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Category: Education

  • [Solved] 508-3

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    Paragraph with at least 150 words each explaining the following which should include a reference for each paragraph. 1.Explain how you would address concerns about privacy, social stigma, and over-reliance on AT devices from students and parents/guardians. Provide real-world examples to illustrate y…

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    Assignment Prompt & Instructions

    Paragraph with at least 150 words each explaining the following which should include a reference for each paragraph.
    1.Explain how you would address concerns about privacy, social stigma, and over-reliance on AT devices from students and parents/guardians. Provide real-world examples to illustrate your ideas that are specific to the content area or grade range (K-3, 4-8, 9-12) you currently teach or intend to teach.
    2. Discuss how you think students perceive and experience the use of AT in the classroom and whether you think it promotes student independence. Support your ideas by citing relevant research and examples that are specific to the content area or grade range (K-3, 4-8, 9-12) you currently teach or intend to teach.

  • [Solved] Education Homework

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    Hello is there anyone that can assist me with my homework. I will have everything that is need attached below. – ## Chapter8Lesson1PhysicalGeographyofCentralAmerica.docx **## Chapter8Lesson1PhysicalGeographyofCentralAmerica.docx** Chapter 8 Lesson 1 Physical Geography of Central America 1. Assume t…

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    Assignment Prompt & Instructions

    Hello is there anyone that can assist me with my homework.  I will have everything that is need attached below.

    – ## Chapter8Lesson1PhysicalGeographyofCentralAmerica.docx

    **## Chapter8Lesson1PhysicalGeographyofCentralAmerica.docx**

    Chapter 8 Lesson 1 Physical Geography of Central America

    1. Assume that you are living before the Panama Canal was built.  Using a comparison/contrast format make an argument as to whether to construct the Panama Canal.  You should consider the economic and political implications of the canal and take into account how the region’s physical features could affect the Panama Canal’s success. Use references from the Video Documentary. ( 2 Paragraphs)

    2. Write a paragraph describing how the blocking of any one of these choke points around the world could affect your daily life. Make sure you refer to the geographic location of the waterway and the resources would be affected.

    [https://www.youtube.com/watch?v=D_PtYPnKBJs](https://www.youtube.com/watch?v=D_PtYPnKBJs)

    **## Chapter8Lesson1PhysicalGeographyofCentralAmerica.docx**

    Chapter 8 Lesson 1 Physical Geography of Central America

    1. Assume that you are living before the Panama Canal was built.  Using a comparison/contrast format make an argument as to whether to construct the Panama Canal.  You should consider the economic and political implications of the canal and take into account how the region’s physical features could affect the Panama Canal’s success. Use references from the Video Documentary. ( 2 Paragraphs)

    2. Write a paragraph describing how the blocking of any one of these choke points around the world could affect your daily life. Make sure you refer to the geographic location of the waterway and the resources would be affected.

    [https://www.youtube.com/watch?v=D_PtYPnKBJs](https://www.youtube.com/watch?v=D_PtYPnKBJs)

  • [Solved] Integrating My Story

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    #### Prepare Prior to beginning work on this assignment, review – Chapter 1 of _Life After College: Presenting Yourself to the Workforce_ textbook – [_Work When and Where you Want_Links to an external site.](https://waywithwords.net/resource/incorporate-storytelling-interview-style/) – _Crafting and…

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    Assignment Prompt & Instructions

