Part 1: Hello and let us meet you!
Military, married, mother of 2 and owner of a dog. close to family
Part 2: Discussion Question:
In your opinion, what is family life education and why do you feel it’s important to today’s American families? Please be sure to give an example that clarifies your position (Part 1). After writing part 1, view the following video below and answer the question once again, what is family life education and why do you feel it’s important to today’s American families? (Part 2). Discuss what you learned after viewing the video. What new insight do you have in reviewing the comparisons and contrasts between Part 1 and Part 2? (Part 3).
*Each part can be limited to one paragraph.
VIDEO:An Overview of Family Life Education (youtube.com)
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Title: The Importance of Family Life Education in Today’s American Families
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“The Impact of the Industrial Revolution on Society” The Industrial Revolution, which began in the late 18th century in Britain and later spread to other parts of the world, fundamentally transformed society in numerous ways. This period of rapid industrialization and technological
A Short Paper Assignment allows you to demonstrate your research skills to your instructor and to receive feedback that will benefit you when you write research papers for future courses. With this assignment, you will learn how to do proper research and write a short paper.
Your topic must be the the same topic approved by your instructor in Week 3.
This short paper is at least three double-spaced pages of text (Times New Roman, font size 12) and you must consult a minimum of two academically credible sources. Your bibliography and citations may be in APA, MLA, or Chicago Style format. Students majoring in history must use Chicago Style format.
The short paper needs to be turned in through the assignment section for grading. If you use any of the information from your sources word-for-word, you must cite the source by using endnotes, footnotes, or parenthetical citations. If you read the information and write it in your own words and it is not common knowledge, then you must cite the source because you are paraphrasing someone’s information.
The short paper must include a cover page with your name, course number and course title, instructor’s name, and date. You must also include a bibliography at the end of your paper. While composing your paper, use proper English. Do not use abbreviations, contractions, passive voice, or first/ second person (I, you, we, our, etc). And finally, students are not allowed to use encyclopedias or Wikipedia.
Before submitting your paper, check your grammar and use spell check. Remember, the way you talk is not the way you write a paper. Please label your paper as follows: lastnamefirstnameHIST101ShortPaper. -
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Developing a Knowledge Transfer Plan for Succession Planning and Business Continuity Introduction: In today’s fast-paced business world, the need for effective knowledge transfer has become increasingly important. With the retirement of experienced employees and the constant turnover of younger workers, organizations Assessing Knowledge Silos in a Work Team: A Matrix Analysis “Enhancing Employee Performance: The Use of Behaviorally Anchored Rating Systems and Simulation Training”
Many employers do not have a plan to manage and transfer knowledge. Because workforce dynamics have changed, there is a greater need than ever for a knowledge-transfer strategy. Business wisdom is taken from organizations with retirements, resignations, and terminations, leaving companies more likely than not to have less growth capacity and less efficiency, especially in the short run.
In the past, the expectation of passing along knowledge and leaving a legacy was a good fit with the values of long-tenured employees who spent their careers with the same company. But in the modern workplace, where four generations work side by side, knowledge is not always well-filtered throughout an organization.
“As the Baby Boom generation of corporate leaders and experts approaches retirement, businesses in the U.S., Canada, and many European nations face the loss of experience and knowledge on an unprecedented scale,” says Diane Piktialis, Mature Workforce Program Leader at The Conference Board. “Younger workers can’t be counted on to fill the void, as they lack the experience that builds deep expertise. They also tend to change jobs frequently, taking their technological savvy and any knowledge they’ve gained with them.”
Knowledge does not exist in a vacuum, so it is important to first identify and evaluate what kind of knowledge company executives are interested in capturing and sustaining.
Because so much knowledge transfer is cross-generational, from long-tenured to newer employees, an understanding of different learning styles based on generation facilitates the process. Understanding generational learning preferences and adapting how knowledge is conveyed can make the difference between merely harvesting knowledge and actually using it.
Adaptations should be made when the knowledge is specific to the organization and is mission critical, and when the less knowledgeable employee has specific generational learning preferences. For example, employees entering the workforce may prefer getting Instant Messages (IM) in real time rather than setting a schedule to meet. Gen Y employees may set up blogs to capture knowledge. Firms considering or using knowledge transfer processes should assess their readiness for Instant Messaging, blogs, wikis, RSS feeds, podcasts, and virtual reality.
There are many knowledge transfer methods available, including training seminars, formal education, interviews, mentoring, apprenticeships, instant messaging, job transfer, simulations and games, peer assists, communities of practice, storytelling, wikis, blogs, white papers, and conferences.
