Week 3 Discussion: Evaluating Sources 22 Unread Replies.44 Replies.

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Week 3 Discussion: Evaluating Sources

22 unread replies.44 replies.

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 6, 7
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Introduction
“Everyone is entitled to their own opinions – but not their own facts.” (Daniel Patrick Moynihan, cited in Vanity Fair, 2010, para. 2)

We form opinions – and make our judgments – based on facts we observe and values we hold. Our judgments are also influenced by the opinions of others. In the section “An Expert on Hate in America” in Chapter 6, one of the authors, Dr. Peter Facione, renders an opinion on a non-profit civil rights organization: Southern Poverty Law Center (SPLC). Dr. Facione is a leading advocate and one of the most influential voices in the field of critical thinking.

His endorsement of the civil rights organization is unqualified. It is also transparent: Dr. Facione reveals that he is a financial supporter of the organization and has arranged speaking engagements for its founder. This is Dr. Facione’s invitation to you, the reader:

Knowing where you can learn more about the SPLC for yourself, and knowing about Dr. Facione’s endorsement and support of the Center’s work, evaluate this claim made by Dr. Facione: “The SPLC is an expert on hate in America” (p. 124).

The endorsement of the SPLC is contained in the most current edition of the text, whose copyright date is 2016. Since that time Morris Dees, co-founder and former chief trial counsel, has been fired (Hassan, Zraick & Blinder, 2019). Previously, there has been controversy about groups and individuals that are listed by the SPLC as “hate groups” (Graham, 2016; Price, 2018). The organization, which has nearly a half-billion dollars in assets, has also been criticized for how it spends these funds (Robinson, 2019).

Self-Assessment Question
Before you submit your initial post, make sure to read the assigned chapter. Then, ask yourself the following: Did the article in Chapter 6 of the text seem credible and reliable? Why? Be very specific:

  • Was it because it is in a textbook?
  • Because it was written by a learned and respected person?
  • Because of content in the article?
  • Because of your previous knowledge of the SPLC?

Initial Post Instructions
For the initial post, address the following:

  • Conduct additional researched on the SPLC. Did your opinion alter in any way? Why?

Only after you have done some responsible research should you begin to respond to the discussion prompt. The discussion is not about the SPLC; it is not about Dr. Facione. It is about what you have learned about forming opinions.

Your post must answer this question:

  • How do you define the term “expert”?

Your post must also discuss at least two (2) of the following questions:

  • How important are facts in the process of forming an opinion? Explain what you believe to be the purpose or function of facts in making a judgment.
  • How did you respond to the self-assessment question? Since doing further research, have you re-thought the way in which you assess credibility and reliability? What is the importance of factoring the recency of a reference or opinion (i.e., how old is it?) into an assessment of credibility and reliability?
  • How would you evaluate Dr. Facione’s claim “The SPLC is an expert on hate in America” (p. 124). Does the SPLC fit your definition of “expert”? Be specific in your answer.

Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. Further the dialogue by providing more information and clarification.

Writing Requirements

  • Minimum of 3 posts (1 initial & 2 follow-up)
  • Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
  • APA format for in-text citations and list of references

Grading
This activity will be graded using the Discussion Grading Rubric. Please review the following link:

Course Outcomes (CO): 4, 5, 6

Due Date for Initial Post: By 11:59 p.m. MT on Wednesday
Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday

References

Facione, P. A., & Gittens, C. A. (2016). Think critically (3rd ed.). Boston, MA: Pearson.

