Critical Thinking Memorandum

/in /by

Purpose of Assignment

Critical thinking is an important part of problem solving, decision making, and everyday life. So, what is critical thinking and why is it so important?

Assignment Steps

Prepare a 700-word memo to yourself on critical thinking including the following:

  • Explain critical thinking.
  • Provide an example from your personal experience of critical thinking applied to a business decision.
  • Discuss the importance and benefits of using critical thinking.
  • Relate the importance and benefits of critical thinking to the example provided.
  • Discuss ways you might use critical thinking in your current job or chosen career path.

Format your assignment consistent with APA guidelines.

Click the Assignment Files tab to submit your assignment.

SAILS Exam Information Literacy, Social Sciences Assignment Homework Help

/in /by

Knowing how to thoroughly research a topic is extremely important while achieving your education. You may be asked to support your information with peer-reviewed scholarly resources, but how can you find this type of resource? The Ashford University Library allows you to search through different avenues to find the requested types of resources. You can narrow your search by the author, year published, title, subject, and also by indicating what type of resource you are looking for. You even have access to a librarian if you need some guidance in finding more resources on your topic.

This week, you will take the Standardized Assessment of Information Literacy Skills (SAILS) Exam. This exam is not graded, and your results are anonymous. The exam will exit from your screen immediately after completion, and you will not receive feedback or results. This is a nationally-normalized, standardized exam for students in universities all over the United States. The results of this assessment will guide Ashford University in developing the best possible library resources and research methodologies training. Results will be published (in aggregate) on Ashford’s assessment website. Your participation is voluntary, so thank you for your participation. Click on the link to access the SAILS Exam.

After completing the SAILS Exam, in a two- to three-paragraph response:

  • Describe your experiences using resources, including concerns encountered when conducting academic research through the Ashford University Library. Areas of concern may include developing a research strategy, using the search function within a database, or evaluating sources.
  • Explain how using the Ashford University Library has improved your experience in conducting research.

WSJ Article

/in /by

Please read the WSJ article attached below;

QUESTIONS:

  1. Provide a list of at least five pieces of information that airlines have about their customers, and for each, explain how that information might help the airline provide better customer service.
  2. What do these types of customer relationship management (CRM) efforts require in terms of data and technology?
  3. How might its use of customer data help one airline out-compete another?
  4. Besides airlines, what’s another industry that could improve customer service through the use of data about its customers?

Your submission must have bullet points separately showing each question and your response. Be sure to thoroughly explain your responses; there is no word count requirement for this assignment

SOCW6301: Discussion: Qualitative Research Questions (WK6)

/in /by

Research questions that lend themselves to a qualitative approach often address questions about how people construct meaning. In this way, qualitative research questions set the stage for open-ended, inductive inquiry.

For this Discussion, review the case study entitled, “Social Work Research: Program Evaluation.” Consider the kinds of questions that inform a qualitative approach. Think about the quantitative method described in the case study and consider methods you might use to investigate the effectiveness of a program from a qualitative perspective.

Post your explanations of the following:

  • What kinds of research questions lead to a qualitative approach?
  • If you chose to conduct quantitative research in your Week 4 proposal, how might you reframe the research question in a way that lends itself to a qualitative approach?
  • If you focused on a qualitative proposal in Week 4, describe the qualitative research question and explain the rationale for choosing a qualitative approach.
  • Be sure to explain how you might collect the data.
  • Consider which qualitative method (case study, grounded theory, ethnographic research, cross-sectional research, feminist research, or participatory action research) would be most suitable for answering the research question.

Use one reference provided and three additional peer reviewed references and information from week 4 assignment form this class. Also use sub-headings for answer.

Reference

Lietz, C. A., & Zayas, L. E. (2010). Evaluating qualitative research for social work practitioners. Advances in Social Work,11(2), 188-202. Retrieved from https://journals.iupui.edu/index.php/advancesinsoc…1790

Reputation, writing discussion help

/in /by

Reputation is what people think of you, how THEY think you
perform, what THEY think you are capable of, and where THEY think you
can go. However, only you know your whole story from beginning to end
and what you want to see in it all at the same time. Your character is everything you have to offer in this world if you are fortunate enough you will be able to align the two so what others percieve you is in the exact direction of where you intend to go. However, never let what your reputation is stop you from achieving what you want and more because only you are capable of setting limitations not them. 

