Literature Review & Research Questions

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Question

You can choose one Topic to do research on and write about it. Below are examples of research topics which I would prefer you to write about. There is a final research paper template attached below for you to take a look at.

NOTE: This first assignment is about Literature Review & Research Questions.
2ND NOTE: We had worked on a Research Design paper (“Research Design Final Draft” attached below) with chosen topics in the previous class, you can also use the topic and information from that paper for this Research paper so it can save time for you.

Research topic examples: 

IT Governance:

Examining the impact of different IT governance frameworks on organizational performance.

Assessing the effectiveness of IT governance in ensuring data security and compliance.

IT Project Management:

Analyzing the success factors of Agile project management in IT development.

  1. Investigating the challenges and opportunities of managing global IT projects.

IT Strategy:

Evaluating the alignment between business strategy and IT strategy.

  • Studying the role of digital transformation in shaping organizational IT strategy.
  • IT Service Management:
  1. Assessing the impact of IT service management frameworks (ITIL, COBIT) on service delivery.

Exploring the integration of DevOps practices in IT service management.

Cybersecurity Management:

  • Investigating the role of employee training in enhancing cybersecurity posture.
  • Assessing the effectiveness of different cybersecurity risk management frameworks.
  1. Cloud Computing Management:

Analyzing the challenges and benefits of migrating to the cloud for IT infrastructure.

Evaluating the impact of cloud computing on IT cost management.

  • Enterprise Architecture:
  • Studying the role of enterprise architecture in supporting digital transformation.
  1. Assessing the impact of enterprise architecture on organizational agility.

IT Outsourcing:

Investigating the factors influencing the decision to outsource IT services.

  • Analyzing the challenges and strategies for managing global IT outsourcing relationships.
  • Big Data Management:
  1. Assessing the impact of big data analytics on business decision-making.

Investigating the challenges of managing and securing large-scale datasets.

IT Leadership and Management Skills:

  • Analyzing the skills and competencies required for effective IT leadership.
  • Investigating the impact of leadership styles on IT team performance.
  1. IT Ethics and Privacy:

Examining the ethical considerations of using artificial intelligence in IT systems.

Assessing the privacy implications of IT systems and data collection.

  • IT Innovation Management:
  • Studying the factors influencing IT innovation within organizations.
  1. Assessing the role of open innovation in IT development.

IT Risk Management:

Analyzing the effectiveness of IT risk management frameworks.

  • Studying the impact of cybersecurity incidents on organizational risk.
  • IT and Sustainable Development:
  1. Investigating the role of IT in promoting sustainability and reducing environmental impact.

Assessing the carbon footprint of IT infrastructure and exploring sustainable practices.

Blockchain Technology:

  • Analyzing the potential applications of blockchain in IT management.
  • Investigating the challenges and opportunities of implementing blockchain in different industries.
  1. Digital Transformation and Organizational Change:

Analyzing the impact of digital transformation on organizational structures and cultures.

Investigating strategies for managing resistance to change during digital transformations.

  • Examining successful case studies of organizations that have undergone successful digital transformations.
  • IT Governance and Risk Management:
  1. Evaluating the effectiveness of IT governance frameworks in ensuring alignment with business objectives.

Studying the role of IT governance in mitigating cybersecurity risks and ensuring data privacy.

Analyzing the impact of regulatory compliance on IT governance practices.

  • Project Management in IT:
  • Investigating the factors influencing the success or failure of IT projects.
  1. Examining agile project management methodologies in the context of IT projects.

Assessing the role of project management in achieving IT-related business outcomes.

Data Analytics and Business Intelligence:

  • Exploring the use of big data analytics in decision-making processes within organizations.
  • Analyzing the impact of business intelligence tools on organizational performance.
  1. Investigating ethical considerations in the use of data analytics for business decision-making.

Cybersecurity Management:

Assessing the effectiveness of cybersecurity policies and practices in organizations.

  • Examining the role of cybersecurity awareness programs in preventing security breaches.
  • Analyzing the impact of emerging technologies on cybersecurity management.
  1. IT Service Management (ITSM):

Evaluating the adoption and impact of IT service management frameworks (e.g., ITIL) in organizations.

Studying the relationship between ITSM practices and overall service delivery and customer satisfaction.

  • Analyzing the role of ITSM in supporting business processes and strategies.
  • Innovation and Technology Adoption:
  1. Investigating factors influencing the adoption of emerging technologies in organizations.

Analyzing the role of innovation management in fostering technological advancements.

Assessing the impact of technology adoption on organizational competitiveness.

