Author: chris

SPSS Assignment Part 2 Instructions

 

The Center for Epidemiologic Studies Depression Scale (CES-D Scale)

 

In the Assignment Instructions folder, there is an SPSS data file that will be the basis for your analysis. The data included are fictional and were created solely for this assignment.

The Center for Epidemiologic Studies Depression Scale (CES-D scale) is often utilized to measure depressive symptomology (Radloff, 1977). It is a self-assessment that is completed by the individual. The CES-D contains 20-items rated on a 4-point scale (0 = Rarely or None of the Time to 3 = Most or All of the Time). The phrase “Within the past week did you…” prefaces the questions in order to emphasize recent depressive mood. Scores are summed and can range from 0 to 60. Traditionally, individuals with scores over 16 are identified as “depressed” (Weissman, et al., 1977), though due to high false positive rates, a score of 27 is considered a more useful cut-off (Zich, et al., 1990). The full scale can be accessed at: http://www.chcr.brown.edu/pcoc/cesdscale.pdf. Items 4, 8, 12, and 16 are reversed to avoid “yay-saying” or “nay saying” (Radloff, 1977). Several studies have validated four subscales across a variety of subgroups (i.e., depressive affect, well-being, somatic, and interpersonal) (Gliem & Gliem, 2003).

 

Reliability and Subtest Scoring

You will continue the analysis of the CES-D data by learning to score the survey and create subtest scores. Note: we are creating our own norms on this survey for Friberg University students so there are no scores for comparison.

According to Knight, Williams, McGee, and Olaman (1997) and many others (e.g., Gliem & Gliem, 2003), the following subscales can be calculated:

 

CES-D Subscales

DA = Depressive Affect

W = Well-being

S = Somatic

I = Interpersonal

 

1.      S	2.      S	3.      DA	4.      W	5.      S
6.      DA	7.      S	8.      W	9.      DA	10.  DA
11.  S	12.  W	13.  S	14.  DA	15.  I
16.  W	17.  DA	18.  DA	19.  I	20.  S

 

1. Reverse code the appropriate items (4, 8, 12, and 16) for calculating the total score (0 becomes 3, 1 becomes 2, 2 becomes 1, and 3 becomes 0).
2. Compute the total CES-D score.
3. Compute the four subscale scores. (Note: Be careful when interpreting “well-being.”)
4. Calculate Cronbach’s alpha for the overall scale and each subscale.
5. Create a single table to show the appropriate measures of central tendency and dispersion for all of the variables (total, depressive affect, well-being, somatic, and interpersonal).
6. Create the appropriate graphs to show the distribution of scores for each subscale.
7. Write a summary paragraph explaining the outcome: Overall, scores ranged from X to XX (M = X, SD = X.X), indicating…. Subscale scores revealed…. Be sure to include means, standard deviations, Cronbach’s alphas, and interpretations of the data.

 

 

 

Criteria	Points Possible	Points Earned	Instructor’s Comments
Current APA format for table and figure captions	5
Correct table and statistics for the variables The student correctly calculated the total scale and subscale values, including measures of central tendency. Moreover, these results are clearly communicated in a table.	25
Correct graph for the total and subscale variables: 5 points each The student selected and presented a graph that illustrated the distribution of scores for the total scale and each subscale.	25
Correct Cronbach’s alpha values Correct values of internal consistency are reported.	20
Summary Statement: The student clearly summarizes the descriptive and internal consistency results for the total scale and individual subscales. In addition, correct interpretations of the findings are discussed.	25
Total	100

 

 

 

 

 

Deliverable Length:  2 pages and 5 PowerPoint slides

 

 

Due Thursday, 19th.

You are to conduct a K-T Analysis, using the spreadsheet template. Note that you must use the various sheets and not just the first one.

Analyze your options for addressing your business problem and alternatives with K-T analysis, using as many of the analyses as possible. You should finalize alternatives from last week along with any others that may have occurred to you. Be sure that they seem to be viable options. Attach your Exel sheets to the Discussion. Provide a narrative in your discussion post describing what you did; what you learned about your problem and alternatives, and what factors impacted your decision.

Please provide a brief summary of your business problem/opportunity/risk statement & alternative solutions in the discussion posting. To gain full credit, you must complete the KT problem analysis, decision analysis, and situation analysis.
The length must be between 300 and 400 words – your input must be on time and within the prescribed length. The problem statement and alternative summary do not count to the required length.

New Mexico State University
ELA 350: Introduction to Educational Leadership in a Global Society
Department of Educational Leadership and Administration
Fall 2015
Online Course, Canvas, 8-weeks (Mini-Semester: October 14 – December 11, 2015)
Dr. Rene O. Guillaume
Office: O’Donnell Hall, Rm. 307
Telephone Number: 575-646-1536
Email: reneog@nmsu.edu
Office Hours: Via NMSU email, Canvas email, or by appointment

Graduate Teaching GA
Marlena Moreno
marleymo@nmsu.edu
O’Donnell Hall, Rm 221 (Cubicle in ELA Dept)
Office Hours: Via NMSU email, Canvas email, or by appointment

