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  • [Solved] Business Finance – Accounting Homework help

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) All details in attached files, needs to be based off of outline – 2 years ago **files (2)** – ## Compareandcontrast.docx – ## draftcomp2001.pdf **## Compareandcontrast.docx** ![A paper with text on it Descript…

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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    All details in attached files, needs to be based off of outline

    – 2 years ago

    **files (2)**

    – ## Compareandcontrast.docx

    – ## draftcomp2001.pdf

    **## Compareandcontrast.docx**

    ![A paper with text on it Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

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    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

    **## Compareandcontrast.docx**

    ![A paper with text on it Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ![A close-up of a pen on a paper Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ![A screenshot of a book Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

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    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ## image7.png

    ## image8.png

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

    **## Compareandcontrast.docx**

    ![A paper with text on it Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ![A close-up of a pen on a paper Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ![A screenshot of a book Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-20898971)

    ## image7.png

    ## image8.png

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

  • [Solved] Law

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Write a 1000- to 1400-word summary of virtue ethics and Stoic ethics. – Summarize each theory. Include definitions and examples where appropriate. – Describe how the theory applies to the field of criminal justice. – Explain w…

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    Write a 1000- to 1400-word summary of virtue ethics and Stoic ethics.

    – Summarize each theory. Include definitions and examples where appropriate.
    – Describe how the theory applies to the field of criminal justice.
    – Explain which theory you prefer the most. Provide rationale for your choice.
    – What draws you to this theory?
    – What parts of the theory are most appealing to you?
    – Which parts are least appealing? Why?
    – Explain how applying this theoretical approach will help you be an ethical criminal justice professional.

    – 2 years ago

  • [Solved] Social Science assignment

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  • [Solved] communicating with parents

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    iew this video and jot down 5 best practices exhibited (by both the parent and teacher) https://www.youtube.com/watch?v=4JaPUDa1ck4 – 2 years ago

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    iew this video and jot down 5 best practices exhibited (by both the parent and teacher)

    https://www.youtube.com/watch?v=4JaPUDa1ck4

    – 2 years ago

  • [Solved] Essay1

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    – [\ \ 81e4f1dd43a71666c4f308706ce72ee1.jpeg](https://www.sweetstudy.com/files/81e4f1dd43a71666c4f308706ce72ee1-jpeg "81e4f1dd43a71666c4f308706ce72ee1.jpeg") – [\ \ edc6062458d21e7203f88f875b9df553.jpeg](https://www.sweetstudy.com/files/edc6062458d21e7203f88f875b9df553-jpeg "edc6062458d21e7203f8…

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  • [Solved] recording

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  • [Solved] hi

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    hi – 2 years ago **files (1)** – ## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx **## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx** Diversity Project Kickoff Presentation Learner’s Name Capella University Collaboration, Communication, and Case Analysis for Master's Learners Diversity Project Kick…

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    hi

    – 2 years ago

    **files (1)**

    – ## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx

    **## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx**

    Diversity Project Kickoff Presentation
    Learner’s Name
    Capella University

    Collaboration, Communication, and Case Analysis for Master's Learners

    Diversity Project Kickoff Presentation

    December, 2019

    Hello, and welcome to the kickoff presentation for the new project initiated by Mercy Medical Center to create a diverse and inclusive workplace. This kickoff presentation aims to provide details about the need for a diverse and inclusive workplace at Mercy Medical Center, the objectives of the diversity and inclusion project, and the committee executing the project.

    1

    Presentation Outline

    Need for a Diversity Project

    Objectives of the Diversity Project

    Composition of the Workforce Diversity Steering Committee

    Role of the Committee

    Developing Interprofessional Collaboration

    Characteristics of a Diverse and Inclusive Workplace

    Benefits of a Diverse and Inclusive Workplace: Examples From the Field

    Here is an outline of the presentation. We will begin by understanding the need for a diversity project. We will then look at the objectives of the diversity project. Next, we will discuss the composition of the team involved in this project, along with the characteristics the team must possess to successfully implement this project. We will then look at the various strategies that will help promote interprofessional group collaboration. Finally, we will look at the characteristics and benefits of a diverse and inclusive workplace.

