My Blog

Tag: Curriculum & Instructional Design

  • [Solved] PLAGIARISM FREE IN 8 HOURS or LESS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    PLEASE UPLOAD EACH DISCUSSION RESPONSE SEPARATELY!!!!! – 2 years ago **files (1)** – ## Week4ResponseDiscussionReply.pdf **## Week4ResponseDiscussionReply.pdf** Using the 3C+Q method, respond to at least two of your peers. Each post and response must include a compliment, a comment, a connection (3C…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    PLEASE UPLOAD EACH DISCUSSION RESPONSE SEPARATELY!!!!!

    – 2 years ago

    **files (1)**

    – ## Week4ResponseDiscussionReply.pdf

    **## Week4ResponseDiscussionReply.pdf**

    Using the 3C+Q method, respond to at least two of your peers. Each post and response
    must include a compliment, a comment, a connection (3C) plus a question (Q).

    • Compliment: I appreciate that….

    • Comment: I agree with that because….

    • Connection: I also thought….

    • Question: I wonder why….

    DISCUSSION 1 (SUSAN)

    Families play a very significant part in a young child’s social development. They provide
    the first social interactions and model behaviors that children will imitate. Children learn
    social norms, values, and behaviors that shape their social skills and relationships through
    family interactions. Families give emotional support and a sense of security, very
    important features in healthy social development (Berk, 2018).

    Guiding children through the four dimensions of the social domain involves several key
    responsibilities. Regarding social skills, the educator can model effective communication,
    empathy, and conflict resolution. Regarding socialization, the teacher will create
    opportunities for the child to get along with other peers and friends. Social responsibility
    can be instigated by making them understand the importance of contributing to the
    community and society. Finally, social studies can be included to allow the children to
    learn about different cultures, histories, and perspectives (Gordon & Browne, 2016).

    Valuing and respecting human diversity is integral to all four dimensions of the social
    domain. By promoting diversity, educators can help children develop a broader
    understanding of the world and appreciate different perspectives. This approach
    supports social skills by teaching children to communicate and interact with people from
    diverse backgrounds. It enhances socialization by fostering inclusive environments
    where all children feel valued. Social responsibility is reinforced as children learn the
    importance of equality and justice. Finally, social studies provide the context for
    understanding diversity's historical and cultural significance (Nieto, 2017).

    Intentional teaching in the social domain supports a safe classroom environment by
    addressing issues such as bias, bullying, and bystander behavior. Teachers can create
    lesson plans encouraging diversity, empathy, and respectful discussions. This approach
    aligns with the actions of the teachers in the video "What Can We Do? Bias, Bullying,
    and Bystanders," where educators actively engage students in conversations about these
    topics and provide strategies for dealing with bullying and discrimination (Derman-
    Sparks & Edwards, 2020).

    New Jersey's state standards include sections devoted to social and affective
    development. The standards highlight the importance of social-emotional learning (SEL)
    and outline goals for developing students' social skills, emotional regulation, and

    responsible decision-making. These standards agree with the goals for children
    highlighted in this week's review because they create an environment that is supportive
    and inclusive, enabling students to learn and develop socially and emotionally (New
    Jersey Department of Education, 2021).

    References:

    Berk, L. E. (2018). Child Development (9th ed.). Pearson.

    Gordon, A. M., & Browne, K. W. (2016). Beginnings & Beyond: Foundations in Early

    Childhood Education (10th ed.). Cengage Learning.

    Nieto, S. (2017). Language, Culture, and Teaching: Critical Perspectives (3rd ed.).

    Routledge.

    Derman-Sparks, L., & Edwards, J. O. (2020). Anti-Bias Education for Young Children and

    Ourselves (2nd ed.). National Association for the Education of Young Children.

    New Jersey Department of Education. (2021). New Jersey Student Learning Standards.

    Retrieved from https://www.nj.gov/education/standards/.

    Using the 3C+Q method, respond to at least two of your peers. Each post and response
    must include a compliment, a comment, a connection (3C) plus a question (Q).

    • Compliment: I appreciate that….

    • Comment: I agree with that because….

    • Connection: I also thought….

    • Question: I wonder why….

    DISCUSSION 2 (Letaysha)

    A family's role for the social development of young children.

    A family's role is very important when it comes to the social development of children.
    Families can provide a warm environment for children such as a home base for children to
    use in their primary environment for comfortability and warm nature. Parents teach social
    skills such as sharing, using manners please and thank you and showing simple respect for
    peers.

    My role for guiding my students socially. As a three-four-year-old teacher, promoting
    positive social interactions helps to create a healthy and safety environment.

    [https://uagc.instructure.com/courses/140929/users/251498](https://uagc.instructure.com/courses/140929/users/251498)

    Social skills: Circle time name exchange. This gives each child an opportunity to learn
    their peer's name and develop a sense of friendship.

    socialization: Free choice play. The students can transition to different play areas and
    connect socially with all peers in the classroom and not just a familiar friend group

    social responsibility: Class jobs. Each student in the class has a class job that they
    perform to keep the classroom community together.

    Social studies: Group time! We recognize the daily weather and what season we are
    currently in and express what type of clothing we should wear during this specific season.

    Valuing and respecting human diversity within social domains

    Respecting one's cultural customs and ethnic differences helps to develop empathy for
    diversity. Acknowledging unique factors such as race, gender and religion creates a clear
    understanding for different diverse perspectives. " Children’s beliefs about diversity are
    also shaped by what they see and hear in their homes, at the center, at school, and in their
    communities;" (Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2019).
    Promoting diversity takes a village and practices should be recognized in the home, the
    school community and the outside community.

    Intentional Teaching creating a safe space for children

    Intentional teaching allows educators to plan their instruction based on the individual
    needs of children and create learning goals to support their student's learning experiences.
    Educators can create activities and tweak them when needed. Intentional teaching also
    provides strategies for educators to use to encourage children to be engaged learners and
    use critical thinking to solve problems. The video What Can We Do? Bias, Bullying, and
    Bystanders displays intentional teaching by making their lesson developmentally
    appropriate and comfortable for children to engage in and feel comfortable with sharing
    real life experiences.

    North Carolina Social Development Standards

    North Carolina's (SEL) Standards are great resources for older threes and early four-year
    olds. They reflect on self-awareness, self-management, social awareness, relationship
    skills, and responsible decision making. These standards are used daily in my classroom. It
    gives my students the ability to become in tune with themselves and develop a sense of
    self and independence.