Graham, D.A., (2016, October) How did Maajid Nawaz end up on a list of ‘anti-Muslim extremists’? Retrieved from https://www.theatlantic.com/international/archive/2016/10/maajid-nawaz-splc-anti-muslim-extremist/505685/

Hassan, A., Zraick, K., & Blinder, A (2019, March 24) Morris Dees, a co-founder of the Southern Poverty Law Center, is ousted. New York Times. Retrieved from https://www.nytimes.com/2019/03/14/us/morris-dees-southern-poverty-law-center-fired.html

Price, G. (2018, June 18) Southern Poverty Law Center settles lawsuit after falsely labeling ‘extremist’ organization. Newsweek Retrieved from https://www.newsweek.com/splc-nawaz-million-apologizes-981879

Robinson, N. J. (2019, March) The Southern Poverty Law Center is everything that’s wrong with liberalism. Current Affairs Retrieved from https://www.currentaffairs.org/2019/03/the-southern-poverty-law-center-is-everything-thats-wrong-with-liberalism

Vanity Fair. (2010, October 10). An American original. Retrieved from https://www.vanityfair.com/news/2010/11/moynihan-letters-201011

 
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Microsoft Project

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Shelly Cashman Word 2016 | Module 2: SAM Project 1b

 

C:\Users\akellerbee\Documents\SAM Development\Design\Pictures\g11731.png Shelly Cashman Word 2016 | Module 2: SAM Project 1b

Honey Bee Colonies

creating a short research paper

GETTING STARTED

Open the file SC_WD16_2b_FirstLastName_1.docx, available for download from the SAM website.

Save the file as SC_WD16_2b_FirstLastName_2.docx by changing the “1” to a “2”.

0. If you do not see the.docx file extension in the Save As dialog box, do not type it. The program will add the file extension for you automatically.

With the file SC_WD16_2b_FirstLastName_2.docx still open, ensure that your first and last names are displayed in the footer.

· If the footer does not display your name, delete the file and download a new copy from the SAM website.

 

PROJECT STEPS

For your Written Communication class, you are writing a short research paper. To conform to MLA guidelines, modify the document’s normal style by changing the font to Times New Roman, the font size to 12 pt., and the line spacing to double with no blank space after paragraphs.

Apply the modified Normal style to the first four paragraphs in the document, from “Desmond Reese” to “6 March 2019”.

Center the title paragraph, “Health of Honey Bee Colonies.”.

Insert a header as follows:

a. Insert a blank header at the top of the page.

b. Right-align the header paragraph.

c. Type Reese as the header text, insert a space, and then insert a Plain Number page number from the Current Position gallery.

d. Close Header and Footer Tools.

Create a first-line indent of 0.5″ for the body paragraphs, beginning with “In the winter of 2006″ and ending with “for all Americans.”

Change the citation and bibliography style of the document to MLA.

 

Find the sentence “The scientists studying the problem called it Colony Collapse Disorder (CCD).” Move the insertion point before the period and insert a citation to a new source using the information shown in Figure 1 below. (Hint: The Tag name is intentionally blurred because it is generated automatically.)

 

Figure 1: Web Site Source

 

Insert a citation to the existing Kaplan source before the period in the last sentence of the third paragraph: “These treatments are now part of regular beekeeping practices.”

In the first sentence of the fourth paragraph, “Proper nutrition and diet… bugs and pesticides,” use the Thesaurus to replace the word “endure” with a more precise synonym that starts with the letter “w.”.

In the next sentence of the fourth paragraph, “Bees need a varied diet… Wellesley College,” move the insertion point before the period and insert a citation to a new source using the information shown in Figure 2 on the next page. (Hint: The Tag name is intentionally blurred because it is generated automatically.)

 

Figure 2: Article in a Periodical Source

To provide additional information at the end of the fourth paragraph, move the insertion point immediately after the period in the sentence “sustain bee colonies.” and insert a footnote with the following text:

Additional protein is also helpful.

Modify the Footnote Text style by changing its font size to 12 pt., the line spacing to double, and the indentation to a 0.5” first line indent.

In the main body of the document, find all instances of the word “bug” and replace it with mite to use the correct term. (Hint: You should find and replace four instances.)

Cut the paragraph “About one-third of what we eat…growers and consumers (Needham).” and then paste it so it becomes the first body paragraph in the document.

In the sixth body paragraph (“As a result of research… attributed to CCD.”), edit the Sullivan citation to add page number 12.

Modify the “Works Cited” paragraph as follows:

e. With the insertion point immediately before the “Works Cited” paragraph, insert a manual page break.

f. Center the “Works Cited” paragraph on the new page 3.