  • E-Government and Public Sector IT Management:
  • Studying the implementation of IT in government agencies and its impact on public services.
  1. Analyzing the challenges and opportunities in e-government initiatives.

Assessing the role of IT in improving transparency, accountability, and citizen engagement in the public sector.

IT Ethics and Social Responsibility:

  • Investigating ethical considerations in the development and use of IT systems.
  • Assessing the social responsibility of organizations in managing and securing digital information.
  1. Analyzing the ethical implications of emerging technologies such as artificial intelligence and blockchain.

Knowledge Management in IT:

Studying the role of knowledge management in enhancing organizational learning and innovation.

  • Analyzing the impact of IT tools and platforms in facilitating knowledge sharing within organizations.
  • Assessing the relationship between knowledge management practices and organizational performance.

Week 2 Advanced Pathophysiology Case Study

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QUESTION

Hematopoietic:

J.D. is a 37 years old white woman who presents to her gynecologist complaining of a 2-month history of intermenstrual bleeding, menorrhagia, increased urinary frequency, mild incontinence, extreme fatigue, and weakness. Her menstrual period occurs every 28 days and lately there have been 6 days of heavy flow and cramping. She denies abdominal distension, back-ache, and constipation. She has not had her usual energy levels since before her last pregnancy.

Past Medical History (PMH):
Upon reviewing her past medical history, the gynecologist notes that her patient is a G5P5with four pregnancies within four years, the last infant having been delivered vaginally four months ago. All five pregnancies were unremarkable and without delivery complications. All infants were born healthy. Patient history also reveals a 3-year history of osteoarthritis in the left knee, probably the result of sustaining significant trauma to her knee in an MVA when she was 9 years old. When asked what OTC medications she is currently taking for her pain and for how long she has been taking them, she reveals that she started taking ibuprofen, three tablets each day, about 2.5 years ago for her left knee. Due to a slowly progressive increase in pain and a loss of adequate relief with three tablets, she doubled the daily dose of ibuprofen. Upon the recommendation from her nurse practitioner and because long-term ibuprofen use can cause peptic ulcers, she began taking OTC omeprazole on a regular basis to prevent gastrointestinal bleeding. Patient history also reveals a 3-year history of HTN for which she is now being treated with a diuretic and a centrally acting antihypertensive drug. She has had no previous surgeries.

Case Study Questions

Name the contributing factors on J.D that might put her at risk to develop iron deficiency anemia.

Within the case study, describe the reasons why J.D. might be presenting constipation and or dehydration.

Why Vitamin B12 and folic acid are important on the erythropoiesis? What abnormalities their deficiency might cause on the red blood cells?

The gynecologist is suspecting that J.D. might be experiencing iron deficiency anemia.
In order to support the diagnosis, list and describe the clinical symptoms that J.D. might have positive for Iron deficiency anemia.

If the patient is diagnosed with iron deficiency anemia, what do you expect to find as signs of this type of anemia? List and describe.

Labs results came back for the patient. Hb 10.2 g/dL; Hct 30.8%; Ferritin 9 ng/dL; red blood cells are smaller and paler in color than normal. Research list and describe for appropriate recommendations and treatments for J.D.

Cardiovascular
Mr. W.G. is a 53-year-old white man who began to experience chest discomfort while playing tennis with a friend. At first, he attributed his discomfort to the heat and having had a large breakfast. Gradually, however, discomfort intensified to a crushing sensation in the sternal area and the pain seemed to spread upward into his neck and lower jaw. The nature of the pain did not seem to change with deep breathing. When Mr. G. complained of feeling nauseated and began rubbing his chest, his tennis partner was concerned that his friend was having a heart attack and called 911 on his cell phone. The patient was transported to the ED of the nearest hospital and arrived within 30 minutes of the onset of chest pain. In route to the hospital, the patient was placed on nasal cannula and an IV D5W was started. Mr. G. received aspirin (325 mg po) and 2 mg/IV morphine. He is allergic to meperidine (rash). His pain has eased slightly in the last 15 minutes but is still significant; was 9/10 in severity; now7/10. In the ED, chest pain was not relieved by 3 SL NTG tablets. He denies chills.

Case Study Questions

  1. For patients at risk of developing coronary artery disease and patients diagnosed with acute myocardial infarct, describe the modifiable and non-modifiable risk factors.
  2. What would you expect to see on Mr. W.G. EKG and which findings described on the case are compatible with the acute coronary event?
  3. Having only the opportunity to choose one laboratory test to confirm the acute myocardial infarct, which would be the most specific laboratory test you would choose and why?
  4. How do you explain that Mr. W.G temperature has increased after his Myocardial Infarct, when that can be observed and for how long? Base your answer on the pathophysiology of the event.

