As indicated in T1, each team member should serve as a team leader once before the semester’s midpoint (during Weeks 2-6) and at least once after the midpoint (during Weeks 8-13). The Team Leader will be responsible for setting up team meetings, running the meetings, managing and coordinating team tasks, communicating with team members and the course instructor (if necessary), and turning in any project-related deliverables on behalf of the team. The T5 requires that you write a self-reflection about your leadership experience on our class project. Request feedback from your team members prior to writing your self-reflection. Part 1 – ITP Metrics Peer FeedbackComplete the ITP Metrics Peer Feedback before Week 8.  Once all team members complete the assessment, a customized report will automatically be generated and emailed to each member. Part 2 – Request Specific Feedback Using the following questions as a guide, use class time in Week 8 to obtain feedback from your fellow teammates:  What am I doing that helps you complete your tasks? How can I better support you to complete your tasks (what could I do differently that would help you complete your tasks)? Am I providing enough guidance and information when delegating work?

 
As indicated in T1, each team member should serve as a team leader once before the semester’s midpoint (during Weeks 2-6) and at least once after the midpoint (during Weeks 8-13). The Team Leader will be responsible for setting up team meetings, running the meetings, managing and coordinating team tasks, communicating with team members and the course instructor (if necessary), and turning in any project-related deliverables on behalf of the team.
The T5 requires that you write a self-reflection about your leadership experience on our class project. Request feedback from your team members prior to writing your self-reflection.
Part 1 – ITP Metrics Peer FeedbackComplete the ITP Metrics Peer Feedback before Week 8.  Once all team members complete the assessment, a customized report will automatically be generated and emailed to each member.
Part 2 – Request Specific Feedback
Using the following questions as a guide, use class time in Week 8 to obtain feedback from your fellow teammates: 

What am I doing that helps you complete your tasks?
How can I better support you to complete your tasks (what could I do differently that would help you complete your tasks)?
Am I providing enough guidance and information when delegating work?
Were you happy with the autonomy/responsibility you were given to complete your tasks?
How prepared was I as a team leader?
Did I fairly and equitably allocate work?
Was I responsive to your concerns and questions?

Through this exercise, you will gain experience giving and receiving feedback, an essential skill.
Part 3 – Write your self-reflectionOnce you have received and reviewed the ITP Peer Feedback report and in-class feedback from your team members, write and submit a 3–5-page assignment that analyzes your team leadership effectiveness and answers the questions below.

How did your team members respond to your team leadership? To answer this question, specifically integrate the results and learnings from Parts 1 and 2. Make sure you identify and discuss both the positive and negative feedback you received and the specific feedback from each teammate.
Did the feedback you received surprise you? As you reflect on the behaviors/practices you used and your EI and personality assessment results, was the feedback consistent with your view of your leadership effectiveness?  Why or why not?  Please be specific in your response.
Based on the feedback and your effectiveness assessment, how can you improve your leadership skills? Specifically, what new behaviors and practices will you implement the second time you serve as team leader, and how will these changes improve aspects of your emotional intelligence?  Consider this your leadership plan for improving your skills.
What challenges do you anticipate in implementing these changes (e.g., resistance from the team, your ability to go outside of your comfort zone, etc.)? Please be specific in your response.
Identify one crucial lesson or critical takeaway you have learned about leadership from your experience and explain how you will apply it to other teams in the future (such as for other classes, sports or student organizations, and professional internships or jobs).

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Why is it important to receive feedback on your writing and research? On a wider scale, why is the peer-review process so important to the field of psychology? What do you think the potential benefits and drawbacks would be if scholarly journal and book editors simply published all manuscripts they received from researchers, without requiring peer-reviews or revise and resubmit requirements?

999 | Psychology homework help

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Why is it important to receive feedback on your writing and research?
On a wider scale, why is the peer-review process so important to the field of psychology?
What do you think the potential benefits and drawbacks would be if scholarly journal and book editors simply published all manuscripts they received from researchers, without requiring peer-reviews or revise and resubmit requirements?

Research two or three career paths of interest in your prospective field. include the following: Labor market and availability (e.g., location)  Income range  Education/training needed  Job availability  Future stability  Time Demands  Benefits  Challenges (e.g., burnout propensity)  Opportunities for advancement   Does it match your skill level?  Does it align with your personality? Value system?  Summarize which path best suits you and your career choices. Explain why. Discuss any surprising factors surrounding the career paths of your prospective field.

Research two or three career paths of interest in your prospective field. include the following:

Labor market and availability (e.g., location) 
Income range 
Education/training needed 
Job availability 
Future stability 
Time Demands 
Benefits 
Challenges (e.g., burnout propensity) 
Opportunities for advancement  
Does it match your skill level? 
Does it align with your personality? Value system? 
Summarize which path best suits you and your career choices. Explain why.
Discuss any surprising factors surrounding the career paths of your prospective field.

