...Part 2 of your course project is due this week. The second part of your research or course project is a discussion of both sides of the issue; that is, the pros and the cons. This section of the paper should be around five to six pages in length. Use APA citation format for all assignments submitted for DeVry undergraduate courses Juvenile Justice Course Project Objective | Requirements | Deliverables | Grading Rubrics | | Objective | | The learning objective of this course project is to help students gain an in-depth understanding of a selected topic or issue related to juvenile justice. In addition, students will demonstrate their critical thinking abilities by presenting both sides of an issue and developing their own position on the issue. The paper should represent your best professional writing and work. As such, students should pay careful attention to paragraphing, sentence structure, quotation conventions, spelling, appropriate citation, and other aspects of grammar. | | Requirements | | Each student will write an 8 – 10 page typed double-spaced position or issue paper on a particular juvenile justice issue. Students will select a relevant juvenile justice issue, such as the origins of juvenile justice, the differences between juvenile justice and adult criminal justice, constitutional rights and juvenile justice, the juvenile death penalty, juvenile delinquency prevention, juvenile gangs, and so forth. Once the issue has been selected and approved...
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...Leeve Menyon WLDN 1000-35 Discussion 1-Week 1 Sept. 09, 2013 Online Classroom Search In order to find these 10 items, search in the Student Readiness Orientation (SRO) or WLDN 1000. Type your response under each question and then submit this document to your Instructor by following the guidelines in the WLDN 1000 Week 1 Application. Each question is worth 12 points. 1. Find the Week 4 Resources for WLDN 1000 and open the document titled What is a Rubric (and Why Should I Use One?). Copy and paste the first paragraph of the Word document here. • Rubrics can help students organize their efforts to meet the requirements of an assignment, and you can use them to explain evaluations to students. Rubrics can help ensure consistent and impartial grading. • One reason why I should use rubric is because it keep me on track of what my assignment is require how it should be done so I can get my full point on the assignment. 2. Describe one feature of your Technology Contingency Plan. (Hint: This is in Module 2 of the SRO.) • IT contingency planning includes general support systems and information technology contingency plans (ITCPs) for major applications and support systems. 3. After you click Discussion under Week 2 in the WLDN 1000 left navigation, where do you click next to access the Discussion Forum? • After you click on Discussion under Week 2 in the WLDN 1000 left navigation, the next thing to do is to read the...
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...National League for Nursing Evaluation and Learning Advisory Committee (ELAC) ANNOTATED BIBLIOGRAPHY ON ASSESSMENT AND EVALUATION ELAC Members: Marilyn H. Oermann (Chair) Karen Saewert (Chair-elect) Pamela Rutar Suzanne Yarbrough Sub-committee Members: Reba Childress Dawne-Marie Dunbar Sally Erdel Barbara Haas Evelyn Hayes Debra Hurd Sheila Kyle Gayle Preheim, Chair Linda Siktberg Gale R. Woolley, Chair A comprehensive literature review was completed, reflecting best practices in assessment, evaluation, and grading in nursing. This annotated bibliography of the literature is organized into four areas: assessment and evaluation in (a) the classroom, (b) the online environment, (c) clinical practice, and (d) learning and simulation laboratories. There is a fifth section that provides references on the assessment of psychomotor learning and performance; that section is not annotated. This work was completed by members of ELAC and its subcommittees as noted above. 1 CLASSROOM ASSESSMENT Ahmad, N. (2002). Evaluation of teaching: Through eyes of students. Plano: Institutional Research Office, Collin County Community College District. This article reviews the student evaluations instruments used to evaluate learning and faculty in the classroom. The purpose of this article was to search for come standardized instruments of student evaluations. Instruments used are: Individual Developmental and Educational Assessment (IDEA), Student Assessment of...
