One page reflections paper MUST  be typed and structured in the following manner: from the book Images of Pastoral Care: by Dykstra, Robert C. 

  Part I: Discuss One Central Concept from the week reading Dykstra, Robert C. that sparked a surpising new insight (One Paragaph)  Part II: Cite One Quotation( including page location) that articulates the aforementioned central concept from the week’s readings. (Quote inspired reading) Part III: Present One Question raised by the aforementioned concept that would deepen class discussion                                                                                                                                                                                                                   this paper will not be like a one page normal reflections paper this one is broken down into three part on one page. 

NRS 433 Research Critique Part 1

Prepare a critical analysis of a qualitative study focusing on the problem statement, study purpose, research question, literature review, and theoretical framework. This can be one of the selected articles from your previous literature review or a new peer-reviewed article.

The completed analysis should be 1,000-1,250 words and should connect to your identified practice problem of interest.

Refer to “Research Critique Part 1.” Questions under each heading should be addressed as a narrative, in the structure of a formal paper.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Research Critique, Part 1


To write a critical appraisal that demonstrates comprehension of the research study conducted, respond to each of the questions listed under the headings below.

Do not answer the questions with a yes or no; rather, provide a rationale or include examples or content from the study to address the questions.



Problem Statement

·         Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes?  This gap in knowledge is the research problem. How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.


Purpose and Research Questions Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.   List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers. Were the purpose and research questions related to the problem? Were qualitative methods appropriate to answer the research questions?


Literature Review Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include? Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study. Did the author evaluate or indicate the weaknesses of the available studies? Did the literature review include adequate information to build a logical argument?


Conceptual / Theoretical Framework Did the author identify a specific perspective from which the study was developed? If so, what was it? When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings?



Burns, N., & Grove, S. (2011).  Understanding Nursing Research (5th ed.).  Elsevier.  ISBN-13:  9781437707502 



                 NRS 433 Tutorials -NRS 433 Research Critique Part 1

-NRS 433 Research Critique Part 2 Benchmark – Research Critique Part 2

EDU 650 Week 5 DQ 2 ( Data Driven Decisions ) ~ ( 2 Different Answers ~ Perfect Tutorial – Latest Syllabus – Scored 100% )

Data Driven Decisions
In the TedTalk, Daphne Koller: What We’re Learning From Online Education, Daphne Koller quotes Tom Friedman’s statement “Big breakthroughs happen when it is suddenly possible meets when it is desperately necessary.”  After watching the Ted Talk, think about how data-driven decision making places focused attention on using a range of information to meet the needs of students and to guide instructional decisions.  Do you think such a focus removes the human aspect of teaching and connecting with students on a personal level?  On other hand, can we learn more about each other in a world in which data drives decisions to improve all aspects of life, including teaching and learning?  Describe how you see the role of technology and data in enhancing and/or detracting from students being able to achieve their potential? 
In your post, please address/include the following: A critique of this quote: Big breakthroughs happen when it is suddenly possible meets when it is desperately necessary.  Is Koller right about this, or is this just a glib, empty statement?  Support your ideas with examples. An analysis of the differences between online and traditional learning.  Which is more effective? Under what conditions?  What do the words data and technology mean in the context online education? How can an online instructor make the teaching and learning experience more human and personal?

Be sure to include examples to illustrate and support your ideas. 




Link to other tutorials for EDU 650, just click on Assignment/Discussion/Journal name to go to respective tutorial. ·          EDU 650 Week 1 Assignment ( Education Philosophy )

·          EDU 650 Week 1 DQ 1 ( 21st Century Skills )

·          EDU 650 Week 1 Journal ( Belief Systems )

·          EDU 650 Week 2 Assignment ( Classroom Management Plan )

·          EDU 650 Week 2 DQ 1 ( 21st Century Skills Revisited )

·          EDU 650 Week 2 DQ 2 ( School and Creativity )

·          EDU 650 Week 3 Assignment ( Different School Models )

·          EDU 650 Week 3 DQ 1 ( Multiple Intelligences )