    #### Prepare
    Prior to beginning work on this assignment, review
    – Chapter 1 of _Life After College: Presenting Yourself to the Workforce_ textbook
    – [_Work When and Where you Want_Links to an external site.](https://waywithwords.net/resource/incorporate-storytelling-interview-style/)
    – _Crafting and Communicating Your Value Through Your Story_ interactive. This interactive has a [transcript](https://uagc.instructure.com/courses/150725/files/23697178?wrap=1) [Download transcript](https://uagc.instructure.com/courses/150725/files/23697178/download?download_frd=1).
    #### Reflect
    The objective of this assignment is to integrate your personal story into a professional response to an interview question, highlighting your unique qualifications and experiences for an entry-level position in education.
    For this assignment, you have the option of responding with an 8–10 slide PowerPoint, or you may create an audiovisual presentation (4 minutes or less) using [_ScreenPal_Links to an external site.](https://screenpal.com/), or another universally accessible multimedia application to screencast and voice-narrate your PowerPoint presentation.
    #### Write
    Your task for this assignment is to respond to this question as if you were in an interview:
    _"Can you tell us about a time when you overcame a challenge in a team setting? How did this experience prepare you for a career in education?"_
    In your assignment,
    – Identify the challenge you faced in the team setting.
    – Describe the situation in detail, focusing on your actions, the skills you used, and the outcome.
    – Explain how this experience has prepared you for a career in education.
    – Highlight specific skills and lessons that are relevant to the position you are applying for.
    – Summarize your response, reiterating the key points and your readiness for an entry-level position in education.
    For your PowerPoint presentation, you may use the Week 1 [_Integrating My Story_](https://uagc.instructure.com/courses/150725/files/23697184?wrap=1) [_Download Integrating My Story_](https://uagc.instructure.com/courses/150725/files/23697184/download?download_frd=1) template to develop and format your presentation.
    \
    edu499_week_01_crafting_and_communicating_your_value_through_your_story_transcript1.pdf](https://www.sweetstudy.com/files/edu499-week-01-crafting-and-communicating-your-value-through-your-story-transcript1-pdf "edu499_week_01_crafting_and_communicating_your_value_through_your_story_transcript1.pdf")
    \
    IntegratingMyStory1.pptx](https://www.sweetstudy.com/files/integratingmystory1-pptx "IntegratingMyStory1.pptx")

  • [Solved] Need Assistance TIC

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Need Assistance TIC.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] EDU 533 peer review

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    refer to attached document – ## week10peerreview.docx – ## cf_EDU533_WK10_FinalPeerReview_Template.docx – ## cf_EDU533_WK9_PowerPoint_TemplatePublish.pdf **## week10peerreview.docx** **Week 10 EDU 533 assignment Peer Review** **Overview-** Within Instructional Design, Peer Reviews are essent…

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    Assignment Prompt & Instructions

    refer to attached document

    – ## week10peerreview.docx

    – ## cf_EDU533_WK10_FinalPeerReview_Template.docx

    – ## cf_EDU533_WK9_PowerPoint_TemplatePublish.pdf

    **## week10peerreview.docx**

    **Week 10 EDU 533 assignment Peer Review**

    **Overview-** Within Instructional Design, Peer Reviews are essential in determining successful and not-so-successful course design outcomes for future improvement. This week you will be paired with another classmate in this course to complete a Final Peer Review.

    **Prepare-** Using the power point attached you are to review your peers assignment.

    **Instructions-** Use the Week 10 Final Peer Review Template (attached) to rate the assignment.

    **Determine your choices within the Week10 Final Peer Review Table using the following three criteria to critique classmates for each of the 10 categories.**

    1.
    **Criteria**

    · Appropriate.

    · Unacceptable.

    · Needs More Information
    **.**

    2.
    **Categories**

    · Audience appropriateness.

    · Objectives and Outcomes Match.

    · Instructional Methodology.

    · Time allowed.

    · Supports intrinsic learning.

    · Milestones are clearly defined.

    · Technology sustainability.

    · Includes gamification, Ai, or AR/VR.

    · Post Training Support.

    · Measurements for progress and success

    **## cf_EDU533_WK10_FinalPeerReview_Template.docx**

    ![Strayer University Logo](https://www.sweetstudy.com/questions/edu-533-peer-review) EDU533 – Instructional Design & Development

    Student Name:

    Date:

    Class: Instructional Design and Development

    Professor:

    #### Week 10 – FINAL PEER REVIEW

    #### INSTRUCTIONS

    #### Part 1 – Final Peer Review Table

    In this final assignment, you are asked to review another classmate’s plan and make the decision of whether or not you would approve it. Please place an X in the appropriate column categories. Use this to complete the summary in Part 2 below.

    | | | | |
    | — | — | — | — |
    | Component | Appropriate | Unacceptable | Needs More Information |
    | Audience appropriateness | | | |
    | Objectives and Outcomes Match | | | |
    | Instructional Methodology | | | |
    | Time Allocated | | | |
    | Supports intrinsic learning | | | |
    | Milestones are clearly defined | | | |
    | Technology Sustainability | | | |
    | Includes gamification, AI, or AR/VR | | | |
    | Post Training Support | | | |
    | Measurements for progress/success | | | |

    #### INSTRUCTIONS

    #### Part 2 – Final Peer Review Summary

    Using your determinations from the
    **Week 10** –
    **Final Peer Review Table**, write a 1–2-page summary to support your findings. The summary example below will assist you in writing your summary. Please use Strayer Writing Standards (SWS) within this summary and source as required.

