Tag: Homework Solution

  • [Solved] Education Chat GPT Assignment

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    **urpose:** This activity explores the topics of EQUALITY, EQUITY & JUSTICE. These three terms show up often in your readings/videos as well as in public debates/discussions about education and official education policies and laws. Developing a clear and accurate understanding of the differences bet…

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    **urpose:** This activity  explores the topics of EQUALITY, EQUITY & JUSTICE. These three terms show up often in your readings/videos as well as in public debates/discussions about education and official education policies and laws. Developing a clear and accurate understanding of the differences between the three can not only help you to assess policies & practices inside/outside of schools, but also help you to develop your own practices (no matter what field you plan to enter) that are more clearly/firmly rooted in meeting the goals of each. Additionally, we will be learning about the pros and cons of using ChatGPT (and other generative AI sites).
    _Indeed, the use of ChatGPT in the educational realm has been a controversial debate – with some finding it, and other AI programs, highly disruptive in learning processes and outcomes. Thus, the main purpose of this assignment is to reflect on the major implications of this artificial intelligence technology while exploring a central concept to this course: equality vs. equity vs. justice._
    **Instructions**: Watch **both** [Dr. Rose's mini lessonLinks to an external site.](https://fiudit-my.sharepoint.com/:v:/r/personal/mmeyer_fiu_edu/Documents/CMM%20Collaboration/Mini%20Lesson%202,%20Part%201.mp4?csf=1&web=1&e=uNgJIJ&nav=eyJyZWZlcnJhbEluZm8iOnsicmVmZXJyYWxBcHAiOiJTdHJlYW1XZWJBcHAiLCJyZWZlcnJhbFZpZXciOiJTaGFyZURpYWxvZy1MaW5rIiwicmVmZXJyYWxBcHBQbGF0Zm9ybSI6IldlYiIsInJlZmVycmFsTW9kZSI6InZpZXcifX0%3D) and the YouTube video posted below. Think about a particular point that triggered your interest in the TED Talk video [“Solving the Achievement Gap Through Equity, Not Equality” of Lindsay OttLinks to an external site.](https://www.youtube.com/watch?v=nOQbu_3M0_Q&pp=ygULbGluZHNleSBvdHQ%3D)![](https://fiu.instructure.com/images/play_overlay.png)
    – Then, copy and paste the following prompt into ChatGPT: _**Act as a college student writing a reflection for an undergraduate level course. I want you to prepare a one to two paragraph response explaining difference between equality, equity, and justice. Then, identify a commonly-experienced issue or problem in schools and provide three solutions: one that is rooted in equality, one in equity, and one in achieving justice.**_
    – In a word document, copy and paste the ChatGPT response.
    – Highlight any confusing or incorrect information in the response, and
    – In **BLUE TEXT** add in your personal perspectives/opinions and connections to specific ideas from course content.
    – Then, in an additional 1-2 paragraph reflection,
    – discuss the advantages and weaknesses of the ChatGPT-generated response provided by the AI tool guided by answering ALL THREE of  the questions below. Please, provide details and examples from the ChatGPT created response to support your arguments.
    1. In your opinion, did the response from ChatGPT feel human or could you immediately identify it as a robot-generated response? Explain.
    2. Reflecting on the information you added in blue text, do you think ChatGPT enhanced your learning process, creativity and productivity or limited your learning and boxed you in creatively, hindering your productivity?
    3. Finally, share your overall perspective on the potential impacts of ChatGPT on education. Many point to its potential to transform education while others note the negative impact it’s had on academic integrity.
    – Where do you sit on these perspectives?
    – In other words, what are the major Pros and Cons to utilizing ChatGPT and other AI programs, in educational spaces?
    – How does this add to the conversation of equality, equity and justice?

  • [Solved] Briefing on cases

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    In-depth study guidance and analytical solution covering Briefing on cases.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Assigment .Apa seven . All instructions attached.

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    – ## damayassig.docx **## damayassig.docx** Review "The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity," and explore the "Campaign for Action: State Action Coalition" website, both located in the topic Resources. In a 1,000-1,250-word paper, discuss the influence "The Future o…

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    – ## damayassig.docx

    **## damayassig.docx**

    Review "The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity," and explore the "Campaign for Action: State Action Coalition" website, both located in the topic Resources. In a 1,000-1,250-word paper, discuss the influence "The Future of Nursing: Leading Change, Advancing Health" and state-based action coalitions have had on nursing practice, nursing education, and nursing workforce development, and how they continue to advance the goals for the nursing profession.

    Include the following:

    1. Describe the work of the National Academies of Sciences, Engineering, and Medicine that led to the report, "The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity."

    2. Explain the trend occurring in the nursing workforce and how nursing education is adapting to meet the evolving needs of the profession.  What is the role of the nurse in leading change?

    3. Discuss the role of state-based action coalitions. Explain how these coalitions help advance the goals specified in the National Academy of Sciences report, “The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity.”

    4. Research the initiatives on which your state's action coalition is working. Summarize two initiatives spearheaded by
    **_your_** state's action coalition. Discuss the ways these initiatives advance the nursing profession.

    5. Describe barriers to advancement that currently exist in your state and explain how nursing advocates in your state overcome these barriers.

    You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. 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.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## damayassig.docx**

    Review "The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity," and explore the "Campaign for Action: State Action Coalition" website, both located in the topic Resources. In a 1,000-1,250-word paper, discuss the influence "The Future of Nursing: Leading Change, Advancing Health" and state-based action coalitions have had on nursing practice, nursing education, and nursing workforce development, and how they continue to advance the goals for the nursing profession.

    Include the following:

    1. Describe the work of the National Academies of Sciences, Engineering, and Medicine that led to the report, "The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity."

    2. Explain the trend occurring in the nursing workforce and how nursing education is adapting to meet the evolving needs of the profession.  What is the role of the nurse in leading change?

    3. Discuss the role of state-based action coalitions. Explain how these coalitions help advance the goals specified in the National Academy of Sciences report, “The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity.”

    4. Research the initiatives on which your state's action coalition is working. Summarize two initiatives spearheaded by
    **_your_** state's action coalition. Discuss the ways these initiatives advance the nursing profession.

    5. Describe barriers to advancement that currently exist in your state and explain how nursing advocates in your state overcome these barriers.

    You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. 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.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

  • [Solved] Public Health Systems Case Study

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    Public Health Systems Case Study For this assignment, you will analyze the case study you selected in this week's studies. Essential features of a case study include the following: – **Nature of the Problem**: Statement of the issue of concern, disparities in outreach services to be addressed, and t…

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    Assignment Prompt & Instructions

    Public Health Systems Case Study
    For this assignment, you will analyze the case study you selected in this week's studies.
    Essential features of a case study include the following:
    – **Nature of the Problem**: Statement of the issue of concern, disparities in outreach services to be addressed, and the significance of the problem.
    – **Stakeholders and Stakeholder Groups**: Concerned organizations and groups. Include the dominant values and interests of stakeholders, as well as the common concerns and visions shared among them.
    – **Alternative Solutions**: The primary (2–3) interventions surfacing as candidates for change. Include the strengths and weaknesses of the criteria for judging priorities.
    – **Primary Optimal Solution**: Essential programmatic and practice elements that could lead to success. Is there a replication of study in other communities?
    – **Reflection**: The advantages and disadvantages facing potential initiatives designed to develop, implement, or assess the proposed solution.
    ## **Instructions**
    Develop a case study analysis that addresses issues and problems related to public health multiagency collaborative initiatives. These initiatives should improve outreach efforts addressing health equity and related issues of system efficacy, quality, and effectiveness.
    Your case study analysis will be graded on how well you demonstrate the following:
    – Describe alternative solutions and interventions as candidates for adoption.
    – Describe performance indicators for judging priorities.
    – Discuss how a mission or vision statement was (or could have been) used to empower stakeholders.
    – Describe practices that foster collaboration and decision making between diverse stakeholders.
    – Describe how specific systems thinking tools can be used to accomplish a public health program's goals and objectives.
    – Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
    – Apply APA formatting to in-text citations and references.
    ## **Additional Requirements**
    – **Length**: A minimum of 5–7 double-spaced pages, not including title, abstract and reference pages.
    – **Font**: Times New Roman 12-point.
    – **References**: At least six references that are in addition to your textbook.
    – **APA**: Format your paper according to APA style. See [Evidence and APALinks to an external site.](https://lat.strategiced.com/redirect?linkid=1540 "Select this link to launch this material in a new window.").
    **Note**: To fully understand how this assignment will be graded, carefully read the Public Health Systems Case Study Rubric.
    **Portfolio Prompt:** You may choose to save this learning activity to your [ePortfolioLinks to an external site.](https://lat.strategiced.com/redirect?linkid=1688 "Select this link to launch this material in a new window.").
    Week 9 Assignment: Public Health Systems Case Study **Week 9 Assignment: Public Health Systems Case StudyCriteriaRatingsPts** Describe alternative solutions/interventions as candidates for adoption. **32 to >27.2 ptsDISTINGUISHED** Describes alternative solutions/interventions as candidates for adoption, and impartially considers conflicting interventions and multiple perspectives. **27.2 to >22.4 ptsPROFICIENT** Describes alternative solutions/interventions as candidates for adoption. **22.4 to >0 ptsBASIC** Describes alternative solutions/interventions as candidates for adoption, but the description is unclear or incomplete. **0 ptsNON_PERFORMANCE** Does not describe alternative solutions/interventions as candidates for adoption./ 32 ptsDescribe performance indicators for judging priorities. **28 to >23.8 ptsDISTINGUISHED** Describes performance indicators for judging priorities, and identifies criteria, supported by evidence that could be used to evaluate the performance indicators. **23.8 to >19.6 ptsPROFICIENT** Describes performance indicators for judging priorities. **19.6 to >0 ptsBASIC** Describes performance indicators for judging priorities, but the description is unclear or incomplete. **0 ptsNON_PERFORMANCE** Does not describe performance indicators for judging priorities/ 28 ptsDiscuss how a mission or vision statement was (or could have been) used to empower stakeholders. **28 to >23.8 ptsDISTINGUISHED** Discusses how a mission or vision statement was (or could have been) used to empower stakeholders, and provides real-world examples of organizations with demonstrable alignment of results to mission and vision statements. **23.8 to >19.6 ptsPROFICIENT** Discusses how a mission or vision statement was (or could have been) used to empower stakeholders. **19.6 to >0 ptsBASIC** Discusses how a mission or vision statement was (or could have been) used to empower stakeholders, but the discussion is unclear or incomplete. **0 ptsNON_PERFORMANCE** Does not discuss how a mission or vision statement was (or could have been) used to empower stakeholders/ 28 ptsDescribe practices that foster collaboration and decision making between diverse stakeholders. **28 to >23.8 ptsDISTINGUISHED** Describes practices that foster collaboration and decision making between diverse stakeholders, and presents relevant evidence to support the contention that practices correlate with effective partnerships. **23.8 to >19.6 ptsPROFICIENT** Describes practices that foster collaboration and decision making between diverse stakeholders. **19.6 to >0 ptsBASIC** Describes practices that foster collaboration and decision making between diverse stakeholders, but the description is unclear or incomplete. **0 ptsNON_PERFORMANCE** Does not describe practices that foster collaboration and decision making between diverse stakeholders./ 28 ptsDescribe how specific systems thinking tools can be used to accomplish a public health program's goals and objectives. **28 to >23.8 ptsDISTINGUISHED** Describes how specific systems thinking tools can be used to accomplish a public health program's goals and objective and provides evidence-based examples of the benefits the program gained by the use of the tools. **23.8 to >19.6 ptsPROFICIENT** Describes how specific systems thinking tools can be used to accomplish a public health program's goals and objectives. **19.6 to >0 ptsBASIC** Describes how systems thinking tools can be used to accomplish a public health program's goals and objectives, but the description is not specific to any particular tool or it is unclear. **0 ptsNON_PERFORMANCE** Does not describe how systems thinking tools can be used to accomplish a public health program's goals and objectives./ 28 ptsSupport main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. **28 to >23.8 ptsDISTINGUISHED** Supports main points, assertions, arguments, conclusions, or recommendations with relevant, credible, and convincing evidence. Skillfully combines virtually error-free source citations with a perceptive and coherent synthesis of the evidence. **23.8 to >19.6 ptsPROFICIENT** Supports main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence. **19.6 to >0 ptsBASIC** Sources lack relevance or credibility, or the evidence is not persuasive or explicitly supportive of main points, assertions, arguments, conclusions, or recommendations. **0 ptsNON_PERFORMANCE** Does not support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence./ 28 ptsApply APA formatting to in-text citations and references. **28 to >23.8 ptsDISTINGUISHED** Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references. **23.8 to >19.6 ptsPROFICIENT** Applies APA formatting to in-text citations and references. **19.6 to >0 ptsBASIC** Applies APA formatting to in-text citations and references incorrectly and/or inconsistently, detracting noticeably from good scholarship. **0 ptsNON_PERFORMANCE** Does not apply APA formatting to in-text citations and references./ 28 ptsTotal Points: 0

  • [Solved] D Status Check

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    · Scholarly citations in current APA format where appropriate. · 250 words. – ## Module3.docx – ## PersonalProgressStatusCheckModule3AssignmentInstructions1.docx – ## Videos.docx – ## Scholars_Before_Researchers_O.pdf – STRATEGIESFORFINDINGANDSELECTINGANIDEALTHESISORDISSERTATIONTOPIC_AREVIEWOFLI…

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    Assignment Prompt & Instructions

    · Scholarly citations in current APA format where appropriate.
    · 250 words.

    – ## Module3.docx

    – ## PersonalProgressStatusCheckModule3AssignmentInstructions1.docx

    – ## Videos.docx

    – ## Scholars_Before_Researchers_O.pdf

    – STRATEGIESFORFINDINGANDSELECTINGANIDEALTHESISORDISSERTATIONTOPIC_AREVIEWOFLITERATUR.pdf
    – WorkingindependentlyonthedissertationproposalexperiencesofinternationalMastersstudents.pdf

    **## Module3.docx**

    Module 3: Week 3 Introduction

    **Overview**

    In this module, you examine how to use effectively topic-related dissertations and research articles. By the end of it, you should have the skills to narrow down your topic area, potential designs, and efficiently read research articles.

    **Learning Outcomes**

    Upon successful completion of this module, you will be able to:

    · Describe the different sections of a dissertation.

    · Explain how to read previous dissertations and topic-related research articles effectively to generate dissertation ideas.

    · Utilize software programs to build efficiently a bibliography for your topic.

    **## PersonalProgressStatusCheckModule3AssignmentInstructions1.docx**

    EDCO 716

    **Personal Progress: Status Check – Module 3 Assignment Instructions**

    **Overview**

    The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.

    **Instructions**

    Share a sense of how your topic development has progressed. If you have had meetings about your project with your professor, you should summarize the key points of that discussion, state your current tasks related to your dissertation, and include any questions you have.

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079](https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079)

    [https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085](https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085)

    [https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089](https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089)

    [https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093](https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093)

    [https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097](https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097)

    **## Scholars_Before_Researchers_O.pdf**

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

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    **STRATEGIESFORFINDINGANDSELECTINGANIDEALTHESISORDISSERTATIONTOPIC_AREVIEWOFLITERATUR.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/strategiesforfindingandselectinganidealthesisordissertationtopic-areviewofliteratur-pdf)

    **WorkingindependentlyonthedissertationproposalexperiencesofinternationalMastersstudents.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingindependentlyonthedissertationproposalexperiencesofinternationalmastersstudents-pdf)

    **WorkingindependentlyonthedissertationproposalexperiencesofinternationalMastersstudents.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingindependentlyonthedissertationproposalexperiencesofinternationalmastersstudents-pdf)

    **## Module3.docx**

    Module 3: Week 3 Introduction

    **Overview**

    In this module, you examine how to use effectively topic-related dissertations and research articles. By the end of it, you should have the skills to narrow down your topic area, potential designs, and efficiently read research articles.

    **Learning Outcomes**

    Upon successful completion of this module, you will be able to:

    · Describe the different sections of a dissertation.

    · Explain how to read previous dissertations and topic-related research articles effectively to generate dissertation ideas.

