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**files (1)** – ## StaffEducationPresentationRubricSp252.docx **## StaffEducationPresentationRubricSp252.docx** ## **Part 2: STAFF EDUCATION** PRESENTATION ## (35 points) *****The use of Artificial Intelligence to complete this project is strictly prohibited.**** **II.** **PART 2: THE PRESENTAT…

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**files (1)**

– ## StaffEducationPresentationRubricSp252.docx

**## StaffEducationPresentationRubricSp252.docx**

## **Part 2: STAFF EDUCATION** PRESENTATION

## (35 points)

*****The use of Artificial Intelligence to complete this project is strictly prohibited.****

**II.**
**PART 2: THE PRESENTATION – you do NOT write a separate paper**

The Staff Education plan will be developed and evaluated in the Clinical III course. The plan may be adjusted based on feedback provided by your clinical instructor. You will conduct the in-service during post-clinical conference time. You should present the information at the appropriate level for the intended target audience rather than for your peers. For instance, if the plan was designed for nursing assistants, then present the material as you would for that audience.

## Objectives

1. Demonstrate the ability to provide planned education to a group in an engaging manner

2. Provide constructive feedback to peers in a non-threatening manner

3. Utilize constructive feedback to evaluate performance and determine strengths, weaknesses, and opportunities for improvement as a presenter

4. Evaluates participants’ learning through effective evaluation of learning objectives

5. Based on evaluation of objectives, is able to state how education could have been improved to maximize learning

## A. **Implementation (15 points):**

### 1. Publicize the event (5 points):

a. Develop a method for advertising the in-service. Publicity should be attractive and include topic, intended audience, date, time, objectives, and approximate length of in-service. You may not be required to post the advertisement.

b. Turn in a copy of
**publicity to assignment folder** and describe where you would have posted the announcement to reach your target audience.

c. Make room arrangements for the in-service prior to the event if needed. (This is generally not necessary if conducting the in-service during clinical conference time).

d. Provide a sign-in sheet for those in attendance and
**submit it to assignment folder** (just like how you would sign-in at a work in-service).

e. Distribute presentation evaluation forms (Clinical III content area in D2L) to those in attendance. Collect, review, and
**submit completed forms from peers to assignment folder.**

2. Develop a professional PowerPoint (
**students must use PowerPoint**) and conduct a 15–20-minute in-service to meet the identified learning needs. (10 points)

**Professional power points should include:**

a. Title/Introductory Slide

b. List of learning objectives

c. Multiple slides on body of presentation

d. Conclusion Slide

e. References Slide

My Topic: Patient Identification and Safety Checks.

Here are a few options for narrowing it down.

· Patient Identification for med administration.

· 5 rights of medication administration.

· Patient Identification & surgical site for surgery.

· Common causes of medication error.

· Reducing medication error for the five rights & barcode.

· What nurses can do when the system fails.

## **B.** **Evaluation (20 points):**

### 1. Evaluation of Audience Learning Objectives (5 points) – (i.e. Did your audience learn from what you were teaching?) **Use Staff Education Evaluation Template (upload to D2L after presentation):**

a. Evaluate the learning achieved by your audience by summarizing the results of your evaluation of the objectives. Do this in an objective manner (e.g., 3/10 audience members were able to answer all the questions correctly or 7/9 audience members were able to demonstrate…., etc.). Recall the methods and domains you outlined for evaluation developed in the plan.

b. Analyze the results of your evaluation (be sure to include your average score from your peers) and discuss whether the education provided was effective by determining whether the objectives were met.

c. Discuss what you would change to increase learning if you had the opportunity to do this presentation again.

d. Discuss how your educational presentation supports Spirit of Inquiry (
_the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities_).

### 2. Self-Evaluation of Presentation (5 points)

### Using the Peer Evaluation Form:

a. Conduct a self-evaluation of your skills as a presenter by completing a
**Peer Evaluation Form** for yourself.

b. Review data from the evaluations submitted by those in attendance and submit a summary of your strengths, weaknesses, and opportunities for improvement based on the feedback provided by your peers
**(must submit copy of all evaluations from peers to assignment folder).**

### 3. Instructor Evaluation (10 points)

### Your clinical instructor will submit an evaluation of your presentation according to the presentation evaluation guidelines. You will be graded on your skill as a presenter, your ability to achieve the identified learning objectives, your summary and analysis of evaluation methods, your summary of the learner feedback, and the accuracy of your own self-evaluation.

