Author: admin

PART I ESSAY will focus on one work in the Dayton Art Instiute special exhibition Into the Ether. Begin your essay with the artist’s name, title

of work, medium, date. Give a visual description of the work and then describe how new technologies are redefining our sense of space. (50

Points)

The following essays will focus on works of art at the Dayton Art Institute in the Dicke Wing of American Art

PART II ESSAY (50 points)

You are a wealthy art collector and want to purchase two works for your French chateau. Choose one realistic work and one abstract work from

the Dayton Art Institute Dicke Wing. Give the name of the artist, the title, date and medium for each of the two works of art you have selected.

Follow the guidelines below to complete your essay.

Select from the list of works below.

Realistic/Representational Abstract
Wiley, Honorable Augustus Keppel Hofmann, Enchanted Fire
Porter, Self Portrait Frankenthaler, Sea Change
Fish, Embroidery Uzbekistan Warhol, Russell Means
Kienholz, Sawdy Raushenberg, Sling Shot
Van Pelt, Louise Nevelson Nevelson, Untitled
O’Keefe, Purple Leaves Yoshitomo, Flying Pup

Your essay’s main focus should be the discussion of the visual elements (refer to the Study Terms) in each work; how the visual elements support

content and meaning in the work; and brief biographical information on the artists. If the work has a label, you may use the information in

the label if it is appropriate to your essay, but it has to be expressed in your own words.

For each image comparison below, write (at the beginning of your essay) each artist’s name, title of work, medium, date and style (25 pts)

PART III ESSAY (25 points)
Compare and contrast luminist Albert Bierstadt Scene in Yosemite Valley with American Impressionist Childe Hassam, Early Morning Calm. Give a

visual analysis of each work, including discussion of the formal elements (refer to Study Terms); how the visual elements support content and

meaning in the work.

You would want to compare and contrast significant features relating to subject and/or style, making sure to note any factors that explain the

artists’ preferences (influences in the art world or encounter with the larger culture/s, personal experiences or background).

PART IV ESSAY (25 points)
Compare and contrast Joan Mitchell’s Untitled with one of the Chinese scrolls in the Dayton Art Institute Asian Wing. Your essay’s main focus

should be a discussion of the visual elements; how the visual elements support content and meaning in the work.
PART V ESSAY (50 points)
Select one object (your choice) from the museum collections in any of the DAI Galleries (i.e., African, Asian, Greek, American, etc.). Describe

the object in detail, using formal elements.
Clearly identify the narrative of the work (painting, sculpture) and/or the use of the object (esp. ceramics, ceremonial objects, etc)?
FOCUS your essay on what you OBSERVE through CLOSE LOOKING, and what you can then infer about context/geography/socio-cultural/political

context from your observations?

You will need to submit a 5” x 7” photograph or drawing of your chosen works. See the DAI website for restrictions on photographing artwork in

the museums. Specifically, you cannot use a flash in the museum. The museum does not allow photographs to be taken in special exhibitions.

Follow the guidelines listed below for essay format:
1 . Your essays should be typed or word-processed, have one-inch margins and numbered pages. Each essay should be double-spaced. Type size 12.

2. Spelling, punctuation, grammar and writing style will count in the grading process! All sources must be cited. Use the MLA handbook,

available in the bookstore, library, Online. BE SURE TO INCLUDE A WORKS CITED PAGE. I remind everyone that those caught using large portions

of any published research, including websites and audio/visual sources, that do not properly cite in MLA or Chicago Manual of Style will receive

an automatic zero. If in doubt, always CITE!

OPTIONAL_ EXTRA CREDIT (15 Points)
Select one work (your choice) that you do not like from the museum collection in any of the DAI galleries. Give a visual analysis using your

Study Terms and explain how the visual elements support meaning in the work.

examine and discuss who should evaluate clinical nurses. should it be an evaluation by peers, oneself, nurse manager, shift supervisor, physician, nurse extender, and so on? students should identify who should participate in the performance evaluation process and what their role should be, with a rational for why they should contribute their feedback. what tools can you use to elicit their feedback

 

Kennewick Man

Please read the story of Kennewick Man. After reading about the Kennewick Man, please watch the Youtube video regarding the skeletal remains. The link can be found below. After reading about the debate and watching the video, please write an essay in response to this prompt.

Who deserves to attain the rights to Kennewick Man? The Native Americans or the scientists? Why do you believe your selected party should have the rights to Kennewick Man?