    · Utilize software programs to build efficiently a bibliography for your topic.

    **## PersonalProgressStatusCheckModule3AssignmentInstructions1.docx**

    EDCO 716

    **Personal Progress: Status Check – Module 3 Assignment Instructions**

    **Overview**

    The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.

    **Instructions**

    Share a sense of how your topic development has progressed. If you have had meetings about your project with your professor, you should summarize the key points of that discussion, state your current tasks related to your dissertation, and include any questions you have.

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079](https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079)

    [https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085](https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085)

    [https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089](https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089)

    [https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093](https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093)

    [https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097](https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097)

    **## Scholars_Before_Researchers_O.pdf**

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

    **STRATEGIESFORFINDINGANDSELECTINGANIDEALTHESISORDISSERTATIONTOPIC_AREVIEWOFLITERATUR.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/strategiesforfindingandselectinganidealthesisordissertationtopic-areviewofliteratur-pdf)

    **WorkingindependentlyonthedissertationproposalexperiencesofinternationalMastersstudents.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingindependentlyonthedissertationproposalexperiencesofinternationalmastersstudents-pdf)

    **## Module3.docx**

    Module 3: Week 3 Introduction

    **Overview**

    In this module, you examine how to use effectively topic-related dissertations and research articles. By the end of it, you should have the skills to narrow down your topic area, potential designs, and efficiently read research articles.

    **Learning Outcomes**

    Upon successful completion of this module, you will be able to:

    · Describe the different sections of a dissertation.

    · Explain how to read previous dissertations and topic-related research articles effectively to generate dissertation ideas.

    · Utilize software programs to build efficiently a bibliography for your topic.

    **## PersonalProgressStatusCheckModule3AssignmentInstructions1.docx**

    EDCO 716

    **Personal Progress: Status Check – Module 3 Assignment Instructions**

    **Overview**

    The student will complete 8 Personal Progress Assignments in this course. These reports will be submitted as a discussion within the course, providing students with an opportunity to collaborate on ideas and share resources related to dissertation topic interests. Discussion replies are OPTIONAL. For each assignment, students must support their assertions with scholarly citations in current APA format where appropriate. Each assignment must be between 200 to 250 words.

    **Instructions**

    Share a sense of how your topic development has progressed. If you have had meetings about your project with your professor, you should summarize the key points of that discussion, state your current tasks related to your dissertation, and include any questions you have.

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079](https://canvas.liberty.edu/courses/962536/pages/watch-finding-research-gaps-in-research-articles?module_item_id=91228079)

    [https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085](https://canvas.liberty.edu/courses/962536/pages/watch-what-to-include-in-your-bibliography-citations?module_item_id=91228085)

    [https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089](https://canvas.liberty.edu/courses/962536/pages/watch-mendeley-tutorial?module_item_id=91228089)

    [https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093](https://canvas.liberty.edu/courses/962536/pages/watch-referencing-in-microsoft-word-with-mendeley-desktop?module_item_id=91228093)

    [https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097](https://canvas.liberty.edu/courses/962536/pages/watch-how-to-use-mendeley-desktop-for-your-citation-requirements?module_item_id=91228097)

    **## Scholars_Before_Researchers_O.pdf**

    Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

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    **STRATEGIESFORFINDINGANDSELECTINGANIDEALTHESISORDISSERTATIONTOPIC_AREVIEWOFLITERATUR.pdf**

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  • [Solved] Intervention Communication Plan

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Intervention Communication Plan ## **Context** You've designed your intervention plan; now it is time to plan your implementation. Implementing interventions or projects is a key function of Master's-prepared public health practitioners. Additionally, communicating the plan to the relevant stakehold…

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    Assignment Prompt & Instructions

    Intervention Communication Plan
    ## **Context**
    You've designed your intervention plan; now it is time to plan your implementation.
    Implementing interventions or projects is a key function of Master's-prepared public health practitioners. Additionally, communicating the plan to the relevant stakeholders and community members is a critical component of the success of any intervention or project.
    ## **Assignment Instructions**
    For this assignment, imagine presenting the implementation plan of your intervention to internal stakeholders.
    Use Kaltura to record yourself giving your presentation. If you need help, you may wish to review [Using KalturaLinks to an external site.](https://lat.strategiced.com/redirect?linkid=3461).
    The presentation that you create for this assignment should serve three main purposes:
    – To educate the leadership group regarding the population health issue, current gaps and barriers, while persuasively communicating the need for the intervention and the effectiveness of the implementation and communication strategies
    – To present communication strategies that will help build buy-in with internal stakeholders and strategies to raise awareness and understanding of the intervention in the target population.
    – To communicate how external stakeholders will benefit and provide appropriate communication strategies to engage external stakeholders.
    The presentation itself should be in the form of a PowerPoint presentation, 15 to 20 slides in length, not including references. In general, about half your presentation should focus on providing the audience with an overview of the most relevant information regarding socioeconomic determinants, gaps in care and resources, as well as your intervention plan and its potential implementation.
    The other half should focus on the communication strategies for the two audiences of your intervention—internal stakeholders and the target population. When thinking about communication strategies, think of the ways to leverage technology and social media. This could include approaches such as a blog, a Facebook page, an X [Twitter] hashtag, or a YouTube channel. Think about what ways each audience prefers to communicate and has access to when researching and proposing your communication strategies.
    In your presentation, show a one-page info sheet (flyer) designed to communicate or recruit participants to take part in the intervention or program you are proposing. Remember, this one-pager should use appropriate literacy strategies for your audience and include the necessary information for participants to engage with internal stakeholders. Keep in mind this flyer could be used as a stand-alone info sheet or potentially in a social media campaign. You will also need to submit the one-page flyer as a PDF when uploading your presentation.
    One potential approach to outlining your PowerPoint is as follows. However, you should construct your assignment submission in a way that makes sense to you and could be potentially useful in your personal or professional pursuits.
    **Possible presentation outline:**
    – Title Page.
    – Problem and Plan Overview.
    – Current state of a health need or problem within the target population.
    – Why should this be addressed? Providing information regarding how addressing this issue will improve health outcomes for the population is an important persuasive strategy.
    – Socioeconomic and behavioral determinants impacting the problem and population.
    – Current resources (or lack thereof) and gaps/barriers related to improving health.
    – Discussion of the intervention and implementation plans.
    – Who will be implementing the intervention?
    – Where will the intervention take place?
    – What will the intervention activities include?
    – What theory is grounding the intervention?
    – Communication Strategies.
    – Proposal of communication strategies for creating buy-in and engagement for internal audience who will be part of the implementation. Providing scholarly and professional support for your proposed strategies is an important persuasive strategy.
    – Proposal of communication strategies for building awareness and understanding of the intervention within the target population. Providing scholarly and professional support for your proposed strategies is an important persuasive strategy.
    – Intervention Outcomes.
    – Outline how the initial implementation will be measured. How will you define a successful implementation?
    – Identify program outcomes. These should demonstrate the success of the program.
    – Conclusions.
    – Reference List.
    Please note, there should be two files submitted:
    – A PPT or PPTX file of your presentation. You cannot upload slides from google slides or any other cloud-based service.
    – The link to your recorded Kaltura presentation. (This can be placed on the last slide of the presentation or in the dialogue box when submitting).
    – A PDF of the one-page flyer for the external stakeholders (participants).
    **Note:** You need to submit your PowerPoint and PDF one-pager at the same time. So, make sure you have completed both before submitting your assignment.
    Make sure to address the following scoring guide criteria in your presentation:
    – Summarize a public health need of a chosen population and the relevant socioeconomic and behavioral determinants.
    – Summarize the current gaps and barriers regarding improving health and resources for the chosen population.
    – Summarize an evidence-based intervention plan to improve the outcomes related to a population health need of a chosen population.
    – Propose communication strategies to build buy-in and engagement of internal audiences who will implement the population health intervention.
    – Propose communication strategies that apply awareness of cultural values and practices to the design or implementation of the program via cultural adaptation/ tailoring of the intervention, community involvement in planning, etc.
    – Utilize literacy strategies to create an informational advertisement to engage the target population.
    – Communicate clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
    ## **Submission Requirements**
    – **Total length of PowerPoint:**15–20 slides, not including references.
    – Record yourself giving your presentation with Kaltura. Include the link on the last slide of the presentation or in the dialogue box when submitting.
    – **Flyer:** One-page info sheet (flyer) designed to communicate or recruit participants.
    – **Written communication:** Written communication is free of errors that detract from the overall message.
    – **Number of references:** Minimum of ten scholarly or professional references from appropriate sources.
    – **APA formatting:** Citations and references should follow APA formatting guidelines. See [Evidence and APALinks to an external site.](https://lat.strategiced.com/redirect?linkid=1540).
    ## **Competencies Measured**
    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
    – Competency 1: Explain the social and behavioral factors that impact the health of individuals and populations.
    – Summarize a population health need of a chosen population.
    – Competency 2: Utilize theories and models from the social and behavioral disciplines.
    – Utilize literacy strategies to create an informational advertisement to engage the target population.
    – Competency 3: Assess population needs, assets, and capacities that affect communities’ health.
    – Summarize the current gaps and barriers regarding improving health and resources for the chosen population.
    – Competency 4: Design an evidence-based, population-based intervention.
    – Summarize an evidence-based intervention plan to improve the outcomes related to a population health need of a chosen population.
    – Competency 5: Select communication strategies for different audiences and sectors.
    – Propose communication strategies to build buy-in and engagement of internal stakeholders who will implement the population health intervention.
    – Propose communication strategies that align with the targeted population's needs, demographics, and interests and will serve to build awareness and understanding of the intervention program.
    – Competency 6: Communicate audience-appropriate public health content in a logically structured and concise manner, writing clearly with correct use of grammar, punctuation, spelling, and APA style.
    – Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.
    ## **Competencies Measured**
    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:
    – Competency 1: Explain the social and behavioral factors that impact the health of individuals and populations.
    – Summarize a population health need of a chosen population.
    – Competency 2: Utilize theories and models from the social and behavioral disciplines.
    – Utilize literacy strategies to create an informational advertisement to engage the target population.
    – Competency 3: Assess population needs, assets, and capacities that affect communities’ health.
    – Summarize the current gaps and barriers regarding improving health and resources for the chosen population.
    – Competency 4: Design an evidence-based, population-based intervention.
    – Summarize an evidence-based intervention plan to improve the outcomes related to a population health need of a chosen population.
    – Competency 5: Select communication strategies for different audiences and sectors.
    – Propose communication strategies to build buy-in and engagement of internal and external stakeholders who will implement the population health intervention.
    – Propose communication strategies that align with the targeted population's needs, demographics, and interests and will serve to build awareness and understanding of the intervention program.
    – Competency 6: Communicate audience-appropriate public health content in a logically structured and concise manner, writing clearly with correct use of grammar, punctuation, spelling, and APA style.
    – Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

  • [Solved] Project

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attached – ## GizmotronsProductRolloutcopy.docx – ## TeamCharterexample.docx **## GizmotronsProductRolloutcopy.docx** **DELIVERABLE** This deliverable requires you to create a project charter, a WBS in pictorial inverted- tree format, and an MS Project file for the project. The WBS pictorial can…

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    Assignment Prompt & Instructions

    See attached

    – ## GizmotronsProductRolloutcopy.docx

    – ## TeamCharterexample.docx

    **## GizmotronsProductRolloutcopy.docx**

    **DELIVERABLE**

    This deliverable requires you to create a project charter, a WBS in pictorial inverted-

    tree format, and an MS Project file for the project.

    The WBS pictorial can be put together using any software you wish. One easy way to do this is

    to use the MS Excel org chart template. Stormboard (which currently has a free subscription),

    Visio, MS PowerPoint, etc. are other tools you may wish to consider. A neat and
    **very legible**

    hand-drawn version is also acceptable.

    Your Microsoft Project file must clearly reflect the structure of your WBS inverted-tree pictorial,

    should show all activities under each work package, their duration, and their dependencies

    (predecessors), as well as clearly show the critical path (or paths) colored in RED. In addition,

    add a column to your MS Project file labeled "OWNER" and place in it, for each activity, the

    name of the team member who identified that activity and provided and verified correctness of

    the duration and predecessors of that activity.

    **Gizmotron’s Product Rollout**

    The selected project should bring out real-world consideration and challenges, so it should not be too simple or trivial. Here are basic assignment requirements which will ensure that your project is not too easy or too challenging:

    Make sure that there are three or four main deliverables (first level of WBS)

    Have between 10 to 16 work packages (“leaves” of the WBS)

    Have between 25 to 40 activities

    The activities should have a reasonable amount of concurrency, meaning that it should be

    possible to perform some of them in parallel.

    Gizmotron’s Product Rollout

    Note: The information in the project description below provides most but not all information that you will need to develop reasonably sound scope, schedule, and cost baselines for the product rollout project. There are some deliberate minor gaps in the information that will require you to use some common sense and judgment, even some plausible intuition/guesswork in a very few cases. Seldom will youencounter real life projects that are detailed to 100% accuracy and perfection, so this project is intended

    to demonstrate that there is some room for judgment, flexibility, reasonable assumptions, and common

    sense in project management, as opposed to investing unreasonable amounts of time and effort in

    striving for complete perfection and accuracy (which are usually not attainable anyway!). Hence, there is

    no one right “solution” here. Different teams could come up with slightly different scope, schedule, and

    cost baselines. When you work through this assignment as a team, do not waste time quibbling over infinitesimal details. Strive for a “roughly right” but logically and practically sound approach which you can defend if you need to.

    Gizmotron is rolling out a new product in several metropolitan areas in the US. For the purposes of this assignment, let us restrict our attention to the Chicago area. An extensive marketing campaign is being planned in eight Chicagoland suburbs. For the purposes of this assignment, you may group the campaigns for the eight suburbs, so there is just one Chicagoland campaign as opposed to eight separate ones.

    The Chicagoland marketing campaign comprises three major efforts, which are distinct but interrelated, meaning that there are dependencies between activities in the three efforts: Publicity, events, and sales/marketing. Here is a brief description of each of the three efforts:

    1. Publicity: News of the event needs to be disseminated. This will be done via mailings (of a

    brochure) and media (radio and TV ads). Mailings require graphics design, developing a

    brochure (based on the graphics design and content provided by the sales/marketing effort),

    and a two-part mailing campaign: paper-mail as well as e-mail. The paper-mail campaign is to

    occur a week after the email campaign has ended (because the email campaign will generate

    some leads on who should be targeted in the paper-mail campaign). The media component has

    two aspects: radio ads and TV ads, each of which requires scripting and slotting (when to run the

    ads). Some details associated with the various activities are:

    a. Graphics design is based on “intelligence” provided by the sales/marketing effort that provides

    the graphics design team a draft proposal of the key types of messages to include and also some

    content to back-up those messages. (The graphics design team may further refine the content.)

    Graphics design takes 8 business days (after the draft proposal has been received). Its total cost is

    approximately $5,000.2. 3.

    b. The brochure takes 4 business days (after graphics design is completed) to finalize and the cost is

    about $2,000

    c. The e-mail campaign commences right after the brochure is ready and takes 1 business day (cost

    $6,000). A week after the email campaign ends, the paper-mail campaign commences and lasts 3

    business days (cost $5,000).

    d. Scripting for the radio and TV ads take 3 business days and 7 business days (respectively), costs

    being $2,000 and $5,000 (respectively). The scripting is also based on the draft proposal from

    sales/marketing. The slotting effort for the radio and TV ads takes 2 business days each (at a cost

    of $1,000 each). The radio ad slotting uses a radio listener report done by the sales/marketing

    team, and the TV ad slotting uses a TV watchers report, also done by the sales/marketing team.

    The radio and TV ads run over a period of 10 business days, commencing immediately after

    slotting has been finalized.

    Events: The events effort comprises venue identification and setup, catering, and agenda

    finalization (speakers, entertainment, giveaways, etc.). Venue identification and setup as well as

    catering are contracted out to companies who can be trusted to complete on time and budget.

