ü Your assignment will begin with an APA-style title page followed by a formal outline that presents your thesis statement, topic sentences, and supporting information for each topic. You will need to refer to your annotated bibliography to locate appropriate sources for the claims you intend to present and cite these sources the body of your outline and on your reference page. Please check the “Research Paper Guidelines” if you have any questions about the assignment topics. Also, be sure to review the Model Outline before you begin constructing your own outline.
You are required to format your assignment as a full-sentence outline in APA style (see the Outline Form in the Ashford Writing Center) that includes source material from at least two scholarly sources from last week’s research along with additional research, if necessary. Be sure to incorporate any useful feedback you have received from your instructor and classmates.
The outline must be 400 to 500 words in length and formatted according to APA style. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center.
Submission Information: Complete the tasks above and save the document as a Microsoft Word or compatible .doc or .docx file. Submit your assignment via the Assignment Submission button. Please use a naming convention for your assignment files that includes your last name and the week number. So, your Final Research Paper Outline assignment should bear a file name that looks like: smith_w2.docx.
PAPER TOPIC!!!!
THESIS- Young athletes mature into more elite athletes when they participate in multiple sports growing.
CLAIM ONE- Most professional athletes grew up playing more than the sport that they become professional in.
COUNTER ARGUMENT- Single sport athlete children have a good turnout into adult athletes as well.
CLAIM TWO- Coaches at higher levels prefer athletes that have built a full component of athletic abilities, which can be built through participation in multiple sports.
COUNTER ARGUMENT- Athletes can become fully capable of building all necessary abilities from playing and training in one single sport.
ü Important Notes- 3 paragraphs at least.
This exercise is considered an academic writing exercise. Quality of response, grammar, and punctuation are considered in your overall grade.
This exercise does not require the use of APA format or a cover page.
Throughout this course, you will develop a series of written papers / projects that you will later combine into a complete business plan for a Non-Alcoholic Beverage company. For this exercise, you must first review the “NAB Company Portfolio”. The mentioned portfolio contains the company parameters and details you must follow when developing your company.
Provide the following information to set the foundation for your non-alcoholic beverage (NAB) business plan.
Create your NAB company name and explain its significance.
Develop your company’s Mission Statement and provide a rationale for its components.
Hints: Use the Statement of Mission template on pp. 72-73 on the course textbook: Successful Business Plan to aid your development.
Extracting appropriate information from the NAB company portfolio, where applicable. You should fill in other required items in the template using your personal preferences. Note: You will need to recreate the template. You may attach your completed template to your response as an attachment.
Cite the resources you have used to complete the exercise. Note: There is no minimum requirement for the number of resources used in the exercise.
ü research paper about TWO Ethical issues pertaining to Pharmaceutical marketing in the US:
First: Truth and Honesty of the product
Second: Marketing products that are not safe ( for example: risk, side effect..)
please use 2 source from website :www.fda.gov (US Food and Drug Administration website)
and 1 source from appropriate, trustworthy website
please have the work cited with the link to all the source, because i need to print out the hard copy of all the sources .
ü You have to promote Five new shows for kids from age 4 till 13 and these shows will air on Netflix you have to use The social media to promote them as a campaign the social media that you will use are: Facebook (kid’s world) – Moms Blog – YouTube- Instagram
You will wrote messages for those social media with (likens – hashtags – pictures – video) for example at YouTube you will but the promo of the cartoon, for Instagram but picture with hashtags (#) etc..
The showed are: Danger Mouse, Inspector Gadget, Some Assembly Required, Bottersnikes & Gumbles and Super 4
The Campaign are on April, May and June I will upload the calendar if it’s not enough to write the whole message just write a number and then one the word file write the messages. The messages has to be 48 messages 4 messages pear week each month 16 messages
Please use creative hashtags like #Edutement something good and creative
April 10 at the calendar has to be about a big event that Netflix will make and invite the CEO and the press media to open the shows and speak about them.
April 15 will start to air Danger Mouse
May 10 Inspector Gadget
May 20 Some Assembly Required
June 10 Bottersnikes & Gumbles
June 20 Super 4
I will upload an example to make it easier and I will upload pictures of the shows too
For any questions please call or email me
Thanks
ü Post by Day 4 a description of the injury-related public health problem you selected. Include incidence rates for this problem in the country or community you selected and a description of populations at risk for it. Then, explain which community-level factors might influence increased risk for injury in its population. Identify and briefly describe an organization (e.g., school, workplace) in which violence might be a chronic issue in that country or community
Consider the role of change agents (i.e., a person or group that indirectly or directly facilitates change) as you apply the Stage Theory of Organizational Change to the topic of violence.
