Evaluating data reliability is a critical part of the audit process. Explain the differences among the following in terms of reliability:
Evaluating Arguments
Below is a series of five fallacious arguments. In one paragraph each, explain why each argument is fallacious and identify the fallacy being committed. In identifying the relevant fallacy, be sure to give an explanation of what that fallacy is. Be comprehensive in your explanations, and cite at least one source to support each explanation (in APA format).
Argument 1
1. My algebra class is a nightmare.
2. Nightmares are bad dreams.
3. Therefore, my algebra class is a bad dream.
Argument 2
We can trust the Andrew’s testimony because Andrew himself said so, and Andrew is a trustworthy person.
Argument 3
If we loosen the office dress code, soon everyone will start showing up naked! Therefore, we shouldn’t loosen the office dress code.
Argument 4
Nobody has disproven that there exists alien life. So, until proven otherwise, it’s reasonable to conclude that alien life does exist.
Argument 5
You shouldn’t vote Republican because Republicans hate the poor, and you shouldn’t vote Democrat because Democrats hate business owners.
View your assignment rubric.
Evaluating Your Own Risk for Inherited Disease
This two-part assignment will allow you to evaluate the role our genes play in the development of certain diseases. Additionally, you will demonstrate your ability to use electronic database for research purposes.
First, think about your individual health and health risks, by considering what genetic diseases or problems are prevalent in your family. Do you have a predisposition to breast cancer, diabetes, hypertension or any other disease? You may consider your own health risks or those of other individuals such as a family member or friend. Then, in a paper of 750–1,000 words, address the following:
Part I: Evaluating Risk for Disease
What genetic diseases or problems did you identify to be potential issues?
Choose one of these diseases and provide an introduction of the disease, including the reason why this would be considered to be a genetic/inherited disease?
Discuss the major signs/symptoms of the disorder. Research the mode of inheritance for your chosen disease and provide a thorough discussion of the mode of inheritance. If you are not able to find a specific mode of inheritance, provide a hypothesis for the mode of inheritance. Explain your reasoning thoroughly.
What information would help an individual who has been recently diagnosed with the disease?
What would you say to a family member who is also at risk for developing the disease? What should they know about passing this disease trait to their children?
Part II: Purdue Global Library Search
Finally, visit the library by clicking on My Studies and then selecting the “Library” link on the Campus homepage. Select the option to perform an advanced search by scrolling down to Quick Links and selecting “Advanced Search: EBSCO Discovery Service”. Answer the following questions:
Search for the disease/trait you selected in Part I of this assignment. What search term(s) did you use?
Use a combination of search terms. Which method resulted in the most “hits” or results?
What is the difference between this PG library search and a search on a search engine (e.g., Google)?
Which search is more appropriate for academic research? Why?
Select two credible sources from your Purdue Global Library Search and briefly explain whether these references support or contradict your previous conclusions regarding your selected disease. Please ensure that you have included these sources in your references page. .
Evaluating the Effectiveness of Intervention Programs
This week, you bring much of the research you have examined in this course together in an analysis of a socio-emotional development intervention program. You chose your intervention program in Week 6, and you completed a brief annotated bibliography of relevant research examining the effectiveness of your chosen intervention in Week 8. This week, you bring together these parts that you have completed in a paper that demonstrates your ability to think critically about an intervention program aimed at promoting social and emotional development through the lens of current research in the area.
Be sure you have incorporated your Instructor’s feedback from Parts I and II.
For Part III this week, please write a 5- to 7-page paper (not including title page and reference page) that includes the following parts:
Summary
Analysis and Evaluation
Please use subheadings in APA style to aid in the organization of this paper.
previous assignments listed;
week 8 assignment:
Annotated Bibliography Reviews
Some articles and journals have previously looked into and investigated the effectiveness, importance, areas of applications of selective or intervention programs that are strategically aimed at high-risk individuals. From the three sampled peer-review I looked at these risk individuals can be criminals, addicted persons or children, adolescents at risk or depressed individuals, I believe these articles are quite significant to my research project going forward since they can be the benchmark upon which I develop my project ideas. The three articles that I reviewed include the following: Preventing depression and anxiety in young people: a review of the joint efficacy of universal, selective and indicated prevention. Psychological medicine, (Stockings et al., 2016). Secondly Effectiveness of a selective intervention program targeting personality risk factors for alcohol misuse among young adolescents: results of a cluster randomized controlled trial. Addiction, (Lammers et al., 2015). The final article is a cluster‐randomized controlled trial evaluating the effects of delaying the onset of adolescent substance abuse on cognitive development and addiction following a selective, personality‐targeted intervention program: The Co‐Venture trial. Addiction, O’Leary‐Barrettet al., 2017).