    Venue identification takes 5 business days (cost $2,000 for eight venues) and must be

    completed before the brochures are finalized (simply because the addresses are needed for the

    brochures). Venue setup is the act of determining how much space to rent at the venue, how

    the space will be organized, etc. This cannot be started until after the mailing campaigns (paper

    and email), radio and TV ads have run (because campaign statistics/viewership is used to

    estimate event attendance). Venue setup (for all 8 venues) takes 6 business days and costs

    $5,000.

    Catering cannot be started until after the mailing campaigns (paper and email), radio and TV ads

    have run, and (for all 8 venues) takes 6 business days to finalize, with catering costs dependent

    on projected attendance. From historical data, catering costs are estimated to average $4,000

    per venue.

    Agenda finalization requires contracting (for speakers, entertainment, etc.) and product

    promotion planning (displaying, demonstrating, giveaways, etc. of products). The contracting

    and promotion planning are both dependent on projected attendance. Contracting (for all 8

    venues) takes 6 business days and the total costs are anticipated to be around $60,000 (which

    includes speaker fees). Total promotion planning duration is 10 business days (cost $35,000,

    which includes product giveaways).

    Sales/marketing: This effort comprises (market) message development, marketing analysis,

    surveys, and legal approval. Message development is broken into two parts: draft proposal development (5 business days, $5000) and executive approval (2 business days, $1,000). The message development does not start until after the surveys are completed. The survey effort comprises focus groups (10 business days, $15,000) and web surveys (4 business days, $6,000). Marketing analysis includes development of a radio listener report and a TV watchers report, each of which takes 3 days and costs $2,000. The surveying effort requires legal approval (2 days, $1,000 for each approval) prior to conducting focus groups and web surveys, and the draft proposal requires legal approval after it is developed (and before it is released to the

    promotions team).

    **## TeamCharterexample.docx**

    **Team Charter: Grey, Timothy, and Spencer**

    **Communication Plan**

    Grey will be responsible for the Communication Plan. Our team will coordinate primarily through email and group chat to ensure rapid responses and accountability. Weekly virtual meetings will be held to track progress, clarify responsibilities, and discuss challenges. All updates and meeting notes will be stored in a shared document repository for transparency.

    **Conflict Management Plan**

    Grey will also be responsible for the Conflict Management Plan. In cases of conflict, the first step will be direct communication between the involved parties. If unresolved, the issue will be escalated to the team as a whole during scheduled meetings. For non-responsiveness, a reminder will be sent after one day, followed by escalation to the professor if no communication occurs within three days. Emergency situations will be accommodated by redistributing tasks.

    **Document Management Plan**

    Spencer will manage the Document Management Plan. All team documents will be stored in a central shared drive (e.g., Google Drive or OneDrive) with clearly labeled folders for drafts, finalized documents, and reference materials. Version control will be maintained by including dates in file names and only one person at a time making edits to avoid conflicts.

    **Quality Plan**

    Spencer will also oversee the Quality Plan. All documents and deliverables will undergo peer review by at least one other team member before submission. Formatting will follow APA guidelines, and a standardized template will be used to maintain consistency. Final review sessions will be conducted prior to submission to ensure accuracy, completeness, and professionalism.

    **Roles & Responsibilities**

    Timothy will lead the Roles & Responsibilities section. Work will be divided among the team to ensure balanced workload distribution. Grey will handle Communication and Conflict Management, Spencer will oversee Document Management and Quality, and Timothy will coordinate overall team responsibilities and finalize role assignments. A fictitious customer role will be assumed by one designated team member to provide realistic project dynamics, and this role will be rotated if necessary. Everything will be completed on or before 1 September 2025.

    **Quality Plan**

    **Purpose and quality objectives**

    Our goal is to deliver a four-page Team Charter that is fit for purpose and meets stakeholder expectations: clear, complete, consistent, and aligned to the assignment brief. In PMBOK 7e terms, quality activities should both move the deliverable quickly to the point of delivery and prevent or catch defects early to avoid rework, while aligning with explicit acceptance criteria.

    **Acceptance criteria and “Definition of Done”**

    The assignment’s Quality Plan must ensure the final submission:

    1. addresses all five required charter elements and fits within four double-spaced pages;

    2. demonstrates high-level integration of PMBOK 6e Integration and Scope processes and PMBOK 7e principles;

    3. uses consistent voice, APA citations, and polished mechanics; and

    4. evidences a coherent team process (communication, conflict handling, roles).
    We will operationalize these through a simple Definition of Done checklist that includes content coverage, style/format checks, and evidence that deliverables have been “verified” and then “accepted,” consistent with the path from Control Quality to Validate Scope and into Close Project or Phase.

    **Standards and sources of truth**

    Content must reflect the required readings: PMBOK 6e (Scope 5.1–5.6 at the appropriate high-level depth), PMBOK 7e Delivery Performance Domain (focus on value, deliverables, DoD), and the Team Charter instructions (Quality Plan and Document Management Plan expectations).

    **Quality assurance (build quality in)**

    Given our dispersed schedule (Grey in Japan/Philippines; Timothy in Tennessee; Spencer ramping up mid-week), we will design the workflow to surface issues early, reducing the cost of change. Each contributor drafts against the DoD by
    **Monday 12:00 Eastern** (which is
    **00:00 Tuesday PHT** and
    **01:00 Tuesday JST**), enabling an early integrated review and defect prevention before we’re forced into costly late edits.

    Practices:

    •
    **Calibrated outline** tied to the assignment rubric and readings before drafting (prevents scope and quality drift).

    •
    **Peer dialog** in Signal for ambiguities and edge cases; quick decisions reduce “done drift.”

    **Quality control (verification and acceptance)**

    We will use a two-gate approach:

    •
    **Gate 1 – Verification:** Monday consolidated draft is checked against the DoD, assignment guidelines, and references (content coverage, flow, APA, mechanics).

    •
    **Gate 2 – Acceptance:** A designated “customer” proxy performs a final acceptance read. This mirrors PMBOK’s flow from verified deliverables (Control Quality) to accepted deliverables (Validate Scope).

    **Customer proxy:** Assign Spencer as the acceptance authority for this charter (he offered to take on larger sections and is assembling pieces). The instructor remains the ultimate customer; Spencer acts as our internal proxy for formal acceptance before submission. (This also satisfies the “customer role” requirement.)

    **Metrics, thresholds, and escalation**

    We will track three simple measures: a) completeness (all required elements present), b) conformance (APA/style/format), and c) coherence (logical flow across sections). Threshold: zero critical gaps; minor style issues acceptable if corrected by Tuesday morning. If Gate 1 uncovers material gaps, the section owner has a two-hour window to remediate; if not feasible, the compiler makes targeted edits. This satisfies the Quality Plan line items in the Team Charter Guidelines.

    **Interface with Scope management**

    Our quality controls reinforce scope discipline: we will
    **Validate Scope** by comparing the assembled draft to the scope baseline implied by the charter instructions; any material scope change triggers a quick change decision in Signal (major change = consensus vote; minor edit = editor decision).

    **Knowledge capture**

    After submission, we log two lessons learned: one process improvement and one content insight, to seed the course repository. This aligns to Manage Project Knowledge in the weekly lecture.

    **Document Management Plan**

    **Repository and single source of truth**

    We will use a shared Google Docs folder as the
    **authoring** space and maintain a
    **Master Charter** document as the single source of truth. Only the compiler edits the Master directly; contributors draft in their own files and paste into the Master during the integration window. This prevents collisions when “multiple team members contribute to the same document” and preserves integrity, per the Charter Guidelines.

    **Access:** All teammates (Grey, Timothy, Spencer, plus the fourth member if they appear) have edit access; the compiler owns the folder and ensures backups.
    **Communications:** Signal remains the rapid channel for coordination (already established in the thread). Meeting minutes, if any, are short and posted to the group space, as requested in the guidelines.

    **Versioning and file naming**

    Drafts use the pattern: Team#_Charter_<Section>_<Initials>_v0.1_YYYYMMDD-HHMM. The Master carries v1.0-Submitted upon finalization and is exported to PDF for submission. The version log sits at the top of the Master with date, editor, and a one-line change note. This lightweight configuration control mirrors PMBOK guidance to keep acceptance criteria and WBS-level attributes clear in the supporting “dictionary” for each deliverable segment.

    **Contribution workflow and deadlines**

    1.
    **Drafting:** Each owner produces their section by
    **Monday12:00 Eastern** (00:00 Tuesday PHT; 01:00 Tuesday JST).

    2.
    **Integration:** The compiler integrates from 12:00–16:00 Eastern and requests clarifications in Signal.

    3.
    **Gate 1 Verification:** 16:00–18:00 Eastern.

    4.
    **Gate 2 Acceptance:** 18:00–20:00 Eastern by the customer proxy.

    5.
    **Submission package:** Tuesday morning Eastern.
    This cadence emphasizes early value and interim deliverables, consistent with PMBOK 7e’s Delivery of Value perspective.

    **Change control within documents**

    Minor editorial changes (grammar, local rewrites for cohesion) may be executed by the compiler without prior approval. Substantive content changes (adding or removing required elements) are flagged with a comment and decided in Signal via quick voting. This aligns with the integration/change-control flow highlighted in the Unit 2 lecture: small changes can be handled informally; larger ones should be explicitly decided and traced.

    **Referencing and traceability**

    We will cite PMBOK 6e/7e and the Unit 2 materials directly in text and reference list. A simple trace table (kept in the Master’s appendix) maps the five required charter elements to the exact paragraphs where they are addressed. This brings the spirit of a requirements traceability matrix to a short paper, ensuring every requirement adds value and is verifiably covered.

    **Formatting and polish**

    Style is APA, 12-pt font, double spacing, and consistent headings. We avoid overuse of lists and hyphens to maintain flow and a professional tone, as requested by the instructor’s guidelines for quality and coherence.

    **Risk controls for distributed work**

    Time-zone and availability risks (Grey traveling; fourth member absent) are mitigated by the Monday noon Eastern internal deadline and a single compiler. If a section is not delivered by the internal deadline, the compiler drafts a placeholder to maintain flow, then tags the owner for edits within the verification window. This keeps us oriented to deliverables instead of activities, a distinction Davidson stresses when “laying out your plan.”

    **## TeamCharterexample.docx**

    **Team Charter: Grey, Timothy, and Spencer**

    **Communication Plan**

    Grey will be responsible for the Communication Plan. Our team will coordinate primarily through email and group chat to ensure rapid responses and accountability. Weekly virtual meetings will be held to track progress, clarify responsibilities, and discuss challenges. All updates and meeting notes will be stored in a shared document repository for transparency.

    **Conflict Management Plan**

    Grey will also be responsible for the Conflict Management Plan. In cases of conflict, the first step will be direct communication between the involved parties. If unresolved, the issue will be escalated to the team as a whole during scheduled meetings. For non-responsiveness, a reminder will be sent after one day, followed by escalation to the professor if no communication occurs within three days. Emergency situations will be accommodated by redistributing tasks.

    **Document Management Plan**

    Spencer will manage the Document Management Plan. All team documents will be stored in a central shared drive (e.g., Google Drive or OneDrive) with clearly labeled folders for drafts, finalized documents, and reference materials. Version control will be maintained by including dates in file names and only one person at a time making edits to avoid conflicts.

    **Quality Plan**

    Spencer will also oversee the Quality Plan. All documents and deliverables will undergo peer review by at least one other team member before submission. Formatting will follow APA guidelines, and a standardized template will be used to maintain consistency. Final review sessions will be conducted prior to submission to ensure accuracy, completeness, and professionalism.

    **Roles & Responsibilities**

    Timothy will lead the Roles & Responsibilities section. Work will be divided among the team to ensure balanced workload distribution. Grey will handle Communication and Conflict Management, Spencer will oversee Document Management and Quality, and Timothy will coordinate overall team responsibilities and finalize role assignments. A fictitious customer role will be assumed by one designated team member to provide realistic project dynamics, and this role will be rotated if necessary. Everything will be completed on or before 1 September 2025.

    **Quality Plan**

    **Purpose and quality objectives**

    Our goal is to deliver a four-page Team Charter that is fit for purpose and meets stakeholder expectations: clear, complete, consistent, and aligned to the assignment brief. In PMBOK 7e terms, quality activities should both move the deliverable quickly to the point of delivery and prevent or catch defects early to avoid rework, while aligning with explicit acceptance criteria.

    **Acceptance criteria and “Definition of Done”**

    The assignment’s Quality Plan must ensure the final submission:

    1. addresses all five required charter elements and fits within four double-spaced pages;

    2. demonstrates high-level integration of PMBOK 6e Integration and Scope processes and PMBOK 7e principles;

    3. uses consistent voice, APA citations, and polished mechanics; and

    4. evidences a coherent team process (communication, conflict handling, roles).
    We will operationalize these through a simple Definition of Done checklist that includes content coverage, style/format checks, and evidence that deliverables have been “verified” and then “accepted,” consistent with the path from Control Quality to Validate Scope and into Close Project or Phase.

    **Standards and sources of truth**

    Content must reflect the required readings: PMBOK 6e (Scope 5.1–5.6 at the appropriate high-level depth), PMBOK 7e Delivery Performance Domain (focus on value, deliverables, DoD), and the Team Charter instructions (Quality Plan and Document Management Plan expectations).

    **Quality assurance (build quality in)**

    Given our dispersed schedule (Grey in Japan/Philippines; Timothy in Tennessee; Spencer ramping up mid-week), we will design the workflow to surface issues early, reducing the cost of change. Each contributor drafts against the DoD by
    **Monday 12:00 Eastern** (which is
    **00:00 Tuesday PHT** and
    **01:00 Tuesday JST**), enabling an early integrated review and defect prevention before we’re forced into costly late edits.

    Practices:

    •
    **Calibrated outline** tied to the assignment rubric and readings before drafting (prevents scope and quality drift).

    •
    **Peer dialog** in Signal for ambiguities and edge cases; quick decisions reduce “done drift.”

    **Quality control (verification and acceptance)**

    We will use a two-gate approach:

    •
    **Gate 1 – Verification:** Monday consolidated draft is checked against the DoD, assignment guidelines, and references (content coverage, flow, APA, mechanics).

    •
    **Gate 2 – Acceptance:** A designated “customer” proxy performs a final acceptance read. This mirrors PMBOK’s flow from verified deliverables (Control Quality) to accepted deliverables (Validate Scope).

    **Customer proxy:** Assign Spencer as the acceptance authority for this charter (he offered to take on larger sections and is assembling pieces). The instructor remains the ultimate customer; Spencer acts as our internal proxy for formal acceptance before submission. (This also satisfies the “customer role” requirement.)

    **Metrics, thresholds, and escalation**

    We will track three simple measures: a) completeness (all required elements present), b) conformance (APA/style/format), and c) coherence (logical flow across sections). Threshold: zero critical gaps; minor style issues acceptable if corrected by Tuesday morning. If Gate 1 uncovers material gaps, the section owner has a two-hour window to remediate; if not feasible, the compiler makes targeted edits. This satisfies the Quality Plan line items in the Team Charter Guidelines.

    **Interface with Scope management**

    Our quality controls reinforce scope discipline: we will
    **Validate Scope** by comparing the assembled draft to the scope baseline implied by the charter instructions; any material scope change triggers a quick change decision in Signal (major change = consensus vote; minor edit = editor decision).

    **Knowledge capture**

    After submission, we log two lessons learned: one process improvement and one content insight, to seed the course repository. This aligns to Manage Project Knowledge in the weekly lecture.

    **Document Management Plan**

    **Repository and single source of truth**

    We will use a shared Google Docs folder as the
    **authoring** space and maintain a
    **Master Charter** document as the single source of truth. Only the compiler edits the Master directly; contributors draft in their own files and paste into the Master during the integration window. This prevents collisions when “multiple team members contribute to the same document” and preserves integrity, per the Charter Guidelines.

    **Access:** All teammates (Grey, Timothy, Spencer, plus the fourth member if they appear) have edit access; the compiler owns the folder and ensures backups.
    **Communications:** Signal remains the rapid channel for coordination (already established in the thread). Meeting minutes, if any, are short and posted to the group space, as requested in the guidelines.

    **Versioning and file naming**

    Drafts use the pattern: Team#_Charter_<Section>_<Initials>_v0.1_YYYYMMDD-HHMM. The Master carries v1.0-Submitted upon finalization and is exported to PDF for submission. The version log sits at the top of the Master with date, editor, and a one-line change note. This lightweight configuration control mirrors PMBOK guidance to keep acceptance criteria and WBS-level attributes clear in the supporting “dictionary” for each deliverable segment.