If i had a bad reputation is something you are known for my word to
the wise would be try your hardest to prove by actions that you are
capable and different than what people think however do not let it ever
stop you from reaching your vision to be whole. these may become some
bumps in the road but it is just a small chapter and your story is not
done just yet.

agree or disagree with 2-3 sentences

learn bases

/in /by

Hi henryprofessor,

can you answer at least three posted questions? thank you

  • 1. Some recent work suggests that not all CS-alone trials will contribute to extinction. What cautions for clinicians and counselors are implicit in these
    findings?

  • 2. Lots of people think that latent inhibition strategies will allow the clinical psychology and counseling fields to truly enter the world of prevention. What do you think about this?
  • 3. Work through this puzzle about Peg.
  • Peg is afraid to drive. She has had many auto accidents and
    driving makes her nervous. However, she still drives, though nervously. Today
    she and a brand new co-worker need to get to a meeting at a distant location.
    The most efficient way to get there is to drive. She decides she will drive her
    car. Her new co-worker asks her for a ride. Reluctantly, Peg says ‘yes’. Just as
    they start out, as bad luck would have it, they have a car accident,
    contributing to Peg’s fear of driving. Do you expect Peg to have some new,
    unpleasant reaction to her new co-worker as well? Why or why not? Use classical
    conditioning principles to justify your answer.

  • 4. Work through this puzzle about Josh.
  • Josh ate
    something new at the cafeteria one day last month. Seeing navy bean soup on the
    menu, he decided to try it and afterward said “That’s OK”. The next
    day, and for the next several days he was sick with the flu. Today, in the
    cafeteria with Alice , he sees navy bean soup on the menu and says “Ugh, I
    hate that stuff”.
    (a) Using classical conditioning, generate a
    hypothesis for why Josh now dislikes navy bean soup?
    (b) To what stimulus arrangement between navy
    been soup and the flu has Josh been exposed?
    (c) Tim also ate navy bean soup when Josh did
    and the next day he got sick too (no, the soup was not contaminated), but Tim
    does not say he hates the soup today. What might account (in terms of classical
    conditioning principles) for the difference between Tim’s and Josh’s reaction
    to navy bean soup.

  • 5. Work through this puzzle about Sally.
  • Sally has recently moved to an area where wind storms are
    common. They are new to her as wind storms were not common where she previously
    lived. However, she is not afraid of them. There was a big wind storm yesterday
    and the power in Sally’s house went out. At one point, she took a flashlight
    and went down to the basement to check on things. In the protected staircase
    she could only hear the dim sound of the wind. Otherwise, things were quiet.
    Suddenly, she heard the squeak of a mouse which, under the circumstances,
    seemed quite loud. In the dark she couldn’t see that broken step she’d been
    meaning to fix. She tripped and fell, and actually hurt herself quite badly.
    After this, she noticed a fear of mice.

    (a) Using principles about factors that
    influence the effectiveness of respondent conditioning, generate at lease one
    hypothesis about why Sally is now afraid of mice and not wind storms.

    (b) What would need to happen for Sally to
    overcome her fear of mice?

  • 6.Work
    through this puzzle about Max and Tim.
  • Max just
    took a new job. His new job is on the 48th floor of a large office building.
    Needless to say, he must take the elevator to get to his office. This is not
    unusual for Max, as his previous job was located on the 31st floor of an office
    building and he always took the elevator to get to his office there as well. On
    the day he started his new job, Tim started a job in the office next door.
    Prior to taking this job, Tim lived and worked only in a town where there are
    short buildings and no elevators. On the morning of their first day of work,
    Max and Tim saw each other in the lobby of their office building and got on the
    elevator together. Unfortunately, there was a minor elevator accident. The
    elevator lurched a bit and both Max and Tim were bumped, mildly against the
    walls of the elevator.

    (a) Who do you think is more likely to leave
    the situation with some fear of elevators?

    (b) What principle describing a factor that
    influences the effectiveness of respondent conditioning likely “protected” one
    of them from developing a fear?

  • 7. Do you think you’ve observed an example of sensory preconditioning?
  • 8. Give an example, real or fictional, of latent inhibition.
  • 9. Do you think you’ve encountered a personal experience with overshadowing?

