Category: Essay

 
Artcle one -Improving Female Preventive Health Care DeliveryThrough Practice Change: An Every Woman Matters Study- This is a failure program –
Write what is Every Woman Matters Study and Analyze possible reasons the program was ineffective –
(I need 3 good reason one paragraph)
expect you to apply what you learned from the comparative campaigns to the Every Woman Matters (EWM) Program

Article two -Effectiveness : A Breast and Cervical Cancer Screening Promotion Program forLow-Income Hispanic Women – This is successful program ,
– Write what is this article about , why this is a successful program and read compare the result before and after the program (for example Ninety percent of those who took the nurse lead class on antidepressants reported a medication compliance rate of seventy-five percent or greater when interviewed two weeks after the class ended. Twenty percent in the control group, who read a brochure, reported a medication compliance rate of seventy-five percent)

Artcle -3 Increasing Cervical Cancer Screening for a Multiethnic Population of Women in South Texas
Write what is this article about, why this is a successful program and read compare the result before and after the program (for example Ninety percent of those who took the nurse lead class on antidepressants reported a medication compliance rate of seventy-five percent or greater when interviewed two weeks after the class ended. Twenty percent in the control group, who read a brochure, reported a medication compliance rate of seventy-five percent)

—————————–

Plz addone paragraph summary

 
Evaluation Plan

Throughout this course, with support and feedback from your Learning Team, you will develop an evaluation plan for a specific professional development program. Since you will not yet be implementing this professional development program during the course, the evaluation plan you develop will outline a specific process you will follow to evaluate whether or not the program is achieving its objectives once it is implemented. As you will learn in this course, one of the advantages of creating an evaluation plan prior to implementing professional development is the opportunity to clarify the components of a program.

As you learned in the previous course, a logic model helps to articulate a program’s theory of change by clearly stating the program’s objectives, resources, inputs/activities, and intended results. A good way to begin to design an evaluation is to assess a program’s logic model and theory of change. In this course, you may use the program outlined in the logic model you developed in the previous course, or you may develop a logic model for a different professional development program. In the Week 2 Discussion, you will share your logic model for your program with your Walden colleagues and provide feedback to one another.

Framing the Evaluation (Week 1)
Write an essay that addresses the following:

Explain the purpose of the evaluation
Analyze aspects of a school or district’s culture that may influence evaluation efforts
Apply professional standards to guide the evaluation
Identify members of the Learning Team who will be involved in developing the evaluation plan, and provide a rationale for each
Identify the users of evaluation results

Using this week’s Learning Resources as a guide, you are ready to begin the pre-planning that can help ensure the success of your Professional Development Evaluation Plan. If possible, you are encouraged to collaborate with your Learning Team on the Pre-Planning Phase of your Evaluation Plan Template. Use the following guidelines to write an essay that addresses each of the items included under “Framing the Evaluation.”

Explain the purpose of the evaluation.
This week, you learned that the purpose of an evaluation may be planning or “pre-formative,” formative, or summative. What are the benefits of developing a planning or pre-formative evaluation in this course? Why do you think this course, Evaluating Professional Development, precedes the next course, Implementing Professional Development? What are the benefits of creating an evaluation plan prior to implementation?

Analyze aspects of your school district’s culture that may influence evaluation efforts.
Based on insights you gained from your Discussion with Walden colleagues this week, share your analysis of cultural obstacles you might face in evaluating professional development at your school district (e.g., tools, skill set, attitude, time, unsupportive administrator). Support your analysis with specific examples from your school district.

Apply professional standards to guide an evaluation plan.
Review the “Standards to Guide Evaluation” provided in Appendix A2, “American Evaluation Association Guiding Principles for Evaluators,” and A3, “Joint Committee on Standards for Educational Evaluation: Program Evaluation Standards” of your course text. Explain how you can apply two or more of these standards (at least one standard from each set) to select or confirm your selection of the members of your Learning Team with whom you will collaborate on your evaluation plan.