    References

    Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2019). Developmentally
    appropriate curriculum: Best practices in early childhood education (7th ed.).
    Pearson.

    Everyday Speech (2024) Introduction to SEL Standards in North Carolina: Understanding
    the Basics Introduction to SEL Standards in North Carolina: Understanding the
    Basics | Everyday Speech.

    [https://everydayspeech.com/sel-implementation/introduction-to-sel-standards-in-north-carolina-understanding-the-basics/#:~:text=The%20key%20components%20of%20SEL,various%20aspects%20of%20the%20curriculum.](https://everydayspeech.com/sel-implementation/introduction-to-sel-standards-in-north-carolina-understanding-the-basics/#:~:text=The%20key%20components%20of%20SEL,various%20aspects%20of%20the%20curriculum.)

    [https://everydayspeech.com/sel-implementation/introduction-to-sel-standards-in-north-carolina-understanding-the-basics/#:~:text=The%20key%20components%20of%20SEL,various%20aspects%20of%20the%20curriculum.](https://everydayspeech.com/sel-implementation/introduction-to-sel-standards-in-north-carolina-understanding-the-basics/#:~:text=The%20key%20components%20of%20SEL,various%20aspects%20of%20the%20curriculum.)

    **## Week4ResponseDiscussionReply.pdf**

    Using the 3C+Q method, respond to at least two of your peers. Each post and response
    must include a compliment, a comment, a connection (3C) plus a question (Q).

    • Compliment: I appreciate that….

    • Comment: I agree with that because….

    • Connection: I also thought….

    • Question: I wonder why….

    DISCUSSION 1 (SUSAN)

    Families play a very significant part in a young child’s social development. They provide
    the first social interactions and model behaviors that children will imitate. Children learn
    social norms, values, and behaviors that shape their social skills and relationships through
    family interactions. Families give emotional support and a sense of security, very
    important features in healthy social development (Berk, 2018).

    Guiding children through the four dimensions of the social domain involves several key
    responsibilities. Regarding social skills, the educator can model effective communication,
    empathy, and conflict resolution. Regarding socialization, the teacher will create
    opportunities for the child to get along with other peers and friends. Social responsibility
    can be instigated by making them understand the importance of contributing to the
    community and society. Finally, social studies can be included to allow the children to
    learn about different cultures, histories, and perspectives (Gordon & Browne, 2016).

    Valuing and respecting human diversity is integral to all four dimensions of the social
    domain. By promoting diversity, educators can help children develop a broader
    understanding of the world and appreciate different perspectives. This approach
    supports social skills by teaching children to communicate and interact with people from
    diverse backgrounds. It enhances socialization by fostering inclusive environments
    where all children feel valued. Social responsibility is reinforced as children learn the
    importance of equality and justice. Finally, social studies provide the context for
    understanding diversity's historical and cultural significance (Nieto, 2017).

    Intentional teaching in the social domain supports a safe classroom environment by
    addressing issues such as bias, bullying, and bystander behavior. Teachers can create
    lesson plans encouraging diversity, empathy, and respectful discussions. This approach
    aligns with the actions of the teachers in the video "What Can We Do? Bias, Bullying,
    and Bystanders," where educators actively engage students in conversations about these
    topics and provide strategies for dealing with bullying and discrimination (Derman-
    Sparks & Edwards, 2020).

    New Jersey's state standards include sections devoted to social and affective
    development. The standards highlight the importance of social-emotional learning (SEL)
    and outline goals for developing students' social skills, emotional regulation, and

    responsible decision-making. These standards agree with the goals for children
    highlighted in this week's review because they create an environment that is supportive
    and inclusive, enabling students to learn and develop socially and emotionally (New
    Jersey Department of Education, 2021).

    References:

    Berk, L. E. (2018). Child Development (9th ed.). Pearson.

    Gordon, A. M., & Browne, K. W. (2016). Beginnings & Beyond: Foundations in Early

    Childhood Education (10th ed.). Cengage Learning.

    Nieto, S. (2017). Language, Culture, and Teaching: Critical Perspectives (3rd ed.).

    Routledge.

    Derman-Sparks, L., & Edwards, J. O. (2020). Anti-Bias Education for Young Children and

    Ourselves (2nd ed.). National Association for the Education of Young Children.

    New Jersey Department of Education. (2021). New Jersey Student Learning Standards.

    Retrieved from https://www.nj.gov/education/standards/.

    Using the 3C+Q method, respond to at least two of your peers. Each post and response
    must include a compliment, a comment, a connection (3C) plus a question (Q).

    • Compliment: I appreciate that….

    • Comment: I agree with that because….

    • Connection: I also thought….

    • Question: I wonder why….

    DISCUSSION 2 (Letaysha)

    A family's role for the social development of young children.

    A family's role is very important when it comes to the social development of children.
    Families can provide a warm environment for children such as a home base for children to
    use in their primary environment for comfortability and warm nature. Parents teach social
    skills such as sharing, using manners please and thank you and showing simple respect for
    peers.

    My role for guiding my students socially. As a three-four-year-old teacher, promoting
    positive social interactions helps to create a healthy and safety environment.

    [https://uagc.instructure.com/courses/140929/users/251498](https://uagc.instructure.com/courses/140929/users/251498)

    Social skills: Circle time name exchange. This gives each child an opportunity to learn
    their peer's name and develop a sense of friendship.

    socialization: Free choice play. The students can transition to different play areas and
    connect socially with all peers in the classroom and not just a familiar friend group

    social responsibility: Class jobs. Each student in the class has a class job that they
    perform to keep the classroom community together.

    Social studies: Group time! We recognize the daily weather and what season we are
    currently in and express what type of clothing we should wear during this specific season.

    Valuing and respecting human diversity within social domains

    Respecting one's cultural customs and ethnic differences helps to develop empathy for
    diversity. Acknowledging unique factors such as race, gender and religion creates a clear
    understanding for different diverse perspectives. " Children’s beliefs about diversity are
    also shaped by what they see and hear in their homes, at the center, at school, and in their
    communities;" (Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2019).
    Promoting diversity takes a village and practices should be recognized in the home, the
    school community and the outside community.