    **Contribution workflow and deadlines**

    1.
    **Drafting:** Each owner produces their section by
    **Monday12:00 Eastern** (00:00 Tuesday PHT; 01:00 Tuesday JST).

    2.
    **Integration:** The compiler integrates from 12:00–16:00 Eastern and requests clarifications in Signal.

    3.
    **Gate 1 Verification:** 16:00–18:00 Eastern.

    4.
    **Gate 2 Acceptance:** 18:00–20:00 Eastern by the customer proxy.

    5.
    **Submission package:** Tuesday morning Eastern.
    This cadence emphasizes early value and interim deliverables, consistent with PMBOK 7e’s Delivery of Value perspective.

    **Change control within documents**

    Minor editorial changes (grammar, local rewrites for cohesion) may be executed by the compiler without prior approval. Substantive content changes (adding or removing required elements) are flagged with a comment and decided in Signal via quick voting. This aligns with the integration/change-control flow highlighted in the Unit 2 lecture: small changes can be handled informally; larger ones should be explicitly decided and traced.

    **Referencing and traceability**

    We will cite PMBOK 6e/7e and the Unit 2 materials directly in text and reference list. A simple trace table (kept in the Master’s appendix) maps the five required charter elements to the exact paragraphs where they are addressed. This brings the spirit of a requirements traceability matrix to a short paper, ensuring every requirement adds value and is verifiably covered.

    **Formatting and polish**

    Style is APA, 12-pt font, double spacing, and consistent headings. We avoid overuse of lists and hyphens to maintain flow and a professional tone, as requested by the instructor’s guidelines for quality and coherence.

    **Risk controls for distributed work**

    Time-zone and availability risks (Grey traveling; fourth member absent) are mitigated by the Monday noon Eastern internal deadline and a single compiler. If a section is not delivered by the internal deadline, the compiler drafts a placeholder to maintain flow, then tags the owner for edits within the verification window. This keeps us oriented to deliverables instead of activities, a distinction Davidson stresses when “laying out your plan.”

    **## GizmotronsProductRolloutcopy.docx**

    **DELIVERABLE**

    This deliverable requires you to create a project charter, a WBS in pictorial inverted-

    tree format, and an MS Project file for the project.

    The WBS pictorial can be put together using any software you wish. One easy way to do this is

    to use the MS Excel org chart template. Stormboard (which currently has a free subscription),

    Visio, MS PowerPoint, etc. are other tools you may wish to consider. A neat and
    **very legible**

    hand-drawn version is also acceptable.

    Your Microsoft Project file must clearly reflect the structure of your WBS inverted-tree pictorial,

    should show all activities under each work package, their duration, and their dependencies

    (predecessors), as well as clearly show the critical path (or paths) colored in RED. In addition,

    add a column to your MS Project file labeled "OWNER" and place in it, for each activity, the

    name of the team member who identified that activity and provided and verified correctness of

    the duration and predecessors of that activity.

    **Gizmotron’s Product Rollout**

    The selected project should bring out real-world consideration and challenges, so it should not be too simple or trivial. Here are basic assignment requirements which will ensure that your project is not too easy or too challenging:

    Make sure that there are three or four main deliverables (first level of WBS)

    Have between 10 to 16 work packages (“leaves” of the WBS)

    Have between 25 to 40 activities

    The activities should have a reasonable amount of concurrency, meaning that it should be

    possible to perform some of them in parallel.

    Gizmotron’s Product Rollout

    Note: The information in the project description below provides most but not all information that you will need to develop reasonably sound scope, schedule, and cost baselines for the product rollout project. There are some deliberate minor gaps in the information that will require you to use some common sense and judgment, even some plausible intuition/guesswork in a very few cases. Seldom will youencounter real life projects that are detailed to 100% accuracy and perfection, so this project is intended

    to demonstrate that there is some room for judgment, flexibility, reasonable assumptions, and common

    sense in project management, as opposed to investing unreasonable amounts of time and effort in

    striving for complete perfection and accuracy (which are usually not attainable anyway!). Hence, there is

    no one right “solution” here. Different teams could come up with slightly different scope, schedule, and

    cost baselines. When you work through this assignment as a team, do not waste time quibbling over infinitesimal details. Strive for a “roughly right” but logically and practically sound approach which you can defend if you need to.

    Gizmotron is rolling out a new product in several metropolitan areas in the US. For the purposes of this assignment, let us restrict our attention to the Chicago area. An extensive marketing campaign is being planned in eight Chicagoland suburbs. For the purposes of this assignment, you may group the campaigns for the eight suburbs, so there is just one Chicagoland campaign as opposed to eight separate ones.

    The Chicagoland marketing campaign comprises three major efforts, which are distinct but interrelated, meaning that there are dependencies between activities in the three efforts: Publicity, events, and sales/marketing. Here is a brief description of each of the three efforts:

    1. Publicity: News of the event needs to be disseminated. This will be done via mailings (of a

    brochure) and media (radio and TV ads). Mailings require graphics design, developing a

    brochure (based on the graphics design and content provided by the sales/marketing effort),

    and a two-part mailing campaign: paper-mail as well as e-mail. The paper-mail campaign is to

    occur a week after the email campaign has ended (because the email campaign will generate

    some leads on who should be targeted in the paper-mail campaign). The media component has

    two aspects: radio ads and TV ads, each of which requires scripting and slotting (when to run the

    ads). Some details associated with the various activities are:

    a. Graphics design is based on “intelligence” provided by the sales/marketing effort that provides

    the graphics design team a draft proposal of the key types of messages to include and also some

    content to back-up those messages. (The graphics design team may further refine the content.)

    Graphics design takes 8 business days (after the draft proposal has been received). Its total cost is

    approximately $5,000.2. 3.

    b. The brochure takes 4 business days (after graphics design is completed) to finalize and the cost is

    about $2,000

    c. The e-mail campaign commences right after the brochure is ready and takes 1 business day (cost

    $6,000). A week after the email campaign ends, the paper-mail campaign commences and lasts 3

    business days (cost $5,000).

    d. Scripting for the radio and TV ads take 3 business days and 7 business days (respectively), costs

    being $2,000 and $5,000 (respectively). The scripting is also based on the draft proposal from

    sales/marketing. The slotting effort for the radio and TV ads takes 2 business days each (at a cost

    of $1,000 each). The radio ad slotting uses a radio listener report done by the sales/marketing

    team, and the TV ad slotting uses a TV watchers report, also done by the sales/marketing team.

    The radio and TV ads run over a period of 10 business days, commencing immediately after

    slotting has been finalized.

    Events: The events effort comprises venue identification and setup, catering, and agenda

    finalization (speakers, entertainment, giveaways, etc.). Venue identification and setup as well as

    catering are contracted out to companies who can be trusted to complete on time and budget.

    Venue identification takes 5 business days (cost $2,000 for eight venues) and must be

    completed before the brochures are finalized (simply because the addresses are needed for the

    brochures). Venue setup is the act of determining how much space to rent at the venue, how

    the space will be organized, etc. This cannot be started until after the mailing campaigns (paper

    and email), radio and TV ads have run (because campaign statistics/viewership is used to

    estimate event attendance). Venue setup (for all 8 venues) takes 6 business days and costs

    $5,000.

    Catering cannot be started until after the mailing campaigns (paper and email), radio and TV ads

    have run, and (for all 8 venues) takes 6 business days to finalize, with catering costs dependent

    on projected attendance. From historical data, catering costs are estimated to average $4,000

    per venue.

    Agenda finalization requires contracting (for speakers, entertainment, etc.) and product

    promotion planning (displaying, demonstrating, giveaways, etc. of products). The contracting

    and promotion planning are both dependent on projected attendance. Contracting (for all 8

    venues) takes 6 business days and the total costs are anticipated to be around $60,000 (which

    includes speaker fees). Total promotion planning duration is 10 business days (cost $35,000,

    which includes product giveaways).

    Sales/marketing: This effort comprises (market) message development, marketing analysis,

    surveys, and legal approval. Message development is broken into two parts: draft proposal development (5 business days, $5000) and executive approval (2 business days, $1,000). The message development does not start until after the surveys are completed. The survey effort comprises focus groups (10 business days, $15,000) and web surveys (4 business days, $6,000). Marketing analysis includes development of a radio listener report and a TV watchers report, each of which takes 3 days and costs $2,000. The surveying effort requires legal approval (2 days, $1,000 for each approval) prior to conducting focus groups and web surveys, and the draft proposal requires legal approval after it is developed (and before it is released to the

    promotions team).

    **## TeamCharterexample.docx**

    **Team Charter: Grey, Timothy, and Spencer**

    **Communication Plan**

    Grey will be responsible for the Communication Plan. Our team will coordinate primarily through email and group chat to ensure rapid responses and accountability. Weekly virtual meetings will be held to track progress, clarify responsibilities, and discuss challenges. All updates and meeting notes will be stored in a shared document repository for transparency.

    **Conflict Management Plan**

    Grey will also be responsible for the Conflict Management Plan. In cases of conflict, the first step will be direct communication between the involved parties. If unresolved, the issue will be escalated to the team as a whole during scheduled meetings. For non-responsiveness, a reminder will be sent after one day, followed by escalation to the professor if no communication occurs within three days. Emergency situations will be accommodated by redistributing tasks.

    **Document Management Plan**

    Spencer will manage the Document Management Plan. All team documents will be stored in a central shared drive (e.g., Google Drive or OneDrive) with clearly labeled folders for drafts, finalized documents, and reference materials. Version control will be maintained by including dates in file names and only one person at a time making edits to avoid conflicts.

    **Quality Plan**

    Spencer will also oversee the Quality Plan. All documents and deliverables will undergo peer review by at least one other team member before submission. Formatting will follow APA guidelines, and a standardized template will be used to maintain consistency. Final review sessions will be conducted prior to submission to ensure accuracy, completeness, and professionalism.

    **Roles & Responsibilities**

    Timothy will lead the Roles & Responsibilities section. Work will be divided among the team to ensure balanced workload distribution. Grey will handle Communication and Conflict Management, Spencer will oversee Document Management and Quality, and Timothy will coordinate overall team responsibilities and finalize role assignments. A fictitious customer role will be assumed by one designated team member to provide realistic project dynamics, and this role will be rotated if necessary. Everything will be completed on or before 1 September 2025.

    **Quality Plan**

    **Purpose and quality objectives**

    Our goal is to deliver a four-page Team Charter that is fit for purpose and meets stakeholder expectations: clear, complete, consistent, and aligned to the assignment brief. In PMBOK 7e terms, quality activities should both move the deliverable quickly to the point of delivery and prevent or catch defects early to avoid rework, while aligning with explicit acceptance criteria.

    **Acceptance criteria and “Definition of Done”**

    The assignment’s Quality Plan must ensure the final submission:

    1. addresses all five required charter elements and fits within four double-spaced pages;

    2. demonstrates high-level integration of PMBOK 6e Integration and Scope processes and PMBOK 7e principles;

    3. uses consistent voice, APA citations, and polished mechanics; and

    4. evidences a coherent team process (communication, conflict handling, roles).
    We will operationalize these through a simple Definition of Done checklist that includes content coverage, style/format checks, and evidence that deliverables have been “verified” and then “accepted,” consistent with the path from Control Quality to Validate Scope and into Close Project or Phase.

    **Standards and sources of truth**

    Content must reflect the required readings: PMBOK 6e (Scope 5.1–5.6 at the appropriate high-level depth), PMBOK 7e Delivery Performance Domain (focus on value, deliverables, DoD), and the Team Charter instructions (Quality Plan and Document Management Plan expectations).

    **Quality assurance (build quality in)**

    Given our dispersed schedule (Grey in Japan/Philippines; Timothy in Tennessee; Spencer ramping up mid-week), we will design the workflow to surface issues early, reducing the cost of change. Each contributor drafts against the DoD by
    **Monday 12:00 Eastern** (which is
    **00:00 Tuesday PHT** and
    **01:00 Tuesday JST**), enabling an early integrated review and defect prevention before we’re forced into costly late edits.

    Practices:

    •
    **Calibrated outline** tied to the assignment rubric and readings before drafting (prevents scope and quality drift).

    •
    **Peer dialog** in Signal for ambiguities and edge cases; quick decisions reduce “done drift.”

    **Quality control (verification and acceptance)**

    We will use a two-gate approach:

    •
    **Gate 1 – Verification:** Monday consolidated draft is checked against the DoD, assignment guidelines, and references (content coverage, flow, APA, mechanics).

    •
    **Gate 2 – Acceptance:** A designated “customer” proxy performs a final acceptance read. This mirrors PMBOK’s flow from verified deliverables (Control Quality) to accepted deliverables (Validate Scope).

    **Customer proxy:** Assign Spencer as the acceptance authority for this charter (he offered to take on larger sections and is assembling pieces). The instructor remains the ultimate customer; Spencer acts as our internal proxy for formal acceptance before submission. (This also satisfies the “customer role” requirement.)

    **Metrics, thresholds, and escalation**

    We will track three simple measures: a) completeness (all required elements present), b) conformance (APA/style/format), and c) coherence (logical flow across sections). Threshold: zero critical gaps; minor style issues acceptable if corrected by Tuesday morning. If Gate 1 uncovers material gaps, the section owner has a two-hour window to remediate; if not feasible, the compiler makes targeted edits. This satisfies the Quality Plan line items in the Team Charter Guidelines.

    **Interface with Scope management**

    Our quality controls reinforce scope discipline: we will
    **Validate Scope** by comparing the assembled draft to the scope baseline implied by the charter instructions; any material scope change triggers a quick change decision in Signal (major change = consensus vote; minor edit = editor decision).

    **Knowledge capture**

    After submission, we log two lessons learned: one process improvement and one content insight, to seed the course repository. This aligns to Manage Project Knowledge in the weekly lecture.

    **Document Management Plan**

    **Repository and single source of truth**

    We will use a shared Google Docs folder as the
    **authoring** space and maintain a
    **Master Charter** document as the single source of truth. Only the compiler edits the Master directly; contributors draft in their own files and paste into the Master during the integration window. This prevents collisions when “multiple team members contribute to the same document” and preserves integrity, per the Charter Guidelines.

    **Access:** All teammates (Grey, Timothy, Spencer, plus the fourth member if they appear) have edit access; the compiler owns the folder and ensures backups.
    **Communications:** Signal remains the rapid channel for coordination (already established in the thread). Meeting minutes, if any, are short and posted to the group space, as requested in the guidelines.

    **Versioning and file naming**

    Drafts use the pattern: Team#_Charter_<Section>_<Initials>_v0.1_YYYYMMDD-HHMM. The Master carries v1.0-Submitted upon finalization and is exported to PDF for submission. The version log sits at the top of the Master with date, editor, and a one-line change note. This lightweight configuration control mirrors PMBOK guidance to keep acceptance criteria and WBS-level attributes clear in the supporting “dictionary” for each deliverable segment.

    **Contribution workflow and deadlines**

    1.
    **Drafting:** Each owner produces their section by
    **Monday12:00 Eastern** (00:00 Tuesday PHT; 01:00 Tuesday JST).

    2.
    **Integration:** The compiler integrates from 12:00–16:00 Eastern and requests clarifications in Signal.

    3.
    **Gate 1 Verification:** 16:00–18:00 Eastern.

    4.
    **Gate 2 Acceptance:** 18:00–20:00 Eastern by the customer proxy.

    5.
    **Submission package:** Tuesday morning Eastern.
    This cadence emphasizes early value and interim deliverables, consistent with PMBOK 7e’s Delivery of Value perspective.

    **Change control within documents**

    Minor editorial changes (grammar, local rewrites for cohesion) may be executed by the compiler without prior approval. Substantive content changes (adding or removing required elements) are flagged with a comment and decided in Signal via quick voting. This aligns with the integration/change-control flow highlighted in the Unit 2 lecture: small changes can be handled informally; larger ones should be explicitly decided and traced.

