solved For this assessment, complete Problems 1–9 to apply the necessary

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For this assessment, complete Problems 1–9 to apply the necessary knowledge to assess returns and cash flow streams. You may solve the problems algebraically, or you may use a financial calculator or an Excel spreadsheet. In addition to your solution to each computational problem, you must show the supporting work leading to your solution to receive credit for your answer. Note the following:

You may need an HP 10B II business calculator.
You may use Word or Excel, but you will find Excel to be most helpful for creating spreadsheets.
If you choose to solve the problems algebraically, be sure to show your computations.
If you use a financial calculator, show your input values.
If you use an Excel spreadsheet, show your input values and formulas.

Problem 1: Portfolio Required Return
You are the money manager of a $10 million investment fund, which consists of four stocks. This fund has the following investments and betas:
StockInvestmentBetaA$3,000,0001.50B$1,000,000(0.50)C$2,000,0001.25D$4,000,0000.75
If the market’s required rate of return is 12 percent, and the risk-free rate is 4 percent, what is the fund’s required rate of return?
Problem 2: Required Rate of Return

Stock R’s beta = 1.5
Stock S’s beta = 0.75

Consider that the required return on an average stock is 14 percent. The risk-free rate of return is 6 percent. If this is so, the required return on the riskier stock exceeds the required return on the less risky stock by how much?
Problem 3: CAPM and Required Return
Calculate the required rate of return for XYZ Inc. using the following information:

The investors expect a 3.0 percent rate of inflation.
The real risk-free rate is 2.0 percent.
The market risk premium is 6.0 percent.
XYZ Inc. has a beta of 1.7.
Over the past 5 years, the realized rate of return has averaged 13.0 percent.

Problem 4: Bond Valuation
You have two bonds in your portfolio. Each bond has a face value of $1000 and pays an 8 percent annual coupon. Bond X matures in 1 year, and Bond Y matures in 15 years.

If the going interest rate is 4 percent, 9 percent, and 14 percent, what will the value of each bond be? Assume Bond X only has one more interest payment to be made at maturity. Assume there are 15 more payments to be made on Bond Y.
The longer-term bond’s price varies more than the shorter-term bond’s price when interest rates change. Explain why.

Problem 5: Yield to Call
Five years ago, XYZ Inc. issued 20-year bonds with a 12 percent annual coupon rate at their $1,000 par value. The bonds had 5 years of call protection and an 8 percent call premium. Yesterday, XYZ Inc. called the bonds.
For this problem, imagine that the investor who purchased the bonds when they were issued held them until they were called. Considering this, compute the realized rate of return. Should the investor be happy with XYZ Inc. calling the bonds? Why or why not?
Problem 6: Yield to Maturity
XYZ Inc. bonds have 5 years left to maturity. Interest is paid annually, and the bonds have a $1,000 par value and a coupon rate of 8 percent.

What is the yield to maturity at a current market price of (1) $800 and (2) $1,200?
If a “fair” market interest rate for such bonds was 12 percent—that is, is rd=12%—would you pay $800 for each bond? Why or why not?

Problem 7: After-Tax Cost of Debt
The XYZ Inc.’s currently outstanding bonds have a 10 percent yield to maturity and an 8 percent coupon. It can issue new bonds at par that would provide a similar yield to maturity. If its marginal tax rate is 40 percent, what is XYZ’s after-tax cost of debt?
Problem 8: Present Value of an Annuity
Find the present values of the following ordinary annuities if discounting occurs once a year:

$300 per year for 10 years at 10 percent.
$150 per year for 5 years at 5 percent.
$350 per year for 5 years at 0 percent.

Problem 9: Uneven Cash Flow Stream
Use the table below to answer the following:

What are the present values of the following cash flow streams if they are compounded at 5 percent annually?
What are the PVs of the streams at 0 percent compounded annually?

