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Monthly Archives: August 2019

comparing the U.S. Constitution to another constitution


Prompt: Write a 1-2 page essay comparing the U.S. Constitution to a constitution from another country. How does it differ or resemble the United States Constitution? For example, does it provide for a legislative, executive, and judicial branches? Does it allow for each branch to check on the powers of the other two? Does it have a federalist system? Are there any Bill of Rights? Are there any other limits on the government’s power, such as elections like we have in the United States? What type of government does it establish? Please be sure to discuss and explain these differences and similarities. You may include additional differences or similarities.

Please be sure to have read Chapter 2 in our textbook to better understand our US Constitution and answer these questions. The text of the United States Constitution is located at the back of our textbook on page 539. You will need to do outside research on a constitution from another country to answer the above questions for this paper.

Due Date: Friday, July 12th by 11:59PM in “Turnitin” link located in Blackboard under the “Unit 1” folder. Please be sure to keep a screen shot that the paper was submitted.

Basic Requirements:

For this assignment, your paper must be organized as follows: an introductory paragraph outlining the topic under consideration and previews the structure of the paper. The body of the paper presenting your findings, arguments, and analysis of the issue. In the final paragraph, students will summarize their arguments and conclude the paper.


Students must use 12 pt. New Times Roman font, double-spaced, with page numbers at the bottom center of each page. Papers should be no more than two pages in length. The student’s name, course title, and date must be in the top left of the first page. Title page is not necessary. Please proofread and spell check your papers. You may not turn in a paper that you have done for another class, either this semester or previous semesters as these instances are considered plagiarism under university regulations.

Citation Requirements:

To avoid the charge of plagiarism, anytime you quote directly, report findings, statistics, describe an author’s argument, or paraphrase their ideas, you must cite a source. There is no need to provide a citation for information that is widely known. In this class, we will be using parenthetical notations. This means that students will cite the author in the text of your paper and also reference in a Works Cited page that you will attach at the end of your paper. Please see below links for examples on how to make parenthetical references in the text. Students should use either the MLA , APA, or the Chicago style manual for citations. Students should review what constitutes plagiarism; failure to use necessary citations may result in a reduced or failing grade for the assignment.

Below are some citation and writing resources that you might find useful for your writing assignment. If you have any questions on how to cite your sources, please be sure to contact me via email or see me during my office hours. Our library and the writing center on campus can also provide you with valuable feedback if you have any questions with how to write and cite sources.

Rubric is on the next page.


Rubric for Homework Assignment #1

  Excellent Good Fair Unacceptable
Title Heading and page format requirements

(5 points)

Your name, date, course number, page numbers, and font style (5) Evidence of four (4) Evidence of three (3) Evidence of two and less (0)

(5 points)

The introduction is engaging, states the main topic and previews the structure of the paper. (5) The introduction states the main topic, and previews the structure of the papers. (3-4) The introduction states the main topic but does not adequately preview the structure of the paper. (1-2)


There is no clear introduction or main topic and the structure of the paper is missing. (0)



(20 points)

Each paragraph has thoughtful supporting detail and accurate sentences that develop the main ideas. (16-20)


Each paragraph has sufficient supporting detail and accurate sentences that develop the main idea. (11-15) Each paragraph lacks supporting detail and somewhat accurate sentences. (6-10)


Each paragraph fails to develop the main idea and lacks accurate sentences. (0-5)


Organization-structural development of ideas

(5 points)

Writer demonstrates logical and subtle sequencing of ideas through well-developed paragraphs, transitions are used to enhance organization. (5) Paragraph development present but not perfected.


Logical organization; organization of ideas not fully developed. (1-2)


No evidence of structure or organization. (0)



(5 points)

The conclusion is engaging and restates the introduction. (5)


The conclusion restates the thesis. (3-4)


The conclusion does not adequately restate the introduction. (1-2) Incomplete and/or unfocused. (0)


Citation/Work Cited Page

(5 points)

Several supporting

references is presented in

correct format greatly add to

reader’s understanding of the

main topic. (5)

Some supporting references presented in the

correct format.(3-4)

Some supporting references presented in an incorrect format.(1-2) No supporting references.



