Evaluating Counseling Skills Effectively

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Evaluating Counseling Skills Effectively

Evaluating Counseling Skills Effectively

Assignment 1: Peer Critique of Final Interview Session

In this module, your facilitator will assign you the submissions of two students whose final interview papers you will review and critique. Read each file and make notes of o the interactions of the client and the student therapist along with the feedback and summary reports.

Critique as follows:

  • The engagement of the client at the beginning of the session
  • One use of attending
  • One use of paraphrasing
  • One instance of reflecting a feeling
  • One instance of expressing empathy
  • The summarizing at the end of the session

Express your feedback by showing how the client reacted in the notes of the therapist and in the client’s feedback.

In this way, you’ll be providing objective feedback about the results of the skills as evidenced the reports of both the therapist and the client.

Submit your critiques in two to three paragraphs to the M7: Assignment 1 Dropbox and the Discussion Area by the due date assigned. Name your file SP6104_M7_A1_lastname_firstinitial.doc.

Read and review the critiques submitted by others to gain a broad perspective of counseling skills and client responses. Contribute to the discussion by drawing conclusions from the critique results through the end of the module. All written assignments and responses should follow APA rules for attributing sources.

Assignment 1 Grading CriteriaMaximum PointsProvided feedback about the effects of the counselor on engaging the client by the client’s response.8Provided feedback about the effects of the counselor’s use of attending by describing the client’s response.8Provided feedback about the effects of the counselor’s use of paraphrasing by describing the client’s response.8Provided feedback about the effects of the counselor’s reflecting the client’s feeling by describing the client’s response.8Provided feedback about the effects of the counselor’s expression of empathy by describing the client’s response.8Provided feedback about the effects of the counselor’s use of summarizing at the close of the session by describing the client’s response.8Participated in the discussion by drawing conclusions about the broad range of results of counselor behaviors.8Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.4Total:60

 

The engagement of the client at the beginning of the session

It seems to me that at the beginning of the session the client was a bit reluctant to go see the therapist and was a little uncomfortable doing so. In my opinion the client seems very nervous by using the phrase “um” so much.

One use of attending

You could tell that the therapist was listening because I the middle of the session as the client is telling his story the therapist is saying ok and nodding his head as to show that he is understanding what is being said. For future sessions I feel that the client could be a little more verbal when responding to what the client had to say. This might make the client more comfortable in opening up.

One use of paraphrasing

To me this was a very good example of paraphrasing. You were about to restate what the patient said into your own words.

ME: Ok.  So, Andy, with all that I’m hearing, between the football, classes and grades, and going out, it really does sound like there are a lot of time management concerns.  Is that correct?

One instance of reflecting a feeling 

A feeling that I noticed was consolation, the advice that was given to the client was something that made them feel better after they’ve been discouraged about coming and opening up.

ME: Ok.  I’m really glad this is helping you, Andy.  You know, together we can work towards ways of managing the time you have and creating a less stressed environment.

One instance of expressing empathy

In my opinion there was a lack of empathy when the client decided to open up there was never really a part that built that bridge.

In my opinion the therapist should have let the client know that there are a very large number of student athletes that are going through some of the same difficulties ironing out these issues

The summarizing at the end of the session

I feel that the full summary of the session and the issues of the client where covered very accurate and very well written.

ME: So, to summarize today, we’ve gone over your grades and that additional tutoring might help, the pressure of school along with football is accumulating and currently your outlet is going out drinking but it could be fishing, and your girlfriend had you come in here to talk with someone, even if this is something that at first you may have felt reluctant to.  Does that sound about right?

 
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Healthcare Information Systems Impact

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Healthcare Information Systems Impact

(Healthcare Information Systems Impact)

Question description

Information systems in healthcare: data integrity, legal and ethical implications, writing homework help

Information Systems in Healthcare Paper Guidelines

Purpose

The purpose of this assignment is to select a topic related to information systems in healthcare from the list provided, research and analyze the topic, and describe how you will apply your newfound knowledge to your nursing practice.

Course Outcomes(Healthcare Information Systems Impact)

This assignment enables the student to meet one or more of the following Course Outcomes depending upon the topic selected:

CO#1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO#1)

CO#2: Analyze data from all relevant sources, including technology, to inform the delivery of care. (PO#2)

CO#3: Define standardized terminology that reflects nursing’s unique contribution to patient outcomes. (PO#3)

CO#4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO#4)

CO#5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO#5)

CO#6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO#6)

CO#7: Examine the use of information systems to document interventions related to achieving nurse sensitive outcomes. (PO#7)

CO#8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO#8)

Rubric See RUBRIC BELOW

Topics(Healthcare Information Systems Impact)

Select ONE of these topics for the focus of your paper:

Standard terminologies (CO3, CO8)

Decision-making support tools (CO4, CO8)

Patient education technology (CO5, CO8)

Data integrity, legal and ethical implications (CO7, CO8)

Directions

1.You are to research, analyze, and write an APA-formatted scholarly paper about the topic that you have selected.

2.Write an introduction that defines and describes the topic. Address what purpose the topic serves and how it impacts the delivery of healthcare in general, and nursing care in particular. Keep in mind that APA guidelines state you are not to use the heading of “Introduction,” but you should include it at the beginning of your paper.

3.Search for scholarly sources and relevant websites. Include a minimum of two scholarly sources. The course textbook does not qualify as a scholarly source. Cite all sources in the body of the paper and include them in the References list following proper APA formatting.

4.Provide one example of this topic. Describe the main features or aspects of the example with support from your sources.

5.Describe an experience where the topic impacted you personally, either when you were receiving health care, or when you were providing nursing care. Relate one positive aspect or one negative aspect of this experience and how it could have been improved.

6.Write a conclusion that summarizes the topic, purpose and how your newfound insight will influence your nursing care.

7.Use Microsoft Word to develop your paper. Use APA formatting. Refer to the Publication manual of the APA, 6th edition. Review the various APA documents included in this course and the Chamberlain Care Student Success Strategies (CCSSS) that can help you with your writing. Take advantage of the tutoring services that are available to Chamberlain students for free.

8.The length of the paper should be a maximum of 4-5 pages, excluding the title page and the reference page. There should only be one small quote maximum in the paper. Citations should primarily include summary and restatement.

RUBRIC

Healthcare Information Systems Impact

Criteria Ratings Pts
This criterion is linked to a Learning Outcome Introduction

(Define and describe the topic, its purpose, and its impact on healthcare and nursing care.)
Introduces and describes the topic in depth, its purpose, and its impact on healthcare and nursing care.

25.0 pts

 Introduces and describes the topic in fair depth and detail, its purpose, and its impact on healthcare and nursing care.

22.0 pts

 Introduces and briefly describes the topic, and its impact on healthcare or nursing care.

