Category: Writing

As a leader in special education, share how you and/or the administration at your organization (or desired professional role upon completing your doctorate) use research to inform your decision-making process. Are evidence-based practices encouraged? If so, how? Do you think this is effective? Why or why not? What are the challenges teachers and administrators face with ensuring they are utilizing evidence-based best practices in the classroom? What recommendations do you have (based on research or observation in your professional setting) for educational leaders to help close the perennial research-to-practice gap in the field of education?
Each thread must be 400 words,demonstrate course-related knowledge, and contain a minimum of 1 citation in current APA
format to support assertions. In addition to the thread, you are required to reply to 2 other
classmates’ threads. Each reply must be 200 words, demonstrate course-related knowledge, and
contain a minimum of 1 citation in current APA format to support assertions. Respond to each classmate in 200 words make sure to address research. All citations must be with in 5 years.
1. (SR)As a leader in special education, evidence-based practices (EBPs) are at the core of our instructional and administrative decision-making processes. At our school, the administration actively promotes the use of EBPs by offering ongoing professional development, ensuring access to the latest research, and cultivating a culture of continuous improvement. This focus on research-informed practices is essential, especially in special education, where students have diverse and complex needs. We have found that encouraging the use of EBPs is highly effective because it enhances the consistency and quality of instruction, ensuring that students receive interventions grounded in proven methodologies. Moreover, it empowers teachers by providing them with strategies backed by empirical evidence, leading to better student outcomes and increased confidence in their instructional approaches.
However, the consistent implementation of EBPs presents challenges. One significant obstacle is the time and resources required for teachers to stay updated with current research and effectively apply new practices. Resistance to change is another challenge, particularly when new strategies demand significant shifts in teaching methods or when teachers feel overwhelmed by classroom demands. Additionally, there is the challenge of making research findings accessible and adaptable to the diverse needs of individual students in the classroom.
I am part of a team this year with the primary goal of adapting our district’s project-based learning curriculum to be accessible and beneficial to our students with the highest level of physical and intellectual needs. This program has traditionally been targeted at general education students who struggle with RTI in the traditional academic or intervention environment. I have the benefit of collaborating with two exceptional educators who are experts in the current program and it is my job as the special education consultant to ensure that the new curriculum is rooted in EBPs which support our students’ diverse strengths and needs. Tailoring instruction in this manner provides students with access to new and dynamic learning opportunities while ensuring educational and intervention fidelity to support through specialized, intensive instructional strategies (Swanson et al., 2013).
To close the research-to-practice gap, I recommend that educational leaders facilitate ongoing professional development focused on EBPs, allowing teachers to learn, practice, and reflect on new strategies in a supportive environment. Creating collaborative communities, such as professional learning communities (PLCs), can also encourage teachers to share experiences, discuss research, and support each other in implementing EBPs. Leaders should ensure that teachers have easy access to the latest research, tools, and resources and support data-driven decision-making, allowing instructional practices to be responsive to the specific needs of students. Finally, educational leaders must model the use of EBPs in their decision-making and provide continuous support and encouragement to teachers as they adopt new practices. By addressing these challenges and offering the necessary supports, we can narrow the gap between research and practice, ultimately leading to improved outcomes for students in special education.
References
Swanson, H. L., Harris, K. R., & Graham, S. (Eds.). (2013). Handbook of learning disabilities (2nd ed.). Hanover, MD: Guilford Press. ISBN: 9781462518685.
2. (EW)In my role as a leader in special education, research plays an important role in informing our decision-making processes. Our administration prioritizes the use of evidence-based practices (EBPs) into our educational strategies to ensure that we are providing the highest quality instruction to our students with disabilities. They systematically review current research to inform our policies, curriculum choices, and intervention strategies, ensuring they align with the best available evidence. This commitment to research-based decision-making is evident in our continuous professional development programs, which are designed to keep teachers current of the latest research and provide them with practical tools for implementation. As a middle school educator, I believe in the use of evidence-based practices (EBPs) so I continuously attend professional development opportunities that focus on the latest research findings. By attending PD’s I can integrate EBPs into our instructional frameworks, ensuring that as teachers we have access to strategies proven to be effective for students with diverse learning needs. This approach is effective because it empowers teachers with tools that have been validated through rigorous studies, increasing the likelihood of positive outcomes for students.
However, there are significant challenges in ensuring that these practices are consistently implemented. One major challenge is the research-to-practice gap, where teachers might struggle to translate complex research findings into hands-on classroom strategies. The rapid pace of educational research can make it difficult for teachers to stay current with the latest developments, leading to the reliance and dependence of outdated methods.