    Intentional Teaching creating a safe space for children

    Intentional teaching allows educators to plan their instruction based on the individual
    needs of children and create learning goals to support their student's learning experiences.
    Educators can create activities and tweak them when needed. Intentional teaching also
    provides strategies for educators to use to encourage children to be engaged learners and
    use critical thinking to solve problems. The video What Can We Do? Bias, Bullying, and
    Bystanders displays intentional teaching by making their lesson developmentally
    appropriate and comfortable for children to engage in and feel comfortable with sharing
    real life experiences.

    North Carolina Social Development Standards

    North Carolina's (SEL) Standards are great resources for older threes and early four-year
    olds. They reflect on self-awareness, self-management, social awareness, relationship
    skills, and responsible decision making. These standards are used daily in my classroom. It
    gives my students the ability to become in tune with themselves and develop a sense of
    self and independence.

    References

    Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2019). Developmentally
    appropriate curriculum: Best practices in early childhood education (7th ed.).
    Pearson.

    Everyday Speech (2024) Introduction to SEL Standards in North Carolina: Understanding
    the Basics Introduction to SEL Standards in North Carolina: Understanding the
    Basics | Everyday Speech.

    [https://everydayspeech.com/sel-implementation/introduction-to-sel-standards-in-north-carolina-understanding-the-basics/#:~:text=The%20key%20components%20of%20SEL,various%20aspects%20of%20the%20curriculum.](https://everydayspeech.com/sel-implementation/introduction-to-sel-standards-in-north-carolina-understanding-the-basics/#:~:text=The%20key%20components%20of%20SEL,various%20aspects%20of%20the%20curriculum.)

    [https://everydayspeech.com/sel-implementation/introduction-to-sel-standards-in-north-carolina-understanding-the-basics/#:~:text=The%20key%20components%20of%20SEL,various%20aspects%20of%20the%20curriculum.](https://everydayspeech.com/sel-implementation/introduction-to-sel-standards-in-north-carolina-understanding-the-basics/#:~:text=The%20key%20components%20of%20SEL,various%20aspects%20of%20the%20curriculum.)

  • [Solved] question assigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## MF.docx **## MF.docx** M.F After viewing the slides and videos the Wladorf program model is the one I found to be the most interesting. Growing up the majority of the classrooms I was in used direct instruction. Due to me always being in a classroom setting where the…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## MF.docx

    **## MF.docx**

    M.F

    After viewing the slides and videos the Wladorf program model is the one I found to be the most interesting. Growing up the majority of the classrooms I was in used direct instruction. Due to me always being in a classroom setting where the teacher is always in the center, structured, and focused on academic skills with measurable outcomes. It took me a while to think about how I would teach a classroom using the Waldorf program. Since this is my first time learning about this program. Just the idea of students being more creative, learning through more hands-on holistic approaches, and imaginative activities is very intriguing. In the video Montessori vs Waldorf I found it amazing that in a Waldorf classroom, they use natural materials to decorate the classroom. As well as during playtime in a Walford classroom "play" is seen as a time for kids to be creative which will help with their creative thinking later on in life.

    I appreciate how Waldorf education allows children to use real-life tools in meaningful ways. These hands-on experiences help children develop a sense of responsibility and community. Waldorf education fosters creativity and emotional intelligence, rather than emphasizing purely academic achievement. I like how this program ties in life skills with learning. Tying life skills with learning in grades K-2 is crucial because it helps children develop a well-rounded foundation for both academic success and personal growth. Especially since during this stage, children are learning not only basic academic skills but also how to interact socially, manage emotions, and solve problems.

    I think Model 2 will be the most efficient staffing pattern for the Waldorf model. This model includes a lead teacher, an assistant teacher, and a special education teacher. The lead teacher guides the overall development of the children, focusing on emotional, social, and intellectual growth through creative and hands-on activities. The assistant teacher supports the lead teacher by offering individualized attention, helping manage small groups, and assisting with daily activities. The special education teacher ensures the diverse needs of students are met, providing tailored support for children with specific learning challenges. This model promotes a collaborative, well-rounded approach to teaching.

    _NYSED Office of Early Learning Video Series_. (n.d.). New York State Education Department.
    [https://www.nysed.gov/early-learning/nysed-office-early-learning-video-seriesLinks to an external site.](https://www.nysed.gov/early-learning/nysed-office-early-learning-video-series).

    Waldorf vs. Montessori Education: What’s the Difference? (2018). [YouTube Video]. In
    _YouTube_.
    [https://www.youtube.com/watch?v=XnfZdiUAYJALinks to an external site.](https://www.youtube.com/watch?v=XnfZdiUAYJA)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/question-assigment-20878053)

    ## image1.png

    **## MF.docx**

    M.F

    After viewing the slides and videos the Wladorf program model is the one I found to be the most interesting. Growing up the majority of the classrooms I was in used direct instruction. Due to me always being in a classroom setting where the teacher is always in the center, structured, and focused on academic skills with measurable outcomes. It took me a while to think about how I would teach a classroom using the Waldorf program. Since this is my first time learning about this program. Just the idea of students being more creative, learning through more hands-on holistic approaches, and imaginative activities is very intriguing. In the video Montessori vs Waldorf I found it amazing that in a Waldorf classroom, they use natural materials to decorate the classroom. As well as during playtime in a Walford classroom "play" is seen as a time for kids to be creative which will help with their creative thinking later on in life.

    I appreciate how Waldorf education allows children to use real-life tools in meaningful ways. These hands-on experiences help children develop a sense of responsibility and community. Waldorf education fosters creativity and emotional intelligence, rather than emphasizing purely academic achievement. I like how this program ties in life skills with learning. Tying life skills with learning in grades K-2 is crucial because it helps children develop a well-rounded foundation for both academic success and personal growth. Especially since during this stage, children are learning not only basic academic skills but also how to interact socially, manage emotions, and solve problems.

    I think Model 2 will be the most efficient staffing pattern for the Waldorf model. This model includes a lead teacher, an assistant teacher, and a special education teacher. The lead teacher guides the overall development of the children, focusing on emotional, social, and intellectual growth through creative and hands-on activities. The assistant teacher supports the lead teacher by offering individualized attention, helping manage small groups, and assisting with daily activities. The special education teacher ensures the diverse needs of students are met, providing tailored support for children with specific learning challenges. This model promotes a collaborative, well-rounded approach to teaching.