I. Description
Education is a global issue. Nations throughout the world struggle to create educational programs that contribute to goals for national well-being and development. Successful educational systems graduate individuals who are prepared to contribute to achieving these goals. Educational issues are ubiquitous. Educational systems around the world are trying to address funding, accountability, technology, and diversity issues — each in their own way. By studying how different educational systems address these issues, we will be in a better position to develop optimum policies for our own local systems – the role of a citizen-leader. In an increasingly global world, people move in large numbers from one country to another and many college graduates work for multi-national organizations. As such, diversity is an important component of learning. Diversity policies address topics as diverse as: how minorities and immigrants are educated; which social and religious values are presented; the role of technology in education; and how education is financed. While specific policies will vary from country to country, they must all address common global concerns. These policies need to be articulated within a common framework so that what is done in one nation will ultimately facilitate both national and global development. In democracies high quality citizen-leadership is required to successfully develop and implement any policy, be it education or any other public arena. Leadership is also required at work and in the family. This course is intended to present leadership theory and apply it in an educational venue. Students who complete the course will have a better understanding of leadership and how to use it effectively to achieve their personal goals – at home, at work, and in the community.

Skills and lessons learned in this leadership course can be used in many ways. Individuals can improve their social relationships through an increased awareness of leadership patterns and needs. Leadership, exercised in both informal and formal modes, is essential for achieving work related goals. Workers need to know how to lead and how to be led in ways that contribute to achieving goals, both personal and organizational. Finally, as citizens in a democracy, we have a civic responsibility to contribute to the policy that guides our development. A sound understanding of leadership theory and practice will lead to better development in our global society.
II. Objectives
The goal of this general education course is to prepare students to become citizen-leaders in an increasingly global and multicultural society. The intellectual base of this course is leadership theory. The subjective focus of the course is education, both in the United States and abroad. Learning methods include both individual and group activity within a virtual learning team. The course fosters intelligent inquiry, critical analysis, and the integration and synthesis of knowledge. It involves an understanding of one’s own educational culture and the educational culture of others. Finally, the course offers students the opportunity to practice the clear expression of their ideas and values through essays and strategic planning.

The course is divided into four parts. Objectives for each part are:
⦁ Learn about the course, yourself, and how we will learn in this course using individual and team learning techniques.

⦁ Understand five leadership styles and the strengths and weaknesses of each in addressing educational leadership in different societies and groups.

⦁ Experience the practices of transformational leadership and learn to apply these practices to address educational issues in a global society.

⦁ Apply leadership theory and transformational practices to design your personal leadership strategy.

In addition, this course has several measurable unit objectives, which are closely linked to assignments, readings, and the schedule. Students will be able to:
⦁ Understand their personality and working preferences and be able to assess their personal
strengths and challenges in becoming effective leaders.
⦁ Understand five common leadership style theories and be able to diagnose leadership
style in others.
⦁ Understand the 5 practices and 10 commitments of transformational leadership theory
and be able to determine appropriate practices in given situations.
⦁ Be able to apply leadership theory and transformational leadership practices in
educational venues.
⦁ Be able to adjust their personality and learning style attributes to work effectively in a
diverse team.
⦁ Possess a personal strategic plan for continuing leadership development, whether at
home, at work or in the community.

III. Design
Format of the Course
This course is taught primarily via seminar style; so students are expected to participate in discussions about the materials they have read. It will not be possible to benefit from this class without doing the readings ahead of class, participating in the class fully (and for the full duration of the class), completing assignments on time, and utilizing the Canvas online environment. The learning is integrated and scaffolded and requires full participation in every aspect.

Course delivery may consist of, but not be limited to, discussions, reading assignments, electronic presentations and readings, and student presentations. We will use email and electronic discussion in this class. There will be assigned projects online throughout the semester.

Contacting the Instructor
You may contact me at the office at the phone number listed on the front page of this syllabus or via email at reneog@nmsu.edu. I will try to respond to all email or phone inquiries within one to two business days, unless I am traveling on business or we have a scheduled university holiday or break. I will hold office hours by appointment since this is an online class. I encourage you to meet with me.

Required Texts:
There are no required texts for this course. Readings and activities will be assigned and/or distributed in class via Canvas.

IV. Mission Statements
Department of Educational Leadership and Administration:
The mission of the Department of Educational Management and Development at New Mexico State University is to prepare and graduate capable, skillful, and dynamic educational leaders for a diverse society. Through the use of theory and practice we aim to develop change agents and role models for socially-just educational systems.

College of Education:
The mission of the College of Education at New Mexico State University is to serve the people of New Mexico through education, research, extension education, and public service with specific emphasis on innovative practices, overcoming barriers to learning, international activities, technology, and literacy for the diverse populations of New Mexico, surrounding states and border communities.

New Mexico State University:
New Mexico State University is the state’s land-grant university, serving the educational needs of New Mexico’s diverse population through comprehensive programs of education, research, extension education, and public service.

College of Education Conceptual Framework
This course is consistent with the College of Education’s Conceptual Framework in that it provides a general knowledge background, addresses the theme of collaboration in the Conceptual Framework, and focuses on critical thinking. The College of Education at New Mexico State University develops, implements, monitors and assesses programs designed to prepare professionals who will work in school and clinical settings.

This class prepares educators to meet the needs of diverse learners by requiring them to effectively
demonstrate the application of pedagogical knowledge, the use of appropriate assessment strategies,
and the ability to reflect on practice in order to improve their professional performance.