Explain to Mr. W.G. why he was experiencing pain during his Myocardial Infarct. Elaborate and support your answer.

Death and the Asian Worldview

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QUESTION

Below there is a Word Document (DD&B2)I would like you all to give it a read through. It will say at the top that it is a summary of what I covered in Thursday’s class (or something like that). Just ignore that comment and carry on.

In the meantime, I strongly encourage everyone to watch this movie. In fact, I am going to require it. It will be very useful for you if you know very little of Buddhism. There are a couple of deaths in there and you can begin to get a feeling how the Tibetan Buddhist Monks regard death and dying. It’s a visually appealing movie (even if Keanu Reeves’ acting is a bit . . . stilted in it). On the other hand, he is portraying Shakyamuni Buddha in a book about the Buddha that is written for children, so in a weird way, his acting does kind of make sense. At the very least, it will familiarize you with important events from the Buddha’s life and give me a break from typing out a bunch of words for you to read.  

https://gostream.site/little-buddha/

Or I watched it here: https://ww6.0123movie.net/movie/little-buddha-12822.html

I added two further readings. Death, Rebirth and Liberation in Buddhism and In the Mirror of Death. The second reading (In the Mirror of Death) is written by a Tibetan monk (and actually, if you watched the movie, “Little Buddha” you met him briefly. He played the monk, ‘Kenpo Tenzin’ – the guy who wore glasses and laughed all of the time. He was the monk who first approached Jesse’s mom, Lisa. Anyway, his real name is Sogyal Rinpoche and he wrote a book called ‘The Tibetan Book of Living and Dying’. The reading I gave you is an excerpt from that book. I think you will find very interesting what he has to say about death and dying in the West as viewed from his Tibetan perspective. Toward the end of that particular reading, he talks about what (according to Tibetan Buddhism) happens to “you” (your mind or your consciousness – the thing that thinks in terms of there being a you in the first place). Remember…in Buddhism there is no soul or anything permanent that carries over after death. So, if you were wondering dying and rebirth means to Buddhists, well, pay attention when you come to that part! 

Your assignment here is to tell me – based upon the glimpse of Buddhism you have seen thus far – do you think Buddhism has any contribution to make to the west’s understanding of death and dying? Why / why not?

Instructions

The PDF document I posted, “In the Mirror of Death” has the section, “Death in the Modern World.” In it, Sogyal Rinpoche gives his views of death in the modern and technically advanced west, juxtaposing that against the very traditional Buddhist upbringing he received in Tibet. As I was reading through that section, it brought me back to an earlier reading I had you do, specifically, the Erich Fromm reading about death in the Middle Ages. If you recall that reading, Fromm maintained that in the Middle Ages, although there was a lack of what we might call today, “individual freedom’ – this was not really perceived as a deficit because the individual as we understand the concept now simply did not exist then. Most of you rightly pointed out in that assignment that the Church in Medieval times was the dominant ideology of the day. This got me thinking about Sogyal Rinpoche’s experiences growing up as a monk in a Buddhist order in Tibet. Certainly Buddhism would have been his dominant ideology (as well as the dominant ideology of all those he interacted with). With that in mind it is not difficult to understand his shock in seeing the way western culture treats death. Your assignment here is to tell me – based upon the glimpse of Buddhism you have seen thus far – do you think Buddhism has any contribution to make to the west’s understanding of death and dying? Why / why not?

*I’m going to be evaluating these papers based upon your ability to use the actual materials I gave to you. Please do not use outside sources! You need to demonstrate that you have watched the movie, done the readings, and given careful consideration to the question. You should probably plan on writing about 2 pages. 

Two Replies

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Question

Laura Limon8:01amJan 29 at 8:01am

Manage Discussion Entry“>Manage Discussion Entry

Happy Monday,

The electronic database used most for the literature used was Cinahl and Cochran from the WCU library. The specific articles I chose were Depression and unplanned secondary healthcare use in patients with multimorbidity: A systematic review, Transdiagnostic cognitive processes in chronic pain and comorbid PSTD and depression in Veterans, A Systematic review and meta-Analysis of nature walk as an intervention for anxiety and depression, Long-term effects of mountain hiking vs. forest therapy on physical and mental health of couples: A randomized controlled trial, Effects of sunshine duration on daily outpatient visits for depression in Suzhou, Anhui province, China, Residential green space and cognitive function in a large cohort of middle-aged women, and Patients with higher vitamin d levels show stronger improvement of self-reported depressive symptoms in psychogeriatric day-care setting.