    _NYSED Office of Early Learning Video Series_. (n.d.). New York State Education Department.
    [https://www.nysed.gov/early-learning/nysed-office-early-learning-video-seriesLinks to an external site.](https://www.nysed.gov/early-learning/nysed-office-early-learning-video-series).

    Waldorf vs. Montessori Education: What’s the Difference? (2018). [YouTube Video]. In
    _YouTube_.
    [https://www.youtube.com/watch?v=XnfZdiUAYJALinks to an external site.](https://www.youtube.com/watch?v=XnfZdiUAYJA)![A black and grey play button Description automatically generated](https://www.sweetstudy.com/questions/question-assigment-20878053)

    ## image1.png

  • [Solved] Outline

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## doc714s_v2_wk5_prospectus_template.docx **## doc714s_v2_wk5_prospectus_template.docx** 1 2 _Program Note: DOC/714S is about_ _the process and conceptualization of your research. Final Approval for research topic, problem and purpose statements, and research q…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## doc714s_v2_wk5_prospectus_template.docx

    **## doc714s_v2_wk5_prospectus_template.docx**

    1

    2

    _Program Note: DOC/714S is about_
    _the process and conceptualization of your research.  Final Approval for research topic, problem and purpose statements, and research questions will be secured from your dissertation Chair and University Research Methodologist (URM)._

    While your RES/709 faculty member's evaluation and feedback are essential, final approval for your research topic, problem statement, purpose statement, and research questions rest with your dissertation Chair and URM, who have expertise in guiding and assessing the research at the appropriate dissertation phases.

    The primary faculty member for this course will give you feedback on your progress and encourage you to look deeper into your topic while researching its feasibility.  RES/709 is focused on the process and provide the conceptualization and design strategies needed to initiate, create, and reframe your research as you progress your doctoral journey.

    Your RES/709 faculty member will be available to offer guidance and support regarding the process and development of the foundational elements of your research.  However, again,
    **your course faculty member is not responsible for approving your problem statement, purpose statement, and research questions.**

    Beginning in DOC/715, your dissertation Chair and URM will be the individuals responsible for approving your problem statement, purpose statement, and research questions of your dissertation.  Additionally, your URM will assist in ensuring the final alignment of your research method and design.

    It is crucial to keep in mind the feedback and guidance provided by your dissertation committee is vital in ensuring your study meets the highest standards and expectations of the program.

    During DOC/715, DOC/723, DOC/741, and DOC/742, it is highly recommended you closely collaborate with your dissertation committee to incorporate the feedback provided by these experts.  Furthermore, you must approach the development of your dissertation with a growth mindset to enable you to cultivate the Scholar-Practitioner-Leader skills necessary for success in our program and your future career.

    By embracing challenges as opportunities for learning and growth, persevering through obstacles, and acquiring the skills and knowledge required to become an effective Scholar-Practitioner-Leader, you will excel not only in your doctoral journey but also in your academic and professional endeavors.  I am confident adopting a growth mindset will contribute to achieving your goals.

    **DOC/714S Prospectus**

    ## Your Name

    ## Institution Name

    Course Name

    Faculty Member’s Name

    Assignment Due Date

    **Prospectus**

    1.
    **Program of Study**

    For example, this could be DBA, DHA, DM, or EDD, including specialization, when applicable.

    2.
    **Problem Statement**

    Write 1 or 2 paragraphs here providing a brief description and background of the identified problem and provide your 1-sentence problem statement. The problem should convey an existing issue and the statement should be supported by citing literature or personal communication from an organizational leader.

    3.
    **Purpose Statement**

    Provide a statement about the study’s objectives here. Review the “Purpose” section of the “Research Design Selection and Alignment” section associated with the proposed design to ensure alignment.​

    4.
    **Research Methodology (Proposed Method and Design)**

    After reviewing the “Overview of Methods and Designs” section and the “Research Design Selection and Alignment” section, select a method and a design that are most appropriate for the proposed study. State the proposed method and design here and briefly describe why these are appropriate to achieve the proposed objectives.​

    5.
    **Research Population and Sample and Other Data Sources**

    Describe the population by discussing the criteria for selecting the study participants. Additionally, describe the sample size and describe the rationale for the sample size. If the study will include archival data, briefly explain the proposed data sources.

    6.
    **Significance of the Study**

    ## Provide a statement here of the importance of conducting the study. Review the “Significance of the Study” section of the “Research Design Selection” and “Alignment” section associated with the proposed design to ensure alignment.​

    7.
    **Research Questions/Hypotheses**

    State the proposed research question and hypotheses, when appropriate. Review the “Research Questions/Hypotheses” section of the “Research Design Selection” and “Alignment” section associated with the proposed design to ensure alignment.

    8.
    **Topic Literature**

    Provide a list of 5 to 10 references in APA format that are relevant to the proposed study. Include 1 or 2 sentences with each reference to describe the relevance of the literature to the proposed study.

    9.
    **Topic Theories**

    Review research literature associated with the selected research topic(s) and state up to 3 relevant theories associated with the topics. This step will become the basis for the conceptual or theoretical framework, which will become more fully developed in chapters 1 and 2 of the proposal.

    10.
    **Research Data Collection Strategy**

    Briefly describe the proposed process for collecting these data from the research sample and from any archival sources described in item 5.

    ## **References**

    **Note:** The following provides examples for formatting different pieces of literature. According to APA guidelines, the reference page is not sub-divided by type of literature, but it has been provided in this format for ease of reference as you use this template. All references are in alphabetical order according to authors’ last names. All references listed in the reference list must have an in-text citation from that source in the body of the paper. For additional reference formatting examples, see Ch. 10, “Reference Examples,” of the Publication Manual of the American Psychological Association (7th ed.). For APA tutorials on formatting citations and references, please access the
    [Doctoral Writing Resources](https://library.phoenix.edu/doctoral_guide/welcome) page on MyPhoenix. See information in "Appendix A" for how to locate DOI numbers for journal articles.

    When using this “References” template page, replace these references with your own, and remove the content type headings and this paragraph.

    **Journal Article Example**

    Ainsworth, S., & Purss, A. (2009). Same time, next year?
    _Personnel Review, 38_(3), 217–235.