V. Academic Policies
Academic Integrity:
The highest standards of academic integrity are expected from all students. The failure of any student to meet these standards may result in suspension or expulsion from the university or other sanctions as specified in the University Student Academic Integrity Policy. Violations of academic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, or facilitating such activities. The University Student Academic Integrity Policy is available from the office of the Senior Vice President and Provost and from the deans of the individual colleges.

Codes of Conduct
Students and faculty each have responsibility for maintaining an appropriate learning environment. Students who fail to adhere to such behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat all students with understanding, dignity, and respect, to guide classroom discussion and to set reasonable limits on the manner in which they and their students express opinions. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, language, sexual orientation, gender variance, and nationalities.

*Course Syllabus
Your course syllabus is your contract with the instructor. We will review upcoming assignments and make schedule revisions as necessary and as deemed appropriate by the instructor in order to enhance your learning experience.

Formatting:
Papers must be typed, double-spaced, with 1-inch margins, and in 12-point Times New Roman font. All written assignments must be turned in via Canvas. Proofread all assignments, paying close attention to content, style, spelling, grammar, and punctuation. Proofread at least THREE times including one outside reviewer. Regarding citation conventions, please use APA formatting.

Incompletes:
Incomplete Grades
The grade of I (incomplete) is given for passable work that could not be completed due to circumstances beyond the student’s control. For a listing of regulations that apply to Incomplete Grades please refer to the 2014-2015 Graduate Catalog:
http://nmsu.smartcatalogiq.com/en/2014-2015/Graduate-Catalog/General-Information/Regulations-and-Procedures-for-Students/Grading-System

An incomplete (“I”) will be given only when there is a documented medical or family emergency and only if the student has passed the first half of the course. If an incomplete is given, the student must make arrangements with the instructor to complete the course one week after the end of the term. If the student does not make arrangements with the instructor within the given time frame, an “F” will be submitted for the course.

Instructor Feedback:
Instructor will provide various types of feedback throughout the semester. The feedback will be provided via active participation in discussions, by making specific suggestions for improving written assignments, through positive reinforcement, individual emails and personal communication, and lastly, by providing students the opportunity for peer-review and constructive dialoging.

Late Submissions:
Assignments, submissions, and work that are not turned in on time or at all will result in no credit being given for the assignment. In the case of a documented illness or emergency, late submissions will be considered at the discretion of the instructor.

Multiple Submissions:
Papers written in or submitted for previous courses will not be accepted. Students are welcome to build upon previous ideas, but note that assignments for this course have specific criteria that need to be met in order to fulfill course requirements.

Posting of Grades:
It is the policy of the College of Education and the Department of Educational Leadership and Administration not to post grades of any student anywhere in the college. If you wish to discuss what your grade and progress are in this class, please contact me personally. Otherwise, the grading scale and points possible may easily be used to determine your grade at any time in this course. Final grades will be posted by Tuesday, December 15, 2015.

Prerequisite Knowledge:
This course requires that students have prior knowledge including, but not limited to, time management and organization, email communication, software and keyboarding proficiency, online discussion threading, and in general using Canvas as an interactive online classroom tool.
For more information or help, please visit http://studenttech.nmsu.edu/learnnmsuedu.html

Disability Disclosure/Discrimination Statement
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendments Act (ADAAA) covers issues relating to disability and accommodations. If a student has questions or needs an accommodation in the classroom (all medical information is treated confidentially), contact:
Trudy Luken, Director
Student Accessibility Services (SAS) – Corbett Center, Rm. 244
Phone: (575) 646-6840 E-mail: sas@nmsu.edu
Website: http://sas.nmsu.edu/

NMSU policy prohibits discrimination on the basis of age, ancestry, color, disability, gender identity, genetic information, national origin, race, religion, retaliation, serious medical condition, sex, sexual orientation, spousal affiliation and protected veterans status.
Furthermore, Title IX prohibits sex discrimination to include sexual misconduct: sexual violence (sexual assault, rape), sexual harassment and retaliation.
For more information on discrimination issues, Title IX, Campus SaVE Act, NMSU Policy Chapter 3.25, NMSU’s complaint process, or to file a complaint contact:

Gerard Nevarez, Title IX Coordinator
Agustin Diaz, Title IX Deputy Coordinator
Office of Institutional Equity (OIE) – O’Loughlin House, 1130 University Avenue
Phone: (575) 646-3635 E-mail: equity@nmsu.edu
Website: http://www.nmsu.edu/~eeo/

Other NMSU Resources:
NMSU Police Department: (575) 646-3311
NMSU Police Victim Services: (575) 646-3424
NMSU Counseling Center: (575) 646-2731
NMSU Dean of Students: (575) 646-1722
For Any On-campus Emergencies: 911

Teamwork:
Educational courses at this level almost always involve teamwork. As such, some of the work in this class will be done in teams. Professional educators and educational researchers are commonly called up to work in teams, and few teams are composed of only people who “naturally” work well together. Instead, team members take the responsibility to bridge any gaps that occur. In this course, equal emphasis will be given to the process of teamwork as well as developing critical thinking skills.

Wikipedia:
Wikipedia is not a credible source to refer to or utilize for academic or scholarly work. Please refrain from using Wikipedia as a source for any of your papers or assignments for this class.