I chose these peer-reviewed journals because the first half spoke about the relation between depression and pain, depression and multimorbidity, and the negative effects of depression on the body. The second half spoke about how nature aids and combats pain, morbidities, extends life, and wards off dementia and immunosuppression. In the first half Cicek et al, (2022) studied how depression increased the number of unplanned visits to the emergency room and Day et al, (2022) wrote about the relationship between depression and increased intensity of pain felt on Veterans. I found this subject has been studied quite a bit and learned new information. I found that trees have chemicals called phytoncides and the phytoncides reverse stress induced immunosuppression in humans (Huber et al, 2023). I also learned that depression puts a person at risk for dementia and being in nature wards both depression and dementia (Jimenez et al, 2023). Nature alleviates symptoms of depression and anxiety and can be used as a modality to de

While researching my change project, I used both the West Coast University Library and the Google Scholar electronic database. The first article I obtained was from a Springer link, which publishes peer-reviewed articles and books on different topics. The article by Dickson et al. (2022) examines over 40 articles on adolescents diagnosed with anxiety disorders to help determine which treatment option was most effective. It compared psychotherapy and pharmacological therapies in treating the client and found that psychotherapy was the most effective at treating clients. The second article on my change project was also obtained from Springer’s link. In the study by Fisak et al. (2023), the effectiveness of anxiety interventions was analyzed in younger children in hopes of identifying clients with anxiety disorders early on in their lives and, therefore, reducing the severity of symptoms over time. My third article was found in the West Coast University library using the Sage Journals database. In addition to outlining the problems associated with anxiety, risk factors, consequences, and established treatment options, it also provides recommendations for further care and coping mechanisms that can be helpful in our society of growing stress (Kuzujanakis, 2020). I once again gathered information from the Springer Link on my fourth research topic. The article examined the trends and disparities in adolescents diagnosed with anxiety disorder (Parodi, 2022). The study had many participants but was limited due to minimal diversity in the community due to the region in which the study was done.

The National Library of Medicine is an excellent resource for providers who want to obtain up-to-date information. After reading the article by Pettitt et al. (2022) on the website, I was able to find more data on the most effective psychosocial and pharmacological interventions. The article mentions cognitive behavioral therapy as the first line but indicates that psychotherapy and pharmacological treatment together are considered the most effective in managing symptoms associated with anxiety. The sixth article by Viswanathan et al. (2022) was also obtained from the National Library of Medicine and discusses the efficacy of medication, psychotherapy, and lifestyle changes required to treat pediatric clients diagnosed with anxiety disorders. Finally, the article by Zambrowicz et al. (2019) analyzed social disparities in the community and their effect on pharmacological and psychosocial interventions. Using several search engines and databases allows researchers to gather as much information as possible on the topic in hopes of creating a well-developed paper. I also chose these articles because they were peer-reviewed and current with the latest practices

public speaking Topic persuasive speech

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QUESTION

Touchstone 5: Persuasive Speech Revision

ASSIGNMENT: For this Touchstone, you will utilize the outline you submitted for Touchstone 4 and deliver a 5–7 minute persuasive speech that incorporates feedback and other tips and strategies you’ve learned throughout the course.

In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.

Touchstone Support Videos

Choosing the Right Language
Overcoming Public Speaking Anxiety
Using Your Voice
Communicating Nonverbally
Filming Your Speech

A. Directions

Step 1: Review Outline

Review the outline of the persuasive speech that you delivered in Unit 4 as well as the feedback that you have received. Your speech should include an introduction, body, conclusion, and transitions. 

The introduction should contain your key message. 

The body should cover your main topics and support to back up your main points. Make sure that all information, evidence, and persuasive strategies (ethos, pathos, and/or logos) are relevant and from credible sources. 

The conclusion should summarize your main points and repeat your thesis.

The transition should help you shift from one topic to another.

Refer to the following lessons for support:

Components of a Speech

Choosing the Main Points

Highlighting the Main Points

Ordering the Main Points

The Preparation Outline

The Speaking and Rough Draft Outlines

The Role of the Introduction

Establishing Credibility: Topic, Thesis, and Main Points

Introducing the Topic, Thesis, and Main Points

The Role and Use of Transitions

The Role of the Conclusion

Step 2: Incorporate Visual Aid

Think of an effective way to incorporate at least one visual aid that will be relevant to your purpose and message and will enhance your speech.

Refer to the following lessons for support:

Using Visual Aids

Create notes or bullet points that you can refer to while presenting your speech. You should not read your speech word-for-word from your notes. Make sure to cite any sources you have used as you deliver your speech.