    [https://doi.org/10.1108/00483480910943304](https://doi.org/10.1108/00483480910943304)

    **Authored Book Example**

    Bateman, T. S., & Snell, S. A. (2007).
    _Management: Leading and collaborating in a competitive world_(7th ed.). McGraw-Hill/Irwin.

    **Chapter in an Edited Book** **Example**

    Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.),
    _The Sage handbook of qualitative research in psychology_ (pp. 179–195). Sage Publications.
    [https://doi.org/10.4135/9781848607927.n11](https://doi.org/10.4135/9781848607927.n11)

    **Magazine Article Example**

    Kuttner, R. (2003, September 8). The great American pension-fund robbery. Business Week, 24–26.
    [http://www.businessweek.com](http://www.businessweek.com/)

    **Dissertation Example**

    Lisbon, E. I. (2010).
    _A study of leadership preferences by generation._(Publication No. 3455137) [Doctoral dissertation, Our Lady of the Lake University]. ProQuest Dissertations and Theses Global.

    **Appendix A**

    **Locating DOI Numbers or Links for Journal Articles**

    Digital object identifiers (DOI) are a new system and articles have been, or are in the process, of being identified with a DOI number. As an author, one of your responsibilities is to see if an article has been assigned a DOI number, and if not, provide a direct link to the article, instead of providing “Retrieved from (secured database).” Using a DOI and avoiding secured database URLs allows individuals interested in researching 1 of your references to have easier article access.

    Sometimes finding a DOI number or a direct link can be challenging. When you see “Search ProQuest” in a link, then you know the link is to a secured database that most people will not have access to. There are 2 areas to search for DOI numbers. They usually lead to locating a DOI number.

    **Follow** these instructions to locate a DOI number:

    1. Access
    [**Crossref**](https://www.crossref.org/).

    2. In the
    **search bar**, select the
    **Search metadata tab**.

    3. Copy and paste or type in the article title into the
    **search bar** and select the
    **Enter key**.

    4. Review the
    **search results**.

    a. If your desired article has been assigned a DOI number, the article and DOI will usually be the first item listed in the results. Consider bookmarking this website to quickly look up DOI numbers for future articles.

    b. If your article doesn't return a search result, the article has not been assigned a DOI number yet. Refer to the Publication Manual of the American Psychological Association (7th ed.) for alternate options. You must provide an easily accessible link for every journal article.

    **Appendix B**

    **Paragraphing with the MEAL Plan**

    Refer to the MEAL Plan method.[footnoteRef:2] [2: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]

    **M: Main Idea**

    Every paragraph should have 1 main idea. If you find that your paragraphs have more than 1 main idea, separate your paragraphs so that each has only 1 main point. The idea behind a paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new paragraph.

    **E: Evidence or Examples**

    Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, reevaluate your idea and see whether you even need to keep it in the paper.

    **A: Analysis**

    Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the critical part of your idea is your interpretation of your evidence or examples: how you break them apart, how you compare them to other ideas, how you use them to build a persuasive case, how you demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your evidence (E) is a quotation from another author. Always follow a quotation with your analysis of the quotation, demonstrating how that quotation helps you to make your case. If you let a quotation stand on its own, the quotation’s author will have a stronger voice in your paragraph (and maybe even your paper) than you will.

    **L: Link**

    Links help your reader see how your paragraphs fit together. When you end a paragraph, try to link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points.[footnoteRef:3] [3: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]

    **Example Using Each Letter of the MEAL Plan:**

    **M**: Supporters and opponents of the death penalty have justified their beliefs on a number of grounds.

    **E**: Supporters, for instance, argue that the death penalty is the ultimate specific deterrent in that someone who is put to death will never be able to murder again (Pataki, 1997).

    **A**: The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983).

    Further, some argue that the death penalty provides retribution and answers individual, and society needs to punish offenders (Fein, 1993) and that the death penalty is cheaper than life imprisonment.

    **L**: Based on these arguments, supporters believe that the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).

    **Sample Paragraph:**

    Supporters and opponents of the death penalty have justified their beliefs on a number of grounds. Supporters, for instance, argued the death penalty is the ultimate specific deterrent as someone who is put to death will never be able to murder again (Pataki, 1997). The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983). Further, Fein (1993) argued the death penalty provides retribution, answers individual and societal needs to punish offenders, and is cheaper than life imprisonment. Based on these arguments, supporters believe the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).

    **## doc714s_v2_wk5_prospectus_template.docx**

    1

    2

    _Program Note: DOC/714S is about_
    _the process and conceptualization of your research.  Final Approval for research topic, problem and purpose statements, and research questions will be secured from your dissertation Chair and University Research Methodologist (URM)._

    While your RES/709 faculty member's evaluation and feedback are essential, final approval for your research topic, problem statement, purpose statement, and research questions rest with your dissertation Chair and URM, who have expertise in guiding and assessing the research at the appropriate dissertation phases.

    The primary faculty member for this course will give you feedback on your progress and encourage you to look deeper into your topic while researching its feasibility.  RES/709 is focused on the process and provide the conceptualization and design strategies needed to initiate, create, and reframe your research as you progress your doctoral journey.

    Your RES/709 faculty member will be available to offer guidance and support regarding the process and development of the foundational elements of your research.  However, again,
    **your course faculty member is not responsible for approving your problem statement, purpose statement, and research questions.**

    Beginning in DOC/715, your dissertation Chair and URM will be the individuals responsible for approving your problem statement, purpose statement, and research questions of your dissertation.  Additionally, your URM will assist in ensuring the final alignment of your research method and design.

    It is crucial to keep in mind the feedback and guidance provided by your dissertation committee is vital in ensuring your study meets the highest standards and expectations of the program.

    During DOC/715, DOC/723, DOC/741, and DOC/742, it is highly recommended you closely collaborate with your dissertation committee to incorporate the feedback provided by these experts.  Furthermore, you must approach the development of your dissertation with a growth mindset to enable you to cultivate the Scholar-Practitioner-Leader skills necessary for success in our program and your future career.

    By embracing challenges as opportunities for learning and growth, persevering through obstacles, and acquiring the skills and knowledge required to become an effective Scholar-Practitioner-Leader, you will excel not only in your doctoral journey but also in your academic and professional endeavors.  I am confident adopting a growth mindset will contribute to achieving your goals.