012345Stream A$0$100$400$400$400$300Stream B$0$300$400$400$400$100

solved Assignment: Assessing and Treating Patients With Anxiety DisordersCommon symptoms of

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Assignment: Assessing and Treating Patients With Anxiety DisordersCommon symptoms of anxiety disorders include chest pains, shortness of breath, and other physical symptoms that may be mistaken for a heart attack or other physical ailment. These manifestations often prompt patients to seek care from their primary care providers or emergency departments. Once it is determined that there is no organic basis for these symptoms, patients are typically referred to a psychiatric mental health practitioner for anxiolytic therapy. For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat patients presenting with anxiety disorders.To prepare for this Assignment:Review this week’s Learning Resources, including the Medication Resources indicated for this week.Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients requiring anxiolytic therapy.The Assignment: 5 pagesExamine Case Study: A Middle-Aged Caucasian Man With Anxiety. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.Introduction to the case (1 page)Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.Decision #1 (1 page)Which decision did you select?Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.Decision #2 (1 page)Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.Decision #3 (1 page)Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.Conclusion (1 page)Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.

solved Directions Instructions: Observe and take field notes on a context

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Directions

Instructions: Observe and take field notes on a context of social interaction as if you were preparing to write an ethnography. The research can be a family meal, a waiting room, an evening in the dorm, a day at work, a religious ceremony, a wedding, a funeral, sporting event, or any other event where it is possible to observe the interactions of people. (You are welcome to be creative! Just make sure the activity is legal. Please be advised I am a mandatory reporter.) For those of you that are required to work, have appointments that must be kept, or are out in public for reasons of your own, you are welcome to write about those excursions and experiences – just be safe! For those of you that are practicing social distancing, self-isolation, or are quarantined I completely understand and do not want you putting yourself in situations that you do not feel comfortable in. Consider observing a press conference or some type of televised assembly (live or recorded) as there are unfortunately no shortages of those these days. If you have questions or concerns, feel free to text me your questions. 
In 700 words (minimum) describe, summarize, and analyze what you have observed. What have you learned about the ‘culture’ or ‘social organization’ of the group being observed? In your summary, remember to situate your audience in the context of the observation. Try to draw general conclusions about your observations that are anthropological in their perspective. Remember, you do not have to agree with or approve of the circumstance you have observed, invoke the concept of cultural relativism. Below are some of the things you should include in your essay about your observation (meaning, if these are not present in your observation, choose something else).
Activity / Event – What occurred during the activity or event you observed? What function and importance did specific behaviors or rituals have for the participants? (20 points)
Cultural Knowledge – What cultural knowledge is revealed about individuals? You should try to identify and describe all five components. (25 points)
Kinesics (Body Language) – How do people act toward each other? Can you posit an explanation for the differences in body language among the individuals? Are there any patterns of behavior displayed by the people observed? What can be learned about a particular culture or individual by studying body language? (Need some help, look over pages 227 – 8 of your textbook.) (15 points)
Focal Vocabulary – How do people talk to one another? Do they use words and phrases that outsiders might not understand? (They should!) Provide four examples of focal vocabulary. Your examples should situate these terms or phrases in the observed context and provide the insiders’ and outsiders’ terms. For example, think about a team you played on or an employer you worked for. If someone new joined, more than likely they would need to learn some new terms and concepts to understand how to work productively and efficiently with the group. (Need some more help, look over page 232 of your textbook.) (25 points)
Additional Thoughts to Consider
Participant observation is a standard method in anthropology employed to collect information with respect to societal interactions. For those options utilizing participant observation, your objective is to become an anthropologist and engage in fieldwork. Within the constraints of the assignment, where you go, who, and what you observe are up to you. However, be creative and have fun. Try to step out of your comfort zone and explore an ‘environment’ that is not familiar to you. Remember, participant observation is not a reflection of a past experience. In that endeavor, observe and take field notes. Remember that sometimes, depending on the ‘environment’ you are in, this may not be easy or even possible. If it is not possible to take field notes, write as much as you can remember about the circumstance, directly after the end of the observation and include this with your essay. If you are unable to take notes directly in the field, address this issue in your essay.

solved Comprehensive Psychiatric Evaluation Note and Patient Case PresentationPhoto Credit: PexelsPs