Revised from:
American Management Association. (2017). Effective knowledge transfer can help transform your bottom line. Retrieved from http://www.amanet.org/training/articles/Effective-Knowledge-Transfer-Can-Help-Transform-Your-Bottom-Line.aspx
Assignment Overview
Steve Trautman is one of America’s leading knowledge experts. View the following four videos to understand the depth of the knowledge-transfer process and follow Mr. Trautman’s widely used knowledge transfer solution. Pay close attention to the process. Developing your own Knowledge Silo Matrix and discussing what you found will be the basis of your Case 1 assignment. Please note that the links below labeled ‘LinkedIn Learning’ will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscriiption to LinkedIn Learning as a part of this course.
Facilitating succession planning and knowledge transfer – LinkedIn Learning
Case Assignment
For this Case Assignment you will be completing and analyzing a matrix following the Knowledge Silo Matrix instructions in the third video above. (The team you choose could be a current or past work group, a group of committee members, a group of family members, members of a rock band, or any group where you know the expertise needed and the skill levels of the employees/members.)
You may (a) complete the matrix by hand or (b) use the Knowledge Silo Matrix Word form. Remember these key points:
The Knowledge Silo Matrix (KSM) is a high-level tool of knowledge silos. Think bigger picture. For example, if you were filling out a KSM for building a house, some example silos would be Plumbing, Electrical, Flooring, Insulation, etc. Not “Weld a pipe” or “Test for adequate water pressure.” The blog article, Tip for Better, Faster Knowledge Transfer—It’s Not What People KNOW, It’s What They Know How to DO, provided by The Steve Trautman Co., addresses the important distinction between Knowing vs. Doing. This will help you create a more actionable KSM.
Once you have your matrix completed, then respond to the following questions using the section headings in your paper that are marked in bold below. Utilize at least two sources of outside information from other authors; be sure to cite them and provide a reference list at the end. Introduction—This section is often written after you have completed the rest of your paper.
Work Team Overview—Provide an overview of the work team you have assessed in the Knowledge Silo Matrix. Who are they, how long have they been in the group, and what are their jobs? Skill Level in Silo—Discuss each group member’s job in terms of his/her silo status—discussing why you have evaluated them as purple, green, yellow, or white.
Matrix Analysis—Analyze what the matrix tells you.
Look at each silo and analyze what you see and what needs to be done to minimize the knowledge risk.
Look at the colors assigned to each employee (horizontal colors). What should be done next to minimize the risk related to each employee as well as to enhance the performance of the work team? Be sure to discuss the training needed (or not) for each member and what the format of the training should be given what you learn from the matrix.
Application of the Matrix–Discuss what you have learned from this exercise and the strengths of the Knowledge Silo Matrix approach and the challenges you see managers could face in an organization using the Matrix. Conclusion
Submit BOTH your Knowledge Silo Matrix and your discussion covering the points above by the module due date.
Social Media
Please note that the links below labeled ‘LinkedIn Learning’ will open in a new window and may require activation of a LinkedIn account on the first attempt. Trident students may use their student email address to access this free subscriiption to LinkedIn Learning as a part of this course.
Required Material
Davenport, T. H. (2012). Case study: Social media engages employees. FT.Com, Retrieved from the Trident Online Library.
Wilkie, D., & Wright, A. (2014). Balance risks of screening social media activity. HR Magazine, 59(5), 14. Retrieved from ProQuest in the Trident Online Library.
Wright, A. (2014). How Facebook recruits. Retrieved from https://www.shrm.org/ResourcesAndTools/hr-topics/technology/Pages/How-Facebook-Recruits.aspx
Optional Material
Social Media for Working Professionals – LinkedIn Learning
Segal, J. A. (2014). The law and social media in hiring. HR Magazine, 59(9), 70-72. Retrieved from ProQuest in the Trident Online Library.
Segal, J. A., & LeMay, J., (2014). Should employers use social media to screen job applicants? HR Magazine, 59(11), 20-21. Retrieved from ProQuest in the Trident Online Library
Swain, K. (2017). The impact of social media in the workplace pros and cons. Retrieved from http://work.chron.com/impact-social-media-workplace-pros-cons-22611.html
Walden, J. A. (2016). Integrating Social Media Into the Workplace: A Study of Shifting Technology Use Repertoires. Journal Of Broadcasting & Electronic Media, 60(2), 347-363. Available in the Trident Online Library.
Wright, A. D. (2014). More states prohibit social media snooping. HR Magazine, 59(10), 14. Retrieved from ProQuest in the Trident Online Library.