At least two to three scholarly, peer reviewed sources published within the last five years are required for this assignment.

Consider a large clothing shop in Sydney. Suppose it is known that the number of business suits sold per day is normally distributed with a mean, ? = 23 and standard deviation, ? = 10.  Mr Wood is employed to sell business suits. The number of business suits he sells each day for 40 days is recorded and the mean number per day calculated.   What is the probability that Mr Wood’s average daily sales will be less than 19 business suits

Consider a large clothing shop in Sydney. Suppose it is known that the number of business suits sold per day is normally distributed with a mean, ? = 23 and standard deviation, ? = 10.  Mr Wood is employed to sell business suits. The number of business suits he sells each day for 40 days is recorded and the mean number per day calculated.  
What is the probability that Mr Wood’s average daily sales will be less than 19 business suits

What is structuralism and who was associated with it. Who were the functionalists? Describe three differences between structuralism and functionalism. What were Darwin’s five theses according to Ernst Mayr?

Part 1: You will be asked to answer one of these questions on Test 4. Not all students will be asked the same question. These are the actual test questions, but you do not know which one I will ask you. You should prepare an answer to each question ahead of time. Please write in complete sentences. ANSWER EACH 6-10 SENTENCES
What is structuralism and who was associated with it. Who were the functionalists? Describe three differences between structuralism and functionalism.
What were Darwin’s five theses according to Ernst Mayr? Do not just list them. Describe what they mean
Part 2: Answer study guide questions
Darwin and Evolution:
1. What did Thomas Malthus say and how did it influence Darwin? How did these ideas combine with the idea of “variation between individuals” to produce a new theory.?
2. Compare natural selection and artificial selection. What role does purpose and progress play in each kind of selection?
3. Give a factual example of natural selection at work. (explain how it works in this example).
4. What were Darwin’s five theses according to Ernst Mayr?
5. What is Social Darwinism. In what ways does it contradict Darwin’s theory?
6. What factors led to Darwin getting the lion’s share of credit for evolution rather than sharing it with Wallace?
James and Functionalism-American Psychology:
1. How did William James incorporate evolutionary theory into psychology?
2. What did Dewey mean in the reflex arc article when he said mental content (ideas) have to be understood in the larger context of adaptation.?
3. Compare James’ theory of emotion to the common sense theory.
4. What five adjectives did James use to describe consciousness?
5. What did G.S. Hall do first in psychology? (he did more than one thing first)
6. Who was Mary Whiton Calkins? Who did she work with and how was she treated by the Harvard administration.
7. What is the law of effect? In what way does it foreshadow behaviorism without really being behavioristic.?
8. Contrast Francis Sumner with Kenneth Clark. What role do they play in 20th century U. S. History?

In the discussion for this week, we will focus on the use of radio-frequency implanted devices, known as RFIDs. This discussion will help you begin to think about the APA-formatted paper due this week on the topic of RFIDs and Smartcards. Consider this scenario: The hospital administrators have chosen to include the smart card or implanted RFID in their plan for patient care delivery. However, your client base is resistant to the idea of using the smart card. In your discussion response, please address each of the following questions: 1. What are the pros and cons for using the smartcard or RFID? 2. How would you balance the concerns related to the cons, while trying to incorporate its use into the healthcare system? 3. Identify groups or individuals who could immediately benefit from the use of the technology, and why is that so?

HHcinformaticsDiscussionWeek4.docx

NSG 3150 Healthcare Informatics

Week 4 Discussion

In the discussion for this week, we will focus on the use of radio-frequency implanted devices, known as RFIDs. This discussion will help you begin to think about the APA-formatted paper due this week on the topic of RFIDs and Smartcards.
Consider this scenario: The hospital administrators have chosen to include the smart card or implanted RFID in their plan for patient care delivery. However, your client base is resistant to the idea of using the smart card. In your discussion response, please address each of the following questions:
1. What are the pros and cons for using the smartcard or RFID?
2. How would you balance the concerns related to the cons, while trying to incorporate its use into the healthcare system?
3. Identify groups or individuals who could immediately benefit from the use of the technology, and why is that so?

Please be sure to provide appropriate APA-formatted in-text citations and references to support your response.

