Category: Education homework help

Using  the stakeholder register and stakeholder analysis that you completed in  Week Two, you will complete the stakeholder management plan that serves  as the engagement process with different stakeholders during the  project. Your stakeholder management plan should consist of the  following elements:
Introduction – This section discusses the goals and objectives of the stakeholder management plan for the project.
Identify  the stakeholders – This section discusses the methodology that the  project team used to identify the stakeholders and how the stakeholders  are defined.
Key stakeholders – This section identifies the stakeholders and why they are key stakeholders in the project.
Stakeholder  analysis – This section discusses how the project team will analyze the  list of stakeholders and how the stakeholders will be categorized.
Engagement  strategy – This section focuses on how each stakeholder will be engaged  during the project, including the amount of communication, the updates  needed, and the importance of the engagement process.
Summary  – This section summarizes the entire stakeholder management plan and  the final categorization of the stakeholders are noted.
The  stakeholder management plan should be in a report format and created in  a Word document. The length of the plan will vary depending on how many  stakeholders you have identified in your project.
Please use the attachment as guidance

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Purpose of the Stakeholder Management Plan

The stakeholder management plan outlines how you will engage, communicate, and manage relationships with stakeholders throughout the project. It ensures that stakeholders’ needs and expectations are effectively met, fostering strong communication and collaboration throughout the project’s lifecycle.

Step 2: Structure the Stakeholder Management Plan

Your stakeholder management plan will consist of the following sections:

1. Introduction

In this section, explain the goals and objectives of the stakeholder management plan. You’ll want to:

• Define the purpose of the plan. For example, “The goal of the stakeholder management plan is to ensure effective communication and engagement with all stakeholders, addressing their needs and expectations while maintaining positive relationships throughout the project.”
• State objectives such as “Ensure stakeholders are kept informed,” “Address any concerns proactively,” and “Facilitate collaboration for project success.”

2. Identify the Stakeholders

This section describes the methodology used to identify the stakeholders for the project. You’ll need to:

• Discuss the process you followed to create your stakeholder list, such as reviewing the stakeholder register and stakeholder analysis completed earlier.
• Highlight the sources of stakeholder identification, which might include team brainstorming, interviews, project documentation, and any relevant data.
• Define the types of stakeholders (e.g., internal vs. external stakeholders, primary vs. secondary, etc.) and how they are categorized based on their level of involvement, interest, and influence.

3. Key Stakeholders

In this section, identify the key stakeholders in your project. These are the individuals or groups who have the greatest influence or interest in the project’s success. For each key stakeholder, you should:

• Provide a brief description of each stakeholder’s role in the project.
• Explain why they are key stakeholders (e.g., “The project sponsor is a key stakeholder because they provide funding and approve major project decisions.”)
• Categorize stakeholders based on their level of involvement, such as decision-makers, influencers, or support providers.

4. Stakeholder Analysis

Stakeholder analysis involves categorizing stakeholders based on their interest in the project and the level of influence they have. In this section, you will:

• Discuss the method used to analyze and categorize the stakeholders (e.g., Power/Interest Grid, Salience Model).
• Categorize stakeholders into different groups based on their level of interest and influence, such as:
  • High interest, high influence: Keep satisfied and involved regularly (e.g., project sponsors, key customers).
  • High interest, low influence: Keep informed and updated (e.g., end users, employees).
  • Low interest, high influence: Monitor and update occasionally (e.g., regulatory bodies).
  • Low interest, low influence: Minimal communication required (e.g., peripheral or external partners).

5. Engagement Strategy

In this section, focus on how each stakeholder will be engaged during the project. This involves:

• Communication plans: Detail how and how often each stakeholder will be communicated with. For example, weekly meetings, monthly reports, or emails as needed.
• Updates: Define what kind of project updates will be provided and the format (e.g., progress reports, risk management updates).
• Tailored engagement: Adjust the amount and type of communication based on the stakeholder’s level of interest, influence, and involvement. For example:
  • High-interest stakeholders may require detailed and frequent updates.
  • Low-interest stakeholders may need less frequent, high-level updates.
• Engagement methods: Explain the engagement techniques to be used (e.g., workshops, one-on-one meetings, newsletters).