    2

    Need for a Diversity Project

    Diversity is a sign of cultural respect

    Diverse medical centers promote access to high-quality health care for minority populations

    Diverse workforce puts patients at ease (Edmund, Bezold, Fulwood, Johnson, & Tetteh, 2015)

    Diversity projects will set a course to ensure compliance with workplace diversity laws

    Based on a recent internal survey, leadership at Mercy Medical Center realised that close to 67% of staff felt that it was underrepresented. Further, when members of the leadership analysed the patient satisfaction scores of the last 3 years, they found that the scores had dropped and that this was influenced by a lack of representation of the diverse patient base. A diverse and an inclusive workplace is a sign of cultural respect. It also portrays that the medical center is respectful and responsive toward the requirements of diverse patient populations. Health care centers need to be diverse and inclusive to promote an environment that influences positive health outcomes. A culturally diverse workforce represents people from all walks of life, which puts patients at ease. It is important to consider the needs of patients to make health care accessible. This can be done by addressing the diversity in the patient base the medical center serves. Patients may belong to different cultural backgrounds, have different sexual orientations, or face language barriers. A diverse workforce would help patients relate to the hospital staff, thereby ensuring better health outcomes (Edmund et al., 2015). The need for a diverse workplace was also recognized by the Government of the United States when the Department of Health and Human Services initiated the National Standards for Culturally and Linguistically Appropriate Services (CLAS) to eliminate health care disparities by ensuring that all cultural and language barriers are addressed (Edmund et al., 2015). Mercy Medical Center has realised the need for a project that addresses the issue of diversity and inclusion in the hospital and has, therefore, initiated the Diversity Project.

    3

    Objectives of the Diversity Project

    Creating a Workforce Diversity Steering Committee

    Sensitizing members of the committee to the requirements of workplace diversity

    Establishing processes for encouraging interprofessional collaboration

    Here are the objectives of the diversity project. Mercy Medical Center will establish a Workforce Diversity Steering Committee. This committee will consist of members with different ethnic, racial, and cultural backgrounds, sexual orientations, and language preferences. The members of the committee will also ensure gender diversity in the committee. The second objective of the project is to sensitize the committee to existing gaps in the center’s diversity and inclusion practices. This will help the committee prepare an agenda that will be appropriate and feasible for the medical center. Once the committee is ready to execute its plan of action, the next objective of the project would be to establish a process to encourage interprofessional collaboration in the medical center. Interprofessional collaboration would lead to effective communication and the exchange of expertise, which would enhance the center’s productivity.

    4

    Composition of the Workforce Diversity Steering Committee

    Decision-making wing

    Leadership (CEO, CFO, COO, etc.)

    Heads of departments

    Chief of Medicines

    Chief of Surgeons

    Chief of Residents

    Head of Nursing Staff

    Executive wing

    Doctors

    Nurses

    Administrative staff

    The Workforce Diversity Steering Committee, created to address the ongoing diversity issue at Mercy Medical Center, will have two wings: the decision-making wing and the executive wing. The decision-making wing will comprise members of the board such as the Chief Executive Officer, Chief Financial Officer, and Chief Operations Officer. The decision-making wing will also be made up of the heads of all the departments at Mercy Medical Center, the Chief of Surgeons, the Chief of Residents, the Chief of Medicine, and the Head of Nursing Staff. The executive wing will comprise representatives from hospital staff such as doctors, nurses, and administrative staff. Sixty percent of the members of the committee will be women. The structure of the committee is such that 54% of the committee will be composed of people from different ethnicities such as Hispanics, Asian Americans, African Americans, and Latin Americans. The committee will not display data regarding the sexual orientation of committee members, as this is a matter of personal discretion. The committee will comprise people from different age groups. Approximately 50% of the team will be people under the age of 30, 30% will be people between the ages 31 and 60, and 20% of will be people over the age of 60.

    5

    Role of the Committee

    Representation during recruitment

    Training and sensitization on the requirements of a diverse organization

    Constant communication with hospital staff

    Identification and addressal of disparities due to lack of diversity

    Clear communication of organizational goals

    Adherence to standards set by CLAS (Edmund et al., 2015)

    The most important role of the Workforce Diversity Steering Committee is to ensure that the medical center’s staff respects diversity in terms of age, gender, sexuality, culture, and language so that patients feel comfortable with the medical team . While recruiting staff members, it is essential that they possess certain characteristics such as sensitivity to the needs of people from different religious backgrounds and ethnicities. Addressing language and cultural differences will ensure that there is no miscommunication between patients and staff. Further, addressing issues related to diversity of age, gender, and sexuality ensures accessibility to health care without hesitation. The committee will meet on a bimonthly basis to ensure that all project objectives are on track without any deviation. This meeting will also be required to ensure that there is no miscommunication. Potential staff also needs to be evaluated for qualities such as empathy and the ability to treat patients without any kind of bias. The committee will also train and sensitize new staff members, along with the existing staff, on the requirements of a diverse patient base. These requirements could be the specific needs of different genders or individuals with different sexual orientations or awareness of specific religious restrictions. Staff will also be trained to manage patients who are differently abled. Training staff will also help them identify and remove their biases so that they can better connect with patients. To understand the extent to which diversity issues have impacted the center, the committee will identify disparities due to the absence of a proper diversity committee. This will be done through thorough reporting and documentation of diversity-related issues faced by patients along with extensive collection of data pertaining to demographic diversities. The committee will also be responsible for maintaining awareness about the importance of diversity and inclusion at workplaces to ensure the achievement of organizational goals . The committee will also ensure adherence to the standards of equity and cultural responsiveness set by CLAS (Edmund et al., 2015)

