Applying Theory to a Practice Problem: Part 1: Introduction and Problem of Practice

/in /by

It is important to understand how research can help you in your everyday environment as a nurse. In this assignment, you will identify a practical problem that emerges from the evidence in the extant literature or professional practice.

DIRECTIONS:

Chose a problem that you are encountering in your practice or about which you have read in the current literature.

Write a paper (250 to 500 words) that describes a practical problem that emerges from the evidence in the extant literature or professional practice. The paper should do the following:

  1. Clearly describe the problem.
  2. Provide a rationale for the significance of this problem. The rationale must be supported by the current or seminal literature.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Applying Theory to a Practice Problem: Part 1: Introduction and Problem of Practice

1
Unsatisfactory
0.00%

2
Less than Satisfactory
74.00%

3
Satisfactory
79.00%

4
Good
87.00%

5
Excellent
100.00%

70.0 %Content

35.0 %Description of the problem

A description of the problem is either missing or not evident to the reader.

A description of the problem is present, but incomplete or inaccurate.

A description of the problem is presented, but is cursory and lacking in depth.

A description of the problem is thoroughly presented and includes all necessary elements.

A description of the problem is thoroughly presented with rich detail and includes all necessary elements.

35.0 %Rationale for the significance of the problem

A rationale for the significance of the problem is either missing or not evident to the reader.

A rationale for the significance of the problem is present, but incomplete or illogical.

A rationale for the significance of the problem is presented, but is cursory and lacking in depth. The research cited in the definition is outdated.

A rationale for the significance of the problem is thoroughly presented and includes all necessary elements. Some research cited in the definition is outdated.

A rationale for the significance of the problem is thoroughly presented with rich detail and includes all necessary elements. The rationale is well supported with current and/or seminal research.

20.0 %Organization and Effectiveness

7.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.

8.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

Writer is clearly in command of standard, written, academic English.

10.0 %Format

5.0 %Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

Appropriate template is used. Formatting is correct, although some minor errors may be present.

Appropriate template is fully used. There are virtually no errors in formatting style.

All format elements are correct.

5.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.

In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.

100 %Total Weightage

writing follow the request

/in /by

You made an agreement with your parents (or spouse, partner, relative, or friend) that you would submit a report at this time describing the progress you have made toward your educational goal (employment, certificate, or degree).

Your Task. In memo format (several templates can be found in Word) write a progress report that fulfills your promise to describe your progress toward your educational goal. Address your progress report to your parents, spouse, partner, relative, or friend. In your memo (a) describe your goal; (b) summarize the work you have completed thus far; (c) discuss thoroughly the work currently in progress, including your successes and anticipated obstacles; and (d) forecast your future activities in relation to your scheduled completion date.

The memo should be in narrative form. You will be assessed on your ability to organize your information, your ability to get your message across, and your grasp of the English language. Keep in mind that business writing is purposeful, concise, audience oriented, and usually informative.

This memo should be formatted as follows:

  • Left and right margins should be 1.25”
  • Font should be Arial 12 pt.
  • Standard spacing (double space between paragraphs and single space body of memo)
  • Length should be no more than 2 pages
  • Headings/subheadings should be used as appropriate to the memo content

Testing for Multiple Regression

/in /by

To prepare for this Part 1 of your Assignment:

  • Review this week’s Learning Resources and media program related to multiple regression.
  • Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset (whichever you choose) found in the Learning Resources for this week.
  • Based on the dataset you chose, construct a research question that can be answered with a multiple regression analysis.
  • Once you perform your multiple regression analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.

For this Part 1 Assignment:

Write a 1- to 2-page analysis of your multiple regression results for each research question. In your analysis, display the data for the output. Based on your results, provide an explanation of what the implications of social change might be.

Use proper APA format, citations, and referencing for your analysis, research question, and display of output.

PSY-804 Benchmark – Major Psychological Movements

/in /by

Details:

Understanding the theoretical foundations, influential theorists, and demarcation of the three major movements of psychology is essential to having a fundamental knowledge of the discipline. Psychoanalysis; behaviorism; and humanistic, transpersonal, and existential psychology (HTE) are recognized as the three primary movements of psychology. As such, they provide a rich history of human science and form the basis for understanding human experience and the human condition as a whole. In this assignment, you will address this history, synthesize the theories, and consider applications of the theories.

