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Tag: Homework Solution

  • [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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    Assignment Prompt & Instructions

    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] last wk2 db

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    Is your clinical change project highly significant to nursing? Does the project encompass the core graduate nursing competencies of patient-centered care, social equity, cultural appropriateness, evidence-based practice, health promotion, and disease prevention \ ProblemIdentificationandDescription…

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    Is your clinical change project highly significant to nursing? Does the project encompass the core graduate nursing competencies of patient-centered care, social equity, cultural appropriateness, evidence-based practice, health promotion, and disease prevention
    \
    ProblemIdentificationandDescriptionUsingPICOTFormat2.docx](https://www.sweetstudy.com/files/problemidentificationanddescriptionusingpicotformat2-docx "ProblemIdentificationandDescriptionUsingPICOTFormat2.docx")
    \
    ImprovingCareforRecurrentBreastCancerPatients.docx](https://www.sweetstudy.com/files/improvingcareforrecurrentbreastcancerpatients-docx "ImprovingCareforRecurrentBreastCancerPatients.docx")
    \
    IntegratingPsychosocialSupportingRecurrentBreastCancerCare.docx](https://www.sweetstudy.com/files/integratingpsychosocialsupportingrecurrentbreastcancercare-docx "IntegratingPsychosocialSupportingRecurrentBreastCancerCare.docx")
    \
    IntegratingTheoreticalFrameworksinBreastCancerCare.docx](https://www.sweetstudy.com/files/integratingtheoreticalframeworksinbreastcancercare-docx "IntegratingTheoreticalFrameworksinBreastCancerCare.docx")
    \
    EnhancingCareCoordinationandQualityofLifeforWomenwithRecurrentBreastCancer.docx](https://www.sweetstudy.com/files/enhancingcarecoordinationandqualityoflifeforwomenwithrecurrentbreastcancer-docx "EnhancingCareCoordinationandQualityofLifeforWomenwithRecurrentBreastCancer.docx")

  • [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.

  • [Solved] Nursing Informatics

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    Write a 4–5 page evidence-based proposal to support the need for a nurse informaticist in an organization who would focus on improving health care outcomes.

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    Assignment Prompt & Instructions

    Write a 4–5 page evidence-based proposal to support the need for a nurse informaticist in an organization who would focus on improving health care outcomes.

  • [Solved] Introduction Paragraph

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    – ## OutlineofEssay.docx – Screenshot2025-09-10at11.05.27AM.png **## OutlineofEssay.docx** Outline of Essay **I. Introduction** A. **Hook:** College sports bring in billions through ticket sales, merchandise, and TV deals, yet the athletes themselves rarely see direct financial benefits. B. **Backgr…

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    – ## OutlineofEssay.docx

    – Screenshot2025-09-10at11.05.27AM.png

    **## OutlineofEssay.docx**

    Outline of Essay

    **I. Introduction**

    A.
    **Hook:** College sports bring in billions through ticket sales, merchandise, and TV deals, yet the athletes themselves rarely see direct financial benefits.

    B.
    **Background Info:** The NCAA currently prevents college athletes from being directly paid, though schools and networks profit heavily. Many athletes dedicate 30–40 hours a week to their sport, which makes it difficult to work part-time jobs. Some statistics show that athletic programs at major schools generate
    _hundreds of millions of dollars annually_.

    C.
    **Thesis Statement:** Student-athletes should be paid because of the time and effort they dedicate, the unfair exploitation in the current system, their importance in generating revenue for schools, and the financial struggles they continue to face beyond scholarships.

    **II. Body Paragraph 1: Time and Effort**

    A.
    **Topic Sentence:** Paying student-athletes is fair because of the full-time commitment they dedicate to their sport.

    B. Supporting: Athletes spend 30–40 hours weekly on sports.

    C. Supporting: Little time remains for jobs or extra income.

    D. Supporting: Scholarships don’t fully cover expenses like food, housing, or travel.

    **III. Body Paragraph 2: Fairness and Exploitation**

    A.
    **Topic Sentence (with transition):** Beyond the long hours, the current system is unfair because it allows universities to exploit athletes without paying them.