Paper details
ü An Eminence Water Utility Revenue Bond matures in 15 years, pays a 5.5 percent coupon rate semiannually, and has a face value of $5,000. The market interest rate for similar risk and maturity municipal bonds is 4 percent.
Questions:
A. What is the current price of the bond?
B. What would be its price if the market rate were 6 percent?
ü Volo Bog State Natural Area,
collected data on patterns of water chemistry, water depth, and species abundances across three main succession zones at Volo Bog. We are interested in mechanisms driving this succession and maintaining these distinct vegetation zones during succession. The following is a set of guidelines for exploring patterns in the data we collected. Since this is an observational study, questions concerning mechanisms cannot be directly addressed with our data. Therefore, you will need to supplement the story your data tells with a lot of outside research.
ü Consider the facts of the following case when answering the questions below:
Dale and Mike Para k were twin brothers and best friends. They spent their entire lives looking out for each others interests. While growing up, the two were inseparable. They played sports together, double-dated frequently, and attended the same university. They grew closer as they aged, they got married at about the same time, and eventually, both were divorced. After they retired from their jobs, they decided to live together to save money, and they still enjoyed each others company.
When he was 70 years old, Mike was diagnosed with cancer. Doctors predicted that he had about 6 months to live. The brothers agreed that Mike should not suffer. Mike and Dale wrote and signed a note stating that they decided to commit suicide. Dale broke 20 tranquilizers into Mike’s evening meal and watched as he ate it. Yet, when Dale checked on Mike one hour later, Mike was still alive. Dale panicked. He took a .38-caliber revolver from his desk and shot Mike, killing him instantly. Dale then went into the kitchen and took a handful of tranquilizers. He did not die. He awoke the next morning as somebody pounded on the front door. It was a neighbor who, seeing that Dale was dazed and confused, decided to call an ambulance and the police.
The responding police officer conducted an investigation, and Dale was arrested and charged with the premeditated, 1st-degree murder of Mike. The prosecutor, although noting it to be a difficult case, pursued the case because she thought that no citizen had the right to decide when someone should die. Dale Para k pled guilty to 1st-degree manslaughter and was sentenced to 5 years in a maximum-security prison. (Note: This was the lowest sentence that could be given to a defendant convicted of his crime.)
What is your personal definition of “justice”? What is the formal definition of “justice”? Do you believe that “justice” was served in this scenario?
What is the state definition of the charge that you would file as the prosecutor against Dale? Did Dale commit each of the components and elements of the crime? The elements for 1st-degree, premeditated murder are 1) the unlawful killing; 2) with malice aforethought; 3) of another human being. Explain how each element was or was not committed.
According to the definition of justice you provided, was this sentence just? Why or why not?
If you were the prosecutor in this case, would you have charged Dale Parak with any crime? With 1st-degree murder? Why?
If you were the judge in this case, how would you have sentenced Dale Parak? Why?
Please make sure that you provide academic or real-life samples in criminal justice to support your opinions.
ü Read the Chapter 2 Case titled “Creating a Methodology.” Write a one to two (1-2) page paper in which you:
1. Discuss factors about the corporate culture that were at play, and suggest central reasons why the executive staff waited as long as they had to consider the development of an enterprise project management methodology (EPM).
2. Recommend to both the senior executives (i.e., the company) and John Compton (i.e., the president) whether the project management office (PMO) should report to the chief information officer (CIO) or to someone else. Justify the response.
3. Use at least three (3) quality references. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Describe the key concepts, processes, and components of project management.
• Analyze the interrelationships among the principal elements (time, cost, resources) in the performance of project management.
• Evaluate the general systems factors affecting performance throughout the project life cycle.
• Use technology and information resources to research issues in project management.
• Write clearly and concisely about project management using proper writing mechanics.
Chapter 2 “CREATING A METHODOLOGY”
Background
John Compton, The president of the company, expressed his feelings quite bluntly at the executive staff meeting;
We are no longer competitive in the marketplace. Almost all of the Requests for Proposal (RFP) that we want to bid on have a requirement that we must identify in the proposal the project management methodology we will use on the contract shouldwe be awarded the contract. We have no project management methodology. We have just a few templates we use based upon the PMBOK® Guide. All of our competitors have methodologies, but not us.
