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Tag: Education

  • [Solved] Conceptual Draft Chapter 2

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    please see attachment – 2 years ago **files (3)** – ## ResearchPaperAssignmentInstructions.docx – Chapter1111.docx – Chapter1111.docx **## ResearchPaperAssignmentInstructions.docx** CJUS 740 **Research Paper Assignment Instructions** **Overview** In this course, you will build the outline for your d…

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    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (3)**

    – ## ResearchPaperAssignmentInstructions.docx

    – Chapter1111.docx
    – Chapter1111.docx

    **## ResearchPaperAssignmentInstructions.docx**

    CJUS 740

    **Research Paper Assignment Instructions**

    **Overview**

    In this course, you will build the outline for your dissertation. Your dissertation consists of five chapters, each containing sections, and the student will set up only the first three chapters in this class. These do NOT have to be finished copies, however, the basis of the dissertation will be set up, so you may have a basic framework moving forward in your studies.

    NOTE: You will resubmit the same document throughout this course. You will add onto the dissertation with each course milestone (each module). Hence, all the instructions for each part are contained in this document.

    NOTE 2: Your committee chair may ask you to add sections or rearrange sections, which is acceptable. This course follows the text’s outline and will not necessarily produce a final dissertation copy, but a framework to present to the chair of the committee. Every dissertation is different, so the length is a guideline. There is no maximum length of each section, unless noted differently.

    NOTE 3: For this class, you will use the Dissertation Template given in this Module: Week. Your paper should be a running paper through the first five Modules: Weeks.

    .

    Conceptual Draft of Chapter 2 (Literature Review) Instructions

    This chapter of the paper is the longest and usually the most difficult for students. Only two prescribed sections are included in chapter 2 as this presents the student’s research into what has been written about the topic. Chapter 2 will begin with an introduction and the student’s strategies to finding literature. The student must give a percentage ratio of his/her sources since 85% of the references in any dissertation must come from peer-reviewed research and 15% may come from other sources.

    Page 2 of 2

    **Chapter1111.docx**

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    **Chapter1111.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter1111-docx-10275755)

    **Chapter1111.docx**

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    **## ResearchPaperAssignmentInstructions.docx**

    CJUS 740

    **Research Paper Assignment Instructions**

    **Overview**

    In this course, you will build the outline for your dissertation. Your dissertation consists of five chapters, each containing sections, and the student will set up only the first three chapters in this class. These do NOT have to be finished copies, however, the basis of the dissertation will be set up, so you may have a basic framework moving forward in your studies.

    NOTE: You will resubmit the same document throughout this course. You will add onto the dissertation with each course milestone (each module). Hence, all the instructions for each part are contained in this document.

    NOTE 2: Your committee chair may ask you to add sections or rearrange sections, which is acceptable. This course follows the text’s outline and will not necessarily produce a final dissertation copy, but a framework to present to the chair of the committee. Every dissertation is different, so the length is a guideline. There is no maximum length of each section, unless noted differently.

    NOTE 3: For this class, you will use the Dissertation Template given in this Module: Week. Your paper should be a running paper through the first five Modules: Weeks.

    .

    Conceptual Draft of Chapter 2 (Literature Review) Instructions

    This chapter of the paper is the longest and usually the most difficult for students. Only two prescribed sections are included in chapter 2 as this presents the student’s research into what has been written about the topic. Chapter 2 will begin with an introduction and the student’s strategies to finding literature. The student must give a percentage ratio of his/her sources since 85% of the references in any dissertation must come from peer-reviewed research and 15% may come from other sources.

    Page 2 of 2

    **Chapter1111.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter1111-docx)

    **Chapter1111.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter1111-docx-10275755)

    **## ResearchPaperAssignmentInstructions.docx**

    CJUS 740

    **Research Paper Assignment Instructions**

    **Overview**

    In this course, you will build the outline for your dissertation. Your dissertation consists of five chapters, each containing sections, and the student will set up only the first three chapters in this class. These do NOT have to be finished copies, however, the basis of the dissertation will be set up, so you may have a basic framework moving forward in your studies.

    NOTE: You will resubmit the same document throughout this course. You will add onto the dissertation with each course milestone (each module). Hence, all the instructions for each part are contained in this document.

    NOTE 2: Your committee chair may ask you to add sections or rearrange sections, which is acceptable. This course follows the text’s outline and will not necessarily produce a final dissertation copy, but a framework to present to the chair of the committee. Every dissertation is different, so the length is a guideline. There is no maximum length of each section, unless noted differently.

    NOTE 3: For this class, you will use the Dissertation Template given in this Module: Week. Your paper should be a running paper through the first five Modules: Weeks.

    .

    Conceptual Draft of Chapter 2 (Literature Review) Instructions

    This chapter of the paper is the longest and usually the most difficult for students. Only two prescribed sections are included in chapter 2 as this presents the student’s research into what has been written about the topic. Chapter 2 will begin with an introduction and the student’s strategies to finding literature. The student must give a percentage ratio of his/her sources since 85% of the references in any dissertation must come from peer-reviewed research and 15% may come from other sources.

    Page 2 of 2

    **Chapter1111.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter1111-docx)

    **Chapter1111.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter1111-docx-10275755)

  • [Solved] DE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## DE.docx **## DE.docx** ## Unit II Discussion Board TOPIC Doctor of Education in Curriculum and Instruction Capstone **Discussion Topic** Top of Form Please note that there are three posts needed to successfully complete the discussion board assignment. An initial post…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## DE.docx

    **## DE.docx**

    ## Unit II Discussion Board TOPIC Doctor of Education in Curriculum and Instruction Capstone

    **Discussion Topic**

    Top of Form

    Please note that there are three posts needed to successfully complete the discussion board assignment. An initial post addressing the discussion board topic is due by end of day Saturday. Two response posts to at least one other student is due by end of day Tuesday.

    Initial post:

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    ·

    Within Units I and II, you have revisited various theories related to teaching and learning as well as the importance of making data-informed decisions. You have also examined the importance of creating culturally responsive learning environments. Discuss the significance of cultural responsiveness in curriculum development and instructional strategies. How will you use data to make informed curriculum decisions?

    If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    Unit II Discussion Board

    **Discussion Topic**

    Top of Form

    Please note that there are three posts needed to successfully complete the discussion board assignment. An initial post addressing the discussion board topic is due by end of day Saturday. Two response posts to at least one other student is due by end of day Tuesday.

    Initial post:

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    · Posted by Tuesday at 11:59 PM CST.

    Within Units I and II, you have revisited various theories related to teaching and learning as well as the importance of making data-informed decisions. You have also examined the importance of creating culturally responsive learning environments. Discuss the significance of cultural responsiveness in curriculum development and instructional strategies. How will you use data to make informed curriculum decisions?

    If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    Unit V Discussion Board

    **Discussion Topic**

    Follow

    Top of Form

    Please note that there are three posts needed to successfully complete the discussion board assignment. An initial post addressing the discussion board topic is due by end of day Saturday. Two response posts to at least one other student is due by end of day Tuesday.

    Initial post:

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    ·

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    Within this unit, you have revisited the importance of keeping students engaged in the learning process to improve academic achievement. Share challenges that you have encountered in promoting student engagement. What solutions will you implement in the future? Use research to support your reasoning.

    If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.Bottom of Form

    Unit III Scholarly Activity

    **Assignment Instructions**

    This 3-page written assignment measures your mastery of ULOs 1.1, 2.1, and 2.2.

    You are on staff at ABC High School. Your public high school serves a diverse student population that has recently been experiencing issues with graduation rates that are below the state average. In response to this concern, administration has created a task force to initiate a comprehensive data-driven analysis to identify various factors that are influencing graduation rates. Your group has also been tasked with creating targeted interventions that will improve overall student success.

    For this assignment, your team will create a plan to present to the administration in which you address the following:

    1. Quantitative Data: What data will be collected and analyzed?

    2. Qualitative Data: What interviews, surveys, and such will be used to gain insights into nonacademic factors that impact graduation rates?

    3. Interventions: What interventions will be implemented to identify students who are at risk?

    4. Individualized Learning Plans: How will you meet the diverse needs of various student populations? Describe the importance of embracing cultural responsiveness in these learning plans.

    5. Community Engagement Program: How can you get the community involved? What socioeconomic challenges exist?

    6. Monitoring and Evaluation: How often will data be reviewed to track student progress? What outcomes will be measured to examine graduation rates, attendance, academic performance, and such?

    7. Results and Impact: How will you know that you have succeeded?

    Research sources to support your ideas. Your paper should be at least three full pages utilizing APA Style. The title page and the page for references do not count toward this requirement. You must include at least three sources, two of which must come from the CSU Online Library.

    Adhere to APA Style when constructing this assignment, including a title page, an abstract, and in-text citations and references for all sources that are used.

    Unit IV PowerPoint Presentation

    **Assignment Instructions**

    _This 10-slide PowerPoint Presentation measures your mastery of ULOs 1.2 and 4.1._

    You have examined various benefits (and challenges) related to using professional development to enhance curriculum design.

    For this assignment, you will create a PowerPoint Presentation that addresses the following:

    · Why does professional development matter? Explain the significance of professional development in relation to lifelong learning.

    · What impact can professional development have on curriculum design and student outcomes?

    · What educational theories support the connection between professional and curriculum development?

    · What essential elements should be included to promote effective professional development opportunities? Discuss how you will foster collaboration, sustained learning, and technology integration.

    · How should professional development be aligned to curriculum improvement goals?

    · What will you use to measure student success?

    · How will you overcome the challenges associated with implementing professional development for curriculum improvement?

    · Where has professional development been used positively to impact curriculum design. Share a success story that you gleaned from your research efforts.

    Research sources to support your ideas. Your presentation should be at least 10 slides in length. The title slide and the slide for references do not count toward the slide requirement. You must use the speaker notes in PowerPoint to expand on the content presented on the slides. You must include a minimum of three sources, at least two sources should come from the CSU Online Library. All sources used must have in-text citations and references properly formatted in APA Style.

    These guides may help as you conduct your searches in the library and create your PowerPoint:

    Note; units VI-VIII ARE SENT TO YOU AFTER DISCUSSION V POSTED

    To open Units VI-VIII, please follow the steps provided in the Unit V Verification link above

    Bottom of Form

    Bottom of Form

    Bottom of Form

    **## DE.docx**

    ## Unit II Discussion Board TOPIC Doctor of Education in Curriculum and Instruction Capstone

    **Discussion Topic**

    Top of Form

    Please note that there are three posts needed to successfully complete the discussion board assignment. An initial post addressing the discussion board topic is due by end of day Saturday. Two response posts to at least one other student is due by end of day Tuesday.

    Initial post:

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    ·

    Within Units I and II, you have revisited various theories related to teaching and learning as well as the importance of making data-informed decisions. You have also examined the importance of creating culturally responsive learning environments. Discuss the significance of cultural responsiveness in curriculum development and instructional strategies. How will you use data to make informed curriculum decisions?

    If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    Unit II Discussion Board

    **Discussion Topic**

    Top of Form

    Please note that there are three posts needed to successfully complete the discussion board assignment. An initial post addressing the discussion board topic is due by end of day Saturday. Two response posts to at least one other student is due by end of day Tuesday.

    Initial post:

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    · Posted by Tuesday at 11:59 PM CST.

    Within Units I and II, you have revisited various theories related to teaching and learning as well as the importance of making data-informed decisions. You have also examined the importance of creating culturally responsive learning environments. Discuss the significance of cultural responsiveness in curriculum development and instructional strategies. How will you use data to make informed curriculum decisions?

    If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.

    Unit V Discussion Board

    **Discussion Topic**

    Follow

    Top of Form

    Please note that there are three posts needed to successfully complete the discussion board assignment. An initial post addressing the discussion board topic is due by end of day Saturday. Two response posts to at least one other student is due by end of day Tuesday.

    Initial post:

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    ·

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    Within this unit, you have revisited the importance of keeping students engaged in the learning process to improve academic achievement. Share challenges that you have encountered in promoting student engagement. What solutions will you implement in the future? Use research to support your reasoning.

    If no initial posts exist to allow for a response to be made, you may submit an additional initial post addressing another aspect of the unit topic.Bottom of Form

    Unit III Scholarly Activity

    **Assignment Instructions**

    This 3-page written assignment measures your mastery of ULOs 1.1, 2.1, and 2.2.

    You are on staff at ABC High School. Your public high school serves a diverse student population that has recently been experiencing issues with graduation rates that are below the state average. In response to this concern, administration has created a task force to initiate a comprehensive data-driven analysis to identify various factors that are influencing graduation rates. Your group has also been tasked with creating targeted interventions that will improve overall student success.

    For this assignment, your team will create a plan to present to the administration in which you address the following:

    1. Quantitative Data: What data will be collected and analyzed?

    2. Qualitative Data: What interviews, surveys, and such will be used to gain insights into nonacademic factors that impact graduation rates?

    3. Interventions: What interventions will be implemented to identify students who are at risk?

    4. Individualized Learning Plans: How will you meet the diverse needs of various student populations? Describe the importance of embracing cultural responsiveness in these learning plans.

    5. Community Engagement Program: How can you get the community involved? What socioeconomic challenges exist?

    6. Monitoring and Evaluation: How often will data be reviewed to track student progress? What outcomes will be measured to examine graduation rates, attendance, academic performance, and such?

    7. Results and Impact: How will you know that you have succeeded?

    Research sources to support your ideas. Your paper should be at least three full pages utilizing APA Style. The title page and the page for references do not count toward this requirement. You must include at least three sources, two of which must come from the CSU Online Library.

    Adhere to APA Style when constructing this assignment, including a title page, an abstract, and in-text citations and references for all sources that are used.

    Unit IV PowerPoint Presentation

    **Assignment Instructions**

    _This 10-slide PowerPoint Presentation measures your mastery of ULOs 1.2 and 4.1._

    You have examined various benefits (and challenges) related to using professional development to enhance curriculum design.

    For this assignment, you will create a PowerPoint Presentation that addresses the following:

    · Why does professional development matter? Explain the significance of professional development in relation to lifelong learning.

    · What impact can professional development have on curriculum design and student outcomes?

    · What educational theories support the connection between professional and curriculum development?

    · What essential elements should be included to promote effective professional development opportunities? Discuss how you will foster collaboration, sustained learning, and technology integration.

    · How should professional development be aligned to curriculum improvement goals?

    · What will you use to measure student success?

    · How will you overcome the challenges associated with implementing professional development for curriculum improvement?

    · Where has professional development been used positively to impact curriculum design. Share a success story that you gleaned from your research efforts.

    Research sources to support your ideas. Your presentation should be at least 10 slides in length. The title slide and the slide for references do not count toward the slide requirement. You must use the speaker notes in PowerPoint to expand on the content presented on the slides. You must include a minimum of three sources, at least two sources should come from the CSU Online Library. All sources used must have in-text citations and references properly formatted in APA Style.

    These guides may help as you conduct your searches in the library and create your PowerPoint:

    Note; units VI-VIII ARE SENT TO YOU AFTER DISCUSSION V POSTED

    To open Units VI-VIII, please follow the steps provided in the Unit V Verification link above

    Bottom of Form

    Bottom of Form

    Bottom of Form

  • [Solved] CT

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## CT.docx **## CT.docx** **Discussion II Topic on Curriculum Theory** Top of Form Initial post: · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## CT.docx

    **## CT.docx**

    **Discussion II Topic on Curriculum Theory**

    Top of Form

    Initial post:

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    What is your definition of curriculum? Compare and contrast the curriculum from when you attended school to now. How has the curriculum changed? As you respond to your classmates, discuss outside factors that have contributed to the changed curriculum. What are your experiences with curriculum? What do you think is the role of schools regarding curriculum?

    Bottom of Form

    **Discussion V Topic on Curriculum Theory**

    Top of Form

    Initial post:

    ·  Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    Response posts:

    ·  Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    · Posted by Tuesday at 11:59 PM CST.

    Part I: You have read about the various elements to consider when building and designing subject curriculum. First, describe what you learned from this unit’s lesson. In your opinion:

    · What core subject do you feel would be the easiest to develop curriculum?

    · What core subject do you feel would be the most challenging to develop curriculum?

    · What areas of curriculum design and development in the core subjects seem challenging to you? Why?

    · Which areas of curriculum design and development in the core subjects seem easier for you? Why?