The essay should be at least 1000 words.

https://www.youtube.com/watch?v=jg28ww5IaXY

Political science
How does the foreign policy change based on how the different political actors ( Congress, the President , the Bureaucracy) participate in the

policy making process ? Also, write about, What are the benefits and costs associated with that? Give a specific example

Literature review of 10 articles on hypertension using a systematic approach
In this assessment task students are instructed to conduct a review of the literature using a systematic approach. There will be three sections to this assessment task, creation of a flow chart that represents how the literature search was conducted including the inclusion / exclusion criteria, the final selected papers represented in a table format highlighting the following aspects; author/year/country, methodology, participants, key findings, and a detailed description of the key findings of the selected papers.
Use the following headings
• Search strategy including the flow chart
• Literature review summary of the 10 articles
• Discussion of the articles
• Reference: APA
Table 1. Flow chart of literature search : On the table it needs to be divided in to six showing this headings: Study,Origin, Study design, Sample size & population,Analysis and Key findings
Table 2 Literature review summary of the 10 articles

Instructional Strategies for Secondary Education

 

Max Points: 300

Details:
When designing inclusive learning experiences, a teacher needs to understand student commonalities and differences to enable and enhance learning. An effective teacher considers multiple perspectives and diverse backgrounds when planning instruction.
For this assignment, based on the knowledge and skills you have gained in the course:
1. Develop a 5-day mini-unit that implements five different instructional strategies. The unit plan should be in the grade level and content area that matches your field experience placement. You must use these required strategies: direct instruction, cooperative learning, discovery learning, jigsaw, and higher level questioning.
2. Use the “COE Lesson Plan Template” for each lesson. The template must be filled out completely and you must attach all presentations, handouts, and assessments. If you are using websites or videos, provide a link to those sites in the lesson plan template.
3. Be sure you are considering the unique learning needs of each student. Pay special attention to the appropriateness and effectiveness of the learning experiences planned. In addition, you must guide students in the use of technological tools to gather and utilize the information they need.
4. Your unit plan needs a cover sheet that outlines the grade level, subject area, and topic that you are covering in the unit. The audience for this lesson would be the classroom you are currently completing your field experience in – these students are the students you would plan this unit for. Collaborate with your mentor teacher where appropriate.
5. Additionally, in a 500-750 word reflection explain how you would determine your students’ mastery of content for the instructional strategies used. Identify acceptable evidence of mastery for each lesson and explain how your assessment(s) of the students’ mastery supports their intellectual, social, and/or physical development. Explain how understanding cultural, ethnic, gender, and learning differences create a more relevant learning experience and promote ethical practice. Finally, include your strategies for collaboration with colleagues for the proper execution of your unit plan.
Cite and reference 5-7 scholarly sources. Add to your notebook as necessary.
While APA format is required for this assignment, solid academic writing is expected, in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
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.