6. Summary

In the final section, summarize the key points of the stakeholder management plan. This includes:

• Recapping the importance of stakeholder management for the project’s success.
• Highlighting the final categorization of stakeholders (e.g., High, Medium, and Low priority).
• Emphasizing the approach you’ll take to ensure positive engagement and strong communication throughout the project.

Step 3: Finalize the Document

• Ensure clarity: Make sure your report is clear, concise, and well-organized.
• Check formatting: Use headings, bullet points, and numbering to make the document easy to navigate.
• Proofread: Review the document for grammatical errors, and ensure that all stakeholder categories and engagement strategies are well-defined.

Step 4: Submit

Once your stakeholder management plan is complete, save it in a Word document and submit it according to your course’s guidelines.

By following this structure and the steps outlined, you will create a comprehensive and organized stakeholder management plan that ensures successful communication and engagement with stakeholders throughout your project. Good luck!

Q1

Briefly, discuss the findings in a study conducted by Donner et al.,  (2016) pertaining to the relationship between self-control and police  misconduct. In doing so, discuss Gottfredson and Hirschi’s (1990)  general theory of crime as it is relative to self-control theory and  police misconduct.
Donner, C. M., Fridell, L. A., & Jennings, W. G. (2016). The  relationship between self-control and police misconduct: A multi-agency  study of first-line police supervisors. Criminal Justice and Behavior, 43(7), 841-862.
Q2

Briefly  discuss the effectiveness of consent decrees and Section 14141 of the  Violent Crime Control and Law Enforcement Act of 1994. In doing so,  describe the legal provision that allowed the Department of Justice DOJ  to intervene when allegations are made that constitutional policing is  not followed as a matter of patterns and practices.
Alpert, G. P., McLean, K., & Wolfe, S. (2017). Consent decrees: An approach to police accountability and reform. Police Quarterly, 20(3), 239-249.
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Q1: The Relationship Between Self-Control and Police Misconduct (Donner et al., 2016)

Donner et al. (2016) conducted a study exploring the relationship between self-control and police misconduct among first-line police supervisors. The study aimed to determine whether officers with lower self-control were more likely to engage in misconduct, such as using excessive force or abusing their authority.

The self-control theory posits that individuals with lower self-control are more likely to engage in risky or unethical behavior, as they lack the ability to restrain immediate impulses in favor of long-term consequences. This concept is based on the general theory of crime developed by Gottfredson and Hirschi (1990), which argues that low self-control is a primary predictor of criminal behavior. According to their theory, individuals who lack self-control are more impulsive, less able to delay gratification, and more prone to risky behaviors.

In the context of police misconduct, lower self-control in officers can lead to actions driven by immediate emotions or stress, such as aggressive responses in tense situations or abuse of power. Donner et al. (2016) found that first-line police supervisors with lower self-control tended to show higher rates of misconduct, indicating that low self-control could be a significant factor in unethical police behavior. Their findings highlight the importance of addressing self-control in police training and management to mitigate misconduct.

Q2: Effectiveness of Consent Decrees and Section 14141 of the Violent Crime Control and Law Enforcement Act of 1994

Consent decrees are legal agreements that aim to bring about reforms in police departments accused of misconduct, providing an alternative to long, costly litigation. The Department of Justice (DOJ) can use these decrees to oversee the implementation of reforms in departments found to engage in unconstitutional practices, such as racial profiling or excessive force.

Section 14141 of the Violent Crime Control and Law Enforcement Act of 1994 grants the DOJ the authority to intervene in police departments when a pattern or practice of violating constitutional rights is identified. The DOJ can file lawsuits against police agencies, and if misconduct is proven, they can impose consent decrees as a tool for reform. These decrees require police departments to make specific changes to policies, training, and practices to ensure compliance with constitutional standards.