    Part II: This unit discussed the introduction and integration of technology and digital media into the classroom and curriculum. How has technology impacted the curriculum and learning process? Consider both pros and cons when addressing this prompt.

    Unit III Assignment

    Assignment Instruction

    Curriculum Experience and Need Identification

    This assignment measures your mastery of ULOs 2.1, 2.2, and 2.3.

    You have read about the various elements that impact curriculum development. You will use this knowledge to complete the following assignment.

    Part I:

    In a three- to four-page double-spaced paper, describe your experiences with curriculum for the two levels of K-12: elementary and secondary. In your paper, explain:

    · the curriculum you completed during your elementary and secondary years (programs, mandates, technology used, etc.);

    · any changes found with the curriculum (things you remember changing over time throughout your educational journey, such as teacher demographics, how instruction was delivered, classroom setup, technology, differentiation, programs, mandates, etc.);

    · the outside impacts that influenced the curriculum you experienced;

    · whether the changes were positive or negative and how the changes impacted your learning experience; and

    · the curriculum theory(ies) you feel was/were addressed during this time. Provide a rationale.

    Part II:

    In a one-page double-spaced paper, identify a curricular need in your school or industry, such as a new teacher program, test scores, a new student program, or the like. Explain why you selected it as an area you would like to explore, and suggest a change. Use data to support why this is a specific curricular need. The supporting data may be qualitative or quantitative.

    Both parts of the assignment should be combined and submitted in the same document. Your combined paper should be at least four pages in length (not counting the title and reference pages), and you must use at least two academic sources. Adhere to APA Style when constructing this assignment, including in-text citation and references for all sources that are used.

    Unit IV Assignment

    Assignment Instruction

    **Political Influencers and Curricular Recommendation**

    This assignment measures your mastery of ULO 1.1.

    Part I:

    For this assignment, research how political figures, political initiatives, the economy, and other outside factors impacted educational reform and curriculum development between the years of 1920 to 2020. Additionally, explain how you might be a changemaker in your current system for curriculum development reform. Support your response with at least one scholarly source.

    Part II:

    Using the curricular need you identified in the previous Unit III assignment, make two recommendations for improving this curricular need. Why did you select these two recommendations? How would these two recommendations improve school effectiveness? Support your response with at least two scholarly sources (one source for each of the recommendations).

    Both parts of the assignment should be combined and submitted in the same document.

    Your submission should be five pages in length. Use APA Style for all references and citations used.

    Note; units VI-VIII ARE SENT TO YOU AFTER DISCUSSION V POSTED

    To open Units VI-VIII, please follow the steps provided in the Unit V Verification link above

    **## CT.docx**

    **Discussion II Topic on Curriculum Theory**

    Top of Form

    Initial post:

    · Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    Response posts:

    · Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    What is your definition of curriculum? Compare and contrast the curriculum from when you attended school to now. How has the curriculum changed? As you respond to your classmates, discuss outside factors that have contributed to the changed curriculum. What are your experiences with curriculum? What do you think is the role of schools regarding curriculum?

    Bottom of Form

    **Discussion V Topic on Curriculum Theory**

    Top of Form

    Initial post:

    ·  Includes one substantive initial post using at least two scholarly or professional references with accompanying in-text citations to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, your initial post should be at least 350 words.

    · Includes an open-ended, thought-provoking question posed to classmates.

    Response posts:

    ·  Includes at least two substantive responses that each include at least 1 scholarly, professional, or textbook reference with accompanying in-text-citation to support any paraphrased, summarized, or quoted material.

    · While we prefer not to assign word counts to posts, as a suggested best practice, at least two responses should be at least 200 words.

    · Must be posted on two separate days of the week.

    · Posted by Tuesday at 11:59 PM CST.

    Part I: You have read about the various elements to consider when building and designing subject curriculum. First, describe what you learned from this unit’s lesson. In your opinion:

    · What core subject do you feel would be the easiest to develop curriculum?

    · What core subject do you feel would be the most challenging to develop curriculum?

    · What areas of curriculum design and development in the core subjects seem challenging to you? Why?

    · Which areas of curriculum design and development in the core subjects seem easier for you? Why?

    Part II: This unit discussed the introduction and integration of technology and digital media into the classroom and curriculum. How has technology impacted the curriculum and learning process? Consider both pros and cons when addressing this prompt.

    Unit III Assignment

    Assignment Instruction

    Curriculum Experience and Need Identification

    This assignment measures your mastery of ULOs 2.1, 2.2, and 2.3.

    You have read about the various elements that impact curriculum development. You will use this knowledge to complete the following assignment.

    Part I:

    In a three- to four-page double-spaced paper, describe your experiences with curriculum for the two levels of K-12: elementary and secondary. In your paper, explain:

    · the curriculum you completed during your elementary and secondary years (programs, mandates, technology used, etc.);

    · any changes found with the curriculum (things you remember changing over time throughout your educational journey, such as teacher demographics, how instruction was delivered, classroom setup, technology, differentiation, programs, mandates, etc.);

    · the outside impacts that influenced the curriculum you experienced;

    · whether the changes were positive or negative and how the changes impacted your learning experience; and

    · the curriculum theory(ies) you feel was/were addressed during this time. Provide a rationale.

    Part II:

    In a one-page double-spaced paper, identify a curricular need in your school or industry, such as a new teacher program, test scores, a new student program, or the like. Explain why you selected it as an area you would like to explore, and suggest a change. Use data to support why this is a specific curricular need. The supporting data may be qualitative or quantitative.

    Both parts of the assignment should be combined and submitted in the same document. Your combined paper should be at least four pages in length (not counting the title and reference pages), and you must use at least two academic sources. Adhere to APA Style when constructing this assignment, including in-text citation and references for all sources that are used.

    Unit IV Assignment

    Assignment Instruction

    **Political Influencers and Curricular Recommendation**

    This assignment measures your mastery of ULO 1.1.

    Part I:

    For this assignment, research how political figures, political initiatives, the economy, and other outside factors impacted educational reform and curriculum development between the years of 1920 to 2020. Additionally, explain how you might be a changemaker in your current system for curriculum development reform. Support your response with at least one scholarly source.

    Part II:

    Using the curricular need you identified in the previous Unit III assignment, make two recommendations for improving this curricular need. Why did you select these two recommendations? How would these two recommendations improve school effectiveness? Support your response with at least two scholarly sources (one source for each of the recommendations).

    Both parts of the assignment should be combined and submitted in the same document.

    Your submission should be five pages in length. Use APA Style for all references and citations used.

    Note; units VI-VIII ARE SENT TO YOU AFTER DISCUSSION V POSTED

    To open Units VI-VIII, please follow the steps provided in the Unit V Verification link above

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    How will you use your previous experience to ensure high academic achievement for your students?

    achievement for your students?

    – a year ago

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    In this t, you will apply the SLEEPP systemic decision-making model from Chapter 23 of [_The Handbook of Systemic Family Therapy_Links to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2471910970006731?auth=SAML&section=2471911030006731) to this vignett…

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    In this t, you will apply the SLEEPP systemic decision-making model from Chapter 23 of [_The Handbook of Systemic Family Therapy_Links to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2471910970006731?auth=SAML&section=2471911030006731) to this vignette. Then, you will following the instructions provided.

    ### **Vignette**

    Jim has been a marriage and family therapist for 10 years working mostly with couples. Recently, he began work with a new couple, John and Sally. During John's initial session with the couple, he noticed bruises on John's neck. Prior to the first session, all necessary consent forms were completed and reviewed by Jim. The couple identifies themselves as being in a dominant-submissive relationship in which Sally is dominant and John is submissive. John is a 35-year-old divorcee and self-proclaimed heterosexual who likes to explore bondage sexually. Sally is 23 years old and identifies as bisexual. Although John identifies as a submissive, Sally does not identify as a sadomasochist.

    Although Jim has treated hundreds of couples, including sexual intimacy issues, he has never dealt with BDSM sexual preferences. Jim asks to meet with each partner alone for 10 minutes. During that time, he inquiries about John's safety. John assures Jim that he has consented to the physical intimacy actions and that he feels safe. Later, Jim attends his normal Al-Anon meeting, which he has attended for years due to sibling addiction issues. There at the meeting John shows up for the first time. After the meeting, John approaches Jim and asks if they can talk privately about some issues he did not share at the session in the couple's first visit. Although Jim disagrees with this lifestyle choice, Jim wonders what his ethical responsibilities are pertaining to treating John and Sally.

    Instructions You will wri that addresses each of the following:

    – Who would you consult with in making your decision?
    – Using the SLEEPP model, identify each step you would take with an explanation of how your action for each step relates to ethical imperatives in the [AAMFT Code of EthicsLinks to an external site.](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2471910970006731?auth=SAML&section=2471911010006731) and applicable standards and sub-standards.
    – Which legal implication, if any, did you identify and consider?
    – Be sure to identify in each step the feedback from each client (enhance this step), which led to you reevaluating the ethical decision.
    – What sociocultural factors did you identify?
    – How did the concept of power play into the process?
    – How did you consider principles that led you to consider the decision from opposing points of view?
    – What is your conclusion of the ethical decision in this case study?

    – a year ago

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    **Readings**: _Standards Deconstructed: High School Functions_ (located in Course Materials module) – pp. 16-37 **Reading Response 6**: Respond to the following questions. The _Standards Deconstructed_ document provides more detailed information about the CCSSM. To respond to this week's reading, yo…

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    **Readings**: _Standards Deconstructed: High School Functions_ (located in Course Materials module) – pp. 16-37

    **Reading Response 6**:

    Respond to the following questions.

    The _Standards Deconstructed_ document provides more detailed information about the CCSSM. To respond to this week's reading, you will do a 3-2-1.

    1. Provide at least **three** specific examples of how the _Standards Deconstructed_ document supported your understanding of the Standards. In other words, what are three things that you learned about the meaning of the Standards from reading the _Deconstructed_ document?

    2. Describe at least **two** ideas related to the teaching of the Standards that you take away from the reading. In other words, if you were responsible for teaching the standards covered in the reading, what are two ideas that you would implement in your instruction?

    3. What is **one** question that you still have about these Standards?

    – [\
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    – 2 years ago

  • [Solved] Education Wellness in Healthcare Assignment

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    – 2 years ago **files (6)** – ## WellnessInHealthCareWorksheet.docx – ## HowtoDesignanEthicalOrganization.pdf – EuthnasiaAssistedSuicideandPalliativeSedation.pdf – SmokingNormsRegulationofECigs.pdf – EthicsWithouttheSermonBook.pdf – AssistedSuicideArticle.pdf **## WellnessInHealthCareWorksheet.docx*…

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    – 2 years ago

    **files (6)**

    – ## WellnessInHealthCareWorksheet.docx

    – ## HowtoDesignanEthicalOrganization.pdf

    – EuthnasiaAssistedSuicideandPalliativeSedation.pdf
    – SmokingNormsRegulationofECigs.pdf
    – EthicsWithouttheSermonBook.pdf
    – AssistedSuicideArticle.pdf

    **## WellnessInHealthCareWorksheet.docx**

    ![](https://www.sweetstudy.com/questions/education-wellness-in-healthcare-assignment)

    **Wellness in Health Care**

    Name:

    Professor:

    Date:

    An important part of health care is the wellness of health care providers. Negligence in these areas can result in a tangible reduction in effective care for patients. It can also affect the work environment and pour over into other areas in the life of a provider. However, there are tools available and ways to aid in the mental, physical, and spiritual wellness of practitioners.

    For this assignment, review the scenario and respond to the provided prompts. Along with the textbook, use a minimum of two scholarly sources from the GCU Library.

    **_Scenario_**

    Dr. Davis frequently works long shifts in the Emergency Department. Recently, he began picking up extra shifts to provide coverage due to understaffing. Within the last 6 months, two providers have left. Until additional staff are hired, those remaining are left to cover the vacated shifts. Additionally, Dr. Davis has a wife, twin girls who are eight, and son who is not yet one year old. The extra hours are beginning to take a toll. Dr. Davis has always had lots of energy and is very positive in the workplace. However, as of late, Dr. Davis seems to be acting differently with patients. Within the last week, his mood has transitioned from being joyful and engaging to being sad, disengaged, and distant. Dr. Davis has also been heard making comments about not feeling appreciated by the organization. It is clear that there should be concern regarding Dr. Davis's mental state and well-being.

    With this scenario in mind, please answer the following questions:

    1.
    **Explain how working together as a team can have a positive impact on a medical professional's health and wellness. What could staff do to help Dr. Davis feel more appreciated and supported? (200-300 words)**

    | |
    | — |
    | <Text> |

    2.
    **Discuss the impact that spiritual wellness can have on a medical professional's stress. How might spiritual wellness be emphasized more in the workplace? (200-300 words)**

    | |
    | — |
    | <Text> |

    3.
    **Identify ways in which burnout and stress can be reduced. What can employers do to help? (200-300 words)**

    | |
    | — |
    | <Text> |

    4.
    **Given the scenario above, how would you make sure that the proper people were made aware to step in and help Dr. Davis? (200-300 words)**

    | |
    | — |
    | <Text> |

    **References:**

    | |
    | — |
    | <Text> |

    © 2019. Grand Canyon University. All Rights Reserved.

    © 2019. Grand Canyon University. All Rights Reserved.

    ## image1.jpeg

    **## HowtoDesignanEthicalOrganization.pdf**

    144 Harvard Business Review
    May–June 2019

    How to Design an
    Ethical Organization

    _HBR_MayJun19

    Harvard Business Review
    May–June 2019 145

    Nicholas Epley
    Professor, Booth School
    of Business

    Amit Kumar
    Assistant professor,
    University of Texas
    at Austin

    PHOTOGRAPHER STEVEN DERKS ETHICS

    AUTHORS

    IDEA IN BRIEF

    THE PROBLEM
    Unethical behavior
    ruins reputations,
    harms employee
    morale, and increases
    regulatory costs—
    not to mention
    damages society’s
    trust in business. Yet
    corporate scandals
    are a recurring reality.

    WHAT DOESN’T WORK
    Compliance
    programs take a
    legalistic approach
    to ethics that
    focuses on individual
    accountability—but
    a large body of
    behavioral science
    research suggests that
    even well-meaning
    and well-informed
    individuals are
    ethically malleable.

    A BETTER WAY
    Leaders must design
    workplace contexts
    that encourage good
    behavior. Keeping
    prosocial values
    top of mind for
    employees as they
    make decisions will
    reduce the likelihood
    of transgressions
    while making workers
    happier and more
    productive.

    From Volkswagen’s emissions fiasco to Wells Fargo’s deceptive
    sales practices to Uber’s privacy intrusions, corporate wrongdoing
    is a continuing reality in global business. Unethical behavior takes a
    significant toll on organizations by damaging reputations, harming
    employee morale, and increasing regulatory costs—not to mention
    the wider damage to society’s overall trust in business. Few executives
    set out to achieve advantage by breaking the rules, and most
    companies have programs in place to prevent malfeasance at all
    levels. Yet recurring scandals show that we could do better.

    START HERE

    146 Harvard Business Review
    May–June 2019

    Interventions to encourage ethical behavior are often
    based on misperceptions of how transgressions occur,
    and thus are not as e!ective as they could be. Compliance
    programs increasingly take a legalistic approach to ethics
    that focuses on individual accountability. They’re designed
    to educate employees and then punish wrongdoing among
    the “bad apples” who misbehave. Yet a large body of behav-
    ioral science research suggests that even well-meaning and
    well-informed people are more ethically malleable than one
    might guess. When watching a potential emergency unfold,
    for example, people are much more likely to intervene if they
    are alone than if other bystanders are around—because they
    think others will deal with the situation, believe that others
    are more quali"ed to help, or fail to recognize an emergency
    because others don’t look alarmed. Small changes to the
    context can have a signi"cant e!ect on a person’s behav-
    ior. Yet people in the midst of these situations tend not to
    recognize the in#uence of context. In Stanley Milgram’s
    famous obedience experiments, participants who were
    told by an authority "gure to deliver increasingly powerful
    electric shocks to another person progressed to a much
    higher voltage than other people predicted they themselves
    would deliver. Context is not just powerful, researchers have
    learned; it is surprisingly powerful.

