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Phonological Awareness
Details:

Part 1: Strategies

Research and summarize, in 250-300 words, a minimum of five strategies for teaching phonological awareness, identifying the conditions under which they are intended to be delivered (e.g., content area, class setting, required resources, if intended for a specific type of disability) for students with exceptionalities.

Include a minimum of 2-3 scholarly resources to support your findings.

Part 2: Activity

Identify a group of 2-3 students, using the “Class Profile,” who would benefit from phonological awareness review.

Upon identifying your group, review the foundational skills within the Common Core English Language Standards.

Create a worksheet that emphasizes phonological awareness and is aligned with the Common Core foundational skills standards. Your worksheet should also emphasize at least one of the identified strategies from Part 1 of this assignment, and be appropriate for your chosen small group.

Include a 250-300-word rationale for your instructional decisions, applicable to the chosen small group.

in a Department or Unit
Health care organizations are continuously immersed in change from the emergence of new policies, to promote quality care and improve patient safety to

keeping pace with the rapid growth in knowledge and best practices. Establishing a solid framework for planning and implementing change is a wise move,

as it provides a foundation for the extensive coordination that will be needed to successfully facilitate the change.
For this Assignment, you propose a change at the department or unit level and develop a plan for guiding the change effort.
To prepare:
• Review Chapter 8 in the course text. Focus on Kurt Lewin’s change theory, and contrast it with other classic change models and strategies.
• Reflect on problems, inefficiencies, and critical issues within a specific department, unit, or area in your organization or one with which you

are familiar. Select one issue as a focal point for this assignment, and consider a change that could be made to address the issue.
• Think about how the change would align with the organization’s mission, vision, and values as well as relevant professional standards.
• Using one of the change models or strategies discussed in Chapter 8, begin formulating a plan for implementing the change within the

department/unit. Outline the steps that you and/or others should follow to facilitate the change effort. Align these steps to the change model or

strategy you selected.
• Determine who should be involved in initiating and managing the change. Consider the skills and characteristics that are necessary to

facilitate this change effort.
To complete:
Write a 3-page paper (page count does not include title and reference page) that addresses the following:
• Identify a problem, inefficiency, or issue within a specific department/unit.
• Describe a specific, realistic change that could be made to address the issue.
• Summarize how the change would align with the organization’s mission, vision, and values as well as relevant professional standards.
• Identify a change model or strategy to guide your planning for implementing the change. Provide a rationale for your selection.
• Outline the steps that you and/or others would follow to facilitate the change. Align these steps to your selected change model or strategy.
• Explain who would be involved in initiating and managing this change. Describe the skills and characteristics that would be necessary to

facilitate the change effort.
Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper

provided at the Walden Writing Center provides an example of those required elements. All papers submitted must use this formatting. REFERERCES SHOULD

BE 5YEARS OR NEWER.
Note: This Assignment will serve as your Portfolio Assignment for this course.

Name: NURS_6053_Week4_Assignment_Rubric

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Show Descriptions
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.–
Excellent 27 (27%) – 30 (30%)
Good 24 (24%) – 26 (26%)
Fair 21 (21%) – 23 (23%)
Poor 0 (0%) – 20 (20%)
Quality of Work Submitted:
The purpose of the paper is clear.–
Excellent 5 (5%) – 5 (5%)
Good 4 (4%) – 4 (4%)
Fair 3.5 (3.5%) – 3.5 (3.5%)
Poor 0 (0%) – 3 (3%)
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.–
Excellent 9 (9%) – 10 (10%)
Good 8 (8%) – 8 (8%)
Fair 7 (7%) – 7 (7%)
Poor 0 (0%) – 6 (6%)
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.–
Excellent 18 (18%) – 20 (20%)
Good 16 (16%) – 17 (17%)
Fair 14 (14%) – 15 (15%)
Poor 0 (0%) – 13 (13%)
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student’s ability to:

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and

outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.–
Excellent 18 (18%) – 20 (20%)
Good 16 (16%) – 17 (17%)
Fair 14 (14%) – 15 (15%)
Poor 0 (0%) – 13 (13%)
Written Expression and Formatting

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas.

Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.–
Excellent 5 (5%) – 5 (5%)
Good 4 (4%) – 4 (4%)
Fair 3.5 (3.5%) – 3.5 (3.5%)
Poor 0 (0%) – 3 (3%)
Written Expression and Formatting

English writing standards: Correct grammar, mechanics, and proper punctuation–
Excellent 5 (5%) – 5 (5%)
Good 4 (4%) – 4 (4%)
Fair 3.5 (3.5%) – 3.5 (3.5%)
Poor 0 (0%) – 3 (3%)
Written Expression and Formatting

The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text

citations, and reference list.–
Excellent 5 (5%) – 5 (5%)
Good 4 (4%) – 4 (4%)
Fair 3.5 (3.5%) – 3.5 (3.5%)
Poor 0 (0%) – 3 (3%)
Total Points: 100

Based on this week’s reading and lesson notes, evaluate the arguments and evidence that terrorist groups are likely or unlikely to use CBRN weapon. In particular, what do you think are the prospects for al Qaeda and/or other sub-state actors to acquire and use a CBRN weapon in a foreign country? In the United States? Why or why not?

Your answer should be a paragraph that starts with a topic sentence that restates the question and supporting sentences and appropriate paragraphs using the terms, concepts, and theories from the required readings.

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The Assignment (15-page minimum) Asian and African ( Are my chosen culture).
Your Assignment is to choose a culture outside of your own and develop a minimum 15-page cross-cultural research paper.
• Describe the culture of interest and explain why this culture interests you, include whether it is a collectivistic or individualistic culture.
• Describe the culture you most identify with and its characteristics, include whether it is a collectivistic or individualistic culture.
• Compare the similarities and differences between the culture you selected and your own related to time orientation, communication, physical and mental health, group relationships, and perceptions and measures of intelligence.
• Describe a theory that will guide your analysis of both cultures.
• Based on the theory, explain how each culture influences human development, identity development, and personality development within it.
• Based on the theory, explain how each culture influences the expression of emotion, the development of morality, gender, aggression, and one other psychological process within it.
• Explain any biases that may influence your analysis of these cultures and explain why.
• You must use at least 10 references in APA style.
References, should be less than 10 years old.

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Steering Gear Failure

One of the critical concerns of any naval architects, ship owners, and ship builders is steering gear. It is considered the most important in governing safe operations of the vessels. Safety of the crew, cargo, and operations in different weather conditions depends on the reliability of steering gear. In spite of compliance with regulations during manufacturing and operations, there are cases when steering gear malfunctions during normal ship operations. Among key causes of steering gears failure, includes a low level of hydraulic oil in the tank pump, which is caused by leaks in the hydraulic system. Moreover, hydraulic lock due to damage to the electro-hydraulic system is another major reason for failure. Along with this line, this study conducts failure analysis of steering gear by developing critical failure modes of different components of the system.

In the modern steering system, preventing failure of steering systems is achieved by making each control component and power of the system to be redundant. However, regardless of redundancy in steering systems, this study asserts that isolation process is manual and takes a lot of time, which causes failure.The research is informed by curiosity based on recent incidents involving ships such as Kraken in Vanuatu and Fisktrans in Norway that raises questions regarding the safety of steering gear. Further, as an engineer, I consider the failure of steering gear systems as an applied research topic that presents a problem that needs a solution.

Preliminary Literature

As explained by He et al. (2015), many ship navigation accidents can be directly linked to faults in steering gears. One of the first steps in improving steering system reliability was introduced in 1981 through Amendments to International Convention (SOLAS-74) (He et al., 2015). In the modern steering system, this is achieved by making power and control components redundant. However, in almost all systems, fault finding or isolation process is manual, which takes a lot of time. Thus, the manual process increases risks concerning steering gear failure.

Just like in any other system, defects in steering gear may cause malfunctions that often occur at the worst time. Zhao and Su (2016) explain common defects that affect the steering gear and emphasize the need to conduct a thorough assessment during maintenance and operational checks. Su (2016) points out that the steering compartment may not be well ventilated a fact that may cause water and moisture to enter and cause corrosion. Over a period, corrosion cause parts to seize up, which may be hardly noticeable in the day-to-day checks. The steering compartments in most vessels are positioned above the propeller. The vibration from propeller tends to affect gearing systems, where nuts become loose, causing fractures and excessive wear.

The presence of air in steering gear tends to cause jerky or spongy operations. In effect, this can be felt at the steering wheel or observed in tiller arm and piston rod. Hydraulic oil is not compressible; thus, any movements of the steering wheel results in an immediate movement of the rudder. However, any air in the system will have to be compressedin order to overcome the load being experienced by the rudder before it moves, and this is a primary cause of failure. Zhao and Su (2016) note that excessive air may enter the steering gear system when there is an oil leak. Often, this occurs through helm pump, hydraulic ram, relief and by-pass valves, oil-line connections, and flexible hose connection.