Lammers, J., Goossens, F., Conrod, P., Engels, R., Wiers, R. W., &Kleinjan, M. (2015). Effectiveness of a selective intervention program targeting personality risk factors for alcohol misuse among young adolescents: results of a cluster randomized controlled trial. Addiction, 110(7), 1101-1109.
The reason for the study was to test the effectiveness of prevention techniques on the drinking behavior and trends of young adolescents in secondary school education in the Netherlands, the researchers conducted the study in a total of 15 secondary schools with a total of about 699 adolescent participants who ranged between age 13 and 15 (Lammers et al., 2015). The prevention measure used was selective school-based alcohol prevention program which targeted personality risk influences. They found out that binge drinking rates were not significantly different when they compared the intervention (42.9%) and control group (49.2%) at 12 months’ follow-up. They concluded and suggested that selective prevention is key to alcohol prevention program (Lammers et al., 2015). This paper elaborated just how high-risk children can show some improvements when they take a prevention program that is selective which perfectly fits my assumptions and thesis.
O’Leary‐Barrett, M., Masse, B., Pihl, R. O., Stewart, S. H., Seguin, J. R., & Conrod, P. J. (2017). A cluster‐randomized controlled trial evaluating the effects of delaying onset of adolescent substance abuse on cognitive development and addiction following a selective, personality‐targeted intervention program: the Co‐Venture trial. Addiction, 112(10), 1871-1881.
The researchers aimed to investigate if substance use and binge drinking, all through the onset of adolescence, are related to or associated with neurocognitive abnormalities, mental health complications and arisen risk for future addiction. The researchers sampled 38 high schools, 31 out of the 38 will have intervention and control condition. They then invited all grade 7 kids to participate between the ages of 12 and 13 (O’Leary‐Barrettet al., 2017). Brief personality-targeted and selective intervention programs were delivered to high-risk youth who were attending intervention schools throughout the first year of the trials (O’Leary‐Barrettet al., 2017). The paper found out that through the controlled trials which were longitudinal and cluster-randomized appropriately investigated the impact and general influence of the personality-targeted and selective intervention program on decreasing the onset of addiction four years-post intervention. Results tried to separate the developmental sequences of uptake and growth in substance use (abuse) and cognitive development in adolescence using developmentally sensitive neuropsychological procedures (O’Leary‐Barrettet al., 2017). This paper proved to be quite a significance in that it gave me a lot of insight on just how selective prevention programs can be implemented over a significant sample size and can be the benchmark upon which I develop my project ideas.
Stockings, E. A., Degenhardt, L., Dobbins, T., Lee, Y. Y., Erskine, H. E., Whiteford, H. A., & Patton, G. (2016). Preventing depression and anxiety in young people: a review of the joint efficacy of universal, selective and indicated prevention. Psychological medicine, 46(1), 11-26.
According to the article depression and anxiety are among the most significant contributors to non-fatal health burden among young people. A systematic review was conducted by researchers of Medline, Psych-Info and the Cochrane Library of Systematic Reviews, from the year 1980 all the way to August 2014. They performed a multivariate meta-analysis which they used to examine the efficacy of preventive interventions on depression and anxiety outcomes separately, and the combined effects on both disorders pooled (Stockings et al., 2016). The research used 46,072 participants participated in a total of 146 randomized controlled trials. Significant additionally is that this paper is the first to endeavor a meta-examination which inspected the joint viability of all-inclusive, particular, and demonstrated preventive intercessions upon both dejection and tension among youngsters and youths (5– 18 years). According to the authors universal, selective and indicated prevention interventions are effective in decreasing internalizing disorders and symptoms in the short term (Stockings et al., 2016). They also went ahead to state that reductions in internalizing disorder onset transpired up to 9 months post-intervention, whether, selective (RR 0.61, 95% CI 0.43–0.85) or indicated (RR 0.48, 95% CI 0.29–0.78). They finally suggested that considerations should be made on repeated exposures in a school setup throughout childhood and adolescence (Stockings et al., 2016). Based on this paper I could use this information as literature review in support of my thesis that selective or indicate intervention program encompasses a secondary strategy that vitally targets high-risk children and entails training by a teacher.