Behaviorally Anchored Rating Scales
Required Material
Behaviorally Anchored Rating Systems—BARS. Retrieved from http://performance-appraisals.org/appraisal-library/Behaviorally_Anchored_Rating_Systems_-_BARS/
Optional Material
Behaviorally Anchored Rating Scale (BARS). Example. Retrieved from www.in.gov/spd/files/bars.doc Simulation Training
Required Material
Abernathy, D., Allerton, H., Barron, T., & Salopek, J. (1999). Everyday simulation. Training & Development, 53(11), 37. Retrieved from the Trident Online Library.
Virtual Tours: Video, Photo, and VR – LinkedIn Learning
Optional Material
Catling, C., Hogan, R., Fox, D., Cummins, A., Kelly, M., & Sheehan, A. (2016). Simulation workshops with first year midwifery students. Nurse Education in Practice, 17, 109-115. Available in the Trident Online Library.
Lambert, C., and Lloyd-Jones, H. (2014). Run simulation in your workplace. Education for Primary Care. 25(6), 357-359. Retrieved from EBSCOHost in the Trident Online Library.
McMaster, S., Ledrick, D., Stausmire, J., & Burgard, K. (2014). Evaluation of a simulation training program for uncomplicated fishhook removal. Wilderness & Environmental Medicine, 25, 416-424. Available in the Trident Online Library.
Uptick in simulation training. (2013). Air Force Time, 3. Retrieved from the Trident Online Library. -
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“Nursing Care for a Patient with Chronic Kidney Disease: Assessment, Diagnosis, and Interventions” Introduction: The patient is a 65-year-old female, Mrs. Smith, who was recently diagnosed with chronic kidney disease (CKD
Section
Information to Include
Introduction (patient and problem)
Explain who the patient is (Age, gender, etc.)
Explain what the problem is (What was he/she diagnosed with, or what happened?)
Introduce your main argument (What should you as a nurse focus on or do?)
Pathophysiology
Explain the pathogenesis (that is, how do the etiologic factors alter physiologic function and lead to the development of clinical manifestations?)
History
Explain what health problems the patient has (Has she/he been diagnosed with other diseases?)
Detail any and all previous treatments (Has she/he had any prior surgeries or is he/she on medication?)
Nursing Physical Assessment
List all the patient’s health stats in sentences with specific numbers/levels (Blood pressure, bowel sounds, ambulation, etc.)
Related Treatments
Explain what treatments the patient is receiving because of his/her disease
Nursing Diagnosis & Patient Goal
Explain what your nursing diagnosis is (What is the main problem for this patient? What need to be addressed?)
Explain what your goal is for helping the patient recover (What do you want to change for the patient?)
Nursing Interventions
Explain how you will accomplish your nursing goals, and support this with citations (Reference the literature)
Evaluation
Explain how effective the nursing intervention was (What happened after your nursing intervention? Did the patient get better?)
Recommendations
Explain what the patient or nurse should do in the future to continue recovery/improvement -
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Dear Future Composition II Student, As you embark on your journey in this class, I want to share with you my reflections on my progress and offer some advice based on my experiences. When I first started this class, I was unsure of my writing
Your reflection essay should be between 250-500 words
Reflect on your progress in this class and then write a letter to a future Composition II student. Imagine that they will read this on the first day of this class in Fall 2024.
Your letter should begin by describing the progress you have made in this class as a writer and thinker. Think of specific goals you have met and/or skills you are still working toward. Next, think about what advice you might offer this future student: What should they be aware of before taking the class? What skills are most important for them to focus on throughout the semester? Draw from your own experiences and use examples when appropriate.
Your tone should be informative and professional, but still feel free to be creative while writing this.
Feel free to begin this essay with “Dear Student,” or a similar phrase, if it helps you get in the right frame of mind. -
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Title: The Use of Pigs in Biomedical Research: Advantages and Disadvantages from a Hog Producer’s Perspective
Research and discuss the reasons for the use of pigs in biomedical research. Discuss advantages and disadvantages of the use of pigs in biomedical research from the point of view of a hog producer.
-
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Title: “Clarification of Order Details for Custom Paper Writing Service”
Please read instructions for each.
Important Info
The order was placed through a short procedure (customer skipped some order details).
Please clarify some paper details before starting to work on the order.
Type of paper and subject
Number of sources and formatting style
Type of service (writing, rewriting, etc) -
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Title: “Orwell’s Political Satire in 1984: A Reflection of Historical Experiences”
Historical Analysis Essay Revise : My professor left this comment and i have one chance to fix , please help me correct issues to get a good grade.