Withdrawal: November 11 – Last day to drop with a “W”

It is your responsibility to drop or withdraw from the course pursuant to NMSU deadlines and procedures if you do not wish to receive a grade for the course. Your instructor will NOT administratively drop you by the last ‘W’ date if you have not participated in class and/or have failed to submit assignments resulting in inability to successfully complete the class.
The last day for you to withdraw voluntarily with a “W” is November 11, 2015. Before you drop this class or withdraw entirely from the university, I strongly encourage you to talk to me first.

VI. Assignments
1. Profile Picture & Syllabus Quiz (40 points for both)
Please post your profile picture for this course. This small task is worth 10 points. In addition, please complete the syllabus quiz (thirty points), which assists in better navigating and understanding the syllabus for this course – the most essential document for any course.

2. Readings & Discussion Board Activities (85 points for six weeks / 510 points total)
Our presence, of body as well as mind, in this class is crucial to the success of this course. Class participation thus includes your attendance, reading, preparation, reflection on each reading assignment, contributions to the class, and your overall engagement in the subject matter. Readings and class discussions will be used to present the explicit intellectual knowledge related to personality and working preferences, leadership theory, transformational leadership practices, and personal strategic planning. Supplementary readings and notes are available on Canvas. The ability to think critically and to apply your thoughts is essential for successful leadership. Students should use discussions as an opportunity to practice these skills as well as to challenge each other and the instructor. Practical knowledge will be acquired through individual and class activities. These activities will address each week’s topic and give the students an opportunity to experience and learn leadership techniques with colleagues.

For each Discussion Board session, your initial response is due by midnight on the Sunday of that week. The initial post is worth 30 points. Your minimum two responses to colleagues are due by midnight on the following Wednesday. The required two posts are worth 27.5 points each.

Example of Discussion Board Session:
Week One – Discussion Board – Introduction & PLSI Result – Board opens on Wednesday
Your Initial Response is Due By – Sunday, October 17, 2015 (worth 30 points)
Two Responses to Colleagues Due By – Wednesday, October 21, 2015 (worth 27.5 points each)

3. Individual Paper (125 points)
Practical knowledge will also be acquired through individual activities. Students will submit one short essay that is related to the class readings and activities. Grades will be based on the ability to think critically about the content and apply the knowledge in a thoughtful way.

4. Personal Leadership Plan (150 points)
The final assignment for this course is a Personal Leadership Plan, which is based on the culmination of all the work you have accomplished this mini-semester. Each student will also submit a final personal leadership plan. The plan will describe the environment in which the student plans to work, live, or volunteer. The plan will identify the student’s perceptions of their current strengths and weaknesses as a leader in their chosen environment and will identify gaps in leadership strengths and skills. The plan will establish goals for improvement of leadership effectiveness and indicate specific steps or actions to be undertaken. Finally, the plan will identify how progress will be measured and how improvements will be made.

You are required to use class readings and activities to inform your Personal Leadership Plan – failure to do so with result in an automatic 5-point deduction.

⦁ Final Exam – 175 pts (to be completed during finals week)
Tests – The test will be comprehensive and based on the readings, information presented by instructor and class members, and class discussions. Tests will be taken and submitted electronically. The exam will open at midnight on Monday, December 7 and close at midnight on Wednesday, December 9.
Grading Scale
Grading will be based on the following percentages of the total points accumulated on all activities:
A+ 990 – 1000 4.000
A 910 – 989 4.000
A- 900 – 909 3.667
B+ 890 – 899 3.333
B 810 – 889 3.000
B- 800 – 809 2.667
C+ 790 – 799 2.333
C 710 – 789 2.000
C- 700 – 709 1.667
D+ 690 – 699 1.333
D 610 – 679 1.000
D- 600 – 609 0.667
F 0 – 599
VII. Schedule and Weekly Assignments
All assignments must be completed in a timely manner and according to syllabus requirements.

Reading assignments should be completed before the appropriate lecture to understand the material presented in class. Readings and class lectures are subject to change.
Class Week Topics & Assignments
Week 1: October 14 – October 21 – Course Introductions, Syllabus Overview/Quiz & Learning Styles
To Do: (1) Review Syllabus and take quiz, (2) Upload profile photo and participate in discussion board (3) Take the Paragon Learning Style Inventory (PLSI) and post your results in discussion board 1. The exercise is at: http://www.calstatela.edu/faculty/jshindl/plsi/index.html

Due: Discussion Board #1 – Introduction & PLSI Results (Discussion Board Opens on Wednesday, Oct 14 and will close at midnight on Wednesday, October 21).
Syllabus Quiz, due Sunday, October 18 by midnight.

Week 2: October 21 – October 28 – Multiple Intelligences
Read: Gardner reading on Multiple Intelligences
To Do: Take the Multiple Intelligences Quiz and post your results.
The quiz is at: http://www.bbc.co.uk/science/leonardo/thinker_quiz/

Due: Discussion Board #2 – Multiple Intelligences Results & Discussion
(Discussion Board Opens on Wednesday, Oct 21 and will close at midnight on Wednesday, October 28).

Week 3: October 28 – November 4 Leadership Styles by Bolman & Deal
Read: (1) Four Frameworks of Leadership by Bolman & Deal, (2) Bolman & Deal PPT.

Due: Discussion Board #3 – Respond to Bolman & Deal Questions
(Discussion Board Opens on Wednesday, Oct 28 and will close at midnight on Wednesday, November 4).

Week 4: November 4 – November 11 – Introduction to Servant Leadership
Read: Three readings on Servant Leadership.