## Grading Rubric: Staff Education Presentation

| | | | | | |
| — | — | — | — | — | — |
| | **5** | **4** | **3** | **2** | **1** |
| **Preparation (5 points)** | Publicity is attractive and includes topic, intended audience, date, time, objectives, and approximate length of in-service. Makes room arrangements and provides sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes topic, intended audience, date, time, objectives, and approximate length of in-service (may exclude one of these). Provides hastily-prepared sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes only 4 of the following: topic, intended audience, date, time, approximate length, or objectives of in-service. No visuals to draw attention. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity includes less than 4 of the following: topic, intended audience, date, time, approximate length, or objectives. Is not attractive. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity not provided. |
| | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
| **Implementation (10 points)** | Delivers content effectively by following education plan. Utilizes an attractively prepared Ppt presentation or another visual aid to maintain attention. Achieves an average of 3.5 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Delivery of content follows education plan. Has prepared a method for delivery but could be improved. Achieves an average of 3 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Does not follow education plan. Is not well prepared- does not provide handouts OR prepare PowerPoint slides. Seems disorganized. Average on evaluation of delivery criteria (listed at left) is below 3. | Does have an education plan for topic presented. Is unprepared- does not provide handouts and has not prepared a method for effective delivery of content. Is disorganized. Average on evaluation of delivery criteria (listed at left) is 1-2. | Is not prepared to present on designated day. |
| | **5** | **4** | **3** | **2** | **1** |
| **Evaluation of Learning Objectives (5 points)** | Utilizes planned evaluation methods to assess achievement of learning objectives. Evaluates effectiveness of education by stating whether objectives were or were not met and supports with statistical evidence. Uses information to identify where content or method of education could be improved. | Evaluates achievement of at least one learning objective. Partially evaluates others, but methods are not in alignment with domain of objective. Evaluates effectiveness of education by stating whether objectives were or were not met but does not fully support with statistical evidence. | Partially evaluates achievement of learning objectives, but methods are not in alignment with domain of objective. Briefly states whether objectives were or were not met but does not support with evidence because methods were not quantifiable. | Does not effectively evaluate learning objectives. Unable to evaluate effectiveness of education. | Has no plan for evaluating objectives. Does not attempt to evaluate objectives. |
| **Self-Evaluation (5 points)** | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Does not complete self-evaluation. |
| | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
| **Instructor Evaluation (10 points)** | Provides engaging, stimulating education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with planned objectives. Evaluation methods are appropriate for objectives. Averages 3.5 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with most, not all, objectives. Evaluates objectives appropriately. Averages a 3 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience, but nerves are distracting or reads from ppt with little audience interaction. Methods of presentation are consistent with some objectives. Evaluates some, not all, objectives appropriately. Averages a 2.5 on evaluation form. | Provides education in a disorganized, poorly planned manner. Information is not presented at the appropriate level for target audience. Methods of presentation are not consistent with domain of objective. Averages 2 on evaluation form. | Presentation was not well-planned. Unable to convey information in a manner that stimulates learning. Averages less than 2 on evaluation form. |

**## StaffEducationPresentationRubricSp252.docx**

## **Part 2: STAFF EDUCATION** PRESENTATION

## (35 points)

*****The use of Artificial Intelligence to complete this project is strictly prohibited.****

**II.**
**PART 2: THE PRESENTATION – you do NOT write a separate paper**

The Staff Education plan will be developed and evaluated in the Clinical III course. The plan may be adjusted based on feedback provided by your clinical instructor. You will conduct the in-service during post-clinical conference time. You should present the information at the appropriate level for the intended target audience rather than for your peers. For instance, if the plan was designed for nursing assistants, then present the material as you would for that audience.

## Objectives

1. Demonstrate the ability to provide planned education to a group in an engaging manner

2. Provide constructive feedback to peers in a non-threatening manner

3. Utilize constructive feedback to evaluate performance and determine strengths, weaknesses, and opportunities for improvement as a presenter

4. Evaluates participants’ learning through effective evaluation of learning objectives

5. Based on evaluation of objectives, is able to state how education could have been improved to maximize learning

## A. **Implementation (15 points):**

### 1. Publicize the event (5 points):

a. Develop a method for advertising the in-service. Publicity should be attractive and include topic, intended audience, date, time, objectives, and approximate length of in-service. You may not be required to post the advertisement.

b. Turn in a copy of
**publicity to assignment folder** and describe where you would have posted the announcement to reach your target audience.

c. Make room arrangements for the in-service prior to the event if needed. (This is generally not necessary if conducting the in-service during clinical conference time).

d. Provide a sign-in sheet for those in attendance and
**submit it to assignment folder** (just like how you would sign-in at a work in-service).

e. Distribute presentation evaluation forms (Clinical III content area in D2L) to those in attendance. Collect, review, and
**submit completed forms from peers to assignment folder.**

2. Develop a professional PowerPoint (
**students must use PowerPoint**) and conduct a 15–20-minute in-service to meet the identified learning needs. (10 points)

**Professional power points should include:**

a. Title/Introductory Slide

b. List of learning objectives

c. Multiple slides on body of presentation

d. Conclusion Slide

e. References Slide

My Topic: Patient Identification and Safety Checks.

Here are a few options for narrowing it down.

· Patient Identification for med administration.

· 5 rights of medication administration.

· Patient Identification & surgical site for surgery.

· Common causes of medication error.

· Reducing medication error for the five rights & barcode.

· What nurses can do when the system fails.