To bridge this gap, I recommend a few strategies for educational leaders. First, fostering a culture of continuous learning where teachers are highly encouraged to collaborate and share insights on applying research in real-world application can be highly beneficial. This can be supported by creating professional learning communities (PLCs) that focus on the application of research. Second, providing ongoing coaching and support helps teachers refine their craft and adapt research-based strategies to fit their unique classroom needs. Finally, simplifying research findings into actionable steps or tools that teachers can easily incorporate into their daily routines can reduce the barrier and promote usage.
These recommendations can also be seen in the text where Moore et al. (2017), highlights the importance of supporting teachers with the necessary knowledge and resources to implement EBPs effectively. “By addressing the challenges head-on and providing the necessary support, educational leaders can significantly reduce the research-to-practice gap, ensuring that all students benefit from the most effective educational strategies available (Moore, 2017)”.
Reference: Moore, T. C., Wehby, J. H., Oliver, R. M., Chow, J. C., Gordon, J. R., & Mahany, L. A. (2017). Teachers’ reported knowledge and implementation of research-based classroom and behavior management strategies. Remedial and Special Education, 38(4), 222-232. http://dx.doi.org/10.1177/0741932516683631Links to an external site.

Personal Philosophy of Teaching, Revised (Part II)
As discussed earlier in this course, your personal teaching philosophy is a work in progress. During week 8, you will revisit and revise your teaching philosophy that you submitted during week 1. As part of this assignment, you should evaluate your original philosophy and include a one-page discussion of how your thoughts and ideas about teaching have changed and developed during this course. Guidelines for revising your teaching philosophy and the one-page discussion are below.
Assignment Guidelines
Revised Personal Teaching Philosophy (3–5 pages)
Reflect on the teaching principles and practices discussed during the course.
What did you learn about teaching that you did not know prior to this course?
What stood out as important to you over the past 8 weeks?
Consider how you might expand, adapt, or change your original philosophy to your current perspective on teaching (or you may feel compelled to take it in a completely new direction).
Your revised teaching philosophy should:Have a clear focus or theme.
Be authentic and personal.
Relay who you are (or aspire to be) as a teacher.
Exhibit genuine enthusiasm for teaching.
Clearly express your current teaching values and beliefs, and discuss why you hold those values and beliefs (whether or not they have changed).
Describe your current teaching goals (whether or not they have changed).
Explain the teaching methods or strategies that you believe are best (whether or not they are different from your original philosophy). Note: make sure the teaching methods you find best are consistent with your goals.
Incorporate any new ideas and/or practices that encourage a rich teaching and learning experience.
Be 3–5 pages, including the evaluation discussion but excluding title and reference pages; length should suit the context. It should be typed in Times New Roman using 12-point font and double-spaced with 1″ margins.
Be well written, using a first person narrative and present tense.
Follow APA style.
Have no any grammatical, typographical, or spelling errors.
Evaluation Discussion of Teaching Philosophy (1 page)
As part of this revised teaching philosophy assignment, you should include a discussion evaluating how your personal thoughts and ideas about teaching have changed during this course.
After you have revised your personal teaching philosophy, carefully review your original teaching philosophy that you submitted during week 1 of this course.
Compare your original philosophy to your revised teaching philosophy and evaluate the following in a one-page written discussion:Have your teaching goals, methods, or strategies changed, and if so, how and why? Have your teaching priorities and/or perspectives changed or shifted, and if so, how and why?
Do you value different learning experiences, and if so, what are they and why?
Include any additional information that may highlight how your thoughts and ideas have changed or developed during this course.
Include references that you found helpful, insightful, or meaningful in the development of your philosophy of teaching.
In addition to the course texts, include at least two outside sources from peer-reviewed journals to support your ideas.
Your evaluation discussion should:Be one page excluding title and reference pages, typed in Times New Roman using 12-point font, and double-spaced with 1″ margins.
Be well written, using a first person narrative and present tense.
Follow APA style.
Points 100
Due Sunday, 11:59 p.m. (Pacific time)
Rubric
NURS_535_DE – NURS535 Personal Philosophy of Teaching Part II
NURS_535_DE – NURS535 Personal Philosophy of Teaching Part II
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeOverall Teaching Philosophy
20 to >15.8 ptsAccomplished
Philosophy paper is personal, mentions students in a positive manner, and clearly indicates a personal viewpoint on teaching.
15.8 to >11.8 ptsEmerging
Philosophy paper is somewhat personal, somewhat mentions students in a positive manner, and somewhat indicates a personal viewpoint on teaching.
11.8 to >0 ptsUnsatisfactory
Philosophy paper is not personal, fails to mention students in a generally positive manner, and a personal viewpoint on teaching is absent or severely lacking in detail.