Refer to the following lessons for support:

Step 4: Use Clear Language

  • Ensure that the language you use is consistently clear and appropriate to the audience, which helps the audience connect with you and your topic. Explain any technical jargon you use where necessary.

Refer back to the following lesson for support:

Mind Your Audience

Make It Memorable and Enhance Audience Understanding

  • Step 5: Practice Speech

Practice presenting your speech, focusing on your voice, your nonverbal communication, and your use of one or more visual aids. Aim for a speech 5–7 minutes in length.

  • Refer to the following lessons for support:

Best Practices in Public Speaking

Using Your Voice: Volume and Rate

Using Your Voice: Articulation, Pronunciation, Dialect, and Vocal Variety

Eye Contact, Facial Expression, Movement, and Gesture

Step 6: Review Rubric

  • Before filming, review the rubric to ensure that you understand how you will be evaluated.

Step 7: Film Speech

Film yourself presenting the speech. Be sure that you can be easily seen and heard—at minimum, your head and shoulders should be visible in your video, and you should make eye contact with your audience by directing your speech toward the camera.

Important: Be sure that your speech’s purpose, audience, and thesis are clear. If you choose, you can state this information at the beginning of your video before you begin your speech.

Refer back to the following lessons for support:

Audience

The Purpose and Thesis Statement

Step 8: Review Video

  • Review your video, be sure that you can be easily seen and heard, and that you have directed your speech to the camera. Refilm as needed. Your speech should be delivered in one video with no cuts or editing.

Step 9: Review Checklist and Requirements

  • Review the checklist and requirements to ensure that your Touchstone is complete.

psy 120 wa

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QUESTION

Name That Behavior Discussion

Kind of sounds like a game show doesn’t it? With the exam coming up I wanted to make sure you understood the distinctions between classical conditioning and operant conditioning as well as how both of them work. 

Having both read the section on classical conditioning and watched the video on Ivan Pavlov you should all have some understanding of how the process was discovered, how it works and recognize examples of it. The repeated pairing of a conditioned stimulus prior to the presentation of an unconditioned stimulus eventually brings about the development of a conditioned response to the conditioned stimulus. 

And in the readings on Instrumental/Operant behavior I discuss the four possibilities that can occur as a consequence of behavior and their effects on behavior. Those were positive reinforcement, negative reinforcement, positive punishment and negative punishment. Anything that increases the probability of behavior is said to be a form of reinforcement. Anything that decreases the probability of behavior is said to be a form of punishment. Positive and negative refer to whether something was added or removed to bring about the effect on behavior. Positive is not ‘good’ nor is negative ‘bad’ in this context. 

What

For this discussion I’d like you each to provide an example of either classical or operant conditioning from your own experience. One or the other. You do not need to provide an example of each. Then detail the factors controlling the behavior. Remember that Pavlov stumbled onto the idea of classical conditioning after observing that his dogs started to salivate to things other than the presentation of food. It happens naturally all the time given the right conditions. And on the other hand, we also can recognize that much of what we do is ultimately aimed at either gaining some type of reward or avoiding punishment.

Are there times when you automatically respond to something without really thinking about it or observed someone else do so? This could even include an automatic response from a pet, such as one that comes running into the kitchen upon hearing their food bowl being filled. Or can you think of a real world example of an operant behavior and the consequences generated by that behavior. For instance, we speed on the freeway because we get where we’re going faster. 

Here’s the catch. I want an original example. That means once someone posts a particular example it’s done. You can’t repeat an example that’s already been given. So, the more time that passes the harder this is going to get. 

How

Be very specific in your example. For an example of classical conditioning note the conditioned stimulus and the conditioned response. Also, discuss how you believe this conditioned response was established. What associations were formed and how did that occur? This would entail indicating the original unconditioned stimulus and response and how a connection was formed between the conditioned stimulus and the unconditioned stimulus. 

For an example of operant conditioning describe the behavior and its consequence(s). Then tell me whether you think it is an example of positive reinforcement, negative reinforcement, positive punishment or negative punishment. Keep in mind that this may differ from one perspective to another. A father receives negative reinforcement for picking up a crying child because the crying stops. But the child receives positive reinforcement for crying because he gets that attention. 

After providing your example, return to the discussion board later and reply to one of your peers by assessing their example. Give your opinion on whether the example truly is one of classical or operant conditioning. If you don’t think it is, provide your alternate explanation. And then assess whether you think your classmate is correct in their analysis of how the response was established and maintained. 

When

I’d like you all to submit your examples by Thursday and respond to one of your peers by Sunday (11:59pm).  

Assessment

Grading will be based on quality of content. Did you correctly identify an example of either classical or operant conditioning? 