    6

    Developing Interprofessional Collaboration

    Setting common goals

    Establishing communication structures

    Conducing team-building exercises

    Rewarding efforts (Morley & Cashell, 2017)

    A diverse and inclusive medical center requires interprofessional collaboration . To ensure successful interprofessional collaboration, the committee must first set common goals for all staff members. This will help establish a uniform direction toward which everyone has to work to achieve organizational goals. The next step will be to establish a strong structure of communication. This will help reduce barriers in the flow of the right information. Communication will also enable staff members to share their experiences. This exchange of information will be helpful when the medical staff encounter similar situations because it provides practical insights into how a situation can be handled. This can lead to greater patient satisfaction. The committee will promote team building through training, workshops, and discussions that will help staff members from different teams collaborate to treat a patient. These team-building exercises help improve communication through informal channels, thereby building trust and confidence in the expertise of fellow staff members. Rewarding efforts to collaborate and comply with the diversity principles set by CLAS and the committee will encourage staff members to respect differences. Rewarding collaboration will encourage staff members to collaborate further (Morley & Cashell, 2017).

    7

    Characteristics of a Diverse and Inclusive Workplace

    Representation of a diverse population

    Clearly communicated objectives

    Interprofessional collaboration

    Promotion of continuous learning (Morley & Cashell, 2017)

    The most evident characteristic of a diverse and inclusive workplace is the representation of a diverse population, both as employees and as clients, within the organization. This also reflects acceptance and respect for differences. Another characteristic of a diverse and inclusive organization is that all goals are clearly communicated to ensure that all members of the workplace work in tandem and that there is no deviation from the goals of diversity and inclusion. This is essential for achieving positive health outcomes and greater customer satisfaction. In a diverse workplace, individuals from different areas of specialization exchange experiences and expertise to attain a common goal. A diverse workplace also promotes continuous learning in the form of team-building exercises, discussions, training for sensitization, and so on. Training conducted on a frequent basis or brainstorming sessions conducted to arrive at a solution help upskill staff. The need to be aware of a diverse patient base encourages continuous learning (Morley & Cashell, 2017).

    8

    Benefits of a Diverse and Inclusive Workplace: Examples from the Field

    CHRISTUS Health

    Main Line Health

    Robert Wood Johnson University Hospital (Health Research & Educational Trust, 2015)

    CHRISTUS Health, a multistate hospital, initiated an organization-wide commitment to diversity and inclusion in 2011. The focus was on fighting any kind of unconscious bias, sensitizing staff to generational differences, and ensuring training to promote development for all employees. This helped increase diversity in leadership from 13% to 23%. The hospital also realized the importance of a reliable infrastructure for understanding demographic diversity. This initiative led to an increase in satisfaction for staff as they felt more represented than before. Main Line Health, a Philadelphia-based not-for-profit organization, cultivated a culture of diversity and inclusion to increase access to health care. This was done by increasing diversity among board members, thereby addressing barriers to health care faced by a diverse patient. This initiative led to the creation of the Medical Student Advocate program, which helped more than 300 patients and their social needs. Robert Wood Johnson University Hospital, based out of Central New Jersey, implemented its first diversity and inclusion program in 2012. The program focused on including women, African Americans, Asian Americans, and the LGBT community in leadership roles in the hospital. A survey conducted in 2014 revealed that the employee satisfaction had increased in 2 years by 30% (Health Research & Educational Trust, 2015).

