Throughout this course, you have become familiar with a variety of concepts in statistical reasoning and analysis. You have explored the importance of statistical thinking in research and used your knowledge to compose your own quantitative research proposal. This Reflection Activity will give you an opportunity for self-assessment as you analyze your progress in the course.

To prepare for this Reflection:

• Assess your progress and skills with quantitative reasoning and analysis. Where do you still need to improve, and what is your plan for improving these skills?
• Consider what role this course has played in helping you determine an approach to your dissertation topic. Has your original topic and approach changed? Why? How?
• To what extent has using a statistical package informed your understanding of research in general? Of how to read the findings of a research article?
• Think about how this course fits into your residency Milestones. Are you on track? Have you registered for your next residency?
• Think about any lingering questions that you have.
• H.G. Wells once said that “Statistical thinking will one day be as necessary for efficient citizenship as the ability to read and write.” Do you agree with Wells’s statement? React to the statement in a paragraph or two to close your composition.

The assignment:

Compose a 3-to-4-pages paper in which you assess your progress with quantitative reasoning and analysis. Be sure to include examples and information addressing the questions above. You may

Researchers have categorized and analyzed cultural differences between nations. These analyses can help business managers develop plans that take the cultural differences into consideration, increasing the effectiveness of the plans.

• Design a table describing the five dimensions of culture proposed by Hofstadter.
• Include the managerial implications of these dimensions and a comparison of Hofstadter’s findings with those of Impersonators’ and the GLOBE project team.

Submit your table to the Dropbox by Sunday, 11:59 PM (Mountain).

In this week’s Discussion and Application assignments, you will continue to work on your Final Project. In this Discussion, you will describe your sampling strategy for your chosen research proposal.

To prepare for this Discussion:

• Review Chapter 8 in the Frankfort-Nachmias and Nachmias book and the statistical power discussion on the Research Methods Knowledge Base website in this week’s Learning Resources.
• Consider the quantitative research plan you are developing for your Final Project and your research questions, hypotheses, variables, and analysis. What kind of power would be necessary for your research problem to be able to tell you what you would like to learn? What kind of sampling strategy would you recommend for your plan? What is your rationale for this choice?

With these thoughts in mind:

Resource: The Practice of Public Relations textbook, University Library, Internet

After reading the case study: BP’s Loose Lips Sink Credibility Ship (Chapter 1), please answer the following questions in a Word document.

ATTACHED IS THE BOOK, I DOUBT YOU WOULD NEED IT, BUT ITS BASED OF THE SPILL IN APRIL 2011.

• How would you assess BP’s response to the Gulf of Mexico oil spill? (Answer should be 90 to 175 words in length)
• How could BP have prevented the damage done by its CEO spokesperson? (Answer should be 90 to 175 words in length.
• Had you been advising (CEO Anthony) Hayward, what would you have suggested he say in response to the questions he was asked? Provide at least 3 specific examples (Answer will need to be 260 to 350 words in length).

Format your answers consistent with APA guidelines.

Summative Assignment: Curriculum Based Assessment Design

Using what you’ve learned from Chapters Six and Eight from Lefrançois as well as other resources along the way, develop a curriculum based assessment (CBA) centered on one of your two instructional plans from Weeks Three and Four.

Part 1:  Provide a Pre-Assessment Description (One-to two-pages).

Use these prompts to guide your exploration of what occurred BEFORE the assumptive assessment.

1. State measurable and observable objectives (what you wanted students to learn).
2. Describe how you knew learning occurred prior to assumptive assessment.
3. Describe the instructional strategies used to prepare students for the assumptive assessment (from your previous instructional plan in either Weeks Three or Four).
4. Explain adjustments you made or should have made to your instruction to ensure mastery of learning objectives.
5. Describe how the use of technology contributed to student preparation for the assumptive assessment or how it will be added to and contribute to the assumptive assessment here.

Part 2: Design an easily accessible assumptive assessment (Approximately two to three pages)

1. Identify the grade level and subject matter and a measurable unit objective(s) and align with the stated standard as prescribed in the original instructional plan from either Week Three or Four and referenced from the Common Core State Standards Initiative.
2. Create a minimum of six, no more than ten, problems/questions/tasks for students to complete that include a variety of test item types (selected response, short answer, extended written response, and/or performance).
3. Label each question with its corresponding:
   • Objective(s) (if more than one is being assessed)
   • Depth of Knowledge (DOK) levels (Note at least two different cognitive levels must be measured on this assessment.)
4. Define and discuss criteria for scoring extended response and performance items.

