Loretta Smith, president and owner of Custom Enterprises, applied for a $250,000 loan from City National Bank. The bank requested financial statements from Custom Enterprises as a basis for granting the loan. Loretta has told her accountant to provide the bank with a balance sheet. Loretta has decided to omit the other financial statements because there was a net loss during the past year.

Due Week 6 and worth 300 points

Refer to the Scenario for Assignments 1-3. Build on the same pilot curriculum you identified in Assignment 1 for this assignment.

Write a six to seven (6-7) page paper in which you:

1. Summarize the following aspects of Assignment 1:
   1. Describe the specific curriculum area and grade level(s) for the pilot curriculum
   2. Provide four (4) core instructional goals for the curriculum.
2. Describe the approach to curriculum development (i.e., behavior, systems, humanistic) you will use to shape curriculum design, providing a rationale for your selected approach that is consistent with the core instructional goals of the planned curriculum.
3. Describe the philosophical / theoretical approach to curriculum development (idealism, realism, etc.) you will use to shape the curriculum design, providing a rationale for your selected philosophy that is consistent with the core instructional goals of the planned curriculum.
4. Describe the psychological motivational approach to curriculum development you will use to shape the curriculum design, providing a rationale for your selected approach that is consistent with the core instructional goals of the planned curriculum.
5. Discuss one (1) cultural influence that has the greatest impact on the school district and provide a rationale for the impact it has on the district.
6. Recommend at least one (1) effective way to integrate the cultural influence into the planned curriculum that is consistent with the core instructional goals of the planned curriculum.
7. Develop a strategy for incorporating critical thinking skills (appropriate to grade level) into the planned curriculum using Bloom’s Taxonomy of Cognitive Objectives.
8. Provide a rationale for your strategy that is consistent with the core instructional goals of the planned curriculum. (Note: A brief description of Bloom’s Taxonomy may be found at Center for Teaching and Learning located at http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/blooms-taxonomy-educational-objectives.)
9. Use at least six (6) relevant, scholarly references published in the last seven (7) years (three [3] new in addition to the three [3] identified in Assignment 1). (Note:Wikipedia and other non-government Websites do not qualify as scholarly resources. Review the supplementary readings list on the first page of the course guide for possible references.)

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Identify the key elements of curriculum design and development.
• Compare the philosophical foundations of curriculum.
• Consider how psychological foundations play a role in the development of curriculum.
• Analyze the relationship of social foundations to K-12 curriculum.
• Develop the strategies and techniques to support curriculum planning.
• Design curriculum plan for a current or future school setting.
• Use technology and information resources to research issues in curriculum planning.
• Write clearly and concisely about curriculum design and development using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

Assignment 3: Dismissal Meeting

Due Week 6 and worth 150 points

Imagine that you are an office manager and you have been tasked with the job of coordinating and heading the dismissal meeting for an employee layoff.

Write a six to eight (6-8) page paper in which you:

1. Propose three (3) ways that a manager can cope with any negative emotions that may accompany an employee layoff.
2. Describe a step-by-step process of conducting the dismissal meeting.
3. Determine the compensation that the fictitious company may provide to the separated employee.
4. Using Microsoft Word or an equivalent such as OpenOffice, create a chart that depicts the timeline of the disbursement of the compensation.
5. Predict three (3) ways that this layoff may affect the company.
6. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
• Develop effective talent management strategies to recruit and select employees.
• Design processes to manage employee performance, retention, and separation.
• Analyze laws governing employment and how organizations can ensure ethical practices.
• Use technology and information resources to research issues in strategic human resource development.
• Write clearly and concisely about strategic human resource development using proper writing mechanics.

Grading Rubric below

Please remember to use passive voice when writing.

rading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

Texas Government

Assignment Instructions Autism Spectrum Disorder is characterized as a disorder in which children display deficits in: a) social interaction, b) verbal and nonverbal communication, and c) repetitive behaviors or interests (National Institute of Mental He

Internal Business Communication

For this week’s discussion assignment, find an internal communication document (this could be e-mail, newsletter, memo, or other internal means of communicating with staff) that you have seen either in your current organization or another organization that you are familiar with. You could also research on the Internet and find a suitable business communication document.