20 pts
This criterion is linked to a Learning OutcomeInstructor Goals/Strategies
20 to >15.8 ptsAccomplished
Goals as an instructor are clearly identified. Actual or anticipated teaching strategies/methods are clearly indicated.
15.8 to >11.8 ptsEmerging
Goals as an instructor are somewhat identified. Actual or anticipated teaching strategies/methods are included but not clearly indicated.
11.8 to >0 ptsUnsatisfactory
Goals as an instructor are absent or significantly lacking. Actual or anticipated teaching strategies/methods are absent or unclear.
20 pts
This criterion is linked to a Learning OutcomeOverall Teaching Strategy, Values and Beliefs
20 to >15.8 ptsAccomplished
A clear explanation on why you teach, how your teaching facilitates student learning, and your values and beliefs on teaching, are included
15.8 to >11.8 ptsEmerging
An explanation on why you teach, how your teaching facilitates student learning, and your values and beliefs on teaching, are included, but not clearly indicated
11.8 to >0 ptsUnsatisfactory
An explanation on why you teach, how your teaching facilitates student learning and your values and beliefs on teaching, are absent or are significantly lacking in details and relevance.
20 pts
This criterion is linked to a Learning OutcomeEvaluation Discussion
30 to >23.7 ptsAccomplished
A clear explanation on how your views on teaching have changed is included. This explanation includes information on teaching goals, methods, strategies, and priorities/perspectives.
23.7 to >17.7 ptsEmerging
A somewhat clear explanation on how your views on teaching have changed is included. This explanation includes some information on teaching goals, methods, strategies, and priorities/perspectives.
17.7 to >0 ptsUnsatisfactory
An explanation on how your views on teaching have changed is absent or significantly lacking. This explanation may include information on teaching goals, methods, goals, strategies, and priorities/perspectives.
30 pts
This criterion is linked to a Learning OutcomeOrganization, Writing, & APA
10 to >7.9 ptsAccomplished
Paper is approximately 4-6 pages, double spaced and includes at least two outside sources. Current APA Style followed, and written in APA formal letter format. Written in a clear, concise, formal, and organized manner. Information from sources is paraphrased appropriately and accurately cited.
7.9 to >5.9 ptsEmerging
Paper is approximately 3-7 pages in length and includes at least one outside source. APA formal letter format mostly followed. Writing is generally clear and organized but is not concise or formal in language. Multiple errors exist in spelling and grammar with minor interference with readability or comprehension. Most information from sources is paraphrased and cited correctly.
5.9 to >0 ptsUnsatisfactory
Paper may be significantly more or less than 4-6 pages in length. APA formal letter format may not be followed. Writing is generally unclear and unorganized. Errors in spelling and grammar detract from readability and comprehension. Sources are missing or improperly cited.
10 pts
Total Points: 100
Previous

Week 2 Paper: Managing My Time – Plan of Action
Step 1: Complete your time log for the discussion forum.(completed and attached as GS Week 2 Discussion- Schedule Analysis)Step 2: Complete the “Time Management from the Inside Out” worksheet (attached) & Completed) named [Complete GSS5000_Week2_Paper].assignement to complete
Step 3: Length: 2 – 3 pages + cover sheet and references page.Write a 2.5-3 page Apa formatted paper on your Plan of Action for handling your tasks and time.Respond to the prompts below:
Describe at least three insights you have gained in how you handle time and productivity.
Where do you see your strengths in time management?
What are the primary obstacles hindering your attempts to stick to your plan?
What can you do to minimize disruptions, interruptions, and distractors?
What do you need to adjust in your weekly schedule to better match your life priorities?
Where could you save time?
List at least three tips you’d like to implement in your schedule.
List at least three items that could be removed or delegated from your schedule.
Share any other insights you have developed from this experience.
Submit an APA formatted paper in MS Word or Adobe PDF format.
Length: 2 – 3 pages + cover sheet and references page.
Grading CriteriaTime management worksheet (10%)
Reflection & critical thinking in formulating the responses (80%)
Formatting, presentation, language, grammar (10%)

Worldview Analysis and Personal Inventory
This assignment will introduce you to the concept of worldview. It will also provide you with a fundamental understanding of Christian spirituality that looks to the union of body, mind, soul, and spirit, along with how those beliefs inform a unique ethical awareness and decision-making in professional practice. In addition, you will gain knowledge about your own personal beliefs, according to your own worldview.