20.0 pts

 Does not adequately introduce or describe the topic, or minimally describes impact on healthcare or nursing care.

10.0 pts

 Does not introduce or describe the topic, and/or does not describe impact on healthcare or nursing care.

0.0 pts
25.0 pts
This criterion is linked to a Learning Outcome Topic Examples

(Provide one example of your topic. Describe the main features or aspects of the example.)
Provides one outstanding example that exemplifies your topic. Describes the main features or aspects of the example in depth.

50.0 pts

 Provides one appropriate example that relate to your topic. Describes the main features or aspects of the example in some detail.

44.0 pts

 Provides one example that relates to your topic. Describes the main features or aspects of the example briefly.

40.0 pts

 Provides one correct example but inaccurately describes the example.

19.0 pts

 Does not provide an example.

0.0 pts
50.0 pts
This criterion is linked to a Learning Outcome Personal Experience

(Describe a personal or work-related experience with the topic. Relate one positive or one negative aspect of this experience, and how it could have been improved.)
Describes a personal or work-related experience that is an excellent example of the topic. Relates one positive or one negative aspect of this experience, and how it could have been improved.

50.0 pts

 Describes a personal or work-related experience that generally relates to the topic. Relates one positive or one negative aspect of this experience, and how it could have been improved.

44.0 pts

 Describes a personal or work-related experience that somewhat relates to the topic. Relates one positive OR one negative aspect of this experience, but does not describe how it could have been improved.

40.0 pts

 Minimally describes an experience that generally relates to the topic. Fails to describe positive or negative aspects of this experience or how it could be improved.

19.0 pts

 Fails to describe, an experience, or describes one that does NOT relate to the topic.

0.0 pts
50.0 pts
This criterion is linked to a Learning Outcome Conclusion

(Write a conclusion that summarizes the topic, purpose and how your newfound insight will influence your nursing care.)
Clearly summarizes the topic including its definition, purpose and how what you have learned will influence your nursing care.

25.0 pts

 Summarizes the topic including its definition, purpose, and how what you have learned will influence your nursing care.

22.0 pts

 Fairly summarizes the topic including its definition, purpose, and how what you have learned affects your nursing care in the future.

20.0 pts

 Minimally summarizes the topic but fails to include its definition, purpose, OR what you have learned that will influence your future nursing care.

10.0 pts

 Fails to summarize the topic. Omits the definition, and impact on your nursing care.

0.0 pts
25.0 pts
This criterion is linked to a Learning Outcome Supporting Evidence

(Locate, cite, and reference a minimum of two relevant scholarly sources of evidence that indicate an information search has been conducted. The textbook does not qualify as a scholarly source. One scholarly source must be a peer-reviewed journal article.)
Locates, cites, and references a minimum of TWO relevant scholarly sources of evidence that indicate an information search has been conducted. The textbook is not a scholarly source. One source must be a peer-reviewed journal article.

25.0 pts

 Locates, cites, and references a minimum of TWO relevant scholarly sources of evidence that indicate an information search has been conducted. The textbook is not a scholarly source.

22.0 pts

 Locates, cites, and references a minimum of ONE relevant scholarly source and the textbook as evidence that indicates an information search has been conducted.

20.0 pts

 Locates, cites and references only ONE relevant source of evidence that indicates an information search has been conducted. The source is not necessarily scholarly.

10.0 pts

 Fails to locate relevant sources, or there is no indication that an information search has been conducted.

0.0 pts
25.0 pts
This criterion is linked to a Learning Outcome Scholarly Writing and APA Format

(• Title page, running head, and page numbers.
• Include an introduction, body, and conclusion/ recommendations sections (Level 1 headings) that are clearly labeled. There is a logical flow.
• Page count met of 4-5 pages maximum, excluding the title page and reference page.
• Only one small quote maximum was included. Uses summary and restatement primarily for citations.
• Grammar, punctuation, paragraphing, and sentence structure are correct.
• Body of the paper includes properly formatted in-text citations, and the reference page includes properly referenced sources that were cited in the paper in APA format.
• Evidence of spelling and grammar check.)
• Title page, running head, and page numbers. • Sections include an introduction, topic examples, personal experience, and conclusion. • Level 1 headings used appropriately • Each section has at least three sentences. • Grammar, punctuation, paragraphing, and sentence structure are correct. • Citations throughout demonstrate support of student’s ideas and opinions. • Reference page includes all sources and no errors in format. • Meets page requirements- 4-5 page maximum, excluding title and reference pages. • Only has one small quote in the paper. Uses summary and restatement primarily for citations. • Evidence of spell and grammar check.

25.0 pts

 • Minimal error in APA title page, running head, or page numbers noted. • Sections include an introduction, topic examples, personal experience, and conclusion. Level 1 headings may or may not be used appropriately. • Minimal errors in grammar, spelling, paragraphing, punctuation, and/or sentence structure noted. • Citations are present but not in correct format. • References are present, with minimal errors in format. • Meets page requirements- 4-5 page maximum, excluding title and reference pages. • Only has one small quote in the paper. Uses summary and restatement primarily for citations.

22.0 pts

 • Some errors in APA title page, running head, and/or page numbers noted. • Sections indicated, but level 1 headings not used. • Some errors in grammar, paragraphing, spelling, punctuation, and/or sentence structure noted. • Citations are present but not in correct format. • References are present, with some errors in format. • Does not meet page requirement for assignment. • Some indication of errors within document. • Has one-two small quotes in the paper. Uses summary and restatement primarily for citations.

20.0 pts

 • Multiple errors in APA formatting. • Multiple grammar, spelling, paragraphing, and punctuation errors noted. • Citations are incorrectly formatted. • References are incorrectly formatted. • Little evidence of proofreading prior to submitting paper. • Does not meet page requirements. • Uses more than two quotes in the paper. Does not meet guidelines.

10.0 pts

 • Many errors in APA formatting. • Many grammar, spelling, paragraphing, and punctuation errors noted. • Citations are missing. • References are missing. • No sign of proofreading prior to submitting paper.

0.0 pts
25.0 pts
 
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Comprehensive Research Paper Submission

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Comprehensive Research Paper Submission

(Comprehensive Research Paper Submission)

Assignment 1: LASA 2: Final Project: Final Research Paper

Submit your final research paper to the Submissions Area by the due date assigned. It should include a cover page, abstract, intro/lit review, method section, results (simply report what statistics you propose to use), discussion section, and reference page.

Your final paper should be double-spaced, 8 to 10 pages in length, and properly edited.

