Breadboard Results

Construct the circuit in Figure1.(For online students: Take a picture of your circuit and place it on the worksheet.)

Set the DMM to measure the output voltages at different points in the circuit.

Set the DC source voltage to 9V. Consider the negative side of the source as common, and measure the circuit voltages cited in part B.2. Enter measured values in Table 10.

Answer the following questions on the worksheet.

Is the base positive or negative with respect to the emitter?

Is the base-to-emitter voltage close to 0.7 V?

Is the collector-to-emitter voltage less than Vcc?

Is the collector-to-emitter voltage greater than 0.3 V?

How much current must be passing through the emitter resistor in mA?

What is the voltage drop across the collector load resistance (VRC) in V?

What is the collector current in mA? Approximate.

Is the collector more positive or negative than the base?

Is the collector-base junction forward or reverse biased?

Is the transistor operating in cutoff, linear or saturation region?

Remove resistor R2 from the base circuit and measure the circuit voltages cited in part B.2 above. Enter measured values in Table 11 on the worksheet.

Answer the following questions on the worksheet.

What is the total resistance between the base and +Vcc?

Is the base-to-emitter voltage close to 0.7 V?

Is the collector-to-emitter voltage less than Vcc?

Is the collector-to-emitter voltage greater than 0.3 V?

How much current must be passing through the emitter resistor in mA?

What is the voltage drop across the collector load resistance (VRC) in V?

What is the collector current in mA? Approximate.

By removing R2 and therefore changing the value of the base-to-VCC Has it changed the collector-to-emitter voltage? How?

By removing R2 and therefore changing the value of the base-to-VCC Has it changed the collector current? How?

By removing R2 and therefore changing the value of the base-to-VCC Has it changed the base-to-emitter voltage? By how much?

By removing R2 and therefore changing the value of the base-to-VCC Has it changed the emitter current? How?

Is the transistor operating in cutoff, linear, or saturation region?

Replace resistor R2 as shown in Figure 1 and remove resistor R4 from the collector circuit. Measure the circuit voltages cited in part B.2 above. Enter measured values in Table 12 on the worksheet.

Answer the following questions on the worksheet.

What is the total resistance between the base and +Vcc?

Is the base-to-emitter voltage close to 0.7 V?

Is the collector-to-emitter voltage less than Vcc?

Is the collector-to-emitter voltage greater than 0.3 V?

How much current must be passing through the emitter resistor in mA?

What is the voltage drop across the collector load resistance (VRC) in V?

What is the collector current in mA? Approximately.

By removing R4 and therefore changing the value of the base-to-VCC Has it changed the collector-to-emitter voltage? How?

By removing R4 and therefore changing the value of the base-to-VCC Has it changed the collector current? How?

By removing R4 and therefore changing the value of the base-to-VCC Has it changed the base-to-emitter voltage? By how much?

By removing R4 and therefore changing the value of the base-to-VCC Has it changed the emitter current? How?

Is the transistor operating in cutoff, linear, or saturation region?

Results Analysis

Complete the table containing the Theoretical, Simulation, and Experimental results obtained for the input and output signals.

Compare the theoretical, simulation, and hardware circuit results, and enter your comments on the worksheet.

Troubleshooting

Describe any problems encountered and how those problems were solved.

Questions

Please provide the answer to the following questions on the worksheet.

Did your theoretical calculations closely match the results obtained from the constructed circuit?

(Yes, No)_____

Comments:

Compare the results obtained from the Figure 1 circuit with the Figure 1 circuit with the removal of R2. Explain changes in the base, collector, emitter, base-to-emitter, and collector-to-emitter voltages. Also, explain changes in the base, collector and emitter currents.Comments:

Compare the results obtained from the Figure 1 circuit with the Figure 1 circuit with the removal of R4. Explain changes in the base, collector, emitter, base-to-emitter, and collector-to-emitter voltages. Also, explain changes in the base, collector and emitter currents.Comments:

What affect does the base biasing have on the DC circuit operating point (Q point)?Comments:

What affect does the collector resistor have on the DC circuit operating point (Q point)?Comments:

#ECET 220 Week 2 Lab Answers ( graded )

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ECET110 full course (all weeks homework assignments and I LABS ) Latest 2016

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ECET110 full course (all weeks homework assignments and I LABS ) Latest 2016

