CJ 140 Project Three Guidelines and Rubric

Competency

In this project, you will demonstrate your mastery of the following competency:

• Apply interviewing types and techniques to collect information

Scenario

You are newly hired victim/witness advocate interviewing a male victim of domestic violence. This requires sensitivity, yet you have a job to do: assess the victim’s readiness for and willingness to participate in the court process. Because you are new to your job, your supervisor would like you to describe your strategy for this interview before you go into the field.

Directions

First, read the Project Three Scenario PDF. Then complete each of the following:

Strategy Part 1: Interview Purpose

To begin your interview strategy, in about one paragraph, describe the purpose and context of the interview. Answer the following questions in your description:

• Why are you interviewing this person?
• Why do you need this information?
• What information do you need to provide to this person?

Strategy Part 2: Setting

Next, explain how the setting impacts an interview. In 250–300 words, answer the following:

• What is the impact of the overall setting on the interviewee (the person being interviewed)?
• What is the impact of the overall setting on the interviewer (the person conducting the interview)?

Strategy Part 3: Techniques and Strategies

Next, describe the effectiveness of interview techniques and strategies. In 250–300 words, answer the following:

• Does your interviewee feel “free to leave”? Why or why not?
• What type of body language will you use? Why?
• What tone of voice will you use? Why?

Strategy Part 4: Question Types

Next, predict which question types will be the most helpful to gather necessary information. There are seven question types: reflective, directive, pointed, indirect, self-appraisal, diversion, and leading. Answer the following questions as you consider these question types:

• What information do you need in this interview?
• Which types of questions will help you gain the information you need?
• Are there any question types that will be more useful to gain the information you need than others? Why?
• Are there any question types that will be less useful to gain the information you need than others? Why?
• What are some pitfalls you will want to avoid in creating your questions?

Strategy Part 5: Questions

Finally, to make sure you are fully prepared to conduct this interview, you will need to develop various types of interview questions that will help you gather the information you need.

Note: While preparing questions in advance is a good strategy for any interview situation, you will often have to adjust your questions based on the responses you get from your subject.

Using the information provided in the scenario, complete the following:

• Create 5–10 interview questions.
• Identify which question type you are creating.
  (Hint: You may wish to present your question types and questions as follows: Diversion question: “How long have you lived in the area?”)

What to Submit

To complete this project, you must submit the following:

Word document, Times New Roman, 12-point font.

Supporting Materials

The following resource(s) may help support your work on the project:

Document: Project Three Scenario PDF
This scenario provides background information that will help you complete this project.

Document: Victims Advocate Job Description
This job description provides background information on the role and responsibilities of a victim advocate.

AI Usage

If you use gen AI tools to support your work on this assignment, be sure to follow these AI usage guidelines. You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in this Shapiro Library guide.

Project Three Rubric

Criteria	Exceeds Expectations (100%)	Meets Expectations (85%)	Partially Meets Expectations (55%)	Does Not Meet Expectations (0%)	Value
Clear Communication	Exceeds expectations with an intentional use of language that promotes a thorough understanding	Consistently and effectively communicates in an organized way to a specific audience	Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding	Shows no evidence of consistent, effective, or organized communication	12
Interview Purpose	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Describes the purpose and context of an interview	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing why this person is being interviewed, describing why this information needs to be gathered, or describing what information needs to be provided to the interviewee	Does not attempt criterion	17
Setting	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Explains how the setting impacts an interview	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining the impact of the overall setting on the interviewee or describing the impact of the overall setting on the interviewer	Does not attempt criterion	17
Techniques and Strategies	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Describes the effectiveness of interviewing techniques and strategies	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing why the interviewee does or does not feel free to leave, describing the interviewer’s intended body language, or describing the interviewer’s intended tone of voice	Does not attempt criterion	17
Question Types	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Predicts which question types will be the most helpful to gather necessary information	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying the information needed, identifying the types of questions that will help gain the needed information, identifying the question types that will be more useful, identifying the question types that will be less useful, or identifying pitfalls to avoid in creating questions	Does not attempt criterion	17
Questions	Exceeds expectations in an exceptionally clear, insightful, sophisticated, or creative manner	Develops various types of interview questions that will help gather the information needed	Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include varying the question types asked, identifying the question types, or developing questions that will help gather the needed information	Does not attempt criterion	17
Citations and Attributions	Attributes sources where applicable using citation methods with very few minor errors	Uses citation for ideas requiring attribution	Attributes sources where applicable, but with major errors	Does not attribute sources where applicable	3
Total:

The foundation of many states’ science standards is built on the three dimensions of science learning including core ideas, crosscutting concepts, and science and engineering practices. Each dimension works together to support students in building a deeper understanding of science concepts and real-world applications of those concepts. The three dimensions allow students to learn how to think and act like scientists and engineers, while also actively engaging them in science. When teaching science, it is important to engage students with hands-on activities for them to best understand the concepts being taught.