The effectiveness of consent decrees, as discussed by Alpert et al. (2017), is mixed. On one hand, they can lead to meaningful reforms, improved oversight, and better community-police relations. However, there are challenges such as resistance from police departments, the costs of implementing reforms, and the time required to see significant change. Despite these challenges, consent decrees remain a critical mechanism for holding police departments accountable and ensuring they adhere to constitutional policing practices. The legal provision of Section 14141 is central to this process, enabling the DOJ to intervene proactively when systemic problems are identified.

By addressing the relationship between self-control and police misconduct, and discussing the role of consent decrees and Section 14141 in reforming police practices, you can better understand the importance of both psychological factors and legal mechanisms in maintaining police accountability and ethical behavior.

From the standard, pull out the key understandings. Find the key nouns (concepts), verbs (measurable behavior), and context.  These make up your key understandings.  You are looking for “bite-sized” chunks of the standard that can be taught and assessed individually.  Note:  There will most often be multiple key understandings in a standard.

Create at least five learning objectives

Turn these key understandings into learning targets. The nouns, verbs, and context from the key understandings must be in the objectives.  This makes the objectives congruent to the standard.

Use the Bloom’s Taxonomy chart in Canvas to assist.
You will provide feedback to one of your peers on their Activity: Standards using the following:

Praise – what did your peer do well?
Question – are there any parts are unclear? Are there any disconnects between the standard, KUDs, and learning objective(s)? Are the “dos” – assessments aligned with the learning objectives?
Suggest – make suggestions for improvement

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Assignment Requirements

• Carefully read the provided instructions to understand what is expected.
• Identify the key components of the assignment, such as the standard, KUDs (Knowledge, Understandings, Dos), learning objectives, and feedback section.

Step 2: Deconstruct the Standard

• Select an appropriate 8th Grade Math standard.
• Break down the standard into key nouns (concepts), verbs (measurable behaviors), and context.
• Identify multiple key understandings that can be taught and assessed individually.

Step 3: Identify KUDs (Knowledge, Understandings, Dos)

Knowledge (K): What students should know

• Identify the mathematical concepts relevant to the standard.
• Examples: properties of exponents, linear equations, functions.

Understandings (U): What students should understand

• Determine the big ideas students should grasp.
• Examples: The relationship between functions and their graphs, how transformations affect shapes.

Dos (D): What students should be able to do

• List the skills students need to demonstrate.
• Examples: Solve equations, graph functions, justify solutions.

Step 4: Create Learning Objectives

• Use the Bloom’s Taxonomy chart to write at least five measurable learning objectives.
• Ensure the objectives align with the standard’s nouns, verbs, and context.

Example Learning Objectives:

1. Define and explain the properties of exponents in mathematical expressions.
2. Solve linear equations using appropriate algebraic methods.
3. Graph linear functions and interpret their slopes and intercepts.
4. Analyze and compare different functions using tables, graphs, and equations.
5. Apply transformations to geometric shapes and explain their effects.

Step 5: Provide Feedback on a Peer’s Activity

• Praise: Identify what your peer did well. Did they clearly break down the standard? Are their objectives well-aligned?
• Question: Ask if anything is unclear. Do the KUDs and learning objectives align properly?
• Suggest: Provide constructive suggestions for improvement. Could they refine their learning objectives for better clarity? Are the assessment methods appropriate?

By following this structured approach, you will be able to effectively deconstruct a standard, develop meaningful learning objectives, and provide thoughtful feedback on peer work. Happy writing!

Online Discussion: Implementation of High-Level Cognitive Demand
High levels of cognitive demand must be maintained in order to ensure high levels of student learning. A high-demand task (procedures with connections or doing mathematics) in the written curriculum is not necessarily implemented at that level. So, part of ensuring student learning is maintaining high levels of cognitive demand. Research describes four specific trajectories for high-demand tasks when they are implemented. These include:
Maintenance of high-level demands
Decline into procedures without connection to meaning
Decline into unsystematic and nonproductive exploration
Decline into no mathematical activity
READ the file Tasks in Implementation (in the module contact) for more detail about each of these trajectories. Given these possibilities, it is important to think about how this can happen. What does it look like for a high-demand task to devolve into something else? For this activity, read the file Classroom Vignettes. Answer the following questions:
For each vignette, identify which of the four categories best describes what happened to the high-demand task during implementation.
For each vignette, provide a justification for the description you chose in #1.
What specific details from the vignette led you to categorize the case as you did?
POST ONCE. RESPOND TWICE. Do you agree with the categories/justifications provided by your classmates? If so, why? If not, why not