After reading topic Resources, you will complete the “Worldview Analysis and Personal Inventory” document, which includes prompts related to the following:
Christian perspective of the nature of spirituality and ethics
Scientism and two of the main arguments against it
Ultimate reality
Nature (origin) of the universe
What it means to be a human being and purpose in your existence
What knowledge is and sources of knowledge
Ethics and where the knowledge of right and wrong comes from
Purpose of human life and existence
Influence of personal worldview values in decision-making within current or future professional practice
Support your response using only Chapter 1 from the textbook Practicing Dignity: An Introduction to Christian Values and Decision-Making in Health Care and two other Topic 1 Resources.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBRIC
Explanation of the Christian perspective of the nature of spirituality and ethics demonstrates a thorough, concise, and exceptional understanding of the concepts. Explanation is supported with references to relevant textbook chapter and topic Resources.
Explanation of scientism and description of two main arguments against scientism demonstrate a thorough, concise, and exceptional understanding of the concepts. Explanation is supported with references to relevant textbook chapter and topic Resources.
Explanation demonstrates a thorough, concise, and exceptional understanding of ultimate reality.
Explanation demonstrates an exceptional understanding of the nature (origin) of the universe.
Explanation demonstrates an exceptional understanding of what it means to be a human being and if there is purpose in human life and existence.
Explanation demonstrates an exceptional understanding of what knowledge is and what the sources of knowledge are.
Explanation of ethics and where the knowledge of right and wrong comes from demonstrates an exceptional understanding of the related concepts.
Explanation demonstrates an exceptional understanding of the purpose of personal human life and existence.
Explanation demonstrates an exceptional understanding of the influence of personal worldview values in decision-making within current or future professional practice.
No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Assignment: Case Study 3.1 Requirements Breakdown Structure (RBS; POV)
Document the overall project goal (i.e., a desired outcome (performance goal) at a specific end date (time goal) employing a specific amount of resources (resource goal)) for ERP Implementation.
If you were to elicit requirements based upon the overall project goal documented by using the interview method, identify five requirements from the stakeholder point-of-view (POV) of each stakeholder below outlined in Chapter 6 How to Scope a TPM Project section Stakeholder Participation in Requirements Elicitation and Decomposition for the software applications that Pepe has identified for the solution:Sponsor/Stakeholder
Customers
Users
Business Process Engineers
Resource Managers
Develop a Requirements Breakdown Structure (RBS) from the requirements identified based upon the selected application for the ERP Implementation from ONE of the stakeholder’s point-of-view (POV).
Note: You may have to make assumptions in order to complete this assignment. If so, just state the assumptions with your rationale.
Submit the analysis in 2.5/3 pages using APA format.APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head)
Grading Criteria
Research & Analysis (50%)
Critical & Creative Thinking (30%)
APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head) (10%)
Language, grammar, mechanics (no spelling errors, grammatically correct, no word contractions such as can’t and won’t, write in complete sentences, good sentence structure) (10%)
Assignement 4.1 Case Study Utilize Canva Start with Develop a Work Breakdown Structure (WBS) as described in Chapter 7, How to Plan a TPM Project section Using Requirements Breakdown Structure (RBS) to build the Work Breakdown Structure (WBS).
Note: You may have to make assumptions in order to complete this assignment. If so, just state the assumptions with your rationale.
Submit the analysis using APA style. APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head)
Grading Criteria
Research & Analysis (50%)
Critical & Creative Thinking (30%)
APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head) (10%)
Language, grammar, mechanics (no spelling errors, grammatically correct, no word contractions such as can’t and won’t, write in complete sentences, good sentence structure) (10%)
Assignment Case Study 5.1 Project Management Team and Communication Requirements
Based upon the Work Breakdown Structure (WBS) from Assignment 5.1 ERP Implementation WBS and Assignment 4.1 Requirements Breakdown Structure (RBS) complete the following:
Define the Project Team to include a combination of the:Core team
Client team
Contract team
Define the Team’s Operating Rules.
Develop a Project Communications Requirements Plan based upon the following stakeholders:Sponsor
Customers
Users
Business Process Engineers
Resource Managers
Develop a Requirements Breakdown Structure (RBS) from the requirements identified based upon the selected application for the ERP Implementation.
The plan should include:
Meetings: Identify the types of team meetings to ensure the ERP Implementation project will be effectively managed and when to use each type
Event: What types of events will trigger a need to communicate?
Frequency: Does the frequency of communications about this type of event need to be defined?
Audience: Which stakeholders need to be informed about such events?
Content: What information should be included in the communication?
Communicator: Who has responsibility for delivering the communication and confirming receipt and comprehension?
Format/Tool: What mechanism will be used to communicate? Should a template be used?
Verification: How will the effectiveness of communication be verified?
Communication accountability: Who has responsibility for any follow-up required on each communication? The original communicator? A process owner?
Note: You may have to make assumptions in order to complete this assignment. If so, just state the assumptions with your rationale.
