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· Presentation of your project. Prepare a PowerPoint with 8 slides illustrating the role in Interdisciplinary care for our aging population (Outcome 1,2,3,4,5) (6 hours). Make sure it has nursing diagnosis make sure it's a APA STYLE make sure it has reference .

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· How should the risks be prioritized? · Who should do the prioritization of the project risks? · How should project risks be monitored and controlled? · Who should develop risk responses and contingency plans? · Who should own these responses and plans? Introduction This week, we will explore risk management. Risk management is one of those areas in project management that separates good project managers from great project managers. A good project manager makes risk management an integral part of every phase of project work. Risks are identified, prioritized, and understood. There are clear responsibilities within the team as to whose is responsible for implementing a risk response to reduce the impact should it occur. So let's get started. What is Risk? *Risk: An uncertain event or condition that, if it occurs, has a positive or negative effect on one or more project objectives. Risks can be positive, meaning beneficial to the project, or they can be negative, meaning detrimental to the project. Many students have a difficult time visualizing positive risks. A positive risk is an opportunity that may increase the probability of success, the return on investment, or the benefits of the project. They may also be ways to reduce project costs or ways to complete the project early. There may even be methods to improve project quality or overall performance. These are all examples of positive risks. A negative risk can be easier to understand. It is the possibility that something will go wrong, a threat to the success of the project. It is important to remember that a risk is a possibility, not a fact. It is a potential problem. At GettaByte Software, there is the potential that a power outage would occur during data transfer. The potential exists that a key resource could become unavailable due to some unforeseen circumstance, like illness. Those are threats to the success of the project. When buying a house to renovate, there are potential risks with respect to plumbing, wiring, the foundation, and so on. A project manager needs to consider trying to make positive risks happen while trying to prevent negative ones from occurring. To do this, a project manager can take a proactive approach to risk management. This means he or she plans a risk response should it look as though the risk will become a reality. In this way, everyone knows exactly how to prepare and respond to the risk once it does become an issue. The Risk Management Process A project has both good and bad risks, which are referred to as positive and negative risks or opportunities and threats. For positive risks or opportunities, the project manager can choose from a range of risk responses. For threats, a project manager has a similar range of choices. The following, as described in the PMBOK® Guide, are the risk management processes. Plan Risk Management: · Risk Strategy · Defines the general approach to managing risk on the project · Methodology · Defines the specific, tools, .

· How should the risks be prioritized· Who should do the priori.docx

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· How does the distribution mechanism control the issues addressed in Music and TV, when in regards to race/ethnicity? · Determine who controls the distribution of Music and TV, when in regards to race/ethnicity? · In what ways does the controller of distribution affect the shared experience of the audience and community? Keep in mind that a community may be local, regional, national, or global. Be specific in your discussion. .

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· Helen Petrakis Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly. Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer. Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community. Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husband and kids, she wanted the helper to come in more often, but John said they could not afford it. The money they now pay to the helper is coming out of the couple’s vacation savings. Caring for Magda makes Helen think she is failing as a wife and mother because she no longer ha.

· Helen Petrakis Identifying Data Helen Petrakis is a 5.docx

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· Global O365 Tenant Settings relevant to SPO, and recommended settings Multi Factor Authentication Sign In Page customization External Sharing · Global SPO settings and recommended settings Manage External Sharing Site Creation Settings · Information Architecture and Hub Site Management Site Structure Create and manage Hub Site · Site Administration Create Sites Delete Sites Restored Deleted Sites Manage Site Admins Manage Site creation Manage Site Storage limits Change Site Address · Managed Metadata (Term Store) Introduction Setup new term group sets Create and manage Terms Assign roles and permission to Manage term sets · Search Search Content Search Center Crawl Site content Remove Search results Search Results Manage Search Query Manage Query Rules Manage Query Suggestion Manage result sources Manage search dictionaries · Security (identity – internal / external, and authorization – management of platform level) Control Access of Unmanaged devices Control Access of Network location Authentication Safeguarding Data Sign out inactive users · Governance – e.g. labels, retention, etc. Data Classification Create and Manage labels · Data loss prevention · Create and Manage security policies · Devices Security policies · App permission policies · Data Governance · Retention Policies · Monitoring and alerting Create and Manage Alerts Alert Policies · SharePoint Migration Tool Overview · Operational tasks for managing the health of the environment, alerting, etc. File Activity report Site usage report Message Center Service Health · Common issue resolution and FAQ .