    **DOC/714S Prospectus**

    ## Your Name

    ## Institution Name

    Course Name

    Faculty Member’s Name

    Assignment Due Date

    **Prospectus**

    1.
    **Program of Study**

    For example, this could be DBA, DHA, DM, or EDD, including specialization, when applicable.

    2.
    **Problem Statement**

    Write 1 or 2 paragraphs here providing a brief description and background of the identified problem and provide your 1-sentence problem statement. The problem should convey an existing issue and the statement should be supported by citing literature or personal communication from an organizational leader.

    3.
    **Purpose Statement**

    Provide a statement about the study’s objectives here. Review the “Purpose” section of the “Research Design Selection and Alignment” section associated with the proposed design to ensure alignment.​

    4.
    **Research Methodology (Proposed Method and Design)**

    After reviewing the “Overview of Methods and Designs” section and the “Research Design Selection and Alignment” section, select a method and a design that are most appropriate for the proposed study. State the proposed method and design here and briefly describe why these are appropriate to achieve the proposed objectives.​

    5.
    **Research Population and Sample and Other Data Sources**

    Describe the population by discussing the criteria for selecting the study participants. Additionally, describe the sample size and describe the rationale for the sample size. If the study will include archival data, briefly explain the proposed data sources.

    6.
    **Significance of the Study**

    ## Provide a statement here of the importance of conducting the study. Review the “Significance of the Study” section of the “Research Design Selection” and “Alignment” section associated with the proposed design to ensure alignment.​

    7.
    **Research Questions/Hypotheses**

    State the proposed research question and hypotheses, when appropriate. Review the “Research Questions/Hypotheses” section of the “Research Design Selection” and “Alignment” section associated with the proposed design to ensure alignment.

    8.
    **Topic Literature**

    Provide a list of 5 to 10 references in APA format that are relevant to the proposed study. Include 1 or 2 sentences with each reference to describe the relevance of the literature to the proposed study.

    9.
    **Topic Theories**

    Review research literature associated with the selected research topic(s) and state up to 3 relevant theories associated with the topics. This step will become the basis for the conceptual or theoretical framework, which will become more fully developed in chapters 1 and 2 of the proposal.

    10.
    **Research Data Collection Strategy**

    Briefly describe the proposed process for collecting these data from the research sample and from any archival sources described in item 5.

    ## **References**

    **Note:** The following provides examples for formatting different pieces of literature. According to APA guidelines, the reference page is not sub-divided by type of literature, but it has been provided in this format for ease of reference as you use this template. All references are in alphabetical order according to authors’ last names. All references listed in the reference list must have an in-text citation from that source in the body of the paper. For additional reference formatting examples, see Ch. 10, “Reference Examples,” of the Publication Manual of the American Psychological Association (7th ed.). For APA tutorials on formatting citations and references, please access the
    [Doctoral Writing Resources](https://library.phoenix.edu/doctoral_guide/welcome) page on MyPhoenix. See information in "Appendix A" for how to locate DOI numbers for journal articles.

    When using this “References” template page, replace these references with your own, and remove the content type headings and this paragraph.

    **Journal Article Example**

    Ainsworth, S., & Purss, A. (2009). Same time, next year?
    _Personnel Review, 38_(3), 217–235.

    [https://doi.org/10.1108/00483480910943304](https://doi.org/10.1108/00483480910943304)

    **Authored Book Example**

    Bateman, T. S., & Snell, S. A. (2007).
    _Management: Leading and collaborating in a competitive world_(7th ed.). McGraw-Hill/Irwin.

    **Chapter in an Edited Book** **Example**

    Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.),
    _The Sage handbook of qualitative research in psychology_ (pp. 179–195). Sage Publications.
    [https://doi.org/10.4135/9781848607927.n11](https://doi.org/10.4135/9781848607927.n11)

    **Magazine Article Example**

    Kuttner, R. (2003, September 8). The great American pension-fund robbery. Business Week, 24–26.
    [http://www.businessweek.com](http://www.businessweek.com/)

    **Dissertation Example**

    Lisbon, E. I. (2010).
    _A study of leadership preferences by generation._(Publication No. 3455137) [Doctoral dissertation, Our Lady of the Lake University]. ProQuest Dissertations and Theses Global.

    **Appendix A**

    **Locating DOI Numbers or Links for Journal Articles**

    Digital object identifiers (DOI) are a new system and articles have been, or are in the process, of being identified with a DOI number. As an author, one of your responsibilities is to see if an article has been assigned a DOI number, and if not, provide a direct link to the article, instead of providing “Retrieved from (secured database).” Using a DOI and avoiding secured database URLs allows individuals interested in researching 1 of your references to have easier article access.

    Sometimes finding a DOI number or a direct link can be challenging. When you see “Search ProQuest” in a link, then you know the link is to a secured database that most people will not have access to. There are 2 areas to search for DOI numbers. They usually lead to locating a DOI number.

    **Follow** these instructions to locate a DOI number:

    1. Access
    [**Crossref**](https://www.crossref.org/).

    2. In the
    **search bar**, select the
    **Search metadata tab**.

    3. Copy and paste or type in the article title into the
    **search bar** and select the
    **Enter key**.

    4. Review the
    **search results**.

    a. If your desired article has been assigned a DOI number, the article and DOI will usually be the first item listed in the results. Consider bookmarking this website to quickly look up DOI numbers for future articles.

    b. If your article doesn't return a search result, the article has not been assigned a DOI number yet. Refer to the Publication Manual of the American Psychological Association (7th ed.) for alternate options. You must provide an easily accessible link for every journal article.

    **Appendix B**

    **Paragraphing with the MEAL Plan**

    Refer to the MEAL Plan method.[footnoteRef:2] [2: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]

    **M: Main Idea**

    Every paragraph should have 1 main idea. If you find that your paragraphs have more than 1 main idea, separate your paragraphs so that each has only 1 main point. The idea behind a paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new paragraph.

    **E: Evidence or Examples**

    Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, reevaluate your idea and see whether you even need to keep it in the paper.

    **A: Analysis**

    Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the critical part of your idea is your interpretation of your evidence or examples: how you break them apart, how you compare them to other ideas, how you use them to build a persuasive case, how you demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your evidence (E) is a quotation from another author. Always follow a quotation with your analysis of the quotation, demonstrating how that quotation helps you to make your case. If you let a quotation stand on its own, the quotation’s author will have a stronger voice in your paragraph (and maybe even your paper) than you will.