RUBRIC
Benchmark – Instructional Strategies for Secondary Education
1
No Submission
0.00% 2
Insufficient
69.00% 3
Approaching
74.00% 4
Acceptable
87.00% 5
Target
100.00%
100.0 %Criteria
20.0 %Multiple Perspectives [COE 1.3; InTASC 2(d)] No submission The mini-unit vaguely or scarcely considers multiple perspectives. Attention to individual differences or backgrounds is deficient. The mini-unit plan considers multiple perspectives at a basic level. Some individual differences are considered. An attempt to ensure an inclusive environment is apparent. Some supporting details are present. The mini-unit plan shows acceptable evidence of the consideration of multiple perspectives. Attention to individual differences and backgrounds is evident. The plan for instruction allows for an inclusive learning environment. Supporting details are sufficient. Plan is complete. The mini-unit plan shows evidence of the inclusion and consideration of multiple perspectives. Special attention to individual differences and backgrounds is evident. The plan for instruction allows for a noticeably inclusive learning environment. Supporting details are sufficient and pertinent. Plan is insightful, complete, and creative.
20.0 %Appropriate Effective Learning Experiences [COE 3.6; InTASC 2(f), 7(e), 9(c), 10(a), 10(b)] No submission The mini-unit plan vaguely or scarcely includes learning experiences that meet unique learning needs. The reflection provides inadequate details regarding collaboration with colleagues for the proper execution of the unit plan. The mini-unit plan outlines instructional strategies or methods that could potentially result in effective learning experiences. The reflection includes basic plans for collaboration with colleagues for the proper execution of the unit plan. Some supporting details are present. The mini-unit plan presents instructional planning and design that is conducive to effective learning experiences to meet unique learning needs. The planned learning experiences are appropriate and effective. The reflection includes plans to collaborate with colleagues for the proper execution of the unit plan. Supporting details are sufficient. Plan is complete. The mini-unit plan presents instructional planning and design that is conducive to effective learning experiences to meet unique learning needs. The planned learning experiences are appropriate and effective, utilizing suitable instructional strategies and methods. The reflection includes detailed plans to collaborate with colleagues for the proper execution of the unit plan. Supporting details are sufficient and pertinent. Plan is insightful, complete, and creative.
15.0 %Technology Tools and Information [COE 3.7; InTASC 8(g)] No submission The mini-unit plan vaguely or scarcely guides learners on the use of technology when interacting with content area information. The mini-unit plan provides basic guidance for learners on the use of technology tools when interacting with content area information. Some supporting details are present. The mini-unit plan includes proper guidance for learners on the use of technology tools when interacting with content area information. Supporting details are sufficient. Plan is complete. The mini-unit plan includes proper guidance for learners on the use of technology tools when interacting with content area information. Supporting details are sufficient and pertinent. Plan is insightful, complete, and creative.
15.0 %Reflection and Deeper Understanding [COE 4.2; InTASC 9(e)] No submission The mini-unit plan is deficient on considerations regarding cultural, ethnic, gender, or learning differences. The reflection provides a vague explanation of how understanding learner differences allows for relevant learning experiences and promotes ethical practice. The mini-unit plan provides basic considerations for cultural, ethnic, gender, or learning differences, as they relate to the learning experiences. The reflection provides limited reasoning on the significance of understanding learner differences and teaching practice. Some supporting details are present. The mini-unit plan exhibits a consideration of cultural, ethnic, gender, and learning differences. The reflection provides an explanation of how understanding learner differences allows for relevant learning experiences and affects teaching practice. Supporting details are sufficient. The mini-unit plan provides evidence of consideration of cultural, ethnic, gender, and learning differences, relevant to the learning experiences. The reflection provides an explanation of how understanding learner differences allows for relevant learning experiences and promotes ethical practice. Supporting details are sufficient and pertinent.
10.0 %Layout No submission The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small font sizes, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult because of lengthy paragraphs, too many different fonts, dark or busy backgrounds, overuse of bold, or lack of appropriate indentations of text. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
10.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.) No submission Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Some distracting inconsistencies in language and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) No submission Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.
5.0 %Evaluating and Documenting Sources (in-text citations for paraphrasing and direct quotes and references page listing and formatting are appropriate to assignment and style) No submission Contains no title slide, no references section, and no correctly cited references within the body of the presentation. Title slide is incomplete or inaccurate. References section includes sources but many citation errors. Citations are included within the body of the presentation but with many errors. Title slide is complete. References section includes correctly cited sources with minimal errors. Correct citations are included within the body of the presentation. Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation.
100 %Total Weightage

 

1. Case Study: see below case and instructions
use the components of a written biopsychosocal assessment
use the mental status checklist

2. Assessment : HX, Diagnosis, and current problem

3. Treatment Plan -Goals (What do you want your client to achieve. What changes do you want to see.

How will measure

4. Implementation of Therapy Model- measurement how do you know its working

5. Outcomes
6 Identifying information example age sex ethnic group
7 presenting problem
8 current situation
9 previous mental health problem
10 background information
11 analysis
12 recommendations/intervention plan
Use the DSM-IV
Casey, a 24-year-old Caucasian woman, is seeking counseling for anxiety and depression that she attributes to problems in her current

relationship. She and her partner have been having an increasing number of arguments recently, typically about Casey’s behavior when they go out

and about Casey drinking too much.
In response to questions about her use of substances, Casey describes herself as a “social drinker.” Her typical pattern is to consume 3-6

drinks during each of 2-3 drinking occasions per week. She began drinking regularly (1-2 times per week) and heavily (to intoxication) at the

age of 13, usually in the company of an older cousin or school friends. She continued this pattern through high school but cut back during her

first two years of college due to lack of money to buy alcohol and more difficult access.
During her junior and senior years, Casey “came out” as a lesbian to her parents and family. She also resumed drinking heavily. After graduation

from college, Casey and her partner of 3 years (Angie, age 24) moved into an apartment together, as both began working full-time. Casey and

Angie are “out” at work and with both families of origin.
Casey reports that they both decreased their drinking at this point, due to concerns about their finances and interest in starting their new

careers. Both partners gradually increased the frequency and quantity of their drinking, as they became involved with a social group of older

(late 30’s) lesbians and began routinely going to a gay bar.