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Comprehensive Psychiatric Evaluation Note and Patient Case PresentationPhoto Credit: PexelsPsychiatric notes are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Comprehensive psychiatric evaluation notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.For this Assignment, you will document information about a patient that you examined at your practicum site, using the Comprehensive Psychiatric Evaluation Note Template provided. You will then use this note to develop and record a case presentation for this patient. To PrepareReview this week’s Learning Resources and consider the insights they provide about impulse-control and conduct disorders. Select a patient for whom you conducted psychotherapy for an impulse control or conduct disorder during the last 6 weeks. Create a Comprehensive Psychiatric Evaluation Note on this patient using the template provided in the Learning Resources. There is also a completed template provided as an exemplar and guide. All psychiatric evaluation notes must be signed, and each page must be initialed by your Preceptor. When you submit your note, you should include the complete comprehensive evaluation note as a Word document and pdf/images of each page that is initialed and signed by your Preceptor. You must submit your note using SafeAssign.Please Note: Electronic signatures are not accepted. If both files are not received by the due date, Faculty will deduct points per the Walden Grading Policy.Then, based on your evaluation of this patient, develop a video presentation of the case. Plan your presentation using the Assignment rubric and rehearse what you plan to say. Be sure to review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura video.Include at least five scholarly resources to support your assessment and diagnostic reasoning.Ensure that you have the appropriate lighting and equipment to record the presentation.The AssignmentRecord yourself presenting the complex case study for your clinical patient. In your presentation: Dress professionally with a lab coat and present yourself in a professional manner. Display your photo ID at the start of the video when you introduce yourself.Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information). Present the full complex case study. Be succinct in your presentation, and do not exceed 8 minutes. Include subjective and objective data; assessment from most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; current psychotherapeutic plan (include one health promotion activity and one patient education strategy you provided); and patient progress toward treatment goals.Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What was the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?Objective: What observations did you make during the psychiatric assessment? Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses in order of highest to lowest priority and explain why you chose them. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with DSM-5 diagnostic criteria and is supported by the patient’s symptoms. Plan: What was your plan for psychotherapy (including one health promotion activity and one patient education strategy)? What was your plan for treatment and management, including alternative therapies? Include nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Reflection notes: What would you do differently with this patient if you could conduct the session again?

solved INITIAL POST – As outlined there are seven common game-winning

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INITIAL POST – As outlined there are seven common game-winning moves that can be leveraged to differentiate and strengthen competitive positioning. They include: Geographic Expansion, New Price Tiers, Vertical Integration, Moving Into Adjacent Product Segments, New Distribution Channels, Discontinuous Innovation, and Mergers & Acquisitions.Identify an organization in the fast food industry that used one of the seven common winning moves.Which move did they use and why do you think they elected to use this move?How effective was this move in establishing meaningful differentiation? PART A – PLEASE RESPOND TO CLASSMATE DISCUSSION WHETHER YOU AGREE OR NOT & A DETAILED WHY: I found an article about the Johnson & Johnson Covid-19 vaccine that I believe meets the criteria for this weeks discussion post. There was a brief time in which the J&J Covid 19 vaccine was pulled from circulation due to side effects that it caused to some patients ( mostly women) who suffered from blood clots. There were already two vaccines on the market that required 2 doses (Moderna and Pfizer) instead of just the one dose which J&J is offering there consumers. The traps that enclosed J&J were first mover trap as they were the first company to offer a covid vaccine that only required one dose. The other trap that enclosed J&J was sporadic-innovation trap, J&J were trying to be innovators in the covid-19 vaccination market, and in some ways it backfired. The last trap that enclosed J & J is the quality trap, J & J’s vaccines are not as plentiful as their rivals due to manufacturing bottlenecks. For those consumers who were already on the fence about getting the vaccine had there fears confirmed when details came out about the side effects of the J&J’s vaccine. The FDA issued updated informational guidelines that inform vaccine recipients and doctors of the risk of blood-clotting that primarily has affected adult women under 50. The overall risk is about 1.9 cases per million people, though the risk is about 3.5 times higher for women ages 18 to 49, officials said. J&J’s shot achieves immunity with one shot rather than two as required for Pfizer’s and Moderna’s vaccines. J&J’s shot is easier to keep refrigerated and for longer periods .States and hospitals are taking advantage of the simpler dosing to vaccinate people who are less likely or able to return for a second shot, such as those who are homeless, people who travel frequently for business and older people confined to their homes. PART B – PLEASE RESPOND TO CLASSMATE DISCUSSION WHETHER YOU AGREE OR NOT & A DETAILED WHY: The article I chose is An American icon that fell victim to the competency trap. It is about Xerox. Identify the trap(s) and discuss why you believe the company’s management missed the warning signs.The company was good at producing high end paper processing, but once email took off, paper processing started to decline because people could just send the document electronically.The first mover trap: Xerox was very strong with paper processing and creating machines for companies that would be about to handle large amount of printing. The superiority trap: Xerox created paper processing and copiers better than most.What were the impacts that resulted from falling for the trap(s)? Xerox did not create a strategy for the future and but then Xerox fell behind. They were so good at doing high end paper processing. Then the company had a hard time adapting as desktop computing and e-mail took off and, eventually, photocopying declined (1).Drawing on the guidance offered by Sherman in Chapter 6, what could they have done differently to avoid the trap(s)? Looking at chapter 6 of Sherman’s book, continuous innovation on Xerox part would have helped them in avoiding the trap. Xerox has since created new products and services that has helped the company, but having a hard time adapting to change could have cost them a lot that did not need to happen. If they were more willing to grow with the changes, work with adapting to the changes, and come up with products and services, they probably would not have had the decline in their profits.