    **Referencing and traceability**

    We will cite PMBOK 6e/7e and the Unit 2 materials directly in text and reference list. A simple trace table (kept in the Master’s appendix) maps the five required charter elements to the exact paragraphs where they are addressed. This brings the spirit of a requirements traceability matrix to a short paper, ensuring every requirement adds value and is verifiably covered.

    **Formatting and polish**

    Style is APA, 12-pt font, double spacing, and consistent headings. We avoid overuse of lists and hyphens to maintain flow and a professional tone, as requested by the instructor’s guidelines for quality and coherence.

    **Risk controls for distributed work**

    Time-zone and availability risks (Grey traveling; fourth member absent) are mitigated by the Monday noon Eastern internal deadline and a single compiler. If a section is not delivered by the internal deadline, the compiler drafts a placeholder to maintain flow, then tags the owner for edits within the verification window. This keeps us oriented to deliverables instead of activities, a distinction Davidson stresses when “laying out your plan.”

    **## GizmotronsProductRolloutcopy.docx**

    **DELIVERABLE**

    This deliverable requires you to create a project charter, a WBS in pictorial inverted-

    tree format, and an MS Project file for the project.

    The WBS pictorial can be put together using any software you wish. One easy way to do this is

    to use the MS Excel org chart template. Stormboard (which currently has a free subscription),

    Visio, MS PowerPoint, etc. are other tools you may wish to consider. A neat and
    **very legible**

    hand-drawn version is also acceptable.

    Your Microsoft Project file must clearly reflect the structure of your WBS inverted-tree pictorial,

    should show all activities under each work package, their duration, and their dependencies

    (predecessors), as well as clearly show the critical path (or paths) colored in RED. In addition,

    add a column to your MS Project file labeled "OWNER" and place in it, for each activity, the

    name of the team member who identified that activity and provided and verified correctness of

    the duration and predecessors of that activity.

    **Gizmotron’s Product Rollout**

    The selected project should bring out real-world consideration and challenges, so it should not be too simple or trivial. Here are basic assignment requirements which will ensure that your project is not too easy or too challenging:

    Make sure that there are three or four main deliverables (first level of WBS)

    Have between 10 to 16 work packages (“leaves” of the WBS)

    Have between 25 to 40 activities

    The activities should have a reasonable amount of concurrency, meaning that it should be

    possible to perform some of them in parallel.

    Gizmotron’s Product Rollout

    Note: The information in the project description below provides most but not all information that you will need to develop reasonably sound scope, schedule, and cost baselines for the product rollout project. There are some deliberate minor gaps in the information that will require you to use some common sense and judgment, even some plausible intuition/guesswork in a very few cases. Seldom will youencounter real life projects that are detailed to 100% accuracy and perfection, so this project is intended

    to demonstrate that there is some room for judgment, flexibility, reasonable assumptions, and common

    sense in project management, as opposed to investing unreasonable amounts of time and effort in

    striving for complete perfection and accuracy (which are usually not attainable anyway!). Hence, there is

    no one right “solution” here. Different teams could come up with slightly different scope, schedule, and

    cost baselines. When you work through this assignment as a team, do not waste time quibbling over infinitesimal details. Strive for a “roughly right” but logically and practically sound approach which you can defend if you need to.

    Gizmotron is rolling out a new product in several metropolitan areas in the US. For the purposes of this assignment, let us restrict our attention to the Chicago area. An extensive marketing campaign is being planned in eight Chicagoland suburbs. For the purposes of this assignment, you may group the campaigns for the eight suburbs, so there is just one Chicagoland campaign as opposed to eight separate ones.

    The Chicagoland marketing campaign comprises three major efforts, which are distinct but interrelated, meaning that there are dependencies between activities in the three efforts: Publicity, events, and sales/marketing. Here is a brief description of each of the three efforts:

    1. Publicity: News of the event needs to be disseminated. This will be done via mailings (of a

    brochure) and media (radio and TV ads). Mailings require graphics design, developing a

    brochure (based on the graphics design and content provided by the sales/marketing effort),

    and a two-part mailing campaign: paper-mail as well as e-mail. The paper-mail campaign is to

    occur a week after the email campaign has ended (because the email campaign will generate

    some leads on who should be targeted in the paper-mail campaign). The media component has

    two aspects: radio ads and TV ads, each of which requires scripting and slotting (when to run the

    ads). Some details associated with the various activities are:

    a. Graphics design is based on “intelligence” provided by the sales/marketing effort that provides

    the graphics design team a draft proposal of the key types of messages to include and also some

    content to back-up those messages. (The graphics design team may further refine the content.)

    Graphics design takes 8 business days (after the draft proposal has been received). Its total cost is

    approximately $5,000.2. 3.

    b. The brochure takes 4 business days (after graphics design is completed) to finalize and the cost is

    about $2,000

    c. The e-mail campaign commences right after the brochure is ready and takes 1 business day (cost

    $6,000). A week after the email campaign ends, the paper-mail campaign commences and lasts 3

    business days (cost $5,000).

    d. Scripting for the radio and TV ads take 3 business days and 7 business days (respectively), costs

    being $2,000 and $5,000 (respectively). The scripting is also based on the draft proposal from

    sales/marketing. The slotting effort for the radio and TV ads takes 2 business days each (at a cost

    of $1,000 each). The radio ad slotting uses a radio listener report done by the sales/marketing

    team, and the TV ad slotting uses a TV watchers report, also done by the sales/marketing team.

    The radio and TV ads run over a period of 10 business days, commencing immediately after

    slotting has been finalized.

    Events: The events effort comprises venue identification and setup, catering, and agenda

    finalization (speakers, entertainment, giveaways, etc.). Venue identification and setup as well as

    catering are contracted out to companies who can be trusted to complete on time and budget.

    Venue identification takes 5 business days (cost $2,000 for eight venues) and must be

    completed before the brochures are finalized (simply because the addresses are needed for the

    brochures). Venue setup is the act of determining how much space to rent at the venue, how

    the space will be organized, etc. This cannot be started until after the mailing campaigns (paper

    and email), radio and TV ads have run (because campaign statistics/viewership is used to

    estimate event attendance). Venue setup (for all 8 venues) takes 6 business days and costs

    $5,000.

    Catering cannot be started until after the mailing campaigns (paper and email), radio and TV ads

    have run, and (for all 8 venues) takes 6 business days to finalize, with catering costs dependent

    on projected attendance. From historical data, catering costs are estimated to average $4,000

    per venue.

    Agenda finalization requires contracting (for speakers, entertainment, etc.) and product

    promotion planning (displaying, demonstrating, giveaways, etc. of products). The contracting

    and promotion planning are both dependent on projected attendance. Contracting (for all 8

    venues) takes 6 business days and the total costs are anticipated to be around $60,000 (which

    includes speaker fees). Total promotion planning duration is 10 business days (cost $35,000,

    which includes product giveaways).

    Sales/marketing: This effort comprises (market) message development, marketing analysis,

    surveys, and legal approval. Message development is broken into two parts: draft proposal development (5 business days, $5000) and executive approval (2 business days, $1,000). The message development does not start until after the surveys are completed. The survey effort comprises focus groups (10 business days, $15,000) and web surveys (4 business days, $6,000). Marketing analysis includes development of a radio listener report and a TV watchers report, each of which takes 3 days and costs $2,000. The surveying effort requires legal approval (2 days, $1,000 for each approval) prior to conducting focus groups and web surveys, and the draft proposal requires legal approval after it is developed (and before it is released to the

    promotions team).

    **## TeamCharterexample.docx**

    **Team Charter: Grey, Timothy, and Spencer**

    **Communication Plan**

    Grey will be responsible for the Communication Plan. Our team will coordinate primarily through email and group chat to ensure rapid responses and accountability. Weekly virtual meetings will be held to track progress, clarify responsibilities, and discuss challenges. All updates and meeting notes will be stored in a shared document repository for transparency.

    **Conflict Management Plan**

    Grey will also be responsible for the Conflict Management Plan. In cases of conflict, the first step will be direct communication between the involved parties. If unresolved, the issue will be escalated to the team as a whole during scheduled meetings. For non-responsiveness, a reminder will be sent after one day, followed by escalation to the professor if no communication occurs within three days. Emergency situations will be accommodated by redistributing tasks.

    **Document Management Plan**

    Spencer will manage the Document Management Plan. All team documents will be stored in a central shared drive (e.g., Google Drive or OneDrive) with clearly labeled folders for drafts, finalized documents, and reference materials. Version control will be maintained by including dates in file names and only one person at a time making edits to avoid conflicts.

    **Quality Plan**

    Spencer will also oversee the Quality Plan. All documents and deliverables will undergo peer review by at least one other team member before submission. Formatting will follow APA guidelines, and a standardized template will be used to maintain consistency. Final review sessions will be conducted prior to submission to ensure accuracy, completeness, and professionalism.

    **Roles & Responsibilities**

    Timothy will lead the Roles & Responsibilities section. Work will be divided among the team to ensure balanced workload distribution. Grey will handle Communication and Conflict Management, Spencer will oversee Document Management and Quality, and Timothy will coordinate overall team responsibilities and finalize role assignments. A fictitious customer role will be assumed by one designated team member to provide realistic project dynamics, and this role will be rotated if necessary. Everything will be completed on or before 1 September 2025.

    **Quality Plan**

    **Purpose and quality objectives**

    Our goal is to deliver a four-page Team Charter that is fit for purpose and meets stakeholder expectations: clear, complete, consistent, and aligned to the assignment brief. In PMBOK 7e terms, quality activities should both move the deliverable quickly to the point of delivery and prevent or catch defects early to avoid rework, while aligning with explicit acceptance criteria.

    **Acceptance criteria and “Definition of Done”**

    The assignment’s Quality Plan must ensure the final submission:

    1. addresses all five required charter elements and fits within four double-spaced pages;

    2. demonstrates high-level integration of PMBOK 6e Integration and Scope processes and PMBOK 7e principles;

    3. uses consistent voice, APA citations, and polished mechanics; and

    4. evidences a coherent team process (communication, conflict handling, roles).
    We will operationalize these through a simple Definition of Done checklist that includes content coverage, style/format checks, and evidence that deliverables have been “verified” and then “accepted,” consistent with the path from Control Quality to Validate Scope and into Close Project or Phase.

    **Standards and sources of truth**

    Content must reflect the required readings: PMBOK 6e (Scope 5.1–5.6 at the appropriate high-level depth), PMBOK 7e Delivery Performance Domain (focus on value, deliverables, DoD), and the Team Charter instructions (Quality Plan and Document Management Plan expectations).

    **Quality assurance (build quality in)**

    Given our dispersed schedule (Grey in Japan/Philippines; Timothy in Tennessee; Spencer ramping up mid-week), we will design the workflow to surface issues early, reducing the cost of change. Each contributor drafts against the DoD by
    **Monday 12:00 Eastern** (which is
    **00:00 Tuesday PHT** and
    **01:00 Tuesday JST**), enabling an early integrated review and defect prevention before we’re forced into costly late edits.

    Practices:

    •
    **Calibrated outline** tied to the assignment rubric and readings before drafting (prevents scope and quality drift).

    •
    **Peer dialog** in Signal for ambiguities and edge cases; quick decisions reduce “done drift.”

    **Quality control (verification and acceptance)**

    We will use a two-gate approach:

    •
    **Gate 1 – Verification:** Monday consolidated draft is checked against the DoD, assignment guidelines, and references (content coverage, flow, APA, mechanics).

    •
    **Gate 2 – Acceptance:** A designated “customer” proxy performs a final acceptance read. This mirrors PMBOK’s flow from verified deliverables (Control Quality) to accepted deliverables (Validate Scope).

    **Customer proxy:** Assign Spencer as the acceptance authority for this charter (he offered to take on larger sections and is assembling pieces). The instructor remains the ultimate customer; Spencer acts as our internal proxy for formal acceptance before submission. (This also satisfies the “customer role” requirement.)

    **Metrics, thresholds, and escalation**

    We will track three simple measures: a) completeness (all required elements present), b) conformance (APA/style/format), and c) coherence (logical flow across sections). Threshold: zero critical gaps; minor style issues acceptable if corrected by Tuesday morning. If Gate 1 uncovers material gaps, the section owner has a two-hour window to remediate; if not feasible, the compiler makes targeted edits. This satisfies the Quality Plan line items in the Team Charter Guidelines.

    **Interface with Scope management**

    Our quality controls reinforce scope discipline: we will
    **Validate Scope** by comparing the assembled draft to the scope baseline implied by the charter instructions; any material scope change triggers a quick change decision in Signal (major change = consensus vote; minor edit = editor decision).

    **Knowledge capture**

    After submission, we log two lessons learned: one process improvement and one content insight, to seed the course repository. This aligns to Manage Project Knowledge in the weekly lecture.

    **Document Management Plan**

    **Repository and single source of truth**

    We will use a shared Google Docs folder as the
    **authoring** space and maintain a
    **Master Charter** document as the single source of truth. Only the compiler edits the Master directly; contributors draft in their own files and paste into the Master during the integration window. This prevents collisions when “multiple team members contribute to the same document” and preserves integrity, per the Charter Guidelines.

    **Access:** All teammates (Grey, Timothy, Spencer, plus the fourth member if they appear) have edit access; the compiler owns the folder and ensures backups.
    **Communications:** Signal remains the rapid channel for coordination (already established in the thread). Meeting minutes, if any, are short and posted to the group space, as requested in the guidelines.

    **Versioning and file naming**

    Drafts use the pattern: Team#_Charter_<Section>_<Initials>_v0.1_YYYYMMDD-HHMM. The Master carries v1.0-Submitted upon finalization and is exported to PDF for submission. The version log sits at the top of the Master with date, editor, and a one-line change note. This lightweight configuration control mirrors PMBOK guidance to keep acceptance criteria and WBS-level attributes clear in the supporting “dictionary” for each deliverable segment.

    **Contribution workflow and deadlines**

    1.
    **Drafting:** Each owner produces their section by
    **Monday12:00 Eastern** (00:00 Tuesday PHT; 01:00 Tuesday JST).

    2.
    **Integration:** The compiler integrates from 12:00–16:00 Eastern and requests clarifications in Signal.

    3.
    **Gate 1 Verification:** 16:00–18:00 Eastern.

    4.
    **Gate 2 Acceptance:** 18:00–20:00 Eastern by the customer proxy.

    5.
    **Submission package:** Tuesday morning Eastern.
    This cadence emphasizes early value and interim deliverables, consistent with PMBOK 7e’s Delivery of Value perspective.

    **Change control within documents**

    Minor editorial changes (grammar, local rewrites for cohesion) may be executed by the compiler without prior approval. Substantive content changes (adding or removing required elements) are flagged with a comment and decided in Signal via quick voting. This aligns with the integration/change-control flow highlighted in the Unit 2 lecture: small changes can be handled informally; larger ones should be explicitly decided and traced.

    **Referencing and traceability**

    We will cite PMBOK 6e/7e and the Unit 2 materials directly in text and reference list. A simple trace table (kept in the Master’s appendix) maps the five required charter elements to the exact paragraphs where they are addressed. This brings the spirit of a requirements traceability matrix to a short paper, ensuring every requirement adds value and is verifiably covered.

    **Formatting and polish**

    Style is APA, 12-pt font, double spacing, and consistent headings. We avoid overuse of lists and hyphens to maintain flow and a professional tone, as requested by the instructor’s guidelines for quality and coherence.

    **Risk controls for distributed work**

    Time-zone and availability risks (Grey traveling; fourth member absent) are mitigated by the Monday noon Eastern internal deadline and a single compiler. If a section is not delivered by the internal deadline, the compiler drafts a placeholder to maintain flow, then tags the owner for edits within the verification window. This keeps us oriented to deliverables instead of activities, a distinction Davidson stresses when “laying out your plan.”

