ASSESSMENT: Design an early childhood program

Value: 50%

Due Date: 8^th October

Length: 2000 words

 

Task

You have been given the task of designing a short early childhood program (three learning experiences) that adopt a socially just/anti-bias approach to teaching. You need to choose one area from those addressed this session: gender, sexuality, linguistic diversity, ethnicity or Aboriginality. You are not required to implement the program for this assessment.

Pay close attention to issues of pedagogy and be thoughtful about the ways you incorporate the notion of socially just/anti-bias teaching in each learning activity that you build in throughout the short program. It is important to demonstrate how you will encourage children to be critical thinkers around your topic.

The short program [and thus, your assessment] needs to include these tasks:

Topic and rationale
1) Identify the topic you will focus on and give a rationale as to why this topic important for your centre to address (or one you have visited/had a practical experience with – if you are not currently employed in an EC setting). The rationale should include connections to your readings (approx. 250 words).

Resource audit
2) Do an audit in your room for resources that might be encouraging dominant discourses around your chosen topic (eg if your topic is sexuality, you might note resources that represent social norms like heterosexual parents, gender roles, etc.). Make a list of these resources. Then explain how these resources could be used differently to challenge the dominant discourses they currently convey, or what other kinds of resources could be included to show diversity around your topic (approx. 250 words).

Learning experiences
3) Create 3 learning experiences where you continue to disrupt dominant discourses by encouraging
children to think critically about your topic (approx. 1000 words total for the three activities).
•Describe each activity
•Include sample questions you could ask about your topic to encourage children to think differently, or to challenge stereotypes.
•At the end of each activity, include a table that shows how each activity addresses particular outcomes/elements of both the EYLF and NQS in regard to diversity and difference (please see an example of the format for the learning experiences and EYLF/NQS notes in the Resources folder on the subject’s Interact2 site). A minimum of 8 notes in total must be made across the 3 learning activities (300-350 words per learning experience).
•At the end of all three experiences, write one combined justification for the three experiences. This should explain how the experiences encourage children to be critical thinkers and demonstrate a socially just/anti-bias approach to teaching. The justification must include connections to your readings (approx. 250 words).

Professional reflection
4) Write a professional reflection considering your cultural plunge, the main ideas that have been
presented in the subject materials and why it is important we critically reflect on our knowledge/ assumptions /bias/beliefs to become socially just teachers (approx. 250 words).

The entire assessment should use no less than 6 references (from your readings and extra readings if
possible). For the purposes of confidentiality, please do not use a service’s real name when discussing the service philosophy. A pseudonym (a name that you make up for the service) may be used if you wish.

 

 

Marking criteria

Your assessment will be graded under the following criteria:

Criterion A) (30%)
The program is thoughtful and realistic in its articulation and includes:
i) a rationale clearly supporting the choice of topic
ii) a thoughtful audit of the centre resources with reference to a chosen topic

Criterion B) (40%)
The activities within the program demonstrate:
i) 3 learning experiences which include relevant and appropriate activities to explore the topic
ii) examples of questions that could be used to prompt children’s critical thinking about the chosen topic

iii) a well articulated justification for the three learning experience that draws upon concepts from subject readings and additional literature.

Criterion C) (20%)
The professional reflection includes:
i) a well articulated discussion that reflects on your plunge experience and the key ideas raised
in the text and modules in light of adopting a socially just approach to teaching.

Criterion D) (10%)
Tertiary level of writing and referencing
• Level of accuracy and control in articulation of ideas.
• Logical and coherent text structure.
• Quality of correct citation and referencing formats.

Value: 50%

Due Date: 28^th September

Length: 2000 words

Task

Students are required to demonstrate their knowledge and application of Aboriginal education in an early childhood setting. They will then professionally reflect on how the subject can influence their own practice of Aboriginal Education in an early childhood setting. Each part should be approximately 500 words in length.