    Pillars of an Ethical Culture
    CREATI NG AN ET H ICA L culture thus requires thinking about
    ethics not simply as a belief problem but also as a design prob-
    lem. We have identi"ed four critical features that need to be
    addressed when designing an ethical culture: explicit values,
    thoughts during judgment, incentives, and cultural norms.

    EXPLICIT VALUES > Strategies and practices should be
    anchored to clearly stated principles that can be widely
    shared within the organization. A well-crafted mission
    statement can help achieve this, as long as it is used correctly.
    Leaders can refer to it to guide the creation of any new
    strategy or initiative and note its connection to the compa-
    ny’s principles when addressing employees, thus reinforcing
    the broader ethical system. Employees should easily be
    able to see how ethical principles in#uence a company’s
    practices. They’re likely to behave di!erently if they think

    the organization is being guided by the ethos of Mr. Rogers,
    the relentlessly kind PBS show host, versus that of Gordon
    Gekko, the relentlessly greedy banker in the "lm Wall Street.
    Indeed, in one experiment, 70% of participants playing an
    economic game with a partner cooperated for mutual gain
    when it was called the Community Game, but only 30%
    cooperated when it was called the Wall Street Game. This
    dramatic e!ect occurred even though the "nancial incen-
    tives were identical.

    A mission statement should be simple, short, actionable,
    and emotionally resonant. Most corporate mission state-
    ments today are too long to remember, too obvious to need
    stating, too clearly tailored for regulators, or too distant from
    day-to-day practices to meaningfully guide employees. A
    statement can’t be just words on paper; it must undergird not
    only strategy but policies around hiring, "ring, promoting,
    and operations so that core ethical principles are deeply
    embedded throughout the organization. Patagonia’s mission
    statement, for instance, is “Build the best product, cause
    no unnecessary harm, use business to inspire and imple-
    ment solutions to the environmental crisis.” Its Worn Wear
    initiative implements its mission by enabling employees to
    help consumers repair or recycle their products. Patagonia
    also developed a standardized metric, posted on its website,
    to evaluate the environmental impact of its entire supply
    chain. Zappos says its number one core value is to “Deliver
    WOW through service” to customers, according them respect
    and dignity. It implements this value by not measuring the
    average length of customer service calls (the industry stan-
    dard), so employees can spend as much time with customers
    as necessary. Mission statements like these help keep an
    organization’s values crystal clear in employees’ minds.

    THOUGHTS DURING JUDGMENT > Most people have
    less di$culty knowing what’s right or wrong than they do
    keeping ethical considerations top of mind when making
    decisions. Ethical lapses can therefore be reduced in a
    culture where ethics are at the center of attention. You might
    know that it’s wrong to hurt someone else’s chances of being
    hired but fail to think of the harm you cause to unknown
    applicants when trying to help a friend, a family member,
    or a business school classmate land a job. Behavior tends
    to be guided by what comes to mind immediately before

    Even well-meaning and well-informed people are
    more ethically malleable than one might guess.

    ETHICS

    Harvard Business Review
    May–June 2019 147

    engaging in an action, and those thoughts can be meaning-
    fully a!ected by context. Should someone remind you that
    helping a friend necessarily hurts the chances of people you
    don’t happen to know, you might think twice about whether
    your advocacy e!orts are appropriate.

    Several experiments make this point. In one, people were
    more likely to tell the truth when an honor code came at the
    beginning of a form—thereby putting ethics top of mind as
    they completed the form—than when it was posted at the
    end. In a large "eld experiment of approximately 18,000
    U.S. government contractors, simply adding a box for "lers
    to check certifying their honesty while reporting yielded
    $28.6 million more in sales tax revenue than did a condition
    that omitted the box. And in a simulation that asked MBA
    students to play the role of "nancial adviser, having them
    complete an ethics checklist before recommending potential
    investment funds signi"cantly decreased the percentage
    who recommended what turned out to be the Mado! feeder
    fund. When ethics were top of mind, the students were more
    alert to the possibility that the fund was too good to be true.

    As a counterexample, Enron was notorious for its constant
    focus on stock price, even posting it in the elevators. Re#ect-
    ing on his own misdeeds, its former CFO Andy Fastow said,
    “I knew it was wrong.… But I didn’t think it was illegal.… The
    question I should have asked is not what is the rule, but what
    is the principle.” People working in an ethical culture are
    routinely triggered to think, Is it right? rather than Is it legal?

    INCENTIVES > It is a boring truism that people do what
    they’re incentivized to do, meaning that aligning rewards
    with ethical outcomes is an obvious solution to many ethical
    problems. That may sound simple (just pay people for acting
    ethically), but money goes only so far, and incentive pro-
    grams must provide a variety of rewards to be e!ective.

    Along with earning an income, employees care about
    doing meaningful work, making a positive impact, and
    being respected or appreciated for their e!orts. In one
    experiment, hospital sta! members were more likely to
    follow correct handwashing procedures when a sign above
    the sink reminded them of consequences to others (“Hand
    hygiene prevents patients from catching diseases”) than
    when it reminded them of personal consequences. Never-
    theless, managers may easily overlook the importance of

    non"nancial incentives. When asked how important such
    incentives were to employees, customer service managers at
    one Fortune 500 "rm tended to dramatically underestimate
    what they meant to their reports.

    In addition to aligning "nancial incentives with desired
    outcomes, ethical cultures provide explicit opportunities to
    bene"t others and reward people who do so with recogni-
    tion, praise, and validation. If, for instance, your employees
    are making people’s lives meaningfully better in some way,
    pointing that out will encourage future ethical behavior.
    It may even improve performance, because the reward is
    aligned with ethical motivation. In one experiment, sales-
    people for a large pharmaceutical company performed
    dramatically better after participating in a prosocial bonus
    system, which encouraged them to spend a small award on
    their teammates, compared with a typical “proself” bonus
    system, in which they spent the award on themselves.

    This approach to incentives may have ancillary HR
    bene"ts. People tend to underestimate both how positive
    they will feel about connecting with others in a prosocial way
    and the positive impact their behavior will have on others. In
    a "eld experiment with Virgin Atlantic pilots, a bonus system
    for increasing fuel economy was structured so that the bonus
    went to a charity of their choosing. The resulting increase in
    their job satisfaction was similar in magnitude to the e!ect
    of moving from poor health to good health. Companies that
    use prosocial incentives are likely to produce happier, more
    satis"ed, and more loyal employees. An ethical culture not
    only does good; it also feels good.

    CULTURAL NORMS > Most leaders intuitively recog-
    nize the importance of “tone at the top” for setting ethical
    standards in an organization. Easily overlooked is “tone
    in the middle,” which may actually be a more signi"cant
    driver of employees’ behavior. Good leaders produce good
    followers; but if employees in the middle of the organization
    are surrounded by coworkers who are lying, cheating, or
    stealing, they will most likely do the same, regardless of what
    their bosses say. So-called descriptive norms—how peers
    actually behave—tend to exert the most social in#uence. In
    one "eld experiment conducted by a UK government agency,
    13 versions of a letter were sent to delinquent taxpayers,
    including versions that referenced moral principles, the ease

    ETHICS

    Money goes only so far; incentive programs must
    provide a variety of rewards to be effective.

    148 Harvard Business Review
    May–June 2019

    of paying taxes, or !nancial penalties. The most e"ective
    letter compared the recipient’s behavior with that of fellow
    citizens: “Nine out of ten people in the UK pay their taxes on
    time. You are currently in the very small minority of people
    who have not paid us yet.”

    People often fail to appreciate the power of social norms.
    When researchers were interested in determining how best
    to encourage energy e#ciency among a group of Califor-
    nians, for instance, they !rst asked a group of nearly 1,000
    residents to predict the e"ectiveness of various approaches,
    including appeals to environmental protection, personal

    !nancial bene!ts, societal bene!ts, and social norms (what
    percentage of neighbors conserved energy by using fans).
    These residents expected that the environmental appeal
    would be most persuasive and the social norm appeal least
    persuasive. But when the researchers sent about 1,000 other
    residents one of the four appeals, the social norm had by far
    the biggest e"ect on reducing energy use.

    Leaders can encourage an ethical culture by highlighting
    the good things employees are doing. Although the natural
    tendency is to focus on cautionary tales or “ethical black
    holes,” doing so can make undesirable actions seem more

    Harvard Business Review
    May–June 2019 149

    common than they really are, potentially increasing uneth-
    ical behavior. To create more ethical norms, focus instead
    on “ethical beacons” in your organization: people who are
    putting the mission statement into practice or behaving in
    an exemplary fashion.

    Putting Ethical Design into Practice
    A LE AD E R D E S I G NI NG an ethical culture should try to create
    contexts that keep ethical principles top of mind, reward
    ethics through formal and informal incentives and opportu-
    nities, and weave ethics into day-to-day behavior. Precisely
    how this is achieved will vary among organizations, but here
    are a few examples.

    HIRING > First impressions are inordinately powerful. For
    many employees, an organization’s values were revealed
    during the hiring process. Although interviews are typically
    treated as opportunities for identifying the best candidate,
    they also begin the acculturation process. At one Fortune 100
    !rm, for instance, interview questions are designed around a
    core value, such as putting customer needs !rst. In one inter-
    view script, candidates are told of this value and then asked,
    “Tell me about a time when you uncovered an unmet need
    of a customer that you were able to address.” We don’t know
    if this question identi!ed people who are good at treating
    customers respectfully, but that’s not necessarily the point.
    Highlighting values in the interview reveals their importance
    to the organization. It is one piece of a broader system that
    draws attention to ethics.

    EVALUATION > Ethics can also be woven into the design of
    performance evaluations to highlight their importance to an
    organization as well as to reward and encourage good behav-
    ior. At Johnson & Johnson, for instance, each executive’s
    360-degree evaluation is built on the four components of
    the company’s famous credo, which expresses commitment
    to customers, employees, communities, and stakeholders.
    In one version of the evaluation we saw, each executive was
    rated on items such as “nurtures commitment to our Credo,”
    “confronts actions that are, or border on, the unethical,”
    and “establishes an environment in which uncompromising
    integrity is the norm.”

    COMPENSATION > Aligning !nancial incentives with eth-
    ical outcomes may sound easy in principle, but it is tricky in
    practice. This is where a mission statement can help. South-
    west Airlines has used an executive scorecard to tie compen-
    sation to its four core values: every employee matters, every
    "ight matters, every customer matters, and every share-
    holder matters. Each value is demonstrated by an objective
    measurement—“every employee matters” by voluntary
    turnover; “every "ight matters” by ontime performance. This
    scorecard highlights how well core ethical values align with
    business success, helps keep employees’ attention on them,
    and suggests the behaviors needed to realize them.

    Leaders can reward ethical actions by showing employees
    the positive impact of their work on others and recognizing
    their actions in presentations and publications. They can also
    create opportunities within the organization to behave ethi-
    cally toward colleagues. In one recent !eld experiment, man-
    agers were randomly assigned to perform !ve acts of kindness
    for certain fellow employees over a four-week period. Not only
    did this increase the number of kind acts observed within the
    organization, but recipients were more likely than controls
    to subsequently do kind things for other employees, demon-
    strating that ethical behavior can be contagious. These acts
    of kindness improved well-being for those performing them
    as well as for recipients. Perhaps most important, depressive
    symptoms dropped dramatically among both groups com-
    pared with the control condition, a result that continued for at
    least three months beyond the initial one-month intervention.

    Ethics, by Design
    NO COMPAN Y WILL ever be perfect, because no human
    being is perfect. Indeed, some companies we’ve used as
    examples have had serious ethical lapses. Real people are not
    purely good or purely evil but are capable of doing both good
    and evil. Organizations should aim to design a system that
    makes being good as easy as possible. That means attending
    carefully to the contexts people are actually in, making ethi-
    cal principles foundational in strategies and policies, keeping
    ethics top of mind, rewarding ethical behavior through a
    variety of incentives, and encouraging ethical norms in day-
    to-day practices. Doing so will never turn an organization full
    of humans into a host of angels, but it can help them be as
    ethical as they are capable of being. HBR Reprint R1903K

    NICHOLAS EPLEY is the John Templeton Keller Professor of
    Behavioral Science at the University of Chicago Booth School of

    Business and the author of Mindwise: How We Understand What
    Others Think, Believe, Feel, and Want (Knopf, 2014). AMIT KUMAR is
    an assistant professor of marketing and psychology at the University
    of Texas at Austin.

    ETHICS

    150 Harvard Business Review
    May–June 2019

    Copyright © Harvard Business Publishing. All Rights Reserved. This content is intended for
    individual research use only, subject to the following:

    Unless permission is expressly granted in a separate license, this content may NOT be used
    for classroom or teaching use, which includes teaching materials, electronic reserves, course
    packs or persistent linking from syllabi. Please consult your institution's librarian about the
    nature of relevant licenses held by your institution and the restrictions that may or may not
    apply.

    Unless permission is expressly granted in a separate license, this content may NOT be used in
    corporate training and/or as corporate learning materials. For corporate users, please consult
    the specific terms of your company's license(s) for complete information and restrictions.

    For more information and teaching resources from Harvard Business Publishing including
    Harvard Business School Cases, eLearning products, and business simulations please visit
    hbsp.harvard.edu.

    **EuthnasiaAssistedSuicideandPalliativeSedation.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/euthnasiaassistedsuicideandpalliativesedation-pdf)

    **SmokingNormsRegulationofECigs.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/smokingnormsregulationofecigs-pdf)

    **EthicsWithouttheSermonBook.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicswithoutthesermonbook-pdf)

    **AssistedSuicideArticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assistedsuicidearticle-pdf)

    **AssistedSuicideArticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assistedsuicidearticle-pdf)

    **## WellnessInHealthCareWorksheet.docx**

    ![](https://www.sweetstudy.com/questions/education-wellness-in-healthcare-assignment)

    **Wellness in Health Care**

    Name:

    Professor:

    Date:

    An important part of health care is the wellness of health care providers. Negligence in these areas can result in a tangible reduction in effective care for patients. It can also affect the work environment and pour over into other areas in the life of a provider. However, there are tools available and ways to aid in the mental, physical, and spiritual wellness of practitioners.

    For this assignment, review the scenario and respond to the provided prompts. Along with the textbook, use a minimum of two scholarly sources from the GCU Library.

    **_Scenario_**

    Dr. Davis frequently works long shifts in the Emergency Department. Recently, he began picking up extra shifts to provide coverage due to understaffing. Within the last 6 months, two providers have left. Until additional staff are hired, those remaining are left to cover the vacated shifts. Additionally, Dr. Davis has a wife, twin girls who are eight, and son who is not yet one year old. The extra hours are beginning to take a toll. Dr. Davis has always had lots of energy and is very positive in the workplace. However, as of late, Dr. Davis seems to be acting differently with patients. Within the last week, his mood has transitioned from being joyful and engaging to being sad, disengaged, and distant. Dr. Davis has also been heard making comments about not feeling appreciated by the organization. It is clear that there should be concern regarding Dr. Davis's mental state and well-being.

    With this scenario in mind, please answer the following questions:

    1.
    **Explain how working together as a team can have a positive impact on a medical professional's health and wellness. What could staff do to help Dr. Davis feel more appreciated and supported? (200-300 words)**

    | |
    | — |
    | <Text> |

    2.
    **Discuss the impact that spiritual wellness can have on a medical professional's stress. How might spiritual wellness be emphasized more in the workplace? (200-300 words)**

    | |
    | — |
    | <Text> |

    3.
    **Identify ways in which burnout and stress can be reduced. What can employers do to help? (200-300 words)**

    | |
    | — |
    | <Text> |

    4.
    **Given the scenario above, how would you make sure that the proper people were made aware to step in and help Dr. Davis? (200-300 words)**

    | |
    | — |
    | <Text> |

    **References:**

    | |
    | — |
    | <Text> |

    © 2019. Grand Canyon University. All Rights Reserved.

    © 2019. Grand Canyon University. All Rights Reserved.

    ## image1.jpeg

    **## HowtoDesignanEthicalOrganization.pdf**

    144 Harvard Business Review
    May–June 2019

    How to Design an
    Ethical Organization

    _HBR_MayJun19

    Harvard Business Review
    May–June 2019 145

    Nicholas Epley
    Professor, Booth School
    of Business

    Amit Kumar
    Assistant professor,
    University of Texas
    at Austin

    PHOTOGRAPHER STEVEN DERKS ETHICS

    AUTHORS

    IDEA IN BRIEF

    THE PROBLEM
    Unethical behavior
    ruins reputations,
    harms employee
    morale, and increases
    regulatory costs—
    not to mention
    damages society’s
    trust in business. Yet
    corporate scandals
    are a recurring reality.