Based on your analysis of the chosen business document, complete the following tasks:

• Discuss who the intended audience is for this document as well as what the intended message is.
• Rewrite the document in your own words using the different concepts that you learned about written communication in Week 1 and Week 2 of the course. Post your rewritten document to the discussion as well.
• Next, write a minimum of three paragraphs that include outside references to explain the importance of effective written communication both as an individual and as a team member. Include the answers to the following in your explanation:
  • What are the advantages to good communication?
  • Many people cite communication as a large issue in the organization in which they work. Why, in your opinion, are there so many communication issues within an organization when it is such an important aspect of a successful organization?

FINAL PAPER (worth 20 points)..PLEASE PROVIDE A+ WORK!

THE ASSIGNMENT IS BELOW AND ATTACHED IN A DOCUMENT FILE!!!

PLEASE REVIEW AND FOLLOW ALL DIRECTIONS AND COMPLETE ACCORDINGLING WITH YOUR A+ WORK:

SCENARIO:

Abby is a 20-year-old female college student. For at least the last 3 months, Abby has experienced ongoing anxiety and worry without a specific cause for these feelings. She has been restless and has noticed that her muscles feel tense and that these symptoms are beginning to affect her behavior in a way that is causing her to become distressed and that is preventing her from being able to complete her normal tasks. Abby correctly believed that it was normal to feel a little anxious sometimes; however, as the semester has progressed, she has not begun to feel significantly more comfortable.

On the recommendation of a friend, Abby visited the university’s counseling center and talked to Dr. Smith. Dr. Smith was warm and welcoming and, after discussing the limits of confidentiality with Abby and obtaining informed consent, encouraged Abby to describe her concerns. Dr. Smith listened attentively and asked Abby a few questions. They both agreed on an appointment date and time for the next week. Dr. Smith gave Abby a homework assignment to keep a written log of the negative thoughts or assumptions she has during the week and the circumstances under which those thoughts occurred. Abby was asked to bring the log with her to her next appointment.

Short-Answer Questions

Answer the following questions based on the scenario above. Answers should be short and concise.

1. Which DSM-5 disorder matches the symptoms Abby is reporting?

2. Which theoretical model does the homework assigned by Dr. Smith match?

3. If Dr. Smith recommended medications only, which theoretical model would this match?

4. If Dr. Smith recommended medications in addition to therapy, which theoretical model would this match?

5. If Dr. Smith completed a free association exercise with Abby, which theoretical model would this match?

6. If Dr. Smith used unconditional positive regard in the treatment, which theoretical model would this match?

7. If instead of the symptoms listed in the scenario, Abby reported the following:

   She had been in a car accident where she feared for her life. She had sleep disturbances including nightmares and became uncomfortable at the thought of driving, to the point that she avoided driving. She now believes she is a horrible driver, although her friends assure her this is not true. If these symptoms have lasted for longer than a month, which DSM-5 disorder label might match her symptoms?

8. If instead of the symptoms listed in the scenario, Abby reported the following:

   Every day for the past 2 weeks she felt down or sad for most of the day, had noticed an increase in her appetite, had been unable to sleep or concentrate, and felt tired. Additionally, this was interfering with her goals and tasks, and she reported that she had never felt manic or hypomanic. Which DSM-5 disorder label might match her symptoms?

9. If instead of the symptoms listed in the scenario, Abby reported the following:

   Every day for at least the past week she felt irritable with persistently increased energy and talkativeness, was easily distracted, did not seem to need sleep, and noticed that this behavior was interfering with her job. She reported that she has felt these symptoms before in her past and that she has also felt depressed sometimes. Which DSM-5 disorder label might match her symptoms?

10. If instead of the symptoms listed in the scenario, Abby reported the following:

    Throughout her life, she has always been suspicious of others. She reports that she really would like to have good relationships, but even as a child she knew that others, including family members, could not be trusted. She feels that she needs to stay on guard to protect herself. Which DSM-5 disorder label might match her symptoms?