I have been asking for a methodology to be developed for more than a year now, and all I get are excuses. Some of you are obviously afraid that you might lose power and authority once the methodology is up and running. That may be true, but losing some power and authority is obviously better than losing your job. In six months I want to see a methodology in use on all projects or I will handle the situation myself. I simply cannot believe that my executive staff is afraid to develop a project manage- ment methodology.
Critical Issues The executive staff knew this day was inevitable; they had to take the ini- tiative in the implementation of a project management methodology. Last year, a consultant was brought in to conduct a morning three-hour session on the benefits of project management and the value of an enterprise project management methodology (EPM). As part of the session, the consultant explained that the time needed to develop and implement an EPM system can be shortened if the company has a project management office (PMO) in place to take the lead role. The consultant also explained that whichever executive gets control of the PMO may become more powerful than other executives because he or she now controls all of the project management intellectual property. The executive staff fully understood the implication of this and therefore became reluctant to visibly support project management until they could see how their organization would be affected. In the meantime, project management
suffered. Reluctantly, a PMO was formed reporting to the chief information officer. The PMO was
comprised of a handful of experienced project managers that could hopefully take the lead in the development of a methodology. The PMO concluded that there were five steps that had to be done initially. After the five steps were done, the executive committee would receive a final briefing on what had been accomplished. The final briefing would be in addition to the monthly updates and progress reports. The PMO believed that getting executive support and sign-offs in a timely manner would be difficult.
The first step that needed to be done was the establishment of the number of life-cycle phases. Some people interviewed wanted ten to twelve life-cycle phases. That meant that there would be ten to twelve gate review meetings and the project managers would spend a great deal of time preparing paperwork for the gate review meetings rather than managing the project. The decision was then made to have no more than six life-cycle phases.
The second step was to decide whether the methodology should be designed around rigid policies and procedures or go the more informal route of using forms, guidelines, checklists, and templates. The PMO felt that project managers needed some degree of freedom in dealing with clients and therefore the more informal approach would work best. Also, clients were asking to have the methodology designed around the client’s business needs and the more informal approach would provide the flexibility to do this.
The third step was to see what could be salvaged from the existing templates and check- lists. The company had a few templates and checklists but not all of the project managers used them. The decision was made to develop a standardized set of documents in accordance with the information in the PMBOK® Guide. The project managers could then select whatever forms, guidelines, templates, and checklists were appropriate for a particular project and client.
The fourth step would be to develop a means for capturing best practices using the EPM system. Clients were now requiring in their RFP that best practices on a project must be Reluctantly, a PMO was formed reporting to the chief information officer. The PMO was
comprised of a handful of experienced project managers that could hopefully take the lead in the development of a methodology. The PMO concluded that there were five steps that had to be done initially. After the five steps were done, the executive committee would receive a final briefing on what had been accomplished. The final briefing would be in addition to the monthly updates and progress reports. The PMO believed that getting executive support and sign-offs in a timely manner would be difficult.
The first step that needed to be done was the establishment of the number of life-cycle phases. Some people interviewed wanted ten to twelve life-cycle phases. That meant that there would be ten to twelve gate review meetings and the project managers would spend a great deal of time preparing paperwork for the gate review meetings rather than managing the project. The decision was then made to have no more than six life-cycle phases.
The second step was to decide whether the methodology should be designed around rigid policies and procedures or go the more informal route of using forms, guidelines, checklists, and templates. The PMO felt that project managers needed some degree of freedom in dealing with clients and therefore the more informal approach would work best. Also, clients were asking to have the methodology designed around the client’s business needs and the more informal approach would provide the flexibility to do this.
The third step was to see what could be salvaged from the existing templates and check- lists. The company had a few templates and checklists but not all of the project managers used them. The decision was made to develop a standardized set of documents in accordance with the information in the PMBOK® Guide. The project managers could then select whatever forms, guidelines, templates, and checklists were appropriate for a particular project and client.