DeVry ECET 110 Week 1 Homework

Chapter 3 Problem 44:

44. Why do you never apply an ohmmeter to a live network?

Chapter 4:

1. What is the voltage across a 220Ω resistor if the current through it is 5.6 mA?

2. What is the current through a 6.8Ω resistor if the voltage drop across it is 24 V?

24. What is the power delivered by a 6 V battery if the current drain is 750 mA?

25. The current through a 4 kΩ resistor is 7.2 mA. What is the power delivered to the resistor?

Chapter 5:

1. For each configuration, find the individual elements that are in a series.

2. Find the total resistance for each configuration. Series=R1+R2+R3+… Parallel=1/(1/R1+1/R2+..)

8.For the series configuration constructed of standard values:

9. For the series configuration constructed using standard value resistors:

13. For the circuit constructed of standard value resistors:

14. Find the unknown quantities for the circuit using the information provided.

21. Using Kirchhoff’s Voltage Law, find the unknown voltages for the circuits.

1. +10 V + 4 V – 12 V – V = 0

V = 14 V – 12 V = 2 V

1. +30 V + 20 V – 8 V – V = 0

V = 50 V – 8 V = 42 V

1. – 6 V – 22 V – V1 + 36 V = 0

V = 36 V – 28 V = 8 V

22. (a) Find the current for the network.

(b) Find the voltage for V2.

27. Using the voltage divider rule, find the indicated voltages. Vi=Vt (Ri)/(R1+R2+R3+…)

28. Using the voltage divider rule or KVL, determine the unknown voltages for the configurations.

ECET 110 Week 1 ILAB Analysis of a Series Circuit Using Simulation and Actual Construction – – Latest 2016

DeVry ECET 110 Week 2 Homework – latest 2016

DeVry ECET 110 Week 2 ILAB – Analysis of a DC Parallel Circuit Using Simulation and Actual Construction – Latest 2016

DeVry ECET 110 Week 3 Homework – Latest 2016

DeVry ECET 110 Week 3 ILAB Analysis of a DC Series-Parallel Circuit – Latest 2016

DeVry ECET 110 Week 4 Homework – Chapter 8: Problems 1, 4, 8, 12, and 32. – Latest 2016

DeVry ECET 110 Week 4 ILAB – Network Circuit Analysis – Latest 2016

DeVry ECET 110 Week 5 Homework – Chapter 9: Problems 1, 2a, 2b, 2c, 8, and 30 – Latest 2016

DeVry ECET 110 Week 5 ILAB – Superposition Theorem – Latest 2016

DeVry ACCT Week 6 Homework – Chapter 10: Problems 20, 26, 34, and 48. -Latest 2016

DeVry ECET 110 ILAB 6 – Transient Analysis of a Resistor-Capacitor (RC) Circuit – Latest 2016

DeVry ECET 110 Week 7 Homework – Chapter 11: Problems 12, 14, 29, and 36 – Latest 2016

#ECET110 full course (all weeks homework assignments and I LABS ) Latest 2016

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ECH 135 Child Guidance, Management, and the Environment

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ECH 135 Child Guidance, Management, and the Environment

ECH 135 Topic 1: Discussion Question 1

Max Points: 5.0

Briefly describe one of the theories of cognitive/emotional development and the implications for an early childhood classroom. Do you feel this theory is a good model for choosing a classroom behavior plan? Why or why not?

ECH 135 Topic 1: Discussion Question 2

Do you think using rewards is appropriate in a classroom setting? Why or why not?

ECH 135 Week 1 Assignment Behavioral Theories and Research

Details:

Based on the assigned readings, create a matrix/chart with the following:

1. Description of the behavioral theories and brain development theories;

2. Relationship of theories to the NAEYC standards; and

3. Implication of theories for early learning and best teaching practices.

While GCU format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

You are not required to submit this assignment to Turnitin.

ECH 135 Topic 2: Discussion Question 1

Discuss one effect of poverty on the development of cognition and emotion. How would you mitigate the effect in your classroom?

ECH 135 Topic 2: Discussion Question 2

Max Points: 5.0

Briefly discuss attachment theory. What are some potential ramifications for early childhood classrooms if this theory is an accurate construct for cognition and emotional development? Do you think it is possible to ameliorate the effects of a lack of attachment in the classroom? Why or why not?