· Global O365 Tenant Settings relevant to SPO, and recommended.docx

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· Focus on the identified client within your chosen case. · Analyze the case using a systems approach, taking into consideration both family and community systems. · Complete and submit the “Dissecting a Theory and Its Application to a Case Study” worksheet based on your analysis Helen Petrakis Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly. Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer. Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community. Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husba.

· Focus on the identified client within your chosen case.· Analy.docx

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· Find current events regarding any issues in public health Anything about infectious diseases ( Don not pick one disease, you have you dig more infectious diseases) · These current events can be articles, news reports, outbreaks, videos. · Type down brief 2 sentences describing the event (don’t copy paste title) · You should have at least 7 diseases in total · No Malaria disease events, please .

· Find current events regarding any issues in public health .docx

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· Explore and assess different remote access solutions. Assignment Requirements Discuss with your peers which of the two remote access solutions, virtual private networks (VPNs) or hypertext transport protocol secure (HTTPS), you will rate as the best. You need to make a choice between the two remote access solutions based on the following features: · Identification, authentication, and authorization · Cost, scalability, reliability, and interoperability .

· Explore and assess different remote access solutions.Assig.docx

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· FASB ASC & GARS Login credentials Link User ID: AAA51628 Password: qc3A9WS · FASB Codification Learning Guide · COSO Login User ID: aaa72751 Password: JhF3a2G Copyright 2018 Governmental Accounting Standards Board Foreword This content collection contains all the original pronouncements that currently constitute the body of state and local governmental accounting and financial reporting standards and guidelines. Specifically, the content collection incorporates these pronouncements: • Governmental Accounting Standards Board (GASB) Statements, Interpretations, Concepts Statements, Technical Bulletins, and Implementation Guides issued through December 31, 2018 • National Council on Governmental Accounting (NCGA) Statements and Interpretations currently in force and NCGA Concepts Statement 1 • American Institute of Certified Public Accountants (AICPA) 1974 Industry Audit Guide and related Statements of Position continued in force when the GASB began operations • GASB Suggested Guidelines for Voluntary Reporting issued through December 31, 2018. Unless otherwise noted, original pronouncements in this infobase are presented in their entirety, with the exception of appendices containing codification instructions, which have been omitted. Pronouncements may include one or more nonauthoritative sections. Authoritative guidance is presented in the main body of each pronouncement. Glossaries also are considered to be authoritative. All other appendices (for example, bases for conclusions and illustrations) and summaries are nonauthoritative. In addition, the entire Suggested Guidelines for Voluntary Reporting, SEA Performance Information, is nonauthoritative. A status page at the beginning of each pronouncement identifies subsequent changes (amendments and supersessions) to the pronouncement as well as the source of those changes. The status page also identifies (a) other pronouncements affected by that pronouncement, (b) interpretive pronouncements clarifying that pronouncement, (c) the effective date, and (d) the principal sections of the GASB Codification of Governmental Accounting and Financial Reporting Standards in which the pronouncement is incorporated. Within each pronouncement, a shading technique is used to identify amended or superseded standards. All terms, sentences, and paragraphs that have been deleted or superseded by subsequent pronouncements are shaded. Sentences or paragraphs that have been amended by the addition of terms, sentences, or new footnotes are marked with a vertical solid bar ( | ) in the left margin alongside the amended material. When standards are amended or superseded, relevant nonauthoritative appendices are also modified to reflect those changes. Appendix A is a reproduction of GASB Codification Appendix F, "Finding List of Original Pronouncements." It shows where each paragraph of each original pronouncement may be found in the Codification, or whether the paragraph contains.