    – 1
    – 2

  • [Solved] Null Hypothesis

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    · 300 words · Current APA 7 must be used to cite sources – ## Videos.docx – ## EssayTheNullHypothesisandYouAssignmentPrompts.docx – ## EssayGradingRubric3.pdf – Reading-AppliedstatisticsIIChap1.pdf – Reading-AppliedstatisticsIChap8-9.pdf **## Videos.docx** [https://canvas.liberty.edu/courses/962521/…

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    Assignment Prompt & Instructions

    · 300 words
    · Current APA 7 must be used to cite sources

    – ## Videos.docx

    – ## EssayTheNullHypothesisandYouAssignmentPrompts.docx

    – ## EssayGradingRubric3.pdf

    – Reading-AppliedstatisticsIIChap1.pdf
    – Reading-AppliedstatisticsIChap8-9.pdf

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134](https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142)

    **## EssayTheNullHypothesisandYouAssignmentPrompts.docx**

    EDCO 735

    **Essay: The Null Hypothesis and You Assignment Prompts**

    · Provide an example of a situation where a researcher would utilize a directional significance test. What factors contribute to the value of α and when a researcher reports a
    _p_ value, what are they reporting? Do we typically want a
    _p_ value to be small or large?

    · Provide two scenarios: one where a Type I error occurs and another where a Type II error occurs. What factors influence the magnitude of risk for each of these and what practices might a researcher engage to minimize these risks? If the null hypothesis is incorrectly reported as significant, which type of error is occurring and what might the subsequent implications be? What conclusions, if any, can be drawn from such results?

    **## EssayGradingRubric3.pdf**

    Criteria Ratings Points

    Content 70 to >60 pts

    Advanced

    The essay exceeds content
    requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbook or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    60 to >51 pts

    Proficient

    The essay meets the
    content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    51 to >0 pts

    Developing

    The essay meets some of
    the content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    0 pts

    Not
    Present

    70 pts

    Structure 30 to >25 pts

    Advanced

    The essay exceeds
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    25 to >17 pts

    Proficient

    The essay meets
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    17 to >0 pts

    Developing

    The essay meets some of
    the structure requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    0 pts

    Not
    Present

    30 pts

    Total Points: 100

    Essay Grading Rubric | EDCO735_B02_202540

    **Reading-AppliedstatisticsIIChap1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsiichap1-pdf-10386251)

    **Reading-AppliedstatisticsIChap8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsichap8-9-pdf)

    **Reading-AppliedstatisticsIChap8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsichap8-9-pdf)

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134](https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142)

    **## EssayTheNullHypothesisandYouAssignmentPrompts.docx**

    EDCO 735

    **Essay: The Null Hypothesis and You Assignment Prompts**

    · Provide an example of a situation where a researcher would utilize a directional significance test. What factors contribute to the value of α and when a researcher reports a
    _p_ value, what are they reporting? Do we typically want a
    _p_ value to be small or large?

    · Provide two scenarios: one where a Type I error occurs and another where a Type II error occurs. What factors influence the magnitude of risk for each of these and what practices might a researcher engage to minimize these risks? If the null hypothesis is incorrectly reported as significant, which type of error is occurring and what might the subsequent implications be? What conclusions, if any, can be drawn from such results?

    **## EssayGradingRubric3.pdf**

    Criteria Ratings Points

    Content 70 to >60 pts

    Advanced

    The essay exceeds content
    requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbook or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    60 to >51 pts

    Proficient

    The essay meets the
    content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    51 to >0 pts

    Developing

    The essay meets some of
    the content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    0 pts

    Not
    Present

    70 pts

    Structure 30 to >25 pts

    Advanced

    The essay exceeds
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    25 to >17 pts

    Proficient

    The essay meets
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    17 to >0 pts

    Developing

    The essay meets some of
    the structure requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    0 pts

    Not
    Present

    30 pts

    Total Points: 100

    Essay Grading Rubric | EDCO735_B02_202540

    **Reading-AppliedstatisticsIIChap1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsiichap1-pdf-10386251)

    **Reading-AppliedstatisticsIChap8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsichap8-9-pdf)

    **## Videos.docx**

    [https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134](https://canvas.liberty.edu/courses/962521/pages/watch-grouped-frequency-distributions-constructing-a-grouped-frequency-distribution?module_item_id=91232134)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-ungrouped-data?module_item_id=91232139)

    [https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142](https://canvas.liberty.edu/courses/962521/pages/watch-frequency-distributions-through-dance?module_item_id=91232142)

    **## EssayTheNullHypothesisandYouAssignmentPrompts.docx**

    EDCO 735

    **Essay: The Null Hypothesis and You Assignment Prompts**

    · Provide an example of a situation where a researcher would utilize a directional significance test. What factors contribute to the value of α and when a researcher reports a
    _p_ value, what are they reporting? Do we typically want a
    _p_ value to be small or large?

    · Provide two scenarios: one where a Type I error occurs and another where a Type II error occurs. What factors influence the magnitude of risk for each of these and what practices might a researcher engage to minimize these risks? If the null hypothesis is incorrectly reported as significant, which type of error is occurring and what might the subsequent implications be? What conclusions, if any, can be drawn from such results?

    **## EssayGradingRubric3.pdf**

    Criteria Ratings Points

    Content 70 to >60 pts

    Advanced

    The essay exceeds content
    requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbook or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    60 to >51 pts

    Proficient

    The essay meets the
    content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    51 to >0 pts

    Developing

    The essay meets some of
    the content requirements:
    • Your answers to the
    provided prompt are clearly
    presented in at least 300
    words, showing a clear
    reflection on key concepts.
    • You have interacted with
    course textbooks or
    scholarly research
    (including at least 3
    citations) that demonstrates
    mastery of key issues and
    critical thinking.
    • You have thoroughly
    answered the statistical
    question or problem posed
    in the essay.

    0 pts

    Not
    Present

    70 pts

    Structure 30 to >25 pts

    Advanced

    The essay exceeds
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    25 to >17 pts

    Proficient

    The essay meets
    requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    17 to >0 pts

    Developing

    The essay meets some of
    the structure requirements:
    Essay is written using
    proper spelling, grammar,
    and current APA format.
    The essay includes a title
    page and reference page.

    0 pts

    Not
    Present

    30 pts

    Total Points: 100

    Essay Grading Rubric | EDCO735_B02_202540

    **Reading-AppliedstatisticsIIChap1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsiichap1-pdf-10386251)

    **Reading-AppliedstatisticsIChap8-9.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reading-appliedstatisticsichap8-9-pdf)

    – 1
    – 2
    – 3
    – 4
    – 5

  • [Solved] Assessment Log

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## ScientificPractitionerModelfinalnotes.pdf – ## Insturction_AssessmentLog.pdf – Block3Finalnotes.pdf – DiversityandInclusionfinalnotes.pdf – SelfCoachingandResilience.pdf – Commonirrationalbeliefs.pdf – InfluencingpolicyfinalNotes.pdf – PsychologicalSafetyV2.pdf – EthicsinPracticefinalnotes.pdf…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## ScientificPractitionerModelfinalnotes.pdf

    – ## Insturction_AssessmentLog.pdf

    – Block3Finalnotes.pdf
    – DiversityandInclusionfinalnotes.pdf
    – SelfCoachingandResilience.pdf
    – Commonirrationalbeliefs.pdf
    – InfluencingpolicyfinalNotes.pdf
    – PsychologicalSafetyV2.pdf
    – EthicsinPracticefinalnotes.pdf
    – PsychologicalSafetyNotes.pdf
    – Block1Day1-Introductionfinalnotes.pdf

    **## ScientificPractitionerModelfinalnotes.pdf**

    The Scientific
    Practitioner
    Model

    Development
    (Shakow, 1941)

    Shakow drafted his first training plan to educate clinical
    psychology graduate students during a Conference at The New
    York Psychiatric institute, now referred to Shakow's 1941
    American Association for Applied Psychology Report.
    In the report, Shakow outlined a 4-year education track:

    • Year 1: establish a strong foundation in psychology and
    other applied sciences

    • Year 2: learn therapeutic principles and practices needed to
    treat patients

    • Year 3: internship, gain supervised field experience

    • Year 4: complete research dissertation

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    The Scientist-Practitioner Model is a foundational
    framework in psychology that emphasizes the
    integration of scientific research and practical
    application.

    It was first introduced at the Boulder Conference in
    1949 to guide the training of clinical psychologists, but it
    has since influenced many applied psychology fields—
    including Business Psychology.

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    It means a professional is both a scientist and a
    practitioner:

    • As a scientist, they critically evaluate research, use
    evidence-based practices, and may conduct their
    own studies.

    • As a practitioner, they apply psychological theories
    and techniques to solve real-world problems.

    The model encourages psychologists to integrate
    science and practice, continuously learning from both.

    5 Key Principles of this Model

    1. Dual Identity: Scientist and Practitioner
    2. Evidence-Based Practice
    3. Critical Thinking and Research Skills
    4. Ethical and Reflective Practice
    5. Continuous Learning and Improvement

    Evidence-Based Practice for
    Mental Health Practitioners

    Example: A clinical psychologist Dr. Lee

    Scientist Side:
    • Reads new research on how Cognitive Behavioral Therapy (CBT) is being adapted

    for young adults with social anxiety.
    • critically reviews journal articles, attends conferences, and even collaborates

    with university researchers to run a small study on this in her clinic.

    Practitioner Side
    • Sees a 20-year-old client, Alex, who is struggling with social anxiety at university.
    • She selects CBT techniques that are evidence-based for someone in Alex's age

    group and context.

    Example: A clinical psychologist Dr. Lee

    The Integration
    • Notices something interesting: many of her young clients are anxious not just

    socially, but specifically when using social media.

    • She keeps detailed notes, gathers feedback

    • She eventually contributes to a research article on social-media-induced
    anxiety in Gen Z, which she co-authors with a university researcher.

    How about Business
    psychologists?

    Why Should You as Business Psychologists Care?

    Even though you may not become clinical psychologists, you are also expected to
    work as scientist-practitioners:
    • You might use research to develop leadership programs or measure employee

    wellbeing.
    • You should critically evaluate the tools you use (like personality assessments or

    engagement surveys)
    • You may even conduct internal research to study the impact of workplace

    interventions.

    Reflection from a student studying organizational psychology

    Thoughts about the Scientist-Practitioner model in an
    organisational context | Rebecca Jackson

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    Group Activity (1)

    Consult & Conclude

    Experience both roles Scientist & Practitioner
    in solving a real-world workplace
    issue using psychology

    What is
    Evidence-

    Based
    Practice

    • Fundamentally, evidence-based practice is practice
    which is driven by evidence – both clinical and research
    based

    • We need to make safe and effective decisions for the
    individuals we provide care for

    • We have both a legal and ethical duty to make informed
    decisions to ensure safety, expertise and best practice

    • Within psychological sciences, evidence-based practice
    is closely paralleled with medicine with the integration
    of best research evidence with clinical expertise and
    patient value (APA, 2001)

    • Enhancing public health and promoting effective
    psychological practice to promote mental health is
    fundamental in the psychological sciences

    Evidence-
    Based

    Practice in
    Psychology

    • Research evidence improves access to services for
    those deemed vulnerable adults and young people

    • NICE (National Institute for Clinical Excellence)
    regularly review and publish guidelines for practitioners,
    commissioners and adults, their families and carers
    periodically

    • Commissioners and healthcare providers have a duty to
    ensure the healthcare system is sustainable and
    continuously improving whilst simultaneously delivering
    safe care to the communities it serves

    • Although the psychological branches may have unique
    differences, the central focus remains

    • The purpose of delivering clinical expertise and research
    driven evidence-based care which subsequently further
    informs and improves health policies

    Evidence-based practice in organizational settings
    Briner, Denyer, and Rousseau (2009)

    1. Scientific research evidence – Empirical findings from
    psychological and management research.

    2. Organizational facts, metrics, and data – Contextual
    evidence such as performance indicators, employee
    surveys, and HR analytics.

    3. Practitioner expertise – The judgment and
    accumulated experience of professionals who
    understand the organizational context.

    4. Stakeholders’ concerns, values, and preferences –
    Input from those affected by the decisions, including
    employees, managers, and clients.

    Evidence

    Systematic Reviews and meta-analyses

    Randomised Controlled Trials (RCTs) with definitive
    results

    RCTs with non-definitive results

    Cohort studies

    Case-control studies

    Cross sectional surveys

    Case reports

    Heard of this before – True or False ?

    1. People learn better when they receive info in their preferred style(visual,
    auditory, kinesthetic)

    2. We only use 10% of our brain
    3. Left right brain dominance can explain learning differences in people
    4. Vigorous exercise lead to better brain function
    5. Eye movements—such as looking up and to the right—can indicate whether

    someone is lying

    Group Activity (2)

    Evaluate critically whether these
    five statements are true.

    The Learning Styles
    Neuromyth Is Still Thriving in
    Medical Education – PMC

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    Neuromyths

    A neuromyth is a misconception or misunderstanding about brain function and
    neuroscience, often arising from the misinterpretation, oversimplification, or
    misuse of scientific findings. In the context of education, neuromyths can
    influence teaching practices in ways that are ineffective or even counterproductive
    (Howard-Jones, 2014).

    Neuromyths often gain popularity because they are intuitive or appealing, even
    when they are not supported by evidence from cognitive neuroscience or
    educational psychology.

    Five common Neuromyths in Education

    1. People Learn Better When Taught in Their Preferred Learning Style (e.g., Visual,
    Auditory, Kinesthetic)

    2. We Only Use 10% of Our Brains
    3. Left-Brain vs. Right-Brain Learners
    4. Drinking More Water Improves Brain Function in the Classroom
    5. Listening to Classical Music (e.g., Mozart) Improves Intelligence (The Mozart

    Effect)

    References

    • Chabris, C. F. (1999). Prelude or requiem for the 'Mozart effect'? Nature,
    400(6747), 826–827. https://doi.org/10.1038/23608

    • Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages.
    Nature Reviews Neuroscience, 15(12), 817–824.
    https://doi.org/10.1038/nrn3817

    • Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., et al. (2013). An evaluation of the
    left-brain vs. right-brain hypothesis with resting state functional connectivity
    magnetic resonance imaging. PLOS ONE, 8(8), e71275.
    https://doi.org/10.1371/journal.pone.0071275

    • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles:
    Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–
    119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

    • Sousa, D. A. (2010). How the brain learns (4th ed.). Corwin.

    QUESTIONS?

    – 幻灯片 1: The Scientific Practitioner Model
    – 幻灯片 2: Development (Shakow, 1941)
    – 幻灯片 3: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 4: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 5: 5 Key Principles of this Model
    – 幻灯片 6: Evidence-Based Practice for Mental Health Practitioners
    – 幻灯片 7: Example: A clinical psychologist Dr. Lee
    – 幻灯片 8: Example: A clinical psychologist Dr. Lee
    – 幻灯片 9: How about Business psychologists?
    – 幻灯片 10: Why Should You as Business Psychologists Care?
    – 幻灯片 11: Reflection from a student studying organizational psychology
    – 幻灯片 12
    – 幻灯片 13: What is Evidence-Based Practice
    – 幻灯片 14: Evidence-Based Practice in Psychology
    – 幻灯片 15: Evidence-based practice in organizational settings Briner, Denyer, and Rousseau (2009)
    – 幻灯片 16: Evidence
    – 幻灯片 17: Heard of this before – True or False ?
    – 幻灯片 18
    – 幻灯片 19
    – 幻灯片 20: Neuromyths
    – 幻灯片 21: Five common Neuromyths in Education
    – 幻灯片 22: References
    – 幻灯片 23: Questions?

    **## Insturction_AssessmentLog.pdf**

    Assessment title: Reflective Log

    Assessment weighting: 100%

    Assessment word limit: 4000 words for total (1000 words in 1 block)

    Assessment Guidelines: (*** Important)

    – At least 9-10 references in each block, total at least 36-40 references.
    – Structure each reflection using one of the reflective models as above
    – Use a high level of scholarly language and style (avoid colloquialisms and journalistic style)
    – Support your ideas and points with high quality academic sources (research, theory) – from

    professional practice literature and relevant specialist literature.
    – Avoid descriptive storytelling (first this happened then this and then that)
    – Use a critical evaluative style – undertake self-analysis; analyze your learnings in relation to what

    they mean for your own professional development/ future practice
    – More 'so what' than just 'what'!
    – Remember you are still building an argument, as in all academic writing-this time towards a

    detailed action plan for your future professional development/ practice

    Assessment topic:

    Write 1000 words reflective Log in each Block based on the Block content below. Use 1 reflective
    models and 1 theme write the log

    Block 1

    • Introduction to module and professional practice; Reflective practice

    • Assessment; Practitioner model Flawed thinking patterns; Communication bias, cognitive distortions
    and CPD

    Block 2

    • Ethics in practice and Scientist

    • Diversity and Inclusion; Scientist Practitioner model; Evidence Based Practice

    Block 3

    • Professional Practice Case Study

    Block 4

    • The Role of Play and Arts in Professional Practice; Team Building; Coaching (GROW model)

    • Practice Informing Policy Making; Psychological Safety and leadership development; Resilience and
    self-care for Practitioners; Assessment Q&A; Module reflection

    Reflections need to be from your consolidated learning from each block – i.e. your own exploration and
    wider reading as well as taught sessions (i.e. not only taught sessions)

    Example themes you may choose to reflect on:

    • Models of reflective practice and their application to personal experience.

