In order to become an effective negotiator, you must practice negotiating and receive feedback. To achieve this, throughout the course you will be required to participate in negotiation exercises (simulations). These exercises will require preparation on your part, as well as schedule coordination with up to 4-5 other students in the course. The purpose of these exercises is to observe your application of knowledge learned in the text and lectures, to help you gain “real” experience negotiating, to practice negotiation skills (as practice is required for confidence and proficiency), and to obtain feedback from your instructor.
In this Unit, you are preparing for your first negotiation exercise. Your professor will assign you a negotiation exercise, a role to play in that negotiation exercise, and will give you the names of your counterparty. You will receive a packet of information from your professor regarding the negotiation, and it will be provided electronically, so you will need to check course Messages regularly in this course. You will spend this Unit preparing to negotiate, and complete the actual negotiation in Unit Four.
Note: Any negotiation materials you receive from the professor are copyrighted and you may not duplicate or redistribute them in any way.
To complete your preparation, you should thoroughly and completely review the packet of negotiation material that has been shared with you. Once you’ve done that, you will complete the Negotiation Planning Document (see attachment), answering all of the questions in the document. This document will be the basis of your preparation for the negotiation that you will conduct in Unit Four.
Author: admin
-
“Preparing for Effective Negotiation: A Comprehensive Planning Document”
-
“The Evolving American Family: Adapting to Changing Values, Socioeconomic Status, and Social Policy” “The Impact of Social Media on Mental Health: A Critical Analysis”
Essay (#1)—Family
100 points
The task:
Select one of the following prompts:
1) Write a research-based, argumentative essay in which you argue the idea that the American culture/society of the 1950s was not simply of a higher moral and/or value system, but rather a product of different environment/circumstance (consider the arguments Coontz makes), and therefore the current American society cannot/should not call for a return to the mythological higher values/morals of that time period. In your argument explain why “going back to the way things were” would not actually work today. Use Stephanie Coontz’s essay, “What We Really Miss About the 1950s,” as one of your sources. Use three additional sources*, which you cite directly, for a minimum total of four academic sources supporting your argument.
2) Write a research-based, argumentative essay in which you argue the idea that the organization and function, and ultimately success of families, is primarily dependent on socioeconomic status rather than race, ethnicity, or culture (consider the arguments Gerstel and Sarkisian make). In your argument explain how social policy aimed directly at rectifying economic disadvantages in order to support family success is a possible solution for struggling American families. Use Naomi Gerstel and Natalia Sarkisian’s essay, “The Color of Family Ties: Race, Class, Gender, and Extended Family Involvement,” as one of your sources. Use three additional sources*, which you cite directly, for a minimum total of four academic sources supporting your argument.
3) Write a research-based, argumentative essay in which you argue the idea that the American family is an evolving entity that consists of differing and often complex relationships. In your argument explain why society needs to adapt and evolve along with these families (consider the stories in “From Becoming Nicole” and “From Loving”). Use “From Becoming Nicole” and/or “From Loving” as one/two of your sources. Use two or three additional sources*, which you cite directly, for a minimum total of four academic sources supporting your argument.
For all prompts, establish your own thesis that is inspired by the source identified in the prompt. Do not cite a source in your introduction—this will ensure that your thesis stands out, and it does not appear you are simply echoing or repeating the source. Your thesis is the next step in the argument. You are not writing an analysis or explication of the source essay(s) of the prompt—doing so would limit your grade to no better than a C. The article(s) identified in the prompt is no more important than the other research you will include.
Your essay must begin with an introduction that contains a clearly defined, purpose driven, and arguable thesis. The introduction should clearly identify any supporting main ideas that will support the thesis. Body paragraphs should contain minor claims (topic sentences) that advance controlling ideas and that support the thesis. All ideas should be supported with evidence(sources). Your paper must cite examples from the stated texts in the prompt and from your outside sources*. Each example must be supported with critical thinking that explains the significance of the chosen quotation/citation as is relates to your ideas (hint: do not end paragraphs with quotations). In your conclusion make a final statement that clearly identifies why what has been shown in your essay is important.