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...Class Click Link Below To Buy: http://hwcampus.com/shop/nur-647e-complete-class/ NUR 647E Week 1 Discussion Questions Review the competencies for the nurse educator role of your choice (either hospital-based or academic; ANA or NLN) in the assigned readings. Select one competency and share it with your classmates. Be sure to address why you selected the one you did. Discuss how you have already met it or how you plan to meet it as you embark on your journey as a nurse educator. Support your response with literature. How do you see health care reform affecting the role of the nurse educator? Use the literature to support your response. Be specific to your selected area of interest. NUR 647E Week 2 Discussion Question Find an article on a societal factor that is affecting nursing/patient education curriculum. Summarize your article for your classmates in 1-2 paragraphs. Discuss why you chose the article and what we can learn from this trend – how would you use it to improve the quality of nursing/patient education? This article and those posted by your classmates may become the foundation of your paper due in Topic 2. Be sure to include the entire citation in APA format. The article you select cannot be from any of the course materials or supplemental readings. Please note: It is a violation of copyright law to post the entire text of the article to an online discussion board. So be sure to post only the citation information so that we can locate it if we are interested...
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... MGMT 6100: Managing and Leading: A Contemporary Approach Student Support and Calendar Information So you have all key information available to you offline, it is highly recommended that you print the following items for your reference: Syllabus, including the Course Schedule, located below as a linked PDF Term Calendar Student Support Credit Hours 3 semester hours Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content. Course Description Students in this course explore contemporary management concepts and practices to gain a foundation for building the skills and knowledge necessary to be an effective and ethical manager in a global and interconnected environment. Students examine and contrast management and leadership theories and practice. They also explore keys to success in the program, including setting goals; establishing priorities; managing time; communicating effectively and working in online settings; and giving...
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...ORG300: Applying Leadership Principles Credit Hours: | 3 | Contact Hours: | This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 10-25 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research. | Faculty Information Name: Phone: CSU-GC Email: Virtual Office Hours: Course Description and Outcomes This required first course for all majors provides an overview of leadership basics. In the context of studying at CSU-Global Campus, students will develop strategies for success in the online learning environment. The course engages students in discussion, exploration and application of leadership skills, principles and practices. Students will learn about the relationships and connections among leaders, individuals, and organizations. Topics include strategy, communication, motivation, power, organizational change, and workplace conflict. Additionally this course relates leadership skill to those skills needed to be a successful lifelong and online learner. Course Learning Outcomes 1. Describe social problems, the various perspectives on problems, and possible solutions. 2. Apply knowledge of a particular major or discipline to pressing...
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...Professional development for you as you near graduation from the online MBA program. Most students report that the entire process takes only 2-4 hours. This zero-unit course contains your insights, which allow the online MBA faculty to evaluate the effectiveness of its program. It also requires you to reflect on and write about the way in which your selection of courses achieves the goals of the online MBA program. As the online MBA program collects and assesses student portfolios produced over a period of years, the faculty will be able to adjust the mix of electives and requirements that make up each major to more fully meet program goals. Other matters, such as grading standards or individual course requirements may also come up for discussion during the review of student portfolios. Thus, your particular portfolio will help shape the future of the online MBA program as well as help you review your own education. This course will also develop your career and professional aspirations via a career workshop and advisement session to prepare you for the next step in your professional life, which varies from student to student. ADMIN 995 Course Overview There are four components to the course which you must complete: 1. Portfolio of Academic Work 2. Reflective Essay 3. Career Development Activities 4. Exit Survey NOTE: You must pass all 4 parts of the course in order to graduate. Course Criteria • Grading: Credit / No Credit Important Contact Information...
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...METHODS OF TEACHING LINGUISTICALLY DIVERSE STUDENTS LEDU 341/ SEED 541 SPRING 2015 ------------------------------------------------- PROFESSOR/CLASS INFORMATION Jenna Canillas Stein M.A. Course: LEDU 341/ SEED 541 Methods for Teaching Culturally & Linguistically Diverse Students Term: Spring 2015 Credit Hours/Units: 3 hours Class Time: Location: Section 01 – Thur. 4:30 -7:15 PM (Multiple Subject) ROOD 57 Section 02 – Thur. 7:20 - 9:50 PM (Single Subject) ROOD 57 E-Mail: Jennifer.stein@biola.edu Office Hours: T-12:45-4:15 PM; Office Location: SOE #20 W- 2:30-4 PM; TH 1-4 PM Meetings with Professor: Email or via SOE (Flora) Office Phone: x5651 School Website: www.biola.edu Dept. Website: http://education.biola.edu ------------------------------------------------- BIOLA UNIVERSITY MISSION STATEMENT TRUTH~TRANSFORMATION~TESTIMONY PATTERNS OF THOUGHT, HEART, AND ACTION The mission of Biola University is biblically centered education, scholarship, and service; equipping men and women in mind and character to impact the world for the Lord Jesus Christ. ------------------------------------------------- SCHOOL OF EDUCATION MISSION/VISION STATEMENT The mission of the School of Education is to equip Christian educators to impact, public, private, mission and homeschools through biblically centered education, scholarship, and service. The vision of the School of Education is to equip a generation...