PART A – Aboriginal Perspectives in Early Childhood (500 words)
Develop an Aboriginal perspective activity that can be utilised in an early childhood setting. You are to develop one 20 – 60 minute activity that teaches the children a culturally appropriate Aboriginal concept. This may include (but is not limited to) Aboriginal concepts of Dreaming, lore, values, food, shelter, animals, plants, language, community people, pedagogy, songs, dance and artists. You will need to identify the Aboriginal perspective, targeted age group and one related EYLF outcome.

PART B – Aboriginal Pedagogy in Early Childhood (500 words)

Select one of the Aboriginal 8 Ways of Learning; story sharing, community links, deconstruct/reconstruct, non-linear, land links, symbols & images, non-verbal or learning maps. Identify what it is and why it is a useful strategy in the early childhood setting for all learners.

 PART C – Aboriginal Community Resourcing in Early Childhood (500 words)
Select an Aboriginal community organisation or groups that are available in your local area. Describe the purpose and role of the selected Aboriginal community organisation or group. Suggest one way you can utilise them in the early childhood setting. They may be utilised to (but not limited to) plan, implement or develop Aboriginal perspectives or inform early childhood staff members about Aboriginal education with professional development.

PART D – Professional Reflection (500 words)

Students will describe how this subject has influenced their practice in an early childhood setting. You will need to select an aspect of this subject; it may include topics, readings, further research or resources that have been shared through the subject interact site. The professional practice that has been influenced can include (but not limited to) one of the following; planning, implementing Aboriginal education, addressing Aboriginal student learning needs, community partnerships or developing Aboriginal perspectives.

This task reflects the following subject modules

• Module 3 – Incorporating Aboriginal Studies and Aboriginal Perspectives;
• Module 4 – Students in Aboriginal Education; and
• Module 5 – Community Partnerships.

Marking criteria and standards

Each PART of this assessment item relates directly to one marking criteria. In addition, there is a marking criterion on the academic quality of the assessment.

• PART A– Students develop an appropriate Aboriginal Perspective activity that focuses on cultural knowledge, for an early childhood setting.
  • PART B – Students demonstrate their understanding of one Aboriginal pedagogy strategy and explain how it can benefit all learners in an early childhood setting.
  • PART C – Students will explore the purpose and possible role of one Aboriginal community organisation or group in an early childhood setting
  • PART D – Students will reflect on how the subject experience can influence education practices in an early childhood setting.
  • Quality of written component – Academic Literacy Components (see rubric)

 