    ## Title of Assignment

    Start the first paragraph here for an introduction. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Audience Appropriateness

    Start the next paragraph here if and where audience appropriateness is evident. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Objectives and Outcome Match

    Start the next paragraph here regarding where and how objectives and outcome match in the course design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Instructional Methodologies

    Start the next paragraph here where instructional methodologies were used. Provide insights and key considerations made in the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Time Allocated

    Start the next paragraph here regarding the time allocated within the design. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Support of Intrinsic Learning

    Start the next paragraph here where there is support of intrinsic learning. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Milestones Clearly Defined

    Start the next paragraph here where milestones are clearly defined in the design. Provide a rationale. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Technology Sustainability

    Start the next paragraph here where technology is sustainable in the design. Provide a rationale. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Inclusion of Gamification/AR/VR/AI

    Start the next paragraph here where you will explain if the course included any Gamification/AR/VR or AI within the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Post Training Support

    Start the next paragraph here where Post-Training Support is evident in the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Measurements for Progress or Success

    Start the next paragraph here where measurements for progress or success are evident within the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Conclusion

    Start the final paragraph here which is your conclusion. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    #### Sources

    1. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

    2. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

    3. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

    © 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    ## image1.png

    **## cf_EDU533_WK9_PowerPoint_TemplatePublish.pdf**

    Week 9 – Suicide
    Risk Assessment

    Instruction Design

    KENDRA R. LOVE

    EDU533

    DR. KATZ

    09/08/2025

    Why is this information

    important?
     SME: It is important to create an

    outline

     Identify potential learning gaps

    and correct them

     Evaluate your design

    Length

     The course is 1 day, 7-hour
    class.

     7:30-3:30 with 30 min lunch
    and two 15 min breaks.

     Lunch and snacks will be
    provided.

     In person

    Modality

     Meet with all department leads

    Medical Officer, Mental Health

    Director, etc.

     Computer Software, SME from

    within the industry

     Videos, simulations, and quizzes

    Audience

    • Mental Health

    Professionals

    Platform

    • PowerPoint for classroom

    facilitation.

    • LMS for testing post course.

    Key Stakeholders

    • SME

    • Learner

    • Executives & Management

    • Instructional Designer

    Content milestones.

    • Planning & Research

    • Content design

    • Course facilitation

    • Post Course Assessment

    Tracking

     Class completion

     Certification test scores

     Certification obtained

     Data Management documentation/client files

     Add additional supporting slides as needed

    Feedback methodology

     Class completion

     Certification test scores

     Certification obtained

     Data Management documentation/client files

    Identify how the learning is being

    assessed with three examples.

     Role playing and scenario discussions

     Complete a computerized assessment test

     Management evaluations

    Sources

    1. Brown, A. H., & Green, T. D. (2024). The Essentials of Instructional Design (5th ed.). Taylor &

    Francis. https://strayer.vitalsource.com/books/9781003837916Alice Author.

    2. National Institute of Mental Health. (2024). Adult Outpatient Brief Suicide Safety Assessment

    Guide. U.S. Department of Health and Human Services.

    https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-

    nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf

    3. Ilham Marnola, I Nyoman Sudana Degeng, Saida Ulfa, & Henry Praherdhiono. (2025).

    Instructional Model Design of Project-Based Collaborative Online Learning on an

    Online Discussion Forum. Journal of Educators Online, 22(2).

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    – Slide 1: Week 9 – Suicide Risk Assessment Instruction Design
    – Slide 2: Why is this information important?
    – Slide 3: Length
    – Slide 4: Modality
    – Slide 5: Audience
    – Slide 6: Platform
    – Slide 7: Key Stakeholders
    – Slide 8: Content milestones.
    – Slide 9: Tracking
    – Slide 10: Feedback methodology
    – Slide 11: Identify how the learning is being assessed with three examples.
    – Slide 12: Sources

    **## cf_EDU533_WK9_PowerPoint_TemplatePublish.pdf**

    Week 9 – Suicide
    Risk Assessment

    Instruction Design

    KENDRA R. LOVE

    EDU533

    DR. KATZ

    09/08/2025

    Why is this information

    important?
     SME: It is important to create an

    outline

     Identify potential learning gaps

    and correct them

     Evaluate your design

    Length

     The course is 1 day, 7-hour
    class.

     7:30-3:30 with 30 min lunch
    and two 15 min breaks.

     Lunch and snacks will be
    provided.

     In person

    Modality

     Meet with all department leads

    Medical Officer, Mental Health

    Director, etc.

     Computer Software, SME from

    within the industry

     Videos, simulations, and quizzes

    Audience

    • Mental Health

    Professionals

    Platform

    • PowerPoint for classroom

    facilitation.