    9

    References

    Edmund, M., Bezold, C., Fulwood, C. C., Johnson, B., & Tetteh, H. (2015). The future of diversity and inclusion in health services and policy research: A report on the academyhealth workforce diversity 2025 roundtable. Retrieved from https://academyhealth.org/sites/default/files/AH_230DiversityReport%202015_09.15.pdf

    Health Research & Educational Trust. (2015, July). Diversity in health care: Examples from the field. Retrieved from https://aha.org/system/files/2018-01/eoc_case_studies.pdf

    Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of Medical Imaging and Radiation Sciences, 48(2), 207–216. https://doi.org/10.1016/j.jmir.2017.02.071

    10

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    **## cf_Exemplar_NHS-FPX5004_Assessment_4.pptx**

    Diversity Project Kickoff Presentation
    Learner’s Name
    Capella University

    Collaboration, Communication, and Case Analysis for Master's Learners

    Diversity Project Kickoff Presentation

    December, 2019

    Hello, and welcome to the kickoff presentation for the new project initiated by Mercy Medical Center to create a diverse and inclusive workplace. This kickoff presentation aims to provide details about the need for a diverse and inclusive workplace at Mercy Medical Center, the objectives of the diversity and inclusion project, and the committee executing the project.

    1

    Presentation Outline

    Need for a Diversity Project

    Objectives of the Diversity Project

    Composition of the Workforce Diversity Steering Committee

    Role of the Committee

    Developing Interprofessional Collaboration

    Characteristics of a Diverse and Inclusive Workplace

    Benefits of a Diverse and Inclusive Workplace: Examples From the Field

    Here is an outline of the presentation. We will begin by understanding the need for a diversity project. We will then look at the objectives of the diversity project. Next, we will discuss the composition of the team involved in this project, along with the characteristics the team must possess to successfully implement this project. We will then look at the various strategies that will help promote interprofessional group collaboration. Finally, we will look at the characteristics and benefits of a diverse and inclusive workplace.

    2

    Need for a Diversity Project

    Diversity is a sign of cultural respect

    Diverse medical centers promote access to high-quality health care for minority populations

    Diverse workforce puts patients at ease (Edmund, Bezold, Fulwood, Johnson, & Tetteh, 2015)

    Diversity projects will set a course to ensure compliance with workplace diversity laws

    Based on a recent internal survey, leadership at Mercy Medical Center realised that close to 67% of staff felt that it was underrepresented. Further, when members of the leadership analysed the patient satisfaction scores of the last 3 years, they found that the scores had dropped and that this was influenced by a lack of representation of the diverse patient base. A diverse and an inclusive workplace is a sign of cultural respect. It also portrays that the medical center is respectful and responsive toward the requirements of diverse patient populations. Health care centers need to be diverse and inclusive to promote an environment that influences positive health outcomes. A culturally diverse workforce represents people from all walks of life, which puts patients at ease. It is important to consider the needs of patients to make health care accessible. This can be done by addressing the diversity in the patient base the medical center serves. Patients may belong to different cultural backgrounds, have different sexual orientations, or face language barriers. A diverse workforce would help patients relate to the hospital staff, thereby ensuring better health outcomes (Edmund et al., 2015). The need for a diverse workplace was also recognized by the Government of the United States when the Department of Health and Human Services initiated the National Standards for Culturally and Linguistically Appropriate Services (CLAS) to eliminate health care disparities by ensuring that all cultural and language barriers are addressed (Edmund et al., 2015). Mercy Medical Center has realised the need for a project that addresses the issue of diversity and inclusion in the hospital and has, therefore, initiated the Diversity Project.

    3

    Objectives of the Diversity Project

    Creating a Workforce Diversity Steering Committee

    Sensitizing members of the committee to the requirements of workplace diversity

    Establishing processes for encouraging interprofessional collaboration

    Here are the objectives of the diversity project. Mercy Medical Center will establish a Workforce Diversity Steering Committee. This committee will consist of members with different ethnic, racial, and cultural backgrounds, sexual orientations, and language preferences. The members of the committee will also ensure gender diversity in the committee. The second objective of the project is to sensitize the committee to existing gaps in the center’s diversity and inclusion practices. This will help the committee prepare an agenda that will be appropriate and feasible for the medical center. Once the committee is ready to execute its plan of action, the next objective of the project would be to establish a process to encourage interprofessional collaboration in the medical center. Interprofessional collaboration would lead to effective communication and the exchange of expertise, which would enhance the center’s productivity.

    4

    Composition of the Workforce Diversity Steering Committee

    Decision-making wing

    Leadership (CEO, CFO, COO, etc.)