    WHAT DOESN’T WORK
    Compliance
    programs take a
    legalistic approach
    to ethics that
    focuses on individual
    accountability—but
    a large body of
    behavioral science
    research suggests that
    even well-meaning
    and well-informed
    individuals are
    ethically malleable.

    A BETTER WAY
    Leaders must design
    workplace contexts
    that encourage good
    behavior. Keeping
    prosocial values
    top of mind for
    employees as they
    make decisions will
    reduce the likelihood
    of transgressions
    while making workers
    happier and more
    productive.

    From Volkswagen’s emissions fiasco to Wells Fargo’s deceptive
    sales practices to Uber’s privacy intrusions, corporate wrongdoing
    is a continuing reality in global business. Unethical behavior takes a
    significant toll on organizations by damaging reputations, harming
    employee morale, and increasing regulatory costs—not to mention
    the wider damage to society’s overall trust in business. Few executives
    set out to achieve advantage by breaking the rules, and most
    companies have programs in place to prevent malfeasance at all
    levels. Yet recurring scandals show that we could do better.

    START HERE

    146 Harvard Business Review
    May–June 2019

    Interventions to encourage ethical behavior are often
    based on misperceptions of how transgressions occur,
    and thus are not as e!ective as they could be. Compliance
    programs increasingly take a legalistic approach to ethics
    that focuses on individual accountability. They’re designed
    to educate employees and then punish wrongdoing among
    the “bad apples” who misbehave. Yet a large body of behav-
    ioral science research suggests that even well-meaning and
    well-informed people are more ethically malleable than one
    might guess. When watching a potential emergency unfold,
    for example, people are much more likely to intervene if they
    are alone than if other bystanders are around—because they
    think others will deal with the situation, believe that others
    are more quali"ed to help, or fail to recognize an emergency
    because others don’t look alarmed. Small changes to the
    context can have a signi"cant e!ect on a person’s behav-
    ior. Yet people in the midst of these situations tend not to
    recognize the in#uence of context. In Stanley Milgram’s
    famous obedience experiments, participants who were
    told by an authority "gure to deliver increasingly powerful
    electric shocks to another person progressed to a much
    higher voltage than other people predicted they themselves
    would deliver. Context is not just powerful, researchers have
    learned; it is surprisingly powerful.

    Pillars of an Ethical Culture
    CREATI NG AN ET H ICA L culture thus requires thinking about
    ethics not simply as a belief problem but also as a design prob-
    lem. We have identi"ed four critical features that need to be
    addressed when designing an ethical culture: explicit values,
    thoughts during judgment, incentives, and cultural norms.

    EXPLICIT VALUES > Strategies and practices should be
    anchored to clearly stated principles that can be widely
    shared within the organization. A well-crafted mission
    statement can help achieve this, as long as it is used correctly.
    Leaders can refer to it to guide the creation of any new
    strategy or initiative and note its connection to the compa-
    ny’s principles when addressing employees, thus reinforcing
    the broader ethical system. Employees should easily be
    able to see how ethical principles in#uence a company’s
    practices. They’re likely to behave di!erently if they think

    the organization is being guided by the ethos of Mr. Rogers,
    the relentlessly kind PBS show host, versus that of Gordon
    Gekko, the relentlessly greedy banker in the "lm Wall Street.
    Indeed, in one experiment, 70% of participants playing an
    economic game with a partner cooperated for mutual gain
    when it was called the Community Game, but only 30%
    cooperated when it was called the Wall Street Game. This
    dramatic e!ect occurred even though the "nancial incen-
    tives were identical.

    A mission statement should be simple, short, actionable,
    and emotionally resonant. Most corporate mission state-
    ments today are too long to remember, too obvious to need
    stating, too clearly tailored for regulators, or too distant from
    day-to-day practices to meaningfully guide employees. A
    statement can’t be just words on paper; it must undergird not
    only strategy but policies around hiring, "ring, promoting,
    and operations so that core ethical principles are deeply
    embedded throughout the organization. Patagonia’s mission
    statement, for instance, is “Build the best product, cause
    no unnecessary harm, use business to inspire and imple-
    ment solutions to the environmental crisis.” Its Worn Wear
    initiative implements its mission by enabling employees to
    help consumers repair or recycle their products. Patagonia
    also developed a standardized metric, posted on its website,
    to evaluate the environmental impact of its entire supply
    chain. Zappos says its number one core value is to “Deliver
    WOW through service” to customers, according them respect
    and dignity. It implements this value by not measuring the
    average length of customer service calls (the industry stan-
    dard), so employees can spend as much time with customers
    as necessary. Mission statements like these help keep an
    organization’s values crystal clear in employees’ minds.

    THOUGHTS DURING JUDGMENT > Most people have
    less di$culty knowing what’s right or wrong than they do
    keeping ethical considerations top of mind when making
    decisions. Ethical lapses can therefore be reduced in a
    culture where ethics are at the center of attention. You might
    know that it’s wrong to hurt someone else’s chances of being
    hired but fail to think of the harm you cause to unknown
    applicants when trying to help a friend, a family member,
    or a business school classmate land a job. Behavior tends
    to be guided by what comes to mind immediately before

    Even well-meaning and well-informed people are
    more ethically malleable than one might guess.

    ETHICS

    Harvard Business Review
    May–June 2019 147

    engaging in an action, and those thoughts can be meaning-
    fully a!ected by context. Should someone remind you that
    helping a friend necessarily hurts the chances of people you
    don’t happen to know, you might think twice about whether
    your advocacy e!orts are appropriate.

    Several experiments make this point. In one, people were
    more likely to tell the truth when an honor code came at the
    beginning of a form—thereby putting ethics top of mind as
    they completed the form—than when it was posted at the
    end. In a large "eld experiment of approximately 18,000
    U.S. government contractors, simply adding a box for "lers
    to check certifying their honesty while reporting yielded
    $28.6 million more in sales tax revenue than did a condition
    that omitted the box. And in a simulation that asked MBA
    students to play the role of "nancial adviser, having them
    complete an ethics checklist before recommending potential
    investment funds signi"cantly decreased the percentage
    who recommended what turned out to be the Mado! feeder
    fund. When ethics were top of mind, the students were more
    alert to the possibility that the fund was too good to be true.

    As a counterexample, Enron was notorious for its constant
    focus on stock price, even posting it in the elevators. Re#ect-
    ing on his own misdeeds, its former CFO Andy Fastow said,
    “I knew it was wrong.… But I didn’t think it was illegal.… The
    question I should have asked is not what is the rule, but what
    is the principle.” People working in an ethical culture are
    routinely triggered to think, Is it right? rather than Is it legal?

    INCENTIVES > It is a boring truism that people do what
    they’re incentivized to do, meaning that aligning rewards
    with ethical outcomes is an obvious solution to many ethical
    problems. That may sound simple (just pay people for acting
    ethically), but money goes only so far, and incentive pro-
    grams must provide a variety of rewards to be e!ective.

    Along with earning an income, employees care about
    doing meaningful work, making a positive impact, and
    being respected or appreciated for their e!orts. In one
    experiment, hospital sta! members were more likely to
    follow correct handwashing procedures when a sign above
    the sink reminded them of consequences to others (“Hand
    hygiene prevents patients from catching diseases”) than
    when it reminded them of personal consequences. Never-
    theless, managers may easily overlook the importance of

    non"nancial incentives. When asked how important such
    incentives were to employees, customer service managers at
    one Fortune 500 "rm tended to dramatically underestimate
    what they meant to their reports.

    In addition to aligning "nancial incentives with desired
    outcomes, ethical cultures provide explicit opportunities to
    bene"t others and reward people who do so with recogni-
    tion, praise, and validation. If, for instance, your employees
    are making people’s lives meaningfully better in some way,
    pointing that out will encourage future ethical behavior.
    It may even improve performance, because the reward is
    aligned with ethical motivation. In one experiment, sales-
    people for a large pharmaceutical company performed
    dramatically better after participating in a prosocial bonus
    system, which encouraged them to spend a small award on
    their teammates, compared with a typical “proself” bonus
    system, in which they spent the award on themselves.

    This approach to incentives may have ancillary HR
    bene"ts. People tend to underestimate both how positive
    they will feel about connecting with others in a prosocial way
    and the positive impact their behavior will have on others. In
    a "eld experiment with Virgin Atlantic pilots, a bonus system
    for increasing fuel economy was structured so that the bonus
    went to a charity of their choosing. The resulting increase in
    their job satisfaction was similar in magnitude to the e!ect
    of moving from poor health to good health. Companies that
    use prosocial incentives are likely to produce happier, more
    satis"ed, and more loyal employees. An ethical culture not
    only does good; it also feels good.

    CULTURAL NORMS > Most leaders intuitively recog-
    nize the importance of “tone at the top” for setting ethical
    standards in an organization. Easily overlooked is “tone
    in the middle,” which may actually be a more signi"cant
    driver of employees’ behavior. Good leaders produce good
    followers; but if employees in the middle of the organization
    are surrounded by coworkers who are lying, cheating, or
    stealing, they will most likely do the same, regardless of what
    their bosses say. So-called descriptive norms—how peers
    actually behave—tend to exert the most social in#uence. In
    one "eld experiment conducted by a UK government agency,
    13 versions of a letter were sent to delinquent taxpayers,
    including versions that referenced moral principles, the ease

    ETHICS

    Money goes only so far; incentive programs must
    provide a variety of rewards to be effective.

    148 Harvard Business Review
    May–June 2019

    of paying taxes, or !nancial penalties. The most e"ective
    letter compared the recipient’s behavior with that of fellow
    citizens: “Nine out of ten people in the UK pay their taxes on
    time. You are currently in the very small minority of people
    who have not paid us yet.”

    People often fail to appreciate the power of social norms.
    When researchers were interested in determining how best
    to encourage energy e#ciency among a group of Califor-
    nians, for instance, they !rst asked a group of nearly 1,000
    residents to predict the e"ectiveness of various approaches,
    including appeals to environmental protection, personal

    !nancial bene!ts, societal bene!ts, and social norms (what
    percentage of neighbors conserved energy by using fans).
    These residents expected that the environmental appeal
    would be most persuasive and the social norm appeal least
    persuasive. But when the researchers sent about 1,000 other
    residents one of the four appeals, the social norm had by far
    the biggest e"ect on reducing energy use.

    Leaders can encourage an ethical culture by highlighting
    the good things employees are doing. Although the natural
    tendency is to focus on cautionary tales or “ethical black
    holes,” doing so can make undesirable actions seem more

    Harvard Business Review
    May–June 2019 149

    common than they really are, potentially increasing uneth-
    ical behavior. To create more ethical norms, focus instead
    on “ethical beacons” in your organization: people who are
    putting the mission statement into practice or behaving in
    an exemplary fashion.

    Putting Ethical Design into Practice
    A LE AD E R D E S I G NI NG an ethical culture should try to create
    contexts that keep ethical principles top of mind, reward
    ethics through formal and informal incentives and opportu-
    nities, and weave ethics into day-to-day behavior. Precisely
    how this is achieved will vary among organizations, but here
    are a few examples.

    HIRING > First impressions are inordinately powerful. For
    many employees, an organization’s values were revealed
    during the hiring process. Although interviews are typically
    treated as opportunities for identifying the best candidate,
    they also begin the acculturation process. At one Fortune 100
    !rm, for instance, interview questions are designed around a
    core value, such as putting customer needs !rst. In one inter-
    view script, candidates are told of this value and then asked,
    “Tell me about a time when you uncovered an unmet need
    of a customer that you were able to address.” We don’t know
    if this question identi!ed people who are good at treating
    customers respectfully, but that’s not necessarily the point.
    Highlighting values in the interview reveals their importance
    to the organization. It is one piece of a broader system that
    draws attention to ethics.

    EVALUATION > Ethics can also be woven into the design of
    performance evaluations to highlight their importance to an
    organization as well as to reward and encourage good behav-
    ior. At Johnson & Johnson, for instance, each executive’s
    360-degree evaluation is built on the four components of
    the company’s famous credo, which expresses commitment
    to customers, employees, communities, and stakeholders.
    In one version of the evaluation we saw, each executive was
    rated on items such as “nurtures commitment to our Credo,”
    “confronts actions that are, or border on, the unethical,”
    and “establishes an environment in which uncompromising
    integrity is the norm.”

    COMPENSATION > Aligning !nancial incentives with eth-
    ical outcomes may sound easy in principle, but it is tricky in
    practice. This is where a mission statement can help. South-
    west Airlines has used an executive scorecard to tie compen-
    sation to its four core values: every employee matters, every
    "ight matters, every customer matters, and every share-
    holder matters. Each value is demonstrated by an objective
    measurement—“every employee matters” by voluntary
    turnover; “every "ight matters” by ontime performance. This
    scorecard highlights how well core ethical values align with
    business success, helps keep employees’ attention on them,
    and suggests the behaviors needed to realize them.

    Leaders can reward ethical actions by showing employees
    the positive impact of their work on others and recognizing
    their actions in presentations and publications. They can also
    create opportunities within the organization to behave ethi-
    cally toward colleagues. In one recent !eld experiment, man-
    agers were randomly assigned to perform !ve acts of kindness
    for certain fellow employees over a four-week period. Not only
    did this increase the number of kind acts observed within the
    organization, but recipients were more likely than controls
    to subsequently do kind things for other employees, demon-
    strating that ethical behavior can be contagious. These acts
    of kindness improved well-being for those performing them
    as well as for recipients. Perhaps most important, depressive
    symptoms dropped dramatically among both groups com-
    pared with the control condition, a result that continued for at
    least three months beyond the initial one-month intervention.

    Ethics, by Design
    NO COMPAN Y WILL ever be perfect, because no human
    being is perfect. Indeed, some companies we’ve used as
    examples have had serious ethical lapses. Real people are not
    purely good or purely evil but are capable of doing both good
    and evil. Organizations should aim to design a system that
    makes being good as easy as possible. That means attending
    carefully to the contexts people are actually in, making ethi-
    cal principles foundational in strategies and policies, keeping
    ethics top of mind, rewarding ethical behavior through a
    variety of incentives, and encouraging ethical norms in day-
    to-day practices. Doing so will never turn an organization full
    of humans into a host of angels, but it can help them be as
    ethical as they are capable of being. HBR Reprint R1903K

    NICHOLAS EPLEY is the John Templeton Keller Professor of
    Behavioral Science at the University of Chicago Booth School of

    Business and the author of Mindwise: How We Understand What
    Others Think, Believe, Feel, and Want (Knopf, 2014). AMIT KUMAR is
    an assistant professor of marketing and psychology at the University
    of Texas at Austin.

    ETHICS

    150 Harvard Business Review
    May–June 2019

    Copyright © Harvard Business Publishing. All Rights Reserved. This content is intended for
    individual research use only, subject to the following:

    Unless permission is expressly granted in a separate license, this content may NOT be used
    for classroom or teaching use, which includes teaching materials, electronic reserves, course
    packs or persistent linking from syllabi. Please consult your institution's librarian about the
    nature of relevant licenses held by your institution and the restrictions that may or may not
    apply.

    Unless permission is expressly granted in a separate license, this content may NOT be used in
    corporate training and/or as corporate learning materials. For corporate users, please consult
    the specific terms of your company's license(s) for complete information and restrictions.

    For more information and teaching resources from Harvard Business Publishing including
    Harvard Business School Cases, eLearning products, and business simulations please visit
    hbsp.harvard.edu.

    **EuthnasiaAssistedSuicideandPalliativeSedation.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/euthnasiaassistedsuicideandpalliativesedation-pdf)

    **SmokingNormsRegulationofECigs.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/smokingnormsregulationofecigs-pdf)

    **EthicsWithouttheSermonBook.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ethicswithoutthesermonbook-pdf)

    **AssistedSuicideArticle.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assistedsuicidearticle-pdf)

    **## WellnessInHealthCareWorksheet.docx**

    ![](https://www.sweetstudy.com/questions/education-wellness-in-healthcare-assignment)

    **Wellness in Health Care**

    Name:

    Professor:

    Date:

    An important part of health care is the wellness of health care providers. Negligence in these areas can result in a tangible reduction in effective care for patients. It can also affect the work environment and pour over into other areas in the life of a provider. However, there are tools available and ways to aid in the mental, physical, and spiritual wellness of practitioners.