11. If instead of the symptoms listed in the scenario, Abby reported the following:

    She began drinking when she was 18 and now needs to drink more or higher concentrations of alcohol to continue to function. She reports that she has lost her part-time job because of her drinking and is in danger of failing out of college. She was hospitalized last weekend due to experiencing delirium tremens during withdrawal, and the doctor explained to her that she could die from this disorder. Abby recognized that her drinking was interfering with her life, and she knew that she did not want to die. Which DSM-5 disorder label might match her symptoms?

12. If instead of the symptoms listed in the scenario, Abby’s former roommate reported the following:

    During a significant portion of the past month, Abby had talked to herself out loud and told her roommate that she had heard voices telling her to harm herself. Her roommate reported that Abby had told her that she occasionally stated that she was Joan of Arc and that the school mascot was stalking her. Her roommate asked to change rooms, and now that Abby was living alone, she did not appear to have bathed in more than a week. This was not typical behavior for Abby, as she had been known to be meticulous with her appearance and hygiene. The roommate expressed her concern for Abby and stated that although she had noticed some of these behaviors since she first met Abby more than 6 months ago, the behaviors seem to have increased over the past month. Which DSM-5 disorder label might match her symptoms?

13. If Abby were 5 years old and, instead of the symptoms listed in the scenario, her symptoms included nightmares, physical complaints, recurrent separation-related fear, and a refusal to leave home, what DSM-5 disorder label might match her symptoms?

14. If Abby were 67 years old, and instead of the symptoms listed in the scenario, had no major medical issues, had never been diagnosed with a neurocognitive disorder, and her symptoms included a substantial decline in the cognitive functioning areas of memory and attention that interfere with her independence, what DSM-5 disorder label might match her symptoms?

15. Dr. Smith discussed the limits of confidentiality and required Abby to sign an informed consent form before treatment. These are examples of items used to protect the patient’s ______________.

Attachments:

Does anyone know how to do this assignment?

Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center.

Instructors, training on how to grade is within the Instructor Center.

Assignment 1.1: Conflicting Viewpoints Essay – Part I

Prewriting

Due Week 2 and worth 30 points

When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking by playing the “Believing Game.” The Believing Game is about making the effort to “believe” – or at least consider – the reasons for an opposing view on an issue.

The assignment is divided into two (2) parts.

In Part I of the assignment (due Week 2), you will first read a book excerpt about critical thinking processes: “The Believing Game and How to Make Conflicting Opinions More Fruitful” at http://www.procon.org/sourcefiles/believinggame.pdf. Next, you will review the Procon.org Website in order to gather information. Then, you will engage in prewriting to examine your thoughts.

Note: In Part II of the assignment (due Week 4), you will write an essay geared towards synthesizing your ideas.

Part I – Prewriting: Follow the instructions below for this prewriting activity.  Use complete sentences and adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

1. Select one (1) of the approved topics from the www.procon.org Website and state your position on the issue.

2. From the Procon.org Website, identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.

3.For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow:

1. What’s interesting or helpful about this view?
2. What would I notice if I believed this view?
3. In what sense or under what conditions might this idea be true?”

The paper should follow guidelines for clear and organized writing:

• Include an introductory paragraph and concluding paragraph.
• Address main ideas in body paragraphs with a topic sentence and supporting sentences.
• Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
• Create written work utilizing the concepts of critical thinking.
• Use technology and information resources to research issues in critical thinking skills and informal logic.

Click here to view the grading rubric..

RESEARCH METHODS

Assignment 2: Field Observation (25 points):

Due no later than 11:55p ET on Sunday of Week 5

Purpose: The purpose of this two-step exercise is for you to conduct inductive and deductive research using qualitative methods.

Note: it is important that you conduct the observations as two distinct events during this class; ‘recalling’ past observations is not the same as purposefully observing your surroundings from a sociological perspective, and applying two different types of reasoning to one observation will not be ‘truthful’ or successful.