Due: Discussion Board #4 –
Respond to Servant Leadership Questions
(Discussion Board Opens on Wednesday, November 4 and will close at midnight on Wednesday, November 11).

Week 5: November 11- November – Leadership for a Multicultural Age
Read: Leadership for a Multicultural Age by Bordas.

Due: Individual Paper #1 – Due November 18 by Midnight
Discussion Board #5
Respond to discussion board questions
(Discussion Board Opens on Wednesday, November 11 and will close at midnight on Wednesday, November 18).

Week 5 Continued (November 18-20): Extra Credit Discussion Board – Respond to Discussion Question

Week 6: Fall Break
November 21 – November 29

Week 7: November 30 – December 6
Global Leadership & Putting It Together
Read: Global Leadership Competence: A Cultural Intelligence Perspective by Chin.

Due: Discussion Board #6
(Discussion Board Opens on Monday, November 30 and will close at midnight on Sunday, December 6).

Week 8: December 7 – December 11- Finals Week
Personal Leadership Plan & Final

Due: Personal Leadership Plan due by midnight on Friday, December 4th.
Due: Final exam will open at midnight on Monday, December 7 and close at midnight on Wednesday, December 9.
College of Education
Conceptual Framework Theme: PREPARED

The Unit’s conceptual framework provides an underlying structure, giving conceptual meaning to its operations though an articulated rationale. The conceptual framework also provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability (adapted from Professional Standards for the Accreditation of Teacher Preparation Institutions, NCATE: 2008).
The NMSU College of Education has adopted PREPARED as its Conceptual Framework Theme. The elements of PREPARED are described below. This Conceptual Framework Theme provides the foundation for goals and outcomes for our candidates, their proficiencies, and the ways in which these proficiencies are demonstrated.
Practitioners, Clinicians and Leaders
The Unit’s commitment extends beyond preparing candidates to teach or continuing the professional development of practicing teachers; for, the Unit also prepares principals, school psychologists, counselors, mental health professionals, speech language pathologists, and physical education specialists for a broad range of professional roles in education.
Reflection
This is the process by which candidates are provided opportunities to be meta-cognitive and engage in thoughtful questioning and problems-based learning.
Effectiveness
This refers to the content, pedagogical and professional knowledge, skills and dispositions that candidates utilize to ensure that all students learn. Assessment of candidate effectiveness is performance-based, uses multiple measures, and is authentic. The preparation of effective practitioners addresses the mandates of No Child Left Behind and the demand for “highly qualified” and “effective” professionals.
Pedagogy
The Unit’s and the candidate’s educational and clinical practices are grounded in the general concepts, theories and research pertaining to effective teaching.
Assessment
This encompasses the formal and informal procedures for eliciting evidence related to Unit effectiveness, and both candidate and student learning. The Unit’s assessment system is based on professional, state and institutional standards. It includes measures that are systematically used to collect data at predetermined transitional points in order to predict candidate success and improve programs. Candidates also gain expertise in the principles of classroom assessment.
Research
Theories, investigations, and policies drive the work of the Unit and undergird candidate preparation and practice.
Evaluation
This is the continuous process for determining the Unit’s realization of its stated Mission, Goals and Outcomes. Both the Unit and candidates use rubrics to evaluate their effectiveness.
Diversity
Candidates, faculty, and students represent differences in gender, ethnicity, race, socio-economic status, language, religion, sexual preference, regional culture, and ability-level. The Unit provides opportunities for candidates to work with diverse students and to demonstrate dispositions that value fairness and the belief that all students can learn.

Instructions 400 words
Read HRM Incident 2: Was There Enough Preparation? in the text at the end of chapter 14 and complete the following questions.

1.         Do you believe that Sam’s family is adequately prepared for the move to Japan? Why or why not?

2.         Should the company’s orientation program have included training for Sam’s family? Discuss.

3.         Is repatriation orientation and training necessary for Sam’s family on their return to the United States?
Source information: article from Human Resource Management, Martocchi and Mondy. ISBN 978-0-13-3866223 page 376

This is 4 separate papers!!!!!

 

Davis Health Care is dedicated to providing an excellent patient care experience. A recent survey indicated that they could improve their quality of service. Imagine you are charged with identifying an area of improvement for this organization.

Select one area of improvement from the following list to complete Part 1 and Part 2 of this assignment:

• Patient safety

 

You will focus on this area of improvement throughout the remainder of the course, which will lead to a quality improvement plan in the final week.

Write a 1,050- to 1,400-word paper in which you address the following prompts for the area of improvement that you selected from above:

Part 1: Data Collection Tools

• Explain data needed to monitor improvements.
• Explain at least three data collection tools you can use to collect performance information.
• Explain the types of information each tool collects.
• Explain the strengths and weaknesses of each data collection tool.
• Explain how the data collection tools are similar. Explain how the data collection tools are different.

Part 2: Data Display, Measurement and Reporting

• Identify at least two tools that measure and display the QI data that can be gathered with the data collection tools identified in Part 1.
• Explain the types of information each tool measures, displays, and reports.
• Explain each measurement, display, and reporting tool’s strengths and weaknesses.
• Explain how the measurement, display, and reporting tools are similar and different from each other.
• Explain how the measurement, display and reporting tools are useful for health care organizations.

Continue to use the area of improvement selected in the Week Three QI Plan Part l assignment to complete the following section of the QI plan.