Marking Criteria	Student Feedback
	HIGH DISTINCTION	DISTINCTION	CREDIT	PASS	FAIL
PART A (11 marks) Students develop an appropriate Aboriginal Perspective activity that focuses on cultural knowledge, for an early childhood setting.	An innovative and meaningful Aboriginal perspective activity is developed for an early childhood setting that will engage children and encourage deep learning of an Aboriginal concept. The relationship between Aboriginal Education, EYLF, needs of the learner and the EC sector are explored with clarity and precision	An Aboriginal perspective activity is developed for an early childhood setting that engages children and demonstrates how the child can display appropriate Aboriginal knowledge concepts to others. They begin to analysis how the activity is reflective of EYLF and Aboriginal Education.	A creative and unique Aboriginal perspective activity is developed. The Aboriginal cultural knowledge is identified and clearly links to the activity. They are able to demonstrate how the Aboriginal perspective activity is reflective in EYLF and relevant in an early childhood setting.	A basic Aboriginal perspective activity is developed that can be delivered in an early childhood setting. They are able to identify how the activity reflects EYLF principles, practices or outcomes.	Students may identify an Aboriginal perspective activity, but its application in an early childhood setting and reflective of EYLF needs further development and clarity.
PART B (11 marks) Students demonstrate their understanding of one Aboriginal pedagogy strategy and explain how it can benefit all learners in an early childhood setting.	The exploration of one Aboriginal 8 ways of learning is concise and clearly analyses its benefits for the early childhood learner (0-5yrs). Further research is evident as they examine the relationship between EYLF, Aboriginal pedagogy, the needs of the learner and the EC setting.	Students use further research to explore one strategy from the Aboriginal 8 Ways of Learning. They have demonstrated a clear examination of its relationship to the needs of an early childhood learner and links to EYLF.	Students articulate how a strategy from the Aboriginal 8 Ways of Learning pedagogy is relevant to the needs of all early childhood learners and promotes the relationship between Aboriginal Education and EYLF. They have utilised further research to support their work.	Students identify and discuss one of the Aboriginal 8 Ways of Learning pedagogy strategies. They are able to articulate a basic understanding of why it should be applied to the early childhood setting for the benefit of all learners, with links to EYLF. They have used the provided readings to further support their discussion.	Students may identify one of the Aboriginal 8 Ways of Learning pedagogy strategies, but are unable to articulate a clear understanding of its relevance to the needs of early childhood learners or EYLF.
PART C (11 marks) Students will explore the purpose and possible role of one Aboriginal community organisation or group in an early childhood setting	Students clearly demonstrate with a fluent analysis of how an Aboriginal community organisation is relevant to the development and needs of the learner, EYLF and Aboriginal Education in an early childhood setting. Further research is distinctly linked to support their analysis.	Students examine the role of one Aboriginal community organisation or group and develop an innovative strategy to include them in an early childhood setting. They utilise further research to analyse the practice and benefits of Aboriginal community partnerships in an early childhood setting.	Students clearly articulate the role of one Aboriginal community group or organisation and provide a purposeful avenue for interaction with the early childhood setting. The benefits of a partnership between an Aboriginal organisation and early childhood settings are explored with further research.	Students identify the role of one Aboriginal community organisation or group and how they can be utilised in an early childhood setting. They have utilised suggested research to support their description.	Students may identify one Aboriginal community organisation, but have difficulty in clearly articulating its role and how they can be utilised in an early childhood setting.
PART D – (11 marks) Students will reflect on how the subject experience can influence education practices in an early childhood setting.	Students provide a professional reflection that distinguish and analyses the relationship of professional development and professional practice with Aboriginal education. This is demonstrated with clear and concise links to their subject experience and further research.	Students provide a detailed professional reflection that highlights the importance of Aboriginal Education in an early childhood setting and clearly links this to their subject experience, supported by further research	Students express a detailed professional reflection identifying how the subject experience has influenced their own professional practice. It is supported with further research. There is evidence of analysis in their discussions.	Students identify and explore how and why this subject can influence their practice. They are able to utilise research to support their understandings of the influence and practice.	Students identify that the subject can influence professional practice, but are unable to discuss in relevant detail why or how.
Quality of written component (6 marks) – The development of themes, sentence structures, content and vocabulary – Extensive, correctly referenced, literature cited in support of the analysis and critical reflection.	Skilfully crafted logical structure which provides strong evidence of knowledge, enthusiasm and control. Cites highly relevant texts and demonstrates sustained accuracy with APA6 in-text citations & reference list.	Individual paragraphs are crafted to allow thorough exploration of key ideas. Structure flows and follows a sequence which connects ideas. Cites relevant texts which are properly APA6 referenced (in-text citations & reference list).	Written expression conveys intended meaning. Uses language which respects diverse peoples & cultures. Logical & consistent structure. Cites appropriate texts which are adequately APA6 referenced (in-text citations & reference list).	Some statements require elaboration &/or clarification. Use of culturally appropriate language. Some evidence of structure. Cites at least 5 texts which are APA6 referenced (in-text citations & reference list).	Use of informal colloquial language. Use of culturally inappropriate terminology. Little apparent structure. Inadequate APA6 citation and referencing (in-text citations & reference list).