General Requirements:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least ten scholarly research sources related to this topic, and at least one in-text citation from each source be included. Scholarly works encountered in prior doctoral courses may be used in this assignment.
  • You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

Directions:

Write a paper (2,250-2,500 words) that demonstrates your understanding of the primary movements in psychology – psychoanalysis, behaviorism, and humanistic, transpersonal, and existential psychology (HTE). Your paper should provide a historical perspective for each of the movements, showcase your understanding of the key components of each, and suggest a synthesis and application of the theories. Include the following in your paper:

  1. An overall historical context of all three movements. (Benchmarks C.1.1: Discuss the history and development of the theories of Psychoanalysis, Behaviorism, and Humanistic/Transpersonal/Existential (HTE) Psychology)
  2. A rationale for why each movement is/was considered essential to understanding human behavior and experiences.
  3. An analysis of psychoanalysis/psychodynamic theory. What were the primary tenets and perspectives of the theories? Who were the key theorists? How did their work lead them to new ideas including Neo-Freudianism?
  4. An analysis of behaviorism. What were the theoretical underpinnings of the movement? What were the primary tenets and concepts of the movement? Why were these tenets and concepts important? Who were the key theorists?
  5. An analysis of humanistic, transpersonal, and existential psychology (HTE). From what cultural and historical contexts did the movement emerge? What were the primary tenets and concepts of the movement? Why were these tenets and concepts important? How do these tenets and concepts differ across the movement? Who were the key theorists?
  6. A synthesis of these movements. How did these movements enhance the understanding of human behavior, growth, and potential? (Benchmarks C.1.2: Synthesize the theories of Psychoanalysis, Behaviorism, and HTE Psychology)
  7. An evaluation of the applications of the theories that were the basis for each of these movements. To what extent has the application of these theories enhanced treatments in mental health and the helping professions? (Benchmarks C.1.3: Evaluate the common applications of Psychoanalysis, Behaviorism, and HTE Psychology)
  8. A statement of next steps. What comes next in the development of psychological approaches to understanding human behavior and experience

Please see the attached rubric for guidance of how to ensure the paper is done in a correct manner. In addition, please be sure that you provide appropriate references and that they are cited in APA 6th edition format and that the references are a peer reviewed article or journal and not website references.

Discussion Replies

/in /by

Posts must be a minimum of 250 word each with proper citations at the bottom of each reply. No in text citations are required. The posts must be substantial and have meaning.

1) Metals and water can act as medium to conduct a signal so it should come as no surprise that the airwaves can also be used conduct a signal. However, the airwaves are not as good as a conductor as copper. Radio Frequency (RF) signals are essentially any signal oscillating above 3 KHz. Unique to an oscillating signal is that it generates electromagnetic power waves over the air and these waveforms can be transmitted and detected without using a physical conductor (i.e. the atmosphere is the conductor).

Wireless communications depend on transmitting an RF signal and detecting the same RF signal. The property of the oscillating waveform allows us to select particular RF frequency ranges for the particular application. For example, the 2.4 GHz and 5 GHz RF frequency ranges are ideal for transmitting over relatively short distances and require a small antenna. AM radio uses the frequency range of between 300 and 3000 KHz and has pretty good range (especially in the evening). FM radio and analog television use the frequency range of between 30 and 300 MHz, but the range is not a great as AM radio. The medium to receive and transmit communication signals 3 KHz and above can also be, and often is, a physical conductor. For example, a cable provider delivering High-Def television, Telephone services, and Internet all on the same wire transmits those signals at RF frequencies

Why do think some RF signals, such as those delivered by a cable ISP (Internet Service Provider), are transmitted and received using a physical conductor?


2) Coleman (2014) observes many different types of standards and standards organization Chapter 1, but when it comes to products or even new wireless standards we (as technology users or developers) must discriminate between marketing hype and meeting as need. For example, these days — a successful standard is more than likely proposed by a consortium of companies possible working with (or for) government and educational institutions, e.g. WiFi Alliance. The final standard is usually a result of much input, hard work, and debate. It is quite likely that many compromises were made along the way to satisfy all those with political or financial interests. Hard to say if the final outcome is the best or not. Great technology often fails because it may be too expensive to implement. Lesser technology may be extremely successful , because it met the demands of a wider audience.