ECH 135 Topic 2 Assignment Factors Influencing Development

Details:

Research at least eight journal articles related to the effects of poverty, culture, access, linguistics, or family on early development of cognition and behavior.

Create a PowerPoint presentation of 15-20 slides, not including title and reference slides, that summarizes your findings and addresses the ethics and implications for classroom practices and public policy.

While GCU format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using the GCU guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

ECH 135 Topic 3: Discussion Question 1

Who should have more control in the classroom, the teachers or the students? Why? What theory or theories support your thinking?

ECH 135 Topic 3: Discussion Question 2

As you think about your classroom management, what will you want to emphasize and why?

ECH 135 Topic 3 Assignment Practicum Application No. 1

Details: For this assignment, use your field experience hours. You will submit your Activity Log in Topic 7 along with your Benchmark Assignment.

Observe a K-3 classroom teacher. Hypothesize about the teacher’s construct for discipline/management procedures using at least one of the theories presented in the assigned readings.

Write 750-1,000-words on your hypothesis and defend your hypothesis with specific examples from the classroom and corresponding concepts from the theory or theories, including reinforcers and consequences used.

Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

ECH 135 Topic 4: Discussion Question 1

Max Points: 5.0

Discuss how the guidance approach fits into the core values identified in Section I of the NAEYC Code of Ethical Support.

ECH 135 Topic 4: Discussion Question 2

According to the textbook, what is the difference in the constructs of misbehavior and mistaken behavior?

ECH 135 Topic 4 Assignment Guidance Approach Teaching Practice

Details:

From the textbook reading, choose one of teaching practices that defines the guidance approach and sets the foundation for encouraging classrooms discussed. Make a list of teacher behaviors that are needed to implement this practice.

Create a concept map to record the behaviors you identified and the observations you made of your two mentor teachers. Label the concept with the guidance teaching practice you have selected. Include the teacher behaviors you identified. Leave space for the observations conducted as part of the Practicum and Application No. 2 assignment.

GCU format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

ECH 135 Topic 4 Assignment Practicum Application No. 2

Details:

For this assignment, use your field experience hours.

Observe/interview a Birth-Pre-K classroom teacher using the guidance approach teaching practice you selected. Watch and listen for evidence of behaviors associated with the guidance approach teaching practice you selected. Add the evidence to the concept map you will create as part of the Guidance Approach Teaching Practice assignment.

Write a 500-750-word explanation about the following:

1. Correlation between the success of the teacher’s classroom management practices and the guidance approach teaching practice you selected.

2. Evidence you gathered related to the teaching behaviors. Reflect on specific examples.

3. Relationship between the guidance approach teaching practice you selected and NAEYC Code of Ethical Conduct – Section I.

Prepare this assignment according to GCU guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

ECH 135 Topic 5: Discussion Question 1

Discuss how setting consistent classroom routines support positive classroom behavior.

ECH 135 Topic 5: Discussion Question 2

Max Points: 5.0

If you were to work in a school with set schedules that determine when a subject is taught, as well as what is taught (sometimes scripted), how might you plan for, and implement, times for young children to participate in active learning and inquiry?

ECH 135 Topic 5 Assignment Classroom Management Tools

Details:

Part One: Expectation and Consequences Posters

Create two posters that can be displayed in Birth to Age 5/Pre-K and K to Age 8/Grade 3 classrooms. The posters should outline your classroom guidelines for behavior expectations, reinforcers, and consequences.

Be creative and reflect the developmental level of each age group on the respective poster.

Part Two: Schedules

Design a schedule for both Birth to Age 5/Pre-K and K to Age 8/Grade 3 that includes a set of routines that are developmentally appropriate for each age group and that reflect a typical day (Birth to Age 5/Pre-K) or week (K to Age 8/Grade 3) in a classroom setting. Include family volunteers.

Each poster and schedule are to demonstrate best practices for developing a healthy, supportive environment for learning that embraces the diversity of your students, addresses challenging behaviors/special needs, and includes families as partners.

You may use Microsoft Word or Microsoft Publisher.

GCU format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Submit posters and schedules to the instructor by the end of Topic 5. They will be returned to you with instructor feedback for revision and final submission with the Benchmark Assignment due in Topic 7.