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step-by-Step Guide to Completing Your Discussion on High-Level Cognitive Demand

1. Read and Analyze the Required Files
   • Carefully review the “Tasks in Implementation” and “Classroom Vignettes” files to understand the four possible trajectories of high-demand tasks.
   • Take notes on key points related to each trajectory, especially focusing on how tasks may decline or be maintained.
2. Identify the Correct Category for Each Vignette
   • For each classroom vignette, determine which of the four categories best describes how the high-demand task was implemented:
     • Maintained at a high level
     • Declined into procedures without connection to meaning
     • Declined into unsystematic and nonproductive exploration
     • Declined into no mathematical activity
3. Justify Your Categorization
   • Clearly explain why you placed each vignette into a specific category.
   • Use evidence from the vignette, such as teacher instructions, student interactions, and the nature of the task.
   • Example: “The teacher provided too much direct guidance, leading students to focus on memorizing steps rather than understanding the mathematical concepts. This shows a decline into procedures without connection to meaning.”
4. Write and Format Your Discussion Post
   • Begin with a brief introduction summarizing the importance of maintaining high cognitive demand in learning.
   • Address each vignette separately, identifying its category and providing your justification.
   • Conclude by reflecting on what educators can do to prevent task decline and ensure meaningful mathematical engagement.
5. Engage in Discussion – Respond to Two Classmates
   • Read two classmates’ posts and analyze their justifications.
   • If you agree, expand on their points by adding another perspective or example.
   • If you disagree, politely explain why, using evidence from the vignettes and research.
   • Example response: “I agree that this vignette represents a decline into nonproductive exploration. However, I also noticed that students struggled due to a lack of clear guidance, which may have contributed to the task losing its structure.”
6. Final Review and Submission
   • Proofread your post for clarity, grammar, and proper formatting.
   • Ensure your responses are respectful, thoughtful, and evidence-based.
   • Submit your discussion post and respond to at least two classmates before the deadline.

By following this structured approach, you will effectively analyze the vignettes, support your categorizations with evidence, and engage in meaningful discussion with your peers.

Your assignment is to review a sample IEP (linked below). The goal is to look at a well-written IEP and take note of the required sections so you can write your own IEP based on an evaluation. Please review the IRIS resource (Read and Study) for information about a High-Quality IEP.
Please review this IEP and write about (2-3 pages double-spaced) the IEP’s overall strengths, overall weaknesses, your opinion of how the following sections were written, and if you would change anything in these sections:
II Present levels of academic achievement and functional performance
III Transition services
V Goals and objectives
VI Special education/related services/supplementary aids and services/program modifications
VII Educational placement
VIII Penndata Reporting.
Finally, make at least two connections to class content and what you have already learned, as well as how this assignment will be helpful when writing your own IEP (for the next assignment or your future students). Do not use bullet points and instead write in complete paragraphs.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step-by-Step Guide to Writing Your Review of an IEP

1. Introduction:
   • Begin with a brief introduction, explaining the purpose of your review. You should outline that your task is to evaluate a well-written IEP, noting its strengths and weaknesses, and providing your opinions on the key sections. Set the stage for a thorough evaluation.

   Example: “The Individualized Education Plan (IEP) is a crucial document for ensuring that students with disabilities receive appropriate and effective education. In this review, I will evaluate an IEP based on various sections outlined in the IRIS resource, discussing the strengths, weaknesses, and my opinions on each part.”

2. Overall Strengths of the IEP:
   • In this section, highlight the positive aspects of the IEP. This could include clarity, thoroughness, and alignment with the student’s needs. You may also note if the IEP is well-organized and easy to follow.