Identify and provide a rationale for each of the members of your Learning Team who will be involved in developing the evaluation plan. Include an explanation for why this must be a team effort.
Review the information provided in the “Stakeholders: Deciding Who Will Come on the Trip” required reading chapter by Puma and Raphael and consider who ideally would be involved in your evaluation effort. Then, identify who will be on your Learning Team and provide a rationale for each member. Explain the importance of getting feedback and ideas from a Learning Team as you develop an evaluation plan. Why is it critical to “get everyone’s fingerprints on it,” as Robby Champion suggests in this week’s “Culture of Accountability” video program?

Identify the users of evaluation results. To whom will you report your results?
As you begin to frame your evaluation plan, it is important to consider your audience. Share your thoughts about who will potentially use the evaluation results and how they might use them. Select at least three different audiences (e.g., teachers, principals, curriculum coordinators, school board, state Department of Education, etc.)
Submit your essay within the Pre-Planning Phase section of the Professional Development Evaluation Plan Template (Narrative Form).

 
Simple one:

Hypothesis for the paper.

Does Speculation of Futures affect Food Prices?

Testing Volatility of Futures, and see if this affects its underlying Spot price.

Please provide Hypothesis section: Methodology is sent, with literature review.

 

some of the main sources:

Principles of Responsible Management: Glocal sustainability,
responsibility and ethics by Oliver Laasch and Roger Conway, 2015,
Cengage Learning (Stamford, CT)
Other recommended books:
Henry Linger, Julie Fisher, Andrew Barnden, Chris Barry, Michael Lang,
and Christoph Schneider. (2013). Building Sustainable Information
Systems. Springer Publishing Company. Online version available in RHUL
library (ISBN 9781461475408)

Journals:
– Business and Society
– Business Strategy and the Environment
– Ethics and information technology
– Journal of Business Ethics
– Organization & Environment
– Social and Environmental Accountability Journal
– Stanford Social Innovation Review
Examples of other useful resources and websites:
Bloomberg (terminals in Moore building, website)
The Economist

 
The essay must be between 1,800 and 2,000 words (excluding any citations, references, tables, figures and charts).

The essay title is:
To what extent do you agree that security management is the most important, yet most undervalued function in most modern organisations? Use theory, evidence and examples to support your answer.
You can decide how best to approach the essay topic. For example, you may decide to focus on security management in one particular industry/sector (e.g., healthcare, energy, retail, etc.), and/or you may decide to concentrate solely on specific types of security threats (e.g., cybercrime, terrorism, etc.).
You can also decide how best to structure your essay. For example, you may wish to create sections with headings (e.g., ‘The importance of security management’, ‘Understanding how security management is valued’, etc.) or you may prefer to stick to a more traditional essay format by using a continuous dialect.
Whatever approach and structure you choose, you must ensure that:
 Your essay directly answers the essay question, and
 The first/introductory paragraph of your essay clearly explains how you will approach and
structure your response to the essay question, and
 The last paragraph summarises your findings and conclusions.
Some general advice for the essay:
 Develop your answer based on the information you have gathered from a range of sources –
do not just rely on the information contained in one or two sources.
 Ensure that you demonstrate that your understanding of the topic has developed beyond
the information contained in the lecture slides.
(situation crime&terrorism ,fraud&corruption,organised crime, psychology of security…)
 Where appropriate, try to be both critical and comparative of the sources that you cite.
 When arriving at conclusions, make sure that it is clear how your conclusions (i.e., your
interpretations, perspectives and ideas) have been informed by the literature that you have
cited.
 Be clear and accurate in your writing style (asking a friend or peer to proof-read your essay
prior to submission may prove valuable)

please use the references that i provided to write the essay

 
Assignment requires you to submit a reflective essay addressing the following questions:

How do you currently lead?
What are the core principles that underlie your approach to leadership?
In light of the ideas presented in this course, how will you lead in the future?
What kind of leader do you want to be?
What do you want to make sure you keep doing?
What do you want to stop doing?
What do you want to start doing?
In your current or previous work setting, what specific changes will you make in how you lead and/or manage?
Do you see yourself as more of a leader or more of a manager, or both, or neither?