Part 1:

Create a 12 slide digital professional development presentation for new teachers to train them on the foundations of science instruction.  Include the following in your presentation:

Explain the three dimensions of science learning, including discussion on the scientific and engineering practices, the crosscutting concepts, and the disciplinary core ideas. Describe the purpose of three-dimensional learning in science instruction. Explain how using phenomena and inquiry-based learning supports science instruction, science standards, and the three dimensions of science learning.   Provide 2-3 best practices in science instruction and an example of how each practice could support three-dimensional learning in science instruction and critical questioning skills. Explain how educators can incorporate cross-curricular content into science instruction. Discuss how technology enhances science instruction. Provide at least two examples of technological tools that can be used as an integral part of science instruction and one example of how teachers can collaborate and co-learn with students to discover and use new digital resources and tools during science instruction.

Presentation must include a title slide at the beginning and a reference slide with documentation of resources at the end. The title slide and reference slide are not included in the total number of slides.

Support your presentation with 2-3 scholarly resources

Nonparametric Tests Assignment

You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS^® output file of your results. Using the resources and readings provided, you will interpret these results and test the hypotheses and writeup these interpretations.

Complete the Additional Exercises on page 250.

Business

 Data file: staffsurvey.sav. See Appendix for details of the data file.

1.  Use the Chi-Square Test for Independence to compare the proportions of permanent and casual staff (employstatus) who indicate they would recommend the organisation as a good place to work (recommend).

 

2.  Use the Mann-Whitney U Test to compare the staff satisfaction scores (totsatis) for permanent and casual staff (employstatus).

 

3.  Conduct a Kruskal-Wallis Test to compare staff satisfaction scores (totsatis) across each of the length of service categories (servicegp3).

 

Health

 

Data file: sleep.sav. See Appendix for details of the data file.

 

1.  Use a Chi-Square Test for Independence to compare the proportions of males and females (gender) who indicate they have a sleep problem (probsleeprec).

 

2.  Use the Mann-Whitney U Test to compare the mean sleepiness ratings (Sleepiness and Associated Sensations Scale total score: totSAS) for males and females (gender).

 

3.  Conduct a Kruskal-Wallis Test to compare the mean sleepiness ratings (Sleepiness and Associated Sensations Scale total score: totSAS) for the three age groups defined by the variable agegp3 (37 or under, 38–50, 51+).

 

General Instructions

As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic

under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

Manuscripts may be written in first person (“I”).

All manuscripts should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

Structure of Assignment Paper

For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for questions. Sub- headers are also allowed but not required. Questions should strive to be no less than 100 words each with no maximum limit. There is no overall page limit.

 

I expect all papers to be in the latest APA edition, properly cited, and tables attached in the correct format.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Ensure you apply the discussion tenets from the contributor’s work considering Wallace, Killian, Moore, Scanlon, Quarantelli, Clausen,  Gilbert, Wisner et al., Rosenthal, Dynes, Rodriguez & Barnshaw,  Carter, McEntire, Hewitt, and Boin. Assume that you are writing for an  uninformed reader that knows nothing about the topic and has not read  what you read. Provide an introduction that gives the background of the  resource that you are reviewing, so the reader will understand what  they’re reading and why. Include the following topics in the discussion:

Discuss  the evolution of the definitions of disaster from the classical period  to contemporary perspectives. Compare event/agent-centered views with  the hazards-disaster tradition and the social phenomenon perspective. In  your answer, discuss why Perry identifies social disruption as the core of modern definitions. Use examples to support your discussion. Discuss  the phenomenon that disasters are “socially constructed.”  Explain how  human agency, social vulnerability, and resilience shape both the  occurrence and impact of disasters and discuss why this view challenges  the idea of disasters as purely natural events. Use examples to support  your discussion. Discuss  the significance of Quarantelli’s distinction between “phenotypical”  and “genotypical” approaches to defining disasters. Discuss how  typologies and theory-based definitions strengthen disaster research,  and discuss implications these perspectives have for preparedness,  mitigation, and response policies. Use examples to support your  discussion. Discuss  the crisis approach, and how it defines disasters in relation to other  types of crises (e.g., riots, wars, strikes)? Discuss how this  perspective shifts the study of disasters away from event-based  definitions. Why does the crisis approach emphasize decision-making,  coordination, and organizational behavior during disasters? Use examples  to support your discussion. Provide  a discussion with examples of how crises strain existing systems and  reveal both strengths and weaknesses. Discuss way the crisis approach  contributes to disaster research and emergency management planning.  Discuss limitations and how have later perspectives (such as the  vulnerability and resilience paradigms) expanded upon or critiqued it.