Hide Submission Folder Information

Submission Folder
Project 1 Organizational Theory
Instructions
Project 1 Organizational Theory Due Week 3
This project was designed to have you demonstrate an understanding of how the role organizational theory applies to management. Furthermore, the student will demonstrate this understanding by explaining the evolution of management theory and how it relates to the business environment through the use of a case scenario.
You will use the course material learned in weeks 1 and 2 to answer the questions that are based on the case scenario below. You are also required to research the various schools of thoughts and theorists identified in the Timeline under week 1. Once you have thoroughly researched the schools of thought and the theorist under each category, you will answer the questions below making connections between the case scenario facts, the course material and your research if applicable.
In answering the questions, it is necessary to explain why and how rather than making statements. Go beyond merely making statement without the support that explains the why and how to earn higher points for the assignment.
NOTE: All submitted work is to be your original work. You may not use any work from another student, the Internet or an online clearinghouse. You are expected to understand the Academic Dishonesty and Plagiarism Policy, and know that it is your responsibility to learn about instructor and general academic expectations with regard to proper citation of sources as specified in the APA Publication Manual, 6th Ed. (Students are held accountable for in-text citations and an associated reference list only).
Read critically and analyze the following scenario:
Geraldine Barney Garrett, the granddaughter of Wilford Barney took over the reins of the R&D department of Biotech Health and Life Products (Biotech) in 1965. She had trained at the hands of her grandmother Wilford’s mother, Maria. Geraldine was a strong manager and developed the Research and Development (R&D) lab from the advanced kitchen of her grandmother to the scientific lab of her peers. Geraldine’s management philosophy evolved over the years but she had several basic ideas that kept her grounded. Geraldine knew she had to answer to the family in every decision she made. Her grandmother stressed this point and she eventually came to agree. Therefore, decisions were made by her. She also realized that her employees had good ideas and talent but they did not bear the responsibility she did. So, although she consulted with the employees often, she never gave them the power to make important decisions.
Geraldine was charismatic in a motherly way and employees saw her as someone to learn from but career growth was unlikely so in five or six years employees moved on to another company. The unambitious stayed on and eventually Geraldine collected a small group of people she trusted and who became her team. Now, several of the team members are retiring like Geraldine leaving few left to the company.
When it comes to leading the entire R&D Division, Geraldine is very controlled in defining goals, setting tasks, and is outstanding at dividing the work among the employees, organizing the product materials and coordinating and communicating activities between the different departments. Decisions that Geraldine makes are always dependent on the circumstances and context of the decision. You often hear her instructing the young employees stating, “Always ask yourself, which method will work best here? Remember, you are always looking to find the simplest and most cost-effective solution.” When it comes to developing new products and innovating, Geraldine is much more open to other people’s input and ideas relying heavily on her team of experienced but older people. Still, the final decision remains in her hands.
Geraldine could see the need for changes in the lab, the most important of which was retaining younger employees. Since she was retiring at the end of the year, Geraldine knew the new department head would have to deal with the problem. Her immediate concern was who the new department head should be. Her own granddaughter, Melanie Malone, was now working in the company and she knew Melanie was expecting the job.
Melanie was qualified for the job. She was a Phi Beta Kappa graduate of the University of Maryland College Park with a double major in Botany and Food Science. She minored in Business Management. She had worked in the plant in Chicago every summer since High School and had reproduced and revised all her grandmother’s and great-great grandmother’s recipes. Starting full-time at 22 years of age Melanie got along with everyone in the department but at 27 Geraldine thought she may be too young to assume the position. Geraldine had hoped that she might mentor Melanie for a few more years and turn the reins over when she was 30, but health concerns made Geraldine shorten the plan.
Melanie was confident and competent in her work. She was passionate about keeping the business focused on its all-natural product line and developing ecofriendly packaging. She was detail oriented and the people on her team seemed to work well together. Geraldine noted that Melanie appeared to create functional teams well suited for the various types of tasks or projects. The teams invariably were always on time and productive. Although the group may change in terms of members depending on the task, the group was comprised of the longest standing members of R&D and also included Geraldine’s team from time to time.