    • LMS for testing post course.

    Key Stakeholders

    • SME

    • Learner

    • Executives & Management

    • Instructional Designer

    Content milestones.

    • Planning & Research

    • Content design

    • Course facilitation

    • Post Course Assessment

    Tracking

     Class completion

     Certification test scores

     Certification obtained

     Data Management documentation/client files

     Add additional supporting slides as needed

    Feedback methodology

     Class completion

     Certification test scores

     Certification obtained

     Data Management documentation/client files

    Identify how the learning is being

    assessed with three examples.

     Role playing and scenario discussions

     Complete a computerized assessment test

     Management evaluations

    Sources

    1. Brown, A. H., & Green, T. D. (2024). The Essentials of Instructional Design (5th ed.). Taylor &

    Francis. https://strayer.vitalsource.com/books/9781003837916Alice Author.

    2. National Institute of Mental Health. (2024). Adult Outpatient Brief Suicide Safety Assessment

    Guide. U.S. Department of Health and Human Services.

    https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-

    nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf

    3. Ilham Marnola, I Nyoman Sudana Degeng, Saida Ulfa, & Henry Praherdhiono. (2025).

    Instructional Model Design of Project-Based Collaborative Online Learning on an

    Online Discussion Forum. Journal of Educators Online, 22(2).

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    – Slide 1: Week 9 – Suicide Risk Assessment Instruction Design
    – Slide 2: Why is this information important?
    – Slide 3: Length
    – Slide 4: Modality
    – Slide 5: Audience
    – Slide 6: Platform
    – Slide 7: Key Stakeholders
    – Slide 8: Content milestones.
    – Slide 9: Tracking
    – Slide 10: Feedback methodology
    – Slide 11: Identify how the learning is being assessed with three examples.
    – Slide 12: Sources

    **## week10peerreview.docx**

    **Week 10 EDU 533 assignment Peer Review**

    **Overview-** Within Instructional Design, Peer Reviews are essential in determining successful and not-so-successful course design outcomes for future improvement. This week you will be paired with another classmate in this course to complete a Final Peer Review.

    **Prepare-** Using the power point attached you are to review your peers assignment.

    **Instructions-** Use the Week 10 Final Peer Review Template (attached) to rate the assignment.

    **Determine your choices within the Week10 Final Peer Review Table using the following three criteria to critique classmates for each of the 10 categories.**

    1.
    **Criteria**

    · Appropriate.

    · Unacceptable.

    · Needs More Information
    **.**

    2.
    **Categories**

    · Audience appropriateness.

    · Objectives and Outcomes Match.

    · Instructional Methodology.

    · Time allowed.

    · Supports intrinsic learning.

    · Milestones are clearly defined.

    · Technology sustainability.

    · Includes gamification, Ai, or AR/VR.

    · Post Training Support.

    · Measurements for progress and success

    **## cf_EDU533_WK10_FinalPeerReview_Template.docx**

    ![Strayer University Logo](https://www.sweetstudy.com/questions/edu-533-peer-review) EDU533 – Instructional Design & Development

    Student Name:

    Date:

    Class: Instructional Design and Development

    Professor:

    #### Week 10 – FINAL PEER REVIEW

    #### INSTRUCTIONS

    #### Part 1 – Final Peer Review Table

    In this final assignment, you are asked to review another classmate’s plan and make the decision of whether or not you would approve it. Please place an X in the appropriate column categories. Use this to complete the summary in Part 2 below.

    | | | | |
    | — | — | — | — |
    | Component | Appropriate | Unacceptable | Needs More Information |
    | Audience appropriateness | | | |
    | Objectives and Outcomes Match | | | |
    | Instructional Methodology | | | |
    | Time Allocated | | | |
    | Supports intrinsic learning | | | |
    | Milestones are clearly defined | | | |
    | Technology Sustainability | | | |
    | Includes gamification, AI, or AR/VR | | | |
    | Post Training Support | | | |
    | Measurements for progress/success | | | |

    #### INSTRUCTIONS

    #### Part 2 – Final Peer Review Summary

    Using your determinations from the
    **Week 10** –
    **Final Peer Review Table**, write a 1–2-page summary to support your findings. The summary example below will assist you in writing your summary. Please use Strayer Writing Standards (SWS) within this summary and source as required.