Please use the following information to help you with each section:

  1. Cover page: Pay attention to APA style and refer to the example in your textbook.
  2. Abstract: Is written on its own page and is a very brief summary of your study. Think in terms of one sentence stating your research question, one or two sentences regarding background and what we already know about it, one or two sentences regarding your methodology (e.g., how many participants were used and how were your variables assessed), and one or two sentences about your findings.
  3. Intro/lit review: incorporate the feedback and make revisions to the introduction and literature review submitted in Week 4.
  4. Method section: incorporate the feedback and make revisions to the Method section submitted in Week 4.
  5. Results section: in one paragraph, state what statistical test would have been used and why it was chosen.
  6. Discussion section: broken down into the following paragraphs:
    • paragraph 1: statement of your results/findings (or what you imagine might be your results).
    • paragraph 2: what might have affected those results (i.e., threats to internal and external validity). Include flaws in your design and confounding variables.
    • paragraph 3: implications for your findings including the significance and impact on the field as well as future research directions.
  7. Reference page: Pay attention to APA style and refer to the example in your textbook.

Assignment 1 Grading Criteria

Maximum Points

Abstract: Clear and concise review of most important components of the research study. Met the required word count.

44

Literature review: Convincing evidence is given that a thorough review of literature was completed and  a variety of sources (at least 4) are appropriate and directly used to support hypothesis

44

Methods: Clear understanding of participants for research study

20

Measures or Instruments: Measures/instruments used in research study are identified and accurate.

20

Procedure: Procedures for research study are identified and accurate.

20

Ethical Issues: Presentation of possible ethical issues and solutions is clear and convincing and present APA ethical guidelines.

36

Results and Discussion section: Anticipated results, flaws, Implications for results, Future directions

52

Writing Components (20% of LASA 2 grade)

Organization (16 points): Introduction, Thesis, Transitions, and Conclusion.

Usage and Mechanics (16 points): Grammar, Spelling, and Sentence structure.

APA Elements (24 points): Attribution, Paraphrasing, and Quotations.

Style (8 points): Audience, and Word Choice.

64

Total:

300

 
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Showcasing Psychology Program Mastery

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Showcasing Psychology Program Mastery

(Showcasing Psychology Program Mastery)

 

Psychology Work

Final Project

For your Final Project, you will create a website that showcases the skills you have gained throughout your psychology program.  Your website will consist of the following elements: a homepage, a literature review, expert opinions, résumés, a case study, and a list of pertinent websites.  Each of these sections will be its own tab on the website.  When complete, you may choose to use this website after graduation as a means to showcase your abilities to potential employers and/or graduate schools.

To begin, review the elements required for each section of your website below.

Next, visit the Wix.com (Links to an external site.)Links to an external site. website to familiarize yourself with this technology.  Scroll down on the webpage and click the pink arrow to view a quick tour video of the website platform.  Note: This site is best viewed using either the Chrome or Firefox web browsers.  Refer to the Wix.com Quick-Start Guide (Links to an external site.)Links to an external site.for step-by-step instructions on setting up your website.

Wix_com_Quick_Start_Guide.pdf

If you experience any technical difficulties, please visit the Wix Support Center (Links to an external site.)Links to an external site.. The technical support offered through your Student Portal will not be able to assist you with the Wix website.  When you are ready to create your website, click the Start Now button to register and begin building.  If you are unable to utilize the Wix platform to complete this assignment and you have already watched the tutorial, read through the Wix.com Quick-Start Guide, and contacted the Wix Support Center, please contact your instructor.

(Showcasing Psychology Program Mastery)

It is highly recommended that you complete any and all written work in a separate document first and then cut and paste the required content into your webpage. This will allow you to edit and save your work separate from the website, should anything occur which causes the website to fail.  Additionally, you will be able to work on your content without having to remain connected to the internet and it may be easier to develop and edit your content in Word, prior to publishing it on your website.

Sections of the Final Project will be completed within the course weeks and will be revised for inclusion in this project. Carefully review all suggestions and comments from the instructor and/or your classmates before including that work within the content of your website.

Clearly label the website as your course project. Although it will not be searchable to the general public, it will be publicly available and anyone who is given your specific site link will be able to view it.

Copy and paste the URL to your website into a Word document for submission. Once you have received your final grade for this course, you have the option of deleting this website through your account with Wix.com.

Creating the Website(Showcasing Psychology Program Mastery)

The website:

  • Must be named with the following convention: your last name + PSY496 Final Project. Example: Smith PSY496 Final Project.
  • Must include six tabs with the following headings and information. Watch the screencast video below to assist you with setting up your required tabs.
  1. Home Page
    Briefly introduce yourself and provide information regarding your professional background. Summarize your experiences within the Psychology program at Ashford University and what you hope to do upon graduation. You may include a professional photograph as well.
  2. Literature Review
    • Create a brief literature review that presents a fair and comprehensive analysis of relevant literature pertaining to the topic you chose in Week One. This page must include the following:
      • A brief introduction of the topic and its relevance (300 to 500 words).
      • Three to five peer-reviewed articles based on applied psychological research. Each of the articles must directly relate to your chosen topic.
      • A one- to two-paragraph (500 to750 words total) analysis and summary for each article.
      • A reference list at the bottom of the page, formatted according to APA style as outlined in the Ashford Writing Center.
  3. Expert Opinions
    • Begin with the work you completed for the Mental Health Disciplines discussion in Week Three. In this section, you will demonstrate your awareness of the psychological career alternatives in a community setting and take on the role of two experts in different fields of psychology.  You will also evaluate contributions of psychological research in the applied context of these experts and discuss methodological issues unique to their areas of psychological research.
    • Take into consideration the comments your classmates and your instructor made on your discussion post.
    • Include information from at least two peer-reviewed articles of your choosing that were published within the last five years to substantiate your experts’ claims.  The sources may not be any of those that are listed within this course.  For information on how to generate search terms for specific resources, visit the Ashford University Library website.
    • Make any necessary changes to your presentation and create a new oral video presentation using a screencast program such as Jing and Screencast-O-Matic. You may also use YouTube or a voiceover PowerPoint saved as a video file with audio. Using the instructions on the Wix.com platform, embed the video of your oral presentation (screencast or video) in the Expert Opinions page of your website. As an alternative to embedding your video, you may copy and paste a working URL on the Expert Opinions page.
  4. Résumés
    • Begin with the work you completed for the Develop Professional Résumés assignment in Week Three. Based on the feedback from your instructor, make the recommended changes to the résumés you created for the two experts from the Presentation by Experts discussion in Week Three and the Expert Opinions web page you created.
      Next, create your own professional résumé, that includes brief descriptions of the major duties associated with any relevant work experience you have.
      Your résumé should appear first on the page followed by the résumés you created for the experts.
    • To begin constructing your personal résumé, utilize the Resume Builder tool provided by Ashford University. This will allow you to create drafts of your résumé so that you may revise and refine your assignments before submitting them. Because your final project will be available for public viewing, do not include your actual personal contact information (i.e., address, phone number, email).
    • To utilize this tool:
    • Log into the Ashford University Student Portal
    • Click on Job Search & Resume Builder link under Career Services
    • Go to the My Documents Tab
    • Select the Resume Builder Tab
    • Create, save and edit these résumés to meet your assignment guidelines.
  5. Case Study
    • Begin with the work you completed for the Case Study: Evaluating Ashford University Institutional & Program Outcomes assignment in Week One.
    • Review the feedback you received from your instructor and then create a case study that takes on the role you did not pursue.
    • If you used your own story or that of a willing volunteer for the original assignment, then you will create a case study for a fictitious character.
    • If you created a character for the case study in the original assignment, then you will use your own story or that of a willing adult volunteer.
    • In this section, you will:
      • Create a 750- to 1000-word case study of a real (either yourself or a willing adult volunteer) or fictitious person who has developed the competencies of their academic program at Ashford University.
      • Evaluate your real or fictitious person’s learning within the program as it contributes to the overall attainment of the institutional outcomes.
      • Include at least one personal life example and one career example of applying the competencies to resolve personal challenges and an ethical dilemma (e.g., a client or research subject reveals compromising information about a friend or family member who also happens to be someone you know in a personal/social context).
      • Create or describe a scenario in which the person wrestles with an issue related to the assigned research topic in her or his personal and/or professional life. Be specific in your discussion of the scenario and provide details demonstrating professional problem solving on the part of the person in your case study.
      • Include a section wherein your fictitious person or you articulate a personal point of view, evaluate evidence, determine options for responding and evaluate the pros and cons of the options prior to making a decision about a course of action within the scenario.
      • Conclude with how the problem was resolved and what the person learned while at Ashford University that assisted in an effective resolution.
  6. Websites
    • Create an annotated list of 10 to 12 reputable, professional websites (e.g., government agencies, professional organizations, professional associations…) that are relevant to psychological research and practice. Commercial or non-academic websites may not be used for this assignment.
    • Consider the merits of each website.  Based on your knowledge of scholarly applications of psychological research, evaluate the use of scholarly applied psychological research and analyze the interpretations that are presented on each site.  For information on how to evaluate web resources, visit the Ashford University Library website.
    • The list should be in alphabetical order with each website cited according to APA style as outlined in the Ashford Writing Center.
    • The annotations should be four to five sentences long and reflect the relevance and usefulness of each website in terms of your topics of psychological research and your professional needs.