The claims made by standard promoters often confuse veterans and novices who are looking to select an appropriate standard to build to. Promoters of standards usually have a vested interest in seeing their particular standard saturate the marketplace. For example: the use of non-objective terms (“powerful”, “limitless” “adaptable”, “seamlessly integrates”, multi-purpose”, “universally accepted”) to describe a particular wireless standard is common place. Each consortium claim’s their standard is the utopian solution! You should note these consortium’s web sites tend not to say anything negative about their technology.

Although standard sponsors advertising material and web pages contain excellent sources of information – a researcher should always remain objective (i.e. don’t believe all the hype). As the course progress I hope the class can see that for every new (and old) technology there are upsides AND downsides.

What is a de facto networking standard? Can you provide an example ?

3) ne of the requirements of devices having Wi-Fi capabilities is to have robust security network (RSN) built into them. Devices must support Wi-Fi Protected Access (WPA) and Wi-Fi Protected Access 2 (WPA2) security mechanisms for personal (WPA2-Personal) or enterprise (WPA2-Enterprise) environments (Coleman & Westcott). I had not thought about these not having the capabilities to have them but does make sense that a company could try to get away with selling access to Wi-Fi but not giving you the security options to use leaves you open to attacks. Even though we have these options some still refuse to use them or do not understand how to set them up to work properly. I have always like how recently when the cable companies come out and set these up they try to help you and already come with a preset password on them that is attached to the device so you don’t have to remember it. These are better than them leaving it open and telling you its installed but not setting up the Wi-Fi Security for you. We here in this class should all know how to set this up ourselves but for individuals that are not so computer savvy can find this difficult.

WPA uses a 256 bit key and is entered as a string of 64 hexadecimal digits or a passphrase of 8-63 characters. I thought we were still on 25 characters did not know we had gone all the way up to 63 characters.

4) In Chapter 3 of Coleman (2014) the concept of signal power is discussed at length. If we desire to increase the range of a signal can we simply increase signal power? The answer is not really … for several reasons. One reason is that the spectrum is already heavily occupied/reserved. Increasing the power of our signal may interfere with another signal using the same part of the frequency spectrum.

Another reason is the US Federal Communication Commission (FCC) may legally prevent us from doing so. The FCC both licenses and regulates the airwaves (such as AM and FM broadcasts), but the FCC also regulates unlicensed transmissions, such as home Wi-Fi. The FCC regulations regarding low-power transmission essentially limit both the Wi- Fi transmitter and the antenna to 4 watts.

How could a wireless signal’s range be extended if increasing signal power off the table?

5) The amount of RF energy that can be captured by the aperture of an antenna is smaller with higher frequency antennas (Coleman & Westcott). By this statement it is import not only for our transmitter to be able send the signal out freely without things getting in the way but to have a proper antenna to be able to receive the frequency. For some reason at our job we were losing connection with our RF Unit or hand held devices that we use throughout the warehouse. I had not thought about them having an antenna on them. Since Wi-Fi is inter graded into the motherboard (of a NIC card correct?) how does this effect the way our signal performs?

Higher frequency signals will generally attenuate faster than lower frequency signals as they pass through various physical mediums such as brick walls (Coleman & Westcott). Through our research at work we came to realize that when our building was set up it was only set up with a few access points and the building was empty so signal had no problem being connected throughout the warehouse. They did not put into the aspect of the racking and or the freight being put in and we had to have a few more installed in order to correct our hand held from losing connection. We have one building that seems to struggle with connectivity even with being in the same aisle as the transmitter? Anyone have ideas on why this happens? The area is surrounded by metal storage and sprinkler systems.

6) Minimizing interference is one very good reason why you would use a cable to conduct to transmit a signal. In my line of work we sometimes test over-the-air RF signal quality using antennas between the receiver and transmitter. To do this requires an FCC clearance (often referred to as a Frequency Clearance). Not only does a Frequency Clearance take a lot of time to submit paper-work ~ approval ultimately be denied because the FCC has determined that there is a chance (sometimes very small) that we would interfere with another signals sharing the same frequency.

To avoid the need for a Frequency Clearance altogether we simply connect the receiver and transmitter using an RF cable and then attenuate the signal as if it were being sent over the air (OTA) via antennas.

Another think about is that, relative to free space, there’s not much power loss when transmitting a signal using a copper cable. However there is quite a bit of power loss when transmitting over-the-air ~ particularly as range between the transmitter and receiver increases. A powerful FM radio station can use up to 50,000 Watts to get their signal out over the air. I can now listen to almost any AM radio station using the Internet, but much-much-much less power is necessary for me to receive the FM signal over the wired Internet.