Ensure you apply the discussion tenets from the contributor’s work considering Wallace, Killian, Moore, Scanlon, Quarantelli, Clausen,  Gilbert, Wisner et al., Rosenthal, Dynes, Rodriguez & Barnshaw,  Carter, McEntire, Hewitt, and Boin. Assume that you are writing for an  uninformed reader that knows nothing about the topic and has not read  what you read. Provide an introduction that gives the background of the  resource that you are reviewing, so the reader will understand what  they’re reading and why. Include the following topics in the discussion:

Discuss  the evolution of the definitions of disaster from the classical period  to contemporary perspectives. Compare event/agent-centered views with  the hazards-disaster tradition and the social phenomenon perspective. In  your answer, discuss why Perry identifies social disruption as the core of modern definitions. Use examples to support your discussion. Discuss  the phenomenon that disasters are “socially constructed.”  Explain how  human agency, social vulnerability, and resilience shape both the  occurrence and impact of disasters and discuss why this view challenges  the idea of disasters as purely natural events. Use examples to support  your discussion. Discuss  the significance of Quarantelli’s distinction between “phenotypical”  and “genotypical” approaches to defining disasters. Discuss how  typologies and theory-based definitions strengthen disaster research,  and discuss implications these perspectives have for preparedness,  mitigation, and response policies. Use examples to support your  discussion. Discuss  the crisis approach, and how it defines disasters in relation to other  types of crises (e.g., riots, wars, strikes)? Discuss how this  perspective shifts the study of disasters away from event-based  definitions. Why does the crisis approach emphasize decision-making,  coordination, and organizational behavior during disasters? Use examples  to support your discussion. Provide  a discussion with examples of how crises strain existing systems and  reveal both strengths and weaknesses. Discuss way the crisis approach  contributes to disaster research and emergency management planning.  Discuss limitations and how have later perspectives (such as the  vulnerability and resilience paradigms) expanded upon or critiqued it.

For this assignment, you will review a single, scholarly PRIMARY research article in the APUS Library and summarize what it says about any topic concerning infant and/or toddler development (physical, social, emotional and/or cognitive/language development).  This assignment must be a review of scholarly research, NOT commercial—that is, not Psychology Today, Wikipedia, WebMD-style publications, or self-help or parent support organization material.  Your article must be recent—that is, from within the past 5 to 7 years.  If you do not know what a primary research article is, please see the  resources ahead.

Resources for Finding an Appropriate Article

What is an academic journal? Please review the following resources:

How Do I Know if an Article Is a Primary or Secondary Research Article? (you must choose a PRIMARY research article for this assignment)

View this video: How to Find and Use Library Databases

What Is a Scholarly Article?

Is It Primary Research? How Do I Know?

HELPFUL HINT: Start early. If you  are unsure if you have found the correct type of article, you will have  time to reach out and ask your instructor for guidance. The APUS  librarians are also very helpful and can work with you to find an  appropriate article. You can reach them through the Library Portal.

Reading and summarizing a primary research article  can be a bit overwhelming. The purpose of this assignment is to expose  you to what research looks, like as opposed to a general new article or  information found on the internet. Research is a very defined and  detailed process and is how new information is learned on a topic. The  information is then reviewed by other researchers to ensure that the  outcome of the research is accurate. Do not worry if you do not  understand the entire article. There are some sections, particularly the  statistical analysis sections, that you may find difficult to follow.  This is okay. You will still be able to successfully complete the  assignment.

Module 6: Nonparametric Statistics Assignment

 Questions are taken directly from Brase, Brase, Dolor, and Seibert Chapter 8, pages 466. In case an eBook page number differs, the questions are listed below:

The most important questions in life usually cannot be answered with absolute certainty. Many important questions are answered by giving an estimate and a measure of confidence in the estimate. This was the focus of Chapter 7. However, sometimes important questions must be answered in a more straightforward manner by a simple yes or no. Hypothesis testing is the statistical process of answering questions with a straightforward yes or no and providing an estimate of the risk in accepting the answer.