Write a 1,400- to 1,750-word paper in which you complete the following for the area of improvement:

• Improvement Methodologies
  • Analyze each methodology you researched. Explain the pros and cons of each methodology for your chosen area of improvement.
  • Choose one of these methodologies for your organizational QI plan and explain why you chose this methodology over others.
• Information Technology
  • Analyze each information technology application you researched.
  • Analyze how these applications will be used to help improve the area of improvement you have chosen.
• Benchmarking
  • Analyze how benchmarks and milestones are involved in managing the use of quality indicators.
  • Analyze three potential benchmarks and milestones from quality indicators that could be used for your plan.
• Mission, Vision, Strategic, and Operational Plans
  • Analyze how performance and quality measures are aligned to an organization’s mission, vision, and strategic plan in general.
  • Analyze how the measures are aligned with the mission, vision, and strategic plan of an organization.
• Barriers
  • Challenges
    • Analyze barriers that can interfere with the implementation or revision of quality measures.
• Successful Implementation
  • Implementation
    • Analyze strategies to ensure successful implementation of new quality measures.

Write 1,400- to 1,750-word paper with the following sections:

• Criteria and Tasks
  • · Authority, structure, and organization
    • Describe the authority structure of the plan’s implementation. This must describe who is responsible for implementing the plan. Include a description of each role involved in the plan:
      • Board of directors
      • Executive leadership
      • Quality improvement committee
      • Medical staff
      • Middle management
      • Department staff
• Communication
  • Identify who the performance activity outcomes are communicated to and who does the communicating. This describes who is responsible for overseeing data collection and preparing data reports.
• Education
  • Describe how staff will be educated regarding the plan. This covers how each staff member will be initially oriented to the plan and how each employee fits into the plan based on job responsibilities.
• Monitoring and Revising
  • Annual evaluation
    • Analyze what elements of the plan are annually evaluated for improvement.
    • Analyze how to monitor the effect of changes implemented from the decision-making process.
• Regulatory and Accreditation
  • External entities
    • Analyze the effect of external entities, such as governmental agencies, accrediting bodies, and professional interest groups, on the quality and performance measure of an organization’s decision-making processes.

Combine all four parts of the QI plan into one document, making sure to include instructor feedback. Organize the plan as you would present it to the organization’s board of directors for approval. Use the QI Plan Template as a guide.

In the QI Plan Template, complete the following:

• Evaluate various data collection and display tools used in performance measurement.
• Evaluate tools used to measure and report data.
• Analyze various improvement methodologies for integrating quality improvement strategies into performance measurements.
• Analyze the impact of information technology applications on performance measures.
• Analyze the use of internal and external benchmarking and milestones in managing the utilization of quality indicators.
• Evaluate criteria and tasks for developing quality improvement plans.
• Analyze how performance and quality measures are aligned to the organizations mission, vision, strategic and operational plans.
• Evaluate strategies for meeting regulatory and accreditation standards within health care organizations.
• Evaluate measures used to monitor and revise quality program implementation.
• Evaluate barriers that can interfere with the implementation of quality measures.
• Evaluate strategies to ensure successful implementation of quality measures.

Write a 350- to 700-word executive summary related to your QI plan which includes an evaluation of the  following:

• Evaluate the current state of QI at the organization, its organizational and operational QI structure, authority, mission, methodology, and tools used.
• Recommend how the organization will achieve its objectives over the long term.
• Evaluate challenges that may impact the future of health care quality improvement.
• Evaluate effect of health care quality improvement on operational and financial performance.
• Cite 5 peer-reviewed, scholarly, or similar references to support your paper.

Cite at least 3 sources according to APA guidelines to support your information.

Click the Assignment Files tab to submit your assignment.

 

The topic of your project needs to be a contemporary societal problem, such as healthcare reform, immigration reform, privacy rights, euthanasia, First Amendment Rights, stem cell research, capital punishment, corporate prisons, legalizing drugs, ageism, animal rights, cloning, prayer in schools, racial profiling, recycling/conservation, sexism, outsourcing jobs, workplace bullying, etc. The topic must focus on a single aspect, as in “How far do corporations intrude into the private lives of their employers?” or “The social costs of financing the distribution of custom-designed drugs.” You may suggest another topic to use, but the instructor must approve the topic during the Week Two Discussion.

 

The Final Research Project will present research relating the responsibilities of a critical thinker to contemporary society. In this assignment, you will do the following:

 

• Research one aspect of a contemporary social problem.
• Define the problem.
• Propose a possible solution for the problem.
• Create an argument that supports your thesis position. You should take on the perspective of a critically thinking researcher. The argument must present a thesis statement and evidence to support the thesis statement.
• Evaluate the ethical outcomes that result from the position you take on the issue and explain how those outcomes would influence society and culture.
• Interpret statistical data from at least two peer-reviewed scholarly sources.
• Evaluate evidence using the following standards: validity, reliability, and bias related to the chosen topic and accurately identify strengths and weaknesses.

 

Research and Define the Problem

You must take on the perspective of your major field of study and explain in your paper what that perspective is and how it informs your view of the topic. The topics listed above are far too broad to write about in 10–12 pages (3,300–3,900 words). Instead, you must choose a narrowly defined thesis and approach it from the perspective of your field.