History-Scholarly-activity-4

/in /by

With the times quickly changing, and the recent division among those who support the Federalists and Anti Federalists,

public rallies in the town center have become a common thing.For the next rally, you have been asked to give a speech

regarding how/why you have been influenced by that particular side. After choosing which side to support, use the PowerPoint

reading from this unit to choose a minimum of four of the six bullets from slide two titled, “Quick Comparison,” as the basis for your speech. Using these four bullets you have selected summarize how this political divide would evolve into the two

party system.You are to give your speech in the first person based on choosing a Federalist or Anti-Federalist.

you will write out your speech in essay form. Be sure to address the four bullet points you

selected from the PowerPoint within the essay for your speech.

Your speech must be a minimum of two (2) pages. A minimum of two (2) reputable sources must be used, cited, and

referenced, only one of which can come from the required reading section. This means you will need to find at least one

additional source on your own.

File will be attached

Comparison of leadership models and styles

/in /by

Details:

Leadership models abound. For this assignment, you will have two parts submitted as one assignment. In Part One you will review an assortment of models and styles and make a comparison of servant leadership to other models of leadership, including at least one model of transformational leadership. Also, contrast how these models bring about change in organizations. In Part Two you will look at leadership styles, determine yours, and compare the results of the personal model inventory and your personal leadership style.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Complete the “Personal Model of Leadership” tool to find your personal model.
  • Complete the Leadership Development Questionnaire (“Leadership Development – Test One – What is your leadership style?”).
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Directions:

Write a 1,250-1,500 word paper that discusses how your personal model of leadership and leadership style may be applied in your work and how it compares to servant leadership and other models.

Part One:

  1. Discuss your personal model of leadership and how you might apply it in your role as a doctorally prepared advanced practice nurse.
  2. Analyze how your personal model reflects a practice of servant leadership.
  3. Compare servant leadership to two other leadership models.
  4. Discuss how leaders implement each of the models and how they fit with your personal model.
  5. Contrast the effectiveness of these models to bring about change in an organization.

Part Two:

  1. Evaluate how your personal model of leadership works in conjunction with your leadership style.
  2. Develop an action plan using SMART goals (Specific, Measurable, Actionable, Relevant, and Timely) with an evaluation of personal development to work on two areas of personal improvement for your leadership style. The plan must include at least two SMART goals.

1
Unsatisfactory
0.00%

2
Less Than Satisfactory
74.00%

3
Satisfactory
79.00%

4
Good
87.00%

5
Excellent
100.00%

70.0 %Content

10.0 %Discussion of Your Personal Model of Leadership and How You Might Apply It in Your Role as a Doctorally Prepared Advanced Practice Nurse

Discussion of your personal model of leadership and how you might apply it in your role as a doctorally prepared advanced practice nurse is not present.

Discussion of your personal model of leadership and how you might apply it in your role as a doctorally prepared advanced practice nurse is present but incomplete.

Discussion of your personal model of leadership and how you might apply it in your role as a doctorally prepared advanced practice nurse is present but rendered at a perfunctory level.

Discussion of your personal model of leadership and how you might apply it in your role as a doctorally prepared advanced practice nurse is present. Discussion is thorough and defines specific elements but not as completely as expected. Information presented is from scholarly but dated sources.

Discussion of your personal model of leadership and how you might apply it in your role as a doctorally prepared advanced practice nurse is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

10.0 %Analysis of How Your Personal Model Reflects a Practice of Servant Leadership

An analysis of how your personal model reflects a practice of servant leadership is not present.

An analysis of how your personal model reflects a practice of servant leadership is present but incomplete.

An analysis of how your personal model reflects a practice of servant leadership is present but rendered at a perfunctory level.

An analysis of how your personal model reflects a practice of servant leadership is clearly present but is not as complete as expected. Information presented is from scholarly but dated sources.

An analysis of how your personal model reflects a practice of servant leadership is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

10.0 %Comparison of Servant Leadership to Two Other Leadership Models

Comparison of servant leadership to two other leadership models is not present.

Comparison of servant leadership to two other leadership models is present but incomplete.

Comparison of servant leadership to two other leadership models is present but rendered at a perfunctory level.

Comparison of servant leadership to two other leadership models is present but is not as complete as expected. Information presented is from scholarly but dated sources.