    **L: Link**

    Links help your reader see how your paragraphs fit together. When you end a paragraph, try to link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points.[footnoteRef:3] [3: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]

    **Example Using Each Letter of the MEAL Plan:**

    **M**: Supporters and opponents of the death penalty have justified their beliefs on a number of grounds.

    **E**: Supporters, for instance, argue that the death penalty is the ultimate specific deterrent in that someone who is put to death will never be able to murder again (Pataki, 1997).

    **A**: The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983).

    Further, some argue that the death penalty provides retribution and answers individual, and society needs to punish offenders (Fein, 1993) and that the death penalty is cheaper than life imprisonment.

    **L**: Based on these arguments, supporters believe that the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).

    **Sample Paragraph:**

    Supporters and opponents of the death penalty have justified their beliefs on a number of grounds. Supporters, for instance, argued the death penalty is the ultimate specific deterrent as someone who is put to death will never be able to murder again (Pataki, 1997). The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983). Further, Fein (1993) argued the death penalty provides retribution, answers individual and societal needs to punish offenders, and is cheaper than life imprisonment. Based on these arguments, supporters believe the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).

  • [Solved] Education homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Education homework.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

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

  • [Solved] week 3 discussion 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Prior to beginning work on this discussion forum, – Read Chapter 3: Collecting and Considering Data of the course textbook _One Step at a Time: A Roadmap for Problem Solving & Making a Difference._ – Review the [_What Factors Should Someone Consider When Conducting an Online Interview in Real Time?L…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Prior to beginning work on this discussion forum,

    – Read Chapter 3: Collecting and Considering Data of the course textbook _One Step at a Time: A Roadmap for Problem Solving & Making a Difference._
    – Review the [_What Factors Should Someone Consider When Conducting an Online Interview in Real Time?Links to an external site._](https://go.openathens.net/redirector/ashford.edu?url=https%3A%2F%2Fmethods.sagepub.com%2Fvideo%2Fwhat-factors-should-someone-consider-when-conducting-an-online-interview-in-real-time) video.
    – Review [_A Closer Look: Week 3: Diving Into the Research_](https://uagc.instructure.com/courses/141283/modules/items/7190202) _._
    – Download the [_Research Interview Template_](https://uagc.instructure.com/courses/141283/files/22664337/?wrap=1 "Wk 3 Research Interview Template.docx") [_Download Research Interview Template_](https://uagc.instructure.com/courses/141283/files/22664337//download?download_frd=1).

    In this discussion, you will practice effective interviewing methods and learn to conduct yourself in a professional manner.

    **Select** the arrows to review the discussion requirements.

    **Part 1: Conduct an Interview**

    In preparation for the interview,

    – Select one person to interview who is relevant to or can inform them of the problem. You _may_ elect to interview more than one person.
    – Follow the interview steps outlined in the [_Research Interview Template_](https://uagc.instructure.com/courses/141283/files/22664337/?wrap=1 "Wk 3 Research Interview Template.docx") [_Download Research Interview Template_](https://uagc.instructure.com/courses/141283/files/22664337//download?download_frd=1).
    – Conduct the interview.

    **Part 2: Post and Respond**

    After the interview, in your discussion post,

    – Explain the relevance of the interviewee to the problem you selected.
    – Important: Do not reveal the identity of the interviewee.
    – Identify the method of survey (face-to-face, phone, text, video conference, email, etc.).
    – List the interview questions and a brief overview of the responses.
    – Describe your overall perception of the interview process and results.
    – What went well? What would you do differently?
    – Were the results as you expected?

    Your initial post should be a minimum of 150 words and is due on Day 3 (Thursday).

    – [\
    \
    Wk3ResearchInterviewTemplate.docx](https://www.sweetstudy.com/files/wk3researchinterviewtemplate-docx "Wk3ResearchInterviewTemplate.docx")

    – 2 years ago

  • [Solved] sam

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Using the stakeholder register and stakeholder analysis that you completed in Week Two, you will complete the stakeholder management plan that serves as the engagement process with different stakeholders during the project. Your stakeholder management plan should consist of the following elements: -…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Using  the stakeholder register and stakeholder analysis that you completed in  Week Two, you will complete the stakeholder management plan that serves  as the engagement process with different stakeholders during the  project. Your stakeholder management plan should consist of the  following elements:

    – Introduction – This section discusses the goals and objectives of the stakeholder management plan for the project.
    – Identify  the stakeholders – This section discusses the methodology that the  project team used to identify the stakeholders and how the stakeholders  are defined.
    – Key stakeholders – This section identifies the stakeholders and why they are key stakeholders in the project.
    – Stakeholder  analysis – This section discusses how the project team will analyze the  list of stakeholders and how the stakeholders will be categorized.
    – Engagement  strategy – This section focuses on how each stakeholder will be engaged  during the project, including the amount of communication, the updates  needed, and the importance of the engagement process.
    – Summary  – This section summarizes the entire stakeholder management plan and  the final categorization of the stakeholders are noted.

    The  stakeholder management plan should be in a report format and created in  a Word document. The length of the plan will vary depending on how many  stakeholders you have identified in your project.

    Please use the attachment as guidance

    – [\
    \
    SamanthaEvansAssignmentWeek2.docx](https://www.sweetstudy.com/files/samanthaevansassignmentweek2-docx "SamanthaEvansAssignmentWeek2.docx")

    – 2 years ago

  • [Solved] anna

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Scenario: J.S. is an 8-year-old male who is short in stature. His parents have become concerned as J.S. has been wetting his bed, drinking a lot of water, and appears sluggish. The doctor orders several blood tests after J.S.'s urine test was positive for glucose and ketones. As a nosologist you hav…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Scenario:  J.S. is an 8-year-old male who is short in stature. His parents have  become concerned as J.S. has been wetting his bed, drinking a lot of  water, and appears sluggish. The doctor orders several blood tests after  J.S.'s urine test was positive for glucose and ketones. As a nosologist  you have been asked to write a memo that covers the following topics.