Submit the analysis in 2.5/3 pages using APA format. APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head)
Grading Criteria
Research & Analysis (50%)
Critical & Creative Thinking (30%)
APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head) (10%)
Language, grammar, mechanics (no spelling errors, grammatically correct, no word contractions such as can’t and won’t, write in complete sentences, good sentence structure) (10%)
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Assignment Case Study 6.1 Issues Log
Based upon the Work Breakdown Structure (WBS) from Assignment 4.1 ERP Implementation WBS, Assignment 3.1 Requirements Breakdown Structure (RBS), and Assignment 5.1 Project Management Team and Communication Requirements,develop an Issues Log as described in Chapter 9 How to Execute a TPM Project section Building and Maintaining the Issues Log.
Note: You may have to make assumptions in order to complete this assignment. If so, just state the assumptions with your rationale.
Submit the analysis using APA style. APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head)
Grading Criteria
Research & Analysis (50%)
Critical & Creative Thinking (30%)
APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head) (10%)
Language, grammar, mechanics (no spelling errors, grammatically correct, no word contractions such as can’t and won’t, write in complete sentences, good sentence structure) (10%)
Case Study 7.1 Agile vs Extreme Project Management Model
Submit the analysis using APA style. APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head)
Read the Case Study: ERP Implementation Failure at Hershey Foods Corporation.
Describe how you as the Project Manager would have used the Agile Project Management Model for the ERP Implementation.
Describe how you as the Project Manager would have used the Extreme Project Management Model for the ERP Implementation.
Identify the Pros and Cons of the Agile Project Management Model on the ERP Implementation.
Identify the Pros and Cons of the Extreme Project Management Model on the ERP Implementation.
Decide on whether the Agile Project Management Model or the Extreme Project Management Model would have possibly been a better fit for the ERP Implementation and justify the decision.
Note: You may have to make assumptions in order to complete this assignment. If so, just state the assumptions with your rationale.
Submit the analysis in 2.5/3 pages using APA format.
Grading Criteria
Research & Analysis (50%)
Critical & Creative Thinking (30%)
APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head) (10%)
Language, grammar, mechanics (no spelling errors, grammatically correct, no word contractions such as can’t and won’t, write in complete sentences, good sentence structure) (10%)
Case Study 8.1 Effective Complex Project Management
Read the Case Study: ERP Implementation Failure at Hershey Foods Corporation.
Explain how the 12 steps of the Effective Complex Project Management (ECPM) Framework could have been used on the ERP Implementation to possibly achieve a successful project outcome.
Identify the Pros and Cons of the Effective Complex Project Management (ECPM) Framework on the ERP Implementation.
Explain how the Effective Complex Project Management (ECPM) Framework would have been a better fit for the ERP Implementation.
Note: You may have to make assumptions in order to complete this assignment. If so, just state the assumptions with your rationale.
Submit the analysis in 2.5/3 pages using APA format.

1.The purpose of this assignment is to understand how the legal and ethical issues in the health care setting are being scrutinized across the nation by state and federal regulatory agencies. Individuals, professionals, and organizations must comply with rules of law and ethical conduct, and apply ethical decision-making in every scenario.
Research a legal case following the COVID-19 pandemic where application of evidence-based practice supported the ethical decision-making process.
Write a 750- to 1,000-word analysis of the case. Address the following based on your chosen case.
Explain the importance of ethical decision-making for health care professionals.
Summarize the evidence presented in the resolution of the legal case and the ethical decisions that were made.
Explain how the application of evidence-based practice supports the ethical decision-making process.
Describe your personal thoughts on the decisions that are specific to the legal case you chose.
Explain what could have been done to prevent the ethical and legal issues from occurring in the first place.
Support the analysis with 2-3 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide
2. The purpose of this assignment is to educate patients on their rights to privacy.
Every person possesses certain rights guaranteed by law, including the rights to privacy, self-determination, and the right to accept or reject medical treatment. A professional relationship between the physician and the patient is essential for the provision of proper medical care. Understanding the rights and responsibilities of both patient and health care provider is important, as they are rooted in the law, ethics, moral principles, and religious values.
Create a 500- to 750-word digital brochure to educate patients on their privacy rights and ethical issues. Your audience for this educational brochure will be a patient from your own chosen field of study. Address the following in your brochure:
Explain patient rights relative to privacy and professional ethics.
Describe the four elements that form the patient/health care provider relationship: trust, knowledge, regard, and loyalty.
Identify how health care delivery has changed with the COVID-19 pandemic for both health care professionals and patients.
Discuss the pervasiveness of patient abuse and identify its signs.
The brochure should include graphics that are relevant to the content, visually appealing, and use space appropriately.