 

 

ENVS805 Air & Water Quality
Air Quality exercise
Due: 13 September 2018; 6pm through iLearn
You should give the workout details for every calculation. Scan of hand writing is
acceptable. Final answer without the detailed explanation of the calculations will
be assumed as wrong answer.
1. In maximum 500 words summarise all of the effects from emissions of SO2
and NOx to the environment. (3 mark)
2. Using the NPI database determine the total emissions of benzene for electricity
generation for the last 8 years, and:
– provide linear and best fit polynomial regression analysis (0.5 mark)
– determine the mean value and standard deviation (0.5 mark)
– draw a boxplot for the time series (0.5 mark)
– provide up to 100 words summary of the results (1 mark)
For the overall benzene emissions in Australia:
– determine the 5 major diffuse sources and 5 major industrial sources of
emissions of benzene in Australia (0.5 marks)
– 5 major facilities and their % contribution to national emissions of benzene.
With a sentence or two describe the major activity of each industry (1 mark)
– In 200 words describe the impacts of benzene on local and regional air quality
(1.5 mark)
3. In maximum 300 words describe how primary and secondary PM is formed
and what are the potential sources of each type (natural and anthropogenic). (2
marks)
4. Determine the overall Air Quality Index for Sydney east, Sydney north-east and
Sydney south-west accounting for the readings from the 12 air monitoring
stations located around Sydney:
Explain how the index was calculated (1 mark)
5. An urban location has VOC at 1.8 ppmC, while the NO2 concentration is 0.05
ppm.
(a) Determine the concentration of ozone in this urban airshed (0.5 mark).
(b) In 300 words discuss the VOC and NOx emission sources and summarise how
to reduce the tropospheric ozone by at least 20% (1 mark).
6. How do local, regional and global meteorology and atmospheric structure
affect air quality dispersion? (300 words) (2 marks)
Pollutants Ozone Nitrogen Visibility Carbon Sulfur Particles
O3 dioxide NEPH monoxide dioxide PM10
NO2 CO SO2
pphm pphm Bsp ppm ppm µg/m3

Averaging Periods 1-hour 1-hour 1-hour 8-hour 1-hour 24-hour
average average average average average average
Sydney
east
Rozelle 1.7 1.8 0.17 0.1 0.08 32.1
Lindfield 1.3 5.1 0.02 0.12 0.07 38.4
Earlwood 1.9 5.3 0.2 0.5 0.05 33.1
Sydney
northwest
Richmond 1 7.2 0.21 0.4 0.03 29.3
St Marys 0.6 4.5 0.18 0.4 0.07 31.2
Vineyard 1.8 7 0.13 0.2 0.01 29.3
Prospect 2.1 7.1 0.05 0.1 0.05 29.5
Sydney
southwest
Bargo 1.8 6.4 0.32 1.1 0.01 30.1
Bringelly 2.2 5.4 0.18 1.2 0.06 28.7
Liverpool 2.1 3.8 0.18 0.1 0.09 51.2
Macarthur 2.3 6.1 0.21 0.3 0.01 44.1
Oakdale 2.4 7.1 0.23 1.4 0.03 47.2
7. A proposed rural power plant will burn coal with SO2 stack emissions of 55.5
g/s. The effluent gases will be emitted from a 45 metres high stack with a
diameter of 1.3 metres at a temperature of 110oC and an exit velocity of 8 m/s.
The conditions are strong incoming solar radiation during the day with surface
wind speed of 5.2 m/s, temperature 25oC and at atmospheric pressure.
Calculate:
i) Wind speed at stack height (1 mark)
ii) Plume rise (1 mark)
iv) Ground level concentration of SO2 at 1 km downwind direction (1.5 marks)
v) Ground level concentration of SO2 at 3 km downwind and 300 m height (1.5
mark)