The fourth step would be to develop a means for capturing best practices using the EPM system. Clients were now requiring in their RFP that best practices on a project must be Reluctantly, a PMO was formed reporting to the chief information officer. The PMO was
comprised of a handful of experienced project managers that could hopefully take the lead in the development of a methodology. The PMO concluded that there were five steps that had to be done initially. After the five steps were done, the executive committee would receive a final briefing on what had been accomplished. The final briefing would be in addition to the monthly updates and progress reports. The PMO believed that getting executive support and sign-offs in a timely manner would be difficult.
The first step that needed to be done was the establishment of the number of life-cycle phases. Some people interviewed wanted ten to twelve life-cycle phases. That meant that there would be ten to twelve gate review meetings and the project managers would spend a great deal of time preparing paperwork for the gate review meetings rather than managing the project. The decision was then made to have no more than six life-cycle phases.
The second step was to decide whether the methodology should be designed around rigid policies and procedures or go the more informal route of using forms, guidelines, checklists, and templates. The PMO felt that project managers needed some degree of freedom in dealing with clients and therefore the more informal approach would work best. Also, clients were asking to have the methodology designed around the client’s business needs and the more informal approach would provide the flexibility to do this.
The third step was to see what could be salvaged from the existing templates and check- lists. The company had a few templates and checklists but not all of the project managers used them. The decision was made to develop a standardized set of documents in accordance with the information in the PMBOK® Guide. The project managers could then select whatever forms, guidelines, templates, and checklists were appropriate for a particular project and client.
The fourth step would be to develop a means for capturing best practices using the EPM system. Clients were now requiring in their RFP that best practices on a project must be
Reluctantly, a PMO was formed reporting to the chief information officer. The PMO was
comprised of a handful of experienced project managers that could hopefully take the lead in the development of a methodology. The PMO concluded that there were five steps that had to be done initially. After the five steps were done, the executive committee would receive a final briefing on what had been accomplished. The final briefing would be in addition to the monthly updates and progress reports. The PMO believed that getting executive support and sign-offs in a timely manner would be difficult.
The first step that needed to be done was the establishment of the number of life-cycle phases. Some people interviewed wanted ten to twelve life-cycle phases. That meant that there would be ten to twelve gate review meetings and the project managers would spend a great deal of time preparing paperwork for the gate review meetings rather than managing the project. The decision was then made to have no more than six life-cycle phases.
The second step was to decide whether the methodology should be designed around rigid policies and procedures or go the more informal route of using forms, guidelines, checklists, and templates. The PMO felt that project managers needed some degree of freedom in dealing with clients and therefore the more informal approach would work best. Also, clients were asking to have the methodology designed around the client’s business needs and the more informal approach would provide the flexibility to do this.
The third step was to see what could be salvaged from the existing templates and check- lists. The company had a few templates and checklists but not all of the project managers used them. The decision was made to develop a standardized set of documents in accordance with the information in the PMBOK® Guide. The project managers could then select whatever forms, guidelines, templates, and checklists were appropriate for a particular project and client.
The fourth step would be to develop a means for capturing best practices using the EPM system. Clients were now requiring in their RFP that best practices on a project must be captured and shared with the client prior to the closeout of the project. Most of the people in the PMO believed that this could be done using forms or checklists at the final project debrief- ing meeting.
The fifth step involved education and training. The project managers and functional organizations that would staff the projects would need to be trained in the use of the new methodology. The PMO believed that a one-day training program would suffice and the functional organizations could easily release their people for a one-day training session.
ü There is data for 30 students which freshman GPA, High school GPA, Motivation and three of SAT critical ( Math, reading, and writing)
i need you to write a business report (why freshman get high GPA) and must the writing include the (executive summary, introduction, methodology, and results)
I upload for you tables show the means, median, quartile of 25% and 75% for all variables
ü Read Problem 6 in Chapter 6 of your textbook. Calculate and answer parts a through d. Include all calculations and spreadsheets in your post. Explain why the moving average method was used instead of another forecasting method. What might be another forecasting method that could prove to be just as useful?
ü I am going to create a business plan. it is the virtual 3D “try on” Software.
before you start to work on my paper, you have to read my file which is business plan information. it will make you to know basic information about my business plan.
there are 4 parts and you need to write. the first part: Competition. the second part: Strategic Position & Risk Assessment. the third part: Marketing Plan & Sales Strategy.
the fourth part: Operations. before you start these 4 parts and u need to read my file which is requirement information. all information you may need to think by yourself. each part should have 1 page and more. thank so much
ü For the essay , you will be asked to write a critical essay on some point or idea discussed in the packet or suggested by it. Your essay should be clearly and significantly related to the packet material. There are many possibilities; you will need to develop your own topic.