    ## Title of Assignment

    Start the first paragraph here for an introduction. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Audience Appropriateness

    Start the next paragraph here if and where audience appropriateness is evident. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Objectives and Outcome Match

    Start the next paragraph here regarding where and how objectives and outcome match in the course design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Instructional Methodologies

    Start the next paragraph here where instructional methodologies were used. Provide insights and key considerations made in the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Time Allocated

    Start the next paragraph here regarding the time allocated within the design. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Support of Intrinsic Learning

    Start the next paragraph here where there is support of intrinsic learning. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Milestones Clearly Defined

    Start the next paragraph here where milestones are clearly defined in the design. Provide a rationale. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Technology Sustainability

    Start the next paragraph here where technology is sustainable in the design. Provide a rationale. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Inclusion of Gamification/AR/VR/AI

    Start the next paragraph here where you will explain if the course included any Gamification/AR/VR or AI within the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Post Training Support

    Start the next paragraph here where Post-Training Support is evident in the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Measurements for Progress or Success

    Start the next paragraph here where measurements for progress or success are evident within the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Conclusion

    Start the final paragraph here which is your conclusion. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    #### Sources

    1. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

    2. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

    3. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

    © 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    ## image1.png

    **## cf_EDU533_WK9_PowerPoint_TemplatePublish.pdf**

    Week 9 – Suicide
    Risk Assessment

    Instruction Design

    KENDRA R. LOVE

    EDU533

    DR. KATZ

    09/08/2025

    Why is this information

    important?
     SME: It is important to create an

    outline

     Identify potential learning gaps

    and correct them

     Evaluate your design

    Length

     The course is 1 day, 7-hour
    class.

     7:30-3:30 with 30 min lunch
    and two 15 min breaks.

     Lunch and snacks will be
    provided.

     In person

    Modality

     Meet with all department leads

    Medical Officer, Mental Health

    Director, etc.

     Computer Software, SME from

    within the industry

     Videos, simulations, and quizzes

    Audience

    • Mental Health

    Professionals

    Platform

    • PowerPoint for classroom

    facilitation.

    • LMS for testing post course.

    Key Stakeholders

    • SME

    • Learner

    • Executives & Management

    • Instructional Designer

    Content milestones.

    • Planning & Research

    • Content design

    • Course facilitation

    • Post Course Assessment

    Tracking

     Class completion

     Certification test scores

     Certification obtained

     Data Management documentation/client files

     Add additional supporting slides as needed

    Feedback methodology

     Class completion

     Certification test scores

     Certification obtained

     Data Management documentation/client files

    Identify how the learning is being

    assessed with three examples.

     Role playing and scenario discussions

     Complete a computerized assessment test

     Management evaluations

    Sources

    1. Brown, A. H., & Green, T. D. (2024). The Essentials of Instructional Design (5th ed.). Taylor &

    Francis. https://strayer.vitalsource.com/books/9781003837916Alice Author.

    2. National Institute of Mental Health. (2024). Adult Outpatient Brief Suicide Safety Assessment

    Guide. U.S. Department of Health and Human Services.

    https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-

    nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf

    3. Ilham Marnola, I Nyoman Sudana Degeng, Saida Ulfa, & Henry Praherdhiono. (2025).

    Instructional Model Design of Project-Based Collaborative Online Learning on an

    Online Discussion Forum. Journal of Educators Online, 22(2).

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    – Slide 1: Week 9 – Suicide Risk Assessment Instruction Design
    – Slide 2: Why is this information important?
    – Slide 3: Length
    – Slide 4: Modality
    – Slide 5: Audience
    – Slide 6: Platform
    – Slide 7: Key Stakeholders
    – Slide 8: Content milestones.
    – Slide 9: Tracking
    – Slide 10: Feedback methodology
    – Slide 11: Identify how the learning is being assessed with three examples.
    – Slide 12: Sources

    **## week10peerreview.docx**

    **Week 10 EDU 533 assignment Peer Review**

    **Overview-** Within Instructional Design, Peer Reviews are essential in determining successful and not-so-successful course design outcomes for future improvement. This week you will be paired with another classmate in this course to complete a Final Peer Review.

    **Prepare-** Using the power point attached you are to review your peers assignment.

    **Instructions-** Use the Week 10 Final Peer Review Template (attached) to rate the assignment.

    **Determine your choices within the Week10 Final Peer Review Table using the following three criteria to critique classmates for each of the 10 categories.**

    1.
    **Criteria**

    · Appropriate.

    · Unacceptable.

    · Needs More Information
    **.**

    2.
    **Categories**

    · Audience appropriateness.

    · Objectives and Outcomes Match.

    · Instructional Methodology.