    B. Supporting: Universities and media profit even if athletes get injured.

    C. Supporting: Schools benefit far more than the athletes themselves.

    D. Supporting: Payment reduces stress and allows athletes to focus on school and sports.

    **IV. Body Paragraph 3: Recognition and Value**

    A.
    **Topic Sentence (with transition):** In addition to preventing exploitation, paying student-athletes acknowledges the true value they bring to college sports.

    B. Supporting: Athletes are the reason fans and sponsors invest.

    C. Supporting: Advertisers and networks rely on athletes’ visibility.

    D. Supporting: Compensation validates effort, motivates athletes, and shows gratitude.

    **V. Body Paragraph 4: Financial Struggles and Equity**

    A.
    **Topic Sentence (with transition):** Finally, paying athletes would help address the financial struggles they continue to face and create greater equity across college sports.

    B. Supporting: Scholarships don’t cover all living expenses.

    C. Supporting: Many athletes take on debt or side jobs despite their workload.

    D. Supporting: Small stipends or payments could create fairness across sports, recognizing hard work regardless of revenue differences.

    **VI. Conclusion**

    A.
    **Restated Thesis:** Student-athletes should be paid because they put in demanding hours, the current system exploits them, they are central to college sports revenue, and they still face significant financial struggles.

    B.
    **So What?:** Paying athletes would make college sports more fair and ethical, while finally giving recognition and respect to the players who make the system possible.

    For this assignment, you will draft your introduction.

    Use the feedback you received on your outline to make any necessary improvements for this paragraph. The following elements must be included in your submission:

    · Start your introduction with a hook designed to quickly engage the reader.

    · Introduce the larger controversy that you will be weighing in on.

    · Provide any necessary background information to bring your reader up to speed on what you have chosen to present as an argument. This will vary depending on your topic and may include elements such as definitions, statistics, a brief history on your topic, etc.

    · Close your introduction with your thesis statement.

    This assignment must be submitted in APA style. Make sure to use APA format, cite any outside sources within the text, and include any references that you used at the end.

    Type your work into this APA template:
    [APA Template](https://canvas.westcoastuniversity.edu/courses/65707/files/28265768/download?wrap=1) [Download APA Template](https://canvas.westcoastuniversity.edu/courses/65707/files/28265768/download?download_frd=1)

    _See the rubric for specific grading criteria._

    **Resource:** Use the
    [Grammarly tool](https://guides.westcoastuniversity.edu/grammarly)  to catch and correct mistakes in your writing assignments.

    **Screenshot2025-09-10at11.05.27AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-10at11-05-27am-png)

    **Screenshot2025-09-10at11.05.27AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-10at11-05-27am-png)

    **## OutlineofEssay.docx**

    Outline of Essay

    **I. Introduction**

    A.
    **Hook:** College sports bring in billions through ticket sales, merchandise, and TV deals, yet the athletes themselves rarely see direct financial benefits.

    B.
    **Background Info:** The NCAA currently prevents college athletes from being directly paid, though schools and networks profit heavily. Many athletes dedicate 30–40 hours a week to their sport, which makes it difficult to work part-time jobs. Some statistics show that athletic programs at major schools generate
    _hundreds of millions of dollars annually_.

    C.
    **Thesis Statement:** Student-athletes should be paid because of the time and effort they dedicate, the unfair exploitation in the current system, their importance in generating revenue for schools, and the financial struggles they continue to face beyond scholarships.

    **II. Body Paragraph 1: Time and Effort**

    A.
    **Topic Sentence:** Paying student-athletes is fair because of the full-time commitment they dedicate to their sport.

    B. Supporting: Athletes spend 30–40 hours weekly on sports.

    C. Supporting: Little time remains for jobs or extra income.

    D. Supporting: Scholarships don’t fully cover expenses like food, housing, or travel.

    **III. Body Paragraph 2: Fairness and Exploitation**

    A.
    **Topic Sentence (with transition):** Beyond the long hours, the current system is unfair because it allows universities to exploit athletes without paying them.

    B. Supporting: Universities and media profit even if athletes get injured.

    C. Supporting: Schools benefit far more than the athletes themselves.

    D. Supporting: Payment reduces stress and allows athletes to focus on school and sports.

    **IV. Body Paragraph 3: Recognition and Value**

    A.
    **Topic Sentence (with transition):** In addition to preventing exploitation, paying student-athletes acknowledges the true value they bring to college sports.