In addition, your website must:(Showcasing Psychology Program Mastery)

  • Include a footer with the date submitted (in Copyright section).
  • Address the topics of each page with critical thought.
  • Use the number of peer-reviewed sources listed with the instructions for each web page.
  • Document all sources in APA style as outlined in the Ashford Writing Center.
  • Include a separate reference section at the bottom of each web page, for the sources used on that page, formatted according to APA style as outlined in the Ashford Writing Center.
 
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Theories Of Human Learning & Cognition

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Theories Of Human Learning & Cognition

(Theories Of Human Learning & Cognition)

Overview

Write 5–6 pages in which you examine two or three conceptual approaches to a learning- and memory-related research question.

Psychologists need to understand three conceptual approaches to memory and learning: neurological, behavioral, and cognitive.

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

•    Competency 1: Use information technology and tools to identify information in the domain of learning and cognition.

▪ Summarize scholarly research articles.

•    Competency 2: Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition.

▪ Apply different approaches to learning and cognition to a particular research question.

▪ Explain how research findings apply to a particular research question.

▪ Describe the conceptual approach being used in a particular research article.

•    Competency 3: Analyze the research methodology and tools typically associated with the study of lifespan development.

▪ Describe the methods and measures used in different conceptual approaches to learning and cognition research.

•    Competency 5: Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values in order to understand social policy.

▪ Apply knowledge of theory and research in learning and cognition to inform personal and professional behavior.

•    Competency 6: Communicate effectively in a variety of formats.

▪ Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and 
mechanics as expected of a psychology professional. 
Context

In this first assessment, you will explore conceptual approaches to learning and memory. John Dewey (1910), in his influential text How We Think , and in response to the question “What is thought?” suggests: 
Show More 
No words are oftener on our lips than thinking and thought . So profuse and varied, indeed, is our use of these words that it is not easy to define just what we mean by them. … In the first place, thought is used broadly, not to say loosely. Everything that comes to mind, that “goes through our heads” is called a thought. To think of a thing is just to be conscious of it in any way whatsoever. Second, the term is restricted by excluding whatever is directly presented; we think (or think of) only such things as we do not directly see, hear, smell, or taste. Then, the third, the meaning is further limited to beliefs that rest upon some kind of evidence or testimony. Of this third type, two kinds—or rather, two degrees—must be discriminated. In some cases, a belief is accepted with slight or almost no attempt to state the grounds that support it. In other cases, the ground or basis

 

for a belief is deliberately sought, and its adequacy to support the belief is examined. This process is called reflective thought; it alone is truly educative in value, and it forms, accordingly, the principle subject of [learning and cognition]. (pp. 1–2)

As Dewey (1910) and W. Scott Terry (2009), point out, you already know a great deal about learning and cognition because you are alive and you think. But, what is it about the concept of learning—its principles, laws, and heuristic rules—and how can this knowledge be usefully and realistically applied (Terry, 2009)?

References(Theories Of Human Learning & Cognition)

Dewey, J. (1910). How we think . Boston, MA: D.C. Heath.
Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures . Boston, MA:

Allyn and Bacon.

Questions To Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

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•    What are the differences between learning, memory, cognition, and performance?

•    Where do our ideas on learning and cognition come from?

•    Why do we study human learning and cognition?

•    What conceptual approaches and research methodologies are employed to study learning and cognition, and how 
have they changed over time?

•    How does our worldview influence the way we think about learning and cognition? 
Resources Suggested Resources 
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom. 
Capella Resources 
Click the links provided to view the following resources:

• APA Paper Template . Show More 
Capella Multimedia 
Click the links provided below to view the following multimedia pieces:

• Timeline – Introduction to Learning and Cognition | Transcript . Library Resources 
The following e-books or articles from the Capella University Library are linked directly in this course:

• Koltko-Rivera, M. E. (2004). The psychology of worldviews . Review of General Psychology , 8 (1), 3–58.

• Boesch, C. (2007). What makes us humans (homo sapiens)? The challenge of cognitive cross-species 
comparison . Journal of Comparative Psychology , 121 (3), 227–240.

• Garcia-Marques, L., Santos, A. S., & Mackie, D. M. (2006). Stereotypes: Static abstractions or dynamic 
knowledge structures? Journal of Personality and Social Psychology , 91 (5), 814–831. Course Library Guide 
A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP3500 – Learning and Cognition Library Guide to help direct your research.