Assessment 2
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BSBRSK501 Manage Risk
Assessment 2
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BSBRSK501 Manage Risk
Assessment: 2
Written Report
Submission details
The Assessment Task is due on the date specified by your trainer. Any variations to
this arrangement must be approved in writing by your trainer.
See instructions and task specifications below for details.
You must submit both printed copy and soft copy of your answers.
Submit printed copy of required evidences (your answers) to your Trainer with the
“Assessment Cover Sheet” (Filled out and signed appropriately) attached on top of
your answers.
Upload the softcopy on the eLearning site with appropriate header and footer (Your
name, student id, unit/subject name, assessment no, page no, etc.)
The Trainer/Assessor may further prompt and question in order to receive answers
of appropriate quality or if further clarification required and to validate authenticity
of your submitted work.
Instructions:
• Report can be prepared on an individual or group basis
• Assessment must be typed and it needs to be in a report format and no
more than 1000 words
• Students need to address all tasks in the report as specified below in a
succinct manner
• Students are required to keep a copy of all work submitted
Task specifications:
In order to demonstrate competence in this unit you need to design and
develop a risk management plan of the scenario that was used in the
Assessment task 1 or your chosen workplace that is related to:
• The reduction of accidents, illness or incidents relating to worker or
general public safety
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• The prevention of operations discontinuity and/ or reduction of
associated costs
• The need for new or innovative improvement/ changes in processes or
procedures and the associated risks
• Environmental impact issues- including resource use and management
Select an idea, improvement or opportunity that would be of benefit to your
team or your organisation. This must be a concept that is suited to application
and could be submitted, for approval, to senior management.
Describe and define your idea/ suggestion and give clear and succinct
reasons for initiating and implementing the risk management plan.
You will need to address all of the following information in your report:
• Outlining the current situation of the organisation
-Strategies
-Business practices
-Work processes
-Staff training
• Risks associated with the current situation
-Number of risks in different contexts (e.g. economical, technological)
• Risk identification and assess process
-Likelihood, consequences of risks along with rating of risks
-The process of identification with clear discussion about the whole
process including involvement of both human and technologies
• Risk controlling methodologies
-An overview of the exiting methodologies
– Its strengths and weakness
-Improvement opportunities
• Action plan on improvements
-New plans to manage risks
-Communicating with relevant stakeholders
-Documentation of action plans
-Monitoring policy
• Evaluating improvements
-Reduction of impact or consequences of the risk
-Introduction of any risk (if applicable)
• Supporting documentation
-Discussion on documents which are required for the whole process
The assessment need to be presented in a proper report format with a clear
introduction of the report and with a proper conclusion.