## **B.** **Evaluation (20 points):**

### 1. Evaluation of Audience Learning Objectives (5 points) – (i.e. Did your audience learn from what you were teaching?) **Use Staff Education Evaluation Template (upload to D2L after presentation):**

a. Evaluate the learning achieved by your audience by summarizing the results of your evaluation of the objectives. Do this in an objective manner (e.g., 3/10 audience members were able to answer all the questions correctly or 7/9 audience members were able to demonstrate…., etc.). Recall the methods and domains you outlined for evaluation developed in the plan.

b. Analyze the results of your evaluation (be sure to include your average score from your peers) and discuss whether the education provided was effective by determining whether the objectives were met.

c. Discuss what you would change to increase learning if you had the opportunity to do this presentation again.

d. Discuss how your educational presentation supports Spirit of Inquiry (
_the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities_).

### 2. Self-Evaluation of Presentation (5 points)

### Using the Peer Evaluation Form:

a. Conduct a self-evaluation of your skills as a presenter by completing a
**Peer Evaluation Form** for yourself.

b. Review data from the evaluations submitted by those in attendance and submit a summary of your strengths, weaknesses, and opportunities for improvement based on the feedback provided by your peers
**(must submit copy of all evaluations from peers to assignment folder).**

### 3. Instructor Evaluation (10 points)

### Your clinical instructor will submit an evaluation of your presentation according to the presentation evaluation guidelines. You will be graded on your skill as a presenter, your ability to achieve the identified learning objectives, your summary and analysis of evaluation methods, your summary of the learner feedback, and the accuracy of your own self-evaluation.

## Grading Rubric: Staff Education Presentation

| | | | | | |
| — | — | — | — | — | — |
| | **5** | **4** | **3** | **2** | **1** |
| **Preparation (5 points)** | Publicity is attractive and includes topic, intended audience, date, time, objectives, and approximate length of in-service. Makes room arrangements and provides sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes topic, intended audience, date, time, objectives, and approximate length of in-service (may exclude one of these). Provides hastily-prepared sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes only 4 of the following: topic, intended audience, date, time, approximate length, or objectives of in-service. No visuals to draw attention. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity includes less than 4 of the following: topic, intended audience, date, time, approximate length, or objectives. Is not attractive. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity not provided. |
| | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
| **Implementation (10 points)** | Delivers content effectively by following education plan. Utilizes an attractively prepared Ppt presentation or another visual aid to maintain attention. Achieves an average of 3.5 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Delivery of content follows education plan. Has prepared a method for delivery but could be improved. Achieves an average of 3 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Does not follow education plan. Is not well prepared- does not provide handouts OR prepare PowerPoint slides. Seems disorganized. Average on evaluation of delivery criteria (listed at left) is below 3. | Does have an education plan for topic presented. Is unprepared- does not provide handouts and has not prepared a method for effective delivery of content. Is disorganized. Average on evaluation of delivery criteria (listed at left) is 1-2. | Is not prepared to present on designated day. |
| | **5** | **4** | **3** | **2** | **1** |
| **Evaluation of Learning Objectives (5 points)** | Utilizes planned evaluation methods to assess achievement of learning objectives. Evaluates effectiveness of education by stating whether objectives were or were not met and supports with statistical evidence. Uses information to identify where content or method of education could be improved. | Evaluates achievement of at least one learning objective. Partially evaluates others, but methods are not in alignment with domain of objective. Evaluates effectiveness of education by stating whether objectives were or were not met but does not fully support with statistical evidence. | Partially evaluates achievement of learning objectives, but methods are not in alignment with domain of objective. Briefly states whether objectives were or were not met but does not support with evidence because methods were not quantifiable. | Does not effectively evaluate learning objectives. Unable to evaluate effectiveness of education. | Has no plan for evaluating objectives. Does not attempt to evaluate objectives. |
| **Self-Evaluation (5 points)** | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Does not complete self-evaluation. |
| | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
| **Instructor Evaluation (10 points)** | Provides engaging, stimulating education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with planned objectives. Evaluation methods are appropriate for objectives. Averages 3.5 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with most, not all, objectives. Evaluates objectives appropriately. Averages a 3 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience, but nerves are distracting or reads from ppt with little audience interaction. Methods of presentation are consistent with some objectives. Evaluates some, not all, objectives appropriately. Averages a 2.5 on evaluation form. | Provides education in a disorganized, poorly planned manner. Information is not presented at the appropriate level for target audience. Methods of presentation are not consistent with domain of objective. Averages 2 on evaluation form. | Presentation was not well-planned. Unable to convey information in a manner that stimulates learning. Averages less than 2 on evaluation form. |

November 6, 2026
[Solved] Neva

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Executive Solution Overview

do not use any form of AI or u will receive an automatic 0 **files (1)** – ## KA23.pdf **## KA23.pdf** KA #2 Comparing Citizenships: Slavery, Indigeneity, and the American Government Instructions: In the 21st Century, Historians have built digital exhibits where the public can access historic docume…

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Assignment Prompt & Instructions

do not use any form of AI or u will receive an automatic 0

**files (1)**

– ## KA23.pdf

**## KA23.pdf**

KA #2

Comparing Citizenships: Slavery, Indigeneity, and the American Government

Instructions: In the 21st Century, Historians have built digital exhibits where the public can access

historic documents online. For this KA, you will explore 3 of them: The Lowcountry Digital History

Initiative (which documents slavery in the Carolinas) and the Yale Avalon Project (which houses the

nation’s oldest federal laws and political documents.