Part 3: Provide Assessment Reflection (One to two pages).

1. Define how you determined mastery.
2. Explain how you will accommodate or modify for the special population previously described in Week Four (two students with specific learning disabilities in reading and math, one ADHD student, and one English language learner).
3. Describe how you will use the evidence collected.

Grading: You will submit a SINGLE document clearly labeled as Parts 1, 2, and 3. APA formatting will be followed, including the required cover and reference pages. You must use a minimum of five scholarly resources, in addition to the course text. Your resources should include a combination of peer-reviewed articles and web-based articles, and they must be cited in-text. You will be held accountable for each required sub component per part, view able on the assignment rubric.

The Assumptive Assessment:

1. Must be approximately eight double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
2. Must include a title page with the following:
   1. Title of paper
   2. Student’s name
   3. Course name and number
   4. Instructor’s name
   5. Date submitted
3. Must begin with an introductory paragraph that has a succinct thesis statement.
4. Must address the topic of the paper with critical thought.
5. Must end with a conclusion that reaffirms your thesis.
6. Must use at least five scholarly sources, in addition to the course text.
7. Must document all sources in APA style, as outlined in the Ashford Writing Center.
8. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Assignment 2: Family Dynamics

Family dynamics play a major role in how children develop. These influences include structure, expectations, parenting styles, and involvement. To understand more about how childhood experiences with your family have influenced current identification of self, take a few minutes and think back to those days.

• Analyze the role that family structure, expectations, parenting styles, and involvement of caregivers played in your development.
• Reflect on your experiences and share any that you are comfortable sharing. You can use questions such as the following to guide your reflection:
  • What was the best thing that your family said about you or did for you? Try to remember one exact day when that was said or done for you. Which person did this? Remember now what you felt then. When do you feel this way now?
  • Did you have a nickname? How did you feel about it?
  • Did family members tell you what you would end up being or doing? Was it what you wanted to be or do? How did you respond?
  • How do you think your family would have described you to a close friend of theirs? What were they most concerned about for you?
• Would you do or react to things differently now than you did then? Why?
• Make sure you evaluate your experiences in the context of major theories and concepts of cognitive, social, and physical development during middle childhood. Support your responses by citing information from the online notes and textbook and other scholarly sources.For example, describe the cognitive stage you might have been in at the time of specific events, according to Piaget, Erikson, or Freud. How did this influence how you interpreted the events?  You can also discuss the parenting style that you think was used by your parents/caregivers.

Write a 3–4-page paper in Word format. Apply APA standards to citation of sources. Use the follo

FEMA maintains National Situation Updates, designed to provide emergency managers with information and graphics drawn from myriad agencies, governmental, media, and other. The materials provided can be used to promote situational awareness or potentially have other applications.

For this unit’s discussion, visit http://www.fema.gov/emergency/reports/index.shtm. The situation updates start with today’s date and work backward. The site also lists archives for reports extending back to 2005 (and including Hurricane Katrina). Visit the report from June 7, 2011. Note how subordinate elements overlap or are incomplete and should be read with others. For example, “fire activity” lists a roll up of fires across the country, but “Fire Management Assistance Grant” details a few truly significant fires. Also, “flooding” is captured and reported by five separate regions, but the “Significant National Weather” details reveal that there are many rainstorms headed to those same regions.

Assignment Guidelines

• In 4–5 paragraphs, address the following:
  • Read through the reports of the last week. What trends or patterns are worth noting for the nation?
    • What information is particularly important for the region your county is located in?
    • Do you anticipate that your county will be specifically impacted by any of the conditions that are listed for the week?
      • Why or why not?
      • In answering this, consider how conditions elsewhere might ultimately impact your region or county. (Be creative and think about environmental, political, economic, or other factors that are normally beyond an emergency manager’s concerns but certainly in the realm of community leaders.)
  • Visit reports from May 10, 2011.
    • Which is the most important event of the day, in your opinion?
      • Do any of the incidents have meaning for your county—how so or why not?
    • Name and detail at least two significant events of that day with which you heard little or nothing.
      • What might each of these incidents mean for that region, in terms of consequences beyond the precise incident?
    • Examine the section on disaster declaration activity for this day. Research independently one of the disaster declarations that is named (specify which one) and give details about its genesis and status. Reference the source that you used for your information.