Geraldine knew that Melanie feels strongly that the lab has to be updated to include the use of more sophisticated machinery and computers that would enhance the efficiency of the products being developed. Melanie also believes the update to technology will make the company more competitive. Melanie often tried to get Geraldine to agree to the revisions bringing in literature from various business journals to prove her point. “The business world is dynamic and requires people to adjust to the competition in a vigorous and active way. The lab needed the tools to make that happen.” Melanie argued. Melanie also told her grandmother that she had a lot of new ideas for oils and essences that only the new equipment would be able to test. Melanie was adamant that Biotech would lag behind the competitors especially in the new beauty line products if the company did not modernize.
Melanie liked to collaborate with the others but did not always take the lead. She often sat back and listened and at times deferred decisions to others whose opinion differed from her own. When Geraldine told Melanie, she would lose control of the group and maybe the project if she didn’t actively lead, Melanie only smiled and said “Nana you have to let the team unleash its potential, be creative or else they will leave and go somewhere that listens to them.” Melanie also was insistent on the idea of bringing in the labs and R&D people from the other branches on projects rather than having them pass along the ideas. In a conversation one day about a new project for Germany, Melanie pointed out to Geraldine, “That new products have to be customer driven, and our customers are from all over the world. We need to appreciate their needs and taste preferences. While we can come up with our own ideas of what the market should like that also means that the markets are biased by our own pallets and health needs. We now have to think globally. The changing marketplace means we have to listen to our customer and what they want.”
Geraldine was unsure of some of Melanie’s ideas on engaging others. She felt sure that Melanie may begin to empower people rather than maintain control over the decision making. When, Geraldine questioned Melanie about her concerns, Melanie replied “Nana, this company is like one big family and in order for it to keep running functionally, we have to be aware of all its parts, all the people who are important to keep it vital, and change with the times to keep the livelihood of the family intact. To do this and keep people wanting to be a part of the family, we have to create an environment that makes employees feel stable and safe in the family yet dynamic enough to stay relevant in the industry. We have to keep employees looking and moving forward.” Geraldine shrugged and said nothing but thought, “They are more likely to get off task.” Geraldine knew the company had a collaborative culture, and she often worked together with her family in a similar fashion, but managing a department this way…she was not too sure. That business school education may have put some ideas into Melanie’s head that might come back and haunt her.
The other logical candidate was Valerie Harper. Department Head of the new products team, Valerie at 35 was competent, and ran her team like Geraldine would. In an effort to get some idea of Valerie’s management philosophy Geraldine asked her one day, after witnessing a not terribly successful exchange with one of her team, “What do you believe is important in managing a team?” Valerie’s reply was, “I think it is important to retain the final responsibility for decision making. Everyone should have their own specialty, while answering to the common good. My order and discipline are important. It was like what Joe just did. I asked him to process the essential oils for this new candy bar we are working on for Italy. He is the best at doing so and he does this well but he just kept going on with the project adjusting the ingredient list to make what amounts to a completely new candy bar. He claimed the adjustment was needed to get the best flavor from the oils. However, it threw everything off for everyone else in the project. His efforts wasted time. I tried to be fair and listened to his reasoning, but he is making the others feel like they are wasting their time. There is one direction, which I set, and he should follow.” Geraldine was disturbed by this a little. One thing that seemed inconsistent with the episode with Joe was the fact that Valerie usually wants employees to take initiative even if they make mistakes. “Are you sure he just wasn’t taking the initiative to get things right with the flavor?” Geraldine asked. “I supposed you have a point,” Valerie replied, “but he should know that we must have unity of direction and what Joe needs to understand is that he is not to take over an interfere with the work of the others in the team.” Geraldine agreed with some of Valerie’s approach but had to wonder if Valerie overdid the idea of order. Her staff seemed to have a greater turnover than Melanie’s, which wastes a great deal of time and money in the long run than the time Joe spent trying to make the candy bar work.
One other thing that bothered Geraldine about Valerie was the lack of new ideas and creativity. Although Valerie could take ideas from others and execute them in a creative way, she did not have a lot of new ideas of her own. She never seemed to seek new ideas or even revamp old ones. Geraldine saw Valerie as talented and would keep the lab in its current state making only minor changes. Valerie often said to Geraldine, “If it isn’t broken why fix it?” Geraldine liked the idea of the lab being run the same way, but she wondered if the lack of ideas was reflective of a good department head. After all the head was always expected to have new ideas.