1.     Review and discuss Type I and Type II errors associated with hypothesis testing.

2.     Review and discuss the level of significance and power of a statistical test.

3.     The following statements are very important. Give them some careful thought and discuss them.

a.      When we fail to reject the null hypothesis, we do not claim that it is absolutely true. We simply claim that at the given level of significance, the data were not sufficient to reject the null hypothesis.

b.     When we accept the alternate hypothesis, we do not claim that the null hypothesis is absolutely false. We do claim that at the given level of significance, the data presented enough evidence to reject the null hypothesis.

4.     In the text, it is said that a statistical test is a package of five basic ingredients. List these ingredients, discuss them in class, and write a short description of how these ingredients relate to the above discussion questions.

5.     As access to computers becomes more and more prevalent, we see the 𝑃𝑃-value reported in hypothesis testing more frequently. Review the use of the 𝑃𝑃-value in hypothesis testing. What is the difference between the level of significance of a test and the 𝑃𝑃-value? Considering both the 𝑃𝑃-value and level of significance, under what conditions do we reject or fail to reject the null hypothesis?

General Instructions

 As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic

under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

Assignments may be written in first person (“I”).

All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

Structure of Assignment Paper

 

For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 250 words each with no maximum limit.

 

I expect all papers to be in the latest APA edition, properly cited, and all tables attached.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

 Instructions

Housekeeping

Due: Sunday ending Week 8, 11:59 pm ET

Word Count: 1800-2000 words (excludes Title Page and References Page)

Format: APA 7th Edition Style (Student), MS Word

Voice: Professional & scholarly, first person acceptable

Required Research Sources: Minimum: five (5) credible sources, supporting points required throughout the paper; remember in-text citations

Course Objectives: CO-5/LO-5.2 Help Sources

•        Week 7 Lesson: Reflection, and related readings

•        How to Format Your APA 7 Paper in 2025. [YouTube Video]

•        How To Know if a Source is Credible [Web article, Purdue]

•        Please see Grading Rubric

Purpose of the Paper

The capstone Scholarly Reflection Paper is an opportunity to critically analyze your knowledge, career development, and professional growth acquired in the MBA program. Tell your story reflecting from past, present, and future perspectives.

Calling upon your coursework and other relevant experiences during your MBA program, in this paper you will integrate the insights, applications, and learning you have gained.

Overview

•        Your professional evolution (Past → Present → Future)

•        How your MBA learning and experience apply to real-world business challenges

•        Scholarly reflection on key business themes such as: leadership, organizational change, stakeholder engagement, global trends, cultural differences, decision-making in complex markets; and career development themes such as career planning, mentorship, networking, and civic engagement. •           Use of ePortfolio  

Required Structure & Content

Note: The following Instructions specify the required content to cover in your paper and will help you organize your approach. Each section of your paper requires support with reference citations.

1. Introduction

Introduce purpose of the reflection paper, importance of career reflection, and key themes that will be explored.

2. Past: Foundations of Professional Identity

Who were you are the starting gate of your MBA program? Your reflection should be a wellintegrated, thoughtful narrative that incorporates the following:

•        Describe your career aspirations and professional background before the MBA.

•        What motivated you to pursue an MBA?

•        Identify key challenges or limitations in your professional skills before entering the program, including at least one key strength and one key weakness you saw in yourself.

•        Discuss early learning moments that started shaping your approach to business.

•        Scholarly integration: Apply leadership and business theory principles to contextualize your pre-MBA mindset.

•        Other observations or insights you wish to include.

3. Present: Growth and Key Learning

Your past reflection should segue into now, the Present. Reflect on your growth and knowledge today, in a well-integrated narrative covering the following:

•        Analyze the most impactful learning experiences in the MBA program. Use real examples from projects, internships, case studies, leadership experiences, or mentorship. One example might relate to the artifact you selected for Week 5 Assignment.

•        To illustrate, briefly describe another artifact from your MBA program suitable for your ePortfolio and why it enhances the ePortfolio. (Note: in addition to the artifact, you selected for the Week 5 Assignment.)

•        Reflect on the present aspect of your key strength and weakness you identified in your discussion of the “Past” above. Have these changed? In what way?