Your essay must make at least some use of all the articles in the packet, but it should not be a summary of the articles. Don’t plod through them paragraph by paragraph; instead, use them to develop your claim. You decide how to use them: some might be discussed in detail and others only mentioned briefly.
You should, therefore, read the articles carefully and critically; think about and maybe discuss with others the ideas they contain. Here are some suggestions to help you focus your thinking:
• What topics are common to all the readings?
• Which issue or idea discussed in these articles do you find most interesting?
• What evidence or support from your own experience could you use to develop your essay?
• What evidence or support do the readings provide?
In defining a FOCUS and DEVELOPING your ideas (see the attached Evaluation Standards for the meaning of these terms), you may want to consider these questions as well:
• What social, political, or economic questions do you see raised by the articles? How do you respond to them?
• What value questions do you see raised? How do you respond to them? Can you articulate an arguable claim about these questions?
• Are there aesthetic or scientific dimensions to the issue that would be interesting to raise?
• The sample outline below shows one way to structure an essay:
• Paragraph 1: Introduction
• Begin your introduction with a general statement to reveal your topic.
• Then narrow the topic until you get to your main issue. State the
• thesis (your position on the issue) in one clear sentence at the end of
• the introduction.
• Paragraph 2: Supporting point #1
• § State the point clearly in your topic sentence
• § Explain the point briefly to tell the reader what you mean
• § Support the point with material from sources (quote or
• paraphrase) or with something from your own experience
• Paragraph 3: Supporting point #2
• § State the point clearly in your topic sentence
• § Explain the point briefly to tell the reader what you mean
• § Support the point with material from sources (quote or
• paraphrase) or with something from your own experience
• Paragraphs 4: Supporting point #3
• § State the point clearly in your topic sentence
• § Explain the point briefly to tell the reader what you mean
• § Support the point with material from sources (quote or
• paraphrase) or with something from your own experience
• 2
• Paragraph 5: Conclusion
• Bring the discussion back to the thesis and wrap it up
• The format shown above may seem simple, and it is! Still, it is quite
• functional and will work with nearly any type of written piece from a
• five-paragraph essay to a much longer research paper.
ü BOOK: Pipher, M. (1995). Reviving Ophelia: Saving the Selves of Adolescent Girls. Ballantine Books. ISBN-10: 0345392825, ISBN-13: 978-0345392824.
For Chapters 1-4 of Reviving Ophelia, you are to a write a 4-6 page paper (typed, double-spaced) that summarizes the issues faced by two of the adolescent girls covered. It should also discuss in detail strategies for helping these girls (including discussion of specific resources including names available in your community), address in detail the societal problems that are possibly contributing to such difficulties, and outline possible solutions and/or strategies for change. You should write 2-3 pages on each girl. Please separate them into two sections within the paper.
ü Students will read a scenario in which they assume they are on a health literacy team in a small health clinic. The team’s task is to make sure patient forms and materials are understandable to the largest number of the clinic’s patients. People on the team have very different perspectives about the best way to do this. Students must weigh in with their own reasoned argument, as well as critique their colleagues’ positions.
ü My essay topic is Tertullian’s Tartuffery. This topic is from Nietzsche’ On the Geneology of Morals. I scanned my book and uploaded so please use this book and cite this. Tertullian’s Tartuffery is on first essay #15 but please read both first and second essay. Essay should be evaluated on your competent grasp of the topic, explanation of the issues involved, on the adequacy of your argument and clear reasoning in support of your conclusion and on your demonstration of evidence from the text.
ü Read “Soyinka: Death and the King’s Horseman” and answer the following questions. Answer each question independently. Total words should be more than 500 not including the questions.
A. What is the Praise Singer telling Elesin at the beginning of the play? What is Elesin saying about himself? What is the meaning of the conversation?
B. When Elesin says, “Memory is the Master of Death,” what does he mean?
C. Why does Elesin want to have sex and impregnate the young woman who is betrothed to Iyaloja’s son? Why does Iyaloja respond as she does?
D. Is Elesin’s choice of the market as his “wedding bed” a comment on the nature of this act, or a statement about his desire? Why do you think so?