·          EDU 650 Week 3 DQ 2 ( The Purpose of School )

·          EDU 650 Week 3 Journal ( Intelligence )

·          EDU 650 Week 4 Assignment ( Effective Lesson Planning and Design )

·          EDU 650 Week 4 DQ 1 ( No Teacher Left Behind )

·          EDU 650 Week 4 DQ 2 ( Khan Academy Innovative or Traditional )

·          EDU 650 Week 5 Assignment ( Assessment Matters )

·          EDU 650 Week 5 DQ 1 ( Assessment for Learning )

·          EDU 650 Week 5 DQ 2 ( Data Driven Decisions )

·          EDU 650 Week 6 Assignment ( The Big Interview )

·          EDU 650 Week 6 DQ 1 ( Continual Learning )

·          EDU 650 Week 6 DQ 2 ( Teacher Leadership )

·          EDU 650 Week 6 Journal ( Summary of Learning )

STR/581 week 2 Research Proposal

Write a proposal of 500-600 words,outlining the research approach you will use for your Strategic Plan, due in Week 6. Include the following: (NOTE: the organization was approved in Week 1)How you intend to ensure the organization’s vision, mission, and people strategies and values statements are aligned with the proposed strategic plan. Sources you expect to use to perform an external environmental analysis Sources you expect to use to perform an internal environmental analysis

APA format is not required.


Click the Assignment Files tab to submit your assignment.

Phil 101 Writing Assignment ….( MAX 4 Pages)

Provide a reconstruction of Frege’s argument in the paper “Thought”.

To do this, you must successfully break his argument down into premises and conclusions.

The paper should be structured as follows.

I.                     Introduction (This should be extremely short– a few sentences at most. Here you can introduce the author and the paper, and maybe give a quick summary about what he is talking about or who he is.

II.                   Argument (This is the meat of the paper.) Here you should reconstruct Frege’s argument in detail. This should include the primary argument and sub-arguments. Determine if and how each premise is supported. Do not evaluate during this portion, simply present the argument that Frege puts forward.

III.                 Evaluation Here is where you get to provide your own assessment. However, for our present purposes this section will be short. Here I’d like you to present one strength or criticism of the argument (you will find criticism much easier).




-Make sure that you cite Frege and any other sources properly. Plagiarism (even if inadvertent) will not be tolerated and will result in a 0. There are multiple citation formats, and all the standard forms are acceptable. A quick google search will show you the proper protocols.

-The paper should be at most four pages. (12 pt. font double spaced) Longer papers will be graded down. Note that you should struggle to fit all the requisite information into four pages. This means that a paper significantly shorter than four pages is probably missing something important.



You may find outside sources useful, and you are encouraged to pursue them, just make sure they are properly cited.



Here is a rough guide for how your paper should be structured:

Section I- A short paragraph, no more than 1/3 of a page

Section II- 2.5-3 pages. Here’s where you present the argument and present justification for the premises. You may break this into two sections (reconstruction followed by premise justification) or go piece by piece (justify each premise after stating it). Either is acceptable.

Section III .5-1 pages. This should be short and to the point. You may provide criticism of his argument (specifically a criticism of one of his premises or a his overall argument structure.) You may also provide support for his argument, but this will be considerably more difficult, as you haven’t been familiarized with the conversation surrounding the paper and the opposing views. It is recommended that you focus on criticism.


EDU 645 Week 5 Assignment ( Performance Task Analysis – Summative Assessment Preparation) – 2 Papers For The Price Of 1 – A Graded – Best Tutorial – Quality Work – Latest Syllabus

Performance Task Analysis- Summative Assessment Preparation

This week’s assignment requires you to make connections between our course learning outcomes, what you observe from a highly effective source known as Smarter Balanced, and how you can apply what you’ve learned to your own instructional practice. You will first spend some time analyzing the  Smarter Balanced Assessment Consortium   website to inform your response. The following must be done before constructing your assignment: View  Introduction to Smarter Balanced item and performance task development  PowerPoint. Be sure to view the comments list. Read the  Frequently asked questions  on the Smarter Balance Assessment Consortium website Take some time to peruse the various sample items and corresponding rubrics (when applicable) by selecting “View More Sample Items” at the top of the Consortium screen. Guided exploration: Analyze the  Grandma Ruth  6th grade writing performance task and its  corresponding rubric.