(5 points)

No errors in sentence structure and word usage. (5)


Almost no errors in sentence structure and word usage.(3-4) Many errors in sentence structure and word usage. (1-2)


Numerous and distracting errors in sentence structure and word usage. (0)



Perspectives on the role, use, acceptance and effectiveness of traditional advertising methods in the 21st Century

This is a 2-part assignment, and the principal goal of Assignment 1 is to provide “Perspectives on the role, use, acceptance and effectiveness of traditional advertising methods in the 21st Century”

The primary intent behind this is so students can identify, research, examine and illustrate the world of advertising from four key perspectives:

(1) The role advertising plays in the promotional function;

(2) The characteristics of use for firms large and small, and the differences;

(3) The consumer acceptance of advertising practices over the years; and

(4) The effectiveness of advertising campaigns and efforts. To some degree, this should be viewed as an unstructured assignment with the exception of the above topics.

In regard to general guidance, this can be potentially frustrating for the student seeking a “how to”, but can be equally rewarding as the student will direct the research efforts. Self-direction is a key part of academic studies in general, thus this becomes an opportunity for application.

PART 1: Research – Students are expected to conduct an extensive search on the field of traditional advertising, including TV, Radio, Outdoor, Magazine and Newspaper, and explore the evolution of advertising tools. This is intended to be a broad sweep of the topics above and one that encompasses “Advertising” in general. This is NOT simply a “Google” research assignment, and should include an investigation of external research sources in addition to the text and readings in this course. Students will need to dedicate time to visit the library and the online community to ensure completeness in their research. There is not a deliverable for Part 1.

PART 2: Document – Students will transition out of the research phase and actually start drafting the document. The document format will be determined by the student (as that is part of the assignment), however, should address the aforementioned issues, and be thought of as a research debrief on the “Perspectives on the role, use, acceptance and effectiveness of traditional advertising methods in the 21st Century”

Imran Saleem freehold property

Assessment Details


Assessment Length: 2000 (Two Thousand) Words


Note: The assessment length does not include footnotes, bibliography or tables of cases and statutes.


It is compulsory to use footnotes, a bibliography and tables of cases and statutes.




Imran was the owner of a freehold property known as Soar Farm, title to which was unregistered when he purchased it in 1988.  The purchase did not trigger first registration at the Land Registry as the area that Soar Farm was located in did not become a compulsory registration area until December 1990.


In 2015, Imran granted his son, Saleem, an option to purchase Ratae Cottage. Although the cottage was part of Soar Farm, it was set against the far boundary away from the main entrance and consequently shared the driveway to the main house on the farm.


The option was for a period of ten years from 2015.  The option agreement was in writing and signed by both parties.  The document provided that the option could be exercised by the service of a notice by Saleem to Imran at any time.


Almost immediately after the option was given, Imran and Saleem quarrelled and, without Saleem’s knowledge, in early 2016, Imran sold Ratae Cottage to his brother, Khalid.  The purchase price Khalid paid for Ratae Cottage was about half its market value.  Khalid was fully aware of the option granted in favour of Saleem.  In late 2016, Khalid transferred Ratae Cottage back to Imran.


In 2017, Imran’s farming business got into difficulties and his other brother, Malik (who was working in Dubai), agreed to lend him a sum of money to help him out.  He lent him the money on condition that he could have a share of the farm if it was sold. Malik also said that he was considering whether to move back to the United Kingdom. Pending that decision, he wanted to send his son, Rastam, to school in the United Kingdom and asked Imran if he could house Rastam. Imran agreed to let him occupy Ratae Cottage while he went to the nearby academy.