    For this assignment, review the scenario and respond to the provided prompts. Along with the textbook, use a minimum of two scholarly sources from the GCU Library.

    **_Scenario_**

    Dr. Davis frequently works long shifts in the Emergency Department. Recently, he began picking up extra shifts to provide coverage due to understaffing. Within the last 6 months, two providers have left. Until additional staff are hired, those remaining are left to cover the vacated shifts. Additionally, Dr. Davis has a wife, twin girls who are eight, and son who is not yet one year old. The extra hours are beginning to take a toll. Dr. Davis has always had lots of energy and is very positive in the workplace. However, as of late, Dr. Davis seems to be acting differently with patients. Within the last week, his mood has transitioned from being joyful and engaging to being sad, disengaged, and distant. Dr. Davis has also been heard making comments about not feeling appreciated by the organization. It is clear that there should be concern regarding Dr. Davis's mental state and well-being.

    With this scenario in mind, please answer the following questions:

    1.
    **Explain how working together as a team can have a positive impact on a medical professional's health and wellness. What could staff do to help Dr. Davis feel more appreciated and supported? (200-300 words)**

    | |
    | — |
    | <Text> |

    2.
    **Discuss the impact that spiritual wellness can have on a medical professional's stress. How might spiritual wellness be emphasized more in the workplace? (200-300 words)**

    | |
    | — |
    | <Text> |

    3.
    **Identify ways in which burnout and stress can be reduced. What can employers do to help? (200-300 words)**

    | |
    | — |
    | <Text> |

    4.
    **Given the scenario above, how would you make sure that the proper people were made aware to step in and help Dr. Davis? (200-300 words)**

    | |
    | — |
    | <Text> |

    **References:**

    | |
    | — |
    | <Text> |

    © 2019. Grand Canyon University. All Rights Reserved.

    © 2019. Grand Canyon University. All Rights Reserved.

    ## image1.jpeg

    **## HowtoDesignanEthicalOrganization.pdf**

    144 Harvard Business Review
    May–June 2019

    How to Design an
    Ethical Organization

    _HBR_MayJun19

    Harvard Business Review
    May–June 2019 145

    Nicholas Epley
    Professor, Booth School
    of Business

    Amit Kumar
    Assistant professor,
    University of Texas
    at Austin

    PHOTOGRAPHER STEVEN DERKS ETHICS

    AUTHORS

    IDEA IN BRIEF

    THE PROBLEM
    Unethical behavior
    ruins reputations,
    harms employee
    morale, and increases
    regulatory costs—
    not to mention
    damages society’s
    trust in business. Yet
    corporate scandals
    are a recurring reality.

    WHAT DOESN’T WORK
    Compliance
    programs take a
    legalistic approach
    to ethics that
    focuses on individual
    accountability—but
    a large body of
    behavioral science
    research suggests that
    even well-meaning
    and well-informed
    individuals are
    ethically malleable.

    A BETTER WAY
    Leaders must design
    workplace contexts
    that encourage good
    behavior. Keeping
    prosocial values
    top of mind for
    employees as they
    make decisions will
    reduce the likelihood
    of transgressions
    while making workers
    happier and more
    productive.

    From Volkswagen’s emissions fiasco to Wells Fargo’s deceptive
    sales practices to Uber’s privacy intrusions, corporate wrongdoing
    is a continuing reality in global business. Unethical behavior takes a
    significant toll on organizations by damaging reputations, harming
    employee morale, and increasing regulatory costs—not to mention
    the wider damage to society’s overall trust in business. Few executives
    set out to achieve advantage by breaking the rules, and most
    companies have programs in place to prevent malfeasance at all
    levels. Yet recurring scandals show that we could do better.

    START HERE

    146 Harvard Business Review
    May–June 2019

    Interventions to encourage ethical behavior are often
    based on misperceptions of how transgressions occur,
    and thus are not as e!ective as they could be. Compliance
    programs increasingly take a legalistic approach to ethics
    that focuses on individual accountability. They’re designed
    to educate employees and then punish wrongdoing among
    the “bad apples” who misbehave. Yet a large body of behav-
    ioral science research suggests that even well-meaning and
    well-informed people are more ethically malleable than one
    might guess. When watching a potential emergency unfold,
    for example, people are much more likely to intervene if they
    are alone than if other bystanders are around—because they
    think others will deal with the situation, believe that others
    are more quali"ed to help, or fail to recognize an emergency
    because others don’t look alarmed. Small changes to the
    context can have a signi"cant e!ect on a person’s behav-
    ior. Yet people in the midst of these situations tend not to
    recognize the in#uence of context. In Stanley Milgram’s
    famous obedience experiments, participants who were
    told by an authority "gure to deliver increasingly powerful
    electric shocks to another person progressed to a much
    higher voltage than other people predicted they themselves
    would deliver. Context is not just powerful, researchers have
    learned; it is surprisingly powerful.

    Pillars of an Ethical Culture
    CREATI NG AN ET H ICA L culture thus requires thinking about
    ethics not simply as a belief problem but also as a design prob-
    lem. We have identi"ed four critical features that need to be
    addressed when designing an ethical culture: explicit values,
    thoughts during judgment, incentives, and cultural norms.

    EXPLICIT VALUES > Strategies and practices should be
    anchored to clearly stated principles that can be widely
    shared within the organization. A well-crafted mission
    statement can help achieve this, as long as it is used correctly.
    Leaders can refer to it to guide the creation of any new
    strategy or initiative and note its connection to the compa-
    ny’s principles when addressing employees, thus reinforcing
    the broader ethical system. Employees should easily be
    able to see how ethical principles in#uence a company’s
    practices. They’re likely to behave di!erently if they think

    the organization is being guided by the ethos of Mr. Rogers,
    the relentlessly kind PBS show host, versus that of Gordon
    Gekko, the relentlessly greedy banker in the "lm Wall Street.
    Indeed, in one experiment, 70% of participants playing an
    economic game with a partner cooperated for mutual gain
    when it was called the Community Game, but only 30%
    cooperated when it was called the Wall Street Game. This
    dramatic e!ect occurred even though the "nancial incen-
    tives were identical.

    A mission statement should be simple, short, actionable,
    and emotionally resonant. Most corporate mission state-
    ments today are too long to remember, too obvious to need
    stating, too clearly tailored for regulators, or too distant from
    day-to-day practices to meaningfully guide employees. A
    statement can’t be just words on paper; it must undergird not
    only strategy but policies around hiring, "ring, promoting,
    and operations so that core ethical principles are deeply
    embedded throughout the organization. Patagonia’s mission
    statement, for instance, is “Build the best product, cause
    no unnecessary harm, use business to inspire and imple-
    ment solutions to the environmental crisis.” Its Worn Wear
    initiative implements its mission by enabling employees to
    help consumers repair or recycle their products. Patagonia
    also developed a standardized metric, posted on its website,
    to evaluate the environmental impact of its entire supply
    chain. Zappos says its number one core value is to “Deliver
    WOW through service” to customers, according them respect
    and dignity. It implements this value by not measuring the
    average length of customer service calls (the industry stan-
    dard), so employees can spend as much time with customers
    as necessary. Mission statements like these help keep an
    organization’s values crystal clear in employees’ minds.

    THOUGHTS DURING JUDGMENT > Most people have
    less di$culty knowing what’s right or wrong than they do
    keeping ethical considerations top of mind when making
    decisions. Ethical lapses can therefore be reduced in a
    culture where ethics are at the center of attention. You might
    know that it’s wrong to hurt someone else’s chances of being
    hired but fail to think of the harm you cause to unknown
    applicants when trying to help a friend, a family member,
    or a business school classmate land a job. Behavior tends
    to be guided by what comes to mind immediately before

    Even well-meaning and well-informed people are
    more ethically malleable than one might guess.

    ETHICS

    Harvard Business Review
    May–June 2019 147

    engaging in an action, and those thoughts can be meaning-
    fully a!ected by context. Should someone remind you that
    helping a friend necessarily hurts the chances of people you
    don’t happen to know, you might think twice about whether
    your advocacy e!orts are appropriate.

    Several experiments make this point. In one, people were
    more likely to tell the truth when an honor code came at the
    beginning of a form—thereby putting ethics top of mind as
    they completed the form—than when it was posted at the
    end. In a large "eld experiment of approximately 18,000
    U.S. government contractors, simply adding a box for "lers
    to check certifying their honesty while reporting yielded
    $28.6 million more in sales tax revenue than did a condition
    that omitted the box. And in a simulation that asked MBA
    students to play the role of "nancial adviser, having them
    complete an ethics checklist before recommending potential
    investment funds signi"cantly decreased the percentage
    who recommended what turned out to be the Mado! feeder
    fund. When ethics were top of mind, the students were more
    alert to the possibility that the fund was too good to be true.

    As a counterexample, Enron was notorious for its constant
    focus on stock price, even posting it in the elevators. Re#ect-
    ing on his own misdeeds, its former CFO Andy Fastow said,
    “I knew it was wrong.… But I didn’t think it was illegal.… The
    question I should have asked is not what is the rule, but what
    is the principle.” People working in an ethical culture are
    routinely triggered to think, Is it right? rather than Is it legal?

    INCENTIVES > It is a boring truism that people do what
    they’re incentivized to do, meaning that aligning rewards
    with ethical outcomes is an obvious solution to many ethical
    problems. That may sound simple (just pay people for acting
    ethically), but money goes only so far, and incentive pro-
    grams must provide a variety of rewards to be e!ective.

    Along with earning an income, employees care about
    doing meaningful work, making a positive impact, and
    being respected or appreciated for their e!orts. In one
    experiment, hospital sta! members were more likely to
    follow correct handwashing procedures when a sign above
    the sink reminded them of consequences to others (“Hand
    hygiene prevents patients from catching diseases”) than
    when it reminded them of personal consequences. Never-
    theless, managers may easily overlook the importance of

    non"nancial incentives. When asked how important such
    incentives were to employees, customer service managers at
    one Fortune 500 "rm tended to dramatically underestimate
    what they meant to their reports.

    In addition to aligning "nancial incentives with desired
    outcomes, ethical cultures provide explicit opportunities to
    bene"t others and reward people who do so with recogni-
    tion, praise, and validation. If, for instance, your employees
    are making people’s lives meaningfully better in some way,
    pointing that out will encourage future ethical behavior.
    It may even improve performance, because the reward is
    aligned with ethical motivation. In one experiment, sales-
    people for a large pharmaceutical company performed
    dramatically better after participating in a prosocial bonus
    system, which encouraged them to spend a small award on
    their teammates, compared with a typical “proself” bonus
    system, in which they spent the award on themselves.

    This approach to incentives may have ancillary HR
    bene"ts. People tend to underestimate both how positive
    they will feel about connecting with others in a prosocial way
    and the positive impact their behavior will have on others. In
    a "eld experiment with Virgin Atlantic pilots, a bonus system
    for increasing fuel economy was structured so that the bonus
    went to a charity of their choosing. The resulting increase in
    their job satisfaction was similar in magnitude to the e!ect
    of moving from poor health to good health. Companies that
    use prosocial incentives are likely to produce happier, more
    satis"ed, and more loyal employees. An ethical culture not
    only does good; it also feels good.

    CULTURAL NORMS > Most leaders intuitively recog-
    nize the importance of “tone at the top” for setting ethical
    standards in an organization. Easily overlooked is “tone
    in the middle,” which may actually be a more signi"cant
    driver of employees’ behavior. Good leaders produce good
    followers; but if employees in the middle of the organization
    are surrounded by coworkers who are lying, cheating, or
    stealing, they will most likely do the same, regardless of what
    their bosses say. So-called descriptive norms—how peers
    actually behave—tend to exert the most social in#uence. In
    one "eld experiment conducted by a UK government agency,
    13 versions of a letter were sent to delinquent taxpayers,
    including versions that referenced moral principles, the ease

    ETHICS

    Money goes only so far; incentive programs must
    provide a variety of rewards to be effective.

    148 Harvard Business Review
    May–June 2019

    of paying taxes, or !nancial penalties. The most e"ective
    letter compared the recipient’s behavior with that of fellow
    citizens: “Nine out of ten people in the UK pay their taxes on
    time. You are currently in the very small minority of people
    who have not paid us yet.”

    People often fail to appreciate the power of social norms.
    When researchers were interested in determining how best
    to encourage energy e#ciency among a group of Califor-
    nians, for instance, they !rst asked a group of nearly 1,000
    residents to predict the e"ectiveness of various approaches,
    including appeals to environmental protection, personal

    !nancial bene!ts, societal bene!ts, and social norms (what
    percentage of neighbors conserved energy by using fans).
    These residents expected that the environmental appeal
    would be most persuasive and the social norm appeal least
    persuasive. But when the researchers sent about 1,000 other
    residents one of the four appeals, the social norm had by far
    the biggest e"ect on reducing energy use.

    Leaders can encourage an ethical culture by highlighting
    the good things employees are doing. Although the natural
    tendency is to focus on cautionary tales or “ethical black
    holes,” doing so can make undesirable actions seem more

    Harvard Business Review
    May–June 2019 149

    common than they really are, potentially increasing uneth-
    ical behavior. To create more ethical norms, focus instead
    on “ethical beacons” in your organization: people who are
    putting the mission statement into practice or behaving in
    an exemplary fashion.

    Putting Ethical Design into Practice
    A LE AD E R D E S I G NI NG an ethical culture should try to create
    contexts that keep ethical principles top of mind, reward
    ethics through formal and informal incentives and opportu-
    nities, and weave ethics into day-to-day behavior. Precisely
    how this is achieved will vary among organizations, but here
    are a few examples.

    HIRING > First impressions are inordinately powerful. For
    many employees, an organization’s values were revealed
    during the hiring process. Although interviews are typically
    treated as opportunities for identifying the best candidate,
    they also begin the acculturation process. At one Fortune 100
    !rm, for instance, interview questions are designed around a
    core value, such as putting customer needs !rst. In one inter-
    view script, candidates are told of this value and then asked,
    “Tell me about a time when you uncovered an unmet need
    of a customer that you were able to address.” We don’t know
    if this question identi!ed people who are good at treating
    customers respectfully, but that’s not necessarily the point.
    Highlighting values in the interview reveals their importance
    to the organization. It is one piece of a broader system that
    draws attention to ethics.

    EVALUATION > Ethics can also be woven into the design of
    performance evaluations to highlight their importance to an
    organization as well as to reward and encourage good behav-
    ior. At Johnson & Johnson, for instance, each executive’s
    360-degree evaluation is built on the four components of
    the company’s famous credo, which expresses commitment
    to customers, employees, communities, and stakeholders.
    In one version of the evaluation we saw, each executive was
    rated on items such as “nurtures commitment to our Credo,”
    “confronts actions that are, or border on, the unethical,”
    and “establishes an environment in which uncompromising
    integrity is the norm.”

    COMPENSATION > Aligning !nancial incentives with eth-
    ical outcomes may sound easy in principle, but it is tricky in
    practice. This is where a mission statement can help. South-
    west Airlines has used an executive scorecard to tie compen-
    sation to its four core values: every employee matters, every
    "ight matters, every customer matters, and every share-
    holder matters. Each value is demonstrated by an objective
    measurement—“every employee matters” by voluntary
    turnover; “every "ight matters” by ontime performance. This
    scorecard highlights how well core ethical values align with
    business success, helps keep employees’ attention on them,
    and suggests the behaviors needed to realize them.

    Leaders can reward ethical actions by showing employees
    the positive impact of their work on others and recognizing
    their actions in presentations and publications. They can also
    create opportunities within the organization to behave ethi-
    cally toward colleagues. In one recent !eld experiment, man-
    agers were randomly assigned to perform !ve acts of kindness
    for certain fellow employees over a four-week period. Not only
    did this increase the number of kind acts observed within the
    organization, but recipients were more likely than controls
    to subsequently do kind things for other employees, demon-
    strating that ethical behavior can be contagious. These acts
    of kindness improved well-being for those performing them
    as well as for recipients. Perhaps most important, depressive
    symptoms dropped dramatically among both groups com-
    pared with the control condition, a result that continued for at
    least three months beyond the initial one-month intervention.