Assessment 1
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BSBRSK501 Manage Risk
Assessment 1
Assessment 1
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BSBRSK501 Manage Risk
Assessment 1- Project
Submission details
The Assessment Task is due on the date specified by your trainer. Any variations to
this arrangement must be approved in writing by your trainer.
See task specifications below for details.
You must submit both printed copy and soft copy of your answers.
Submit printed copy of required evidences (your answers) to your Trainer with the
“Assessment Cover Sheet” (Filled out and signed appropriately) attached on top of
your answers.
Upload the softcopy on the eLearning site with appropriate header and footer (Your
name, student id, unit/subject name, assessment no, page no, etc.)
The Trainer/Assessor may further prompt and question in order to receive answers
of appropriate quality or if further clarification required and to validate authenticity
of your submitted work.
Assessment description
This assessment requires you to study the case study of Coca-Cola project (provided
below) and complete a risk plan, risk form and risk log for that particular project of
the company. Use templates provided in Appendix 1 to complete your tasks.
Task Specifications:
• You must submit risk plan, risk form and risk log
• All risks need to be relevant and identified from the case study, reasonable
assumptions can be made
• Extra rows can be added to the template
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• Assessment tasks need to be documented in MS Word file.
Case Study:
Coca-Cola Amatil’s journey: Lotus Notes to BPOS
Beverage giant moves 8000 employees to Microsoft’s hosted Business Productivity
Online Suite
Jenna Pitcher (CIO), 27 August, 2010 09:34
Beverage company Coca-Cola Amatil (CCA) is halfway through the massive task of
migrating its over 8000 employees from Lotus Notes to Microsoft’s hosted Business
Productivity Online Suite, the company revealed in a presentation at Microsoft’s
Tech.Ed conference on the Gold Coast this week.
The project kicked off in March and is halfway through, according to technology
services manager, Steven Meek. Each employee will receive a 5GB email account, up
from 300MB. Some 69 Lotus Notes servers and 700 BlackBerrys will also be factored
into the equation, along with new acquisitions.
“We’ve made a lot of acquisitions — seven or eight companies over six years,” Meek
told the audience. “That was extremely challenging — we were continually
migrating people across and some companies [we] acquired were running odd
systems.
“It was kind of funny; some of the companies were using Exchange, then we moved
them to Lotus Notes and now we are moving them back again. Recent acquisitions
who were still on Exchange were relatively easy — it was just Exchange to Exchange
migration.”
The beverage giant’s team is half way through the rollout, which is happening
incrementally. Meek’s team doesn’t just have to deal with technical challenges,
however; senior levels have also put the pressure on.
Meek’s chief information officer was asked by the CEO, for example, whether the
migration could happen in two weeks. The team considered it, but the time frame
was not feasible.
“We’ve done about 4200 employees, which is about 600GB of email and five and half
million emails and calendar entries,” Meeks said of the project’s current state.
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The data migration — documents, email and notes — was successful for most users
but some were not so lucky.
“But it was quite simple to get across and tell them that it was coming. But of course
some of them were quite happy not to have email,” Meek joked.
The team brought every user’s email history over from Lotus Notes across to the
cloud, a shift which changed the dynamic entirely.
“Even though we were moving to Outlook, we lost a lot of calendar integration,”
Meek said. The project team used a master user list to keep employees from falling
though the cracks and track staff deployment location and the number of
BlackBerrys in the field.
It was also important to have a quality directory, with the effort to upload the Lotus
data and reconcile different sources of truth together being “significant”. Many dead
accounts were found in the migration — for example, employees who had left the
company years ago.
Meek explained there was only very basic information in the staff directory — so
part of the challenge was to chase down the details, enter that data in and get it
right.
“We had to put in significant effort into reconciling user accounts in with that
directory account and getting that data right. With moving into the cloud, there were
some discrepancies, some people were getting other peoples email,” he said.
Significant other issues such infrastructure and network hurdles were also
encountered.
“Network capacity planning — so that was really about, ‘yes, have we got enough
bandwidth to put all that data up into the cloud at the rate we wanted?'” Meek said.
“And then when it’s up there and the user logs on, do we have the bandwidth to get
that to come back again?
“One thing we did miss was our DNS. We didn’t really take into account the fact that
there were session counts on the firewalls,” he said “We had a 4000 firewall limit so
we reached a point where we were really stopped in our tracks — there something
like 30,000 sessions on that firewall. So we did some more work with Telstra to add
in some more capacity.”
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Meek encourages other enterprises that are looking at a similar migration to think
about bandwidth and think about the actual capacity of the infrastructure. “We also
had a bit of our challenge with quality of service policies with our network because
of all the big cross traffic of our network and cell traffic,” he said.
“Another problem that seems obvious in hindsight was installation of software.
Software deployment was a challenge, we really should have deployed software
earlier. They were deploying and not all of the software was on the desktops.”
The team kicked off the project in March. To learn as much as they could, the IT
department of 180 people jumped right in first in May to test out the software on
themselves.
The company also had non-IT ‘change champions’ across its business who
volunteered to help champion the new technology. These champions were coached
by the IT department and let out to cut through the negative talk about the change.
The next step was executive-level migration to ensure senior level buy-in. The
executives were migrated first to placate their employees with the news that they
had already gone through the migration.
To keep the help desk from backing up with calls, floor walkers were deployed
across sites. Their job was to walk around and help staff with any problems they
encountered — a more personable approach than contacting the help desk.
On a SharePoint-based intranet, the company also produced a lot of user help
content that included a guide, a FAQ and to let employees know that the change was
to “move forward with the times”.
The next step will be the finalisation of the rollout — as well as the implementation
of Microsoft’s Office Communication Server, which will facilitate video calling, to be
bedded in next year.
Source:
http://www.cio.com.au/article/358555/cocacola_amatil_journey_lotus_notes_bpos/?fp=4&fpid=16
Copyright CIO, used here
for educational purposes only.
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Appendix 1:
Risk assessment matrix
Risk plan
This template is used to record identified risks associated with the project, analyse
the impact and determine resultant action to be taken.
Risk Likelihood
(H/M/L)
Impac
t
(H/M/
L)
Risk response
(Contingency
strategies)
Responsibili
ty
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Risk form
Identified risks from the project are logged on a risk form:
PROJECT DETAILS
Project Name:
RISK DETAILS
Risk/s ID: …………….
Risk/s description:
Risk/s likelihood: Risk/s impact:
RISK MITIGATION
Recommended preventative actions:
Recommended contingent actions:
Stakeholders
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1.
2.
3.
APPROVAL DETAILS
Supporting documentation (List):
1
2.
Signature: _______________________ Date: ___/___/____
Title: _______________________
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Risk log
On this template, all issues are treated as risks. They should be recorded when they arise, assigned a number and responsibility,
and a recovery strategy or alternate path agreed, acted upon and recorded when closed.
Number Issue/risk Priority
(rank
as to
impact)
Agreed
management
strategy
Responsibility
(manage)
Stakeholders Communication
Plan
Monitoring
Plan