· FASB ASC & GARS Login credentials LinkUser ID AAA51628Pas.docx

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· Due: Sat. Sep. · Format : Typed, double-spaced, submitted as a word-processing document. 12 point, text-weight font, 1-inch margins. · · Length : 850 - 1000 words (approx. 3-4 pages) · · Overview : In Unit 1 and Unit 2, we focused on ways that writers build ideas from personal memories and experiences into interesting narratives that convey significance and meaning to new audiences. In Unit 3, we have been discussing how writers invent ideas by interacting with other communities through firsthand observation and description. These relationships and discoveries can give writers insight into larger concepts or ideas that are valuable to specific communities. For this writing project, you will use firsthand observations and discoveries to write about people and the issues that are important to them. Your evidence will come from the details you observe as you investigate other people, places, and events. Assignment Write an ethnography essay focused on a particular group of people and the routines or practices that best reveal their unique significance as a group. An ethnography is a written description of a particular cultural group or community. For the ethnography essay, you can follow the guidelines in the CEL, p. 110-112. Your ethnography should: · Begin with your observations of a particular group. Plan to observe this group 2-3 times, so that you can get a better sense of their routines, habits, and practices. o Note: if you cannot travel to observe a group or community, plan to observe that community digitally through website documents, social media, and/or emails exchanged with group members. · Convey insight into the characteristics that give the group unique significance. · Provide context and background, including location, values, beliefs, histories, rituals, dialogue, and any other details that help convey the group's significance. · Follow a deliberate organizational pattern that focuses on one or more insights about the group while also providing details and information about the group's culture and routine As you look back over your observations and notes, remember that your essay should do more than simply relate details without any larger significance. Ethnographies also draw out the unique, interesting, and special qualities of a group or culture that help readers connect to their values or motivations. Note: Please keep in mind that writing in this class is public, and anything you write about may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. Assignment Components In order to finish this project, we will work on the following parts together over the next few weeks: Draft : Include at least one pre-revised draft of your essay. The draft needs to meet the word count of 850 words and must also apply formatting requirements for the project—in other words it must be complete. Make sure that your.

· Due Sat. Sep. · Format Typed, double-spaced, sub.docx

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· Expectations for Power Point Presentations in Units IV and V I would like to provide information about what needs to be included in presentations. Please review the rubric prior to submitting any assignment. If you don't know where to find this, please contact me. 1. You need a title slide. 2. You need an overview of the presentation slide (slide after the title slide). This is how you would organize a presentation if you were presenting it at work. 3. You need a summary slide (before the reference slide); same reason as above. 4. Please do not forget to cite on slides where you are writing about something related to what you have read. Please consider each slide a paragraph. You can cite on the slides or in the notes. If you do not cite, you will not get credit for the slide. - Direct quotes should not be used in this presentation as they are not analysis. 5. Remember, all I can evaluate is what you submit, so please consider using notes to explain what you are writing in further detail. Bullets are great and you can use these but then provide more detail in the notes. 6. Graphics - Please include graphics/charts/graphs as this is evaluated in the rubric (quality of the presentation). 7. References - For all references, you need citations. For all citations, you need references. They must match. All must be formatted using APA requirements. Please review the Quick Reference Guide that was posted in the announcements. Please never hesitate to email me with any questions. If you need further clarification about feedback or if you do not agree with any of the feedback, please contact me. My door is always open. Learning Preferences of Millennials in a Knowledge-Based Environment Giora Hadar University of Groningen (RuG), The Netherlands [email protected] Abstract: This paper discusses how understanding intergenerational knowledge transfer can improve knowledge transfer in large organizations. The U.S. Federal Aviation Administration (FAA) risks significant loss of institutional human capital as huge numbers of senior controllers retire. To perform their job, air traffic controllers must develop in-depth knowledge, including tacit knowledge typically acquired over many years, so they can quickly make accurate decisions while dealing with the many air traffic control (ATC) situations that arise. The only pool available to replace the retiring controllers is the Millennials. This group, the best educated ever, has its own attitudes toward life, work, and training as well as technology use. Because knowledge transfer and training involve both technology and human interaction, this paper explores not only the role of technology but also that of intergenerational communications in both the training and operational environments of a highly technical workplace. Keywords: knowledge transfer, training, tacit knowledge, mentoring, mobile smart devices, communications 1. Introduction Intergenerational knowledge transfe.