    Ethics, by Design
    NO COMPAN Y WILL ever be perfect, because no human
    being is perfect. Indeed, some companies we’ve used as
    examples have had serious ethical lapses. Real people are not
    purely good or purely evil but are capable of doing both good
    and evil. Organizations should aim to design a system that
    makes being good as easy as possible. That means attending
    carefully to the contexts people are actually in, making ethi-
    cal principles foundational in strategies and policies, keeping
    ethics top of mind, rewarding ethical behavior through a
    variety of incentives, and encouraging ethical norms in day-
    to-day practices. Doing so will never turn an organization full
    of humans into a host of angels, but it can help them be as
    ethical as they are capable of being. HBR Reprint R1903K

    NICHOLAS EPLEY is the John Templeton Keller Professor of
    Behavioral Science at the University of Chicago Booth School of

    Business and the author of Mindwise: How We Understand What
    Others Think, Believe, Feel, and Want (Knopf, 2014). AMIT KUMAR is
    an assistant professor of marketing and psychology at the University
    of Texas at Austin.

    ETHICS

    150 Harvard Business Review
    May–June 2019

    Copyright © Harvard Business Publishing. All Rights Reserved. This content is intended for
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    Unless permission is expressly granted in a separate license, this content may NOT be used
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    Unless permission is expressly granted in a separate license, this content may NOT be used in
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  • [Solved] Education Future Career assignment

    ✓ Verified Academic Solution Available

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    I need this assignment completed by Saturday April 26, 2025 by 10:00 Pm – a year ago **files (4)** – ## Assessmentinstructionsweek8.docx – ## WritingResearchPapers.docx – ## Week8EssayExample.docx – ## RubricCriteri1week8.docx **## Assessmentinstructionsweek8.docx** Assessment Traits Requires Lopesw…

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    Assignment Prompt & Instructions

    I need this assignment completed by Saturday April 26, 2025 by 10:00 Pm

    – a year ago

    **files (4)**

    – ## Assessmentinstructionsweek8.docx

    – ## WritingResearchPapers.docx

    – ## Week8EssayExample.docx

    – ## RubricCriteri1week8.docx

    **## Assessmentinstructionsweek8.docx**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    Use O*Net Online as well as a minimum of three scholarly, peer-reviewed resources to write a 750-1,000-word, five-paragraph essay that focuses on your intended professional career.

    Research current statistics related to the profession including:

    · Salary

    · Job opportunities in your area

    · Advancement opportunities and retention

    · Benefits and rewards

    · And anything more you find relevant

    In your essay, explain the main tasks being done in this job, what skills are required, and if any social/interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Additionally, be sure to discuss if any licenses, certifications, degrees, or special or unusual training is needed for this job. If so, include detailed information on how to qualify for this.

    Lastly, examine the following questions in your essay: what part does honesty, integrity, or a code of ethics play in the performance of this work?

    Make sure you’re utilizing the feedback from your instructor on your annotated bibliography and outline as you write your final essay.

    **_This essay should be written in third person._**

    Prepare this assignment according to the 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.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## WritingResearchPapers.docx**

    Writing Research Papers. Make a Quick List.

    ![A yellow emoji holding a penDescription automatically generated](https://www.sweetstudy.com/questions/education-future-career-assignment)

    Hi Class

    How is everyone doing with their essay that is due this week?

    Below is all you will need to write this essay. Please do not make it harder than it is. Do not describe the challenges of the profession (this would be another paper), do not describe what you want to be or how great the profession is. Your job is to provide information in a clear and unbiased way. That is all. Think you are writing a “manual” to someone who knows nothing about the profession.
    Remember not to use I, me, we, ours, us, you. Read your paper out loud. You will be surprised on how many mistakes you catch simply by reading the essay out loud.

    Paragraph 1= Introduction to the profession. Clearly outline the profession.

    Paragraph 2= Skills, education, licenses, exams needed to become this professional. Use a Peer Reviewed article for this paragraph (it must come from the GCU library). The order of paragraphs 2 and 3 can be interchanged. Just make sure the information for each is clear.

    Paragraph 3= Salary, demand, opportunities in this profession. Use O*Net for this paragraph.
    [O*NET OnLine (onetonline.org)](https://www.onetonline.org/) Take the time to explore this website. It provides a lot of information.

    Paragraph 4= The role code of ethics, integrity and honesty play in this profession. Use a Peer Reviewed article for this paragraph (it must come from the GCU library).

    Paragraph 5= Conclusion. Summary of all 3 main paragraphs.

    ## image1.jpeg

    **## Week8EssayExample.docx**

    2

    **Becoming A Great Elementary Education Teacher**

    Donna Smith

    Grand Canyon University

    UNV 303-0500 University Success

    Tania Radda

    July 15th, 2024

    **Becoming A Great Elementary Education Teacher**

    As an elementary school teacher, the career requires more than a degree and state certification. The candidate must also possess inter-based skills and personal qualities to develop into a great teacher. Teachers must provide leadership, excellent communication and critical thinking skills, reasoning and problem-solving skills along with a strong ethical and moral character. Excelling as an elementary teacher requires formal training and education, but also the initiative and determination to master an inter-based set of skills and exhibit the traits of a positive role model and mentor for all others to learn from. As Hirsh pointed out, “Great teachers are the most important school-based ingredient for student success” (Hirsh, 2011, p. 18 Vol. 32). The rewards of becoming a teacher are limitless and for each person to determine the value. Teachers are placed in a role model position and must create a high standard and value within the system and encourage other members to achieve the same. As a teacher, the role is not just educating, but providing students, parents, faculty and the community with an example of what a great teacher provides for the school and community. While formal training, education and certification are the basics of requirements these inter-based skills must also be addressed. Earning a bachelor’s degree and getting state licensing will vary from state to state, be sure to research and investigate colleges of choice and the state requirements.

    Over the years there has been a large push to refine education and promote the importance of these inter-based skills, but currently it is up to the individual. A bachelor’s degree requiring 4 years of education will vary by state and educational fulfillment requirements. According to Chard & Cibulka (2013, p. 52), “the state statutes governed by its preparation programs that are controlled by the institutions of higher education within the state are not preparing teachers for the classrooms. Most states meet a list of requirements for certification that reads like a shopping list”. It’s important to research and investigate the licensing and certification process. Contact the Department of Education in each state, speak with districts, administrators and current teachers in the locations of interest. Most districts have a teacher certification assistant that can be a valuable resource. Using the State of Florida as an example, they require a 4-year bachelor’s degree and passing the Florida Teachers Exam and the certification process. A required passing grade of 200 points on the multiple-choice section and an 8 out of 12 points is needed on the general knowledge portion. The average passing rate on the first attempt is 75%. Application is then made for a Florida Educator Certificate with a 4-step process. Completing the initial application, submitting an official statement of status of eligibility, employment in a Florida elementary or secondary school and submitting fingerprints and a background check. The initial process takes up to 10 weeks with another 10 weeks to process. Fees start at $75 for the application with additional fees for processing. The state also requires educators to complete a pre-service field experience or internship consisting of 60 hours, plus a 12-week student teaching program. During this time a temporary certificate may be applied for. Candidates that have an interest in obtaining a master’s degree may want to consider gaining experience in the classroom before deciding to move into administrative roles or higher education. Along with academic requirements, teachers need to address the inter-based skills and their ethical and moral values. The next consideration for the profession is salary, job statistics, job demands, and benefits.

    As an entry level elementary school teacher in the state of Florida, the following statistical information may help guide new teachers to the right career path. Florida has some of the largest metropolis cities as well as a vast number of large spans of rural areas. This topography provides for a vast difference of educational job opportunities and salaries. Choosing a location could directly influence personal options regarding salary and job availabilities. Data from the National Center for O*Net Development reports, the annual salary state-wide ranges between $48,370 and $79,420 with an average of $56,850 compared to the US average of $63,680. By city the annual median fluctuates from $48,420 to $82,560 with larger and more affluent areas earning the in higher range. In 2022, employment was listed at 1,425,000 with little to no change in projected growth (2022-2023), however, there were 96,000 job openings. When compared to the US trends, Florida showed a projected growth of 10% between 2020-2030 (O*NET OnLine, 2024). While school districts vary, many offer state health insurance plans with expansive coverage and options for short- and long-term disability insurance and life insurance. Florida has a state retirement system after 30 years of service or age 62. Some districts offer incentive bonuses and extracurricular job opportunities such as tutoring, summer school and special program teaching. Along with salary and job market details, another aspect of teaching is personal and professional ethics, integrity and honesty, which is the underlaying foundation of the job.

    Educators must possess and develop their own moral compass of ethics, integrity, honesty, principles, and values to develop into great teachers and ensuring students absorb and develop their own foundations from example. The teaching profession requires educators to adhere to multiple sets of codes of conduct and ethics. The National Association of Educators has a set of principles for a code of ethics for educators to follow. The Florida Department of Education has a rule in place for professional conduct for the education profession and each district has a code of ethics policy. Teachers must possess the insight to process, except and evaluate the differences between professional standards and the actuality of a daily classroom. For good teachers to be great teachers there must be a high level of ethics, integrity and honesty for a teacher to succeed in this task. Castner states, “I refer to teachers’ ethical commitments as their fidelity in teaching young children. It’s the teacher’s commitment that sets the standards for upholding these qualities.” (Castner, 2022, p. 239). Developing these skills and qualities requires consistent attention to self-reflection, honesty and patience and the ability to see oneself and how interactions, reactions and responses with others are perceived. Observe students, parents, staff, and partners and evaluate the relationship. Seek advice and constructive criticism from others that possess high standards of these qualities. Access how to become more proficient and how to sharpen these qualities to use as tools in becoming a great teacher.

    The teaching profession encompasses a vast amount of research into the profession so the candidate can make informative decisions about job benefits and salaries, educational and certification requirements and ethical responsibility all needed to achieve excellence as an educator. Research, commitment to the process, proactive involvement in all aspects of training is imperative to the success of standing in the front of the first classroom of eager students and knowing the standards of transforming into a great teacher. To be a great educator it requires the aptitude to master the art of a responsible individual with the ability to exhibit and teach both educational criteria and interpersonal skills and ethics to create well-rounded and educated students.
    The ultimate success of becoming a great teacher is being a promoter and advocate of the high standards that should be set by all educators in the profession and witnessing the mastery of developing young minds that will set forth into adulthood from this tutelage. It is the great teachers’ job to mold and create the next generation.

    **References**

    Castner, D. J. (2022). Fidelity in teaching young children: Two stories of professional integrity.
    _Journal of Research in Childhood Education_, 36(2), 239–254.
    [https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site)

    Chard, D & Cibulka, J (2013). The Quest for Better Educators. (2013).
    _Education Next,_ 13(4), 50–57.
    [https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site)

    Hirsh, S. (2011). What Makes a Good Teacher? The Bill & Melinda Gates Foundation Digs for Answers with Its Measures of Effective Teaching Project.
    _Journal of Staff Development_, 32(6), 18–20.
    [https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378](https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378)

    National Center for O*NET Development. 25-2021.00 – Elementary School Teachers, Except Special Education.
    _O*NET OnLine_. Retrieved June 29, 2024, from
    [https://www.onetonline.org/link/summary/25-2021.00](https://www.onetonline.org/link/summary/25-2021.00)

    **## RubricCriteri1week8.docx**

    **Rubric Criteria**

    collapse all Rubric CriteriaCollapse All

    **Current statistics related to intended profession**

    21 points

    **Criteria Description**

    Research current statistics related to intended profession including salary, job opportunities in, advancement opportunities and retention, benefits and rewards, and any other relevant information.

    **5. Target**

    21 points

    Essay includes numerous current and relevant statistics for the future career. Research is detailed and thorough, showing great insight into the chosen future career.

    **4. Acceptable**

    17.85 points

    Essay includes clear and thorough research on current statistics related to intended profession. Research shows a clear understanding of the chosen field.

    **3. Approaching**

    15.75 points

    Essay includes some brief research on current statistics related to intended profession, and demonstrates a basic understanding of the chosen field.

    **2. Insufficient**

    13.65 points

    Essay includes inadequate research on current statistics related to intended profession. Information does not demonstrate that proper research into chosen field has been completed.

    **1. Unsatisfactory**

    0 points

    Essay does not include research on current statistics related to intended profession.

    **Skills and Qualifications**

    42 points

    **Criteria Description**

    Explain the main tasks being done in this job, what skills are required, and if any social/ interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Discuss any licenses, certifications, degrees, or special training needed with detailed information on how to qualify for this.

    **5. Target**

    42 points

    Essay explains numerous tasks and relevant necessary skills for the future career. Explanation is detailed and thorough, showing great insight into the chosen future career. Essay thoroughly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows a deep understanding of requirements to be employed in the chosen field.

    **4. Acceptable**

    35.7 points

    Essay clearly and thoroughly explains numerous tasks and relevant necessary skills for the future career, and discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows an understanding of the requirements to be employed in the chosen field.

    **3. Approaching**

    31.5 points

    Essay briefly explains basic tasks and necessary skills for the future career, and briefly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field. Discussion shows a basic understanding of the requirements to be employed in the chosen field.

    **2. Insufficient**

    27.3 points

    Essay inadequately explains tasks or necessary skills for the future career, and does not discuss licenses, certifications, or special training needed to qualify for a job in the chosen field. Explanation does not demonstrate that proper research into chosen field has been completed.

    **1. Unsatisfactory**

    0 points

    Essay does not explain any tasks or skills required for the future career and does not discuss any licenses, certifications, or special training needed to qualify for a job in the chosen field.

    **Role that honesty, integrity, or a code of ethics plays in this profession**

    35 points

    **Criteria Description**

    Discuss the role that honesty, integrity, or a code of ethics plays in this profession.

    **5. Target**

    35 points

    Essay answers the question in great detail. Response is thorough and shows a deep understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **4. Acceptable**

    29.75 points

    Essay clearly answers the question. Response is informed and shows a thorough understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **3. Approaching**

    26.25 points

    Essay answers the question appropriately. Response is brief and shows a basic understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **2. Insufficient**

    22.75 points

    Essay begins to answer the question; however, the response is unclear or does not appropriately address how honesty, integrity or a code of ethics impacts work in the chosen field.

    **1. Unsatisfactory**

    0 points

    Essay does not address or answer the question.

    **Thesis, Position, or Purpose**

    9.8 points

    **Criteria Description**

    Thesis Development and Purpose

    **5. Target**

    9.8 points

    The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

    **4. Acceptable**

    8.33 points

    The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

    **3. Approaching**

    7.35 points

    The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

    **2. Insufficient**

    6.37 points

    The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

    **1. Unsatisfactory**

    0 points

    The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

    **Development, Structure, and Conclusion**

    11.2 points

    **Criteria Description**

    Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

    **5. Target**

    11.2 points

    The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

    **4. Acceptable**

    9.52 points

    The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

    **3. Approaching**

    8.4 points

    Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

    **2. Insufficient**

    7.28 points

    Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

    **1. Unsatisfactory**

    0 points

    No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

    **Evidence**

    7 points

    **Criteria Description**

    Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

    **5. Target**

    7 points

    Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

    **4. Acceptable**

    5.95 points

    Relevant evidence that includes other perspectives is used.

    **3. Approaching**

    5.25 points

    Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

    **2. Insufficient**

    4.55 points

    Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

    **1. Unsatisfactory**

    0 points

    Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

    **Mechanics of Writing**

    7 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    7 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    5.95 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    5.25 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    4.55 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Paper Format**

    7 points

    **Criteria Description**

    Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

    **5. Target**

    7 points

    No errors in formatting or documentation are present.

    **4. Acceptable**

    5.95 points

    Appropriate format and documentation are used with only minor errors.

    **3. Approaching**

    5.25 points

    Appropriate format and documentation are used, although there are some obvious errors.

    **2. Insufficient**

    4.55 points

    Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

    **1. Unsatisfactory**

    0 points

    Appropriate format is not used. No documentation of sources is provided.

    **Total** 140 points

    **## RubricCriteri1week8.docx**

    **Rubric Criteria**

    collapse all Rubric CriteriaCollapse All

    **Current statistics related to intended profession**

    21 points

    **Criteria Description**

    Research current statistics related to intended profession including salary, job opportunities in, advancement opportunities and retention, benefits and rewards, and any other relevant information.