solved Assignment Expectations: As part of your Research Project, the third

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Assignment Expectations: As part of your Research Project, the third assignment requirement expects students to complete a Primary Source Analysis Assignment of TWO primary sources on your chosen topic. For this assignment, you will do a search for two (2) primary sources from an appropriate database that houses primary sources related to your topic (further details below). Once students select two primary sources, they should complete the appropriate Primary Source Analysis Worksheet. Finally, after reading and analyzing these two sources, students will write a 250-word Primary Source Analysis Narrative for each primary source. Once again, for each primary source, students will submit a Primary Source Analysis Worksheet and a 250-word Primary Source Analysis Narrative. Keep reading to find out more about where to find sources for this assignment and what your analysis should include. As always, if you have questions, please feel free to reach out to your instructor.
But First, What Exactly is a Primary Source? Primary Sources are original records of the political, economic, artistic, scientific, social and intellectual thoughts and achievements of specific historical periods. They are produced by the people who participated in and witnessed the past. Primary sources offer a variety of points of view and perspectives of events, issues, people and places. These original sources were used or created by someone with firsthand experience of an event and these records can be found anywhere – i.e. at home or in government archives. Moving forward, if you still have questions about primary sources, please email me with questions. If you prefer further verification, please feel free to email me the sources that you plan to use.
National Archives: Primary Source Analysis Worksheets – The National Archives has created analysis worksheets to help you work with primary sources. Copies of these worksheets are provided as attachments in the Primary Source Analysis assignment. The worksheets consist of a combination of checklists and short-answer questions that will help you focus on the most important elements of many different types of historical documents. You will need the worksheets to complete the Primary Source Analysis assignment
Where can you find Primary Sources? Where should students look for primary sources?? Well, the UMGC LIBRARY, of course!! Why, you ask? Well, the UMGC library subscribes to many databases that contain such resources and are available to you in full-text and electronic format. Additionally, students can find sources through the Library of Congress, National Archives or University Libraries and Archives.

Topic Selection and Thesis Statement
Indentured servitude (a form of contractual labor in which a person works without salary for a set period) was an important and under-explored aspect of US history. It was very popular in the 1600s and 1700s as a labor source for wealthy British settlers in Northern America who used it as the major source of labor for the growth of rice, tobacco, and indigo (Donoghue, 2013). There were many incentives for both the indentured servant and the master for the practice, albeit before the Bacon’s Rebellion in 1676 that resulted in a shift from indentured servitude to slave labor. As such, the purpose of selecting this topic is to explore the rise in popularity of indentured servitude before 1676, the rights and incentives of the same to the indentured servant benefits to the master, why indentured servitude experienced a decline from 1676, and the overall contribution of the practice to colonial America (Donoghue, 2013).
Working Thesis: Indentured servitude was used by wealthy British autocrats before 1676 to attract much-needed labor to the Americas and as a means of gaining larger swaths of land through legal provisions like the Headright system. However, very few indentured servants received their freedom dues as per contracts, dissent from dissatisfied servants, and the costs of maintaining indentured servants inspired a shift in labor practices in favor of slavery that formed the focal point America’s history.