With the insertion point in the left-aligned blank paragraph at the end of the document, use the Insert Bibliography command to insert a list of sources without a built-in heading.

After reviewing the bibliography, you notice the year is missing from the Kaplan source. Find the Kaplan source and edit it, entering 2019 as the year.

Update the bibliography field so the Works Cited list reflects the edit you made to the Kaplan citation.

Check the spelling and grammar in the document to identify and correct any spelling errors. (Hint: Ignore names. (You should find and correct at least one spelling error.)

Your document should look like the final figure on the following pages. Save your changes, close the document, and then exit Word. Follow the directions on the SAM website to submit your completed project.

 

Final Figure

 
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Assistance With A SPSS PSY-FP7864 Quant Design And Analysis A1 Assesment

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I’ve attached all the information from the course and the template. The data needed for this course is in the grades.sav file.

For this three-part assessment, you will create and interpret histograms and compute descriptive statistics for given variables; analyze the goals of data screening; and generate z scores for variables, analyze types of error, and analyze cases to either reject or not reject a null hypothesis. You will use SPSS software and several Capella course files to complete this assessment.

A solid understanding of descriptive statistics is foundational to grasping the concepts presented in inferential statistics. This assessment measures your understanding of key elements of descriptive statistics.

SHOW LESS

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Analyze the computation, application, strengths, and limitations of various statistical tests.
    • Analyze the strengths and limitations of examining a distribution of scores with a histogram.
    • Analyze the relevant data from the computation, interpretation, and application of z-scores.
    • Analyze real-world application of Type I and Type II errors and the research decisions that influence the relative risk of each.
  • Competency 2: Analyze the decision-making process of data analysis.
    • Analyze meaningful versus meaningless variables reported in descriptive statistics.
    • Apply the logic of null hypothesis testing to cases.
  • Competency 4: Interpret the results of statistical analyses.
    • Interpret histogram results, including concepts of skew, kurtosis, outliers, symmetry, and modality.
    • Interpret descriptive statistics for meaningful variables.
  • Competency 5: Apply a statistical program’s procedure to data.
    • Apply the appropriate SPSS procedures for creating histograms to generate relevant output.
    • Apply the appropriate SPSS procedure for generating descriptive statistics to generate relevant output.
    • Apply the appropriate SPSS procedures for creating z-scores and descriptive statistics to generate relevant output.
  • Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.
    • Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the identified field of study.
 