For an instance of classical conditioning did you identify the unconditioned stimulus and response as well as the conditioned stimulus and response as well as discuss how association was established? 

For an instance of operant conditioning does your example depict an instance of the behavioral consequence that you selected? 

In your responses to other students do you accurately cite principles of classical or operant conditioning when assessing their examples? 

psy 120 v

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QUESTION

Kind of sounds like a game show doesn’t it? With the exam coming up I wanted to make sure you understood the distinctions between classical conditioning and operant conditioning as well as how both of them work. 

Having both read the section on classical conditioning and watched the video on Ivan Pavlov you should all have some understanding of how the process was discovered, how it works and recognize examples of it. The repeated pairing of a conditioned stimulus prior to the presentation of an unconditioned stimulus eventually brings about the development of a conditioned response to the conditioned stimulus. 

And in the readings on Instrumental/Operant behavior I discuss the four possibilities that can occur as a consequence of behavior and their effects on behavior. Those were positive reinforcement, negative reinforcement, positive punishment and negative punishment. Anything that increases the probability of behavior is said to be a form of reinforcement. Anything that decreases the probability of behavior is said to be a form of punishment. Positive and negative refer to whether something was added or removed to bring about the effect on behavior. Positive is not ‘good’ nor is negative ‘bad’ in this context. 

What

For this discussion I’d like you each to provide an example of either classical or operant conditioning from your own experience. One or the other. You do not need to provide an example of each. Then detail the factors controlling the behavior. Remember that Pavlov stumbled onto the idea of classical conditioning after observing that his dogs started to salivate to things other than the presentation of food. It happens naturally all the time given the right conditions. And on the other hand, we also can recognize that much of what we do is ultimately aimed at either gaining some type of reward or avoiding punishment.

Are there times when you automatically respond to something without really thinking about it or observed someone else do so? This could even include an automatic response from a pet, such as one that comes running into the kitchen upon hearing their food bowl being filled. Or can you think of a real world example of an operant behavior and the consequences generated by that behavior. For instance, we speed on the freeway because we get where we’re going faster. 

Here’s the catch. I want an original example. That means once someone posts a particular example it’s done. You can’t repeat an example that’s already been given. So, the more time that passes the harder this is going to get. 

How

Be very specific in your example. For an example of classical conditioning note the conditioned stimulus and the conditioned response. Also, discuss how you believe this conditioned response was established. What associations were formed and how did that occur? This would entail indicating the original unconditioned stimulus and response and how a connection was formed between the conditioned stimulus and the unconditioned stimulus. 

For an example of operant conditioning describe the behavior and its consequence(s). Then tell me whether you think it is an example of positive reinforcement, negative reinforcement, positive punishment or negative punishment. Keep in mind that this may differ from one perspective to another. A father receives negative reinforcement for picking up a crying child because the crying stops. But the child receives positive reinforcement for crying because he gets that attention. 

After providing your example, return to the discussion board later and reply to one of your peers by assessing their example. Give your opinion on whether the example truly is one of classical or operant conditioning. If you don’t think it is, provide your alternate explanation. And then assess whether you think your classmate is correct in their analysis of how the response was established and maintained. 

When

I’d like you all to submit your examples by Thursday and respond to one of your peers by Sunday (11:59pm).  

Assessment

Grading will be based on quality of content. Did you correctly identify an example of either classical or operant conditioning? 

For an instance of classical conditioning did you identify the unconditioned stimulus and response as well as the conditioned stimulus and response as well as discuss how association was established? 

For an instance of operant conditioning does your example depict an instance of the behavioral consequence that you selected? 

In your responses to other students do you accurately cite principles of classical or operant conditioning when assessing their examples? 

ED5950 – Capstone in Early Childhood Education Studies.

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QUESTION

In the Presentation of Action Research discussion in this week, you will post a PowerPoint presentation of your action research results. This is a presentation that you would potentially deliver to stakeholders, but in this course your peers are considered stakeholders instead. In Week 9 you will be submitting a self-review of your presentation, as well as a peer review of one of your classmate’s presentations. You should have begun work on your presentation in Week 7.

Record your presentation using Kaltura; refer to the instructions in Using Kaltura on Campus for more information. You will also need to include a transcript of your presentation when you post it to the discussion. Your presentation should be 7–10 minutes.