PMBOK Guide Project Management Estimation

/in /by

PLEASE SEE ATTACHED FILES FOR ASSIGNMENT DETAIL AND INFORMATION!!!

Deliverable Length: 1,200–1,700 words total

Description:

Activity (Part 1)

  • Determine the following:
    • The scope of the project
    • How is the WBS created? Do you use the PMBOK® Guide project life cycle phases (initiating, planning, executing, monitoring and control, and close out) as the noun or do you use the deliverable or project name as the noun? The noun in a WBS is the deliverable.
    • The work breakdown structure (WBS) that is representative of the project scope, which should include the following:
      • Deliverables/Outputs
      • Activities
      • Tasks
      • Products or services
  • All major tasks should be organized into work packages. A work-package is the lowest level of the WBS.
  • Do not decide on estimates for the activities or work-packages at this time.

Deliverables (Part 1)

  • Now that you have had the opportunity to discuss your project and somewhat build your WBS in the group discussion area and offline, use MS project software to complete the following:
  • Creating your WBS in MS Project. Using MS Project, enter all the WBS deliverables/outputs, activities, and tasks into a new MS Project file and save it with your group name and course #.
  • Sequence your activities. Now that you have defined your activities, ensure that they are listed in the order that they should be completed. If one activity is dependent on another, be sure to list that dependency in the “Predecessor” column.
  • Activity estimation. Assign an initial work effort to each of the activities from the WBS.
  • Provide an estimation framework for the WBS. This should be approximate. You’re allowed to make assumptions as long you’re being realistic.
  • The framework should be estimated in days.
  • Duration estimation. Now that you have defined the WBS activities, sequenced them in a logical order and defined the dependency relationships between them, and estimated resources, add the activity duration for all activities then add a start date to each task. The finish date should automatically populate. If you have a conflict, review your predecessor relationships. Remember, you do not need to add anything to the summary tasks (the deliverable/output). The summary tasks will update automatically as soon as you link the activities to them. They summarize the duration and start/finish date for that entire deliverable. The screen shot below should provide you with an example of how your work will look before submitting this assignment. Many more examples are available in the Project Management Homepage in the Learning Center.
  • Assign resources. In the resource name column in your MS Project file, add a resource name to each task. You may use hypothetical names or your group’s names.
  • Once the work is finalized, submit your estimation framework to your group by adding the finished file to the Small Group area so that everyone has a chance to review the final product. Ideally, the group should select a group leader to manage the group’s communication and polish the final work. The group leader should be the one submitting the assignment.

Activity (Part 2)

  • Now that the finished product has been dropped into the group discussion area, each group member should once again review the finished WBS file and provide your insight.
  • Update the WBS file, if the group agreed changes needed to be made, and individually save the MS Project file on your personal computers because you might need to use it to complete IP4 on your own.

Deliverables (Part 2)

  • Based on your deliverable (Part 1)
    • Apply the standard PERT estimating formula and calculate the expected estimate (Te) for each activity.
      • Download and use this table to complete the estimates.
      • Explain the purpose behind the PERT calculations.

Gathering Data and Describing the Partnership

/in /by

This is a brief summary of the assignment attached I have a template that you must follow to complete the assignment. Please open all attachment they are need to complete the assignment I am on a very strict deadline. Use APA (6th edition) format to create the title page, references page, and in-text citations.
Compose a 2 to 3-page paper for your response. Divide your paper by incorporating the
subheadings, such as Assess Your Current Reality, Vision, etc.
Follow the directions for each step of “Gathering Data & Describing the Partnership.”

Gathering Data & Describing the Partnership

You have described and analyzed two of your school’s community involvement programs, their
goals, levels of participation, impact on student achievement, and factors that prevent and
promote their success.

In this module’s application assignment, you will design a new or strengthen an existing
partnership that integrates school, parent/family, and/or community resources to more
effectively support student achievement.

Step 1: Assess Your Current Reality
Identify a current student issue/need that interferes with academic achievement at your school.
Cite data that supports the need. This could be data that relates to academic achievement,
student attendance, discipline, or other sources. Locate and describe trends in the data and
disaggregated data, where available.

Based on the identified need, describe the partnership that you are proposing. What are its
goals? Include who will lead the program and potential stakeholders.

Step 2: Vision
Articulate your vision for the partnership. How do you envision the new or improved partnership
resolving the issue or need identified in the data and improving student achievement?