*additional sources must come only from the following: an article located on EBSCOhost (or from a similar database), an article in a major newspaper or magazine, or a book (but not the class textbook or other course material); sources that do not meet this criteria may be used, but will not count toward the minimum required sources; not including the minimum required source material will result in a failing grade. Dictionary and/or encyclopedia citations do not count as academic research sources; they may be included, but only in addition to sources that count towards the minimum required sources. There are no requirements as to how many citations you use from each individual source. Your paper must:
include an original title that speaks to your thesis; do not copy a source’s title or simple use “Essay 1”;
be typed, double-spaced, using Times New Roman 12pt font;
be formatted according to MLA (heading info; margins; page numbers; etc.); [See p.179 of A Pocket Style Manual]
be a minimum of 4 full pages (approximately 1400-1500 words);
contain a minimum of 4 cited sources that meet the criteria for academic research as stated in this prompt;
use MLA guidelines for in-text citations and Works Cited page;
be written using strictly an academic, third-person point-of-view (no I, me, my, we, us, our, you, or y’all).
NO AI! -
Periodization Plan for College/University Athlete: Competition Period – In Season “Optimizing Performance: In-Season Training for Elite Sprinter Novlene Williams-Mills”
Prior to completing this assignment, be sure to have read the readings and reviewed the following lesson on periodization periods and cycles within those periods. You will be expected to use identified terms within that lesson correctly and with clarity.
You will be required to submit two documents. A word document and an individually formatted Excel chart.
Part A:
In your Word document:
For this assignment you will choose an individual event athlete. This athlete must be a College/University athlete and there must be Olympic level competition after their college career. Do not use a golf athlete as this sport is used as an example within the PES Text book. The individual event sport of Golf in Appendix A of the PES text book can be used to assist you along with your decisions from the previous assignments and discussions.
You are the Head Olympic Sports Strength and Conditioning Coach at the College/University where your athlete attends.
List and Identify an athlete and the Individual event/sport in which they participate.
Provide a link to your athlete’s College/University roster bio page.
List and describe the specific demands of the sport. Use references to back up your information.
Include a brief summary of your athlete’s entire career thus far. (2-5 sentences)
Provide an annual time line for your athlete’s College/University competition year.
Preparatory Period – Off Season
Transition Period – Pre Season
Competition Period – In Season
Establish a brief version of your Athlete Assessment Plan, providing the following information:
Identify the Assessment*
What data will it gather
Why is this data important to the Athlete?
Why is this data important to the Head Olympic Sports Strength and Conditioning Coach?
Time of year when data will be gathered
Describe how you will collect and store data collected in the assessment results
If and when data will be released and to whom it will be released
*Repeat for each assessment within the Athlete Assessment Plan
You are required to include relevant assessments from the following areas:
Readiness for Activity
Physiological
Postural
Transitional and Dynamic Posture
Performance
Strength
Power
SAQ
Metabolic
These Assessments are located within PES, Chapter 3; CES Chapters 4, 5, & 6.
In your opinion, what are the 5 primary goals and/or considerations for your Athlete during the Competition Period–In Season for Individual Events/Sports (Golf Example: PES Text, pg. 615).
Why did you choose these goals and/or considerations as primary?
What are the major influences in your choices of primary goals and/or considerations? Explain.
Part B:
In your Excel document:
Create a sample training program: Present your periodization program using a Mesocycle training plan (PES Chapter 12, pg. 436) for the Competition Period–In Season for your athlete. Identify and define the specific type of periodization plan and what phases of the OPT model (PES Chapter 12 & CPT Chapter 14) you will be addressing during your specified timeline.
Using Excel, create a table that contains the following items:
Type of periodization plan: Block, Linear, Undulating, or another type.
Type of OPT Phase(s) used and length of time on each phase.
All acute variables, and ranges for those variables, based on chosen OPT phase and goals.