(Theories Of Human Learning & Cognition)

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore . When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

• Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures (4th ed.). Boston, MA: Allyn and Bacon.

▪ You may find Chapter 1 particularly relevant to the topics in this assessment.

Assessment Instructions

Memory and learning can be complex. Have you ever been surprised by the fact that you can remember a song you learned years ago? Or have you struggled to remember a name you learned minutes ago? Consider the different challenges or successes you have experienced remembering information you need—for example, trying to recall names and faces, dates, computer passwords, or math equations.

There are many different ways that psychologists can understand how people learn and remember. Three conceptual approaches are the focus of this assessment: neurological, behavioral, and cognitive. The neurological approach focuses on the relationship between changes in neural function and brain structures and their interaction with the experience of memory. The behavioral approach focuses on the relationship between patterns of stimuli and how they are associated with observable behavior (for example, the names we speak when interacting with individuals, the passwords we type, et cetera). The cognitive approach focuses on the relationship between the content of our thinking and our ability to recall information.

In preparation for this assessment, research the relationship between learning, cognition, and memory, as well as the three conceptual approaches (neurological, behavioral, and cognitive).

Directions(Theories Of Human Learning & Cognition)

For this assessment, complete the following:

1.Describe one research question you would like to explore related to learning and memory.

2.Choose two of the three conceptual approaches listed above. Compare and contrast how these approaches address 
your research question.

3.Find three or four scholarly sources, such as peer-reviewed research articles or textbooks, that are related to this 
research question. Describe what you learned from these sources regarding your research question, and explain how 
this knowledge contributes to your understanding.

4.Identify which conceptual approach best fits the approach of each of the authors of the scholarly sources.

5.Describe the methods and measures used in each of the three conceptual approaches. Different approaches will 
measure memory or learning in different ways based on the conceptual approach. For example, the neurological approach would focus on physical changes in the brain, while the behavioral approach would focus on observable changes in behavior.

6.Describe the practical impact reading these articles might have on your personal or professional life.

Strive to be as concise as possible and limit the length of your completed assessment to no more than 5–6 pages, excluding the title page and reference page. Support your statements and analyses with references and citations from at least three resources.

Additional Requirements

• Include a title page and a reference page.

• Use at least three resources.

• Follow APA format.

▪ Note : You may use the APA Paper Template linked in the Resources. This resource is not required.

• Use 12-point, Times New Roman font.

• Double-space your paper.

 
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Analyzing Child Abuse Responses

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Analyzing Child Abuse Responses

(Analyzing Child Abuse Responses)

Do Subtantial Comments In Base To These Answers. Select Academic References. Write At Least 130 Words In Each In The Same Page.

Comment 1

Generally, child abuse is neglecting or maltreating a child physically or psychologically. Child abuse may include failure to act by caregiver or parent which may result in injury or emotional harm to a child. There are different age groups, and they often face different types of child abuse. For this assignment, I have chosen to discuss the type of abuse faced by children at the preschool age. Children at this age often face physical, neglect and emotional abuse. Physical abuse entails beating, burning, biting, shaking, and strangling. Negligence may include poor attention by the parent or caregiver on the child health and basic needs. Emotional abuse entails exposing the child to various issues that cause psychological harm to them.

There are various warning signs that preschoolers show an indication of child abuse. The emotional signs include poor sleeping habits which may be characterized by nightmares or bad dreams, withdrawal from peers, depression, reluctant to leave school, loss of self-confidence, loss of interest in school activities, headaches without medical cause, attempts of running away, changes in behavior such as aggression, anger, etc. The physical signs of child abuse include unexplained injuries and bruises, untreated medical problems, frequent bed wetting, and injuries that do not match with the kind of explanation given (Peterson et al., 2003).  The signs of neglect include frequent signs of poor hygiene, poor growth, and lack of proper physical needs like clothing. Nurses can observe some of these signs easily during the assessment especially because preschoolers who are being abused tend to react in an abnormal way like being aggressive to adults.

However, there are some cultural variations of health practices that may be misidentified as child abuse. There are some cultures that have certain beliefs that could cause bruises that may be confused with signs of child abuse. For instance, the Russian, Asian, and Mexican cultures practice cupping whereby a heated cup is placed on the skin which creates a partial vacuum that they believe helps in treating illnesses. Other remedies include coining, and this leaves marks on the skin.

Nurses have the obligation to report whenever they discover a case of child abuse to protect children from harm. Nurses go to the supervisor and describe to them about the identified case of child abuse and then they can contact the local Child Protection Services and also the local police department (Lau et al., 2009). In addition, there are local and also national child abuse hotlines whereby nurses can report about the child abuse case. They may record any evidence if necessary. Nurses also have the responsibility to follow up to ensure that a solution is found on the problem. In addition, nurses need to educate themselves more on signs of child abuse so that they gain the ability to identify any sign of child abuse.

Comment 2

Child abuse and maltreatment is very common in the United state and it affects children of all ages. I am going to discuss toddler abuse in this contest. A toddler is a child within the age of 12-36 months. These group of children endure several abuses like physical, Emotional, sexual, medical and psychological abuse.

Physical abuse is when a child sustains an injury to his body that was caused intentionally(Jarvis,2016). When a child is brought into the clinic for acute treatment or for regular follow up, the nurse will do a total body assessment to check for any sign of abuse. Signs and symptoms to look out for are bruises on the child’s skin without explanation, poor history of events, change in story of what happened, the child is withdrawn, refusing to talk, eye witness story is deferent from the parent or care giver story.

Toddlers are also prone to neglect, parents or care giver not feeding the child on time in order to save food. Letting them go on for hours with a wet diaper, not providing medical care when needed. Physical neglect can also be not providing them with shelter or clothing.

In my culture, we believe in corporal punishment as a way of correcting or teaching a child while in another culture it can be seen or misidentified as child abuse

Reporting a case of child abuse in the state of Texas is everyone’s business, you can call 911 in case of emergency or call Texas Abuse Hotline at 1-800-252-5400 and report it to Department of family and protective services. (DFPS).  In Hospitals, to follow protocol you report the suspected abuse to your supervisor and social worker and they will follow up.Center for disease control report that 4 million cases are reported each year(CDC,2015).