solved Identification, Referral, Evaluation, and Eligibility for Individuals with Disabilities Prese

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Identification, Referral, Evaluation, and Eligibility for Individuals with Disabilities Presentation It is vital that special education teachers understand the process for identifying individuals with disabilities and involve general education teachers, special education teachers, administration, parents, and other experts. The most valuable part of this process is collecting and analyzing data through the Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) processes. Teachers will need to understand these processes, know how to follow the processes, and be able to articulate the processes to other stakeholders.For this assignment, take on the role of a special education teacher at a K-5 elementary school. Your principal has asked you to prepare a presentation to inform new general education teachers about the basics of special education identification and referral, evaluation, and eligibility for individuals with disabilities.Create a 10-15 slide digital presentation on the topic of special education referral, evaluation, and placement procedures.Within your presentation:Review the RTI and MTSS processes and how they support students with and without disabilities who are struggling academically.Describe laws, policies, and procedures regarding referrals, assessments, and placements for students who have, or are suspected as having, a disability. Include which individuals may make such a referral, and distinguish special education identification from a special education referral .Identify rights and responsibilities of students being evaluated for special education services, their parents, teachers, schools, and other professionals within the evaluation process .Include a title slide, reference slide, and presenter’s notes.Your digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.Support your presentation with a minimum of three scholarly resources, referencing all applicable laws and policies.While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Resources Read chapter 9.URL:http://www.gcumedia.com/digital-resources/pearson/2015/law-and-special-education-the_ebook_4e.phpRead, “IEP vs 504,” located on the School Psychologist Files website (2018).URL:http://schoolpsychologistfiles.com/which-is-better-a-504-plan-or-an-iep/Read “A Guide to the Individualized Education Program,” located on the U.S. Department of Education website.URL:https://www2.ed.gov/parents/needs/speced/iepguide/index.htmlRead “10 Basic Steps in Special Education,” located on the Center for Parent Information and Resources website (2017).URL:http://www.parentcenterhub.org/repository/steps/Read “Evaluating Children for Disability,” located on the Center for Parent Information and Resources website (2017).URL:http://www.parentcenterhub.org/repository/evaluation/Read “Legal Implications of Response to Intervention and Special Education Identification,” located on the RTI Action Network website.URL:http://www.rtinetwork.org/learn/ld/legal-implications-of-response-to-intervention-and-special-education-identificationQuestions and Answers on Response to Intervention (RTI) and Early Intervening Services (EIS),” located on the U.S. Department of Education website.URL:https://sites.ed.gov/idea/files/07-0021.RTI_.pdfRead “What’s the Difference between RTI and MTSS?,” by Cunningham, located on the Understood website.URL:https://www.understood.org/en/school-learning/special-services/rti/whats-the-difference-between-rti-and-mtssRead “The Discrepancy Model: What You Need to Know,” by Rosen, located on the Understood website.URL:https://www.understood.org/en/school-learning/evaluations/evaluation-basics/the-discrepancy-model-what-you-need-to-know