Use CPT Chapter 14, tables 14.7 through 14.11, & PES tables 12.15 through 12.27 for assistance with acute variable ranges for your chosen OPT phases, column headings, and fitness components (Flexibility, Core, Balance, etc). Include 1-3 specific exercises for each fitness component within the training plan.
Part C:
In your Word document:
Summarize the following:
Provide rational for your type of periodization plan, choice of OPT phase(s), and exercise choices during your designed Mesocycle training plan for the Competition Period–In Season using required reading materials and out side industry approved sources.
Explain why you chose each specific exercise for your athlete. No need to describe how to perform the exercise, just the name. Use your 5 primary goals and/or considerations for your athlete during the Competition Period–In Season to back up your choices, along with required readings and industry approved resources.
Requirements:
The narrative of your paper should include common sense answers. Please support the rationale for your thoughts and opinions. Cite the sources of any definitions or ideas that are not your own using appropriate academic sources (Reference page must be present – required readings as sources are encouraged). Use these instructions and attached Assignment 2 Format and Layout Guidelines for assistance with organization and submission of the assignment.
Formatting:
The writing component must meet all rules of APA formatting (7th edition)
title page
headings: See outline above for heading title ideas
page numbers
in-text citations
reference page
Including the title and reference pages, your entire submission will be no shorter than 5 pages.
**Please refer to our APUS Library for help with APA formatting. And the Purdue Owl: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
Please use your required weekly readings (all readings up to this point), for sport specific content you may use industry approved web sites.
Please refer to the attached rubric for additional details and guidance.
Novlene
Williams-Mills – Wikipedia
Novlene
Williams-Mills Bio, Stats, and Results | Olympics at Sports-Reference.com
(archive.org)
Novlene
WILLIAMS-MILLS (olympics.com)
Novlene
Williams-Mills – Olympics – Florida Gators -
“The Impact of Birth Order on a Child’s Development and Strategies for Optimal Growth”
Discuss a different family dynamic and how it can affect a child’s growth and development. What can be done in that situation to assist the child in developing optimally? My choice of topic is birth order. for example, how older children are usually the leader, middle children are usually the flexible ones, and the babies are the “free spirits”. Also, the only child tends to carry both the qualities of the youngest and oldest child. APA format, with at least (2) evidence-based resources. post should be one page without references.
-
“Technical Analysis of the 2019 Aveanna Security Breach: Vulnerabilities, Impacts, and Recommendations”
The Technical Report is about the Aveanna Security Breach (2019)
We’re only focusing on the technical report.
Attached is a draft I have so far. It needs editing and a network diagram, sources, and more references. APA 7 -
Title: Critical Evaluation of a Qualitative Study on the Use of Journal Clubs for Promoting Evidence-Based Practice
The final project presents a culmination of nursing research and evidence-based practice (EBP)knowledge as students choose a qualitative or quantitative study to critically evaluate, including making a recommendation for utilization in EBP.
In a 5 page paper (excluding title page and references), critically evaluate the study:
Lizarondo, L. M., Grimmer-Somers, K., & Kumar, S. (2011). Exploring the perspectives of allied health practitioners toward the use of journal clubs as a medium for promoting evidence-based practice: a qualitative study. BMC Medical Education, 11(1). doi:10.1186/1472-6920-11-66
– Evaluates credibility of research article the components of the appropriate evaluation using LoBiondo-Wood,& Haber, (2018)
– Evaluates the problem statement and research design using the components of the evaluation using LoBiondo-Wood,& Haber, (2018)
– Evaluates ethical issues in the study using most of the components of the evaluation using LoBiondo-Wood,& Haber, (2018)
– Evaluates the purpose statement using most of the components of the evaluation using LoBiondo-Wood,& Haber, (2018)
– Evaluates the literature review using most of the components of the evaluation using LoBiondo-Wood,& Haber, (2018)
– Evaluates the sampling strategy using most of the components of the evaluation using LoBiondo-Wood,& Haber, (2018)
– Evaluates the measurement strategy and validity in quantitative studies using most of the evaluation using LoBiondo-Wood,& Haber, (2018)
– Evaluates how study results may (or may not) be used to inform EBP. -
Title: Inclusive Classroom Strategies for Children with Special Needs Strategies for Supporting Children with Special Needs
Here is a chance to share what you’ve learned. You are working as the special education teacher in an ICT Kindergarten classroom with 17 students without IEPs and 6 children with IEPs. Children with IEPs include:
1 child with high functioning autism, also diagnosed with ADHD
1 child classified as having a mild visual impairment
1 child with auditory processing disorder
1 child with a mild intellectual disability
1 child diagnosed with selective mutism
1 child who uses a wheelchair
Additionally, 3 children in the class are emergent bilinguals all speaking Spanish in their home (not with IEPs). You have a general education teacher in the room as well as 3 paraprofessionals: one who is a native Spanish speaker, one assigned to the child in a wheelchair and another assigned to the child with the visual impairment. Therapists are on sight at the school and may push in or pull out from time to time but are not always available when you need them. How might you:
1) Set up your room?