•        Scholarly integration: With assistance of research, reflect on and describe insights and knowledge you have gained and can apply in at least three (3) of the following areas of study. This is not a question related to a specific artifact. This question is applicationfocused, that is, your unique and creative application of your MBA-acquired knowledge to these areas of business operation and management.

o   Leadership

o   Organizational change & adaptability o Stakeholder engagement & management o Global business trends

o   Cultural awareness’ impact on business o Strategic decision-making

 

•        Other observations or insights you wish to include.

4. Future: Application to Career & Industry Impact

Reflection is not only about the past and present. Looking ahead, reflect on the future.

Incorporate and blend the following into the “Future” section of your reflection paper. Segue your “Present” discussion to looking at the future. Include the following in your reflection on the future.

•        Career development: As part of this course, you prepared a Career Development Plan. Briefly summarize your plan as part of your reflection

•        Civic & social responsibility: What do you see as the role of civic and social responsibility in your career plan for the future?

•        Networking & mentorship: Reflect on how networking, mentorship, or other personal associations play a role in the pursuit of your goals.

•        ePortfolio: The jewel in the midst of all this planning is the ePortfolio. Explain how you can use your ePortfolio and its artifacts in your career advancement.

•        Scholarly integration: Long-term professional impact is central to future reflection. How will your MBA knowledge and skills (that you discussed in your “Present” refection above) influence your leadership, strategic decision-making, or industry contributions in the future? Apply and appropriately cite relevant credible research sources about career planning, leadership development, and substantive global business trends in support of your future reflection.

•        Other observations or insights you wish to include

5. Conclusion

Summarize your key takeaways from the reflection and plan for continued growth.

The Paper Word Count – Guidance

The Exemplary level word count per the Grading Rubric is 1800-2000 words (excluding title page and References list page). This means the minimum is 1800 and the maximum is 2000. Balance the length of the sections of the paper. The introduction and conclusion should be shorter than your three main discussion sections.

Hint: Write your first draft without paying attention to word count. Then you will have a document to revise, remove repetition, add something missing, tighten wording and style, and so forth, to balance the paper and regulate your word count. Your narrative should be succinct, organized and clear.

Submission Requirements

•        Paper must be in Microsoft Word

•        APA 7 Format

•        Submit to Assignment tool by end of Week 8

•        Review Turnitin (TII) report. A high % similarity score (i.e., over 15%) must be addressed and resolved as needed.

As part of the financial planning  process, a common practice in the corporate finance world is  restructuring through the process of mergers and acquisitions (M&A)  or business combinations. It seems that on a regular basis, investment  bankers arrange M&A transactions, forming one company from separate  companies. What are the advantages and disadvantages of a merger? Why do  you think that these companies have decided to merge? Discuss the  financial performance of the newly combined entity. In your response,  provide an example of a merger that was successful and one that was  unsuccessful, and discuss the overall success or downfall of the merger.

Prepare this  Assignment according to the APA guidelines, including a title page, an  introduction, and a conclusion. An abstract is not required. Use in-text  citations and include a References section. A template is included in  the Resources and Supports.

In your  report, make certain that you include at least three (3) credible  outside references from search engines or scholarly sources from the  APUS Online Library.

Capella University

Overview

For this assignment, you will complete an interactive activity, Empowered to Learn – Set Your Path at Capella.  and then save your results as a pdf to submit. You will complete a  planning activity first, and then a reflection activity that you’ll  submit.

Preparation

Before you begin the interactive activity, please complete the following steps:

Step 1: Familiarize yourself with the requirements for your degree

Take some time to explore the Psychology Program Journey interactive. Then, select the most recent catalog on the University Catalogs web page and read about the degree program you are enrolled in (below) to learn about your degree requirements.

• General Psychology BS Degree Program.
• Applied Behavioral Analysis BS Psychology Degree Program.
• Pre-Counseling and Therapy BS Psychology Degree Program.

Take notes on the following items:

• How many general education credit hours will you need and are there any that are required for your program?
• What are your core courses?
• What are your specialization courses and do you have any specialization electives?
• What other required courses or additional requirements do you need to fulfill?