References
Lammers, J., Goossens, F., Conrod, P., Engels, R., Wiers, R. W., &Kleinjan, M. (2015). Effectiveness of a selective intervention program targeting personality risk factors for alcohol misuse among young adolescents: results of a cluster randomized controlled trial. Addiction, 110(7), 1101-1109.
O’Leary‐Barrett, M., Masse, B., Pihl, R. O., Stewart, S. H., Seguin, J. R., &Conrod, P. J. (2017). A cluster‐randomized controlled trial evaluating the effects of delaying onset of adolescent substance abuse on cognitive development and addiction following a selective, personality‐targeted intervention program: the Co‐Venture trial. Addiction, 112(10), 1871-1881.
Stockings, E. A., Degenhardt, L., Dobbins, T., Lee, Y. Y., Erskine, H. E., Whiteford, H. A., & Patton, G. (2016). Preventing depression and anxiety in young people: a review of the joint efficacy of universal, selective and indicated prevention. Psychological medicine, 46(1), 11-26.
week 6 assignment:
Indicated Intervention Program
Selective or indicate intervention program encompasses a secondary strategy that vitally targets high-risk children and entails training by a teacher. The teacher training gets aligned towards transforming the plan of classroom management. This intervention approach gets coupled with the implementation of added small-group instruction. Studies affirm that the teacher preparations linked to minimal externalizing concerns in high risk arisen. Hence, concerns have ensued regarding the pullout sessions’ efficacy. The pull-out interventions are of significance in for the competence development in children since the process of obtaining social skills becomes sustained by interacting with the children with excellent development skills (CPPRG, 1999). However, training small numbers of high-risk individuals might delay the progress, as well as reinforce the present negative behaviors.
Similarly, the intervention of at high-risk persons originates from a hybrid model of prevention that integrates the provision of combined intervention simultaneously. This program comprises of teacher training, small group training, as well as parent training. In most scenarios, aggressive, as well as non-compliant children disrupt the activities of a classroom daily. Hence, their behaviors become reinforced unwittingly by teachers via the s=discipline strategies that are ineffective. In conjunction with the low levels of misbehavior in high-risk individuals, teachers make use of affirmative procedures of discipline like timeout, misbehaviors’ logical consequences, as well as rule set. The selective intervention program is consistent with the Fast Track program developers and plays a vital role in fostering positive results for all children. The teacher consultations facilitate the classroom curriculum implementation coupled with effective intervention results on the emotion and social competencies’ development in children (Shure, 1997). The consultations facilitate the development of strategies of coaching used by teachers for all children despite their risk status.
References
Conduct Problems Prevention Research Group. (1999). The initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology.
Shure, M. B. (1997). Interpersonal cognitive problem-solving: Primary prevention of early high-risk behaviors in the preschool and primary years. In G. W. Albee, & T. P. Gullotta, Primary prevention works. Thousand Oaks, CA: Sage
Evaluating the Case Data
This week, you will construct details of a case study that will form the basis for a Nutritional Care Plan you will prepare over the coming weeks. Your Nutritional Care Plan will be due Week 10.
By the due date assigned, submit your case study in the form of a Word document; double spaced, in 12 pt. font, to the Submissions Area.
NTR2050 Course Project
Nutritional Care Plan
For this project, you will identify a case study and then develop a nutritional care plan for the client associated with that case. You should begin working on your project in advance of Week 5 as you construct the details of your case. The completed nutritional care plan for your client is due in Week 10.
Please read this entire document to gain understanding of the project scope and those tasks you will complete. This project will take you several weeks to complete. Do not delay beginning the work on this project.
Project tasks to be completed in Week: 5
Task 1:
Task 2:
Project tasks to be completed during Weeks 6–10 (due during Week 10):
Task 1:
Task 2:
Submission Details:
B. evaluating the capital structure of the enterprise. Student Response a. computing rates of return. 36. Which of the following would be classified in a different major section of a balance sheet from the others?