ü Types of criminal court proceedings that may be observed include preliminary hearings, arraignments, guilty pleas, motions hearings (including motions to suppress, Brady motions, motions to sever where multiple defendants are charged, motions to change venue, motions to dismiss the criminal
charges based on various grounds, and motions for a new trial), criminal trial calendars (containing at least guilty pleas if not trials), misdemeanor bench trials, misdemeanor jury trials, felony bench trials, felony jury trials, and criminal appellate oral arguments before appellate courts. To find a criminal court proceeding you can observe, suggest you talk to the Clerk of the Court you wish to observe and explain about your Writing Assignment requirement. Most Clerks of Court will be very helpful as they want everyone to know about the judicial system. Observation can be of city courts, county courts, state courts, state appellate courts, federal courts, and federal appellate courts. The specific names for the courts may vary from state to state and from county to county. The Instructor would prefer that everyone observe an actual criminal court proceeding. If for some reason you are unable to observe an actual criminal court proceeding, you may satisfy this requirement by basing your Writing Assignment on the viewing of one of two movies, “To Kill a Mockingbird” or “My Cousin Vinny”, both of which movies should be readily available. Your Writing Assignment MUST include the following elements:
1. The name of the Court (or the Movie) observed.
2. A description of the type(s) of criminal court proceeding(s) observed.
3. For each and every stage of the criminal court proceeding observed describe how it is similar to how it is described in the textbook.
4. For each and every stage of the criminal court proceeding observed describe how it is different from how it is described in the textbook.
ü First, tell your classmates about your favorite topic in chapter 2 of the textbook. Write 2-3 paragraphs and tell us what the topic was, why it was interesting to you and how you think it applies or has been applied in either businesses you have dealt with or have been involved with either as a customer or an employee.
After you have submitted your post, reply to at least two other classmates posts. Show some critical thinking in both your original post and in your replies. A simple “I agree,” or “Yes, I’ve experienced that too,” is not good enough. You are welcome to express contrasting views with one another, but please remember the rules of Netiquette in all posts.
Remember to write 2-3 paragraphs, then respond to 2 classmates.
Type your answers into the reply box below and click the “Post Reply” button.
You must create your own post before you can see posts from other students.
This assignment is worth 45 points, 35 points for your original post and 5 points for each of the next two responses to another classmate. More than two replies are always welcome.
Discussions are intended to promote student participation in the class and are graded on the fact that you express ideas and critical thinking, not just yes or no, or I agree or disagree with short answers. Please tell us why you think a particular way.
With all discussions, you are required to post a minimum number of replies at least two hours before the closing of the discussion to give other students a time to respond.
See the rubric for how the assignment is graded.
Please remember the rules of Netiquette in all posts.
ü Minimum word count is 350, not including restating the questions (which you must do or you will lose points).
In chapter 2, pages 37-39 in your text, it talks about how the concept of “customer-centric” is important. If a company uses Retail Equation to check on every customer’s return, describe how they are or are not being customer-centric. Defend your answer citing the readings and the textbook (cite page numbers).
On page 47 in your text, it begins talking about the concept of “trust” in a relationship. If a retailer uses a Retail Equation (or another service like it), are they trading a trustful relationship based on the amount of money lost on return fraud? Have they chosen money over trust? Defend your answer citing the readings and the textbook (cite page numbers).
Should retailers notify shoppers BEFORE they purchase about the return policy that includes the information that their drivers license information and return activity are being entered into a database and monitored?
Will you contact Retail Equation to find out your Return Activity Report? Why or why not?
Please number and restate each question before you write your answers.
Remember, when writing for this class, that I look primarily for “Critical Thinking.”
View the rubrics to review how the assignments will be graded before you write.
ü At this point you must have some strong opinions about the characters in The Scarlet Letter, especially, perhaps, Hester. Can you get a dialogue going on some issue here? How do you feel about Hester? Dimmesdale? Pearl? Chillingworth?
Give your opinion about this question as you are in a discussion.
ü You will select a standardized assessment tool that you could administer as a licensed counselor in your state, review the empirical literature on this instrument, and thoroughly explore it in order to understand how it is used, what its strengths and weaknesses are, and who uses it and why. You will then complete an assessment instrument analysis.