To find the rubric in part “d”, view the “About this item” tab at the top. Note the “Claim” for the assignment (aligns with standard) and the “Target” (objectives and sub-objectives align with Depth of Knowledge [DOK]). 
Directions:   Use the provided  template  to complete your analysis of what you learned from Smarter Balanced. Ultimately, you will evaluate how what you observe relates to our course learning outcomes regarding Learning and Assessment for the 21st century. You must include: Column 1:   All six Course Learning Outcomes (CLO) including numbers and descriptions. Column 2:   At least one specific example of what you observed from Smarter Balanced that aligns with the corresponding Course Learning Outcome (CLO). Column 3:   Describe how the course learning outcome and coordinating evidence from Smarter Balanced can support you in your own construction of assessments.

See the example below (may not reproduce content):


(All six course learning outcomes should be included in column 1) Evidence from Smarter Balanced

 (description and explanation including where found ) Self-Reflection

 (Personal connection & how the CLO and evidence from Smarter Balanced may help you construct high quality assessments)

1. Assess individual and group performance through use of established criteria for student mastery (including rubrics) in order to design instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical). Rubrics are constructed with established criteria following cognitive levels of Depth Knowledge  

6th  Grade Writing sample rubric

It was interesting to see both cognitive and content components represented in the rubrics. This shows me how I can succinctly design my own rubrics to include a more rigorous, yet explicit criteria.














When considering the evidence from Smarter Balanced, think about what you’ve learned and practiced thus far concerning alignment between standards, objectives, instructional delivery, student doing and thinking, rigor, and formative and summative assessment.

The information in your table should demonstrate  your critical reading and thinking  as you analyzed the recommended links in this site. The evidence you share should be succinct, yet descriptive enough to show a connection was made between the course learning outcome and the evidence you discovered. You’ll want to complete the template by moving across from CLO1 in column 1 to the evidence from Smarter Balance that supports CLO1, and then to column 2 – how what you learned from column 1 and column 2 will support you in the creation of your own assessments. The sample you see in the table above provides a brief example only.

Carefully review the Grading Rubric   for the criteria that will be used to evaluate your assignment.

  Need Other Tutorials For EDU 645 ?

You may click on the links below to go to respective tutorial. ·          EDU 645 Week 1 Discussion 1 ( Formative Assessments )

·          EDU 645 Week 1 Discussion 2 ( Standards and Objectives )

·          EDU 645 Week 2 Assignment ( Instructional Plan Design Analysis )

·          EDU 645 Week 2 Discussion 1 ( Gradual Release of Responsibility )

·          EDU 645 Week 3 Assignment ( 21st Century Instructional Plan Plan Design & Description )

·          EDU 645 Week 3 Discussion 1 ( Integrating Technology )

·          EDU 645 Week 4 Assignment ( 21st Century Instructional Plan Student Population )

·          EDU 645 Week 4 Discussion 1 ( Special Populations )

·          EDU 645 Week 4 Journal ( Rubric Analysis )

·          EDU 645 Week 5 Assignment ( Performance Task Analysis – Summative Assessment Preparation)

·          EDU 645 Week 5 Discussion 1 ( Getting Students to Think About Their Thinking (Part 1) & Linking Rubrics with Students Self-Assessment and Goal Setting (Part 2) )

·          EDU 645 Week 6 Assignment ( Final Project – Curriculum Based Summative Assessment Design )

·          EDU 645 Week 6 Discussion 1 ( Using Student Data for Instructional Improvement )

·          EDU 645 Week 6 Discussion 2 (Elevator Speech )


A friend has asked you to help her decide how to protect her soon-to-be-opened bakery from liability, while still maintaining a business structure that fits her needs. Compare and contrast two (2) different possible business entities that would be suitable for her and explain why. Be sure to support your response with legal reasoning.