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...Details COURSE COORDINATOR UNDERGRADUATE PROGRAMME MANAGER Sashi Meanger Garry Tansley Room: RH919, Rutherford House Room: EA105 Phone: 463-6942 Phone: 463-6968 Email: Sashi.Meanger@vuw.ac.nz Email: Garry.Tansley@vuw.ac.nzpaul.singh@vuw.ac.nz ADMINISTRATOR Misa Ito Room: RH1022, Rutherford House Phone: 463-5397 Email: Misa.Ito@vuw.ac.nz Trimester Dates Teaching Period: Monday 14th July – Friday 17th October Study Period: Monday 20th October – Thursday 23rd October Examination Period: Friday 24th October – Saturday 15th November (inclusive) Withdrawal from Course 1. Your fees will be refunded if you withdraw from this course on or before Friday 25th July 2014. 2. The standard last date for withdrawal from this course is Friday 26th September. After this date, students forced to withdraw by circumstances beyond their control must apply for permission on an ‘Application for Associate Dean’s Permission to Withdraw Late’ including supporting documentation. The application form is available from either of the Faculty’s Student Customer Service Desks. Class times and room numbers Lectures: | 10048 | Monday & Wednesday | 8.00 – 8.50am | New Kirk KKLT303 | | 10049 | Monday & Wednesday | 10.00 – 10.50am | McLaurin MCLT103 | | 16019 | Monday & Wednesday | 13.10 – 14.00pm | McLaurin MCLT103 | Tutorials: Please see Blackboard or contact the Undergraduate Programme Manager (email is...
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...HOLY FAMILY UNIVERSITY SCHOOL OF BUSINESS ADMINISTRATION AND EXTENDED LEARNING INTERMEDIATE ACCOUNTING I Semester: Fall 2014 August 27, 2014 – December 17, 2014 Course: ACCT 307 Intermediate Accounting I Credits: (3) Credit Hours Prerequisites: ACCT 206 Location: Woodhaven, Room 4 Days/Times T/TH (8:00am–9:30am) Instructor: Stephen B. Bates MBA, CPA, CGMA Office: Aquinas Hall, Rm. 17 Office Hours: T (1:30-4:30 p.m.)NE / TH (1:00-2:30 p.m.)WH Telephone: (267) 341-3522 E-mail: sbates@holyfamily.edu Catalog Course Description Preparation and interpretation of complex accounting statements, in particular assets using contemporary reporting techniques. Study of financial statements as well as in-depth analysis of the individual components of statements, with specific emphasis on current FASB statements and International Financial Reporting Standards. Students will utilize computerized spreadsheets to solve problems. Required Textbook Kieso, Weygandt, Warfield. INTERMEDIATE ACCOUNTING 15th Edition, 2013. John Wiley & Sons, Inc. Hoboken, N.J. ISBN – 978-1-118-14729-0 Other Required Resources Students will be required to access portions of selected financial statements of publicly held corporations via the internet. Additionally, three financial statements, Tootsie Roll, Hershey, and DuPont will be handed out...
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...electronics. The client is considering purchasing a similar company with the vision of expanding into the sales and service of emerging technologies. The target company’s unaudited financial statements contain questionable accounting choices and judgments that appear to enable the company to meet external financial reporting constraints. In their role as financial advisers, students are expected to use critical thinking skills to identify and evaluate questionable choices in the target company’s financial statements. This case is suitable for use in introductory and intermediate financial accounting as well as introductory auditing and assurance courses, and can be used as a context for inclass discussion, as a basis for exam questions, and/or as a writing assignment. Assessment rubrics and Teaching Notes accompany the case for use by instructors. Keywords: financial accounting; policy choices; loan covenants; ratio analysis. THE CASE econd Round Electronics (SRE) is a privately owned company that reconditions and sells used consumer electronics. Its product offerings include home and car audio systems, televisions, and other devices with touch-sensitive monitors, such as smartphones and computer tablets. SRE’s sole owner, Jeff Hasting, started the company 15 years ago after obtaining a degree in electronics repair at a local college. Jeff has been very happy with SRE’s results to date. SRE has developed into a successful company with relatively stable profits...