Search 5 scholarly resources that relate to the topic (Strategic Planning) and have been published within the last 5 years. Academic articles and journals must be reputable and obtained from professional websites. You will then chose one article to review and use the others to compare and contrast.

Use the following format:

1)Key Concept Explanation: Define your key topic by using a source. Give a clear, concise overview of the essential elements relevant to understanding your key topic. In addition, explain why you are interested in this topic (e.g., academic curiosity, application to a current issue related to employment, or any other professional rationale).
2)Comparison: Compare your research with what you have found. Note differences or commonalities about your key topic, providing evidence that you have extended your understanding of this topic. This is an opportunity for you to cite the additional articles you originally researched. This section must be at least 200 words.
3)Article Summary: In your own words, provide a clear and concise summary of the article you selected. This section must be at least 200 words.
4)Application: Specifically state how your key topic has been applied to real-world businesses or describe the potential your key topic has to influence today’s business world. Your application must possess a professional rationale that demonstrates the significance of your key topic. This section must be at least 100 words.
5)Annotated Bibliography: Cite the articles you researched in current APA format. An annotation must accompany each citation. Each annotation will consist of a descriptive and evaluative paragraph that is at least 100 words. The annotations are designed to help your classmates in their understanding of your topic. In addition, provide a persistent link for each article.

How do the authors describe the CURRENT reliability of the Pittsburgh Sleep Quality Index?

1. They compared the odd and even questions on the test to determine their equivalence.
2. A team of staff nurses was trained by the primary investigator to ensure that all physiologic measurements were taken using the same methods.
3. They tested the current group of subjects using two different versions of the same questionnaire (alternate forms reliability).
4. They computed a Cronbach’s alpha on the questionnaire that was administered to this group of subjects.

 

 

 

 

12. How do the authors describe the validity of the The Occupational Fatigue Exhaustion Recovery Questionnaire used in this study?
13. The The Occupational Fatigue Exhaustion Recovery Questionnaire was examined by face, construct, and discriminant validity methods.
14. The The Occupational Fatigue Exhaustion Recovery Questionnaire was examined by convergence and divergent validity methods.
15. The questionnaires were reviewed by five experts prior to being used in this study.
16. The readability levels were identified prior to being used in this study.

 

Were any physiological measurements collected from the subjects for the purpose of this study?