    · Time allowed.

    · Supports intrinsic learning.

    · Milestones are clearly defined.

    · Technology sustainability.

    · Includes gamification, Ai, or AR/VR.

    · Post Training Support.

    · Measurements for progress and success

    **## cf_EDU533_WK10_FinalPeerReview_Template.docx**

    ![Strayer University Logo](https://www.sweetstudy.com/questions/edu-533-peer-review) EDU533 – Instructional Design & Development

    Student Name:

    Date:

    Class: Instructional Design and Development

    Professor:

    #### Week 10 – FINAL PEER REVIEW

    #### INSTRUCTIONS

    #### Part 1 – Final Peer Review Table

    In this final assignment, you are asked to review another classmate’s plan and make the decision of whether or not you would approve it. Please place an X in the appropriate column categories. Use this to complete the summary in Part 2 below.

    | | | | |
    | — | — | — | — |
    | Component | Appropriate | Unacceptable | Needs More Information |
    | Audience appropriateness | | | |
    | Objectives and Outcomes Match | | | |
    | Instructional Methodology | | | |
    | Time Allocated | | | |
    | Supports intrinsic learning | | | |
    | Milestones are clearly defined | | | |
    | Technology Sustainability | | | |
    | Includes gamification, AI, or AR/VR | | | |
    | Post Training Support | | | |
    | Measurements for progress/success | | | |

    #### INSTRUCTIONS

    #### Part 2 – Final Peer Review Summary

    Using your determinations from the
    **Week 10** –
    **Final Peer Review Table**, write a 1–2-page summary to support your findings. The summary example below will assist you in writing your summary. Please use Strayer Writing Standards (SWS) within this summary and source as required.

    ## Title of Assignment

    Start the first paragraph here for an introduction. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Audience Appropriateness

    Start the next paragraph here if and where audience appropriateness is evident. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Objectives and Outcome Match

    Start the next paragraph here regarding where and how objectives and outcome match in the course design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Instructional Methodologies

    Start the next paragraph here where instructional methodologies were used. Provide insights and key considerations made in the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Time Allocated

    Start the next paragraph here regarding the time allocated within the design. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Support of Intrinsic Learning

    Start the next paragraph here where there is support of intrinsic learning. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Milestones Clearly Defined

    Start the next paragraph here where milestones are clearly defined in the design. Provide a rationale. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Technology Sustainability

    Start the next paragraph here where technology is sustainable in the design. Provide a rationale. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Inclusion of Gamification/AR/VR/AI

    Start the next paragraph here where you will explain if the course included any Gamification/AR/VR or AI within the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Post Training Support

    Start the next paragraph here where Post-Training Support is evident in the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Measurements for Progress or Success

    Start the next paragraph here where measurements for progress or success are evident within the design. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    Conclusion

    Start the final paragraph here which is your conclusion. This is the second sentence. This is the third sentence. This is the fourth sentence. This is the fifth sentence.

    #### Sources

    1. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

    2. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

    3. Author’s First and Last Name. Year of Publication. Title of the Article (or Textbook). Hyperlink or Permalink for the article from the Online Strayer Library.

    © 2024 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

    ## image1.png

    **## cf_EDU533_WK9_PowerPoint_TemplatePublish.pdf**

    Week 9 – Suicide
    Risk Assessment

    Instruction Design

    KENDRA R. LOVE

    EDU533

    DR. KATZ

    09/08/2025

    Why is this information

    important?
     SME: It is important to create an

    outline

     Identify potential learning gaps

    and correct them

     Evaluate your design

    Length

     The course is 1 day, 7-hour
    class.

     7:30-3:30 with 30 min lunch
    and two 15 min breaks.

     Lunch and snacks will be
    provided.

     In person

    Modality

     Meet with all department leads

    Medical Officer, Mental Health

    Director, etc.

     Computer Software, SME from

    within the industry

     Videos, simulations, and quizzes

    Audience

    • Mental Health

    Professionals

    Platform

    • PowerPoint for classroom

    facilitation.

    • LMS for testing post course.

    Key Stakeholders

    • SME

    • Learner

    • Executives & Management

    • Instructional Designer

    Content milestones.

    • Planning & Research

    • Content design

    • Course facilitation

    • Post Course Assessment

    Tracking

     Class completion

     Certification test scores

     Certification obtained

     Data Management documentation/client files

     Add additional supporting slides as needed

    Feedback methodology

     Class completion

     Certification test scores

     Certification obtained

     Data Management documentation/client files

    Identify how the learning is being

    assessed with three examples.