 
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Improving ICU Patient Mobility

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Improving ICU Patient Mobility

(Improving ICU Patient Mobility)

 

A POSITIVE COMMENT BASED IN THIS ARGUMENT..BETWEEN 100-120 WORDS

While discussing my evidence-based practice change of early mobility with my mentor, we discussed many financial, quality, and clinical aspects of my project. The aspect that may prove to be the most difficult in my project is the financial aspect. In order to properly implement a protocol on mobility of ICU patients, education is a priority. As an ICU nurse, if my manager told me we were now expected to engage in early mobility of our patients I would be terrified. My mentor and I discussed the needed education and agreed that having a physical therapist spend some time with nurses on developing mobility plans would be the best way to demonstrate mobility expectations. This may require additional pay for the nurses, and possibly physical therapists. Along with hands on education, having nurses on both day shift and night shift become mobility champions would provide needed resources for the nurses. This too would require additional pay for the education time spent in training. While there would be some upfront costs associated with the implementation of my project, the end result would produce improved patient outcomes and a decrease in costs due to a reduction in hospital length of stay for the patients involved. According to Ronnebaum, Weir, and Hilsabeck (2012), an early mobility protocol resulted in a savings of $22,000 per patient (Ronnebaum, Weir, & Hilsabeck, 2012).

The Institute of Medicine defines quality as “the degree to which health care services for individuals and populations increase the likelihood of desired health outcomes and are consistent with current professional knowledge” (Agency for Healthcare Research and Quality, 2012). Improving patient outcomes, such as reduced time in ICU and in the hospital, is one quality aspect of my project. Implementing early mobility directly impacts quality by reducing complications such as DVT, pressure ulcers, and muscle wasting seen in bedrest.

The clinical aspect of early mobility in ICU patients will probably be the most challenging part due to the assessment and change in practice needed. There are many barriers associated with my evidence-based practice project such as safety concerns, time constraints, and availability of support staff. While discussing this with my mentor we agreed that education and support from the physical therapy department and physicians will be an important factor in the clinical changes needed to implement the plan. Early mobility requires nurses to mobilize patients either by range of motion, assisting with in-bed activities, and even assisting with out of bed activities such as walking. At Banner Estrella most critically ill patients are on bedrest, so this may be a challenging clinical change.

References

Agency for Healthcare Research and Quality. (2012). Understanding quality measurement. Retrieved from Agency for Healthcare Research and Quality: https://www.ahrq.gov/professionals/quality-patient-safety/quality-resources/tools/chtoolbx/understand/index.html

Ronnebaum, J., Weir, J., & Hilsabeck, T. (2012). Earlier Mobilization decreases the length of stay in the intensive care unit. Journal of Acute Care Physical Therapy, 204-210.

 
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Managing Counseling Relationships

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Managing Counseling Relationships

(Managing Counseling Relationships)

For this assignment, complete the following:

Part 1

Review the state laws and regulations relating to the practice of counseling for your specialization. These requirements help define the unique aspects of the relationship between counselors and the clients and student served.

  • Describe how these state legal standards help guide counselors to establish ethical relationships with clients and students through specific requirements (for example, informed consent, managing boundaries, and payment for services).
  • Identify any state requirements specific to distance counseling and the impact upon the counseling profession.
  • Describe how to communicate these requirements for diverse populations who may not understand professional jargon with a specific example related to distance counseling.
  • Cite specific state laws. If your state defers to the 2014 ACA Code of Ethics on these topics, you may also cite the ACA code after identifying where you state addresses the code.

Part 2(Managing Counseling Relationships)

Ethical standards (included in ACA, AMHCA, ASCA, and NBCC ethical codes) help to guide the relationship between counselors, and clients and students. Review the case examples below and describe specific ethical standards and any relevant legal standards that guide counselors in your specialization to manage the relationship for the scenarios below.

Mental Health Counseling learners, address these two:

  1. The county mental health services department where you work has initiated a distance counseling option to increase access to residents who live in more rural areas of the county that are underserved. You are being asked to run a virtual support group for new parents. Your director has suggested that you use a live chat at set times to facilitate this group. Explain the challenges will you need to address to establish relationships with the group members.
  2. Your client, Dillon, is on probation for receiving stolen goods (helped to resell items friends stole). She would like you to communicate with her probation officer to verify that she is making positive changes in her life. What do you need to do to help Dillon understand before you initiate contact with the probation officer? How will you manage the communication?

School Counseling learners, address these two:

  1. Your school is establishing a new page on the school website to combat cyber-bullying. In addition to educational materials, a staff member proposes that there will be a link to open a chatbox that the school counselors will monitor. You recognize that this unsecured mode of communication will pose many ethical challenges. Explain this to the principal and explain how another option, such as secure email, may be more appropriate.
  2. A student, Daryn, is returning to school after a brief detention due to charges associated with selling drugs. You have an established relationship with Daryn and will continue to meet regularly. Daryn is on probation and the probation officer has reached out to request that you confirm attendance records and any disciplinary issues at school. How will you manage your relationship with Daryn and address the probation officer’s request?

Submission Requirements

Your paper should meet the following requirements:

  • Written communication: Develop accurate written communication and thoughts that convey the overall goals of the assignment and do not detract from the overall message. Your paper should demonstrate graduate-level writing skills.
  • References: Your reference list must include APA-approved links to state resources, and at least two peer-reviewed sources. You must use current APA style to list your references. Refer to the APA Style and Format for more information.
  • Number of pages: The length of your paper should be 4–6 double-spaced pages. Note: Page count does not include cover page or references.
  • Formatting: Use current APA formatting, including correct in-text citations, proper punctuation, double-spacing throughout, proper headings and subheadings, no skipped lines before headings and subheadings, proper paragraph and block indentation, no bolding, and no bullets. Refer to the APA Style and Format for more information.

You are required to submit your final version of this paper to Turnitin to generate a final report prior to submitting the assignment for grading. From the Turnitin tool, first submit to the draft link to check your work for any necessary edits. Once the paper is finalized and all edits have been made, submit your final paper to the Final report option for the assignment. Please be advised it can take up to a day to obtain the percentage from Turnitin. When your paper is downloaded and viewable in Turnitin, save the originality report. Refer to the Turnitin Tutorial: Viewing Originality Reports (linked in the resources) for guidance.

  1. Submit your assignment using the following file naming format: Your Name_AssignmentNumber_Assignment Title (example: Ima_Learner_u07a1_Relationships).
  2. In the comment section, provide the percentage from the final Turnitin report (example: Final Turnitin percentage = 4%). Please be prepared to provide your faculty member with a copy of the Turnitin report should this be requested of you.
 
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Philosophical Discussion Forum Insights

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Philosophical Discussion Forum Insights

(Philosophical Discussion Forum Insights)

Discussion Board for Weeks 13 + 14

Please consider the following questions for this week’s discussion forum:

1. While the prospect of living forever may seem enticing, Bernard Williams argues that immortality would, in fact, be bad for us. Explain his argument, illustrating the concepts of conditional and categorical desires with your own examples. Is Williams right? Why or why not?

2. The final chapter of The Myth of Sisyphus. What do you take Camus to be arguing in this chapter? Do you find his argument to be convincing?

Discussion Board for Week 12

Rawls’ principle of fair equality of opportunity says that inequalities in the distribution of basic social goods, such as wealth and income, are justified only if equally talented and motivated people have roughly equal prospects of achieving the jobs and offices that are associated with those inequalities, regardless of their starting social circumstances (such as their race, gender, or starting social class).