In late 2018, despite the funds from Malik’s loan, Imran’s business continued to struggle. Malik agreed to advance him more money as a loan, provided he agreed that, when Malik and his family eventually returned from Dubai, they could occupy Ratae Cottage. Malik has instructed his solicitor to draft the documents for a sale to take place. Documents have now been produced and are being discussed by Imran and Malik’s respective solicitors.


As Imran is still having financial difficulties, he has now decided to sell the farm to a neighbouring farmer, Rashid. He explains to Rashid all that has happened in relation to the land.


Rashid now seeks your advice as to whether he will be bound by any right or interest Saleem or Malik may have and, if he is, if there is any way he could avoid these.


Advise Rashid.


Further Considerations


You may wish to consider some of the following issues in your discussion of this scenario:


  • Initial Registration
  • The possible creation of easements
  • The creation or otherwise of equitable interests
  • The different treatment of equitable interests in registered and unregistered land
  • Effectiveness/validity of land transfer










Signature Assignment: Develop a Quantitative Research Design Proposal

For this Signature Assignment, develop and present a proposal for your intended research using a quantitative design.

While the most important elements in any proposal are the fundamentals of the problem, purpose, and research questions, the bulk of the assignment will be the methodology. You will want to organize this by subheadings.

The actual headings and information that needs to be included in part depend on the method used to collect the data.

In studies involving the collection of primary data, you want to be sure to include the details of your sampling plan, measurement of variables, the actual data collection procedure, plan of analysis, and justification for your decisions.

Be sure to include the following information in your proposal:


•Statement of the Problem

•Purpose Statement

•Research Questions

•Hypotheses: Null and Alternative for each research question


◦Research Design: Specific quantitative method to be used and rationale (Ex. experiment, survey, etc.)

◦Operationalization of Variable: Specification of the concepts to be measured, the operationalization of the variable(s) to be used to measure the concepts, the question(s)/scale(s) to be used and the resulting level of measurement.

◦Sample design: Specification of the population, method, sample size, specific procedures, and justification. ◦Data collection procedure: Explanation of how the data will be collected.

◦Intended data analysis: How will you analyze the data to test the hypotheses and provide answers to the research questions, including descriptive and inferential statistics? Provide your rationale.


•Limitations: Any recognized limitations of the proposed study.

•References In this assignment, you are expected to incorporate all previous instructor feedback. Your prospectus must be in APA format and be of the quality expected of doctoral-level work. All research elements must be in alignment and reflect a cohesive and comprehensive research study.

Length: Your paper should be between 13 -15 pages, not including title and reference page.

References: Include a minimum of ten (10) scholarly sources. Your presentation should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

Organizational Management System: Freeman-Brown Private School (FBPS)



Freeman-Brown Private School (FBPS)

Different organizations interact differently with the outside atmosphere through an open system and complex adaptive system. Open system organizations interact with the external environment through the input and output mechanisms. Organizations that choose the complex adaptive system may consist of several small systems that cooperate to react to the changes in the external environment. In the case of FBPS at the time of its closure, its open system was ineffective because the institution was not sympathetic to their stakeholders. It ignored the wishes of the kids and the parents while trying to perform a closed system. It also never considered the welfare of its clients and the after effect of their decision on the other stakeholders. FBPS was also ineffective as a complex adaptive system because its continuity was under siege. The various units of management in the organization were not communicating with one another in the interest of achieving the organization’s objectives. Complex adaptive system requires an organization to employ proper skills of communication between units of management within the organization that are working independently  for effective management of conflicts that arise in complex operating environment such as education institutions.

At the time of closure, the organizational climate of FBPS was insensitive to the objectives of the organization. It forgot the welfare of the learners and decided to put their interest first which was contrary to the goals of education institution. This also displayed the school management weaknesses. The FBPS management lacked planning function of management as their decisions were abruptly and lacked organization. Also the internal environment of the FBPS organization instigated a poor working relationship between the various levels of management, which contributed to the faulting of its goals. Besides, the organizational culture after the merger was very complicated. The objectivity of FBPS was totally different from the objectivity of Caudill organization. This complicated the situation of FBPS more as they tried to change the name of the school without even notifying the parents of their intentions. The different factors in the FBPS organization lacked effective communication strategy with each other for the general interest of the company. Communication is very important in organizations especially those ones operating in complex scenarios such as education.