    **5. Target**

    21 points

    Essay includes numerous current and relevant statistics for the future career. Research is detailed and thorough, showing great insight into the chosen future career.

    **4. Acceptable**

    17.85 points

    Essay includes clear and thorough research on current statistics related to intended profession. Research shows a clear understanding of the chosen field.

    **3. Approaching**

    15.75 points

    Essay includes some brief research on current statistics related to intended profession, and demonstrates a basic understanding of the chosen field.

    **2. Insufficient**

    13.65 points

    Essay includes inadequate research on current statistics related to intended profession. Information does not demonstrate that proper research into chosen field has been completed.

    **1. Unsatisfactory**

    0 points

    Essay does not include research on current statistics related to intended profession.

    **Skills and Qualifications**

    42 points

    **Criteria Description**

    Explain the main tasks being done in this job, what skills are required, and if any social/ interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Discuss any licenses, certifications, degrees, or special training needed with detailed information on how to qualify for this.

    **5. Target**

    42 points

    Essay explains numerous tasks and relevant necessary skills for the future career. Explanation is detailed and thorough, showing great insight into the chosen future career. Essay thoroughly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows a deep understanding of requirements to be employed in the chosen field.

    **4. Acceptable**

    35.7 points

    Essay clearly and thoroughly explains numerous tasks and relevant necessary skills for the future career, and discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows an understanding of the requirements to be employed in the chosen field.

    **3. Approaching**

    31.5 points

    Essay briefly explains basic tasks and necessary skills for the future career, and briefly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field. Discussion shows a basic understanding of the requirements to be employed in the chosen field.

    **2. Insufficient**

    27.3 points

    Essay inadequately explains tasks or necessary skills for the future career, and does not discuss licenses, certifications, or special training needed to qualify for a job in the chosen field. Explanation does not demonstrate that proper research into chosen field has been completed.

    **1. Unsatisfactory**

    0 points

    Essay does not explain any tasks or skills required for the future career and does not discuss any licenses, certifications, or special training needed to qualify for a job in the chosen field.

    **Role that honesty, integrity, or a code of ethics plays in this profession**

    35 points

    **Criteria Description**

    Discuss the role that honesty, integrity, or a code of ethics plays in this profession.

    **5. Target**

    35 points

    Essay answers the question in great detail. Response is thorough and shows a deep understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **4. Acceptable**

    29.75 points

    Essay clearly answers the question. Response is informed and shows a thorough understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **3. Approaching**

    26.25 points

    Essay answers the question appropriately. Response is brief and shows a basic understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **2. Insufficient**

    22.75 points

    Essay begins to answer the question; however, the response is unclear or does not appropriately address how honesty, integrity or a code of ethics impacts work in the chosen field.

    **1. Unsatisfactory**

    0 points

    Essay does not address or answer the question.

    **Thesis, Position, or Purpose**

    9.8 points

    **Criteria Description**

    Thesis Development and Purpose

    **5. Target**

    9.8 points

    The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

    **4. Acceptable**

    8.33 points

    The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

    **3. Approaching**

    7.35 points

    The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

    **2. Insufficient**

    6.37 points

    The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

    **1. Unsatisfactory**

    0 points

    The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

    **Development, Structure, and Conclusion**

    11.2 points

    **Criteria Description**

    Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

    **5. Target**

    11.2 points

    The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

    **4. Acceptable**

    9.52 points

    The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

    **3. Approaching**

    8.4 points

    Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

    **2. Insufficient**

    7.28 points

    Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

    **1. Unsatisfactory**

    0 points

    No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

    **Evidence**

    7 points

    **Criteria Description**

    Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

    **5. Target**

    7 points

    Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

    **4. Acceptable**

    5.95 points

    Relevant evidence that includes other perspectives is used.

    **3. Approaching**

    5.25 points

    Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

    **2. Insufficient**

    4.55 points

    Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

    **1. Unsatisfactory**

    0 points

    Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

    **Mechanics of Writing**

    7 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    7 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    5.95 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    5.25 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    4.55 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Paper Format**

    7 points

    **Criteria Description**

    Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

    **5. Target**

    7 points

    No errors in formatting or documentation are present.

    **4. Acceptable**

    5.95 points

    Appropriate format and documentation are used with only minor errors.

    **3. Approaching**

    5.25 points

    Appropriate format and documentation are used, although there are some obvious errors.

    **2. Insufficient**

    4.55 points

    Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

    **1. Unsatisfactory**

    0 points

    Appropriate format is not used. No documentation of sources is provided.

    **Total** 140 points

    **## Assessmentinstructionsweek8.docx**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    Use O*Net Online as well as a minimum of three scholarly, peer-reviewed resources to write a 750-1,000-word, five-paragraph essay that focuses on your intended professional career.

    Research current statistics related to the profession including:

    · Salary

    · Job opportunities in your area

    · Advancement opportunities and retention

    · Benefits and rewards

    · And anything more you find relevant

    In your essay, explain the main tasks being done in this job, what skills are required, and if any social/interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Additionally, be sure to discuss if any licenses, certifications, degrees, or special or unusual training is needed for this job. If so, include detailed information on how to qualify for this.

    Lastly, examine the following questions in your essay: what part does honesty, integrity, or a code of ethics play in the performance of this work?

    Make sure you’re utilizing the feedback from your instructor on your annotated bibliography and outline as you write your final essay.

    **_This essay should be written in third person._**

    Prepare this assignment according to the 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.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## WritingResearchPapers.docx**

    Writing Research Papers. Make a Quick List.

    ![A yellow emoji holding a penDescription automatically generated](https://www.sweetstudy.com/questions/education-future-career-assignment)

    Hi Class

    How is everyone doing with their essay that is due this week?

    Below is all you will need to write this essay. Please do not make it harder than it is. Do not describe the challenges of the profession (this would be another paper), do not describe what you want to be or how great the profession is. Your job is to provide information in a clear and unbiased way. That is all. Think you are writing a “manual” to someone who knows nothing about the profession.
    Remember not to use I, me, we, ours, us, you. Read your paper out loud. You will be surprised on how many mistakes you catch simply by reading the essay out loud.

    Paragraph 1= Introduction to the profession. Clearly outline the profession.

    Paragraph 2= Skills, education, licenses, exams needed to become this professional. Use a Peer Reviewed article for this paragraph (it must come from the GCU library). The order of paragraphs 2 and 3 can be interchanged. Just make sure the information for each is clear.

    Paragraph 3= Salary, demand, opportunities in this profession. Use O*Net for this paragraph.
    [O*NET OnLine (onetonline.org)](https://www.onetonline.org/) Take the time to explore this website. It provides a lot of information.

    Paragraph 4= The role code of ethics, integrity and honesty play in this profession. Use a Peer Reviewed article for this paragraph (it must come from the GCU library).

    Paragraph 5= Conclusion. Summary of all 3 main paragraphs.

    ## image1.jpeg

    **## Week8EssayExample.docx**

    2

    **Becoming A Great Elementary Education Teacher**

    Donna Smith

    Grand Canyon University

    UNV 303-0500 University Success

    Tania Radda

    July 15th, 2024

    **Becoming A Great Elementary Education Teacher**

    As an elementary school teacher, the career requires more than a degree and state certification. The candidate must also possess inter-based skills and personal qualities to develop into a great teacher. Teachers must provide leadership, excellent communication and critical thinking skills, reasoning and problem-solving skills along with a strong ethical and moral character. Excelling as an elementary teacher requires formal training and education, but also the initiative and determination to master an inter-based set of skills and exhibit the traits of a positive role model and mentor for all others to learn from. As Hirsh pointed out, “Great teachers are the most important school-based ingredient for student success” (Hirsh, 2011, p. 18 Vol. 32). The rewards of becoming a teacher are limitless and for each person to determine the value. Teachers are placed in a role model position and must create a high standard and value within the system and encourage other members to achieve the same. As a teacher, the role is not just educating, but providing students, parents, faculty and the community with an example of what a great teacher provides for the school and community. While formal training, education and certification are the basics of requirements these inter-based skills must also be addressed. Earning a bachelor’s degree and getting state licensing will vary from state to state, be sure to research and investigate colleges of choice and the state requirements.

    Over the years there has been a large push to refine education and promote the importance of these inter-based skills, but currently it is up to the individual. A bachelor’s degree requiring 4 years of education will vary by state and educational fulfillment requirements. According to Chard & Cibulka (2013, p. 52), “the state statutes governed by its preparation programs that are controlled by the institutions of higher education within the state are not preparing teachers for the classrooms. Most states meet a list of requirements for certification that reads like a shopping list”. It’s important to research and investigate the licensing and certification process. Contact the Department of Education in each state, speak with districts, administrators and current teachers in the locations of interest. Most districts have a teacher certification assistant that can be a valuable resource. Using the State of Florida as an example, they require a 4-year bachelor’s degree and passing the Florida Teachers Exam and the certification process. A required passing grade of 200 points on the multiple-choice section and an 8 out of 12 points is needed on the general knowledge portion. The average passing rate on the first attempt is 75%. Application is then made for a Florida Educator Certificate with a 4-step process. Completing the initial application, submitting an official statement of status of eligibility, employment in a Florida elementary or secondary school and submitting fingerprints and a background check. The initial process takes up to 10 weeks with another 10 weeks to process. Fees start at $75 for the application with additional fees for processing. The state also requires educators to complete a pre-service field experience or internship consisting of 60 hours, plus a 12-week student teaching program. During this time a temporary certificate may be applied for. Candidates that have an interest in obtaining a master’s degree may want to consider gaining experience in the classroom before deciding to move into administrative roles or higher education. Along with academic requirements, teachers need to address the inter-based skills and their ethical and moral values. The next consideration for the profession is salary, job statistics, job demands, and benefits.

    As an entry level elementary school teacher in the state of Florida, the following statistical information may help guide new teachers to the right career path. Florida has some of the largest metropolis cities as well as a vast number of large spans of rural areas. This topography provides for a vast difference of educational job opportunities and salaries. Choosing a location could directly influence personal options regarding salary and job availabilities. Data from the National Center for O*Net Development reports, the annual salary state-wide ranges between $48,370 and $79,420 with an average of $56,850 compared to the US average of $63,680. By city the annual median fluctuates from $48,420 to $82,560 with larger and more affluent areas earning the in higher range. In 2022, employment was listed at 1,425,000 with little to no change in projected growth (2022-2023), however, there were 96,000 job openings. When compared to the US trends, Florida showed a projected growth of 10% between 2020-2030 (O*NET OnLine, 2024). While school districts vary, many offer state health insurance plans with expansive coverage and options for short- and long-term disability insurance and life insurance. Florida has a state retirement system after 30 years of service or age 62. Some districts offer incentive bonuses and extracurricular job opportunities such as tutoring, summer school and special program teaching. Along with salary and job market details, another aspect of teaching is personal and professional ethics, integrity and honesty, which is the underlaying foundation of the job.

    Educators must possess and develop their own moral compass of ethics, integrity, honesty, principles, and values to develop into great teachers and ensuring students absorb and develop their own foundations from example. The teaching profession requires educators to adhere to multiple sets of codes of conduct and ethics. The National Association of Educators has a set of principles for a code of ethics for educators to follow. The Florida Department of Education has a rule in place for professional conduct for the education profession and each district has a code of ethics policy. Teachers must possess the insight to process, except and evaluate the differences between professional standards and the actuality of a daily classroom. For good teachers to be great teachers there must be a high level of ethics, integrity and honesty for a teacher to succeed in this task. Castner states, “I refer to teachers’ ethical commitments as their fidelity in teaching young children. It’s the teacher’s commitment that sets the standards for upholding these qualities.” (Castner, 2022, p. 239). Developing these skills and qualities requires consistent attention to self-reflection, honesty and patience and the ability to see oneself and how interactions, reactions and responses with others are perceived. Observe students, parents, staff, and partners and evaluate the relationship. Seek advice and constructive criticism from others that possess high standards of these qualities. Access how to become more proficient and how to sharpen these qualities to use as tools in becoming a great teacher.

    The teaching profession encompasses a vast amount of research into the profession so the candidate can make informative decisions about job benefits and salaries, educational and certification requirements and ethical responsibility all needed to achieve excellence as an educator. Research, commitment to the process, proactive involvement in all aspects of training is imperative to the success of standing in the front of the first classroom of eager students and knowing the standards of transforming into a great teacher. To be a great educator it requires the aptitude to master the art of a responsible individual with the ability to exhibit and teach both educational criteria and interpersonal skills and ethics to create well-rounded and educated students.
    The ultimate success of becoming a great teacher is being a promoter and advocate of the high standards that should be set by all educators in the profession and witnessing the mastery of developing young minds that will set forth into adulthood from this tutelage. It is the great teachers’ job to mold and create the next generation.

    **References**

    Castner, D. J. (2022). Fidelity in teaching young children: Two stories of professional integrity.
    _Journal of Research in Childhood Education_, 36(2), 239–254.
    [https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site)

    Chard, D & Cibulka, J (2013). The Quest for Better Educators. (2013).
    _Education Next,_ 13(4), 50–57.
    [https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site)

    Hirsh, S. (2011). What Makes a Good Teacher? The Bill & Melinda Gates Foundation Digs for Answers with Its Measures of Effective Teaching Project.
    _Journal of Staff Development_, 32(6), 18–20.
    [https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378](https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378)

    National Center for O*NET Development. 25-2021.00 – Elementary School Teachers, Except Special Education.
    _O*NET OnLine_. Retrieved June 29, 2024, from
    [https://www.onetonline.org/link/summary/25-2021.00](https://www.onetonline.org/link/summary/25-2021.00)

    **## RubricCriteri1week8.docx**

    **Rubric Criteria**

    collapse all Rubric CriteriaCollapse All

    **Current statistics related to intended profession**

    21 points

    **Criteria Description**

    Research current statistics related to intended profession including salary, job opportunities in, advancement opportunities and retention, benefits and rewards, and any other relevant information.

    **5. Target**

    21 points

    Essay includes numerous current and relevant statistics for the future career. Research is detailed and thorough, showing great insight into the chosen future career.

    **4. Acceptable**

    17.85 points

    Essay includes clear and thorough research on current statistics related to intended profession. Research shows a clear understanding of the chosen field.

    **3. Approaching**

    15.75 points

    Essay includes some brief research on current statistics related to intended profession, and demonstrates a basic understanding of the chosen field.

    **2. Insufficient**

    13.65 points

    Essay includes inadequate research on current statistics related to intended profession. Information does not demonstrate that proper research into chosen field has been completed.

    **1. Unsatisfactory**

    0 points

    Essay does not include research on current statistics related to intended profession.

    **Skills and Qualifications**

    42 points

    **Criteria Description**

    Explain the main tasks being done in this job, what skills are required, and if any social/ interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Discuss any licenses, certifications, degrees, or special training needed with detailed information on how to qualify for this.

    **5. Target**

    42 points

    Essay explains numerous tasks and relevant necessary skills for the future career. Explanation is detailed and thorough, showing great insight into the chosen future career. Essay thoroughly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows a deep understanding of requirements to be employed in the chosen field.

    **4. Acceptable**

    35.7 points

    Essay clearly and thoroughly explains numerous tasks and relevant necessary skills for the future career, and discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows an understanding of the requirements to be employed in the chosen field.

    **3. Approaching**

    31.5 points

    Essay briefly explains basic tasks and necessary skills for the future career, and briefly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field. Discussion shows a basic understanding of the requirements to be employed in the chosen field.

    **2. Insufficient**

    27.3 points

    Essay inadequately explains tasks or necessary skills for the future career, and does not discuss licenses, certifications, or special training needed to qualify for a job in the chosen field. Explanation does not demonstrate that proper research into chosen field has been completed.

    **1. Unsatisfactory**

    0 points

    Essay does not explain any tasks or skills required for the future career and does not discuss any licenses, certifications, or special training needed to qualify for a job in the chosen field.

    **Role that honesty, integrity, or a code of ethics plays in this profession**

    35 points

    **Criteria Description**

    Discuss the role that honesty, integrity, or a code of ethics plays in this profession.

    **5. Target**

    35 points

    Essay answers the question in great detail. Response is thorough and shows a deep understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **4. Acceptable**

    29.75 points

    Essay clearly answers the question. Response is informed and shows a thorough understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **3. Approaching**

    26.25 points

    Essay answers the question appropriately. Response is brief and shows a basic understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **2. Insufficient**

    22.75 points

    Essay begins to answer the question; however, the response is unclear or does not appropriately address how honesty, integrity or a code of ethics impacts work in the chosen field.