Additionally, you will examine the Code Noir – meaning the Black Code in French. This document

consists of the laws produced by the French to govern slavery in their Caribbean colonies which

were/are: St. Domingue (Now Haiti), Guadeloupe and Martinique, Saint Barthelemy, Martinique,

Anguilla, Saint Lucia, and Saint Martin.

Finally, you will look at a compiled list of slave codes from NC. This document is housed at UNC

Chapel Hill’s DocSouth Digital Archive.

Submission Information:

Due Date: Monday, February 23rd, 2026 at 11:59pm
EST.

Submission Guidelines:

*Note: I know that you have a lot of readings to get
through. I have allotted two weeks for each of your
KAs. Please utilize your time wisely; pace yourself so
that you are not overwhelmed. Read a little each day;
give yourself time to think deeply about each of these
events in the context of all that we see today. Finally,
write passionately.

I am here if you need anything. Please visit my Tuesday
office hours if you need help.

Readings (Find them in the module):
1.) The Code Noir (The Black Code)
– This document describes the laws that restricted
slaves on islands colonized by France – like Haiti.
2.) Lowcountry Digital History Initiative:
I have posted the link to the first article in the
module, once you open that link, use the left
panel to find the other articles below.

• Contrasting Beginnings of Slavery in North
America (Single page length)

• English North America: Slave Societies vs Societies
with Slaves (Single Page length)

• Regional Labor Experiences: Sugar + Tobacco
(single page length)

• Rice in the Lowcountry (single page length)
• Barbadians in Carolina (single page length)

Point Values:
❑ Your Submission: 90 Points

– Organization, spelling, and
complete sentences will be
factored into your grade.

❑ In each section, I have outlined the
readings you will need to answer
the questions.

• American Indian Slavery in Carolina (single page
length)

3.) The Constitutional Convention (Video – 7 Mins)
4.) The US Constitution:

• The Preamble (Two sentence length)
• The Bill of Rights – First Ten Amendments

5.) The Declaration of the Rights of Man – 1789
6.) An Act Concerning Slaves and Free Persons of Colour
[North Carolina Slave Codes 1700-1880]

Directions:

Please note that each question must be answered in a minimum of 75 words; longer

questions need to be answered in paragraph formatting.

1.) The Code Noir:

a.) Choose 4 articles (articles are technically laws) from this document. Put the article into

your own words; then, analyze how the article shaped the life of the enslaved.

→ Use the organization below:

Article (Insert Number)

Summary: What does this article say in plain terms?

Analysis: What does it demand/prohibit/punish?

2.) Documents from the Digital History Initiative:

a.) Evaluate the map in the article “Contrasting Beginnings of Slavery in North America.”

→ List two things you glean from the map.

→ After reading the article, examine how slavery in the English colonies differed from

slavery in French and Spanish colonies (list two examples from the text).

b.) “Slave Societies vs Societies with Slaves:” How did the economic significance of slavery

differ from the New England Colonies vs the Colonies of Virginia and Georgia?

c.) “Regional Labor Experiences: Sugar & Tobacco” and the article “Rice in the Lowcountry:”

What differences existed between the working conditions of the enslaved growing sugar vs

tobacco vs rice?

d.) “American Indian Slavery in Carolina:” Summarize the enslavement of indigenous

peoples in the Colony of Carolina. What turmoil existed between the two groups?

3.) The Constitutional Convention Video:

a.) Provide the 5 W’s [who, what, when, where, why] of the US Constitutional Convention.

b.) What dilemmas did the writers of the constitution face regarding slavery?

c.) What compromises existed as a result?

4.) The US Constitution

a.) The Preamble: Summarize the preamble. What do the writers of the Constitution say

are the foundation American values?

b.) The Bill of Rights: This document was a part of the compromises to limit the power of

the Federal Government. Knowing this, consider the following:

o What freedoms are granted to American Citizens [which only included colonial

white men] in this document?

o Which of these amendments are being widely debated in political conversations

today? Insert one news article link that was published after the year 2000 to help

prove your point. (only pull news articles between the years 2000- current)

5.) Declaration of the Rights of Man – 1789

o List two examples of the Rights of Man that the document refers to. How can you see

these two examples resurface in political conversations today?

o How are these values and protections different from the values and punishments

that govern the enslaved? Choose one slave code and one example from this

document to cite as examples of the differences.

6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-

1880

a.) Choose 3 laws from this document. Put the law into your own words; then, analyze how

the article shaped the life of the enslaved.

→ Use the organization below:

Law (Insert year here)

Summary: What does this article say in plain terms?

Analysis: What does it demand/prohibit/punish?

b.) Make one comparison and one contrast of the conditions of the enslaved under the Code

Noir in French colonies vs slaves under these laws in English colonies.

c.) Make one comparison and one contrast of the conditions of “Free” Blacks under the Code

Noir in French colonies vs slaves under these laws in English colonies.

d.) How does this NC Slave Code govern “free” Blacks? How similar are their conditions to

slavery? Cite one example from the document.