   Example: “One of the main strengths of this IEP is its clarity. Each section is well-defined, making it easy for educators and parents to understand the goals, services, and expectations for the student. Additionally, the IEP provides specific, measurable objectives, which are essential for tracking the student’s progress effectively.”

3. Overall Weaknesses of the IEP:
   • Discuss the areas that could be improved. This could involve unclear language, missing information, or sections that don’t align with the student’s needs. Be constructive and specific about the areas for improvement.

   Example: “A potential weakness of this IEP is the lack of detail in the transition services section. While transition planning is mentioned, there is not enough information on how these services will be implemented or how progress will be measured. Including a clearer, more actionable plan would better serve the student’s future goals.”

4. Section-by-Section Analysis:
   • II. Present Levels of Academic Achievement and Functional Performance: Discuss how well the present levels are written. Are they detailed and accurate? Do they reflect the student’s current abilities? Would you change anything to improve it?

     Example: “The present levels section does a great job outlining the student’s strengths and challenges. However, I feel it could benefit from more specific data on the student’s academic performance across different subject areas. Including standardized test results or more detailed observations would provide a clearer picture of the student’s needs.”

   • III. Transition Services: Examine how the transition services are written. Are they comprehensive? Are the goals for transition developmentally appropriate? Would you add anything to ensure a smoother transition for the student?

     Example: “The transition services section mentions the student’s need for vocational training, but it lacks specifics about how these services will be coordinated and delivered. I would suggest adding detailed steps and timelines to ensure the student receives appropriate support during their transition to adulthood.”

   • V. Goals and Objectives: Evaluate how clear and measurable the goals and objectives are. Are they aligned with the student’s present levels and needs? What improvements would you suggest?

     Example: “The goals are appropriately aligned with the student’s present levels. They are specific and measurable, which makes tracking progress easier. However, I would add a timeline for each goal to ensure that progress is evaluated regularly.”

   • VI. Special Education/Related Services/Supplementary Aids and Services/Program Modifications: Look at how well the IEP addresses the services the student will receive. Are these services tailored to the student’s needs? Is the language clear?

     Example: “The services outlined in this section are appropriate and well-defined, covering the student’s need for speech therapy and one-on-one assistance in the classroom. However, I would suggest incorporating more collaborative strategies, such as co-teaching, to provide additional support.”

   • VII. Educational Placement: Analyze how the IEP describes the student’s educational placement. Is it the least restrictive environment? Are there clear justifications for the placement choice?

     Example: “The educational placement section is strong, clearly justifying the decision to place the student in a mainstream classroom with additional support. However, there could be more detail on the student’s progress within the placement and how this will be monitored.”

   • VIII. Penndata Reporting: This section is about reporting on progress. How is the reporting outlined? Are the methods for tracking progress clear and easy to follow?

     Example: “The progress reporting methods are well-articulated, with clear expectations for how and when progress will be measured. However, it could be improved by specifying the frequency of progress updates to ensure that all parties are consistently informed.”

5. Connections to Class Content:
   • Reflect on what you’ve learned in class and how it relates to your evaluation of the IEP. What theoretical concepts or practices did you find in the IEP that align with what you’ve studied?

   Example: “From our class discussions on the importance of measurable goals, I noticed that this IEP excels in creating specific, measurable objectives. This aligns with what we’ve learned about the importance of tracking progress in a way that is objective and verifiable.”

6. How This Assignment Will Help in Writing Your Own IEP:
   • Consider how this assignment will help you as a future educator when you write your own IEPs. How has reviewing this IEP prepared you for your own work?

   Example: “Reviewing this IEP has provided me with valuable insight into what makes an effective and comprehensive plan. I will take note of how specific and measurable the goals are, as well as how critical it is to ensure a well-rounded transition plan for students. This assignment will be especially helpful in ensuring that my future IEPs are thorough and actionable.”

7. Conclusion:
   • Wrap up your paper by summarizing your evaluation and providing final thoughts on the importance of writing a quality IEP.