Your PowerPoint should include the same components as your action research report. They include:

  1. Cover: One slide that includes the name and number of the course, name of project, submission date, name of learner, and contact information.
  2. Introduction: One slide that provides a brief introduction to the study, describes the study setting, and explains why the setting was chosen for this study. This is the “elevator” speech of the study and captures an overview in one small paragraph.
  3. Scenario: One slide that details the problem that was studied, describes the purpose of the completed study, and explains who might benefit from the findings and why. This includes the key question(s) that were asked
  4. Analysis of the Situation: A section of two to three slides that describes what you have discovered about the topic to inform the study design. What key concepts and studies are relevant to the study?
    1. Complete a review of at least three related peer-reviewed research articles on the topic studied.
    2. Identify what has been studied on the topic and what has not been studied or studied very little. In addition, identify areas where findings are not in agreement on the topic you studied. Identify the leading theory you found.
  5. Diversity: One slide that directly addresses embedded diversity issues within the study topic and how this research could be used to enhance learning for students of all cultural backgrounds and learning needs.
  6. Implementation and Design: A section of three to four slides that describes how data were collected, from baseline data to post-test data.
  7. Baseline Data: Provide a QUESTION of baseline data or information you have gathered and reviewed to inform the development of the study.
    1. Describe what instruments were used to collect data and how they were shown to be valid and reliable.
    2. Provide information or baseline data that you gathered through interviewing or surveying individuals, archival data collected on students or others (for example, tests or grades), observations you made related to the problem, and so on.
    3. Describe the population and sample from whom the data were collected, and provide a rationale for targeting the population and selecting the sample.
    4. Describe how data were physically collected using a step-by-step approach (a blueprint of what you did).
    5. Include rationale for what technology was integrated to enhance the research; this could have been via the application and/or the assessment and potential outcomes.
  8. Ethics: One slide that names the primary stakeholders involved in gaining access to the site and the ethical considerations that were needed. Address any issues that arose in terms of ethics.
  9. Data Analysis: A section of one to two slides that describes how data were analyzed and processed to generate findings in order to inform decision making and practice.
    1. How are data being analyzed and interpreted? Am I staying true to the original design plan?
    2. How can findings be interpreted? Would a different action have had better results? What was unexpected?
    3. What can I conclude from the information/data analysis? Are my conclusions based solely on the evidence?
  10. Reflecting Stage: A section of one to three slides that describes the proposed actions of the reflecting stage of the study, such as the possible implications of the findings on future practice and decision making, how the findings might be used or applied in the respective setting, how results will be shared and communicated, and a reflection on possible factors and other variables that may affect the findings.
    1. What can be concluded about what needs to happen next?
    2. What are the implications for the next steps in the cycle?
    3. How does the next action reflect previous learning?
  11. Summary: One slide that sums up the study and addresses the questions: How do I know if the changes resulted in improvement? and How do these changes impact instruction?

hed 202 samerah

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QUESTION

In this assignment you will compare two (2) different professions with material copied from the Bureau of Labor Statistics.

It will follow the same structure as in your last assignment. The difference will be you are to create a comparison. You will explore two different professions in the Bureau of Labor Statistics. You will cut and paste the exact same information as in the last assignment. After the information is pasted for both professions, you are to write a comparison of the two different sets of information for each heading. You can rank them, give pro’s and con’s, or comment on their similarities & differences. I expect at least 3 substantial sentences for each set of information required.

So, select two professions in health care (you can use the profession and information from your previous assignment).

It might be easiest to open 2 windows (one for each profession) and the Word document.

1. Open a new Word document to enter the requested data points or wording selection under a heading that identifies each section from which it was obtained. 

2. Log into https://www.bls.gov/oohLinks to an external site.

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3. Enter one of your preferred jobs from our health course.

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4. Click on the top option with a Occupational Handbook entry

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5. Review the summary. Cut and paste the 2021 Median Pay into your Word document under the heading “Median Pay”. Duplicate this process for the second profession and paste the second set of information under the first. Then write your required (3-sentence minimum) comparison statement.

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6. Scroll to bottom and click on “What they Do” to advance.

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7. Cut and paste the opening paragraph into your Word document under the heading “What they Do”. Duplicate this process for the second profession and paste the second set of information under the first. Then write your required (3-sentence minimum) comparison statement.

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8. Scroll to the bottom and click on “How to Become One” to advance.

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9. Cut and paste the three sections indicated below into your Word document under the heading “How to Become One”. Duplicate this process for the second profession and paste the second set of information under the first. Then write your required (3-sentence minimum) comparison statement.

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10. Scroll to the bottom and click on “Pay” to advance.

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11. Cut and paste the opening paragraph into your Word document under the heading “Pay”. Duplicate this process for the second profession and paste the second set of information under the first. Then write your required (3-sentence minimum) comparison statement.

then

12. Click on “Job Outlook” to advance.

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13. Cut and paste opening paragraph into your Word document under the heading “Job Outlook”. Duplicate this process for the second profession and paste the second set of information under the first. Then write your required (3-sentence minimum) comparison statement.