Support your brochure with 2-3 scholarly resources.
While APA format is not required for the body of this assignment

Full order description:
Dear Freelancer, please write create an xls sheet from the attached image, including the part that is scratched, the Foreman’s Daily Diary.
📋 MAIN DETAILS: I need this sheet recreated into an Excel Spreadsheet
📎 ATTACHED:-worksheet

PART 1—
Complete the Health Assessment and submit it as a .doc, .docx, .pdf or .pages document. For each of the 5 dimension you must provide for answers:
a. Strong Characteristic
b. Aspect to Improve
then,
Answer the two questions at the bottom (#6 and #7)
You submission must be clearly formatted so I am able to see that you are provided the two answers for each dimension, and also provided answers to each numbered question at the bottom.
Attachments
Health Assessment.docx
PART 2–
Watch this short video on the top 10 countries with the highest life expectancy.
Then, post your thoughts (hit the reply button below) on why you think these countries have such a high life expectancy rate. And, reply to at least one of your classmates original post (hit the reply button below their original post). Do not reply to a reply.
5 points for your original post and 5 points for replying to your classmates.
As a reminder on your replies:
5 points for your replies to a classmate original posts, not on a reply they left for another classmate. (Click “Reply” at the bottom of their main post):
Your reply to a classmate must be at least 3 substantial sentences. The items below are example of brief, vague or “throw-away” response statements and will not receive credit. It is okay to include them in addition to your 3 substantial sentences, but not instead of your 3 substantial sentences.

All Assignments Apa References should be listed using APA style. APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head)
week 7
eBook: The Adventures of an IT Leader…Part Four Chapter 15 Managing Talent
Part Four Chapter 16 Standardization
Part Four Chapter 17 Innovation
In addition to the content available in the course for this week, please be sure to read/view the following resources:Landry, S. (2019, April 3). Why emotional intelligence is important in leadership. Harvard Business School Online.
Discussion 7.1 The Technology Innovation Leader All Assignments Apa References should be listed using APA style. APA format (font size 12 point, Times New Romans, double spaced, 1” margins, reference list, title page, running head) 300 words
Technology Leadership and Innovation Management focus on providing individuals with a competitive advantage when moving into leadership and supervisory roles in technology-based organizations. Rapidly accelerating trends in innovation and technology have implications for a technology leader. Because hiring and training new employees is expensive, it is more cost effective to retain existing employees. Unfortunately, the best workers are most likely to receive tempting offers from rival businesses. That’s especially true in the increasingly important and competitive field of information technology.
Research to find examples of retention strategies implemented to retain IT employees.
In your opinion, which of these strategies are likely to be most effective? Explain the reasons for your recommendations.
Provide at least one reference to support your post.
In your response post, comment on whether you agree or disagree with your classmates, raise relevant questions, and share additional resources.
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Assignment 7.1 Emotional Intelligence
Emotional intelligence is the ability to understand and manage your own emotions and recognize and influence the feelings of those around you.
Read the article by Lauren Landry (2019) on Why Emotional Intelligence Is Important in Leadership. https://online.hbs.edu/blog/post/emotional-intelligence-in-leadership
With the diversity within IVK, the management team needs to operate with Emotional Intelligence. However, that may only sometimes be the case.
Instructions
Drawing on the Adventures book (attched) and your own research, create a development chart of Emotional Intelligence for critical individuals at IVK using the attached Importance of Emotional Intelligence template (MS Word).(Attached as IST5150Assignment7_1ImportanceofEmotionalIntellilgence)
Include a list of resources you consulted to complete this assignment.
Please check your assignment before submitting. Ensure that:
There are no spelling errors.
Sentences are grammatically correct.
There are no word contractions such as can’t and won’t.
You have used complete sentences and good sentence structure.
Submit your assignment in an Adobe PDF or MS Word file format.
Grading Criteria
Research & analysis (30%)
Emotional Intelligence Chart (40%)
Critical & creative thinking skills (15%)
References (5%)
Language, grammar, mechanics (10%)
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Reflection 7.1 The Ideal Candidate
Reflect on the topics we have covered this week and respond to the following questions (between 100 to 200 words per question).
What should Barton and Gordon do about the Ivan Korsky problem?
How might IT managers best measure and compare the output of diverse employees?
Do you think this measurement should impact the kind of “deal” (contract) that IVK makes with talented employees such as Korsky?
What other kinds of challenges are involved when acquiring, training, and managing IT talent?
How much emphasis should the IVK IT group put on top-line benefits from IT systems, as opposed to traditional cost savings benefits?
Submit your Reflections in an Adobe PDF or MS Word file format.