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Chap 7 Excel

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Details

Location Average Sold Price Number Sold Dual Agent Total # Sold Total Sold Prices Highest Sold Price Agent Codes and Commission Rates
Alpine Carey BA Buyer’s Agent 2.75%
American Fork Hernandez DA Dual Agency 5.50%
Cedar Hills Pijuan SA Seller’s Agent 3.25%
Lehi
Total Commission by Agent Input for Bonus
Carey Percent of List 100%
Hernandez Days on Market 30
Pijuan Bonus Amount $ 1,000
Number City Selling Agent Agent Type Agent Type List Price Sold Price Listing Date Sale Date Days on Market Agent Commission Bonus
1 Cedar Hills Pijuan DA $ 725,000 $ 705,000 4/1/21 6/16/21
4 Lehi Pijuan DA $ 350,799 $ 350,000 4/1/21 5/25/21
5 American Fork Pijuan DA $ 385,900 $ 385,900 4/1/21 4/30/21
6 Alpine Carey SA $ 500,000 $ 495,800 4/3/21 6/10/21
7 Lehi Pijuan BA $ 345,999 $ 345,000 4/3/21 6/1/21
11 American Fork Hernandez DA $ 325,000 $ 320,000 4/12/21 5/30/21
12 Alpine Pijuan DA $ 750,250 $ 725,900 4/12/21 11/1/21
17 Alpine Carey DA $ 645,000 $ 643,000 4/18/21 6/23/21
19 American Fork Pijuan BA $ 425,000 $ 415,000 4/18/21 6/30/21
21 Lehi Pijuan SA $ 325,000 $ 330,000 4/28/21 6/1/21
24 American Fork Pijuan SA $ 425,815 $ 418,000 4/28/21 9/15/21
27 Alpine Pijuan DA $ 700,000 $ 705,000 4/30/21 6/19/21
30 Lehi Hernandez SA $ 365,000 $ 363,000 5/1/21 6/18/21
32 Cedar Hills Carey SA $ 885,500 $ 800,000 5/1/21 6/6/21
34 Cedar Hills Carey SA $ 610,000 $ 600,000 5/1/21 6/26/21
35 Cedar Hills Hernandez DA $ 560,700 $ 565,000 5/1/21 5/30/21
36 American Fork Hernandez BA $ 450,000 $ 450,000 5/2/21 9/30/21
43 American Fork Carey BA $ 375,000 $ 372,500 5/6/21 5/15/21
46 Cedar Hills Carey SA $ 650,000 $ 625,750 5/15/21 6/9/21
48 Alpine Hernandez DA $ 545,000 $ 560,000 5/22/21 6/16/21
53 Lehi Carey SA $ 315,750 $ 320,000 5/28/21 6/18/21
61 Lehi Carey DA $ 300,000 $ 300,000 6/2/21 9/2/21
69 Alpine Hernandez DA $ 589,000 $ 595,000 6/18/21 7/8/21
70 American Fork Hernandez DA $ 345,670 $ 345,000 6/20/21 9/30/21
73 Cedar Hills Carey BA $ 555,000 $ 550,000 6/24/21 6/30/21
75 Alpine Carey BA $ 475,000 $ 485,000 6/24/21 9/18/21
78 American Fork Carey DA $ 400,000 $ 400,000 6/30/21 7/15/21
80 American Fork Pijuan SA $ 380,500 $ 365,750 6/30/21 9/1/21

Map

Location Postal Code Average Selling Price
Alpine 84004 $ 601,386
American Fork 84003 $ 385,794
Cedar Hills 84062 $ 640,958
Lehi 84043 $ 334,667

Loan

Loan (PV) $ 300,000.00
APR 4.50%
Monthly Rate 0.38%
NPER 360
Monthly Payment $1,520.06
Payment Number Beg Balance Interest Principal
1
2
3
4
5
6
7
8
9
10
11
12
Cumulative Totals after Year 1
Interest
Principal Paid
What if the goal is $1,400 monthly payment?
Monthly Payment $ 1,400.00
Monthly Rate Needed
APR Needed
 
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Critical Thinking: Case Study – Develop A Motivation Plan

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First, read “Case Study 6-6 “Develop a Motivation Plan” on page 121 in Organizational Behavior in Health Care.

 

Within the principles of the content theories of Maslow, Herzberg, and Alderfer:

1.            Explain why Susan is behaving the way she has been over the past three months.

2.            Offer three specific recommendations to address the problem of Susan’s job performance.

Your well-written paper should meet the following requirements:

●             Four-to-five pages in length, not including the cover sheet and reference page.

●             Formatted according to APA 7th edition and Saudi Electronic University writing standards.

●             Provide support for your statements with in-text citations from a minimum of four scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but the other two must be external. The Saudi Digital Library is a good place to find these references.

Recommended:

Batayneh, M., Ali, S., & Nashwan, A. (2019). The burnout among multinational nurses in Saudi Arabia. Open Journal of Nursing, 9, 603-619.

 
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Week 2 – PESTLE Analysis PowerPoint

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Week 2 – PESTLE Analysis PowerPoint

Due Week 2 and worth 300 points

A PESTLE Analysis identifies political, economic, social, technological, legal, and environmental factors. Review PESTLE Analysis at the following https://www.groupmap.com/map-templates/pestle-analysis

The U.S. health care system costs $3.3 trillion last year and delivered too little value (Blumenthal, 2017). For most Americans, health care is not only expensive but also fragmented, inconvenient, and physically inaccessible.  Aetna, CVS, UnitedHealth Group and DaVita are health care stakeholders who are engaging in mergers and acquisitions to produce a higher quality product.  Review the article “Is M&A the Cure for a Failing Health Care System?” at https://hbr.org/2017/12/is-ma-the-cure-for-a-failing-health-care-system in Harvard Business Review.