2) Plan your day?
3) Structure your curriculum?
4) Communicate with parents?
5) Collaborate with the other adults?
6) Balance your role as the special education teacher (paperwork, IEP goals, etc.) with the need to also be a fully immersed co-teacher for all children in the classroom?
Make sure to back up these ideas with each of your textbooks. You should include one picture of the room set up which will not take away from any word count. It can be a simple sketch – not necessarily a perfect diagram. In order to do so, you will need to find a way to embed the picture into your paper or attach as a separate upload.
Rubric
Assignment 4 – Classroom Simulation Paper
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeRoom Set Up
3.4 pts
Level 3
Room set up is clear and makes sense for the population. Diagram or clear indications of set up are included. Student makes reference to 3 or 4 specific reasons for the set up chosen. Textbook is cited.
3 pts
Level 2
Room set up generally makes sense for the population. Clear indications of set up are included. Student makes reference to at least 2 reasons for the set up chosen. Textbook is sometimes cited.
2.6 pts
Level 1
Student makes reference to set up with at least 1 reason for the set up chosen.
3.4 pts
This criterion is linked to a Learning OutcomeOrganization of Day
3.4 pts
Level 3
Daily routine is clearly laid out. Student makes reference to 3 or 4 specific reasons for the schedule chosen based on the population. Textbook is cited.
3 pts
Level 2
Daily routine is laid out. Student makes reference to at least 2 specific reasons for the schedule chosen based on the population. Textbook is sometimes cited.
2.6 pts
Level 1
Daily routine is touched on but few clear reasons are shared for the schedule.
3.4 pts
This criterion is linked to a Learning OutcomeCurriculum & Differentiation
3.4 pts
Level 3
Curriculum and modifications are clearly and thoroughly addressed based on the population of children in class. A minimum of 3 methods of differentiation is discussed. Textbook is cited.
3 pts
Level 2
Curriculum and modifications are addressed based on the population of children in class. A minimum of 2 methods of differentiation is discussed. Textbook is sometimes cited.
2.6 pts
Level 1
Curriculum and modifications are briefly addressed.
3.4 pts
This criterion is linked to a Learning OutcomeParent & Team Communication & Collaboration
3.4 pts
Level 3
A minimum of 2 Parent Communication strategies is thoroughly addressed and 2 strategies for positive collaboration among professionals is discussed. Textbook is cited.
3 pts
Level 2
A minimum of 1 Parent Communication strategies is addressed and 1 strategies for positive collaboration among professionals is discussed. Textbook is sometimes cited.
2.6 pts
Level 1
Parent communication and team collaboration are briefly touched on in the paper.
3.4 pts
This criterion is linked to a Learning OutcomeSpecific & General Strategies for children with Special Needs
3.4 pts
Level 3
At least 3 specific general strategies among children with special needs and at least 3 specific strategies are included throughout the paper backed up by textbook citations.