Grading Criteria
Research (10%)
Reflection & application (40%)
Communication & expression (40%)
Language, grammar, mechanics (10%)

Touchstone 4: Contrasting Normative Arguments in Standard Form
Scenario: In this assignment, you will make two contrasting normative arguments about what one ought to do. Both arguments will be about the same topic; thus, at least one of the arguments will contradict your personal opinion. You will compose the arguments in standard form, as a series of statements that end with your conclusion. Do not write your arguments as an essay.
Assignment: Download the submission template below, which further breaks down the steps involved in this assignment. You will return the completed template as your Touchstone submission.
Critical Thinking Touchstone 4 Template.docx
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review this tutorial for more about plagiarism and the Plagiarism Detected alert: Touchstones: Academic Integrity Guidelines. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Directions
Step 1: Choose a Topic
Choose one topic from the following list:
Should people eat meat?
Should marijuana be legal?
Should pet cats be kept indoors?
Should zoos exist?
Should customers leave a tip in a coffee shop?
Should seat belt wearing be mandatory?
Should children be required to take gym/physical education?
Should public roads be used for private car parking?
Step 2. Develop Logically Contradictory Normative Conclusions
Develop two logically contradictory normative conclusions on this topic. You do not need to agree with both (or either!) conclusions, but you should be able to logically support both of them.
The conclusions need not be phrased exactly the same as they are phrased in the topic list, but they do need to be logically contradictory to one another.
EXAMPLE
If you selected the topic “Should people eat meat?”, your conclusions might be:People should not eat meat.
People should eat meat.
But it would also be acceptable to choose:People should reduce their meat consumption.
People need not reduce their meat consumption.
Another option could be:It is morally permissible to eat fish.
It is not morally permissible to eat fish.
Note that you need not indicate which conclusion you actually agree with. An omnivore might write an excellent logical argument for veganism, or vice versa!
Step 3: Write Normative Argument for First Conclusion
Choose your first conclusion and write a normative argument in standard form to reach that conclusion. This requires knowledge of the standard form of logical arguments, which you can find in 2.1.1 What Is an Argument?, and understanding of normative arguments, which you can find in 2.1.2 Identifying Arguments and Statements. Because normative arguments rely on standards of human behavior, you should also review 4.3.3 Moral Frameworks. The directions in the template will give you further instructions.
Step 4: Write Normative Argument for Second Conclusion
Repeat Step 3 for your second conclusion.
Here is an example of two arguments with normative conclusions taking contrary points of view. The normative premises are marked with an asterisk. This serves as an example of what arguments look like in standard form. This topic may not be used for your own Touchstone.
Americans are granted the right to life, liberty, and the pursuit of happiness as a foundational principle of its founding documents.
Among these rights are bodily autonomy and personal decisions about family planning.*
Forcing a parent to go through an unwanted pregnancy and childbirth violates these principles by taking away their basic right to liberty and long-term pursuit of happiness.*
Forcing a parent to go through an unwanted pregnancy and childbirth also frequently presents a threat to the life of the birth parent.
There is no constitutional or scientific reason to confer personhood on a fetus.
Any opinion on the personhood of fetuses is thus not based on law or science, but a personal moral or religious choice.
The Constitution (Amendment 1) establishes the freedom of religion.
Therefore, any law derived from a religious stance is unconstitutional (from 5-7).
Therefore, pregnant people have the right to terminate a pregnancy for any reason (from 1-4, 8).
It is wrong to kill a human being without justification such as self-defense.*
An unplanned pregnancy may be inconvenient, but only in rare cases does it present a threat to a person’s life.
In no other cases besides abortion do we make it legal to murder people who inconvenience us.
Born children are also inconvenient, but it is not legal for parents to kill them.
In no other cases besides abortion do we make it legal to murder the born children of rape or incest.
A fetus is a viable human being at 24 weeks.
Therefore, except in cases where the pregnancy presents a threat to the birth parent’s life, abortion should be illegal after 24 weeks.
Step 5: Reflection
Answer the reflection questions about your reasoning behind the arguments you wrote. One question asks to identify a deductive rule of inference or an inductive practice used in your arguments. You can find these in 3.3.2 Valid Rules of Inference From Conditional Statements, 3.3.3 Valid Rules of Inference From Conjunction and Disjunction, and the 4.1.4 Inference to the Best Explanation, or other inductive practices discussed throughout unit 4.
Refer to the checklist below throughout the Touchstone process. Do not submit your Touchstone until it meets these guidelines.
1. Argument Preparation
❒ Is each argument in standard form, not paragraph form?
❒ Do your two arguments have logically contradictory conclusions?
❒ Is each argument at least five declarative sentences, ending in a conclusion?
❒ Does each argument have a normative conclusion (saying what people ought to do)?