Congratulations; you have been selected as the new Chief Executive Officer (CEO) of a local hospital.  Within six months of taking the job, you learn your health care organization is considering a merger.  Your first task is to conduct a PESTLE Analysis.  Use critical thinking skills and metacognition to research current events in the macro environment of the local hospital in your area.  Your hospital selection will be the same hospital used throughout this course.  Review the website information on your hospital selection and prepare a 10-slide Microsoft PowerPoint narrative using a PESTLE Analysis

Your 10-slide PESTLE PowerPoint should follow this format:

1. Slide 1: Cover Page a. Include the title of your paper, your name, the course number and course title, your professor’s name, the university’s name, and the date.

2. Slide 2: Background / Executive Summary a. Describe the details of the situation. Use bullets with short sentences. The title of these slides should be Executive Summary.

3. Slide 3: Thesis Statement a. Identify the focus of your research. The title of this slide should be Thesis Statement.

4. Slides 4-9: Supporta. Support your Thesis Statement following the SESC formula: State, Explain, Support, and Conclude.  (Use Sublevel 1 and 2 Headings to provide coherence and organization. An overview of using the Sublevel 1 and Sublevel 2 headings is provided in the following video  https://www.youtube.com/watch?v=yr185y-fAks . Provide in-text citations using the format in the American Psychological Association (APA) Manual 2010, 6th Edition.)

5. Slide 10: References

a. Locate peer reviewed journal articles to support your responses.  For example, identify clinical quality that does not compare to other hospitals, see https://www.medicare.gov/hospitalcompare/search.html . Use APA format for your references. (To help you with APA in-text citations and your Reference list, some students use Citation Machine at http://www.citationmachine.net .)

Writing Resources are available from Strayer University’s Writing Center, Tutor.com, and https://www.grammarly.com . Your SafeAssign score should be ≤25%, as stated in Blackboard.

The specific course learning outcomes associated with this assignment are:

· Differentiate between strategic management, strategic thinking, strategic planning, and managing strategic momentum.

· Analyze the significance of the external environment’s impact on health care organizations.

· Analyze the roles of and the relationships among organizational mission, vision, values, and strategic goals, and why they are called directional strategies.

· Apply analytic skills to define strategic problems, generate and evaluate strategic alternatives, and develop implementation tactics.

· Use technology and information resources to research issues in the strategic management of health care organizations.

· Write clearly and concisely about strategic management of health care organizations using proper writing mechanics.

Notes:

1. Manually enable Safe Assign for the activity.

2. If students are unable to provide the voice narrative, do not subtract points. Allow the students to provide a written narrative on the Notes Pages in MS PowerPoint.

 
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Essay, Assignment Questions

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Week 1-communication assignment/Instructions

For this quiz, you will verify that you completed the exercise below by clicking the “preview” button at the bottom of this screen and checking “yes” to indicate you completed the work.

Prior to beginning work on this exercise, complete the Course Training: Exercises and Integrating Sources quiz. As mentioned in that training, each week students will be required to do an exercise where they explore a theme from the class by observing others or reflecting on some course idea. Students will compile FOUR exercises for their final project – a Communication Notebook. In weeks 1, 2, and 4, students will be required to complete step 1 of each exercise in their Communication Notebook and complete the check-in quiz.

In week 5, you must complete the fourth exercise and complete step 2 for all four exercises. Step 2 will involve connecting your findings to key themes from this class. In most weeks, you will have options to choose from. However, in this week, you will be required to address channels of communication.

Here are the instructions for completing this week’s exercise:

Speak to two people in two different ways – 1) via phone or video chat and 2) through email, messenger, or phone texting. You will ask them the same set of questions and discuss the same topic – their birthday or vacation plans. You will ask them the following questions:

1. What are you doing for your birthday or next vacation?

2. What did you do last year?

3. What do you want as a gift or what do you want to do while on vacation?

After your interaction, answer the following questions in the Week 1 Step 1 section of your Communication Notebook.