    B. Supporting: Athletes are the reason fans and sponsors invest.

    C. Supporting: Advertisers and networks rely on athletes’ visibility.

    D. Supporting: Compensation validates effort, motivates athletes, and shows gratitude.

    **V. Body Paragraph 4: Financial Struggles and Equity**

    A.
    **Topic Sentence (with transition):** Finally, paying athletes would help address the financial struggles they continue to face and create greater equity across college sports.

    B. Supporting: Scholarships don’t cover all living expenses.

    C. Supporting: Many athletes take on debt or side jobs despite their workload.

    D. Supporting: Small stipends or payments could create fairness across sports, recognizing hard work regardless of revenue differences.

    **VI. Conclusion**

    A.
    **Restated Thesis:** Student-athletes should be paid because they put in demanding hours, the current system exploits them, they are central to college sports revenue, and they still face significant financial struggles.

    B.
    **So What?:** Paying athletes would make college sports more fair and ethical, while finally giving recognition and respect to the players who make the system possible.

    For this assignment, you will draft your introduction.

    Use the feedback you received on your outline to make any necessary improvements for this paragraph. The following elements must be included in your submission:

    · Start your introduction with a hook designed to quickly engage the reader.

    · Introduce the larger controversy that you will be weighing in on.

    · Provide any necessary background information to bring your reader up to speed on what you have chosen to present as an argument. This will vary depending on your topic and may include elements such as definitions, statistics, a brief history on your topic, etc.

    · Close your introduction with your thesis statement.

    This assignment must be submitted in APA style. Make sure to use APA format, cite any outside sources within the text, and include any references that you used at the end.

    Type your work into this APA template:
    [APA Template](https://canvas.westcoastuniversity.edu/courses/65707/files/28265768/download?wrap=1) [Download APA Template](https://canvas.westcoastuniversity.edu/courses/65707/files/28265768/download?download_frd=1)

    _See the rubric for specific grading criteria._

    **Resource:** Use the
    [Grammarly tool](https://guides.westcoastuniversity.edu/grammarly)  to catch and correct mistakes in your writing assignments.

    **Screenshot2025-09-10at11.05.27AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-10at11-05-27am-png)

    **## OutlineofEssay.docx**

    Outline of Essay

    **I. Introduction**

    A.
    **Hook:** College sports bring in billions through ticket sales, merchandise, and TV deals, yet the athletes themselves rarely see direct financial benefits.

    B.
    **Background Info:** The NCAA currently prevents college athletes from being directly paid, though schools and networks profit heavily. Many athletes dedicate 30–40 hours a week to their sport, which makes it difficult to work part-time jobs. Some statistics show that athletic programs at major schools generate
    _hundreds of millions of dollars annually_.

    C.
    **Thesis Statement:** Student-athletes should be paid because of the time and effort they dedicate, the unfair exploitation in the current system, their importance in generating revenue for schools, and the financial struggles they continue to face beyond scholarships.

    **II. Body Paragraph 1: Time and Effort**

    A.
    **Topic Sentence:** Paying student-athletes is fair because of the full-time commitment they dedicate to their sport.

    B. Supporting: Athletes spend 30–40 hours weekly on sports.

    C. Supporting: Little time remains for jobs or extra income.

    D. Supporting: Scholarships don’t fully cover expenses like food, housing, or travel.

    **III. Body Paragraph 2: Fairness and Exploitation**

    A.
    **Topic Sentence (with transition):** Beyond the long hours, the current system is unfair because it allows universities to exploit athletes without paying them.

    B. Supporting: Universities and media profit even if athletes get injured.

    C. Supporting: Schools benefit far more than the athletes themselves.

    D. Supporting: Payment reduces stress and allows athletes to focus on school and sports.

    **IV. Body Paragraph 3: Recognition and Value**

    A.
    **Topic Sentence (with transition):** In addition to preventing exploitation, paying student-athletes acknowledges the true value they bring to college sports.