Discussion questions:

1. Identify a policy, not already identified by another student, that you think would bring American society closer to satisfying the principle of fair equality of opportunity. Explain why you think that policy would help us satisfy the principle.

2. Explain one reason for thinking that we should not implement a policy that another student has identified in response to (1). You might draw on material from the lecture here, or you might offer a reason of your own.

3. Respond to an objection another student raised in response to (2) by defending the policy.

Discussion Board for Week 11(Philosophical Discussion Forum Insights)1. One of our tasks is to try to translate insights from Just War Theory, which is framed around nation-states, to questions about superheroes. What conditions do you think must hold for a nation-state to justly go to war? Can those same conditions apply for a superhero who goes to war? In particular, address carefully what it takes to have legitimacy.

2. Is there a moral difference between killing versus letting die? Why or why not?

Discussion Board for Week 10

(1) Explain one of the arguments from the lecture that tries to show that we are not morally responsible for our actions.

(2) Briefly develop an objection to that argument, or to an argument presented by another student.

(3) Briefly develop a response to that objection, or to an objection presented by another student.

Discussion Board for Week 9

What are the reasons why we might think that moral objectivism is correct? For someone who suspects that moral objectivism is wrong, what would you recommend as their best alternative account (of the ones discussed in the lectures) and why?

Why might we want to be moral relativists? Do you think that there is a way for a moral relativist to be able to convincingly respond to our intuitions that some actions are wrong (e.g. slavery), irrespective of the cultural views about that action?

Discussion Board for Week 8

1. Can we know anything about the external world? Describe the skeptical challenge to the claim that we have knowledge of the external world. How would you respond to the skeptic?

2. What sorts of ethical concerns should govern our scientific pursuits? Use specific examples of current scientific or technological research programs to discuss your answer

Discussion Board for Week 7

1.     We have been given several arguments for why we might believe that God exists. Which do you think is the strongest argument available to us? Why is it the strongest argument? What might be the best way for someone who disagrees with the argument to respond?

2.     The problem of evil is intended to show a conflict between our conception of God as all-good, all-knowing, and all-powerful and the existence of evil in the world. Which might be the best strategy to resolve this tension? Is there a way to reconcile the kinds of evil in the world and God as originally conceived? Should we ‘weaken’ our conception of God, and think of God as perhaps less powerful, or less knowledgeable, or ‘good’ in a different sense?

Discussion Board for Week 6

1. Are possible worlds abstract or concrete objects? What reasons hold in favor of each view and which one do you believe to be the strongest?

2. Is it possible for you to travel back in time and kill your grandfather? What sense of “possibility” are you using in thinking about and answering this question?

This is the discussion forum for week 6. In order to contribute to your participation grade in the course, posts must directly engage the philosophical material from the week’s lecture. The discussion board for each week will be closed to new posts Sunday at 11:59 PM; no late posts will be accepted.

Please be respectful of other students and their views and ideas, and please contact Sean.

Here are some questions to get things rolling:

Discussion Board for Week 5(Philosophical Discussion Forum Insights)This is the discussion forum for week 5. In order to contribute to your participation grade in the course, posts must directly engage the philosophical material from the week’s lecture. The discussion board for each week will be closed to new posts Sunday at 11:59 PM; no late posts will be accepted.

Please be respectful of other students and their views and ideas, and please contact Sean

Here are some questions to get things rolling:

1. The “functionalist” view suggests that a computer could have a mind just like ours. It could believe that Cambridge is in Massachusetts, want to live near the beach in LA, and experience pains and pleasures of various kinds. Does this consequence of functionalism seem plausible to you? Why or why not?

2. Is it possible for two people to “switch bodies”—that is, for the mind of one person to come to control the body of another, and vice versa? Could you switch bodies with LeBron James, for instance? Why or why not? Set aside whether it would be possible for us to develop the necessary technology.

Discussion Board for Week 4

This is the discussion forum for week 3. Unless you have been cleared for the alternative participation assignment, you are not required to post to the discussion board. However, it is one great way to contribute to your participation grade for the course. (The other being attending and participating in section.)

In order to contribute to your participation grade in the course, posts must directly engage the philosophical material from the week’s lecture. (E.g., a post about the Batgirl motion comic that did not engage the philosophical material from last week’s lecture would not count.) The discussion board for each week will be closed to new posts Sunday at 11:59 PM; no late posts will be accepted.

Below you will find posts to get the discussion going; feel free to respond to these if you like. Responding to them is not necessary for receiving participation credit from your post. You can also post your own questions or engage with the posts of other students.

Please be respectful of other students and their views and ideas, and please contact Sean.

Here are some questions to get things rolling:

(1)  We’ve been presented with reasons to deny that lying is necessarily worse than truthful misleading. In your opinion, is lying worse than truthful misleading in some cases? All cases? Why or why not?

(2)  Describe why transparency and oversight are important democratic norms. Is there ever good reason to think that these norms should not hold under certain circumstances, even for a democracy? What kind of circumstances would those be?

Discussion Board for Week 3(Philosophical Discussion Forum Insights)

This is the discussion forum for week 3. Unless you have been cleared for the alternative participation assignment, you are not required to post to the discussion board. However, it is one great way to contribute to your participation grade for the course. (The other being attending and participating in section.)

In order to contribute to your participation grade in the course, posts must directly engage the philosophical material from the week’s lecture. (E.g., a post about the Batgirl motion comic that did not engage the philosophical material from last week’s lecture would not count.) The discussion board for each week will be closed to new posts Sunday at 11:59 PM; no late posts will be accepted.

Below you will find posts to get the discussion going; feel free to respond to these if you like. Responding to them is not necessary for receiving participation credit from your post. You can also post your own questions or engage with the posts of other students.

Please be respectful of other students and their views and ideas, and please contact Sean at sean_gray@hks.harvard.edu if you have concerns of any kind about the discussion board.

Here are some questions to get things rolling:

(1) What, in your opinion, is heroism? Which ethical theory reviewed in the module best captures heroism as you understand it?

(2) Describe one ethical theory addressed in the module and explain a key objection to this theory. Do you think the objection is a good one? Why or why not?

Discussion Board for Weeks 1 and 2(Philosophical Discussion Forum Insights)

Weeks 1 & 2: The Philosophy of Art

This is the discussion forum for weeks 1 & 2, though it will focus on the lecture material from week 1.

A discussion forum for each week will be opened at the same time that the module for the week is released. Unless you have been cleared for the alternative participation assignment, you are not required to post to the discussion board. However, it is one great way to contribute to your participation grade for the course. (The other being attending and participating in section.)