The process that was taken by Dr. Murphy and Caudill to close up the FBPS’s campuses were insensitive to different groups of people who relied on the organization for different needs. The whole process of campuses closure lacked the social responsibility aspect in it. The decision negatively affected many people including learners and employees who relied on the organization. The closure of the institution came at a time when most schools had closed intake of new learners into their institutions as well as hiring of new employees into the institution. This meant that employees from FBPS had to be jobless the whole year before securing another job with one of the private schools. All the employees who worked for the organization became jobless after its closure. Also the learners were to be at home the whole year without going to school. The students and their parents were forced to enroll in other schools which had a financial implication on the affected parents. Most of the parents had paid school fees for their kids in the school for the whole year and were not ready for happenings of closing the school. The school fee was not refunded to the affected parents putting them in financial constraints.

There are various theories the FBPS management could have adopted to close the organization without affecting the stakeholders. According, to the administrative management theory, the administration should have formalized the discussion on the closure by involving the various stakeholders. They should have gathered their various opinions through the management structure. Once they have considered views and opinions from the parents and other stakeholders FBPS would weigh the better options of closing down the institution. Communication is a key aspect in management especially for the organization operating on complicated environments that are easily affected by external factors. The FBPS should have considered discussion before making decisions on such important issues affecting the welfare of many people. According to the human relations management theory, the management board of FBPS should have paid much attention to the interest of all stakeholders. Through consultation, they should have engaged them and informed them before the closure of the organization. It was essential for the board to explain the circumstances under which they were forced to close the schools than to leave them in the dark without knowing reasons of closing the school. And therefore, all the stakeholders would have had an opportunity to prepare on how to adjust to the changes. However, it is seen that the closure came as a surprise to students, parents, and employees of the organizations not knowing what to do at that particular time. By use of the scientific management approach, the board should have considered the economic efficiency of this decision. Therefore, they should have pursued specific experimental procedures to establish how efficient the decision to close up the institution was.  Through systematic methods, it was important for the organization to consider the effect of its choice on the various stakeholders. After much consideration, I believe it could have been better for them to demonstrate a better form of social responsibility to the affected stakeholders. Maybe they should have collaborated with a different institution to enroll the students and employ some of its employees.

My short term goal for FBPS would be to reopen the closed campuses and ensure they are fully operational. My long term goal would be to ensure the organization has a reliable management structure that works for the general interest of the organization. This is because; FBPS was an essential institution in the society which was trusted by many stakeholders for education, employment, and general welfare of the children. Its inexistence has brought more challenges to the vast population that relied on it. Moreover, the organization needs a cohesive and robust management structure that can ensure both the external and internal environment of the organization work together to achieve the set goals.

In conclusion, FBPS requires a well-organized and a strong management structure to revamp and take it to its original status of success. And this can only happen by effectively applying the four functions of management as follows: firstly, planning is a key function in management. FBPS management teams need to plan well and plan for the future of the school early. Planning includes budgeting in advance by identifying financial sources for the expected expenses and forecasting expected profits. Also planning includes preparing in advance of measures to take in case of a problem such as change of state policies. The fundamental roles of management for FBPS are planning, which demands it to set organizational goals and decide on the way to achieve it. After they have set the goals, the management needs to organize human and other resources for proper coordination to achieve the set goals. Through a well-planned structure of events and activities, FBPS will be able to regain stability in terms of its success to achieve more. Secondly, FBP’s management should organize its human and material resources to work as a team to achieve the set targets. Organizing involves identifying roles and duties to be performed and assigning the relevant personnel to it. This function of management is important since it gets things working as a team to achieve a common goal. FBP’S management lacked the organization aspect of management as there was poor a broken system of communication both within the organization and outside. Organizing as one of the key roles of management requires effective communication among the different departments of an organization for it to be effect. Thirdly, FBP’s management should effect in directing the organization. Directing is one of the key roles of management. It involves elements such as leadership, motivation of employees, supervision and proper communication. FBPS management should employ proper channels of communication between the subordinate staff and executive for proper management of the organization. Management should give clear instructions and guide to the staff and identify the best ways possible to supervise the assigned work.  FBPS’s management should create a positive attitude among its employees to work towards achieving a common goal through the objective of efficiency and effectiveness. Lastly, FBPS management must deliberate on their controlling function by establishing measures to monitor the progress of the organization towards achieving its objectives and goals. Also the function of controlling involves setting ways of correcting the process in case things go the opposite direction of the plan. This can be achieved through establishing standards of performance and measuring the performance with predetermined standards by management. All these four functions of management are highly interrelated and need a well understanding by the management team to be effective and achieve set goals. Therefore, with all these four functions of management in consideration, the FBPS will revamp and attain the highest standards achievement through well organized and active management.