solved Learning Goal: I’m working on a education & teaching multi-part

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Learning Goal: I’m working on a education & teaching multi-part question and need a sample draft to help me learn.Classroom Map & NarrativePart I:Using the previous Practicum Assignment (concerning grade level and subject area), create a classroom diagram for that lesson plan. However, you must arrange the desks in such a way that cooperative learning groups are possible. This should be a computer-generated diagram with the physical layout of your classroom for a minimum of 20 students including:2 students who are English Language Learners (ELLs):1 student with limited English proficiency is of Cuban origin, Spanish being their primary language. This student is an ESOL level A2.1 student with limited English proficiency is of Haitian origin, Creole and French being their primary languages. This student is an ESOL level B1.2 students who have been identified as part of the Exceptional Student Education (ESE) program:1 student has been identified as This student confuses letter names and sounds, demonstrates difficulty with blending sounds into words and exhibits a slow rate of reading while also struggling to remember what was read.1 student has been identified as having Attention-Deficit/Hyperactivity Disorder (AD/HD), demonstrating issues with concentration and focus. This student is easily distracted, impulsive, can’t sit still, loses interest easily and tends to daydream.2 students with more than typical behavior problemsYou must choose the particular behavior problem for each of these two studentsYou must label and describe each student’s behavior14 general education studentsEach computer-generated diagram for your classroom diagram must graphically display the following items and must be individually labeled; do not use symbols or abbreviations as they relate to each physical structure:Seating arrangements that promote a cooperative learning environment for your lesson plan (please include an arrow to display the direction of seats in terms of the front of the room)Labels for desks of each of the types of students described above. Please include a Legend or Key if you choose to use acronyms as labels. This is the only location where acronyms will be accepted if a legend accompanies the layout.The teacher’s deskSmall group teaching station for the teacher and a select group of studentsA minimum of two center areas (such as library center, math center, etc.) in addition to the small group teaching station and the computer station.Map Narrative:Discuss how the classroom environment impacts lesson delivery.You must identify at least two reasons (rationales; justifications) for placement of each of the groups of students (see bold face type above) seated in your classroom map. Caution: Avoid justifying the seating for a particular student as being placed in the front in order to be close to the teacher. If you think about it, all students would benefit from being close to the teacher. Rather, your rationale should reflect how the placement of student meets the specific needs of the learner.You must include at least two reasons for the placement of each of the following: the teacher’s desk, small group teaching station, and your two center areas.Part II: Optional assignment for an opportunity to earn extra-credit points.Based on the Classroom you have designed, develop the following items:Classroom Rules (list of commands in the affirmative/no more than 5 rules) [5 points]Procedure for Beginning Class (at least 3 Steps) [1 point]Procedure for Middle of Class transition – shift of learning activity (at least 3 Steps) [1 point]Procedure for Ending Class (at least 3 Steps) [1 point]Procedure for an Emergency – an accident during class, fire drill, etc. (at least 3 steps) [1point]Reward SystemIndividual Rewards – What, when, and why? [1 point]Whole Class Rewards – What, when, and why? [1 point]Hierarchy of Consequences [5 points]STANDARDS MET:FLORIDA EDUCATOR ACCOMPLISHED PRACTICES:The Learning Environment:A.2.a.; A.2.e; A.2.hPROFESSIONAL EDUCATION COMPETENCIES AND SKILLS:Knowledge of Appropriate Student Centered Learning Environments:2.1; 2.2; 2.3; 2.4; 2.5

solved Non-Experimental Research Methods: Phenomenology and Ethical Considerations in Behavioral and

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Non-Experimental Research Methods: Phenomenology and Ethical Considerations in Behavioral and Qualitative Research Some qualitative studies may warrant exploration of patterns and themes, while others may need to extrapolate specific values around a given phenomenon. For phenomenological methods, the primary concerns are about participant lived experiences, conscious awareness of the experiences, and the meaning that may be attributed (also referred to as units; Privitera, 2017). Sometimes an object may be utilized in support of the conscious experiences, such as a person, place, or particular sentimental object. The accounts are provided from the participant’s direct experiences – first-person perspective. Therefore, participants recall and reflect on the lived experience of the particular phenomenon being studied (Privitera, 2017). For example, if researching about the lived experiences of loss, the participants would be recounting those direct experiences of the loss. This week, you will explore the foundation of the phenomenological method and its forms and primary units of analysis. You will review its historical roots, particular forms of development and focus (such as interpretive, descriptive, and transcendental), and the intricacies of its application. You will also review ethical foundations specific to phenomenological methods, but also with each method particular to non-experimental designs. Pt 1:InstructionsNow, you will add information from this week’s materials to your Research Chart. In the corresponding section, provide the name(s) of the method you reviewed, its primary use and when it should be used, strengths and limitations of the method, ethical considerations, and one example of when the method could be used (include your interests or something more general). Pt 2You will now assess a scenario related to phenomenology. You are invited to be creative with the scenarios in so far as how they relate to the method and the questions posed for evaluation. Here is the scenario for this week: You are a research psychologist asked to gain understanding of college undergraduate students’ experiences of campus life. In your approach to this scenario, prepare a brief paper that evaluates the following: Using the phenomenological method, explain the data you would collect and why. *Hint: Consider the language that addresses the method’s focus such as bracketing, units of experience, and so on.Explain how you would collect this data.Determine what would be considered the objects of awareness, where conscious experiences may occur in this scenario (try to consider as many as you can, given the context).Explore how the context could influence participants (their conscious experiences). Be sure to explain and support your answer.Estimate how these and/or other influences might influence the trustworthiness of the data. Be sure to explain and support your answer. Support your assignment with at least one scholarly resource. In addition to these specified resources, other appropriate scholarly resources, including seminal articles, may be included.Length: 1-2 pages, not including title and reference pagesYour assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Pt 3For this week’s reflection, consider the following points: Explain the research situations that may require you to use phenomenology (be sure to give examples/be specific).Examine the limitations and benefits learned about this method and its use.Analyze any ethical considerations with implementing this method.Reflect on your experience with this week’s scenario activity.Include any questions you may have for your professor.Length: 2-3 pages, not including the title page (and resource page if applicable)Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate.