     Role playing and scenario discussions

     Complete a computerized assessment test

     Management evaluations

    Sources

    1. Brown, A. H., & Green, T. D. (2024). The Essentials of Instructional Design (5th ed.). Taylor &

    Francis. https://strayer.vitalsource.com/books/9781003837916Alice Author.

    2. National Institute of Mental Health. (2024). Adult Outpatient Brief Suicide Safety Assessment

    Guide. U.S. Department of Health and Human Services.

    https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-

    nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf

    3. Ilham Marnola, I Nyoman Sudana Degeng, Saida Ulfa, & Henry Praherdhiono. (2025).

    Instructional Model Design of Project-Based Collaborative Online Learning on an

    Online Discussion Forum. Journal of Educators Online, 22(2).

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    [https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf](https://www.nimh.nih.gov/sites/default/files/documents/research/research-conducted-at-nimh/asq-toolkit-materials/adult-outpatient/bssa_outpatient_adult_asq_nimh_toolkit.pdf)

    – Slide 1: Week 9 – Suicide Risk Assessment Instruction Design
    – Slide 2: Why is this information important?
    – Slide 3: Length
    – Slide 4: Modality
    – Slide 5: Audience
    – Slide 6: Platform
    – Slide 7: Key Stakeholders
    – Slide 8: Content milestones.
    – Slide 9: Tracking
    – Slide 10: Feedback methodology
    – Slide 11: Identify how the learning is being assessed with three examples.
    – Slide 12: Sources

    – 1
    – 2
    – 3

  • [Solved] Education Education assignment assistant

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Module 4 Discussion Chapter 10

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    1. What developmental principles guide the High-Scope model of early childhood education? 2.How important is active learning in supporting children's development according to the High Scope curriculum? 1. Why is important to establish positive reciprocal relationships with families? How does it be…

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    1. What developmental principles guide the High-Scope model of early childhood education?
    2.How important is active learning in supporting children's development according to the High Scope curriculum?
    1.  Why is important to establish positive reciprocal relationships with families? How does it benefit children, families, and teachers?
    2. How do teachers individualize interventions with children who exhibit persistent challenging behaviors?
    Please answer the discussion questions in detail.
    Textbook for first 2 questions:  Approaches to Early Childhood
    Textbook for last 2 questions:  Effective Practices in Early Childhood Education

  • [Solved] Education Guiding Young Children Assignment

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    An alternative to traditional testing is an authentic assessment. This Guiding Young Children assignment is designed to allow you to analyze appropriate guidance techniques related to a child’s developmental appropriateness. Below is a list of children’s behaviors. Choose three ( **3**) scenarios be…

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    An alternative to traditional testing is an authentic assessment.  This Guiding Young Children assignment is designed to allow you to analyze appropriate guidance techniques related to a child’s developmental appropriateness.
    Below is a list of children’s behaviors.  Choose three ( **3**) scenarios below and develop a chart including the following columns:
    1. _**Situation**_
    2. _**Cause or Antecedent**_
    3. _**Guidance Technique**_ (A most appropriate preventative technique the teacher can use)
    4. _**Solution or Consequence**_ (Most appropriate that promotes positive self-esteem and pro-social behaviors)
    5. _**Why**_ _(_ They reason why you selected each technique and solution.
    Scenarios: **Choose 3**
    – **Mealtime Fight.** At age 18 months, highly active Jake climbs out of his highchair long before his meal is finished.  Exasperated, his teacher makes him sit at the table until he has eaten all his food.  Soon Jake’s behavior escalates into throwing his food on the floor.
    – **Always “NO.”** Whenever asked to do anything, two-year-old Mia loudly says “NO.”
    – **Temper Tantrum.** Three-year-old Connor falls on the floor and kicks and hits his fists on the floor while he yells.  The teacher and three other children are sitting at a table nearby working on puzzles.  Connor continues this behavior and looks up every minute or so to see the teacher’s reaction.
    – **“Mommy, don’t go!”** Four-year-old Angela screams “Mommy, don’t go!” when her mother brings her to the center each morning.
    – **Puzzle Fight.** Andy is sitting at a table working on a puzzle.  David comes and sits in an empty chair at the table and grabs the puzzle and tries to take it away from him.  They continue to both pull on the puzzle to gain control as they yell “Mine, mine.”
    – **Tattle-tale.** Five-year-old Bianca runs to you as you are helping another child put on his paint apron.  Bianca tells you that Millie is using “bad words” in dramatic play.
    – **Name-calling.** Timmy comes into the block center and wants to help Jeff build a road with the blocks.  Jeff says he doesn’t want him to help.  Timmy calls Jeff a “butt-head.”
    – **Superhero.** Two-year-olds Sadie and Rylie go into the dramatic play center when they arrive.  They put on capes and grab long unit blocks.  Running around the room, they shout, “I’m Superman!” “I’m Batman!”
    – Jenny, a first-grader, is large for her age.  When she enters the after-school program each day, she goes around the room pushing the other children and taking toys away from them.  No one wants to play with her because of the way she acts.
    – **Non-sleeper.** At naptime, four-year-old Mary Lou won’t go to sleep. She changes position, asks to go to the bathroom, and crawls over to other children.  You try rubbing her back, and she still won’t go to sleep.