Step 3: Action Steps


 Compose at least three measurable goals for the partnership.

 Outline the steps to approval and implementation of the partnership. For example, does
your idea require the principal’s approval or school board approval, etc.? What must you
do to initiate the partnership?

 Identify resources required for the partnership, including sources of funding.

 Describe how you will communicate and market information about the proposed
partnership to all stakeholders. How will you sell the idea?

Step 4: Strategies and Activities
Summarize at least two strategies/activities you are recommending that the partnership
undertake. Reference the research that supports the strategies/ activities you are
recommending. What Works Clearinghouse is an excellent source: http://ies.ed.gov/ncee/wwc/
for evidence-based strategies.

Step 4: Conclusion: Evidence Base
What research supports investing time, money, and personnel in this partnership and the work
that is required to make it a reality?

The Training Program: Fabrics Inc. requesting training for their small business

/in /by

The Training Program (Fabrics, Inc.)

Presented at the end of Chapters 4, 5, 8 and 9 of the Blanchard and Thacker (2013) text, are examples of what would be done in a real situation regarding a small business that requested training (these sections can be found in the electronic text by going to the “Summary” section for each chapter and scrolling down). Review the Fabrics Inc. examples at the end of these chapters. These sections are labeled, “The Training Program (Fabrics, Inc.)”. Blanchard and Thacker (2013) have demonstrated the phases of the Training Process Model, from the needs analysis to evaluation. Notice how the phases build on one another.

Chapter 4 presents the needs analysis, the beginning of a step-by-step process for developing a training program, for this small fabrications company. Chapter 5 continues with a description of the Fabrics, Inc., training program identifying the training design. Chapter 8 provides examples of some of the training outputs, starting with the instructor’s manual and elaborates on the development and implementation steps. Finally, Chapter 9 examines the evaluation phase of the Fabrics, Inc. training.

The paper should use APA formatted headings to identify each of the following required sections:

  • Abstract
  • Background of Fabrics, Inc.
  • Needs Analysis
  • Training Design
  • Development and Implementation
  • Evaluation of Training
  • Conclusion
  • References

The paper should be 2,000 to 2,500 words in length (excluding the title, abstract, and reference page) and respond to the following prompts for each phase of the training process model:

Needs Analysis (Chapter 4)
Critique the organizational analysis conducted for Fabrics, Inc. and determine if there are other questions that should have been asked. Review the operational analysis done through the interview. Note that it was not completed. Generate some of the other questions that should be asked.

Training Design (Chapter 5)
In the design phase of Fabrics, Inc. Blanchard and Thacker (2013) only developed objectives for conflict resolution. Choose one of the other training requirements and develop three to four learning objectives. Critique the design component and identify areas that were not addressed satisfactorily.

Development and Implementation (Chapter 8)
Note that there is no discussion of Fabrics, Inc. in the development or implementation aspects of the training. List and describe additional training modules that could be developed based on the training objectives that were developed in the design phase of Fabrics, Inc.

Evaluation of Training (Chapter 9)
Evaluate the two evaluation instruments used in the Fabrics, Inc. case. Discuss how the evaluation results should be used. Be sure to address internal and external validity of the measurements.

The paper

  • Must be 2,000 to 2,500 words in length (excluding title and references pages).
  • Must be double spaced and formatted according to APA style as outlined in the Ashford Writing Center. (Links to an external site.)Links to an external site.
  • Must include a separate title page with the following:
    • Title of The Training Program
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must include an abstract and the required headings as noted in the prompt above.
  • Must use at least six scholarly sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

Travel Administration

/in /by

Assignment Instructions

Travel Administration

For this assignment, create a travel worksheet and a single trip itinerary for a fictitious athletic team. Detail out all travel categories. Be sure to follow all category requirements for a trip itinerary. The team, location of the trip, and times are up to the student’s imagination. The trip is going to be for three days (Friday, Saturday, and Sunday). You select the type of team, destination, number of people, travel arrangements, lodging, meals, etc.

There should be two attachments. The Itinerary must begin with a reason and rationale for the trip and include all details/arrangements/personnel for the trip. The Worksheet (spreadsheet) should be specific to include a detailed budget of each day on this trip. The submission should be clear and detailed enough for a college sports team to use on trip to multiple away games.