Apply at least six (6) concepts from the textbook and any other concepts that shape how you will practise leadership now and in the future. However, your essay must represent a coherent whole rather than a listing of various attributes that describe your approach.

This paper will be evaluated using an adaptation of the “Critical Thinking Rubric” created by the Critical Thinking Project at Washington State University and will be assessed on overall presentation and the following four areas:

Does your paper reflect your own perspective and position? (e.g., are you clearly writing about your approach and not simply describing someone else’s)
Do you identify and assess the key assumptions that underlie your perspective and position? (e.g., do you talk about how you arrived at your theory or do you simply state your conclusions?)
Do you identify and consider the influence of context on your approach? (e.g., do you describe how your approach applies to the specific context and setting of your profession?)
Do you identify and assess the logical conclusions, implications, and/or consequences of acting on your approach to leadership? (e.g., do you describe how your professional life and work setting would be different if your approach was practised by you and by others?)

 
Guideline Sheet for Personal System of Discipline Assignment
NOTE: This paper is REALLY important. You should revise it after it is graded and save it for your Student Teaching portfolio!
1. This 10 page paper with a bibliography of at least 8 sources (one of which may be the textbook) is to be written INDIVIDUALLY. It should be submitted to Turnitin no later than 1/13/16. See the instructions on how to do this on Blackboard.

2. 25% of the grade for this assignment will be based on its writing and APA format effectiveness. It must be error-free to earn the full 25 credits. Please be sure to include an introduction to the paper, transitions between each section, and a conclusion at the end of the paper. The introduction should include details about the class and students for whom the System of Discipline is being written (i.e. grade level, ICT class, typical behaviors, etc.). Proofread the paper for spelling, typographical and grammatical errors. We strongly advise that you consult the APA format guidelines in the course outline. Make use of the Academic Center, if at all possible.

3. 25% of the grade for this assignment will be based on a Preventive Discipline section. This section should discuss ways that you will prevent discipline problems from occurring in the classroom that it has created (all details about the classroom should be in the paper’s introduction). For instance, what kind of teacher will you be (i.e. democratic, pragmatic, assertive, lead, backbone or constructivist?), will your students be involved in determining the rules and consequences in the class, will there be parent involvement, will you set up the classroom structure in such a way that will be helpful, will you use See, Say, Do Teaching, will you have a First Day of School Action Plan, etc. You should choose a variety of theories and methods that will cause students to naturally behave well. This section should be no less than 3 pages and should cite research.

4. 25% of the grade for this assignment will be based on a Supportive Discipline section. This section should discuss ways that you will support good behavior in the classroom it has created. For instance, will you use encouragement or praise, escape mechanisms, body language, incentive systems, Preferred Activity Time, support buddies, class meetings, the 4 class virtues, student/parent contracts, etc. You should choose a variety of theories and methods that will acknowledge the positive behavior of the students, so that it will continue. This section should be no less than 3 pages and should cite research.

5. 25% of the grade for this assignment will be based on a Corrective Discipline section. This section should discuss ways that you will manage misbehavior when it occurs. For instance, will you use punishment, negative consequences, logical consequences, a discipline hierarchy, self-diagnostic referrals, efficient help, group concern, omission training, moving in or out, etc. You should choose a variety of theories and methods that will eliminate the negative behavior of the students, so that it will continue. This section should be no less than 3 pages and should cite research.
Note: It is HUGELY important that you use theory-specific terminology in all of the sections of the paper, and that appropriate sources are cited. Over-using the textbook will result in significant point deduction. Bold all terms (e.g., Preferred Activity Time).