**## KA23.pdf**

KA #2

Comparing Citizenships: Slavery, Indigeneity, and the American Government

Instructions: In the 21st Century, Historians have built digital exhibits where the public can access

historic documents online. For this KA, you will explore 3 of them: The Lowcountry Digital History

Initiative (which documents slavery in the Carolinas) and the Yale Avalon Project (which houses the

nation’s oldest federal laws and political documents.

Additionally, you will examine the Code Noir – meaning the Black Code in French. This document

consists of the laws produced by the French to govern slavery in their Caribbean colonies which

were/are: St. Domingue (Now Haiti), Guadeloupe and Martinique, Saint Barthelemy, Martinique,

Anguilla, Saint Lucia, and Saint Martin.

Finally, you will look at a compiled list of slave codes from NC. This document is housed at UNC

Chapel Hill’s DocSouth Digital Archive.

Submission Information:

Due Date: Monday, February 23rd, 2026 at 11:59pm
EST.

Submission Guidelines:

*Note: I know that you have a lot of readings to get
through. I have allotted two weeks for each of your
KAs. Please utilize your time wisely; pace yourself so
that you are not overwhelmed. Read a little each day;
give yourself time to think deeply about each of these
events in the context of all that we see today. Finally,
write passionately.

I am here if you need anything. Please visit my Tuesday
office hours if you need help.

Readings (Find them in the module):
1.) The Code Noir (The Black Code)
– This document describes the laws that restricted
slaves on islands colonized by France – like Haiti.
2.) Lowcountry Digital History Initiative:
I have posted the link to the first article in the
module, once you open that link, use the left
panel to find the other articles below.

• Contrasting Beginnings of Slavery in North
America (Single page length)

• English North America: Slave Societies vs Societies
with Slaves (Single Page length)

• Regional Labor Experiences: Sugar + Tobacco
(single page length)

• Rice in the Lowcountry (single page length)
• Barbadians in Carolina (single page length)

Point Values:
❑ Your Submission: 90 Points

– Organization, spelling, and
complete sentences will be
factored into your grade.

❑ In each section, I have outlined the
readings you will need to answer
the questions.

• American Indian Slavery in Carolina (single page
length)

3.) The Constitutional Convention (Video – 7 Mins)
4.) The US Constitution:

• The Preamble (Two sentence length)
• The Bill of Rights – First Ten Amendments

5.) The Declaration of the Rights of Man – 1789
6.) An Act Concerning Slaves and Free Persons of Colour
[North Carolina Slave Codes 1700-1880]

Directions:

Please note that each question must be answered in a minimum of 75 words; longer

questions need to be answered in paragraph formatting.

1.) The Code Noir:

a.) Choose 4 articles (articles are technically laws) from this document. Put the article into

your own words; then, analyze how the article shaped the life of the enslaved.

→ Use the organization below:

Article (Insert Number)

Summary: What does this article say in plain terms?

Analysis: What does it demand/prohibit/punish?

2.) Documents from the Digital History Initiative:

a.) Evaluate the map in the article “Contrasting Beginnings of Slavery in North America.”

→ List two things you glean from the map.

→ After reading the article, examine how slavery in the English colonies differed from

slavery in French and Spanish colonies (list two examples from the text).

b.) “Slave Societies vs Societies with Slaves:” How did the economic significance of slavery

differ from the New England Colonies vs the Colonies of Virginia and Georgia?

c.) “Regional Labor Experiences: Sugar & Tobacco” and the article “Rice in the Lowcountry:”

What differences existed between the working conditions of the enslaved growing sugar vs

tobacco vs rice?

d.) “American Indian Slavery in Carolina:” Summarize the enslavement of indigenous

peoples in the Colony of Carolina. What turmoil existed between the two groups?

3.) The Constitutional Convention Video:

a.) Provide the 5 W’s [who, what, when, where, why] of the US Constitutional Convention.

b.) What dilemmas did the writers of the constitution face regarding slavery?

c.) What compromises existed as a result?

4.) The US Constitution

a.) The Preamble: Summarize the preamble. What do the writers of the Constitution say

are the foundation American values?

b.) The Bill of Rights: This document was a part of the compromises to limit the power of

the Federal Government. Knowing this, consider the following:

o What freedoms are granted to American Citizens [which only included colonial

white men] in this document?

o Which of these amendments are being widely debated in political conversations

today? Insert one news article link that was published after the year 2000 to help

prove your point. (only pull news articles between the years 2000- current)

5.) Declaration of the Rights of Man – 1789

o List two examples of the Rights of Man that the document refers to. How can you see

these two examples resurface in political conversations today?

o How are these values and protections different from the values and punishments

that govern the enslaved? Choose one slave code and one example from this

document to cite as examples of the differences.

6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-

1880

a.) Choose 3 laws from this document. Put the law into your own words; then, analyze how

the article shaped the life of the enslaved.

→ Use the organization below:

Law (Insert year here)

Summary: What does this article say in plain terms?

Analysis: What does it demand/prohibit/punish?

b.) Make one comparison and one contrast of the conditions of the enslaved under the Code

Noir in French colonies vs slaves under these laws in English colonies.

c.) Make one comparison and one contrast of the conditions of “Free” Blacks under the Code

Noir in French colonies vs slaves under these laws in English colonies.

d.) How does this NC Slave Code govern “free” Blacks? How similar are their conditions to

slavery? Cite one example from the document.