· Expectations for Power Point Presentations in Units IV and V I.docx

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· Due Friday by 1159pmResearch Paper--IssueTopic Ce.docx

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· Drawing the Eye This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format https://www.youtube.com/watch?v=s0opKw7RfXk&feature=youtu.be Based on the video, when the artist describes his process, he states that he is “drawing the eye without drawing the eye,” what do you think he meant by this idea? Why do you think this process, going from basic or general towards the specific or detailed, is a good way to draw? · Cindy Sherman, Untitled Film Still #21, 1978 This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format https://www.youtube.com/watch?v=0fPwsLeH8fA According to the video, how has the artist, Cindy Sherman, explored the theme of identity in her work? Why is photography a good medium to explore these ideas? · Gaudí, Church of the Sagrada Família, 1882 This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format https://www.youtube.com/watch?v=SMqERP-J2tQ&feature=youtu.be According to the commenters in the video, Gaudi’s Church of the Sagrada Familia is an inventive synthesis of very eclectic elements and structures. Can you describe at least three of these elements and structures? · Botticelli, The Birth of Venus, 1483-85 This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format https://www.youtube.com/watch?v=tdp22elrY7s&feature=youtu.be&list=PLAAEFE618A27E29D2 According to the presenters in the video, what are two ways Botticelli’s The Birth of Venus is different than other paintings from the Renaissance period? · Olmec Mask This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format https://www.youtube.com/watch?v=D9uJxXnDTU8&feature=youtu.be According to the video, what is one way the Aztecs dealt with artifacts older than their culture that is similar to how we deal with ours? What is one way that it is different? · Duchamp's Shovel: Art as Concept This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format https://www.youtube.com/watch?v=MRv20I13vqM&feature=youtu.be From watching the video discussion on Marcel Duchamp’s In Advance of the Broken Arm, how do you think this art challenges our idea of what art can be? Also, the narrator says he thinks Duchamp failed. What was Duchamp trying to do that he apparently was not able to do? Based on images form.

· Drawing the EyeThis assignments provide a deeper understanding.docx

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· Discussion Question 1 Do you feel that nurses believe t.docx

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· Discussing about vendor management (cloud based,akami authenti.docx

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· DIS 1 Trace the evolution and development of art through the periods of the Early Renaissance to the High Renaissance. · Explain what primarily distinguishes Renaissance art in general from the prior period. · Compare and contrast the work of an Italian Renaissance artist with a work done by a northern European Renaissance artist, considering style, content, and form. · Include a discussion of the different concerns and heritages of the Italian and Northern Renaissance artists and how these resulted in different characteristics in the art work of each region. Be sure to use the new art vocabulary you are learning as you describe the artworks. · DIS 2 Compare and contrast two works of art done in two different eras/styles. Select one of the following pairs of eras/styles: Medieval and Renaissance, Baroque and Rococo, or Rococo and Neoclassical. Give a detailed overview of the period and style and situate your comparison within the stylistic characteristics of each style. Include: · an overview of what primarily distinguishes the art work of each era, and then indicate specific formal or thematic aspects of each work that typify its era · a discussion of the role of changing cultural and political climates in influencing the shift from on style to the next. · a comparative analysis of the form, style and content of an artwork from each era (each artwork should be of the same medium and genre, for example two portraits or two figural sculptures). Be sure to use the terminology regarding elements of art and principles of design that we studied in Week I as you proceed in your discussion. Be sure to make a true comparison of the works - don't just discuss each one on its own. How has the coronavirus affected the airline industry? In a 15-page paper explain in great detail and be creative. Discuss their new practices and how they affect us now and will affect us in the future. How would you change these practices, or would you leave them the same? .