   Example: “In conclusion, a high-quality IEP should be thorough, specific, and aligned with the student’s individual needs. While this IEP has many strengths, there are areas where it could be enhanced, particularly in transition services and progress reporting. By using the insights gained from this assignment, I feel better prepared to write my own IEPs in the future.”

By following these steps, you’ll be able to evaluate the IEP in detail and connect the assignment to both your class learning and your future teaching practice.

 Refer to the “First Draft of a Rhetorical Analysis” document for instructions on completing this assignment.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with expectations for successful completion.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
**RUBRIC IS ATTACHED**

 
Comparing  performance is a common business strategy, including those among  healthcare facilities. You are Regional Director for a Healthcare System  that includes two hospitals, several clinics, and a long-term care  facility. You have been asked to evaluate hospital comparison data and  develop a dashboard to benchmark aspects of the coding function for  internal and national standards. The information is used by HIM managers  and coding supervisors across the network. HIM works closely with  reimbursement and revenue, so you may include data on length of stay,  accounts receivable, DRGs, or case mix index as part of your dashboard  presentation.
Coding Data
Research national inpatient and outpatient coding standards from AHIMA body of knowledge and other resources.
Compare the various aspects of the standards.
Create a coding dashboard based on the standards. 

The  dashboard should contain at least three different coding aspects. The  data can be qualitative or quantitative, for inpatient or outpatient  coding.
You  should include at least two graphs to help create your dashboard. Use MS  Excel to create the graphs. Include actual data within tables to create  a good graphical display.

 
Visuals and graphs of hospital data and coding data – as your dashboard.
For  each graph, provide a summary (at least 2 paragraphs) to explain what  the information reflects, and why it is a valuable tool for HIM services  and managers.
Evaluate the use of benchmarking and comparative data.
Based  on your interpretation of the hospital and coding data results, what  are your predictions or assumptions about the data.   
Evaluate the report using various statistical methods.
Justify your interpretation based on the summary of data and references.
Recommend  how you intend to use the data for making decisions for HIM managers  and coding supervisors across the hospital system.
Provide a summary of your references.

 
Instructions:
Using  the data points provided, create a model. Your data model should  structure the data to support the business practices of a health care  organization.
The data points should be grouped together under a category heading.
Include a written document (1 1/2 -2) pages that describes the data model 

Each category should have a title that is descriptive.

Develop your data model using the symbols and notations found in entity-relationship diagrams.
Data Points
Consumer ID.
Last name.
First name.
Date of birth.
Sex or gender.
Street address.
City.
State.
Zip code.
Telephone number.
Social Security number.
Type of radiological test.
Date ordered.
Physician last name.
Physician first name.
Physician’s specialty.
Physician ID.
Physician telephone number.
Insurance name.
Insurance group number.
Insurance type.
Effective date.
Expiration date.
Diagnosis.
Signs and symptoms.
Presenting problem.
Time of arrival.
Time of discharge.
Resources:

What is a Data Model? 
Conceptual Data Modeling Explained
What is a Relational Database
Defining the Basics of Health Informatics for HIM Professionals
Entity-Relationships

Three paragraphs each question
q1
 
In Problem-Oriented Policing (POP), what are the four steps in the problem solving process?
Create a hypothetical scenario involving a deadly batch of heroin  that is making its way through your community in which you employ the  four steps in the problem-solving process.
q2
 
What is the primary objective of CompStat?
What are the four key principles of the CompStat Model? Can CompState be used to combat terrorism? Why / Why Not?
q3
 
What are the four key objectives in the transformation of local police agencies into intelligence-led organizations?
Intelligence-led policing is often viewed as a management tool  instead of a crime reduction strategy. Explain how the use of  intelligence led policing can reduce crime in a neighborhood with high  rates of burglaries.

 
Choose one of the topics below relevant to sexual assault. 
1.  Sexual assault in the military
2. Date Rape
3.  Marital Rape
4. Homosexual Rape
5.  Prison Rape
6.  Child sexual Assault
7.  Sadistic sexual assault