In order to contribute to your participation grade in the course, posts must directly engage the philosophical material from the week’s lecture. (E.g., a post about the Batgirl motion comic that did not engage the philosophical material from last week’s lecture would not count.) The discussion board for each week will be closed to new posts each Sunday at 11:59 PM; no late posts will be accepted.

We will be posting questions each to get the discussion going; feel free to respond to these if you like. Responding to them is not necessary for receiving participation credit from your post. You can also post your own questions or engage with the posts of other students.

The discussion board for this week is devoted from the lecture material from last week’s lecture on aesthetics, rather than this week’s lecture on the history of superheroes. Here are some questions to get things rolling:

(1) What is art? Walk through an example that your definition seems to get right.

(2) Describe or link to an article about a borderline case of art — something that isn’t clearly art, but also isn’t clearly not art. For example, is a piece of driftwood that a famous artist picks up on the beach and then provides to a museum for display under her name art? It’s not immediately clear. (All examples should be “safe for work,” thanks!)

 
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Submission of Oral Presentation

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Submission of Oral Presentation – Business management homework help

(Submission of Oral Presentation)

Question description

In business, it is necessary to clearly articulate what accomplishments are made, what activities are happening or ongoing, and what problems or opportunities there may be in within or outside of the organization. Additionally, to stand out as a valuable employee to leadership in an organization, you must possess the ability to document and orally communicate your value to the organization. Developing strong verbal communication skills and the ability to deliver well thought out and relevant talking points in a formal, audiovisual presentation is a highly desirable competency that employers look for in prospective leaders. Assignment: Since public speaking is one of the weakest competencies for many professionals, this performance based learning activity will help strengthen your knowledge, skills, abilities, and behaviors in public speaking. KapTalk is a Kaplan University School of Business program designed to help you refine and strengthen your verbal communication abilities.

DIRECTIONS: Preparation: Visit the Capstone Experience website at http://www.capstoneX.com and review the KapTalk public speaking materials to better understand what it takes to deliver an effective public speaking performance. In addition, you will be required to electronically sign a release for the materials you will create as part of Kap-talk, see website for details. Practice: Develop a minimum 10-slide PowerPoint presentation and add audio to it. Access instructions on how to add audio to your presentation located in Doc Sharing. Use the grading rubric provided in this Assignment to judge your performance. Using the criteria found in the Assignment grading rubric, evaluate your own presentation. Feel free to reach out to your fellow learners to ask if they will help review your presentation using the grading rubric. It is highly recommended that you correspond with and receive feedback from your fellow learners. You should also participate in providing feedback to your fellow learners as well.

(Submission of Oral Presentation)

Unit 7 [MT490 Career Engagement] Page 2 of 6 Perform: In this Assignment, you will have the option of selecting the type of presentation you will produce and deliver. Whichever presentation type you select, you will be required to deliver the presentation based on your experiences working for your internship/externship employer. Select a presentation type from the following list:

● Sell a product or a service

● Conduct an instructional session on a topic

● Defend an argument or position the business is taking

● Explain your position on a research topic relating to the business strategy

● Play a role in an informational interview about the business

● Deliver a motivational speech about the business or your experience Example 1: If the business provides a service, your presentation will be to sell that product as if you were in front of a potential customer. Example 2: If there is research being conducted or research you believe should be conducted to move the businesses strategy forward, take a position (positive or negative), and provide reasoning for your position based on experience, and in relation to theories and concepts from the research.

Requirements:(Submission of Oral Presentation)

1. View the PowerPoint best practices (Writing Center link: https://kucampus.kaplan.edu/MyStudies/AcademicSupportCenter/WritingCenter/WritingReferenceLibrary/WritingTypesAndTools/CreatingEffectivePowerpointPresentations.aspx)

2. Prepare a 10 minute presentation on your chosen topic using a specified presentation type.

3. Create a minimum of 10 PowerPoint slides (excluding cover slide and reference slide).

4. Use a minimum of 3 references to support or refute your experiences, observations, thoughts, ideas, etc.

5. Keep in mind all of the Professional Competencies when you present.

6. Submit your PowerPoint Presentation (with audio) to the Unit 6 Discussion Board and provide a detailed description of your presentation.

7. Provide feedback on a minimum of two of your fellow learners’ presentations.

8. After incorporating the feedback you received from your classmates, update your presentation and submit to the Unit 7: Kap-Talk Assignment Dropbox. Professional Competencies

PC -1: Teamwork: Work in teams to achieve collective goals.

PC 1.1: Engage in a team setting with professional integrity and respect.

PC 1.2: Contribute to team goals and objectives through active participation and collaboration.

C 1.3: Apply conflict management skills to resolve issues and/or build team alliances.

Unit 7 [MT490 Career Engagement] Page 3 of 6 PC-2: Leadership: Demonstrate leadership knowledge, skills, and abilities to successfully lead teams within one’s profession.

(Submission of Oral Presentation)

PC 2.1: Achieve goals through planning and prioritization.

PC 2.2: Formulate innovative solutions for identified initiatives.

PC 2.3: Demonstrate integrity through the application of relevant codes of conduct and social responsibility within one’s profession.

PC 2.4: Develop an inspirational vision or mission.

PC 2.5: Model leadership skills by developing trusting relationships, respect, conflict resolution skills, and civic-mindedness.

PC-3: Personal Presentation: Demonstrate professionalism in a variety of situations.

PC 3.1: Conduct oneself to reflect the professional characteristics and culture of a given work setting.

PC 3.2: Interact with others in a professional manner using appropriate communication and presentation skills.

PC 3.3: Convey competence through demonstrating characteristics such as reliability, accountability, and timeliness.

PC 3.4: Project a professional image, such as appearance, confidence, and attitude, for a given work environment.

PC 3.5: Engage in career development and advancement strategies, including effective networking, mentoring, and creating a personal brand.

PC 4: Multiculturalism and Diversity: Leverage the strengths of multiculturalism and diversity for the benefit of the organization and community.

PC 4.1: Assess the value of multiculturalism and diversity in a global environment.

PC 4.2: Demonstrate an understanding of how one’s perspective toward multiculturalism and diversity impacts an organization.

PC 4.3: Apply concepts of multiculturalism and diversity to become an agent of change.

PC-5: Communications: Demonstrate professional written and verbal communication to achieve positive results.

PC 5.1: Use language that is clear, concise, and organized.

PC 5.2: Use appropriate communication for a particular audience.

PC- 6 Problem Solving and Critical Thinking: Apply critical thinking and problem solving behaviors.

PC 6.1: Incorporate data, inferences, and reasoning to solve problems.

PC 6.2: Communicate the critical thinking process by which one arrives at a conclusion. Unit 7 [MT490 Career Engagement] Page 4 of 6 PC 6.3: Integrate standards of the field and ethical principles into the problem solving process.

 
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