November 6, 2026
[Solved] patient safety

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#### **Discussion: Apply Knowledge** Step 1: Watch the [Patient Safety Movement videoLinks.](https://youtu.be/cw6XboxeUac?si=Q_dNBiLriX_OOOuV) Step 2: Answer the discussion prompts below with explanation and detail. **Paragraph one:** Discuss one quality and safety issue you observed while watching …

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Assignment Prompt & Instructions

#### **Discussion: Apply Knowledge**

Step 1: Watch the [Patient Safety Movement videoLinks.](https://youtu.be/cw6XboxeUac?si=Q_dNBiLriX_OOOuV)

Step 2: Answer the discussion prompts below with explanation and detail.

**Paragraph one:** Discuss one quality and safety issue you observed while watching the video and explain the impact of this issue.

**Paragraph two:** Discuss how the role of technology helped or hindered the quality and safety issue you identified.

**Paragraph three:** Discuss one information and communication technology policy that should be enacted to prevent the selected quality and safety issue.

**References:** Provide complete references for all citations.

November 6, 2026
[Solved] PLAGIARISM FREE IN 10 HOURS or LESS

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This week, you will design a PowerPoint presentation with full detailed (speaker notes) based on the project management concepts of risk management, quality management, and evaluation. You will develop a summary of these three elements for your individual health informatics implementation project. Y…

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Assignment Prompt & Instructions

This week, you will design a PowerPoint presentation with full detailed (speaker notes) based on the project management concepts of risk management, quality management, and evaluation. You will develop a summary of these three elements for your individual health informatics implementation project. You will finalize this presentation in this week’s first assessment, the Individual Project Plan Presentation—Risk, Quality, and Project Evaluation discussion forum. In this discussion forum, you will develop the PowerPoint slides for Section 3 of the Week 5 Informatics Implementation Project Proposal—Video Presentation discussion forum. Your executive-level PowerPoint presentation should be appropriate for a board of directors to have it on their meeting agenda for review. Your presentation should outline financial, technical, and operational risks and mitigation steps; anticipated clinical and business quality metrics to be measured; and any qualitative or quantitative measures to evaluate the project’s effectiveness. Formulate your presentation to be concise and comprised of no more than 8 total slides. Important Aspects of the Presentation Remember the following important aspects of the presentation: The presentation must be 7 content slides, not including the title slide and references slides.

November 6, 2026
[Solved] Applied Sciences Assignment

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**files (1)** – ## ReflectionPapertwo.docx **## ReflectionPapertwo.docx** Select one item from the BACB® 5th edition task list. Pinpoint a specific behavior or output/permanent product related to the task list item, operationally define it, and determine how you would evaluate a trainee's performanc…

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Assignment Prompt & Instructions

**files (1)**

– ## ReflectionPapertwo.docx

**## ReflectionPapertwo.docx**

Select one item from the BACB® 5th edition task list. Pinpoint a specific behavior or output/permanent product related to the task list item, operationally define it, and determine how you would evaluate a trainee's performance on the skill, both initially and ongoing. Would you include a checklist, BARS, quiz, or self-assessment? Would you use any fundamental measures or sampling procedures? How will you make your trainees comfortable being assessed on this skill?

Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation. (As it is required when using web-based references, links to an external site are provided.) Failing to do so will result in point deductions.

| | | |
| — | — | — |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning Outcome Reflection Length<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 pts Meets Expectations** Reflection paper content was greater than 150 words.<br> <br>**3 to >0.0 pts Partially Meets Expectations** Reflection paper content was between 100-149 words.<br> <br>**0 pts Does not Meet Expectations** Reflection paper content was less than 99 words. | 5 pts |
| This criterion is linked to a Learning Outcome Grammar, Usage, and Spelling<br>Utilizes proper grammar and spelling as outlined below. | **5 to >3.0 pts Meets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 pts Partially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 pts Does not Meet Expectations** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
| This criterion is linked to a Learning Outcome References and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 pts Meets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 pts Partially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally cited reference.<br> <br>**0 pts Does not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
| This criterion is linked to a Learning Outcome Addressing the Prompt & Application<br>Author answers the questions presented in the prompt and applies the week's readings/topics. | **5 to >3.0 pts Meets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing. Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 pts Partially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims. References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 pts Does not Meet Expectations** Does not respond to the assignment prompt, OR focuses mainly on personal opinions or unrelated content. Lacks logical organization, clarity, and development of ideas. Demonstrates no or limited application of the week’s assigned readings or topic. Provides irrelevant or unsupported information, showing minimal or no connection to course material. | 5 pts |
| This criterion is linked to a Learning Outcome Peer Review<br>Your peer review text must be copied and pasted into the comments of your own reflection paper submission to receive credit. | **5 to >3.0 pts Meets Expectations** Completes peer-review of colleague’s reflection paper and provides well-thought- out, thorough feedback.<br> <br>**3 to >0.0 pts Partially Meets Expectations** Completes peer-review of colleague’s reflection paper, but provides only vague, non-specific feedback or input.<br> <br>**0 pts Does not Meet Expectations** Does not complete peer- review of a colleague’s reflection paper or does not copy the text into the comments section of their own submission to allow for grading. | 5 pts |

**## ReflectionPapertwo.docx**

Select one item from the BACB® 5th edition task list. Pinpoint a specific behavior or output/permanent product related to the task list item, operationally define it, and determine how you would evaluate a trainee's performance on the skill, both initially and ongoing. Would you include a checklist, BARS, quiz, or self-assessment? Would you use any fundamental measures or sampling procedures? How will you make your trainees comfortable being assessed on this skill?