The purpose of this exercise if for you to observe one social setting or social artifact to begin to detect patterns in human behavior – observance of norms and potentially behaviors that deviate from the norm.  This week’s exercise includes two parts.  First, without any prep work, you will need to go to one public place (or conduct content analysis with your social artifact) and observe the people/artifact for 25 minutes.  Social Setting: Note people’s behavior, their demeanor, their reactions/interactions to/with each other.  Social artifact: from second to second (for TV), or page to page (for print), Note themes, sounds (i.. music), texture of page (i.e. ads in magazine), etc.  Second, you will develop a research design with research problem, hypothesis and operational definitions for variables; then you will conduct another 25 minutes of observations.

Part 1

1)      Choose whether or not you will be conducting non-participant observation in a social setting, or content analysis of a social artifact

a.       Social setting: this should be a public place such as a park, mall, restaurant, etc.

b.      Social artifact: this may be ads in a particular magazine; one television show, a time-block of commercials, etc.

2)      For your inductive approach, you will simply choose a time and location/artifact for where you are going to conduct your observations

3)

a.       Social Setting: Go to the specified location and proceed with your observations.

i.      You must be a keen social observer; a ‘peeping Tom’ in the sociological sense.  Take handwritten (recommended) and/or mental notes of:

1.      details about your chosen location (time of day, lighting, furniture, plants, sounds, temperature, smell, vibe/energy, etc)

2.      the people around you, not only their behavior but general information about their sociodemographic characteristics (age, race/ethnicity, gender, SES, etc);

3.      your thoughts and feelings while making observations

2. Social Artifact: At a specified time (i.e. when a particular show is), carefully observe your social artifact

i.      Content analysis provides a sustained, systematic way to observe and measure the portrayal of that reality, as opposed to the quick, impressionistic way that we normally read consume media.  Take handwritten notes of:

1.      Details about the setting in the images you see (lighting, furniture, background, vibe/energy portrayed); if audio-visual (note sounds such as pitch of voice, music, etc)

2.      Note details about the people portrayed, not only their behavior but general information about their sociodemographic characteristics (age, race/ethnicity, gender, SES, sexuality);

4)      When you have returned from you observation, type up your notes.  Review your notes for patterns in behavior, socio-demographic characteristics, etc.

5)      Write-up your observations using ‘thick description’ of the location (i.e. building you were in (what is the architecture like), descriptions of people there (in terms of socio-demographic characteristics: age, race/ethnicity, gender, socio-economic status), sounds, smells, temperature, time of day and week, etc);

6)      Analyze trends you identified in your observations/content analysis.  What is a possible sociological/theoretical explanation for the trends you observed?  This is best done by using sources to provide credibility to your analyses.

Part 2

7)       Based on your initial observations and written analyses, develop a specific research problem/question to be further investigated (i.e. the variation in behavior of males versus females when entering a store with a glass store front)

8)      Identify the key variables you are going to be investigating, and develop an operational definition for each of them  (this should include at least two variables, but not more than four). Your operational definitions will help to provide parameters for how record variations in your observations.

9)      Write a hypothesis for what you expect to observe in your second round of observations.

10)  Repeat observations/content analysis

a.       Social Setting – this should be done at the same social setting at approximately the same time of day (if you can do this one week later on the same day, it would be great!)

b.      Social Artifact – this should be done at the same time (if commercial block), or with the same show, or with a different issue of the same magazine , etc.

11)  When you have returned from you observation, type up your notes.  Review your notes for patterns in behavior, socio-demographic characteristics, etc. and how they corresponded with your expectations/hypothesis

12)  Describe observations using ‘thick description’ of the location (i.e. building you were in (what is the architecture like), descriptions of people there (in terms of socio-demographic characteristics: age, race/ethnicity, gender, socio-economic status), sounds, smells, temperature, time of day and week, etc);

13)  Analyze your observations in terms of how they supported/did not support your hypothesis.