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...Running head: The Construction of a Developmental Game Part II: The Construction of a Developmental Game Appropriate for Adults: A Slide Presentation With Accompanying Notes Part II: The Construction of a Developmental Game Appropriate for Adults: A Slide Presentation With Accompanying Notes Rationale for Part II Project Application As an instructor, this writer is charged with the responsibility of challenging students to strengthen critical thinking skills while developing an understanding of course material. College students taking an adult development course are expected to apply critical thinking skills when studying developmental theory and research. This requires that they examine their own assumptions and discern their hidden values. In addition, critical thinking involves their evaluation of evidence and the assessment of conclusions. An important aspect of such a scientific approach is the attitude of humility. Critical thinking requires the humble scrutiny of competing ideas. Students must understand that they may have to reject their own preconceptions (Myers, 2004). One must acknowledge the potentially biasing effects of preconceived ideas. Such ideas can evolve from a number of sources including culture and environment. In contemporary American culture, some regard the aging process view as being undesirable. For them, the term old connotes an inevitable future involving physical frailty, narrow-mindedness...
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...ISSUES IN ACCOUNTING EDUCATION Vol. 24, No. 1 February 2009 pp. 63–76 Assessing Information Technology General Control Risk: An Instructional Case Carolyn Strand Norman, Mark D. Payne, and Valaria P. Vendrzyk ABSTRACT: Information Technology General Controls (ITGCs), a fundamental category of internal controls, provide an overall foundation for reliance on any information produced by a system. Since the relation between ITGCs and the information produced by an organization’s various application programs is indirect, understanding how ITGCs interact and affect an auditor’s risk assessment is often challenging for students. This case helps students assess overall ITGC risk within an organization’s information systems. Students identify specific strengths and weaknesses within five ITGC areas, provide a risk assessment for each area, and then evaluate an organization’s overall level of ITGC risk within the context of an integrated audit. Keywords: internal controls; general control; ITGC; risk assessment. INTRODUCTION he Sarbanes-Oxley Act (SOX 2002) and the Public Company Accounting Oversight Board (PCAOB) Auditing Standard No. 5 (PCAOB 2007) require that the organization’s chief executive officer (CEO) and chief financial officer (CFO) include an assessment of the operating effectiveness of their internal control structure over financial reporting when issuing the annual report. External auditors must review management’s internal control assessment as part of an annual integrated audit...
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...Semester: Spring 2013 Office: 362 Jacobs Office telephone: 645-3911 Class Sessions: S2T T/Th 9:30 – 10:50 Jacobs 122 S3T T/Th 11 – 12:20 Jacobs 320 Office Hours: Mondays/Wednesdays 10:30 – 12:00 and by appointment. E-mail: ah33@buffalo.edu INTRODUCTION: This course focuses on the regulatory and policy implications of the interaction between government and private business entities, including corporations, partnerships and other business forms. The class is designed to help students understand the legal environment in which business organizations operate. It also will examine the role of ethics in business decision-making and the distinction between ethical and legal constraints. The course will include a discussion of contract law and also specific legislation affecting business and management, including securities regulation and the Sarbanes-Oxley legislation of 2002. Additionally, it will consider other methods by which government regulates business or affects business policy decisions, including by operation of the legal system. REQUIRED TEXT: Beatty, Samuelson, Jennings Legal Environment - University at Buffalo (Cengage Learning 2010). SUPPLEMENTARY MATERIALS: Students will be expected to be conversant on current events germane to topics discussed in this course. It is RECOMMENDED that students subscribe to or regularly read the Wall Street Journal. Material for this class, including assignments, will be posted periodically on...
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...(Prerequisite: BUS 310) COURSE DESCRIPTION Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs. INSTRUCTIONAL MATERIALS Required Resources Martocchio, J. J. (2013). Strategic compensation: A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson. Supplemental Resources Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26. Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180. Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2. Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5. The Society of Human Resources Management (2012). General format. Retrieved from http://www.shrm.org WorldatWork. (n.d.). General format. Retrieved from http://www.worldatwork.org COURSE LEARNING OUTCOMES 1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders. 2. Examine the ways in which laws, labor unions, and market factors impact companies’...
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