Scenario:
You have been hired as a consultant for a clinical practice (e.g., university counseling center, outpatient mental health center, inpatient facility). Your responsibility is to critique assessment instruments. You will write an analysis of a standardized instrument of the Beck Depression Inventory. The administrator of the clinical practice will review your report and decide if the assessment instrument is appropriate for the practice.Provide an overview of the test:
Describe the historical or theoretical origins of the test instrument. List the title, author(s), publisher, date and place of publication, forms available, and the cost of the test.
Discuss the history of the test.
What population was the test originally developed to assess?
What was the demographic makeup of the population used to standardize the original instrument?
Include all demographic characteristics such as sample size, age, gender, socioeconomic status (SES), education, and diagnosis. How was the sample selected (such as systematic, random, cluster, and so on)?
If the measure has been modified, discuss the reasons for changing the measure for each version.
Describe the type and purpose of the test:
Does the test provide an objective or subjective measure of the construct(s)?
What are the advantages and disadvantages of the type of test?
Does the test provide self-report or other report data?
Is the test standardized, or are there other ways to score and interpret data?
Describe the test instrument (You may not be able to access a copy of the actual instrument but should be able to find the information required below.):
Give a brief description of the sections of the test and include sample test items.
Provide information about administration and scoring. Describe any special instructions, whether the test is timed, and if so, the time limits.
Give details concerning scoring as a whole (for example, total score), by sections (for example, index scores), and by subscales (for example, subscale scores). Indicate whether the directions for administration and scoring are clear.
Identify and explain the requirements for administration:
What training or skills are needed to administer this test?
Can it be administered by a master’s level counselor without supervision?
How might counselors use this instrument as a part of assessment?
What is the level (A, B, or C) of this test?
Provide a description of the norms:
What is the demographic makeup of the sample used to develop norms for the most recent version of the test? Include all demographic characteristics such as sample size, age, gender, socioeconomic status (SES), education, and diagnosis.
How was the sample selected (for example, systematic, random, cluster)?
Discuss the problems, diagnoses, personalities, emotional states, abilities, strengths, or limitations the test was developed to measure.
Discuss available research on the use of this test with special populations.
On which population(s) should this measure be used with caution?
On which population(s) should this measure not be used?
Does the standardization process appear adequate for the recommended uses of the test?
Analyze the psychometric properties:
Discuss the psychometric properties of the current version of the test: validity (e.g., content, predictive, concurrent, and construct), reliability, (e.g., internal consistency, parallel forms, test-retest), measure(s) of variance (e.g., range, standard deviation), and type of score used (e.g., raw, z-score, t-score). Include the reliability and validity coefficients.
Does the measure report cutoff scores only, or is the confidence interval presented?
What are the advantages and disadvantages of the method of reporting scores?
Discuss how accurately and consistently the test measures what it is designed to measure. Also, discuss whether the test has good psychometric properties and why.
Analyze and explain ethics and diversity concerns:
What are some ethical or legal considerations that should be addressed when using this measure?
What are the relevant cultural diversity issues associated with this measure?
Critique the practical applications of the instrument, that is, its usefulness in counseling settings:
Discuss how the measure is currently used.
What diagnoses or problems does it currently assess?
How does the current version compare with the original?
What do researchers say about the usefulness of the test?
What does the literature say about the strengths and limitations of the test?
Who uses this measure (for example, community counselors, school counselors, career counselors, psychologists, or human resource departments)?
What controversies, if any, surround the use of this instrument?
What are some limitations of this instrument?
In your opinion (but based on all the knowledge you acquired during your review of the literature), what modifications or changes can be made to improve the measure in the future? Why?
What information or variables should be taken into consideration when using this measure?
Your final product will be a 5- to 7-page Microsoft Word document (not counting title and reference pages) and utilize at least 5 scholarly sources. Your paper should be written in a clear, concise, and organized manner in APA format; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.
In this essay, the writer will identify a current problem that is plaguing a community and suggest ways that the criminal justice system could address that problem using concepts studied in this and other criminal justice courses. For example, let’s say that a community is having difficulty with juvenile congregating in public gathering areas and they have engaged in disorderly behavior that has become criminal at times. Police officers have responded to calls for service at the locations of the offenses and made appropriate arrest, yet the problems seem to persist. Juvenile, or family, court has released most offenders back to the custody of their parents or guardians but some more serious offenders have be incarcerated at juveniles detention facilities. Using material learned in this course, what suggestions might you offer to the criminal justice professionals and the community to address this problem?
You may be aware of a community problem, whether it is something affecting a neighborhood