    B. Supporting: Athletes are the reason fans and sponsors invest.

    C. Supporting: Advertisers and networks rely on athletes’ visibility.

    D. Supporting: Compensation validates effort, motivates athletes, and shows gratitude.

    **V. Body Paragraph 4: Financial Struggles and Equity**

    A.
    **Topic Sentence (with transition):** Finally, paying athletes would help address the financial struggles they continue to face and create greater equity across college sports.

    B. Supporting: Scholarships don’t cover all living expenses.

    C. Supporting: Many athletes take on debt or side jobs despite their workload.

    D. Supporting: Small stipends or payments could create fairness across sports, recognizing hard work regardless of revenue differences.

    **VI. Conclusion**

    A.
    **Restated Thesis:** Student-athletes should be paid because they put in demanding hours, the current system exploits them, they are central to college sports revenue, and they still face significant financial struggles.

    B.
    **So What?:** Paying athletes would make college sports more fair and ethical, while finally giving recognition and respect to the players who make the system possible.

    For this assignment, you will draft your introduction.

    Use the feedback you received on your outline to make any necessary improvements for this paragraph. The following elements must be included in your submission:

    · Start your introduction with a hook designed to quickly engage the reader.

    · Introduce the larger controversy that you will be weighing in on.

    · Provide any necessary background information to bring your reader up to speed on what you have chosen to present as an argument. This will vary depending on your topic and may include elements such as definitions, statistics, a brief history on your topic, etc.

    · Close your introduction with your thesis statement.

    This assignment must be submitted in APA style. Make sure to use APA format, cite any outside sources within the text, and include any references that you used at the end.

    Type your work into this APA template:
    [APA Template](https://canvas.westcoastuniversity.edu/courses/65707/files/28265768/download?wrap=1) [Download APA Template](https://canvas.westcoastuniversity.edu/courses/65707/files/28265768/download?download_frd=1)

    _See the rubric for specific grading criteria._

    **Resource:** Use the
    [Grammarly tool](https://guides.westcoastuniversity.edu/grammarly)  to catch and correct mistakes in your writing assignments.

    **Screenshot2025-09-10at11.05.27AM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-09-10at11-05-27am-png)

    – 1
    – 2

  • [Solved] Nursing Informatics #2

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    Prepare an interprofessional staff update on HIPAA and appropriate social media use in health care.

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    Assignment Prompt & Instructions

    Prepare an interprofessional staff update on HIPAA and appropriate social media use in health care.

  • [Solved] Health Science

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    Executive Solution Overview

    Need some paragraphs reworded on a completed assignment.

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    Assignment Prompt & Instructions

    Need some paragraphs reworded on a completed assignment.

  • [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] case study

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    Write a 2–3 page paper in which you: – Recommend at least three specific tasks that could be performed to improve the quality of data sets using the software development life cycle (SDLC) methodology. Include a thorough description of each activity per each phase. – Recommend the actions that should…

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    Write a 2–3 page paper in which you:
    – Recommend at least three specific tasks that could be performed to improve the quality of data sets using the software development life cycle (SDLC) methodology. Include a thorough description of each activity per each phase.
    – Recommend the actions that should be performed to optimize record selections and to improve database performance from a quantitative data quality assessment.
    – Suggest three maintenance plans and three activities that could be performed to improve data quality.
    – Suggest methods that would be efficient for planning proactive concurrency control methods and lock granularities. Assess how your selected method can be used to minimize the database security risks that may occur within a multiuser environment.
    – Analyze how the method can be used to plan out the system effectively and ensure that the number of transactions does not produce record-level locking while the database is in operation.
    Read the following articles and incorporate them into your paper. You are encouraged to review additional articles as well:
    https://www.mdpi.com/1999-4893/12/5/106
    https://dl.acm.org/doi/10.1145/3337773

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    There are times when a database is accessed by many users across the enterprise. Transaction logs can help maintain concurrency in a multiuser platform. – Describe at least two business scenarios where "commit" and "rollback" would be required. – Describe how these functions would be essential for b…

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    There are times when a database is accessed by many users across the enterprise. Transaction logs can help maintain concurrency in a multiuser platform.
    – Describe at least two business scenarios where "commit" and "rollback" would be required.
    – Describe how these functions would be essential for business continuity and concurrency control.
    – Identify how these functions would enable an organization to recover from a database corruption event.