    1. List and briefly discuss 3-5 disease(s) that should be ruled out in this patient.

    2. List and describe the tests that are used to diagnose diabetes.

    3. List and discuss the symptoms of diabetes.

    4. Discuss the treatment(s) and prognosis.

    – 2 years ago

  • [Solved] assitant needed s

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – 2 years ago **files (1)** – ## finalpresentsports.pdf **## finalpresentsports.pdf** MGT 220: Introduction to Sport Management Assignment Assignment: Final Presentation Follow the directions below to complete your unit assignment: 1. You are hosting a sporting event of your c…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## finalpresentsports.pdf

    **## finalpresentsports.pdf**

    MGT 220: Introduction to Sport Management Assignment

    Assignment: Final Presentation

    Follow the directions below to complete your unit assignment:

    1. You are hosting a sporting event of your choosing at a location of your choosing. Utilizing the

    concepts covered in the text, provide the following in your PowerPoint presentation:

    a. Describe your event and location.

    b. SWOT Analysis

    c. Target Audience/How are you advertising it?

    d. What is your budget? How will you remain on the budget?

    e. Sponsors/Partners

    f. Costs of Facilities and admission/contracts

    g. Facility staffing, outsourcing? Cost of workers?

    h. What potential problems/legal issues could you run into?

    i. Estimated profit from event and explanation.

    2. 8-11 PowerPoint slides

    3. Remember to include your last name in the file name and attach it in the Final Presentation

    submission area in learning unit 9. See Course Schedule for due date.

    4. The presentation is to be relatively free of distracting mechanical and grammatical errors.

    5. The presentation must provide sufficient evidence and/or explanation.

    © Peyton Bakalar and Indian Hills Community College

    **## finalpresentsports.pdf**

    MGT 220: Introduction to Sport Management Assignment

    Assignment: Final Presentation

    Follow the directions below to complete your unit assignment:

    1. You are hosting a sporting event of your choosing at a location of your choosing. Utilizing the

    concepts covered in the text, provide the following in your PowerPoint presentation:

    a. Describe your event and location.

    b. SWOT Analysis

    c. Target Audience/How are you advertising it?

    d. What is your budget? How will you remain on the budget?

    e. Sponsors/Partners

    f. Costs of Facilities and admission/contracts

    g. Facility staffing, outsourcing? Cost of workers?

    h. What potential problems/legal issues could you run into?

    i. Estimated profit from event and explanation.

    2. 8-11 PowerPoint slides

    3. Remember to include your last name in the file name and attach it in the Final Presentation

    submission area in learning unit 9. See Course Schedule for due date.

    4. The presentation is to be relatively free of distracting mechanical and grammatical errors.

    5. The presentation must provide sufficient evidence and/or explanation.

    © Peyton Bakalar and Indian Hills Community College

  • [Solved] quita

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Create an assessment for a goal or objective of your own choosing. Your project should include the following and follow APA 7th edition style: – Cover Page (2 points) – A brief description of the course your assessment is designed to assess (8 points) – Objective or Goal being assessed (5 points) – …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Create  an assessment for a goal or objective of your own choosing. Your  project should include the following and follow APA 7th edition style:

    – Cover Page (2 points)
    – A brief description of the course your assessment is designed to assess (8 points)
    – Objective or Goal being assessed (5 points)
    – The actual assessment (items list, directions for project-based assessment, etc.) (10 points)
    – A detailed rubric for the assessment (10 points)
    – Reliability and Validity information (describe how you will insure reliability and validity) (5 points)
    – A description of how you will evaluate results (e.g. raw score, criterion-referenced, or norm-referenced) (5 points)
    – A description of how and why you chose the assessment method (10 points)
    – Modified version(s) of the assessment based on accommodations for adult learners with disabilities (10 points)
    – A  summary of this project and its components that includes at least five  in-text citations and references to peer-reviewed journal articles and  other sources related to measurement and evaluation (10 points)
    – Reference page (at least 4 references, with at least 2 of them being peer reviewed references) (10)

    – 2 years ago

  • [Solved] angie

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attahcment – 2 years ago **files (1)** – ## evansangela.docx **## evansangela.docx** This week your research focus is on **Project Life Cycle Management**. Use the outline below as a Table of Contents for your assignment and deliver a · **Use at minimum two sources in correct grammar and …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    please see attahcment

    – 2 years ago

    **files (1)**

    – ## evansangela.docx

    **## evansangela.docx**

    This week your research focus is on
    **Project Life Cycle Management**.  Use the outline below as a Table of Contents for your assignment and deliver a

    ·
    **Use at minimum two sources in correct grammar and APA 7th edition writing format.**

    _NOTE:  the table of contents below is a structure to meet the minimum requirements.  You are encouraged to add additional headings._

    **Project Life Cycle Management Table of Contents**

    **Abstract**

    **Project Life Cycle Management:**

    **Purpose and History**

    **Criticisms**

    **IT Project Life Cycle Management:**

    **Purpose and History**

    **Criticisms**

    **References**(Minimum of
    **two** in APA style)

    ![Free Notepad Glasses photo and picture](https://www.sweetstudy.com/questions/angie-20878287)

    Image Source:
    [https://cdn.pixabay.com/photo/2016/01/09/18/27/journey-1130732_1280.jpg](https://cdn.pixabay.com/photo/2016/01/09/18/27/journey-1130732_1280.jpg)

    ## image1.jpeg

    **## evansangela.docx**

    This week your research focus is on
    **Project Life Cycle Management**.  Use the outline below as a Table of Contents for your assignment and deliver a

    ·
    **Use at minimum two sources in correct grammar and APA 7th edition writing format.**

    _NOTE:  the table of contents below is a structure to meet the minimum requirements.  You are encouraged to add additional headings._

    **Project Life Cycle Management Table of Contents**

    **Abstract**

    **Project Life Cycle Management:**

    **Purpose and History**

    **Criticisms**

    **IT Project Life Cycle Management:**

    **Purpose and History**

    **Criticisms**

    **References**(Minimum of
    **two** in APA style)

    ![Free Notepad Glasses photo and picture](https://www.sweetstudy.com/questions/angie-20878287)

    Image Source:
    [https://cdn.pixabay.com/photo/2016/01/09/18/27/journey-1130732_1280.jpg](https://cdn.pixabay.com/photo/2016/01/09/18/27/journey-1130732_1280.jpg)

    ## image1.jpeg