1. How much time did each exchange take (roughly)?

2. How well were the questions answered via phone or video chat?

3. How well were the questions answered via email, messenger, or phone texting?

4. How close did you feel to the person in the phone or video chat exchange?

5. How close did you feel to the person in email, messenger, or phone texting exchange?

6. Which interaction was most satisfying and why?

 

 

 

 

Communication Notebook

This is the form you will use to record all of your weekly exercise notes. In weeks 1, 2, 4 and 5 you will update this document with the new exercise you complete. You only have to answer three questions, through week 4. Then, in week 5, you will be required to complete questions two for each week’s exercise. You will be required to use Bevan, one course reading from the required or recommended list, and TWO course videos. See the resources box for the week 5 paper instructions for a list of videos, but you can use any from class. They should all be listed in a reference list at the end of this document and they should all comply with APA style guidelines.

Week 1: Channels of Communication

Step 1 – Describe the findings. (100 to 150 words) – Only this part is due at the end of week 1

 

a) How much time did each exchange take (roughly)? (1 to 2 sentences)

 

 

b) How well were the questions answered via phone or video chat? (1 to 2 sentences)

 

 

 

c) How well were the questions answered via email, messenger, or phone texting? (1 to 2 sentences)

 

 

 

d) How close did you feel to the person in the phone or video chat exchange? (1 to 2 sentences)

 

 

 

e) How close did you feel to the person in email, messenger, or phone texting exchange? (1 to 2 sentences)

 

 

 

f) Which interaction was most satisfying and why? (1 to 2 sentences)

 

 

Step 2 – Apply what you have learned during this class, especially the basic principles of effective communication, ideas of the self, or culture, to your exercise results, citing at least two course resources to support you and one can be a video. (This must be 200 to 250 words.) Due week 5.

 

Week 2: Please list your exercise: ___________________________

 

 

Option 3: Stereotypes

As we have learned in Bevan, we use perceptual schemas to make sense of the world around us. These are central to communication, as they involve perception (taking in information into our minds through observing verbal and nonverbal cues), classification (putting information into categorical boxes in our minds), and then assigning meaning to those classifications, which are typically positive or negative.  In this option, you will explore a broad category of schemas called “stereotypes.”  To complete the task, do the following, using and citing Bevan as much as possible:

· Define stereotypes, utilizing Bevan.

· Explain how stereotypes are useful tools we use to make sense of the world and make choices.

· Identify three common stereotypes and write a sentence that draws on them.

· Explore why each stereotypical sentence can be destructive.

· List some steps we can take to mitigate the negative impacts of stereotypes

 

 

 

 

Step 1 – Describe the findings. (100 to 150 words) – Due week 2

 

Step 2 – Apply what you have learned during this class, especially the basic principles of effective communication, ideas of the self, or culture, to your exercise results, using and citing at least two course resources to support you and one can be a video. (This must be 200 to 250 words.) Due week 5.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 4:

Please list your exercise: ___________________________

Step 1 – Describe the findings. (100 to 150 words) – Due week 4

 

 

Step 2 – Apply what you have learned during this class, especially the basic principles of effective communication, ideas of the self, or culture, to your exercise results, using and citing at least two course resources to support you and one can be a video. (This must be 200 to 250 words.) Due week 5.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 5:

Please list your exercise: ___________________________

Step 1 – Describe the findings. (100 to 150 words) – Due week 5

 

Step 2 – Apply what you have learned during this class, especially the basic principles of effective communication, ideas of the self, or culture, to your exercise results, using and citing at least two course resources to support you and one can be a video. (This must be 200 to 250 words.) Due week 5.

 
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Examine The Role Of Risk Management Within The Homeland Security Enterprise.

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Assignment Instructions

For this assignment, the student is expected to develop a 4-5 page report that fully provides the requested information.