ECH 135 Topic 6: Discussion Question 1

Discuss the difference between a teacher-centered and a learner-centered classroom. Do you think that one style is more appropriate? Why or why not?

ECH 135 Topic 6: Discussion Question 2

How does classroom design and organization support learning and positive behavior?

ECH 135 Topic 6 Assignment Teacher Website Search

Details:

Using the Blogger website or a similar site, create a new blog. Post your blog address to the Topic 6 Main Forum.

Research practicing teachers’ websites for ideas and strategies on classroom arrangement, structure, activities, and organization. Choose four favorites and create a blog entry, summarizing the virtues of the chosen sites. Include the following as part of your blog:

1. List the specific examples you have located and justify why they are outstanding examples of supportive learning environments for young learners.

2. List the website addresses. If the teacher provided an email, you may want to write a short thank you and acknowledgement for sharing their ideas so freely. This is not required as part of the assignment, but preferred in order to recognize the work of others in the field.

3. Review at least two other student blogs and discuss with your classmates, within the blog, the merits of the websites or why you may not agree that the chosen site is a good example.

4. In addition to the blog entry, create a chart, table, or matrix that presents your detailed analysis of the websites.

GCU format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

ECH 135 Topic 7: Discussion Question 1

Think about your experiences in school, both as a learner and a teacher candidate. Do you think most teachers view inappropriate behavior as misbehavior or mistaken behavior? What is your hypothesis for why this is the case?

ECH 135 Topic 7: Discussion Question 2

Do you agree with the theory that the first level of mistaken behavior is due to a child experimenting with or exploring limits, ideas, and involvement? How would you support a child at this level of development?

ECH 135 Week 7 Assignment Benchmark- Classroom Environment Plan

Details: For this benchmark, you will design a visual classroom environment plan (1,000-1,250 words) that includes the physical arrangement and organization of materials and resources. Be creative; there are no money or size constraints.

Review the instructor feedback on your “Classroom Management Tools” from Topic 5. In 250-500-words, describe your classroom environment plan, including how you will revise each of the following areas as well as provide an explanation for each improvement:

· Define classroom management policy

· Reinforcements and consequences for behavior

· Consider individual differences in ability, culture, and language

· Family support, routines, and schedules

Create two classroom environment maps, one for Birth-PK, the other for K-3.

· Label both maps with materials, furniture, and other design elements. Maps can be hand-drawn or computer generated, but must be submitted in a PDF or Word document.

In 500-750 words, describe best practices for development of a healthy, supportive, and challenging environment for learning. Include the following in your description:

· Diversity of your students

· Students interests and special needs

· Families as partners

· Rationale for both environments you designed. Justify each item in your designs (e.g., materials, furniture, design elements, how they are arranged).

Use 3-5 scholarly resources.

Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Additionally, submit the assignment in Taskstream. Directions for submitting to Taskstream can be found on the College of Education site in the Student Success Center.

#ECH 135 Child Guidance Management and the Environment

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ECH 235 Full Course Assignments Latest 2016

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ECH 235 Full Course

ECH 235 Week 1 Assignment Developmental Theories of Early Childhood

Details:

Write a 750-1,000-word essay that includes the following:

1. Description of the developmental stages of children from Birth to Age 5/Pre-K and K to Age 8/Grade 3 with examples.

2. Description of the relationship between brain research and the developmental theories of learning.

3. Explanation of your philosophical view of education and what developmental theories most align with it.

Use 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

ECH 235 Week 2 Assignment Learning Environments

Details:

Use your field experience hours for discussion with your classroom teacher.

In 500-750-words, explain the following:

1. At least three similarities between activity transitions in the learning environment for infants and toddlers compared to children 3- to 5-years-old.

2. At least three differences between activity transitions in the learning environment for infants and toddlers compared to children 3- to 5-years-old.

3. At least three transition strategies to ensure as little disruption as possible in your future classroom.

Use 3-5 scholarly resources as well as discussion with your classroom teacher.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

You will submit your Activity Log in Topic 7 along with your Benchmark Assignment.

ECH 235 Week 3 Assignment Nutritional Brochure

Details:

Choose an age group, Birth to Age 5/Pre-K or K to Age 8/Grade 3.