Instructions
Step 1: Write the Introduction
Create the Introductory Paragraph
The introductory paragraph is the first paragraph of the paper but is typically written after writing the body of the paper (Questions students responded to above). View this website to learn how to write an introductory paragraph:
http://www.writing.ucsb.edu/faculty/donelan/intro.html

Step 2: Answer the Following
• Identify and describe the School of Thought that best fits each of the three women. Explain why and how you arrived at these selections using the course material, your research, and the facts provided from the scenario.
• Identify and describe the theorists that best fits each of the three women. Explain why and how you arrived at these selections using the course material, your research, and the facts provided from the scenario.
• Using the course materials from weeks 1 and 2, decide which candidate (Melanie or Valerie), Geraldine should choose to head the R&D lab. Explain why and how you arrived at this decision using the facts from the case scenario and the course material to support your reasoning and conclusions.

Step 3: Review the Paper
Read the paper to ensure all required elements are present. Use the grading rubric to ensure that you gain the most points possible for this assignment.
Proofread the paper for spelling and grammatical issues, and third person writing.
• Read the paper aloud as a first measure;
• Use the spell and grammar check in Word as a second measure;
• Have someone who has excellent English skills to proof the paper;
• Consider submitting the paper to the Effective Writing Center (EWC). The EWC will provide 4-6 areas that may need improvement.

Step 4: Submit the paper in the Assignment Folder (The assignment submitted to the Assignment Folder will be considered the student’s final product and therefore ready for grading by the instructor. It is incumbent upon the student to verify the assignment is the correct submission. No exceptions will be considered by the instructor).

How to Set Up the Paper
Create a Word or Rich Text Format (RTF) document that is single-spaced, with double spaces between paragraphs. Use 12-point font. The final product will be between 3 and 4 pages in length excluding the title page and reference page. Write clearly and concisely.
Use headings

Completing the Paper
In order to complete this project, you will want to first read the module, Learn How to Support What You Write, as this assignment requires you to use the course readings and research to support what you write. Also,
• Read the grading rubric for the project. Use the grading rubric while completing the project to ensure all requirements are met that will lead to the highest possible grade.

• Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person.
• Contractions are not used in business writing, so do not use them.
• Paraphrase and do not use direct quotation marks. Paraphrase means you do not use more than four consecutive words from a source document, but puts a passage from a source document into your own words and attribute the passage to the source document. Not using direct quotation marks means that there should be no passages with quotation marks and instead the source material is paraphrased as stated above. Provide the page or paragraph number (required) when using in-text citations. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa.
• You may not use books as source material.
• You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning. The expectation is that you provide a robust use of the course readings. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa.
• Use a wide array of the course reading as well as sources from your research. The research should focus on those areas of the Schools of Thought and theorist that are not in the course readings.

Clinical Practice Reflection
Students should consider the content and themes of this unit, select one element
of that content that they can relate to in their daily practice as a paramedic and
write a critical reflection paper discussing that element.
Examples of this might include:
 reflecting on the extent to which paramedics currently assess their
patients,
 their health care and social needs; or
 the extent to which a given assessment procedure is, can or should be used
in the out of hospital setting.
All aspects of your clinical reflection must be supported by current published
literature.
Further details regarding this assessment will be provided on MyLo
Assessment criteria Assessment criteria (rubric) will be posted on MyLo during the semester
Links to unit’s
intended learning
outcomes
This assessment links to all learning outcomes for this unit.
Task length 1500 words

 

 

Retrieve the following full-text article from the Cumulative Index to Nursing and Allied Health Literature or similar search database:
Guyker, W., Donnelly, K., Donnelly, J., Dunnam, M., Warner, G., Kittleson, J., … Meier, S. (2013). Dimensionality, reliability, and validity of the combat experiences scale.Military Medicine, 178, 377–384.
Review the article, focusing on the section that describes the testing of the instrument. Consider the following appraisal questions in your critical review of this research article:

1. The authors use a factor analysis to examine the instrument’s factor structure. Which type of validity is supported by this analysis?
2. What evidence is presented for internal validity of the instrument? Are the coefficients sufficient to conclude the instrument has internal reliability? Why or why not?
3. Describe the use of discriminant validity in the evaluation of this instrument.
4. Did all subjects react to the instrument similarly? Which events or characteristics might affect the generalizability of this instrument?
5. Under which conditions would you be comfortable using this instrument for data collection? Which evidence-based practice questions might this instrument help answer?
http://writedom.com/api/download/201098