The steering gear power for a particular ship is chosen in such that it satisfies ruder angular velocity at full ahead, which is not supposed to be less than 2.33 degree per second (Szlapczynska and Smierzchalski, 2007). Further, it is a requirement that the time of changing the rudder from 30 degrees on one side to 35 degrees on the other is not supposed to be more than 28 seconds (Delefortrie et al., 2007). As explained by Szlapczynska and Smierzchalski(2007), this prerequisite is derived from the requirement that safe passing of ships proceeds in the opposite direction. In such circumstances, a ship needs to obtain non-dimensional angular velocity equal to 0.2 after a ship has covered a distance equal to its length. Consequently, as a rule, the steering gear power selected need to guarantee appropriate rudder angular velocity ranging from 3 to 5 degrees per second. Chiefly, these parameters correspond to the power of disturbances that affect a ship at sea state.

Consequently, lack of equilibrium tends to be observed between disturbances and control power. More exactly, at low sea state, the average-yaw-angle amplitude tends to be minimal. On the other hand, while at high sea state, the steering gear does not allow effective compensation of the effect of sea disturbances such as waves, current, and wind. From this consideration, it follows that characteristic features of ship steering gear face the risk of overloading at high seas, in particular, when the vessel is operating in the auto pilot mode. Delefortrie et al. (2007) argue that such overloading cause damage to steering gear system.

Variables

Steering gears are equipped with overload alarms, where such signaling is used as required standards that tell when particular parameters are exceeded. Consequently, the independent variables adopted by this study include the signals that are activated due to exceeded average current of motors that are responsible for driving hydraulic pumps, the excess temperature that is recorded in the winding of motors, and excessive hydraulic oil temperature. Moreover, the steering gear system is equipped with an alarm system that indicates errors. In parallel, independent variables also include a signal for low tank level of hydraulic oil pressure increase or drop at oil filters, and detected electric supply errors in power and control system. The frequency characteristic of the rudder angle would be used as a dependent variable to illustrate the steering load variable.

Research Objectives

1. To elaborate the functional description of components of steering gear system using functional tree analysis

The functional tree analysis is a critical tool that can aid understanding of the system with the objective of proper analysis of reliability. The development will help to define behavior and interactions between different components of steering gear system with the aim of identifying failure that can interrupt the functioning of the steering gear system. The functional tree analysis will detail vertical orientation of the steering gear system.

2. To identify the most critical components of steering gear system using Failure Tree Analysis

The failure tree analysis is a reliable and secure technique that can be applied to a complex and dynamic system with an objective of determining the cause of undesirable events. To define critical components of the steering gear system, the concept of item importance, which is defined as the ratio of probability sum of the minimal cut sets will be used.

3. To develop Failure Mode and Effect Analysis (FMEA) for each critical component

The failure mode and effects analysis is an imperative tool for analyzing the reliability of any system. The tool is essential for identifying failure modes of different components and defining possible effects caused by a system (Zhao, 2012). FMEA is often applied in design process machinery, where its primary goal is to identify and limit operational risks within a given design.

Research Process (Gantt Chart)

References

Delefortrie, G., Vantorre, M., Verzhbitskaya, E., &Seynaeve, K. (2007). Evaluation of safety of

navigation in muddy areas through real-time maneuvering simulation. Journal of Waterway, Port, Coastal & Ocean Engineering, 133(2), 125-135.

He, W., Xiong, J., Liu, M., Chu, X., Liu, C., Shi, L., & Wang, L. (2015). Technology of

information collection and analysis about steering operation behavior of inland waterway sailing ship. Journal of Coastal Research, 73483-489.

Szlapczynska, J., &Smierzchalski, R. (2007). Adopted isochrone method improving ship safety

in weather routing with evolutionary approach. International Journal of Reliability, Quality & Safety Engineering, 14(6), 635-645.

Zhao, D., Guo, C., & Su, Y. (2016). Hydrodynamic performance of ichthyoid rudder at different

rudder angle settings. Journal of Coastal Research, 32(5), 1184-1195.

Zhao, G. (2012). The method of FMEA and FTA based on system fault behavior Model. Applied

Mechanics and Materials, 224, 77-81.

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In a Democratic System, a democracy is defined as a form of government in which the people govern, either directly or through elected representatives. List two other forms of government listed in the text and tell how they differ from a democracy.

Please see attachment of text from the book.
Note: Response should be at least 50 words.