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14. Click on “State & Area Data” to advance.

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15. Click on your occupation to advance.

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16. This page will show several US maps that reveal states that offer the highest pay and where more job opportunities are available compared to other states.

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17. Scroll down the page and examine the annual mean wage by state. In your Word document, list two (2) thoughts you have regarding the mean pay differences under the heading “Pay Differences”. Duplicate this process for the second profession and paste the second set of information under the first. Then write your required (3-sentence minimum) comparison statement.

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18. Scroll down the page and examine the location quotient by state. In your Word document, list two (2) thoughts you have regarding the location differences under the heading “Location Differences”. Duplicate this process for the second profession and paste the second set of information under the first. Then write your required (3-sentence minimum) comparison statement.

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Explain morphology and semantics

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Question

Explain morphology (REC 1.F.2) and semantics (REC 1.F.3) as it relates to vocabulary development. Then explain how formal and informal vocabulary assessments can be used to guide instructional decisions (REC 1.F.6).

(sample response below)

Morphology and Semantics in Vocabulary Development

The smallest unit of language with meaning is Morphology. Morphemes can be bound with other parts such as roots, prefixes, and suffixes. An example would be -sent with dissent as the word. They can also be free or stand-alone with a specific meaning. Examples of free morphemes include eat, weak, woman. Students need to be taught how to group morphemic elements. The lessons need to build on the student’s prior knowledge and grouped so connections can be made (Gunning, 2018; Reutzel & Cooter, 2016). It is necessary to teach morphology since many words students encounter have affixes and roots (Manyak et al., 2018). 

The relationship of words and how a person draws meaning from those words is semantics. Semantics involves understanding how individual words and combinations of words create phrases and sentences. It also includes the meaning of the words used in context. Semantics deals with the meaning of words and connecting a person’s background knowledge, interests, and perspectives with spoken and written language. It influences a person’s reading comprehension, as well as comprehension of other words. Prior knowledge, or lack thereof, can affect understanding language and word choices. Connecting synonyms, antonyms to the word you are studying is one example of semantics (Reutzel & Cooter, 2015). 

Informal assessments are a way for teachers to see how students are doing as they are learning. They are used to provide feedback on what students are understanding and applying.  They are used to drive instruction for the class and individual students giving teachers points of emphasis for the next steps in the instructional path. When assessing vocabulary depth, teachers receive a clearer picture of the understanding of the vocabulary a student has. This can be done through informal assessments and checks in the class (Teng, 2014).  Formal tests that can be used include Curriculum-Based Measures (CBM) while informal could be Vocabulary Knowledge Scales (VKS), and Vocabulary Recognition Test (VRT). Observations, writing samples, and having and listening to conversations that the student is involved in are informal assessments that can give a teacher much information. Teachers can also use games, teacher-created tests, and student journals to assess students (Dougherty Stahl & Bravo, 2014; Saint Leo, n.d.).

Formal assessments tell us what students have learned over time. A grade is taken from these predetermined criteria. The assessments look at the product of student learning, not the process. Many formal tests, such as standardized tests, look at vocabulary breath as it is easier to assess. Some test also includes a vocabulary section where students must choose how the word is used in the given sentence taking it beyond just the memorization (Teng, 2014). Assessments come in a variety of ways, including chapter tests, final projects, or a portfolio. The Vocabulary Levels Test is an example of a formal teat that is easy to administer and access student’s knowledge of 10,000 words that occur frequently. It is used for English language learners but is valuable to use for all students (Gunning, 2018). The Peabody Picture Vocabulary Test is another. Progress Monitoring drives instruction by providing teachers the ability to monitor if students are struggling or responding to instruction. The assessments happen on a weekly or bi-weekly basis, and results are charted to monitor progress. This not only drives instruction for the teacher but allows the student to track and monitor their progress (Furtak et al., 2017; Marzano, 2019: Saint Leo, n.d.b).

This text was chosen because it connects math, social studies, and reading together. It is especially crucial that teachers continue to teach phonemic awareness (PA) skills and vocabulary throughout the higher grades as the text is complex and a higher academic vocabulary that students must understand. When students can make the connection to the vocabulary, they can comprehend what is read. This book was also chosen as it is a multi-level book, meeting the needs of many students within the class. The more the students use the words orally and in writing, the better the connection is made to the meaning or meanings (Carver & Pantoja, 2015; Marzano, 2019; Saint Leo, n.d.).