1. Yes
2. No

 

15. Which of the following best describes the data collection process used in this study?

(Select all that apply)

1. Participants were contacted by phone by nurse researcher.
2. Participants were given the questionnaires on enrollment in the study
3. Questionnaires / surveys were mailed to the prospective returned in a self-addressed stamped envelope.
4. Research assistants consented participants after screening for cognitive deficits.
5. Questionnaires were distributed through a Web-based platform.

 

16. Based on the study’s data collection methods, if there were more than one data collector, would an estimation of inter-rater reliability be an important concept for the authors to report on for this study?
17. Yes, and the authors reported their efforts to achieve inter-rater reliability.
18. Yes, but the authors do not discuss any efforts to achieve inter-rater reliability.
19. No, the issue of inter-rater reliability does not apply here.

 

What is the level of significance (alpha level) set at for this study?

1. .01 or 1%
2. .05 or 5%
3. .10 or 10%
4. An alpha level or level of significance chosen by the authors was not specifically mentioned in the text of the article.

 

Which statements below, as reported by the author, would be considered a limitation of the study? (Select all that apply)

1. The use of a convenience sample of decreases sample bias.
2. These study instruments have not been used in other studies on work-related fatigue in ENs.
3. Results using self-report data may decrease accuracy and validity.
4. The longitudinal design does not allow for assessment of changes in variables over time.
5. The hypotheses that work related fatigue has an effect on cognitive function cannot be supported due to lack of data on when the questionnaires were completed.

 

 

 

View the What Is Tuberculosis? video and re-read the scenario from Module 1 to respond to the following questions:

Identify relevant “health behavior(s)” that contributes to increasing and/or decreasing risk factor for contracting the disease.
Identify and describe a surveillance system that monitors disease or health-related risk factors in the United States.
Was risk communication essential for Sara’s co-workers? Why or why not?
Describe the key components in developing crisis and emergency risk communication messages.
No more than 5% of direct quotations and sub headings are required.Identify and describe a surveillance system that monitors disease or health-related risk factors in the United States.
Was risk communication essential for Sara’s co-workers? Why or why not?
Describe the key components in developing crisis and emergency risk communication messages.
No more than 5% of direct quotations and sub headings are required.

Pearland Medical Center is considering two proposed capital investment opportunities, Project A and Project B. Each project requires a net investment of $100,000. The cost of capital for each project is 12 percent. The projects’ expected cash revenues are:

Year

Project A

Project B

0

($100,000)

($100,000)

1

$62,500

$32,625

2

$30,000

$32,625

3

$28,000

$32,625

4

$10,000

$32,625

Calculate each project’s payback period, net present value, and internal rate of return. Explain which project is financially acceptable.
Avery, Flaherty, and Rhee (2011) noted that when choosing a capital budgeting decision tool, academics recommend NPV as the primary approach followed by IRR. What are the advantages and disadvantages of NPV and IRR methods in regards to profitability analysis in evaluating investment decisions?
Why are firms using the payback period method as a primarily decision-making tool?

Pearland Medical Center’s board recently decided to investigate ways to increase revenues. The organization has the benefit of different revenue streams, including patient revenue and returns on investments. Additionally, the Center has just borrowed $1,000,000 on a five-year loan with annual payment term at a 12 percent rate. The first payment will be due one year from now. This assignment has two parts:

Part 1: Amortization Schedule

Construct the amortization schedule for this loan.
How do the interest payment, principal payment, and total payment change when a loan is amortized?
Part 2: Investments

Suppose the board were going to invest in an ordinary annuity requiring a payment of $10,000 over the next five years with an interest rate of 5%. What is the future value of this ordinary annuity investment?
The board is considering other options for investing as well. For example, they want to double their investment of $70,000 over the next 12 years by using conventional securities with a projected return of 6%. Does the present value of the investment indicate that this is possible?
What criteria should you examine in considering annuities? Include the common characteristics of variable annuity and equity-indexed annuity in your response.