    • Ethics in practice

    • Scientist practitioner model and implications for evidence-based practice

    • Values in action

    • The cycle of professional practice and all its elements / skills required for successful professional
    practice and/or service to clients

    • Building working relationships with clients/contracting (professional cycle step 1)

    • Needs analysis/assessing needs of clients (professional cycle step 2)

    • The Role of Play in Professional Practice

    • Listening and developing the client relationship

    • Application and incorporation of emerging new therapies and research (e.g. ecotherapy)

    • Psychologists informing policy making

    • The importance of self-care and resilience for practitioners

    It is advised that you select no more than 2 themes per block to reflect upon, in order that you have
    sucicient word count for thorough critical analysis of your themes in relation to your personal
    career/development path.

    Reflection Model:

    1. Terry Burton’s Cue Question

    2. Rolfe’s Cue Question

    3. Kolb's Experiential Learning

    4. Gibbs Deflective Circle

    5. Atkins and Murphy Model

    6. Appreciative Inquiry Model

    Assessment Aims:

    This assessment aims to help you develop reflective thinking and writing skills (skills that are essential
    both for your learning and development and for those working in all areas of Psychology).

    You should provide a 4000-word reflective account of your development in Psychology focusing on the
    skills that you have learnt throughout this 30-credit module. In your reflective log you will provide a brief
    description of the topics, 'themes' or areas you are reflecting on and then use your reflective thinking and
    writing skills to analyze and reflect on your learning and skill development.

    All reflections should be written using an appropriate model, for example the Gibbs (1988) cycle of
    reflection (however the model use you chose is up to you and you may find some models more
    appropriate to you than others). Relevant research evidence should also be incorporated where
    appropriate. As a result of your reflections, you should identify clear action points for further personal
    development in your chosen field of psychology.

    Assessment Rubrics:

    1. Evidence of originality, independent reflection and sophistication of thought; personal initiative
    expressed with clarity and stylistic accomplishment, using an appropriate register of language. *** Clear
    evidence of originality and independence. Excellent structure using accomplished scholarly
    techniques.

    2. Mastery of a range of cognate historical, theoretical and/or empirical material. *** ERectively utilizes
    a wide range of relevant resource material.

    3. Critical reflection/ analysis at a sophisticated level with a high degree of explanatory power rather than
    descriptive detail. *** Sophisticated and original evaluation and analysis of a range of evidence.

    4. Intellectual rigor and coherence in constructing, sustaining and testing arguments and/or hypotheses.
    Integration/ application (identification) of the models, issues and concepts within the debate/
    discussion. *** A focused and rigorous argument/ discussion, demonstrating an in-depth knowledge
    understanding and application of relevant models theories and concepts.

    **Block3Finalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block3finalnotes-pdf)

    **DiversityandInclusionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diversityandinclusionfinalnotes-pdf)

    **SelfCoachingandResilience.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/selfcoachingandresilience-pdf)

    **Commonirrationalbeliefs.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/commonirrationalbeliefs-pdf-10386271)

    **InfluencingpolicyfinalNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/influencingpolicyfinalnotes-pdf)

    **PsychologicalSafetyV2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetyv2-pdf)

    **EthicsinPracticefinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicsinpracticefinalnotes-pdf)

    **PsychologicalSafetyNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetynotes-pdf)

    **Block1Day1-Introductionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block1day1-introductionfinalnotes-pdf)

    **Block1Day1-Introductionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block1day1-introductionfinalnotes-pdf)

    **## ScientificPractitionerModelfinalnotes.pdf**

    The Scientific
    Practitioner
    Model

    Development
    (Shakow, 1941)

    Shakow drafted his first training plan to educate clinical
    psychology graduate students during a Conference at The New
    York Psychiatric institute, now referred to Shakow's 1941
    American Association for Applied Psychology Report.
    In the report, Shakow outlined a 4-year education track:

    • Year 1: establish a strong foundation in psychology and
    other applied sciences

    • Year 2: learn therapeutic principles and practices needed to
    treat patients

    • Year 3: internship, gain supervised field experience

    • Year 4: complete research dissertation

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    The Scientist-Practitioner Model is a foundational
    framework in psychology that emphasizes the
    integration of scientific research and practical
    application.

    It was first introduced at the Boulder Conference in
    1949 to guide the training of clinical psychologists, but it
    has since influenced many applied psychology fields—
    including Business Psychology.

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    It means a professional is both a scientist and a
    practitioner:

    • As a scientist, they critically evaluate research, use
    evidence-based practices, and may conduct their
    own studies.

    • As a practitioner, they apply psychological theories
    and techniques to solve real-world problems.

    The model encourages psychologists to integrate
    science and practice, continuously learning from both.

    5 Key Principles of this Model

    1. Dual Identity: Scientist and Practitioner
    2. Evidence-Based Practice
    3. Critical Thinking and Research Skills
    4. Ethical and Reflective Practice
    5. Continuous Learning and Improvement

    Evidence-Based Practice for
    Mental Health Practitioners

    Example: A clinical psychologist Dr. Lee

    Scientist Side:
    • Reads new research on how Cognitive Behavioral Therapy (CBT) is being adapted

    for young adults with social anxiety.
    • critically reviews journal articles, attends conferences, and even collaborates

    with university researchers to run a small study on this in her clinic.

    Practitioner Side
    • Sees a 20-year-old client, Alex, who is struggling with social anxiety at university.
    • She selects CBT techniques that are evidence-based for someone in Alex's age

    group and context.

    Example: A clinical psychologist Dr. Lee

    The Integration
    • Notices something interesting: many of her young clients are anxious not just

    socially, but specifically when using social media.

    • She keeps detailed notes, gathers feedback

    • She eventually contributes to a research article on social-media-induced
    anxiety in Gen Z, which she co-authors with a university researcher.

    How about Business
    psychologists?

    Why Should You as Business Psychologists Care?

    Even though you may not become clinical psychologists, you are also expected to
    work as scientist-practitioners:
    • You might use research to develop leadership programs or measure employee

    wellbeing.
    • You should critically evaluate the tools you use (like personality assessments or

    engagement surveys)
    • You may even conduct internal research to study the impact of workplace

    interventions.

    Reflection from a student studying organizational psychology

    Thoughts about the Scientist-Practitioner model in an
    organisational context | Rebecca Jackson

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    Group Activity (1)

    Consult & Conclude

    Experience both roles Scientist & Practitioner
    in solving a real-world workplace
    issue using psychology

    What is
    Evidence-

    Based
    Practice

    • Fundamentally, evidence-based practice is practice
    which is driven by evidence – both clinical and research
    based

    • We need to make safe and effective decisions for the
    individuals we provide care for

    • We have both a legal and ethical duty to make informed
    decisions to ensure safety, expertise and best practice

    • Within psychological sciences, evidence-based practice
    is closely paralleled with medicine with the integration
    of best research evidence with clinical expertise and
    patient value (APA, 2001)

    • Enhancing public health and promoting effective
    psychological practice to promote mental health is
    fundamental in the psychological sciences

    Evidence-
    Based

    Practice in
    Psychology

    • Research evidence improves access to services for
    those deemed vulnerable adults and young people

    • NICE (National Institute for Clinical Excellence)
    regularly review and publish guidelines for practitioners,
    commissioners and adults, their families and carers
    periodically

    • Commissioners and healthcare providers have a duty to
    ensure the healthcare system is sustainable and
    continuously improving whilst simultaneously delivering
    safe care to the communities it serves

    • Although the psychological branches may have unique
    differences, the central focus remains

    • The purpose of delivering clinical expertise and research
    driven evidence-based care which subsequently further
    informs and improves health policies

    Evidence-based practice in organizational settings
    Briner, Denyer, and Rousseau (2009)

    1. Scientific research evidence – Empirical findings from
    psychological and management research.

    2. Organizational facts, metrics, and data – Contextual
    evidence such as performance indicators, employee
    surveys, and HR analytics.

    3. Practitioner expertise – The judgment and
    accumulated experience of professionals who
    understand the organizational context.

    4. Stakeholders’ concerns, values, and preferences –
    Input from those affected by the decisions, including
    employees, managers, and clients.

    Evidence

    Systematic Reviews and meta-analyses

    Randomised Controlled Trials (RCTs) with definitive
    results

    RCTs with non-definitive results

    Cohort studies

    Case-control studies

    Cross sectional surveys

    Case reports

    Heard of this before – True or False ?

    1. People learn better when they receive info in their preferred style(visual,
    auditory, kinesthetic)

    2. We only use 10% of our brain
    3. Left right brain dominance can explain learning differences in people
    4. Vigorous exercise lead to better brain function
    5. Eye movements—such as looking up and to the right—can indicate whether

    someone is lying

    Group Activity (2)

    Evaluate critically whether these
    five statements are true.

    The Learning Styles
    Neuromyth Is Still Thriving in
    Medical Education – PMC

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    Neuromyths

    A neuromyth is a misconception or misunderstanding about brain function and
    neuroscience, often arising from the misinterpretation, oversimplification, or
    misuse of scientific findings. In the context of education, neuromyths can
    influence teaching practices in ways that are ineffective or even counterproductive
    (Howard-Jones, 2014).

    Neuromyths often gain popularity because they are intuitive or appealing, even
    when they are not supported by evidence from cognitive neuroscience or
    educational psychology.

    Five common Neuromyths in Education

    1. People Learn Better When Taught in Their Preferred Learning Style (e.g., Visual,
    Auditory, Kinesthetic)

    2. We Only Use 10% of Our Brains
    3. Left-Brain vs. Right-Brain Learners
    4. Drinking More Water Improves Brain Function in the Classroom
    5. Listening to Classical Music (e.g., Mozart) Improves Intelligence (The Mozart

    Effect)

    References

    • Chabris, C. F. (1999). Prelude or requiem for the 'Mozart effect'? Nature,
    400(6747), 826–827. https://doi.org/10.1038/23608

    • Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages.
    Nature Reviews Neuroscience, 15(12), 817–824.
    https://doi.org/10.1038/nrn3817

    • Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., et al. (2013). An evaluation of the
    left-brain vs. right-brain hypothesis with resting state functional connectivity
    magnetic resonance imaging. PLOS ONE, 8(8), e71275.
    https://doi.org/10.1371/journal.pone.0071275

    • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles:
    Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–
    119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

    • Sousa, D. A. (2010). How the brain learns (4th ed.). Corwin.

    QUESTIONS?

    – 幻灯片 1: The Scientific Practitioner Model
    – 幻灯片 2: Development (Shakow, 1941)
    – 幻灯片 3: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 4: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 5: 5 Key Principles of this Model
    – 幻灯片 6: Evidence-Based Practice for Mental Health Practitioners
    – 幻灯片 7: Example: A clinical psychologist Dr. Lee
    – 幻灯片 8: Example: A clinical psychologist Dr. Lee
    – 幻灯片 9: How about Business psychologists?
    – 幻灯片 10: Why Should You as Business Psychologists Care?
    – 幻灯片 11: Reflection from a student studying organizational psychology
    – 幻灯片 12
    – 幻灯片 13: What is Evidence-Based Practice
    – 幻灯片 14: Evidence-Based Practice in Psychology
    – 幻灯片 15: Evidence-based practice in organizational settings Briner, Denyer, and Rousseau (2009)
    – 幻灯片 16: Evidence
    – 幻灯片 17: Heard of this before – True or False ?
    – 幻灯片 18
    – 幻灯片 19
    – 幻灯片 20: Neuromyths
    – 幻灯片 21: Five common Neuromyths in Education
    – 幻灯片 22: References
    – 幻灯片 23: Questions?

    **## Insturction_AssessmentLog.pdf**

    Assessment title: Reflective Log

    Assessment weighting: 100%

    Assessment word limit: 4000 words for total (1000 words in 1 block)

    Assessment Guidelines: (*** Important)

    – At least 9-10 references in each block, total at least 36-40 references.
    – Structure each reflection using one of the reflective models as above
    – Use a high level of scholarly language and style (avoid colloquialisms and journalistic style)
    – Support your ideas and points with high quality academic sources (research, theory) – from

    professional practice literature and relevant specialist literature.
    – Avoid descriptive storytelling (first this happened then this and then that)
    – Use a critical evaluative style – undertake self-analysis; analyze your learnings in relation to what

    they mean for your own professional development/ future practice
    – More 'so what' than just 'what'!
    – Remember you are still building an argument, as in all academic writing-this time towards a

    detailed action plan for your future professional development/ practice

    Assessment topic:

    Write 1000 words reflective Log in each Block based on the Block content below. Use 1 reflective
    models and 1 theme write the log

    Block 1

    • Introduction to module and professional practice; Reflective practice

    • Assessment; Practitioner model Flawed thinking patterns; Communication bias, cognitive distortions
    and CPD

    Block 2

    • Ethics in practice and Scientist

    • Diversity and Inclusion; Scientist Practitioner model; Evidence Based Practice

    Block 3

    • Professional Practice Case Study

    Block 4

    • The Role of Play and Arts in Professional Practice; Team Building; Coaching (GROW model)

    • Practice Informing Policy Making; Psychological Safety and leadership development; Resilience and
    self-care for Practitioners; Assessment Q&A; Module reflection

    Reflections need to be from your consolidated learning from each block – i.e. your own exploration and
    wider reading as well as taught sessions (i.e. not only taught sessions)

    Example themes you may choose to reflect on:

    • Models of reflective practice and their application to personal experience.

    • Ethics in practice

    • Scientist practitioner model and implications for evidence-based practice

    • Values in action

    • The cycle of professional practice and all its elements / skills required for successful professional
    practice and/or service to clients

    • Building working relationships with clients/contracting (professional cycle step 1)

    • Needs analysis/assessing needs of clients (professional cycle step 2)

    • The Role of Play in Professional Practice

    • Listening and developing the client relationship

    • Application and incorporation of emerging new therapies and research (e.g. ecotherapy)

    • Psychologists informing policy making

    • The importance of self-care and resilience for practitioners

    It is advised that you select no more than 2 themes per block to reflect upon, in order that you have
    sucicient word count for thorough critical analysis of your themes in relation to your personal
    career/development path.

    Reflection Model:

    1. Terry Burton’s Cue Question

    2. Rolfe’s Cue Question

    3. Kolb's Experiential Learning

    4. Gibbs Deflective Circle

    5. Atkins and Murphy Model

    6. Appreciative Inquiry Model

    Assessment Aims:

    This assessment aims to help you develop reflective thinking and writing skills (skills that are essential
    both for your learning and development and for those working in all areas of Psychology).

    You should provide a 4000-word reflective account of your development in Psychology focusing on the
    skills that you have learnt throughout this 30-credit module. In your reflective log you will provide a brief
    description of the topics, 'themes' or areas you are reflecting on and then use your reflective thinking and
    writing skills to analyze and reflect on your learning and skill development.

    All reflections should be written using an appropriate model, for example the Gibbs (1988) cycle of
    reflection (however the model use you chose is up to you and you may find some models more
    appropriate to you than others). Relevant research evidence should also be incorporated where
    appropriate. As a result of your reflections, you should identify clear action points for further personal
    development in your chosen field of psychology.

    Assessment Rubrics:

    1. Evidence of originality, independent reflection and sophistication of thought; personal initiative
    expressed with clarity and stylistic accomplishment, using an appropriate register of language. *** Clear
    evidence of originality and independence. Excellent structure using accomplished scholarly
    techniques.