    **1. Unsatisfactory**

    0 points

    Essay does not address or answer the question.

    **Thesis, Position, or Purpose**

    9.8 points

    **Criteria Description**

    Thesis Development and Purpose

    **5. Target**

    9.8 points

    The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

    **4. Acceptable**

    8.33 points

    The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

    **3. Approaching**

    7.35 points

    The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

    **2. Insufficient**

    6.37 points

    The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

    **1. Unsatisfactory**

    0 points

    The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

    **Development, Structure, and Conclusion**

    11.2 points

    **Criteria Description**

    Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

    **5. Target**

    11.2 points

    The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

    **4. Acceptable**

    9.52 points

    The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

    **3. Approaching**

    8.4 points

    Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

    **2. Insufficient**

    7.28 points

    Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

    **1. Unsatisfactory**

    0 points

    No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

    **Evidence**

    7 points

    **Criteria Description**

    Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

    **5. Target**

    7 points

    Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

    **4. Acceptable**

    5.95 points

    Relevant evidence that includes other perspectives is used.

    **3. Approaching**

    5.25 points

    Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

    **2. Insufficient**

    4.55 points

    Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

    **1. Unsatisfactory**

    0 points

    Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

    **Mechanics of Writing**

    7 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    7 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    5.95 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    5.25 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    4.55 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Paper Format**

    7 points

    **Criteria Description**

    Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

    **5. Target**

    7 points

    No errors in formatting or documentation are present.

    **4. Acceptable**

    5.95 points

    Appropriate format and documentation are used with only minor errors.

    **3. Approaching**

    5.25 points

    Appropriate format and documentation are used, although there are some obvious errors.

    **2. Insufficient**

    4.55 points

    Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

    **1. Unsatisfactory**

    0 points

    Appropriate format is not used. No documentation of sources is provided.

    **Total** 140 points

    **## Assessmentinstructionsweek8.docx**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    Use O*Net Online as well as a minimum of three scholarly, peer-reviewed resources to write a 750-1,000-word, five-paragraph essay that focuses on your intended professional career.

    Research current statistics related to the profession including:

    · Salary

    · Job opportunities in your area

    · Advancement opportunities and retention

    · Benefits and rewards

    · And anything more you find relevant

    In your essay, explain the main tasks being done in this job, what skills are required, and if any social/interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Additionally, be sure to discuss if any licenses, certifications, degrees, or special or unusual training is needed for this job. If so, include detailed information on how to qualify for this.

    Lastly, examine the following questions in your essay: what part does honesty, integrity, or a code of ethics play in the performance of this work?

    Make sure you’re utilizing the feedback from your instructor on your annotated bibliography and outline as you write your final essay.

    **_This essay should be written in third person._**

    Prepare this assignment according to the 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.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **## WritingResearchPapers.docx**

    Writing Research Papers. Make a Quick List.

    ![A yellow emoji holding a penDescription automatically generated](https://www.sweetstudy.com/questions/education-future-career-assignment)

    Hi Class

    How is everyone doing with their essay that is due this week?

    Below is all you will need to write this essay. Please do not make it harder than it is. Do not describe the challenges of the profession (this would be another paper), do not describe what you want to be or how great the profession is. Your job is to provide information in a clear and unbiased way. That is all. Think you are writing a “manual” to someone who knows nothing about the profession.
    Remember not to use I, me, we, ours, us, you. Read your paper out loud. You will be surprised on how many mistakes you catch simply by reading the essay out loud.

    Paragraph 1= Introduction to the profession. Clearly outline the profession.

    Paragraph 2= Skills, education, licenses, exams needed to become this professional. Use a Peer Reviewed article for this paragraph (it must come from the GCU library). The order of paragraphs 2 and 3 can be interchanged. Just make sure the information for each is clear.

    Paragraph 3= Salary, demand, opportunities in this profession. Use O*Net for this paragraph.
    [O*NET OnLine (onetonline.org)](https://www.onetonline.org/) Take the time to explore this website. It provides a lot of information.

    Paragraph 4= The role code of ethics, integrity and honesty play in this profession. Use a Peer Reviewed article for this paragraph (it must come from the GCU library).

    Paragraph 5= Conclusion. Summary of all 3 main paragraphs.

    ## image1.jpeg

    **## Week8EssayExample.docx**

    2

    **Becoming A Great Elementary Education Teacher**

    Donna Smith

    Grand Canyon University

    UNV 303-0500 University Success

    Tania Radda

    July 15th, 2024

    **Becoming A Great Elementary Education Teacher**

    As an elementary school teacher, the career requires more than a degree and state certification. The candidate must also possess inter-based skills and personal qualities to develop into a great teacher. Teachers must provide leadership, excellent communication and critical thinking skills, reasoning and problem-solving skills along with a strong ethical and moral character. Excelling as an elementary teacher requires formal training and education, but also the initiative and determination to master an inter-based set of skills and exhibit the traits of a positive role model and mentor for all others to learn from. As Hirsh pointed out, “Great teachers are the most important school-based ingredient for student success” (Hirsh, 2011, p. 18 Vol. 32). The rewards of becoming a teacher are limitless and for each person to determine the value. Teachers are placed in a role model position and must create a high standard and value within the system and encourage other members to achieve the same. As a teacher, the role is not just educating, but providing students, parents, faculty and the community with an example of what a great teacher provides for the school and community. While formal training, education and certification are the basics of requirements these inter-based skills must also be addressed. Earning a bachelor’s degree and getting state licensing will vary from state to state, be sure to research and investigate colleges of choice and the state requirements.

    Over the years there has been a large push to refine education and promote the importance of these inter-based skills, but currently it is up to the individual. A bachelor’s degree requiring 4 years of education will vary by state and educational fulfillment requirements. According to Chard & Cibulka (2013, p. 52), “the state statutes governed by its preparation programs that are controlled by the institutions of higher education within the state are not preparing teachers for the classrooms. Most states meet a list of requirements for certification that reads like a shopping list”. It’s important to research and investigate the licensing and certification process. Contact the Department of Education in each state, speak with districts, administrators and current teachers in the locations of interest. Most districts have a teacher certification assistant that can be a valuable resource. Using the State of Florida as an example, they require a 4-year bachelor’s degree and passing the Florida Teachers Exam and the certification process. A required passing grade of 200 points on the multiple-choice section and an 8 out of 12 points is needed on the general knowledge portion. The average passing rate on the first attempt is 75%. Application is then made for a Florida Educator Certificate with a 4-step process. Completing the initial application, submitting an official statement of status of eligibility, employment in a Florida elementary or secondary school and submitting fingerprints and a background check. The initial process takes up to 10 weeks with another 10 weeks to process. Fees start at $75 for the application with additional fees for processing. The state also requires educators to complete a pre-service field experience or internship consisting of 60 hours, plus a 12-week student teaching program. During this time a temporary certificate may be applied for. Candidates that have an interest in obtaining a master’s degree may want to consider gaining experience in the classroom before deciding to move into administrative roles or higher education. Along with academic requirements, teachers need to address the inter-based skills and their ethical and moral values. The next consideration for the profession is salary, job statistics, job demands, and benefits.

    As an entry level elementary school teacher in the state of Florida, the following statistical information may help guide new teachers to the right career path. Florida has some of the largest metropolis cities as well as a vast number of large spans of rural areas. This topography provides for a vast difference of educational job opportunities and salaries. Choosing a location could directly influence personal options regarding salary and job availabilities. Data from the National Center for O*Net Development reports, the annual salary state-wide ranges between $48,370 and $79,420 with an average of $56,850 compared to the US average of $63,680. By city the annual median fluctuates from $48,420 to $82,560 with larger and more affluent areas earning the in higher range. In 2022, employment was listed at 1,425,000 with little to no change in projected growth (2022-2023), however, there were 96,000 job openings. When compared to the US trends, Florida showed a projected growth of 10% between 2020-2030 (O*NET OnLine, 2024). While school districts vary, many offer state health insurance plans with expansive coverage and options for short- and long-term disability insurance and life insurance. Florida has a state retirement system after 30 years of service or age 62. Some districts offer incentive bonuses and extracurricular job opportunities such as tutoring, summer school and special program teaching. Along with salary and job market details, another aspect of teaching is personal and professional ethics, integrity and honesty, which is the underlaying foundation of the job.

    Educators must possess and develop their own moral compass of ethics, integrity, honesty, principles, and values to develop into great teachers and ensuring students absorb and develop their own foundations from example. The teaching profession requires educators to adhere to multiple sets of codes of conduct and ethics. The National Association of Educators has a set of principles for a code of ethics for educators to follow. The Florida Department of Education has a rule in place for professional conduct for the education profession and each district has a code of ethics policy. Teachers must possess the insight to process, except and evaluate the differences between professional standards and the actuality of a daily classroom. For good teachers to be great teachers there must be a high level of ethics, integrity and honesty for a teacher to succeed in this task. Castner states, “I refer to teachers’ ethical commitments as their fidelity in teaching young children. It’s the teacher’s commitment that sets the standards for upholding these qualities.” (Castner, 2022, p. 239). Developing these skills and qualities requires consistent attention to self-reflection, honesty and patience and the ability to see oneself and how interactions, reactions and responses with others are perceived. Observe students, parents, staff, and partners and evaluate the relationship. Seek advice and constructive criticism from others that possess high standards of these qualities. Access how to become more proficient and how to sharpen these qualities to use as tools in becoming a great teacher.

    The teaching profession encompasses a vast amount of research into the profession so the candidate can make informative decisions about job benefits and salaries, educational and certification requirements and ethical responsibility all needed to achieve excellence as an educator. Research, commitment to the process, proactive involvement in all aspects of training is imperative to the success of standing in the front of the first classroom of eager students and knowing the standards of transforming into a great teacher. To be a great educator it requires the aptitude to master the art of a responsible individual with the ability to exhibit and teach both educational criteria and interpersonal skills and ethics to create well-rounded and educated students.
    The ultimate success of becoming a great teacher is being a promoter and advocate of the high standards that should be set by all educators in the profession and witnessing the mastery of developing young minds that will set forth into adulthood from this tutelage. It is the great teachers’ job to mold and create the next generation.

    **References**

    Castner, D. J. (2022). Fidelity in teaching young children: Two stories of professional integrity.
    _Journal of Research in Childhood Education_, 36(2), 239–254.
    [https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2021-66180-001&site=eds-live&scope=site)

    Chard, D & Cibulka, J (2013). The Quest for Better Educators. (2013).
    _Education Next,_ 13(4), 50–57.
    [https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site](https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=90265726&site=eds-live&scope=site)

    Hirsh, S. (2011). What Makes a Good Teacher? The Bill & Melinda Gates Foundation Digs for Answers with Its Measures of Effective Teaching Project.
    _Journal of Staff Development_, 32(6), 18–20.
    [https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378](https://doi-org.lopes.idm.oclc.org/https://www.learningforward.org/news/articleDetails.cfm?articleID=2378)

    National Center for O*NET Development. 25-2021.00 – Elementary School Teachers, Except Special Education.
    _O*NET OnLine_. Retrieved June 29, 2024, from
    [https://www.onetonline.org/link/summary/25-2021.00](https://www.onetonline.org/link/summary/25-2021.00)

    **## RubricCriteri1week8.docx**

    **Rubric Criteria**

    collapse all Rubric CriteriaCollapse All

    **Current statistics related to intended profession**

    21 points

    **Criteria Description**

    Research current statistics related to intended profession including salary, job opportunities in, advancement opportunities and retention, benefits and rewards, and any other relevant information.

    **5. Target**

    21 points

    Essay includes numerous current and relevant statistics for the future career. Research is detailed and thorough, showing great insight into the chosen future career.

    **4. Acceptable**

    17.85 points

    Essay includes clear and thorough research on current statistics related to intended profession. Research shows a clear understanding of the chosen field.

    **3. Approaching**

    15.75 points

    Essay includes some brief research on current statistics related to intended profession, and demonstrates a basic understanding of the chosen field.

    **2. Insufficient**

    13.65 points

    Essay includes inadequate research on current statistics related to intended profession. Information does not demonstrate that proper research into chosen field has been completed.

    **1. Unsatisfactory**

    0 points

    Essay does not include research on current statistics related to intended profession.

    **Skills and Qualifications**

    42 points

    **Criteria Description**

    Explain the main tasks being done in this job, what skills are required, and if any social/ interpersonal skills, mathematical skills, spatial skills, manual dexterity, or other unique skills are required. Discuss any licenses, certifications, degrees, or special training needed with detailed information on how to qualify for this.

    **5. Target**

    42 points

    Essay explains numerous tasks and relevant necessary skills for the future career. Explanation is detailed and thorough, showing great insight into the chosen future career. Essay thoroughly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows a deep understanding of requirements to be employed in the chosen field.

    **4. Acceptable**

    35.7 points

    Essay clearly and thoroughly explains numerous tasks and relevant necessary skills for the future career, and discusses licenses, certifications, or special training needed to qualify for a job in the chosen field in detail. Discussion shows an understanding of the requirements to be employed in the chosen field.

    **3. Approaching**

    31.5 points

    Essay briefly explains basic tasks and necessary skills for the future career, and briefly discusses licenses, certifications, or special training needed to qualify for a job in the chosen field. Discussion shows a basic understanding of the requirements to be employed in the chosen field.

    **2. Insufficient**

    27.3 points

    Essay inadequately explains tasks or necessary skills for the future career, and does not discuss licenses, certifications, or special training needed to qualify for a job in the chosen field. Explanation does not demonstrate that proper research into chosen field has been completed.

    **1. Unsatisfactory**

    0 points

    Essay does not explain any tasks or skills required for the future career and does not discuss any licenses, certifications, or special training needed to qualify for a job in the chosen field.

    **Role that honesty, integrity, or a code of ethics plays in this profession**

    35 points

    **Criteria Description**

    Discuss the role that honesty, integrity, or a code of ethics plays in this profession.

    **5. Target**

    35 points

    Essay answers the question in great detail. Response is thorough and shows a deep understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **4. Acceptable**

    29.75 points

    Essay clearly answers the question. Response is informed and shows a thorough understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **3. Approaching**

    26.25 points

    Essay answers the question appropriately. Response is brief and shows a basic understanding of how honesty, integrity and/or a code of ethics impacts work in the chosen field.

    **2. Insufficient**

    22.75 points

    Essay begins to answer the question; however, the response is unclear or does not appropriately address how honesty, integrity or a code of ethics impacts work in the chosen field.

    **1. Unsatisfactory**

    0 points

    Essay does not address or answer the question.

    **Thesis, Position, or Purpose**

    9.8 points

    **Criteria Description**

    Thesis Development and Purpose

    **5. Target**

    9.8 points

    The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

    **4. Acceptable**

    8.33 points

    The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

    **3. Approaching**

    7.35 points

    The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

    **2. Insufficient**

    6.37 points

    The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

    **1. Unsatisfactory**

    0 points

    The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

    **Development, Structure, and Conclusion**

    11.2 points

    **Criteria Description**

    Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

    **5. Target**

    11.2 points

    The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

    **4. Acceptable**

    9.52 points

    The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

    **3. Approaching**

    8.4 points

    Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

    **2. Insufficient**

    7.28 points

    Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

    **1. Unsatisfactory**

    0 points

    No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

    **Evidence**

    7 points

    **Criteria Description**

    Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

    **5. Target**

    7 points

    Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

    **4. Acceptable**

    5.95 points

    Relevant evidence that includes other perspectives is used.

    **3. Approaching**

    5.25 points

    Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

    **2. Insufficient**

    4.55 points

    Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

    **1. Unsatisfactory**

    0 points

    Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

    **Mechanics of Writing**

    7 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    7 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    5.95 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    5.25 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    4.55 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Paper Format**

    7 points

    **Criteria Description**

    Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

    **5. Target**

    7 points

    No errors in formatting or documentation are present.

    **4. Acceptable**

    5.95 points

    Appropriate format and documentation are used with only minor errors.

    **3. Approaching**

    5.25 points

    Appropriate format and documentation are used, although there are some obvious errors.

    **2. Insufficient**

    4.55 points

    Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

    **1. Unsatisfactory**

    0 points

    Appropriate format is not used. No documentation of sources is provided.

    **Total** 140 points