[ANSWER] Examine the importance of nursing education

The IOM published a report, “Future of Nursing: Leading Change, Advancing Health,” makes recommendations for lifelong learning and achieving higher levels of education. In 1,000-1,250 words, examine the importance of nursing education and discuss your overall educational goals. Include the following:

1. Discuss your options in the job market based on your educational level.

2. Review the IOM Future of Nursing Recommendations for achieving higher levels of education. Describe what professional certification and advanced degrees (MSN, DNP, etc.) you want to pursue and explain your reasons for wanting to attain the education. Discuss your timeline for accomplishing these goals.

3. Discuss how increasing your level of education would affect how your competitiveness in the current job market and your role in the future of nursing.

4. Discuss the relationship of continuing nursing education to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics.

5. Discuss whether continuing nursing education should be mandatory.

Provide support for your response. You are required to cite a minimum of three sources to complete this assignment.

Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Resources: “The Future of Nursing: Leading Change, Advancing Health,” URL:

Lesson Plan Template

Section 1: Lesson Preparation

Teacher Candidate Name:



Grade Level:








Instructional Plan Title:  


Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.


Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.





National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.







Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

  • Who is the audience
  • What action verb will be measured during instruction/assessment
  • What tools or conditions are being used to meet the learning


What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.



Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.









Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.











Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.


For example:

·         I will use a visual of the planet Earth and ask students to describe what Earth looks like.

·         I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.


Time Needed
Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.


For example:

·         I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

·         I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.












Explain how you will differentiate materials for each of the following groups:


·         English language learners (ELL):




·         Students with special needs:




·         Students with gifted abilities:




·         Early finishers (those students who finish early and may need additional resources/support):





Time Needed
Multiple Means of Engagement

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.


For example:

·         I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. 

·         I will model one example of solving a number sentence on the white board before having students search for the matching card.

·         I will then have the partner who has the number sentence explain to their partner how they got the answer.









Explain how you will differentiate activities for each of the following groups:

·         English language learners (ELL):




·         Students with special needs:




·         Students with gifted abilities:




·         Early finishers (those students who finish early and may need additional resources/support):





Time Needed
Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.









Explain how you will differentiate assessments for each of the following groups:

·         English language learners (ELL):





·         Students with special needs:




·         Students with gifted abilities:




·         Early finishers (those students who finish early and may need additional resources/support):





Time Needed
Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.







Time Needed


Interobserver agreement

Unit 2


Your original response should be at least 350 words and should reflect the fact that you have completed the assigned readings for the week. Remember, this is your chance to illustrate not only your understanding, but also your mastery of the materials for the unit. Use your words wisely so the posting has substance and includes examples and explanations. Limit the use of direct quotes and do your best to critically synthesize and evaluate the literature in your own words wherever possible. Make sure to include in-text citations and a reference list as appropriate.