    2. Mastery of a range of cognate historical, theoretical and/or empirical material. *** ERectively utilizes
    a wide range of relevant resource material.

    3. Critical reflection/ analysis at a sophisticated level with a high degree of explanatory power rather than
    descriptive detail. *** Sophisticated and original evaluation and analysis of a range of evidence.

    4. Intellectual rigor and coherence in constructing, sustaining and testing arguments and/or hypotheses.
    Integration/ application (identification) of the models, issues and concepts within the debate/
    discussion. *** A focused and rigorous argument/ discussion, demonstrating an in-depth knowledge
    understanding and application of relevant models theories and concepts.

    **Block3Finalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block3finalnotes-pdf)

    **DiversityandInclusionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diversityandinclusionfinalnotes-pdf)

    **SelfCoachingandResilience.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/selfcoachingandresilience-pdf)

    **Commonirrationalbeliefs.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/commonirrationalbeliefs-pdf-10386271)

    **InfluencingpolicyfinalNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/influencingpolicyfinalnotes-pdf)

    **PsychologicalSafetyV2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetyv2-pdf)

    **EthicsinPracticefinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicsinpracticefinalnotes-pdf)

    **PsychologicalSafetyNotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetynotes-pdf)

    **Block1Day1-Introductionfinalnotes.pdf**

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    **## ScientificPractitionerModelfinalnotes.pdf**

    The Scientific
    Practitioner
    Model

    Development
    (Shakow, 1941)

    Shakow drafted his first training plan to educate clinical
    psychology graduate students during a Conference at The New
    York Psychiatric institute, now referred to Shakow's 1941
    American Association for Applied Psychology Report.
    In the report, Shakow outlined a 4-year education track:

    • Year 1: establish a strong foundation in psychology and
    other applied sciences

    • Year 2: learn therapeutic principles and practices needed to
    treat patients

    • Year 3: internship, gain supervised field experience

    • Year 4: complete research dissertation

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    The Scientist-Practitioner Model is a foundational
    framework in psychology that emphasizes the
    integration of scientific research and practical
    application.

    It was first introduced at the Boulder Conference in
    1949 to guide the training of clinical psychologists, but it
    has since influenced many applied psychology fields—
    including Business Psychology.

    The Scientist-
    Practitioner
    Model (Boulder
    Model)

    It means a professional is both a scientist and a
    practitioner:

    • As a scientist, they critically evaluate research, use
    evidence-based practices, and may conduct their
    own studies.

    • As a practitioner, they apply psychological theories
    and techniques to solve real-world problems.

    The model encourages psychologists to integrate
    science and practice, continuously learning from both.

    5 Key Principles of this Model

    1. Dual Identity: Scientist and Practitioner
    2. Evidence-Based Practice
    3. Critical Thinking and Research Skills
    4. Ethical and Reflective Practice
    5. Continuous Learning and Improvement

    Evidence-Based Practice for
    Mental Health Practitioners

    Example: A clinical psychologist Dr. Lee

    Scientist Side:
    • Reads new research on how Cognitive Behavioral Therapy (CBT) is being adapted

    for young adults with social anxiety.
    • critically reviews journal articles, attends conferences, and even collaborates

    with university researchers to run a small study on this in her clinic.

    Practitioner Side
    • Sees a 20-year-old client, Alex, who is struggling with social anxiety at university.
    • She selects CBT techniques that are evidence-based for someone in Alex's age

    group and context.

    Example: A clinical psychologist Dr. Lee

    The Integration
    • Notices something interesting: many of her young clients are anxious not just

    socially, but specifically when using social media.

    • She keeps detailed notes, gathers feedback

    • She eventually contributes to a research article on social-media-induced
    anxiety in Gen Z, which she co-authors with a university researcher.

    How about Business
    psychologists?

    Why Should You as Business Psychologists Care?

    Even though you may not become clinical psychologists, you are also expected to
    work as scientist-practitioners:
    • You might use research to develop leadership programs or measure employee

    wellbeing.
    • You should critically evaluate the tools you use (like personality assessments or

    engagement surveys)
    • You may even conduct internal research to study the impact of workplace

    interventions.

    Reflection from a student studying organizational psychology

    Thoughts about the Scientist-Practitioner model in an
    organisational context | Rebecca Jackson

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    [https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/](https://rebeccajlj.com/2021/07/25/thoughts-about-the-scientist-practitioner-model-in-an-organisational-context/)

    Group Activity (1)

    Consult & Conclude

    Experience both roles Scientist & Practitioner
    in solving a real-world workplace
    issue using psychology

    What is
    Evidence-

    Based
    Practice

    • Fundamentally, evidence-based practice is practice
    which is driven by evidence – both clinical and research
    based

    • We need to make safe and effective decisions for the
    individuals we provide care for

    • We have both a legal and ethical duty to make informed
    decisions to ensure safety, expertise and best practice

    • Within psychological sciences, evidence-based practice
    is closely paralleled with medicine with the integration
    of best research evidence with clinical expertise and
    patient value (APA, 2001)

    • Enhancing public health and promoting effective
    psychological practice to promote mental health is
    fundamental in the psychological sciences

    Evidence-
    Based

    Practice in
    Psychology

    • Research evidence improves access to services for
    those deemed vulnerable adults and young people

    • NICE (National Institute for Clinical Excellence)
    regularly review and publish guidelines for practitioners,
    commissioners and adults, their families and carers
    periodically

    • Commissioners and healthcare providers have a duty to
    ensure the healthcare system is sustainable and
    continuously improving whilst simultaneously delivering
    safe care to the communities it serves

    • Although the psychological branches may have unique
    differences, the central focus remains

    • The purpose of delivering clinical expertise and research
    driven evidence-based care which subsequently further
    informs and improves health policies

    Evidence-based practice in organizational settings
    Briner, Denyer, and Rousseau (2009)

    1. Scientific research evidence – Empirical findings from
    psychological and management research.

    2. Organizational facts, metrics, and data – Contextual
    evidence such as performance indicators, employee
    surveys, and HR analytics.

    3. Practitioner expertise – The judgment and
    accumulated experience of professionals who
    understand the organizational context.

    4. Stakeholders’ concerns, values, and preferences –
    Input from those affected by the decisions, including
    employees, managers, and clients.

    Evidence

    Systematic Reviews and meta-analyses

    Randomised Controlled Trials (RCTs) with definitive
    results

    RCTs with non-definitive results

    Cohort studies

    Case-control studies

    Cross sectional surveys

    Case reports

    Heard of this before – True or False ?

    1. People learn better when they receive info in their preferred style(visual,
    auditory, kinesthetic)

    2. We only use 10% of our brain
    3. Left right brain dominance can explain learning differences in people
    4. Vigorous exercise lead to better brain function
    5. Eye movements—such as looking up and to the right—can indicate whether

    someone is lying

    Group Activity (2)

    Evaluate critically whether these
    five statements are true.

    The Learning Styles
    Neuromyth Is Still Thriving in
    Medical Education – PMC

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    [https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/](https://pmc.ncbi.nlm.nih.gov/articles/PMC8385406/)

    Neuromyths

    A neuromyth is a misconception or misunderstanding about brain function and
    neuroscience, often arising from the misinterpretation, oversimplification, or
    misuse of scientific findings. In the context of education, neuromyths can
    influence teaching practices in ways that are ineffective or even counterproductive
    (Howard-Jones, 2014).

    Neuromyths often gain popularity because they are intuitive or appealing, even
    when they are not supported by evidence from cognitive neuroscience or
    educational psychology.

    Five common Neuromyths in Education

    1. People Learn Better When Taught in Their Preferred Learning Style (e.g., Visual,
    Auditory, Kinesthetic)

    2. We Only Use 10% of Our Brains
    3. Left-Brain vs. Right-Brain Learners
    4. Drinking More Water Improves Brain Function in the Classroom
    5. Listening to Classical Music (e.g., Mozart) Improves Intelligence (The Mozart

    Effect)

    References

    • Chabris, C. F. (1999). Prelude or requiem for the 'Mozart effect'? Nature,
    400(6747), 826–827. https://doi.org/10.1038/23608

    • Howard-Jones, P. A. (2014). Neuroscience and education: Myths and messages.
    Nature Reviews Neuroscience, 15(12), 817–824.
    https://doi.org/10.1038/nrn3817

    • Nielsen, J. A., Zielinski, B. A., Ferguson, M. A., et al. (2013). An evaluation of the
    left-brain vs. right-brain hypothesis with resting state functional connectivity
    magnetic resonance imaging. PLOS ONE, 8(8), e71275.
    https://doi.org/10.1371/journal.pone.0071275

    • Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles:
    Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–
    119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

    • Sousa, D. A. (2010). How the brain learns (4th ed.). Corwin.

    QUESTIONS?

    – 幻灯片 1: The Scientific Practitioner Model
    – 幻灯片 2: Development (Shakow, 1941)
    – 幻灯片 3: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 4: The Scientist-Practitioner Model (Boulder Model)
    – 幻灯片 5: 5 Key Principles of this Model
    – 幻灯片 6: Evidence-Based Practice for Mental Health Practitioners
    – 幻灯片 7: Example: A clinical psychologist Dr. Lee
    – 幻灯片 8: Example: A clinical psychologist Dr. Lee
    – 幻灯片 9: How about Business psychologists?
    – 幻灯片 10: Why Should You as Business Psychologists Care?
    – 幻灯片 11: Reflection from a student studying organizational psychology
    – 幻灯片 12
    – 幻灯片 13: What is Evidence-Based Practice
    – 幻灯片 14: Evidence-Based Practice in Psychology
    – 幻灯片 15: Evidence-based practice in organizational settings Briner, Denyer, and Rousseau (2009)
    – 幻灯片 16: Evidence
    – 幻灯片 17: Heard of this before – True or False ?
    – 幻灯片 18
    – 幻灯片 19
    – 幻灯片 20: Neuromyths
    – 幻灯片 21: Five common Neuromyths in Education
    – 幻灯片 22: References
    – 幻灯片 23: Questions?

    **## Insturction_AssessmentLog.pdf**

    Assessment title: Reflective Log

    Assessment weighting: 100%

    Assessment word limit: 4000 words for total (1000 words in 1 block)

    Assessment Guidelines: (*** Important)

    – At least 9-10 references in each block, total at least 36-40 references.
    – Structure each reflection using one of the reflective models as above
    – Use a high level of scholarly language and style (avoid colloquialisms and journalistic style)
    – Support your ideas and points with high quality academic sources (research, theory) – from

    professional practice literature and relevant specialist literature.
    – Avoid descriptive storytelling (first this happened then this and then that)
    – Use a critical evaluative style – undertake self-analysis; analyze your learnings in relation to what

    they mean for your own professional development/ future practice
    – More 'so what' than just 'what'!
    – Remember you are still building an argument, as in all academic writing-this time towards a

    detailed action plan for your future professional development/ practice

    Assessment topic:

    Write 1000 words reflective Log in each Block based on the Block content below. Use 1 reflective
    models and 1 theme write the log

    Block 1

    • Introduction to module and professional practice; Reflective practice

    • Assessment; Practitioner model Flawed thinking patterns; Communication bias, cognitive distortions
    and CPD

    Block 2

    • Ethics in practice and Scientist

    • Diversity and Inclusion; Scientist Practitioner model; Evidence Based Practice

    Block 3

    • Professional Practice Case Study

    Block 4

    • The Role of Play and Arts in Professional Practice; Team Building; Coaching (GROW model)

    • Practice Informing Policy Making; Psychological Safety and leadership development; Resilience and
    self-care for Practitioners; Assessment Q&A; Module reflection

    Reflections need to be from your consolidated learning from each block – i.e. your own exploration and
    wider reading as well as taught sessions (i.e. not only taught sessions)

    Example themes you may choose to reflect on:

    • Models of reflective practice and their application to personal experience.

    • Ethics in practice

    • Scientist practitioner model and implications for evidence-based practice

    • Values in action

    • The cycle of professional practice and all its elements / skills required for successful professional
    practice and/or service to clients

    • Building working relationships with clients/contracting (professional cycle step 1)

    • Needs analysis/assessing needs of clients (professional cycle step 2)

    • The Role of Play in Professional Practice

    • Listening and developing the client relationship

    • Application and incorporation of emerging new therapies and research (e.g. ecotherapy)

    • Psychologists informing policy making

    • The importance of self-care and resilience for practitioners

    It is advised that you select no more than 2 themes per block to reflect upon, in order that you have
    sucicient word count for thorough critical analysis of your themes in relation to your personal
    career/development path.

    Reflection Model:

    1. Terry Burton’s Cue Question

    2. Rolfe’s Cue Question

    3. Kolb's Experiential Learning

    4. Gibbs Deflective Circle

    5. Atkins and Murphy Model

    6. Appreciative Inquiry Model

    Assessment Aims:

    This assessment aims to help you develop reflective thinking and writing skills (skills that are essential
    both for your learning and development and for those working in all areas of Psychology).

    You should provide a 4000-word reflective account of your development in Psychology focusing on the
    skills that you have learnt throughout this 30-credit module. In your reflective log you will provide a brief
    description of the topics, 'themes' or areas you are reflecting on and then use your reflective thinking and
    writing skills to analyze and reflect on your learning and skill development.

    All reflections should be written using an appropriate model, for example the Gibbs (1988) cycle of
    reflection (however the model use you chose is up to you and you may find some models more
    appropriate to you than others). Relevant research evidence should also be incorporated where
    appropriate. As a result of your reflections, you should identify clear action points for further personal
    development in your chosen field of psychology.

    Assessment Rubrics:

    1. Evidence of originality, independent reflection and sophistication of thought; personal initiative
    expressed with clarity and stylistic accomplishment, using an appropriate register of language. *** Clear
    evidence of originality and independence. Excellent structure using accomplished scholarly
    techniques.

    2. Mastery of a range of cognate historical, theoretical and/or empirical material. *** ERectively utilizes
    a wide range of relevant resource material.

    3. Critical reflection/ analysis at a sophisticated level with a high degree of explanatory power rather than
    descriptive detail. *** Sophisticated and original evaluation and analysis of a range of evidence.

    4. Intellectual rigor and coherence in constructing, sustaining and testing arguments and/or hypotheses.
    Integration/ application (identification) of the models, issues and concepts within the debate/
    discussion. *** A focused and rigorous argument/ discussion, demonstrating an in-depth knowledge
    understanding and application of relevant models theories and concepts.

    **Block3Finalnotes.pdf**

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    **DiversityandInclusionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/diversityandinclusionfinalnotes-pdf)

    **SelfCoachingandResilience.pdf**

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    **Commonirrationalbeliefs.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/commonirrationalbeliefs-pdf-10386271)

    **InfluencingpolicyfinalNotes.pdf**

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    **PsychologicalSafetyV2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/psychologicalsafetyv2-pdf)

    **EthicsinPracticefinalnotes.pdf**

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    **PsychologicalSafetyNotes.pdf**

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    **Block1Day1-Introductionfinalnotes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/block1day1-introductionfinalnotes-pdf)

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  • [Solved] Children and Family Discussion 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## chldrenandfamilydiscussion2.docx **## chldrenandfamilydiscussion2.docx** List strategies that might be used by a pediatric primary care provider to incorporate developmental anticipatory guidance into the following sick visits: 1. An 18-month-old with an acute upper respiratory infection 2. A…

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    Assignment Prompt & Instructions

    – ## chldrenandfamilydiscussion2.docx

    **## chldrenandfamilydiscussion2.docx**

    List strategies that might be used by a pediatric primary care provider to incorporate developmental anticipatory guidance into the following sick visits:

    1. An 18-month-old with an acute upper respiratory infection

    2. A 4-year-old with stool withholding and constipation

    3. A 9-year-old with chronic headaches

    4. A 15-year-old with dysmenorrhea.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

    **## chldrenandfamilydiscussion2.docx**

    List strategies that might be used by a pediatric primary care provider to incorporate developmental anticipatory guidance into the following sick visits:

    1. An 18-month-old with an acute upper respiratory infection

    2. A 4-year-old with stool withholding and constipation

    3. A 9-year-old with chronic headaches

    4. A 15-year-old with dysmenorrhea.

    **Submission Instructions:**

    · Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.