False memory – DRM paradigm
Title: Lost in translation: The effect of words emotionality on bilingual’s emotional expressiveness and memory accuracy

The main aim of this study will be to investigate false memory in bilinguals (Portuguese/English) , . Their research explored the influence of words emotionality in the development of bilingual’s false memory. Urdu-English bilinguals were presented with list o negative words.  results showed that false memory was higher for the same language condition than opposite language condition. According to their findings the interpretation of the emotionality of words would be language dependent. However, Knott et al. used only negative list thus lacking a control. Furthermore it can be assumed that there may be substantial cultural differences making emotional word translations difficult. The current study will compare negative and neutral list using a European population in order to expand the research reliability and validity. The current research intends to investigate the lost in translation of words emotionality, therefore the list used will have association with negative feeling (depressed) rather than concrete words that have more of a emotional context (sick, surgery). This study will focus on associating the development of false memory with the loss of emotionality of the words when translated to the participant’s second language. In previous research, it became an important topic to validate eyewitness testimonials, however this is also important in the area of counselling and psychotherapy. As previous research has shown, there might be a loss of emotional association when words are retrieve in the second language (Sue & Sue, 1977). Therefore the misunderstanding of verbal and nonverbal communication may lead to false interpretation of emotions and behaviour. The fact that emotion information may be retrieved differently in the primary and secondary language may impact the accuracy of recall of negative events, which might affect the validity of a bilingual eyewitness interview, which it is also important when patients undergo counselling or therapeutic treatments. Both counsellor and client need to appropriately send and receive verbal message. This becomes a challenge among those that do not share the same language and cultural background (Sue & Sue, 1977; Aycicegi & Harris, 2004). Cultural variation in communication may lead to the wrong interpretation of the facts, the development of false memory and emotional blockage. For that reason, Language differences may act as impediment to counselling and the validity of eyewitness testimonial (Zoellner, Brigidi & Przeworski, 2000). Therefore, the current study aims to evaluate bilingual’s proficiency in their language and their emotional expressiveness.
– Design and methodology of the project
Design
2x (DRM list: Negative words vs. Neutral words) 4x (Encoding & Retrieval Language: English vs. Portuguese, English vs. English, Portuguese vs. English & Portuguese vs. Portuguese) repeated measures

Stimuli
8 negative-emotional and 8 neutral lists were designed with 12 words in each list (Taken from Dewhurst, Anderson, & Knott, 2012). All lists were suitable for translation into Portuguese. Lists will be shown on computer screen, one word at the time. A recognition test will be use, which will consist of all critical lures, filler items and items taken from each list. The recognition sheet will have a total of 64 words.

Project writing Style

The report should be presented in the manner of a formal research report, such as is to be found in professional journals. There should, however, be rather more information on methods used and a fuller review of the literature. Statistics and tables which provide background material to that given in the main body of text should be included as appendices.

Layout

The following is the usual order of the elements in a dissertation:

A. TITLE PAGE

This should have a balanced appearance and consist of:

a) The title, which should be descriptive, yet reasonably concise.

b) The full name of the author

c) The qualification for which the dissertation is being submitted.

d) The name of the University.

e) The name of the Department.

f) The month and year of submission.

B. ACKNOWLEDGEMENTS

It is a courtesy to mention help given by anyone who has provided significant help or facilities for the research.

C. ABSTRACT

This is a summary of about 200-300 words, indicating the main points and conclusions in the order described in the report. It should mention the method used and results obtained and be in complete sentences (i.e. not in note form).

4. ABBREVIATIONS

If you have used any abbreviations these should be explained where they are first used. If they are repeated through the text it is useful to provide a list at the beginning. Use abbreviations sparingly.

5. BODY OF TEXT

Although there cannot be any rigid rules for the layout of the text a common format is:

Introduction (reasons for carrying out research on this topic, definitions of main concepts, summary and discussion of relevant past work, outline of what you intend to do); theoretical framework; methodology (research, design, what (if anything) is to be measured, subjects, apparatus (if any), procedure); results and findings; discussions; conclusions (drawing main points together, suggestions for future work, etc.).

If you use a format such as this, the process of writing-up becomes less daunting and it is possible to see how things fit together. It also allows you to divide the writing-up into smaller, more manageable units.