 

Example: If you are an economics major, and you are interested in immigration reform, you should approach a very specific aspect of immigration reform through the lens of economic theory and practice. A specific thesis question would not be, “How does illegal immigration influence the U.S. economy?” One could write thousands of pages on such a topic. Instead, a better question would be, “How do illegal immigrant hotel workers in Chicago impact the economy of Northern Illinois?” You would then want to do the research and determine the positive and negative impacts they have, ultimately trying to conclude how illegal immigration in this area should be approached ethically.

 

How to Hone Your Thesis: It is important that you start your research early in this course. Try to find the most important contemporary questions and theories in your field of study and then align the most important questions with a very specific aspect of the general topics above. For example, if you are a psychology major, you might want to start thinking within the realm of healthcare reform or aspects of mental health and criminality in the prison system.

 

Your Argument

You must present a complete argument, including a major claim with at least five points of evidence, information, or data that will prove the claim.

 

• The thesis statement must be
  • A clear, simple declarative sentence as the first or last sentence in the opening paragraph of the essay.
  • Of such a nature that it can be substantiated, corroborated, verified, and proved through appeal to primary or secondary academic research source materials.
• The introductory paragraph must
  • Present the thesis statement, an explanation for the importance of the topic, and its relation to the student’s field of study.
• Beliefs, opinions, and personal opinions must not be introduced at any point in the essay.
• All beliefs and opinions should be supported with academic evidence. Sweeping generalizations with no supporting academicevidence do not reflect adequate critical thinking skills.
• Do not include rhetorical questions in your essays. All the questions that are pertinent to your project need to be answered in your essay and your answers again need to be supported with evidence from peer-reviewed journal articles and academically published books.

 

Attributes of Good Critical Thinking in Papers

 

• Your paper should include academic sources that explain multiple sides of the issue.
• The evidence that you use should come from high-level researchers engaged in your field of study.
• Your interpretations of the evidence should be objective and state the conclusions and theses presented in the evidence clearly and fairly.
• Your paper should place the various forms of evidence in relation to one another and demonstrate why one form or perspective is stronger than the other positions that one could take on the issue.
• Your paper should point out the limitations of current evidence and attempt to indicate areas for future research.

 

Ethical Outcomes of the Position You Take

After you have defined the problem and created an argument about how one ought to respond to the issue, you need to explain the ethical outcomes of the position you have taken. This should again be in relation to the field of study in which you are working. There might be different ethical outcomes that result from your analysis. For example, going back to the example issue above, from an economic standpoint, illegal immigrants might contribute positively to the economy of Northern Illinois in a specific number of ways. Thus, an economist who believes that positive impact to the economy is the greatest good would say that one should promote the use of illegal immigrants. However, because these workers are often paid less than others and eliminate jobs that could be done by residents of Chicago, there could be other negative ethical outcomes that would outweigh the positive impacts to the economy. It is your goal to draw out the ethical implications of your thesis and explain the underlying rationale that is the foundation for your claim that one action is better than another.

 

• Critical thinkers are those who can outline the positive and negative ethical impacts of their positions. In addition, they are able to provide a rationale for why they believe a specific position is the right position, even when it leads to negative outcomes.
• Critical thinkers are also able to be honest and objective about the limitations and gray areas that pertain to their theses.

 

Final Research Project Requirements

The Final Research Project may be presented as a formal research paper (essay format), a PowerPoint presentation, a video, or a podcast equivalent to a minimum of 10 – 12 pages in APA format (approximately 3,300 – 3,900 typewritten words, excluding title page and reference pages). Written essays must adhere to all APA formatting standards and requirements, as outlined in the Ashford Writing Center.

 

PowerPoint presentations must include the full text (at least 3,300 words) in the speaker notes portion of the slides, with appropriate citations, and full reference pages. PowerPoint presentations must adhere to the basic principles of PowerPoint presentation design and must include citations and references according to APA standards and requirements.

 

Videos and podcasts must include a full transcript, in APA format, including appropriate in-text citations and a references page.

 

Quotations:

There must be no more than 15% quoted content in the body of your essay. All quoted material must bear quotation marks and a full quotation citation.

 

Source Documents:

 

• There must be 10 or more source documents used, cited, and referenced.
• Multimedia sources (such as videos) may be used, but no more than two such sources may be used. If multimedia sources are used, then they must be authored and distributed by credible sources, such as universities, law schools, medical schools, or professors, or found in the Ashford University Library.
• Where print documents are used for source materials, those must be peer-reviewed, scholarly journal articles, and academically published books. Popular media sources (e.g., newspapers, magazines, television and radio shows, etc.) may not be used. Materials from advocacy groups (e.g., Greenpeace, Human Rights Campaign, National Organization for Women, etc.) may not be used.
• Two of the peer-reviewed scholarly sources used must include statistical evidence, which must be accurately interpreted.
• Sites such as ProCon.org and Wikipedia should not be used.
• Religious texts are neither peer-reviewed nor scholarly and so may not be used in any way.

 

Summary Conclusion:

You must have a summary conclusion as the last paragraph(s) of the project, presenting the major point of the essay and the evidence supporting that point.

 

Word Count:

The content body of the project must be 3,300 words or more. The word count does not include anything in the title page, running header, or reference list. It is expected that you meet all logistical requirements of this paper.