    Heads of departments

    Chief of Medicines

    Chief of Surgeons

    Chief of Residents

    Head of Nursing Staff

    Executive wing

    Doctors

    Nurses

    Administrative staff

    The Workforce Diversity Steering Committee, created to address the ongoing diversity issue at Mercy Medical Center, will have two wings: the decision-making wing and the executive wing. The decision-making wing will comprise members of the board such as the Chief Executive Officer, Chief Financial Officer, and Chief Operations Officer. The decision-making wing will also be made up of the heads of all the departments at Mercy Medical Center, the Chief of Surgeons, the Chief of Residents, the Chief of Medicine, and the Head of Nursing Staff. The executive wing will comprise representatives from hospital staff such as doctors, nurses, and administrative staff. Sixty percent of the members of the committee will be women. The structure of the committee is such that 54% of the committee will be composed of people from different ethnicities such as Hispanics, Asian Americans, African Americans, and Latin Americans. The committee will not display data regarding the sexual orientation of committee members, as this is a matter of personal discretion. The committee will comprise people from different age groups. Approximately 50% of the team will be people under the age of 30, 30% will be people between the ages 31 and 60, and 20% of will be people over the age of 60.

    5

    Role of the Committee

    Representation during recruitment

    Training and sensitization on the requirements of a diverse organization

    Constant communication with hospital staff

    Identification and addressal of disparities due to lack of diversity

    Clear communication of organizational goals

    Adherence to standards set by CLAS (Edmund et al., 2015)

    The most important role of the Workforce Diversity Steering Committee is to ensure that the medical center’s staff respects diversity in terms of age, gender, sexuality, culture, and language so that patients feel comfortable with the medical team . While recruiting staff members, it is essential that they possess certain characteristics such as sensitivity to the needs of people from different religious backgrounds and ethnicities. Addressing language and cultural differences will ensure that there is no miscommunication between patients and staff. Further, addressing issues related to diversity of age, gender, and sexuality ensures accessibility to health care without hesitation. The committee will meet on a bimonthly basis to ensure that all project objectives are on track without any deviation. This meeting will also be required to ensure that there is no miscommunication. Potential staff also needs to be evaluated for qualities such as empathy and the ability to treat patients without any kind of bias. The committee will also train and sensitize new staff members, along with the existing staff, on the requirements of a diverse patient base. These requirements could be the specific needs of different genders or individuals with different sexual orientations or awareness of specific religious restrictions. Staff will also be trained to manage patients who are differently abled. Training staff will also help them identify and remove their biases so that they can better connect with patients. To understand the extent to which diversity issues have impacted the center, the committee will identify disparities due to the absence of a proper diversity committee. This will be done through thorough reporting and documentation of diversity-related issues faced by patients along with extensive collection of data pertaining to demographic diversities. The committee will also be responsible for maintaining awareness about the importance of diversity and inclusion at workplaces to ensure the achievement of organizational goals . The committee will also ensure adherence to the standards of equity and cultural responsiveness set by CLAS (Edmund et al., 2015)

    6

    Developing Interprofessional Collaboration

    Setting common goals

    Establishing communication structures

    Conducing team-building exercises

    Rewarding efforts (Morley & Cashell, 2017)

    A diverse and inclusive medical center requires interprofessional collaboration . To ensure successful interprofessional collaboration, the committee must first set common goals for all staff members. This will help establish a uniform direction toward which everyone has to work to achieve organizational goals. The next step will be to establish a strong structure of communication. This will help reduce barriers in the flow of the right information. Communication will also enable staff members to share their experiences. This exchange of information will be helpful when the medical staff encounter similar situations because it provides practical insights into how a situation can be handled. This can lead to greater patient satisfaction. The committee will promote team building through training, workshops, and discussions that will help staff members from different teams collaborate to treat a patient. These team-building exercises help improve communication through informal channels, thereby building trust and confidence in the expertise of fellow staff members. Rewarding efforts to collaborate and comply with the diversity principles set by CLAS and the committee will encourage staff members to respect differences. Rewarding collaboration will encourage staff members to collaborate further (Morley & Cashell, 2017).

    7

    Characteristics of a Diverse and Inclusive Workplace

    Representation of a diverse population

    Clearly communicated objectives

    Interprofessional collaboration

    Promotion of continuous learning (Morley & Cashell, 2017)

    The most evident characteristic of a diverse and inclusive workplace is the representation of a diverse population, both as employees and as clients, within the organization. This also reflects acceptance and respect for differences. Another characteristic of a diverse and inclusive organization is that all goals are clearly communicated to ensure that all members of the workplace work in tandem and that there is no deviation from the goals of diversity and inclusion. This is essential for achieving positive health outcomes and greater customer satisfaction. In a diverse workplace, individuals from different areas of specialization exchange experiences and expertise to attain a common goal. A diverse workplace also promotes continuous learning in the form of team-building exercises, discussions, training for sensitization, and so on. Training conducted on a frequent basis or brainstorming sessions conducted to arrive at a solution help upskill staff. The need to be aware of a diverse patient base encourages continuous learning (Morley & Cashell, 2017).