Topic: Examine the role of risk management within the homeland security enterprise.
The basic equation for risk is defined as R = ƒ(C*V*T) where R is the level of risk, C is the consequences (public health, our economy, government action, public confidence in our institutions) of an attack, V is an assessment of the vulnerability of a potential target (how hard or easy it would be for it to be hit by terrorists) and T is the threat or the likelihood that a specific target will suffer an attack or disaster from a specific weapon. The Department of Homeland Security has stated that it will apply risk management principles to homeland security operations and has stated that “Ultimately, homeland security is about effectively managing risks to the Nation’s security” (DHS 2010, 2). Drawing upon your class readings and additional research, examine how risk management is used by the homeland security enterprise and the many benefits derived from such activities as resource allocation, strategic planning, grant funding, or any other homeland security-related initiatives. Reference: U.S. Department of Homeland Security. (2010). Quadrennial homeland security review report: A strategic framework for a secure homeland. Washington, DC: Government Printing Office.

 
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DB 1

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Topic: Is ethical relativism correct?

Thread: After studying the Reading & Study materials, compose a 500-600 word argument that is objective, carefully-constructed, and free of emotion (and hence it should not contain any exclamation points) in support of your opinion about ethical relativism. First, explain exactly what ethical relativism is. Don’t simply re-state the reading, but provide an explanation of relativism using your own words but also showing that you did the reading and understand the issue. Second, argue either that ethical relativism is true or that it is false, explaining in detail why you think your opinion is correct. You may want to acknowledge some truths on the opposing side. Treat both sides with respect.

Be sure to carefully define your terms. You are encouraged to support your position with rational arguments, fitting examples, and expert sources. Any quotes or information used from sources other than yourself must be cited using footnotes in current Turabian format and will not count towards the total word count.  You will be penalized for falling short or exceeding the word count. This is a university-level writing assignment and therefore it must be carefully proofread, free of grammar, spelling, and punctuation errors. Do not use slang, emoticons, or abbreviations (as if you are texting or sending an email to a friend).

 
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Navigating LoudCloud-Online

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 1

Name:

Course:

Date:

Instructor:

Topic 1 Assignment: Navigating GCU Resources & Writing Expectations

Be sure to address all 13 questions in Part 1 and complete the matching in Part 2. When you have finished, save the document. While in the assignment dropbox: 1) click BROWSE FROM MY COMPUTER, 2) upload your saved document, 3) SUBMIT to FINAL SUBMISSION.

 

Purpose of Assignment: To become familiar with the GCU learning management system we refer to as the LoudCloudclassroom, explore important GCU student resources, and become familiar with GCU’s collegiate level writing expectations.

 

Grading Criteria: The assignment will be graded with an instructor answer key.

Assignment Due Date: End of Topic 1

Part 1: Navigating the Loud Cloud LMS and GCU Website

Directions: Type directly into this document.Please locate the correct response(s) to each of the questions below, and then provide your answer found, in one to two sentences, or short answer format. (The spacing will be adjustedas you type your responses. Please DO NOT forget to SAVE once you begin to answer the questions, so you do not lose any information.)

The following questions are directed towards Loud Cloud:

1. Click on the DASHBOARD tab in the Loud Cloud classroom. Describe the following tabs (table will expand as needed):

Path  
Planner  
Student Resources  
Gradebook  
Connect  
Messages  
Preferences  

 

2. From the DASHBOARD in Loud Cloud, explain the steps to find your grades and instructor feedback.

 

3. Under the DASHBOARD tab in LoudCloud, click on the STUDENT RESOURCES link and locate the STUDENT SUCCESS CENTER. Search for RESOURCES and locate THE WRITING CENTER. From there click on STYLE GUIDE AND TEMPLATES and locate GCU Style Guide and Template documents. (Right click and save these to your computer for future reference). Once you have read the Style Guide, why do you think academic writing requires such strict formatting?

 

4. Inside the Student Success Center , type “Tutorials & Webinars” in the search bar. List three tutorials or webinars that will help you most as you begin this course. For each, explain how you feel they will help.

5. From the Course Home page in Loud Cloud, click on the DASHBOARD tab and then click on CONNECT linkand then FORUMS. Locate (at the top of the page) and explain the purpose of the Discussion Question Forum, Private Forum, and Questions to Instructor Forum.