· DIS 1Trace the evolution and development of art through the pe.docx

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· Develop diagnoses for clients receiving psychotherapy* · Analyze legal and ethical implications of counseling clients with psychiatric disorders* Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal: · Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications. · Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client. · Explain any legal and/or ethical implications related to counseling this client. · Support your approach with evidence-based literature. PATIENT DATA: · Data: Met with pt to complete biopsychosocial assessment. Pt presents as a 23-year-old male, DOC is cocaine. Pt unsure of the amount that he was using. Pt reports smoking crack 3-4 times per week and marijuana 3-4 times per week. Pt denies any seizures, DT's, blackouts, or OD's. Pt reports that he has been extremely bothered by cravings to use in the past month. Pt was at CBH in December 2018. Pt reports that 3 weeks ago he had 2 months clean. Pt reports that his cousin struggles with substance use and mental health issues. Pt denies SI, HI, and SH. Pt reports dangerous behavior, including buying drugs in dangerous areas. Pt reports that he is unemployed and that it is due to substance use. Pt reports that he has no financial income. Pt plans to return to sober living after treatment. Pt does not have any children. Pt reports that he will not be impacts by religion/spirituality during recovery. Pt signed ROI for mom. · Assessment: AD1: Pt reports drowsiness, body aches, and difficulty sleeping. Pt rates cravings to use as 3/10. AD2: Pt denies any medical issues. AD3: Pt reports feelings of depression and anxiety. Pt rates depression as 7/10 and anxiety as 5/10. Pt reports a history of anxiety, depression, and bipolar diagnoses but was unsure when he was diagnosed. Pt reports being prescribed Lithium, Strattera, and Prolixin. Pt denies SI, HI, and SH. AD4: Pt presents in the precontemplation stage of change. Pt reported "I guess so" when questioned about if he wants to stop using or not. Pt reports that giving up using is difficult because he just likes to get high. AD5: Pt is unable to identify any triggers for him to use. Pt reports that sleeping is the only thing that helps him stay sober. Pt lacks insight into relapse prevention skills or any coping skills to manage uncomfortable feeling. AD6: Pt report that he was living at a sober living facility and plans to return there after treatment. Pt has a history of AA/NA attendance but nothing recent. Pt reports that he is unemployed. Pt reports that he has a history of arrest but refused to elaborate. · Plan: PT will follow up with patient advocate regarding pt legal issues. PT will follow up with patient on 4/22/19 to discuss goals for pts treatment plan. © The Grain & Feed Tr.

· Develop diagnoses for clients receiving psychotherapy· Analyz.docx

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· Persuasive essay rubic Exemplary Proficient Needs Improvement Not Evident Introduction and Claim/Thesis Statement Well-developed introduction and thesis statement. They engage the reader and create interest. They clearly state the topic being analyzed and the persuasive argument. The introduction and thesis statement are fairly well developed. But they are not very engaging or creative, but they do introduce the persuasive topic. The introduction and thesis statement include the topic being analyzed, but they do not give a reason for the persuasive argument. The introduction and thesis statement do not include what is being analyzed, and there is no apparent basis for persuasion. Main Points and Organization Main points in the essay are concrete and specific, and they effectively support the persuasive topic. The main points are organized and built upon the persuasive situation. Main points are concrete and specific, but they are not engaging and interesting. There are sufficient details for the persuasion, but they could be clearer. The structure of the argument is confusing. There are details, but they are either not concrete and specific, or there are not enough of them to adequately create a persuasive situation. One or more main points are not given sufficient space or details. The structure of the argument is unclear. Main points are either wrong or lacking, or they are not related to the topic sentence or the analysis. There is no clearly defined structure or organization. Research and Integration The required number of resources are used and provide meaningful evidence to support assertions. Quotes are directly related to the argument. There is a strong alignment between argument and research. The required number of resources are used and most quotes provide evidence to support assertions. Most of the quotes are related to the argument and an attempt has been made to align research and argument. The required number of resources are not used. The minimum research used provides some support to the assertions. There is an insufficient development of ideas and research and argument are not aligned. There are no resources used in this paper. It is a persuasive paper based on opinion and insufficient support. Conclusion The concluding paragraph effectively unifies the essay around the thesis statement. The reason for the analysis is clearly re-stated and the results are effectively summed-up. The concluding paragraph unifies the essay around the thesis statement. The reason for the analysis is evident and results are presented as valid. The concluding paragraph re-states the reason for the analysis, but it does little to unify the essay around the thesis statement. There is no concluding paragraph, or it does not unify or restate the reason for the analysis. Writing Mechanics Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Consistent and appropriate tone and word choice is used throu.