 

Reference List:

 

• The list of references must include only those source documents that are cited within the body of the project.
• The project must fully comply with APA formatting standards and requirements as outlined in the Ashford Writing Center: title page, running header with page numbers, font face and size, line spacing, citations, and reference page(s).

1. 1. Using the District4WarehouseMove WBS.xls provided, create a project plan for the District 4 Warehouse Move project. Use the PDF document, Project Plan Check – District4Move, to check your work to be sure you have created your starting project plan correctly. ProjectLibre is required for this task. If you have not yet downloaded ProjectLibre, please click here and follow the directions to do so now.

      Note: you will need to insert a column to include your WBS codes, then you will need to sequence the tasks to show tasks by work package.

 

1. 1. Based upon the details in the WBS and the project case, determine which tasks need to be completed first and which tasks are dependent upon other tasks to be completed prior to starting. Using this information identify predecessors in your project plan’s predecessor column. Complete the predecessor column by entering the line number of tasks that must be completed in order for each task to start. This will create your project timeline.

 

1. Using ProjectLibre’s Network or flow diagram view, determine the critical path for this project. In a MS Word document, list the activities that are on the critical path. Considering the risks identified in the risk table below, identify which risks would be most likely to increase your project timeline. Justify your responses.
2. Submit both your completed project plan and your MS Word document.

District 4 Production Warehouse Move Project – Risk Table

1	Permits are not received per the schedule
2	Finish work contractors walk off the job half way through
3	Framing and drywall contractors are running behind schedule and can only produce half their crew as scheduled
4	Work benches are poor quality and 1/3 will have to be rebuilt

Assignment 1)  Case Study—Merger and Acquisition

Throughout this course, you will review scenarios involving Company A, which has been acquired by Company B. Company A was founded in 1956 in Mobile, Alabama. The average age of its workforce is 57 and it is comprised of 40% Caucasian and 85% male. Company B was founded in 1997 in San Francisco, California. The average age of its workforce is 35 and it is comprised of 45% Caucasian and 50% male.

These two companies have been staunch competitors in the marketplace for several years and the employees of Company A are resentful of integrating with their former rival. There are many strategic and ethical challenges involved in this acquisition. A few of the goals of the acquisition project are listed below:

• Managing the Communication and Information Sharing:
  • The company wants to keep employees informed of how the acquisition will impact them.
  • The company wants to be sure that they provide enough information to satisfy the employees, but not provide so much that the employees feel overwhelmed.
  • The company wants to be sure that the timing of the communication matches their execution of the changes within the two organizations.
• Managing the Consolidation and Changes:
  • There is no doubt that there will be layoffs as a result of the acquisition. The company wants to do what is best for the acquisition in a way that inflicts the least amount of harm to the existing employees.
  • The company wants to make the decisions about who to layoff in the fairest way possible.
  • The company wants to try and limit exposure to potential discrimination (age and gender) stemming from the layoffs.
• Managing the Relocations of Some the Employees:
  • Another impact of acquisitions is that employees may be asked to relocate in order to maintain employment in the newly formed organization.
  • The company wants to manage the expenses and potential disruption with the relocations.
  • The company wants to assess relocations verses hiring new employees locally.

Let us look at the role and responsibilities of HR managers regarding managing the company’s goals related to the recent acquisition.

Instructions:

You have a wide variety of employees encompassing different ages, genders, and ethnic backgrounds represented in these two companies. As a Strategic HR Director, your goal is to create a workforce that will effectively move the newly formed company forward.

Now, address the following issues:

• Identify all of the information you would need to effectively manage the three goals above.
• Identify the challenges and potential issues related to implementing the three goals above.
• Develop recommendations for strategies to address these challenges and help the newly formed company meet its goals.

Write a four to-five-page report in Word format. Apply APA standards to citation of sources.

————————————————————————————————————————————————

Assignment 2

Case study—Paid Time Off (PTO) Policies

PTO policies have become good tools for HR staff to use in terms of organizational incentives. Use the University online library and your textbooks to read about PTO policies. Now, let us go back to Company A and Company B fromModule 1.

While reviewing the information from the two merged companies, the HR Director has found out that each company has two different PTO policies.

Company A has a PTO system in which employees are given 30 days of paid time off each year, which accumulates at the rate of 2.5 days a month. Under this policy, vacation and sick leave are all rolled into one paid leave and any absence whether scheduled, such as vacation, or unscheduled, such as sick leave, are taken from the accumulated leave the employee has earned.

Company B has a more traditional leave system in which employees are given 12 days of vacation, 10 days of sick leave and 10 holidays. The company is closed on those holidays. Vacation is accumulated at a day per month. Sick leave has an unlimited accumulation, but unlike vacation would not be paid out upon termination of employment.

Since the employees of the merged company will be working side by side, the HR Director has asked you to review the situation and make recommendations for a solution.

Instructions:

As an HR Director prepare a report addressing the following issues:

• Identify any additional information you would need to recommend a solution, and explain where you would likely find that information.
• Discuss any issues you would likely encounter if you were to merge the PTO system to a traditional leave system. Explain which issues would be difficult to solve and why.
• Explain any problems you see with leaving the two systems in place, and identify which system would be assigned for new employees.
• Make a recommendation for one common PTO system. Explain your system and why you think this system is the best system for the company.

Include two to three scholarly references in your response.

Write a four-to-five-page memo to the company’s Chief Executive Officer (CEO). Apply APA standards to citation of sources.