    8

    Benefits of a Diverse and Inclusive Workplace: Examples from the Field

    CHRISTUS Health

    Main Line Health

    Robert Wood Johnson University Hospital (Health Research & Educational Trust, 2015)

    CHRISTUS Health, a multistate hospital, initiated an organization-wide commitment to diversity and inclusion in 2011. The focus was on fighting any kind of unconscious bias, sensitizing staff to generational differences, and ensuring training to promote development for all employees. This helped increase diversity in leadership from 13% to 23%. The hospital also realized the importance of a reliable infrastructure for understanding demographic diversity. This initiative led to an increase in satisfaction for staff as they felt more represented than before. Main Line Health, a Philadelphia-based not-for-profit organization, cultivated a culture of diversity and inclusion to increase access to health care. This was done by increasing diversity among board members, thereby addressing barriers to health care faced by a diverse patient. This initiative led to the creation of the Medical Student Advocate program, which helped more than 300 patients and their social needs. Robert Wood Johnson University Hospital, based out of Central New Jersey, implemented its first diversity and inclusion program in 2012. The program focused on including women, African Americans, Asian Americans, and the LGBT community in leadership roles in the hospital. A survey conducted in 2014 revealed that the employee satisfaction had increased in 2 years by 30% (Health Research & Educational Trust, 2015).

    9

    References

    Edmund, M., Bezold, C., Fulwood, C. C., Johnson, B., & Tetteh, H. (2015). The future of diversity and inclusion in health services and policy research: A report on the academyhealth workforce diversity 2025 roundtable. Retrieved from https://academyhealth.org/sites/default/files/AH_230DiversityReport%202015_09.15.pdf

    Health Research & Educational Trust. (2015, July). Diversity in health care: Examples from the field. Retrieved from https://aha.org/system/files/2018-01/eoc_case_studies.pdf

    Morley, L., & Cashell, A. (2017). Collaboration in health care. Journal of Medical Imaging and Radiation Sciences, 48(2), 207–216. https://doi.org/10.1016/j.jmir.2017.02.071

    10

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    attached – 2 years ago **files (1)** – ## ResearchPaperAI.docx **## ResearchPaperAI.docx** **Research Paper (1/2)** **Topic:** **The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcemen…

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    **## ResearchPaperAI.docx**

    **Research Paper (1/2)**

    **Topic:**

    **The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.**

    **Top of Form**

    | | |
    | — | — |
    | **Instructions** | |
    | ****OBJECTIVE: This exploratory research paper will help you learn about the topic of your choice to enable you to make an informed, well-supported argument about your research question in the second paper. After selecting a topic, students will complete various research and writing tasks to produce a final draft presenting their research. (In the following paper, students will extend their research into an argument paper.) Accomplishing the following scaffolded steps will provide students the opportunity to:****<br>**·**<br>****Practice individual and collaborative research skills****<br>**·**<br>****Synthesize primary and secondary sources****<br>**·**<br>****Analyze, interpret, and evaluate texts for the ethical and logical uses of evidence****<br>**·**<br>****Practice creative thinking and inquiry**** |

    **FORMATTING & LENGTH REQUIREMENTS**

    FORMAT: Use MLA Style for formatting your document AND to cite your sources. This includes:

    · Times New Roman, 12 pt font

    · Double-spaced, with paragraphs indented

    · In-text citations + Works Cited Page

    LENGTH: 6-8 pages (Works Cited page does not count towards the page cou

    **Rubric Name: Base Writing Rubric (Adapted: VALUE – Written Communication)**

    Print

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Criteria | **CAPSTONE**<br>**20 points** | **MILESTONE**<br>**15 points** | **MILESTONE**<br>**10 points** | **BENCHMARK**<br>**5 points** | **N/A**<br>**0 points** | **Criterion Score** |
    | CONTEXT OF & PURPOSE FOR WRITING | Demonstrates a thorough<br>understanding of context,<br>audience, and purpose that is<br>responsive to the assigned task(s)<br>and focuses all elements of the<br>work. | Demonstrates adequate<br>consideration of context,<br>audience, and purpose and a<br>clear focus on the assigned<br>task(s) (e.g., the task aligns<br>with audience, purpose, and<br>context). | Demonstrates awareness of<br>context, audience, purpose, and<br>to the assigned tasks(s) (e.g.,<br>begins to show awareness of<br>audience's perceptions and<br>assumptions). | Demonstrates minimal<br>attention to context, audience,<br>purpose, and to the assigned<br>tasks(s) (e.g., expectation of<br>instructor or self as audience). | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTEXT OF & PURPOSE FOR WRITING,<br>/ 20 |
    | CONTENT DEVELOPMENT | Uses appropriate, relevant, and<br>compelling content to illustrate<br>mastery of the subject, conveying<br>the writer's understanding, and<br>shaping the whole work. | Uses appropriate, relevant,<br>and compelling content to<br>explore ideas within the<br>context of the discipline and<br>shape the whole work. | Uses appropriate and relevant<br>content to develop and explore<br>ideas through most of the work. | Uses appropriate and relevant<br>content to develop simple<br>ideas in some parts of the<br>work. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTENT DEVELOPMENT,<br>/ 20 |
    | GENRE & DISCIPLINE CONVENTIONS | Demonstrates detailed attention<br>to and successful execution of a<br>wide range of conventions<br>particular to a specific discipline<br>and/or writing task (s) including<br>organization, content,<br>presentation, formatting, and<br>stylistic choices | Demonstrates consistent use<br>of important conventions<br>particular to a specific<br>discipline and/or writing<br>task(s), including organization,<br>content, presentation, and<br>stylistic choices | Follows expectations<br>appropriate to a specific<br>discipline and/or writing task(s)<br>for basic organization, content,<br>and presentation | Attempts to use a consistent<br>system for basic organization<br>and presentation. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of GENRE & DISCIPLINE CONVENTIONS,<br>/ 20 |
    | SOURCES & EVIDENCE | Demonstrates skillful use of<br>high quality, credible, relevant<br>sources to develop ideas that are<br>appropriate for the discipline and<br>genre of the writing. | Demonstrates consistent use<br>of credible, relevant sources<br>to support ideas that are<br>situated within the discipline<br>and genre of the writing. | Demonstrates an attempt to use<br>credible and/or relevant sources<br>to support ideas that are<br>appropriate for the discipline<br>and genre of the writing. | Demonstrates an attempt to<br>use sources to support ideas in the writing. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of SOURCES & EVIDENCE,<br>/ 20 |
    | CONTROL OF SYNTAX & MECHANICS | Uses graceful language that<br>skillfully communicates meaning<br>to readers with clarity and fluency,<br>and is virtually error free. | Uses straightforward language<br>that generally conveys<br>meaning to readers. The<br>language in the portfolio has<br>few errors. | Uses language that generally<br>conveys meaning to readers<br>with clarity, although writing<br>may include some errors. | Uses language that sometimes<br>impedes meaning because of<br>errors in usage. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTROL OF SYNTAX & MECHANICS,<br>/ 20 |

    **## ResearchPaperAI.docx**

    **Research Paper (1/2)**

    **Topic:**

    **The Ethics of Artificial Intelligence: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.**

    **Top of Form**

    | | |
    | — | — |
    | **Instructions** | |
    | ****OBJECTIVE: This exploratory research paper will help you learn about the topic of your choice to enable you to make an informed, well-supported argument about your research question in the second paper. After selecting a topic, students will complete various research and writing tasks to produce a final draft presenting their research. (In the following paper, students will extend their research into an argument paper.) Accomplishing the following scaffolded steps will provide students the opportunity to:****<br>**·**<br>****Practice individual and collaborative research skills****<br>**·**<br>****Synthesize primary and secondary sources****<br>**·**<br>****Analyze, interpret, and evaluate texts for the ethical and logical uses of evidence****<br>**·**<br>****Practice creative thinking and inquiry**** |

    **FORMATTING & LENGTH REQUIREMENTS**

    FORMAT: Use MLA Style for formatting your document AND to cite your sources. This includes:

    · Times New Roman, 12 pt font

    · Double-spaced, with paragraphs indented

    · In-text citations + Works Cited Page

    LENGTH: 6-8 pages (Works Cited page does not count towards the page cou

    **Rubric Name: Base Writing Rubric (Adapted: VALUE – Written Communication)**

    Print

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | Criteria | **CAPSTONE**<br>**20 points** | **MILESTONE**<br>**15 points** | **MILESTONE**<br>**10 points** | **BENCHMARK**<br>**5 points** | **N/A**<br>**0 points** | **Criterion Score** |
    | CONTEXT OF & PURPOSE FOR WRITING | Demonstrates a thorough<br>understanding of context,<br>audience, and purpose that is<br>responsive to the assigned task(s)<br>and focuses all elements of the<br>work. | Demonstrates adequate<br>consideration of context,<br>audience, and purpose and a<br>clear focus on the assigned<br>task(s) (e.g., the task aligns<br>with audience, purpose, and<br>context). | Demonstrates awareness of<br>context, audience, purpose, and<br>to the assigned tasks(s) (e.g.,<br>begins to show awareness of<br>audience's perceptions and<br>assumptions). | Demonstrates minimal<br>attention to context, audience,<br>purpose, and to the assigned<br>tasks(s) (e.g., expectation of<br>instructor or self as audience). | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTEXT OF & PURPOSE FOR WRITING,<br>/ 20 |
    | CONTENT DEVELOPMENT | Uses appropriate, relevant, and<br>compelling content to illustrate<br>mastery of the subject, conveying<br>the writer's understanding, and<br>shaping the whole work. | Uses appropriate, relevant,<br>and compelling content to<br>explore ideas within the<br>context of the discipline and<br>shape the whole work. | Uses appropriate and relevant<br>content to develop and explore<br>ideas through most of the work. | Uses appropriate and relevant<br>content to develop simple<br>ideas in some parts of the<br>work. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTENT DEVELOPMENT,<br>/ 20 |
    | GENRE & DISCIPLINE CONVENTIONS | Demonstrates detailed attention<br>to and successful execution of a<br>wide range of conventions<br>particular to a specific discipline<br>and/or writing task (s) including<br>organization, content,<br>presentation, formatting, and<br>stylistic choices | Demonstrates consistent use<br>of important conventions<br>particular to a specific<br>discipline and/or writing<br>task(s), including organization,<br>content, presentation, and<br>stylistic choices | Follows expectations<br>appropriate to a specific<br>discipline and/or writing task(s)<br>for basic organization, content,<br>and presentation | Attempts to use a consistent<br>system for basic organization<br>and presentation. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of GENRE & DISCIPLINE CONVENTIONS,<br>/ 20 |
    | SOURCES & EVIDENCE | Demonstrates skillful use of<br>high quality, credible, relevant<br>sources to develop ideas that are<br>appropriate for the discipline and<br>genre of the writing. | Demonstrates consistent use<br>of credible, relevant sources<br>to support ideas that are<br>situated within the discipline<br>and genre of the writing. | Demonstrates an attempt to use<br>credible and/or relevant sources<br>to support ideas that are<br>appropriate for the discipline<br>and genre of the writing. | Demonstrates an attempt to<br>use sources to support ideas in the writing. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of SOURCES & EVIDENCE,<br>/ 20 |
    | CONTROL OF SYNTAX & MECHANICS | Uses graceful language that<br>skillfully communicates meaning<br>to readers with clarity and fluency,<br>and is virtually error free. | Uses straightforward language<br>that generally conveys<br>meaning to readers. The<br>language in the portfolio has<br>few errors. | Uses language that generally<br>conveys meaning to readers<br>with clarity, although writing<br>may include some errors. | Uses language that sometimes<br>impedes meaning because of<br>errors in usage. | Assignment<br>used did not<br>allow for<br>assessment<br>of this<br>criteria. | Score of CONTROL OF SYNTAX & MECHANICS,<br>/ 20 |

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    The research paper specifications are as follows: – 8-10 pages (double-spaced) Times New Roman 12 pt font. – Must have Abstract, Table of Contents, Introduction, Conclusion and section headings – Use at least five references outside of your textbook (you may use your textbook too, but are not requir…

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    Assignment Prompt & Instructions

    The research paper specifications are as follows:

    – 8-10 pages (double-spaced) Times New Roman 12 pt font.
    – Must have Abstract, Table of Contents, Introduction, Conclusion and section headings
    – Use at least five references outside of your textbook (you may use your textbook too, but are not required to).
    – In addition to the required number of pages for the assignment, you must also Include a reference page (bibliography), written in **APA style** and a title page. Be sure to give all of your papers a descriptive title!
    – You must submit a rough draft at the end of Week 5. This is to be a **complete** paper, meeting the page requirements – not a partially completed paper. Points will be deducted for short or incomplete papers. Your rough draft will not be graded by the rubric, but helpful feedback will be provided to indicate where you are falling short. You may correct any deficiencies before resubmitting your final version at the end of Week 7.
    – Typewritten in double-spaced format with a readable style and font and submitted inside the electronic classroom (unless classroom access is not possible and other arrangements have been approved by the professor).
    – Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special situations
    – Your paper must be in your own words, representing original work. Paraphrases of others' work must include attributions to the authors. **Limit quotations to an average of no more than 3-5 lines, and use quotations sparingly!** It is always better to paraphrase than to directly quote.

    – [\
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    SecureAuditinginDatabaseSystem1.pdf](https://www.sweetstudy.com/files/secureauditingindatabasesystem1-pdf "SecureAuditinginDatabaseSystem1.pdf")

    – 2 years ago