Comparison of servant leadership to two other leadership models is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

10.0 %Discussion of How Leaders Implement Each of the Models and How They Fit With Your Personal Model

Discussion of how leaders implement each of the models and how they fit with your personal model is not present.

Discussion of how leaders implement each of the models and how they fit with your personal model is present but incomplete.

Discussion of how leaders implement each of the models and how they fit with your personal model is present but rendered at a perfunctory level.

Discussion of how leaders implement each of the models and how they fit with your personal model is thorough but not as complete as expected. Information presented is from scholarly but dated sources.

Discussion of how leaders implement each of the models and how they fit with your personal model is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources.

10.0 %Contrast of the Effectiveness of the Models to Bring About Change in an Organization

A contrast of the effectiveness of these models to bring about change in an organization is not present.

A contrast of the effectiveness of these models to bring about change in an organization is present but incomplete.

A contrast of the effectiveness of these models to bring about change in an organization is present but rendered at a perfunctory level.

A contrast of the effectiveness of these models to bring about change in an organization is thorough but not as complete as expected. Information presented is from scholarly but dated sources.

A contrast of the effectiveness of these models to bring about change in an organization is clearly present. Discussion is convincing, insightful, and forward-thinking. Information presented is from current scholarly sources.

10.0 %Evaluation of How Your Personal Model of Leadership Works in Conjunction With Your Leadership Style

An evaluation of how your personal model of leadership works in conjunction with your leadership style is not present.

An evaluation of how your personal model of leadership works in conjunction with your leadership style is present but incomplete.

An evaluation of how your personal model of leadership works in conjunction with your leadership style is present but rendered at a perfunctory level.

An evaluation of how your personal model of leadership works in conjunction with your leadership style is thorough but is not as complete as expected. Information presented is from scholarly but dated sources.

An evaluation of how your personal model of leadership works in conjunction with your leadership style is clearly present. Discussion is convincing, insightful, and forward-thinking. Information presented is from current scholarly sources.

10.0 %Action Plan Using SMART (Specific, Measurable, Actionable, Relevant, and Timely) Goals With an Evaluation of Personal Development to Work on Two Areas of Personal Improvement for Your Leadership Style

An action plan using SMART (Specific, Measurable, Actionable, Relevant, and Timely) goals with an evaluation of personal development to work on at least two areas of personal improvement for your leadership style is not present.

An action plan using SMART (Specific, Measurable, Actionable, Relevant, and Timely) goals with an evaluation of personal development to work on at least two areas of personal improvement for your leadership style is present but incomplete.

An action plan using SMART (Specific, Measurable, Actionable, Relevant, and Timely) goals with an evaluation of personal development to work on at least two areas of personal improvement for your leadership style is present but rendered at a perfunctory level.

An action plan using SMART (Specific, Measurable, Actionable, Relevant, and Timely) goals with an evaluation of personal development to work on at least two areas of personal improvement for your leadership style is presented but is not as complete as expected.

An action plan using SMART (Specific, Measurable, Actionable, Relevant, and Timely) goals with an evaluation of personal development to work on at least two areas of personal improvement for your leadership style is presented.

20.0 %Organization and Effectiveness

7.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.

8.0 %Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

10.0 %Format

5.0 %Paper Format (Use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

Appropriate template is used. Formatting is correct, although some minor errors may be present.

Appropriate template is fully used. There are virtually no errors in formatting style.

All format elements are correct.

5.0 %APA Format

Required format is rarely followed correctly. An appropriate number of topic-related scholarly research sources and related in-text citations are not present. No reference page is included. No citations are used.

Required format is attempted, but some elements are missing or mistaken. A lack of control with formatting is apparent. Some sources are not scholarly research or topic-related. Reference page is present. Citations are inconsistently used.

Required format is used correctly, although some minor errors may be present. Scholarly research sources are present and topic-related, but the source and quality of some references is questionable. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Required format is fully used. There are virtually no errors in formatting. Scholarly research accounts for the majority of sources presented and is topic-related and obtained from reputable professional sources. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.

The document is correctly formatted to publication standards. All research presented is scholarly, topic-related, and obtained from highly respected, professional, original sources. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. The paper could readily be accepted for publication.

100 %Total Weightage

FIFO and LIFO Assessment

/in /by

For this assessment, complete Problems 1 and 2. You may use Word or Excel to complete the assessments throughout this course, but you will find Excel to be most helpful for creating spreadsheets. Tutorials for using Excel are provided in the Supplemental Resources in the left navigation menu. If you use Excel, submit the assessment in one Excel document, using separate tabs for each spreadsheet.