Create a 150-250-word tri-fold brochure for the families of children in the chosen age group. Be creative and include the following:

1. Importance of good nutrition for healthy young children;

2. Consequences of poor nutrition;

3. 3-5 examples of healthy snacks and meals;

4. 2-4 activities designed to teach children proper nutrition;

5. Two community-sponsored resources for nutritional programs; and

6. Five online resources about early childhood nutrition

Include citations within the brochure, and a reference section on the back page.

Use 3-5 scholarly resources.

GCU style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

ECH 235 Week 4 Assignment Health and Physical Activity

Details:

Use your field experience hours for discussion with your classroom teacher.

With your classroom teacher, discuss ideas for promoting family involvement in a health and physical activity workshop for one age group, Birth to Age 5/Pre-K or K to Age 8/Grade 3.

Create a 15-20 slide presentation for the family workshop. Present six activities that promote both physical and social well-being for the entire family that can be completed at venues other than the school. Be creative and include the following for each activity:

1. Activity description and venue;

2. Explanation of the benefit(s);

3. Directions;

4. List of all the necessary materials; and

5. Graphics/photos that depict the activities.

In addition, include a title page, introduction, in text citations, a reference page, and slide notes.

GCU style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

ECH 235 Week 5 Assignment Physical Ability Assessment

Details:

Use your field experience hours for selection of students with your classroom teacher.

With the classroom teacher, select two girls and two boys to take the “Physical Ability Assessment.” Secure parental permission if necessary. The students should be born within one year of each other.

Complete the “Physical Ability Assessment.” Comment on how each child approached the tasks. The descriptions should be explicit.

In 500-750-words, summarize the following for each child:

1. Description, do not use name;

2. Physical developmental milestones; and

3. Appropriate wellness activities, based on the assessment.

Use 3-5 scholarly resources.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Submit the assessment and summary as one deliverable.

ECH 235 Week 6 Assignment Fun and Fitness Field Day

Details:

Use your field experience hours for discussion with your classroom teacher.

Flyer

Create a 75-125-word flyer that invites families to the Fun and Fitness Field Day. Within the flyer provide the address, time, place, and all other pertinent information that families will need to know.

Event Plan

Design a 100-250-word Fun and Fitness Field Day plan of events appropriate for the young children in your practicum setting that can be used in your future classroom. Include the following for five fitness activities appropriate for the age group:

1. Description;

2. Time and location;

3. Directions;

4. Materials;

5. Modification for students with special needs; and

6. Alignment to the Early Learning Physical Development, Health, and Safety Standard.

Narrative

After completing the flyer and event plan, discuss with your classroom teacher the feasibility of what you created.

Write a 250-500-word narrative of the feedback you received from the classroom teacher. Explain the rationale why you chose each standard and activity.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Submit the flyer, event plan, and narrative as one deliverable.

ECH 235 Week 7 Assignment Benchmark – Wellness Week

Details:

For this benchmark, you will design a four-lesson curriculum unit and an end-of-unit event plan for wellness week that comprehensively covers health, safety, nutrition, and fitness for the Birth to Age 8/Grade 3 age group that you hope to teach in the future, or the age group in which you spent the most practicum hours.

Use the format of one of the “Lesson Plan Templates” as a resource and include the following for each of the four lesson plans:

1. Clear, measurable learning objectives that align to early learning standards (ELS) as well as your state’s subject standards;

2. Anticipatory set;

3. Vocabulary;

4. Relevant materials and resources including visual or audio resources;

5. Differentiation of instruction to address the diverse needs of students; and

6. Assessments.

Next, design a 100-250-word culminating end-of-unit event plan for families. Include information about the following:

1. Health and safety issues to be addressed;

2. Nutritional food that will be served;

3. Physical activities that will take place; and

4. Ways families can share multiple perspectives on health, safety, nutrition, or physical activities relevant to their child, their family, their community, or their culture. Include a unique way to incorporate these perspectives into the event.

GCU style is not required, but solid academic writing is expected.

You are required to submit this assignment to Turnitin.

Submit the four lessons and the end-of-unit event plan as one deliverable to the instructor by the end of Topic 7.

Submit the assignment in Taskstream. Directions for submitting to Taskstream can be found on the College of Education site in the Student Success Center.

#ECH 235 Full Course Assignments Latest 2016

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