solved dFirst ReplyHello Class,The checkpoint is not a violation of due

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dFirst ReplyHello Class,The checkpoint is not a violation of due process protections. The supreme court of the United States upheld using of checkpoints under particular situations with specific agendas. According to the United States Supreme court, the checkpoints do not violate the Fourth Amendment rights of drivers at the checkpoints (Vile, 2014). The Fourth Amendment to the constitution of the United States only allows searches and seizures that are reasonable. When police officers pull over a vehicle, it gets considered seizure for the Fourth Amendment’s purpose. A car will stop reasonably only if the officer has reasonably suspected that the driver has broken the law. Thus, this means that DUI checkpoints would violate the Fourth Amendment since they involve stop and investigating all drivers passing through the checkpoint (Grossman, 2009).However, the checkpoints are permissible if they adhere to tight guidelines on how the operations get conducted. Sometimes police stop every car that passes on the blocked road meaning they detain the vehicles’ drivers without having a reasonable reason that they did wrong, which is a violation of the Fourth Amendment. For a checkpoint not to violate Americans’ rights that they are entitled to in the Constitution, several requirements must be met (Grossman, 2009). There is a requirement of neutral selection when selecting what vehicle should get stopped to avoid biasness.Before implementing any action related to search and seizure at the checkpoint, the police should meet two essential conditions. First, they need to show their authority, and the person being seized should submit. When the checkpoints’ officers fail to strictly follow guidelines provided in the Fourth Amendment concerning search and seizure and the warrant’s issuing, they will violate the constitution laws (Grossman, 2009). Where checkpoint does not violate due process protection, police should not use authority, forceful language, and aggressive patrolling since this will be a violation of the Fourth Amendment. Second reply The checkpoint is not a violation of due process protection as the fourth Amendment outlines. The police’s actions recently at the checkpoint violate the search and seizure requirements the Fourth Amendment provides. The fourth Amendment of the U.S Structure dictates that individuals’ privilege to be safe in their credentials, houses, personnel, and properties against arbitrary seizures and quests shall not be violated (Kerr, 2017). The fourth Amendment continues and provides that no Warranties shall issue, but upon credible reason evidenced by confirmation or Vow, and mainly unfolding the particular place the place can search and the specific things and persons the police can seize.However, the Fourth Amendment does not guarantee against all seizures and searches at the checkpoint, but only particular ones that are believed arbitrary under the law. There are two fundamental components of the search and attacks that the police have to meet before implementing any action relating to search and seizure at the checkpoint. The police officer must show authority, including weapons and handcuffs, and secondly, the person being seized should submit to the control (McGlynn, 2017). However, the police officers’ aggressive patrolling at the checkpoint indicates forceful language and physical contact, which are strong indicators of authority that are against the Fourth Amendment requirements.On the Warrant issue, it can be said that police validity at the checkpoint, the police officer must meet four primary requirements, including filing the warrant in good faith, reliable information on warranty indicating a probable cause to search. The other two requirements include that the warranty must be from a detached and neutral magistrate, and finally, the warrant should show the particular place and things the police officers can search and seize. Failure to follow the strict protocol outlined in the Fourth Amendment concerning search seizes and warrant issue is a severe violation of the law under the Fourth Amendment of the United States Constitution.