 

6. Click on the DASHBOARD tab in the Loud Cloud classroom and select PATH. List the three headings across the top of the page and list their content.

 

7. Go to the DASHBOARD tab and click on STUDENT RESOURCES and then LIBRARY.  Under About Us click on the Frequently Asked Questions link. Describe how to get help from the librarian.

 

8. Use the DASHBOARD tab, click on CONNECT, and then ROSTER. Review your instructor’s profile, provide his/her contact information, including office hours.

 

9. There are two different locations to review the ANNOUNCEMENTS. Locate and share the steps to find the Announcements through the DASHBOARDtab. In addition, where else on the homepage can you go directly to the Announcements (hint: it is an icon)?

 

10. Once logged into the LoudCloud classroom,within the DASHBOARD, locate the GCU TECHNICAL SUPPORT tab. List three ways in which you can contact them, and also provide their email address and phone number (hint: look for the “need help” Tab)?

The following question is directed towards the GCU Website at: https://www.gcu.edu

11. On the Home page, click on Degree Programs, locate and click your area of interest, choose your Bachelor Program, click on Go To Program. Locate your Program Core Courses and list one course that looks most interesting to you. Why did you choose this course? Include the course name, course number and course description along with your explanation.

 

The following questions are directed towards the GCU Website at: http://students.gcu.edu

12. On the Home Page, locate and click Student Affairs, then locate and click Spiritual Life. Describe which sections of this page interest you. Why?

 

13. On the Home page, locate and click Student Resources. Locate and click Student Success then click on Ace Centers and locate Academic Resources. What can a learning advocate (LEAD) do for you and how can you schedule an appointment?

 

 

PART 2: GCU Writing Expectations

The purpose of this section is to help you understand some of the academic writing expectations at GCU and in higher education. Included is a comprehensive list of writing expectationsor guidelines you will want to adhere to during your academic career as well as ways to overcome common errors in college-level writing.After reviewing the Developing Academic Skills Guide and theAcademic Writing Guidelines Resource located under Resourcesand the accompanying links, complete the sections below. In addition to this, you are welcome to use external resources such as the GCU Library, Google Scholar, or similar search engines to understand these guidelines and common errors more fully.

 

Instructions:

Place the correct guideline (the capital letters), next to the correct description of that guideline.

 

  Guidelines:            
A Contractions   F 1st Lines of Paragraphs indent 0.5”   K Spell Check
B Writing in 3rd person   G Conciseness   L Margins
C Times New Roman 12pt Font   H Run-on Sentences   M Text/Slang language
D Double Space   I Fragmented Sentences   N Capitalization
E Align Left   J Idioms   O Essay Formatting
               
  GuidelineDescriptions:            
  Microsoft Word has a sophisticated “checker” to identify most spelling, grammar, & consistency errors. Remove all before submission.
  An extra line between sentences accomplished by using the “Line and Paragraphing Spacing” option in Microsoft Word & selecting 2.0 Spacing
  The TAB key often makes a perfect 0.5-inch indentation by default.
  All four sides of each page in your document must default to 1.0” for the top, bottom, left, and right sides.
  Separates creative writing from formal academic writing including APA, MLA, & GCU Style. Strict adherence is required.
  Clichés slang or figurative language should be avoided. Instead, write out or use the definition instead of the cliché.
  Avoid the shortened forms of one or two words combined. Spell out both words.
  Be sure to use this appropriately for the first word in every sentence, proper nouns, and Netiquette.
  LOL is an example of a term that should not be used in academic writing.
  Most common standardized lettering and size in college level writing.
  Microsoft Word will underline these errors with a blue line. Rewrite the sentence until the blue line disappears.
  Paragraphs should be aligned to the left at the zero or null point on the Microsoft Word ruler.
  Avoid extraordinarily long sentences. The word “and” can often be a place to split up a Run-on.
  Avoid wordiness by deleting needless words and using Microsoft Word thesaurus for word ideas, synonyms, and antonyms.
  One would, A person could, They should, She, He, It are examples of writing in this point of view

 

 

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