Chapter headings should preferably be short, descriptive and to the point. Illustrations, tables, figures, etc. must be clearly labelled according to APA norms and should be related to the text.

D. REFERENCES AND BIBLIOGRAPHY

These can be listed either separately or together and a few examples are appended.

References are those sources (written or unwritten) which were consulted during the course of the research and which are actually referred to.

Although this is optional, you can also include a bibliography. A bibliography contains the items which were found to be useful in formulating your ideas during the course of the project or else publications which expand or develop the ideas presented.
E. APPENDICES

These should be clear and should contain, statistical tables that were not presented in the text but could be useful to refer too (not full SPSS outputs – those should be in the CDs you submit with your hard copies), instructions to participants, consent form, debriefing, and other items which cannot easily be fitted into the text. It is difficult to give a list that will fit every project so please use your common sense here. If you used a questionnaire, for example, it should probably be in an appendix, unless it is quite short. Remember you can put bulky material on the CD that accompanies your hard copies; however, for items your reader is likely to want to consult (i.e. the main questionnaire you used), it is better to print and append and include on your Moodle submission.
F. PAGINATION AND TYPING OR WRITING

The consecutive numbering of pages should start with the first page of text and should include any appendices and the bibliography. Numbers should be in Arabic and centred at the bottom of the page.

Typing or writing should be on one side of the paper only. You should use 1.5 line spacing. There should be a sufficient margin on the left-hand side to allow for the binder.

G. QUOTATIONS

If they are over four lines long, quotations from the works of other people should be single-spaced and indented five spaces. If you make any alterations to the original statement, enclose these within square brackets [ ]; if you omit anything, show this by using three dots (or four if it is at the end of a sentence). Capital letters, etc. should appear as in the original if you are copying something that has appeared in print elsewhere. If you wish to emphasise something that was not emphasised in the original (for instance, by underlining or through the use of italics), you should mention that you have done this: the usual way is to write ‘my emphasis’ or ’emphasis not in original’ in brackets after the quoted statement.

Title of books, articles, films, etc., when they are discussed as subjects in the text, should either be underlined or italicised. The same applies to foreign words and phrases, although the use of these should be kept to a minimum.

 
The essay must explain these concepts, and it must illustrate their use in a selection of examples of advertising. The essay must be typed double-spaced in 12 point type, and Harvard style citations must be used to support the work theoretically with references to academic work. Sub-headings may be used within the essay. There are no other format requirements on format.
The examples of ads being discussed must be copied into the body of the text to assist the flow of analysis. Any form of advertising can be used- if discussing TV ads, use stills or screen grabs, and if necessary web links, for illustration. The precise narrative direction is entirely up to you.
The essay will receive marks for presentation (including elements such as grammar and spelling, logical structure, clarity and fluency of English, correct use of references) and analysis (logical coherence, rigor of argument, extent to which points are well-supported by evidence, reasoning and/or citations to published work).

 
 Perform a SWOT analysis to specify the strengths and weaknesses of Columbia’s resources and the opportunities and threats existing in its external environment. What are the market characteristics which will influence the company’s strategic decisions?
 Conduct a thorough competitor analysis, and map each of the company’s major competitors in terms of resource similarity and market commonality. What is the likelihood of each rival acting or responding to Columbia’s ongoing competitive actions?
 Discuss the approaches used by the company to grow the business over the past two decades. In what ways are these strategies suitable for Columbia moving forward? Are they deficient in any way?
 Use the results of your analysis to address the three major challenges confronting Columbia Sportswear:
– managing seasonal fluctuations and the high variability of the company’s sales,
– protecting the company’s investments in intellectual property, and
– maintaining profitability within the constraints and complexities of retailer relationships.
Requirements：Write-up
Quality and depth of answers to each question (4.5)
Accuracy in describing the problems/issues
Use concepts and strategic tools to analyze the issues
Provide specific evidence to support your conclusions
Structure, style, sources of information
No more than 3 pages; No cover page; double spaced, 1 inch margins; 12 point font;
Free of spelling errors or grammar errors