Step 2: Self-assess your current writing and math skills

To assess your writing skills, please complete this quick quiz: Writing Correctly.  Once you’ve completed the quiz, reflect on your experience with it. Did  you feel confident of your answers? Did your score match what you  expected? This is not an empirically validated tool. The intent is to  give you a chance to reach your own conclusion about your writing skills  and choose an English course based on where you think you will be most  successful. If you are looking for some general guidance:

• If you got 10 or more right, consider taking ENG1000: English Composition  for your English class. This course focuses on how to improve writing  skills at the level of composition (papers). It assumes learners have  the basics of sentences and paragraphs mastered.
• If you got less than 10 correct, consider taking ENG1001: Essential Writing Skills  for your English class. This course provides a refresher on basic  English skills and helps with learning the essential components of  academic writing.

To self-assess your math skills, please complete Math Skills Self-Assessment.  As with the English quiz above, this is a tool for you to help  self-assess your math skills and allow you to make better decisions  about what math courses to take. It’s not a validated assessment of your  skills. Reflect on your confidence in answering the questions and how  you scored (compared to how you expected to score). If you are looking  for some general guidance:

• If you got 25 or more correct, consider taking MAT2150: Data Driven Decisions  (this is a required course). In this course, you’ll be expected to know  the basics of equations and using them. Unlike algebra, you won’t be  solving an equation for x. You will need to know the mathematical  notations used in equations and how to complete the required math  operations when given the numbers to work with.
• If you got less than 25 correct, consider taking MAT1150: Essential Math for Everyday Life  before taking MAT2150. This course covers the essential math operations  and basics of equations. If you struggled to remember the basics and  don’t feel like you’d do so well brushing up on them on your own, you  might want to take this course before taking MAT2150. It will count as 6  of your required 45 credit hours of general education courses.

Step 3: Become familiar with the General Education courses you might select

If you click the toggle button by “Show course descriptions” from  your degree program portion of the catalog (see the links above), you’ll  be able to read what each course is about. Start thinking about which  courses might be interesting and which ones will help you reach your  career goal. Remember your self-assessment of your writing and math  skills. Note: If you have questions about your program, you can contact  your Coach. The conversation may be more productive if you complete a  first draft using the media piece and then ask the Coach questions based  on what you have on your draft .pdf.

Step 4: Become familiar with where you can get answers to your financial aid questions

Review the information you have on your financial aid and look for answers to the following questions:

• How many credit hours must I be enrolled in each term to get  financial aid? All forms of financial aid require learners to be  enrolled in a minimum number of credit hours each term. Different forms  of financial aid require a different number of credit hours. Unless you  are paying for school out of pocket, you will need to know what that  minimum is.
• What grades and/or GPA do I need to maintain my financial aid?  Each form of financial aid has a different requirement for minimal  grades and/or GPA. It’s important to understand what the minimum is for  your specific form of financial aid.

If you aren’t sure where to find this information, you can use the following resources:

• Ask Ella. Simply click the red chat button in the lower right  corner, type your question, and she will find your answer. She can’t  answer all of your questions, but she often does have the answer.
• If Ella doesn’t know, go to Campus: Financial Aid and select one of the live help options.

Step 5: Listen

Listen to the podcast “How to spend your time more wisely” if you haven’t already done so.

Instructions

Open the Empowered to Learn: Set Your Path at Capella  activity. Complete each section of the activity, following the  instructions provided. The first portion is focused on college and  course planning. You will not be turning this portion in, but you should  try to fill in the parts you know. It will help you successfully  complete this assignment’s deliverable—a reflection on your planning  process—as well as help you identify areas that you might want to learn  more about or dig into later. Don’t worry though if you don’t know some of the answers—that’s ok!  Remember this first part is for you—you won’t turn it in for this  course. You may find it useful when having discussions with your  academic coach about course and academic planning.

On the final tab, you will complete the second part—a reflection. Your responses to these reflection questions will  be your submission for this assignment. Once your reflection responses  are complete, download them as a PDF and submit it to this assignment.

Submission Requirements

Submit your .pdf through the assignment link.

Competencies Measured

By successfully completing this assignment, you will demonstrate your  proficiency in the following course competencies and scoring guide  criteria:

• Competency 1: Apply information literacy skills.
• Describe how to determine if a source is credible.
• Competency 2: Explain foundational psychological principles in psychology.
• Describe considerations needed to manage time for psychological health.
• Competency 3: Describe the role of critical thinking in the field of psychology.
• Describe how critical thinking helps with planning.
• Competency 4: Apply self-regulation skills to online learning.
• Describe considerations for course scheduling.
• Identify three resources that can help learners make good decisions about course scheduling and financial aid.
• Competency 6: Use effective oral or written communication skills.
• Write using proper sentence structure and grammar.