To complete the first problem, you may choose to use the Assessment 6, Problem 1 Template linked in the Suggested Resources under the Capella Resources heading.

Problem 1: The Effects of Different Cost Flow Assumptions for Inventory

At the end of January 2011, the records of Sheldon and Blair showed the following for a particular item that sold at $20 per unit:

Problem 1, Table 1: Records of Sheldon and Blair
Transactions Units Total Amount
Inventory, January 1, 2011 500 @ $6.00 $3,000
Purchase, January 12 600 @ $7.00 $4,200
Purchase, January 26 200 @ $7.10 $1,420
Sale (400 units sold for $20 each)
Sale (300 units sold for $20 each)

Based on the information provided in the table above, complete the following. An optional template, Assessment 6, Problem 1 Template, is provided in the Suggested Resources under the Capella Resources heading.

  1. Assuming the use of a periodic inventory system, prepare a summarized income statement through gross profit for the month of January under each method of inventory listed below. Show the inventory computations for each method in detail.
    • a. Average cost. (Round the average cost per unit to the nearest cent.)
    • b. First in, first out (FIFO).
    • c. Last in, first out (LIFO).
    • d. Specific identification. (Assume that the first sale was selected from the beginning inventory and the second sale was selected from the January 12 purchase.)
  2. Of FIFO and LIFO, which method would result in the higher pretax income? Which would result in the higher EPS?
  3. Of FIFO and LIFO, which method would result in the lower income tax expense? Explain, assuming a 35 percent average tax rate.
  4. Of FIFO and LIFO, which method would produce the more favorable cash flow? Explain.

Problem 2: The Effects of Differing Depreciation Methods

Total Workout, Inc. purchased three ï¬ï¿½tness machines from Ace Used Equipment at the beginning of the year. All three were used machines that had to be overhauled and installed before they were put into use. The costs of the machines and their renovation and installation are shown in Table 1 below:

Problem 2, Table 1: Equipment Costs
Account Machine A Machine B Machine C
Amount paid for asset $21,000 $30,750 $8,000
Installation cost $500 $1,000 $200
Renovation costs prior to use $2,000 $1,000 $1,500

By the end of the first year, each machine had been operating 4,800 hours. Depreciation estimates are shown in Table 2 below:

Problem 2, Table 2: Equipment Depreciation
Machine Life Residual Value Depreciation Method
A 5 years $1,000 Straight-line
B 60,000 hours $2,000 Units-of-production
C 4 years $1,500 Double-declining balance

Using the data provided above, complete the following:

  1. Compute the cost of each machine.
  2. Give the entry to record depreciation expense at the end of the first year, using all three depreciation methods listed in Table 2.

Biopsychology-and-Perceptions

/in /by

There are two choices for this question. Choose one question for your main post. Be sure to label which choice you selected in your main post. Please address all parts of the question in your main post. Besides your main post, you need to submit two or more replies to the main posts of classmates. You should post at least one reply to a classmate who answered the alternative question.

Use the ESC Library or another college library to research the questions. You may use a source such as Psychology Today, Scientific Mind, etc. Do not use Wikipedia, About.com, Google, etc.

Choice 1

  1. Research a topic about the how brain affects behavior or neuroplasticity
  2. Find one or more articles you read, then summarize in your own words for others in 1-2 paragraphs. Please do not simply quote the article.
  3. What did you learn that related to or supported what you read abo7ut in the course materials on biological psychology?
  4. What was new or surprising information?

Choice 2

  1. Describe a time when you had a major misperception about something you witnessed, observed, heard, or felt – or a combination of two or three senses?
  2. When and how did you realize your initial interpretation of the stimuli was inaccurate?
  3. Using the course material you read on senssations and perceptions, how do you think your senses were “fooled’?
  4. What specific connections can you make from the courses readings to help explain your misperception and how our senses can be fooled?

-LEH500-Law-Ethics-and-Corporate-Governance-week-3-discussion

/in /by

“Broken Promises” Please respond to the following:

  • Think back on a time when a friend, colleague or business associate promised or agreed to do something but did not follow through. For example, did someone agree to sell you something but at the last minute changed the price, or perhaps someone agreed to perform a service, but then never did so? Create a summary that describes a situation where a promise was broken. Next, debate why the facts you presented did or did not meet the legal requirements for a contract. Justify your response.