Create a digital newsletter for families of ELLs to explain assessment practices. Consider how you communicate the information for non-native English-speaking families. Include the following in your newsletter: Description of each type of assessment (diagnostic, formative, and summative), including how and when each will be used to support English language instruction Explanation of alignment of the assessments to ELP and content standards and the use of assessment data to determine student progress in both language and content Description of testing accommodations for ELLs

Create a digital newsletter for families of ELLs to explain assessment practices. Consider how you communicate the information for non-native English-speaking families. Include the following in your newsletter:

Description of each type of assessment (diagnostic, formative, and summative), including how and when each will be used to support English language instruction
Explanation of alignment of the assessments to ELP and content standards and the use of assessment data to determine student progress in both language and content
Description of testing accommodations for ELLs
Discussion of how the data from assessments will be used to inform instructional decisions and planning, including enrichment and interventions
Identify strategies to communicate timely and meaningful feedback with students and families, including student self-reflection strategies

Support your newsletter with 2-3 scholarly resources.

you will be discussing various aspects of writing a  Technical Object description. For this assignment, you will create your  initial post and then respond to two of your peers. In your initial  post, you need to answer the following questions in narrative form. What characteristics make the above items technical objects? What is the difference between a technical and a non-technical object? When  writing a description of a technical object, would it be more important  to use subjective language (big, short, ugly, beautiful) or objective  language (18 inches tall, painted red, square base?)

 
For your next major assignment, you will be tasked with writing a  technical object description for an audience who is unfamiliar with the  object, so you will need to think of items that might be considered  technical objects. Some good examples for  that assignment include a clock radio, a digital thermostat, a Roomba, a  CPAP or BIPAP machine, a blender for a food processor.
For  this discussion, you will be discussing various aspects of writing a  Technical Object description. For this assignment, you will create your  initial post and then respond to two of your peers. In your initial  post, you need to answer the following questions in narrative form.

What characteristics make the above items technical objects?
What is the difference between a technical and a non-technical object?
When  writing a description of a technical object, would it be more important  to use subjective language (big, short, ugly, beautiful) or objective  language (18 inches tall, painted red, square base?)
What  technical objects do you use in your work/life that you are familiar  with and could describe to someone who is not familiar with it?

You have been assigned the task of creating a board game that will help students review skills they need to know for an assigned educational area. Requirements: Using a file folder, colored paper, colored pencils, markers, and any other objects that you see as appropriate, create a game board. Put the name of your game on the tab of the folder and decorate the inside so that it is a game board. Make it neat, colorful, interesting, and creative! The purpose of this activity is to help you develop “tools” for your “teacher toolkit” that you can use in your role as an educator. 1. Make your game board neat, colorful, interesting, and creative! 2. Create at least 25 questions and answers for your game that relate to what you are trying to teach. The questions must be somehow incorporated into playing the game. 3. Relate the format and purpose of your game or activity. Example: the game board is in the shape of a castle or the purpose is to escape the evil grandmother in the story of Snow White.

BookActivity-CreatinganEducationalGameorActivity.docx

Creating an Educational Game or Activity 5 points

Assignment: You have been assigned the task of creating a board game that will help students review skills they need to know for an assigned educational area.
Requirements: Using a file folder, colored paper, colored pencils, markers, and any other objects that you see as appropriate, create a game board. Put the name of your game on the tab of the folder and decorate the inside so that it is a game board. Make it neat, colorful, interesting, and creative!

The purpose of this activity is to help you develop “tools” for your “teacher toolkit” that you can use in your role as an educator.

1. Make your game board neat, colorful, interesting, and creative!
2. Create at least 25 questions and answers for your game that relate to what you are trying to teach. The questions must be somehow incorporated into playing the game.
3. Relate the format and purpose of your game or activity. Example: the game board is in the shape of a castle or the purpose is to escape the evil grandmother in the story of Snow White.
4. Write directions for your game that would make it perfectly clear how to play the game.
5. Make sure the content and difficulty of your game are appropriate for your novel and more advanced classmates’ abilities.

*You may take a picture of your board game and upload with a description/explanation of how you met each of the five requirements listed above. This is not required, just a suggestion.

Rubric:

1 pt. – Design &

Creativity

1 pt. – Questions

1 pt.- Format and Purpose

1 pt. – Directions

1 pt. – Content and Difficulty

Everything is neatly created and directions were followed completely.

There are 25 questions and answers, and they are well incorporated into the game

The purpose of the game relates directly to the academic area being covered.

Directions make it
perfectly clear how to
play the game. They are
neatly typed with minimal
grammatical errors.

Questions and rules of play are of an appropriate level- for a variety of learners.

What emotions were triggered when you watched both episodes? Do you think these emotions were planned by the producers of the show? If so, what language was used to incite these emotions? Do you feel like you were led to a particular conclusion rather than left to make up your own mind? How so?

What emotions were triggered when you watched both episodes?
Do you think these emotions were planned by the producers of the show?
If so, what language was used to incite these emotions?
Do you feel like you were led to a particular conclusion rather than left to make up your own mind? How so?
Was information presented in meaningful context when comparing both shows?
Was the information presented in a way that was factual, informative, descriptive, persuasive, coercive? Why?

Word count: 400. Going under or over the word count will be counted against your overall grade for the assignment.Times New Roman size 12 pt. double-spacedcan be written in first-person.