· Persuasive essay rubicExemplaryProficientNeeds Improvement.docx

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· Peer Assessment ED 504 SP20 OL1 Rubric· Your Name· Name.docx

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· Personal Learning Challenge / Reflective Practice · Learning Design Blueprint · Interactive Learning Resource · Cooperative Group Assessment · Interactive Learning Resource Peer Review · Grading Standards and the SOLO Taxonomy Personal Learning Challenge/Reflective Practice (Individual) - 5 posts @ 7% = 35% Beginning in the second week of the course, you will embark on a personal learning challenge where you will challenge yourself to learn a new skill. You are free to identify any safe and legal activity which you would like to learn and you will have four weeks to practice. Skills which may interest you include: · playing a musical instrument · riding a bicycle or unicycle · juggling · cooking, baking, or grilling (!) a series of more challenging recipes · breaking or starting a habit You are encouraged to complete the learning portion of this activity with other people, either within the class or in your local community. For example, if there are several people who want to learn an instrument, you may want to work together, form a band, and learn a particular song. The main point of the activity isn't for you to become perfectly proficient at your chosen skill, but for you to experience the challenges associated with literally changing your brain in order to learn something and then to reflect on those challenges and successes to share what you have learned with the rest of the class in relation to what you are learning about designing learning experiences. In order to reflect on your experience, you will need to document your learning somehow. Data might include the ratio of successful to unsuccessful attempts, time spent practicing, subjective ratings of confidence in your ability, reports of others related to the quality of your performance, pictures, videos, audio recordings, etc. Once you have gathered some data, look for patterns. What time of day is best for you to practice? Was there a 'breakthrough' moment where everything came together? What was most difficult? What was easiest? Sharing your experience will be based on the data that you gather and will take place on your blog. Please narrate your experience for the rest of the class. Tell us about your process. How did you plan your learning? How did you work through challenges? Is is better to practice alone or with someone else? If you practice with someone else, is it more helpful if they are more skilled than you? Share your data with us! You don't need to become a YouTube or Instagram influencer through this process, so don't worry too much if the media you share isn't sparkly and slickly produced. It is expected that this will be a formative process, meaning you will be really bad at the beginning, and more skilled at the end. The most important part of this activity is for you to connect your learning process to what you are learning in this class about learning and learning design. It's all very meta. Each of your 5 graded blog posts (due at the end of weeks 1-4 and 6) .

· Personal Learning Challenge Reflective Practice· Learning De.docx

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· Minimum of 1 scholarly source Introduction Social contract theorists say that morality consists of a set of rules governing how people should treat one another that rational beings will agree to accept for their mutual benefit, on the condition that others agree to follow these rules as well. Hobbes runs the logic like this in the form of a logical syllogism: 1. We are all self-interested. 2. Each of us needs to have a peaceful and cooperative social order to pursue our interests. 3. We need moral rules in order to establish and maintain a cooperative social order. 4. Therefore, self-interest motivates us to establish moral rules. Hobbes looked to the past to observe a primitive “State of Nature” in which there is no such thing as morality, and that this self-interested human nature was "nasty, brutish, and short" – a kind of perpetual state of warfare. Locke disagreed, and set forth the view that the state exists to preserve the natural rights of its citizens. When governments fail in that task, citizens have the right – and sometimes the duty – to withdraw their support and even to rebel. Locke addressed Hobbes's claim that the state of nature was the state of war, though he attribute this claim to "some men" not to Hobbes. He refuted it by pointing to existing and real historical examples of people in a state of nature. For this purpose he regarded any people who are not subject to a common judge to resolve disputes, people who may legitimately take action themselves to punish wrong doers, as in a state of nature. Initial Post Instructions For the initial post, address the following: · Which philosophy do you espouse? · How much authority should be granted to governments (e.g., the right to kill (death penalty/capital punishment/use of deadly force)? How much would you give up in return for safety? · If you side with Hobbes, do you support at any point recourse if the government violates its own contract (if so, you probably have a bit of Locke in your thinking)? .

· Minimum of 1 scholarly sourceIntroductionSocial contract the.docx

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