3 pts
Level 2
At least 2 specific general strategies among children with special needs and at least 2 specific strategies are included throughout the paper backed up sometimes by textbook citations.
2.6 pts
Level 1
At least 1 specific general strategy among children with special needs and at least 1 specific strategy are included throughout the paper.
3.4 pts
This criterion is linked to a Learning OutcomeGrammar, APA, & References
3.4 pts
Level 3
Assignment contains 2 or fewer APA or grammatical errors. Textbook is primary reference and well cited all sections of the paper.
3 pts
Level 2
Assignment contains APA or grammatical 3 – 5 errors. Textbook is cited in some sections of the paper.
2.6 pts
Level 1
Assignment contains 6 or more errors. Textbook is cited only in one or two section.
3.4 pts
This criterion is linked to a Learning OutcomeTimeliness
3.4 pts
Level 3
Document is posted by the assigned Module due date.
2.6 pts
Level 1
Assignment is not posted by the due date but is posted by the end of the course.
3.4 pts
Textbook & Course Materials
Required Course Materials:
Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for
children with disabilities and special needs. Pearson. ISBN-10: 0135204453 ISBN-
13: 978-0135204450
Suggested Texts & Other Readings
Special education. web. (n.d.). Retrieved from
https://www.schools.nyc.gov/learning/special-education
Who we serve. Advocates for Children of New York | Students with Disabilities.
(n.d.). Retrieved from
http://www.advocatesforchildren.org/who_we_serve/students_with_disabilities To schedule a Zoom, telephone, online or in-person 30-minute tutoring session email -
“Understanding Gastrointestinal Disorders: A Comprehensive Mind Map Analysis”
In this exercise, you will complete a Mind Map Template to gauge your understanding of this week’s content. Select one of the possible topics provided to complete your MindMap Template.
Ulcers
After HP shots
Gastroesophageal Reflux Disease
Pancreatitis
Liver failure—acute and chronic
Gall bladder disease
Inflammatory bowel disease
Diverticulitis
Jaundice
Bilirubin
Gastrointestinal bleed – upper and lower
Hepatic encephalopathy
Intra-abdominal infections (e.g., appendicitis)
20 to >17.0 pts
Excellent
A thoroughly completed MindMap Template with a selected topic was submitted. The response accurately and thoroughly describes in detail the pathophysiology of the primary diagnosis in the student’s own words. The response accurately and thoroughly explains in detail the patient’s risk factors for this diagnosis.
20 to >17.0 pts
Excellent
The response accurately and thoroughly describes in detail the patient’s signs and symptoms for this diagnosis. The response accurately and thoroughly describes in detail how this diagnosis might impact other body systems and their possible complications.
20 to >17.0 pts
Excellent
The response accurately and completely describes in detail the potential diagnoses that present in a similar way to the diagnosis provided.
20 to >17.0 pts
Excellent
The response accurately and thoroughly describes in detail the diagnostic tests and labs they would order to rule out the differentials for this patient, and in confirming the primary diagnosis.
20 to >17.0 pts
Excellent
The response accurately and thoroughly describes in detail the treatment options they would consider. The response accurately and thoroughly describes potential referrals and medications. -
“The Vietnam War and Its Impact on American Society: A Study of Agent Orange and the Controversy of Waging War for Democracy”
The Vietnam War and Agent Orange
Briefly summarize why and how the United States became involved in the Vietnam War.
Analyze how the Vietnam War heightened the United States’ social, political, and economic tensions. Focus your answer on the period of 1964–1975.
Explain how the civil rights movement and the Vietnam War were connected.
Assess if waging war is an effective way to spread democracy. Do you think the Vietnam War can be justified?
Evaluate the use and effects of Agent Orange influenced the Vietnam War. -
“Navigating the Technology Lifecycle: The Business Case for Autonomous Vehicles”
Assignment You will need the information learned for the final assignment at the end of the unit The Business Case for the Autonomous Vehicle. Pay careful attention to the question where both conventional cars (non autonomous) and the Autonomous Car is on the Technology Lifecycle