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The paper draws conclusions and makes recommendations based on the insights discovered in papers 1-4. Provides an overall integration of the previous 4 papers, and explains the relationships between this Final Synthesis paper. Summary, conclusions and recommendations
Offers recommendations, as appropriate, to advance the nature of the research. Draws and states conclusions.
1.Title Page. The title should be descriptive and suggest the paper’s purpose
2.Table of Contents
3.Contain an introduction, body of paper, and conclusion.
4.Appendices
5.Reference List
6.If more than one Table, a List of Tables Page follows the Table of Contents
7.If more than one Figure, a List of Figures Page follows the Table of Contents or the List of Tables Page
Format:
•a. Blank page
•b. Executive Summary
•c. Title Page
•d. Table of Contents
•e. List of Tables
•f. List of Figures
•g. The Text
•h. References

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The United States Department of Agriculture has been reviewing and coming down hard on the nutritional value of school lunch programs. As hard as it might be to believe, one in three American children is overweight or obese and at risk for diabetes, meaning that so many children are overfed, yet undernourished. Previous school meal standards were developed 15 years ago and didn’t meet nutritional guidelines recently established by independent health and nutrition experts. Under the watch of the Institute of Medicine and passed in December, 2010, by a bi-partisan majority in Congress, the Healthy, Hunger-Free Kids Act, was enacted to provide nutritious meals to all children across America. Find an article or website discussing current issues with school lunch programs and create a discussion posting which includes:

1. Website or article information
2. Pro’s and con’s of the information
3. Relate the information to the textbook
4. Your opinion about the information

Be sure to review the Final Project Guidelines and Rubric document and the course syllabus before completing this task.

Issues you should address in this journal include the following:

•Pain points, successes, concepts still unclear, or questions in drafting the final project
•Next steps in the course and how these will build off of what you learned in this module, or a description of how the integration of skills or your

experience in zyBooks over multiple modules is helping you progress to become more confident in your programming skills

IT 145 Final Project Skill Building Journal Guidelines and Rubric
Overview: This journal activity is private between you and the instructor. Journal entries are graded individually. Review this tutorial for

information on creating
a Blackboard journal entry. These skill building journals will be utilized throughout the course, and will provide you with the opportunity to receive

assistance
throughout the course on the skills you are building to prepare you to be able to create a program for your final project. These journals will assist

you with
challenges and alert your instructor to areas in which you are in need of assistance. They provide a space to talk about your successes and talk

through the
integration of your skills as you progress and get more sophisticated in your programming knowledge and experience.
As you work on your course material you may find areas within the assignment, or within your coding, that are messy and confusing. You may not see how

all of
the modules and topics are related. This journal activity is your opportunity to get private, direct assistance from your instructor. It is essential

that you complete
this journal and share your challenges with your instructor. If you are not struggling, it is equally as important to use this space to document your

successes. Part
of this assignment is to look at your syllabus and final project document to document what you are learning and connect this to what you have done and

what
you have yet to do.
Prompt: Be sure to review the Final Project Guidelines and Rubric document and your course syllabus before completing this task.
Specifically, the following critical elements must be addressed:
I. Identify pain points, any concepts still unclear, successes, or questions in the skills gained this module that you will apply when creating your

final
project program, including key details.
II. Identify next steps in the course and how will these build off what you learned this week, or describe how the integration of skills or your

experience in
ZyBooks over multiple modules is helping you progress to become more confident in your programming skills. Include key details.
Guidelines for Submission: Your journal entry should be 2 to 3 paragraphs in length and can be submitted either directly through the Blackboard journal

tool or
as a Word document attachment.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more

information,
review these instructions.
Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value
Pain Points, Concepts
Still Unclear, Successes,
or Questions
Identifies pain points, concepts still
unclear, successes, or questions in
drafting the final project, including key
details
Identifies pain points, concepts still
unclear, successes, or questions in
drafting the final project, with some
gaps in details or clarity
Does not identify pain points, concepts
still unclear, successes, or questions in
drafting the final project
45Next Steps or the
Integration of Skills
Identifies next steps or the integration
of skills based on the specific skills and
content addressed in this module,
including key details
Identifies next steps or the integration
of skills based on the specific skills and
content addressed in this module, with
some gaps in details or clarity
Does not identify next steps or the
integration of skills based on the
specific skills and content addressed in
this module
45
Articulation of Response Submission has no major errors related
to citations, grammar, spelling, syntax,
or organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main
ideas
Submission has critical errors related to
citations, grammar, spelling, syntax, or
organization that prevent
understanding of ideas
10
Total 100%