Evaluating Performance Management Process
Performance management is a continuous process which involves the interrelationship of several components. These components include prerequisites, performance planning, performance execution, performance assessment, performance review, and performance renewal and contracting. The poor implementation of any of these components can have a negative impact on the performance management system.
Select two of the above components of performance management and expand on their impact upon the performance management system. To avoid these two factors from negatively impacting an organization, what two strategies would you propose to mitigate the impact of these components?
Evaluating HRM Effectiveness
Creating and implementing a high-performance work system strategy can help contribute to organizational profits. However, human resource management (HRM) practices must support the high-performance work system. Evaluations of the effectiveness of HRM practices provide evidence that the function is meeting its objectives and delivering economic value to the organization.
Read the section “Effectiveness of Human Resource Management” about the different ways to measure the effectiveness of HRM. An HRM audit is a formal review of the outcomes of HRM functions, such as staffing, compensation, benefits, training, and performance management, against specific performance indicators. Another way to measure HRM effectiveness is to analyze specific programs or activities. The analysis can measure a program’s success in terms of whether it achieved its objectives and whether it delivered value in an economic sense.
Read the case below and answer the questions that follow.
Robert Soolah is director of HR for a fictional company that creates information technology products and solutions. Recently, the company acquired a mid-sized software manufacturer. After the acquisition, Robert realized that the culture within his organization was changing due to the competition among the “old” and “new” employees. Robert decided to implement a series of HR initiatives aimed at increasing the collaboration among all employees and creating a culture of team-building and respect. He designed an interpersonal skills training course that focused on positive communication and collaboration. He created an internal website where employees could voice their concerns about the acquisition and ask questions about future roles and the direction of the organization. He produced a 360-degree performance feedback system that gave both old and new employees an opportunity to evaluate their colleagues. Finally, he added a team-based incentive to the compensation program to reward employees based on meeting group goals. Six months after initiating these practices, he wants to evaluate and report on their effectiveness.
What type of data should be collected for this evaluation?
Multiple Choice
What should be the focus of the evaluation?
Multiple Choice
How should you analyze the information provided by the evaluation?
Multiple Choice
Evaluating Effective Lessons
In the discussion forums this week, you learned about the important role planning plays when it comes to creating lessons and activities that align with a developmentally appropriate curriculum. “It is important to remember that educational value comes from the goals an activity addresses, the extent to which the components of the plan align with those goals, and how well the plan can be individualized to meet the needs of your particular children” (Kostelnik, Soderman, Whiren, & Rupiper, 2015, p. 87). It is this combination that makes effective lessons. In your assignment, you will apply the information you have learned about planning for instruction by evaluating a lesson in order to ensure that it is developmentally appropriate.
You will be using the Week Two Assignment Template to complete your assignment this week. Below you will find the directions needed for completing each step of the template.
Step 1: Choose one of the videos below to watch a lesson being taught to a group of children. As you are watching the video, record each of the parts of the lesson you see in the video on the Lesson Plan Template section of the Week Two Assignment Template. Use the Early Childhood and Child Development Lesson Plan Handbook as a guide to help you determine where to place things within the template. For example, if you observe the teacher activating the children’s prior knowledge, you will record what the teacher does to activate their prior knowledge in the introduction section of the lesson plan template. If a section of the Lesson Plan Template is not observed in the video, you will record Not Observed in that section on the Lesson Plan Template.
Step 2: Using the notes you recorded on the Lesson Plan Template, evaluate the lesson plan using the Activity Plan Self-Check section of the Week Two Assignment Template. For this section, you will place an X on the line if the characteristic was observed from the lesson you watched when completing the Lesson Plan Template in Step 1. If the characteristic was not observed, you will leave the line blank. Then, count up the number of Xs you have on the Activity Plan Self-Check, and circle the corresponding level for the lesson you observed on the Self-Check Scoring Key.
Step 3: Using the Lesson Plan Template, Activity Plan Self-Check, the Early Childhood and Child Development Handbook, your primary text, and at least two additional scholarly or credible sources, address the following regarding the lesson you observed in the Lesson Evaluation section of the Week Two Assignment Template:
Research and Resource Expectations:Source Requirement:
Writing and Formatting Expectations:
Evaluating Deductive Arguments. Test the following arguments for validity using the truth table method. You must show your work. If the argument is invalid you must circle the line[s] that demonstrate the invalidity.
1. ~ A → ~B
A
_________________
B
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