❒ Is there at least one normative premise that supports each conclusion?
2. Annotating Your Argument
❒ Did you place an asterisk (*) on the normative premise(s) that support your conclusion?
❒ Did you underline any subconclusions in your argument?
❒ Are there sources for any assertions that are fact-based and not well known/accepted?
3. Reflection Questions
❒ Did you answer all five of the reflection questions satisfactorily?
❒ Do your answers meet the length requirement and fully answer the question?B. Rubric
AdvancedProficientAcceptableNeeds ImprovementNon-Performance
Logical Arguments: Form
Response shows understanding of logical arguments. (20%)Both arguments meet all requirements of proficiency, with notably clear writing and careful sequencing of statements.Both arguments have the minimum number (5) of statements. All statements are declarative (make an assertion), and final sentences are normative conclusions.One or both arguments fall short of goal by 1-2 sentences, or 1-2 sentences do not make declarative statements, or final sentence is not a normative conclusion.One or both arguments fall short of goal by 3 or more sentences, or 3 or more sentences do not make declarative statements, or final sentence is not a normative conclusion.Argument is not in standard form, or argument falls so short of goal that no credit can be given, or only one argument is provided.
Logical Arguments: Strength/Validity
Response shows understanding of premises supporting a conclusion. (20%)
Both arguments meet all the requirements of proficiency, with a notably convincing or sound argument.Both arguments have premises that show the conclusion is true or probable and have at least one normative premise to support the conclusion.One or both arguments include 1-2 premises which do not support the conclusion and/or there is no normative statement to support the conclusion.One or both arguments include 3 or more premises which do not support the conclusion and/or there is no normative statement to support the conclusion.One or both arguments are absent, in essay form, or are so poorly formed that no credit can be given.
Logical Arguments: Analysis
Correctly identifies and describes components of a logical argument. Support for premises is included. (10%)
Both arguments meet criteria for proficiency, with a well-formed subargument that is itself valid/strong and provides compelling support to the conclusion.Both arguments identify the normative statement(s) that support the conclusion, correctly identify any subconclusions in the argument, and include references to support factual assertions that are not well known and widely accepted.Both arguments each include 2 of the 3 requirements: identifying normative statements in premises, identifying subconclusions, and providing support for factual assertions that are not well known/accepted.Both arguments each include 1 of 3 requirements: identifying normative statements in premises, identifying subconclusions, and providing support for factual assertions that are not well known/accepted.Components of argument are not identified as described in the instructions and no support is given for assertions. No credit can be given.
Reflection – Key Concepts
Answers reflection questions thoroughly and thoughtfully. (25%)
Demonstrates deep understanding of key concepts in the class with accurate and insightful responses to questions, using the appropriate vocabulary from the tutorials. Supports each answer with specifics where needed. Meets or exceeds recommended length guidelines.Demonstrates good understanding of key concepts in the class with accurate responses to questions, using appropriate vocabulary from the tutorials. Supports each answer with specifics where needed. Meets or exceeds recommended length guidelines.Demonstrates some understanding of key concepts in the class but may lack specifics or detail, and some answers may be inaccurate or insubstantial, or makes only occasional or inappropriate use of the vocabulary from the tutorials. Meets recommended length guidelines.Demonstrates a flawed understanding of key concepts, or answers are so insubstantial that understanding of the concepts cannot be appropriately assessed.No answers to the questions are present or so little effort is evident that no credit can be given.
Reflection – Critical Thinking
Answers to questions demonstrate good habits of critical thinking. (15%)
Demonstrates thoughtful reflection; includes insights, observations, and/or examples in all responses, following or exceeding response length guidelines.Demonstrates thoughtful reflection; includes occasional insights, observations, and/or examples, following response length guidelines.Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight; primarily follows response length guidelines.Shows limited reflection; the majority of responses are lacking in detail or insight, with some questions left unanswered or falling short of response length guidelines.No answers to the questions are present or so little effort is evident that no credit can be given.
Conventions
Submission follows conventions for standard written English and meets requirements. (10%)
There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met.There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met.There are frequent errors in grammar, punctuation, spelling, and capitalization that somewhat impede readability; length and formatting requirements are nearly met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not met.Submission does not meet the minimum threshold for points to be awarded.
C. Submission Requirements
The following requirements must be met for your submission:
Use a readable 12-point font and single spacing.
The recommended length for each answer is included in the template.
All writing must be appropriate for an academic context.
Writing must be original and written for this assignment. Plagiarism of any kind will be returned ungraded; subsequent plagiarism will receive a grade of 0.
Enter your name and date where prompted in the template.
Include all of the assignment components in a single file. Acceptable file formats include .doc and .docx.