14)  What is a possible sociological/theoretical explanation for the trends you observed?  This is best done by using sources to provide credibility to your analyses.

15)  Discuss the differences between your inductive observations and your deductive observations.  How did the way you were observing change?  How did what you observed change?

16)  Briefly describe your thoughts/feelings in the two steps.  Did you prefer one approach to the other?  Why/why not?

APA Format

Assignment 1: LASA 2: Your State v. Mark

Mark Davis has been charged with Driving While Intoxicated (DWI) for reckless driving, speeding, four counts of felony assault, and one count of involuntary manslaughter as the result of a crash that occurred on a night out with his friends. Mark has been out on bail and pleaded not guilty when he was arraigned. The Judge set a date for Mark’s trial and his defense team has been working to collect information about the technology used by the Highway Patrol to reconstruct the crash.

District Attorney O’Malley offered Mark a plea bargain, but Mark chose to take his chances at trial. Mark’s attorney, Mr. Chen Long, advised Mark that accepting the plea offer was completely up to Mark, although Mr. Long advised against accepting it because the defense planned to highlight mistakes made by law enforcement during the investigation that could create reasonable doubt in the minds of the jurors.

The trial begins and during the voir dire of potential jurors, several individuals are excused because they have previous knowledge of Mark’s case from the media. Two individuals stated that they could not be impartial because they had loved ones killed in alcohol related crashes as well. Eventually, two men and ten women were seated in Mark’s trial.

District Attorney O’Malley presented the State’s case clearly and concisely depicting a night on the town full of heavy drinking, which ultimately resulted in Mark’s actions causing the death of one individual and injuring four others. Highway Patrolman Green explained to the jury that he immediately suspected alcohol when he arrived on scene because Mark appeared to be intoxicated when they spoke. Following the Judge ruling that it was admissible and not prejudicial, Sergeant Rodney Monroe, from the Highway Patrol Reconstruction Team presented their reconstruction complete with a high-tech computer animated reenactment of the crash. During the cross examination, Defense Attorney Long challenged the reconstruction because the Defense Crash Reconstruction Expert had discovered errors in the mathematical calculations for vehicle speed. The jury appeared to have liked the reconstruction very much regardless of the errors highlighted by the defense.

Mark was convicted of DWI, four counts of felony assault, and one count of involuntary manslaughter; however, he was acquitted of reckless driving and speeding. The Jury said they could not convict Mark of those offenses because of the mistakes made by law enforcement officers during the investigation.

Because Mark pleads not guilty, but was convicted during trial and had two prior DWI offenses, he was sentenced to ten years in the State Prison. Defense Attorney Long immediately notified the court of an impending appeal that would be filed by the defendant. In a report, using external sources to support your claims, answer the following:

1. Compare and contrast the roles of the Judge, Jury, District Attorney (Prosecutor), and Defense Attorney. What are their primary functions and purposes in the courtroom Workgroup?
2. Discuss the rights of the defendant in your state during the trial phase of the criminal justice process.
3. Discuss the rights of the victims and/or their families in your state during the pre-trial and trial phase of the criminal justice process. Would it be unusual for the family of a deceased victim to become angered by a slow criminal justice process or one where they are not permitted by law to be given information about the facts or evidence in the case by the District Attorney’s Office before the trial?
4. Compare and contrast plea-bargaining versus going to trial. Historically, opponents to plea bargains have claimed that they are used to alleviate heavy workloads of prosecutors (district attorneys). Prosecutors argue that plea-bargaining is a necessary part of the criminal justice process for several reasons. Where is the future of the criminal justice process headed in this regard?
5. Analyze how the Highway Patrol’s computer animated reenactment might have related to the Crime Scene Investigation (CSI) effect in the courtroom.

Submission Details:

1. Save the final Microsoft Word document as M5_A1_Lastname_Firstname.doc.
2. LASA 2 Grading Criteria and Rubric

All discussion assignments in this course will be graded using a rubric. This assignment is worth 300 points. Download the discussion rubric and carefully read it to understand the expectations.