Reliability in behavioral assessment is derived through the calculation of interobserver agreement. Describe how interobserver agreement can be impacted by such issues as reactivity, observer drift, observer bias, complexity of response codes, and expectancy bias. End your post with a description of methods for calculating interobserver agreement and the various issues associated with the calculation methods.



Reading for the assignment

In this unit you will read Chapter 5 (pp. 102–124) of the Cooper, Heron, and Heward (2007) text.

In addition to the chapters in your text, please read the following articles located in the library:

Kazdin, A. E. (1977). Artifact, bias, and complexity of assessment: The ABCs of reliability. Journal of Applied Behavior Analysis, 10, 141–150.

Watkins, M. W., & Pacheco, M. (2001). Interobserver agreement in behavioral research: Importance and calculation. Journal of Behavioral Education, 10, 205–212.

Wirth, O., Slaven, J., & Taylor, M. A. (2014). Interval sampling methods and measurement error: A computer simulation. Journal of Applied Behavior Analysis, 47, 83–100.





strategic planning for growth

Imagine that you recently began working in a department that supports your company’s strategic planning for growth in the industry. Your department head has asked you to do research from a newcomer’s perspective to inform future marketing directions for the company. He has asked you to write a detailed memo that identifies the three top trends in the industry. If he likes your work on this initial research, he will ask you to write a position paper on the most important issue related to these trends. (The position paper will be your assignment for project 3.) He is hoping to use your research to prepare your department to launch a new strategic plan.

This is your first real task for your new job, and you are excited and a little nervous about the assignment. You think you have a sense of the industry but know you need to do more research to be accurate in your analysis. The ability to spot trends in your industry is an important skill, and your boss wants to spend energy and capital on new growth areas, products, and services. Writing for Entrepreneur, Spader (2007) offers ideas about how to Spot the Latest Trends.

As you begin your research, you will need to register for CareerQuest, review the available resources, and use Vault for some of your industry research. Please review this short video about the many services under CareerQuest. Career Insider by Vault is a set of career research tools. You can find the Vault tools under Tools>Career Tool Box>Career Search Tools. Career Search Tools should be the box in the lower right corner. While this assignment asks you to use the resource called Vault, the graded discussion in week 5 will ask you to discuss other CareerQuest resources you found helpful or interesting.

Your assignment is to produce a well-researched and properly cited memo of approximately 500 words (about two pages in double-spaced Times New Roman font) in which you identify three trends in your industry and discuss each one briefly. You are to provide citations for at least THREE SOURCES. These sources should be a mix of journal articles from the UMUC library, information from Vault, and other pertinent and valid websites or online materials pertaining to your trends. Be sure to cite any words or ideas from your sources in correct APA format, and include a properly formatted list of references. For example, please refer to the APA formatted template for project

2. Check out these short videos from UMUC’s Library: How to set up your paper in APA style: How to format a reference list in APA format:

Vicarious trauma

Master’s Students: The Cost of Caring

Vicarious trauma can be the cost of caring. It is an emotional struggle characterized by a change in a person’s psychological, physical, and spiritual well-being (Stamm, 1999). It affects trauma-response helping professionals who work with traumatized clients, students, or work in environments where trauma occurs regularly. For example, a counselor who listens repeatedly to stories of childhood sexual abuse may develop sleep disturbances and feel as though he or she is experiencing the trauma. Another example may be a female emergency room nurse who specializes in conducting rape assessments and frequently witnesses horrific abuse endured by female rape survivors. Over time, the nurse may become emotionally exhausted and develop a fear or mistrust of men which could affect her own relationships with her husband or partner.

As a counselor, you must attend to vicarious trauma within yourself and your clients. How does a counselor know if she or he is at risk for vicarious trauma? What are the symptoms? How can she or he identify these symptoms in potential clients like those described above?


With these thoughts in mind:


Post by Day 3 a description of a possible vicarious trauma-triggering event. Describe the material that a client might bring in that could lead to vicarious trauma. Offer specific details of the trauma being described by the hypothetical client and how this might impact the counselor.  Identify yourself as a master’s student at the beginning of your post.