Additionally, please include LINKS or DOIs to any articles or books referenced outside of the assigned readings as part of your APA citation. (As it is required when using web-based references, links to an external site are provided.) Failing to do so will result in point deductions.

| | | |
| — | — | — |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning Outcome Reflection Length<br>Number of words – excludes reference section and direct quotes from references that are longer than 5 words | **5 to >3.0 pts Meets Expectations** Reflection paper content was greater than 150 words.<br> <br>**3 to >0.0 pts Partially Meets Expectations** Reflection paper content was between 100-149 words.<br> <br>**0 pts Does not Meet Expectations** Reflection paper content was less than 99 words. | 5 pts |
| This criterion is linked to a Learning Outcome Grammar, Usage, and Spelling<br>Utilizes proper grammar and spelling as outlined below. | **5 to >3.0 pts Meets Expectations** Reflection paper contained less than 2 grammar, usage, or spelling errors.<br> <br>**3 to >0.0 pts Partially Meets Expectations** Reflection paper contained 3-4 grammar, usage, or spelling errors.<br> <br>**0 pts Does not Meet Expectations** Reflection paper contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent. | 5 pts |
| This criterion is linked to a Learning Outcome References and Utilization of Outside Resources<br>Inclusion of one peer reviewed behavioral source and one course assigned reading | **5 to >3.0 pts Meets Expectations** The author used references from peer- reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings. Hyperlinks to the cited external references are provided.<br> <br>**3 to >0.0 pts Partially Meets Expectations** The author used references in APA format of assigned readings but did not include an additional peer-reviewed behavioral reference or did not include a hyperlink to the externally cited reference.<br> <br>**0 pts Does not Meet Expectations** The author neither utilized APA format for referenced material used nor cited an outside peer-reviewed behavioral reference. | 5 pts |
| This criterion is linked to a Learning Outcome Addressing the Prompt & Application<br>Author answers the questions presented in the prompt and applies the week's readings/topics. | **5 to >3.0 pts Meets Expectations** Directly and thoroughly responds to the assignment prompt, demonstrating clear understanding of the required topic. Develops ideas logically and coherently, using organized, empirical, and evidenceinformed writing. Shows strong application of the week’s assigned readings or topic, making explicit, accurate connections between course content and the student’s insights.<br> <br>**3 to >0.0 pts Partially Meets Expectations** Responds to the assignment prompt, but the development of ideas may be only partially clear, briefly addressed, or lacking depth. Organization may be uneven, with some logical flow but limited support for claims. References the week’s topic or readings only tangentially, without demonstrating real application or meaningful integration. Contains general or surfacelevel statements rather than wellsupported insights.<br> <br>**0 pts Does not Meet Expectations** Does not respond to the assignment prompt, OR focuses mainly on personal opinions or unrelated content. Lacks logical organization, clarity, and development of ideas. Demonstrates no or limited application of the week’s assigned readings or topic. Provides irrelevant or unsupported information, showing minimal or no connection to course material. | 5 pts |
| This criterion is linked to a Learning Outcome Peer Review<br>Your peer review text must be copied and pasted into the comments of your own reflection paper submission to receive credit. | **5 to >3.0 pts Meets Expectations** Completes peer-review of colleague’s reflection paper and provides well-thought- out, thorough feedback.<br> <br>**3 to >0.0 pts Partially Meets Expectations** Completes peer-review of colleague’s reflection paper, but provides only vague, non-specific feedback or input.<br> <br>**0 pts Does not Meet Expectations** Does not complete peer- review of a colleague’s reflection paper or does not copy the text into the comments section of their own submission to allow for grading. | 5 pts |

November 6, 2026
[Solved] cheryl

✓ Verified Academic Solution Available

Executive Solution Overview

any use of AI will result in automatic 0 please see attachment topic: _Homelessness in the United States: Causes, Impacts, and Solutions for College Communities_ – [\ \ ENGL103Essay1-InformativeReport-Spring20262.docx](https://www.sweetstudy.com/files/engl103essay1-informativereport-spring20262-do…

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Assignment Prompt & Instructions

any use of AI will result in automatic 0

please see attachment

topic: _Homelessness in the United States: Causes, Impacts, and Solutions for College Communities_

– [\
\
ENGL103Essay1-InformativeReport-Spring20262.docx](https://www.sweetstudy.com/files/engl103essay1-informativereport-spring20262-docx "ENGL103Essay1-InformativeReport-Spring20262.docx")

November 6, 2026
[Solved] Human Resource Management

✓ Verified Academic Solution Available

Executive Solution Overview

**files (1)** – ## InstructionsRubric.docx **## InstructionsRubric.docx** Purpose To evaluate your ability to design and integrate a comprehensive performance measurement system that synthesizes financial and non-financial metrics, applies course concepts across multiple units, and develops strategi…

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Assignment Prompt & Instructions

**files (1)**

– ## InstructionsRubric.docx

**## InstructionsRubric.docx**

Purpose

To evaluate your ability to design and integrate a comprehensive performance measurement system that synthesizes financial and non-financial metrics, applies course concepts across multiple units, and develops strategic recommendations for organizational performance improvement and accountability.