Professor Comment: Some uncredited quotations.
https://www.sparknotes.com/lit/1984/context/historical/why-orwell-wrote-1984/
Sparknotes:
“Prior to writing the novel in 1948, Orwell had watched the communist revolution in Russia and volunteered to fight against the Fascist government in the Spanish Civil War. At first supportive of the Russian Revolution, Orwell changed his opinions after realizing that behind the veneer of justice and equality lurked widespread famines, forced labor, internal power struggles, and political repression. While fighting in the Spanish Civil War, Orwell became disillusioned with elements within the resistance forces that he felt wanted to replace the Fascist government with an authoritarian regime of its own. These experiences provide much of the political satire of 1984.”
Your essay:
“Prior to composing the novel in 1948, Orwell carefully monitored the communist revolution in
Russia and actively participated in the fight against the Fascist regime during the Spanish Civil
War. Initially sympathetic towards the Russian Revolution, Orwell’s views underwent a
transformation when he became aware that beneath the facade of fairness and egalitarianism lay
pervasive famines, coerced labor, internal power conflicts, and political suppression. While
involved in the Spanish Civil War, Orwell became disillusioned with specific sections within the
resistance forces. He was convinced that these factions sought to replace the Fascist regime with
their own authoritarian tyranny (Slimani 54). These experiences play a key role in shaping the
political satire present in 1984.”
Credit all sources, including those that don’t rise to the level of “academic.”
Paraphrase and summary require writers to use their own syntax.
Quotations that have been edited for clarity may signal edits through the use of brackets.
Please revise. -
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“Leadership in Sport Management: A Critical Analysis of the Book [Book Title]”
Each student must choose a book (approved by the professor) related to leadership in sport management and read it. Books about athletes or coaches lives and accomplishments (i.e. biographies and autobiographies) are not acceptable. The student will write a book report (75 pts.) and submit it to the professor and make an oral presentation (25 pts.) about the book to the class. A powerpoint or some form of visual media should accompany the oral presentation. The written and oral reports should include at least the following:
The bibliographic reference – American Psychological Association (APA) style
The topic(s) or issue(s) covered in the book
The viewpoint(s), arguments, and/or examples of the author(s)
The student’s reaction to the book using appropriate critical thinking (CT) skills that have been taught in your SMA courses.
List the CT skills used and how you used or applied them.
Your paper should be approx. 7-9 pages in length. Please be sure you have covered each of the areas above in depth. It should be double spaced and include a title page, body of paper and reference page. The presentation and powerpoint should cover the main points and clearly communicate the main subject matters of the book, however, the main purpose of the presentation is an opportunity to draw connections between what you have read and the key elements of your learning, how you will incorporate your learning into your professional career, and an ability to share how your faith has and will continue to motivate your Kingdom Impact
My career is to be a basketball skills development coach but to be that currently I’m aiming to be a professional basketball coach first to get experience and getting knowledge and hopefully to get as much experience to be able succeed at skills development -
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Part 1: Assessing Understanding and Engaging Students in World History Part 2: Developing Critical Thinking Skills through Maps Part 3: Addressing Linguistic Diversity in the Classroom
Part 1: Teaching Channel World Discussion
For this week’s discussion, you will watch a 6th-grade teacher, Tracy Anderson, from England explore the topic of rationing food and other resources during World War II. Not only is she discussing world history, but she is also from another country which provides us with a new perspective to further analyze our own practices here in the United States. I added the video for this part in the files below.
These are the questions I would like you to answer in your initial post:
How is this lesson used as an assessment tool? (2 or more sentences)
How does the teacher keep her students engaged? (3 or more sentences)
Part 2: Geography, Critical Thinking and Maps
For this week’s discussion, you will read the article:
McCall, A. L. (2011). Promoting critical thinking and inquiry through maps in elementary classrooms. Social Studies, 102(3),
132-138. doi: 10.1080/00377996.2010.538759.
Answer the following questions in your initial post:
“Are elementary students capable of critically examining maps and other geographic tools?” (McCall, 2011, p. 134).
What is the purpose of having students create their own maps and compare them with those of other students?
Mention one piece of information that you learned from reading this article.
Part 3: Writing Prompt
Prompt: First read “The Ebonics Controversy” by Curzan and Adams, then write a three to four paragraph response that addresses the following questions:
The article makes clear that as educators, you will be faced with two seemingly contradictory truths. First, scientific linguistic research clearly and unambiguously demonstrates that so-called “non-standard” American English varieties, such as African-American English, Chicano English, and Appalachian English, are every bit as rule-governed, consistent, and logical as Standard American English. Second, however, it is also undeniable that American society as a whole values Standard American English more highly than the other varieties; thus, being able to function in this variety is necessary for success in American academic and workplace settings. As an educator, how will you deal with students who come to your classroom speaking a variety other than Standard American English? What approach(es) will you take to help students become adept at Standard American English without stigmatizing their native variety?
When answering this prompt, be sure to reference the reading assignment. I added the article in the file below.