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    – Purpose: Students who plan to work in the community with people from many different economic, social, racial and ethnic groups need to have an understanding of the effects of differing life experiences on attitudes and values of the individual. The socialization report provides a means to demonstr…

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    – Purpose:  Students who plan to work in the community with people from many  different economic, social, racial and ethnic groups need to have an  understanding of the effects of differing life experiences on attitudes  and values of the individual.  The socialization report provides a means  to demonstrating the process of socialization in a way that makes it  meaningful.  It is used in helping the student to assess his or her  values and attitudes and the effect of the primary socialization  agencies on his/her development.  In addition, it allows the student to  contrast one’s own experiences with those of others and thereby better  understand the diversity of attitudes and values, which exist within a  community. You are free to bring into your report any material, which  you believe is relevant to your development. You should not, however,  feel any obligation to share any information, which you feel is too  personal or painful.
    –  describe your socialization process in detail.  You must include or address all 10 areas:
    – Begin where you are now. What do you think are some of your values? What are your special interests?
    – The  Family- nuclear, extended, single parent, brothers and sisters, your  position, family occupation, early memories, experiences, feelings,  travel, etc.
    – The Community- size, location, economy, attitudes, and special people in the neighborhood or community. How did they affect you?
    – The School- size, type, teacher who influenced you both positively and/or negatively, your attitude and feelings.
    – Religious Organizations- denominations, size, activities, attitudes, your relationship and experiences.
    – Peer Group- Who were your friends? What effect do you think they had on you?
    – Other  Organizations- formal and informal such as Scouts, Camp Fire, 4-H,  teams, clubs, gangs, political organizations, armed services or  organizations in which you have worked.
    – Media- books, television, movies, and videos, which may have influenced you.
    – The Era in which you were growing up.  Any historical events, figures or trends of importance.
    – Other-  work, sports, special skills, volunteer work, marriage, children, and  any experiences or events, which strongly influenced you. What do you  think the future holds for you?

  • [Solved] sam

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    Any use of AI will receive a automatic 0-There are 2 Parts to this Assignment. Use the templates provided. ## Prompt: Managers within the firm, as well as the firm’s owners and lenders, keep track of the firm’s performance by reviewing its financial statements: – income statement – balance sheet – s…

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    Any use of AI will receive a automatic 0-There are 2 Parts to this Assignment. Use the templates provided.
    ## Prompt:
    Managers within the firm, as well as  the firm’s owners and lenders, keep track of the firm’s performance by  reviewing its financial statements:
    – income statement
    – balance sheet
    – statement of cash flows
    ## PART 1:
    In 675-700 words (not including title  page or references) and in an APA7 formatted  with an Introduction  and Conclusion, explain the following questions. **Do not include the questions verbatim in your responses or as headings.** Use the template provided.
    – What is the  purpose of the income statement? Identify and describe the major types  of expenses that are shown on the typical income statement.
    – What is the  purpose of the balance sheet? Identify and describe the major types of  assets and the claims of creditors and owners shown on the typical  balance sheet.
    – What are the  three different accounts that comprise the owners’ equity (also known  as stockholders' equity) section on a typical corporate balance sheet?  Describe each account.
    – What is a statement of cash flows? Describe the three standard sections contained in a statement of cash flows.
    ## PART 2:
    Complete both the balance sheet and income statement exercise tabs in this Excel file and submit it as a file. **Note: the file is auto-submitted to Turnitin and will result in a high score. Please disregard the score.**
    **TIP: This entire excel exercise is add, multiply, or subtract. Look at it as a math puzzle.**
    \
    BUSN604Week1Assignment2025.xlsx](https://www.sweetstudy.com/files/busn604week1assignment2025-xlsx "BUSN604Week1Assignment2025.xlsx")