Associated Skills

·
**Identify key financial ratios and metrics for operational assessment**

·
**Create financial statements that accurately represent organizational performance**

·
**Evaluate operational effectiveness using financial indicators**

·
**Demonstrate thoroughness in financial data examination**

·
**Identify relevant financial and non-financial factors for comprehensive decision-making**

·
**Synthesize financial and non-financial information to create balanced organizational strategies**

Organizations to Choose From

Select ONE organization from the following list for your analysis:

1. Apple Inc. (Technology)

2. Southwest Airlines (Transportation)

3. Cleveland Clinic (Healthcare)

4. Goodwill Industries International (Non-profit)

5. City of Austin, Texas (Government)

Use the
[Financial Statement Analysis, 5th Edition](https://learning.oreilly.com/library/view/financial-statement-analysis/9781119457145/). Use 10-K filings to access financial data for for-profits and other means to access financial data for nonprofit organizations (e.g.,
[https://my.clevelandclinic.org/about/overview/financial-information](https://my.clevelandclinic.org/about/overview/financial-information),
[https://www.austintexas.gov/page/financial-reports](https://www.austintexas.gov/page/financial-reports),
[https://www.goodwill.org/annual-report/](https://www.goodwill.org/annual-report/))

**Required Components**

Word count provided for this assignment as overall guidance. Students should consider meeting the requirements for each section and how to present the information, with bullet lists, data visualization, and overall approach. Design a comprehensive performance measurement system (1,100 – 1,550 words) for your chosen organization that addresses the following components:

**1. Economic Environment Analysis (100-150 words) (from Unit 1)**

Analyze the economic factors affecting your chosen organization and explain how these factors should influence performance measurement approaches. Consider industry trends, market conditions, and competitive landscape.

**2. Financial Statement and Ratio Analysis (150-200 words) (from Unit 2)**

Develop a set of financial metrics based on the organization's financial statements. Include:

· Liquidity ratios

· Profitability ratios

· Efficiency ratios

· Leverage ratios

· Growth metrics

Explain why each metric is relevant to measuring this organization's performance.

**3. MD&A Assessment (100-150 words)**

For corporate entities, analyze the Management Discussion & Analysis (MD&A) section of the 10-K. For the government entity, assess the relevant sections of the Annual Comprehensive Financial Report (ACFR). For the non-profit, evaluate the annual report or strategic plan.

Identify key performance indicators mentioned and assess how well they align with organizational goals.

**4. Financial Decision Tool-Based Metrics (200-250 words) (from Unit 3)**

Develop performance measures based on financial decision tools such as:

· Break-even analysis

· Contribution margin analysis

· Variance analysis

· Return on investment (ROI)

Explain how these tools can be used to evaluate operational performance.

**5. Budget Integration (100-150 words) (from Unit 4)**

Describe how your performance measurement system integrates with the organization's budgeting processes. Include:

· Budget variance metrics

· Rolling forecast integration

· Resource allocation measures

· Budget accountability metrics

· Explain how these measures balance short-term performance with long-term value creation.

**6. Balanced Scorecard Development (150-200 words)**

Create a balanced scorecard with appropriate metrics in all four perspectives:

· Financial perspective

· Customer perspective

· Internal business processes perspective

· Learning and growth perspective

For each perspective, provide 3-5 specific metrics tailored to your chosen organization.

**7. Implementation Plan (200-300 words)**

Outline implementation considerations, including:

· Data collection methods

· Reporting frequency and formats

· Review processes

· Technology requirements

· Responsible parties

**8. Improvement Recommendations (100-150 words)**

Provide recommendations for using performance information to drive improvement:

· How to identify performance gaps

· Methods for root cause analysis

· Approaches for developing action plans

· Continuous improvement processes

Submission Guidelines

1. Format your assignment as a professional business report with appropriate headings, subheadings, and executive summary.

2. Include appropriate citations using APA format.

3. Include relevant charts, graphs, or tables to illustrate your analysis.

4. Submit your completed assignment through the course portal by the deadline.

**Resources**

To support your analysis, review these resources:

1. Financial Ratio Analysis Guide:
[https://corporatefinanceinstitute.com/resources/knowledge/finance/financial-ratios/](https://corporatefinanceinstitute.com/resources/accounting/financial-ratios/)

2. Balanced Scorecard Institute Resources:
[https://balancedscorecard.org/bsc-basics/articles-videos/](https://balancedscorecard.org/bsc-basics/articles-videos/)

3. Harvard Business Review on Performance Measurement:
[https://hbr.org/1992/01/the-balanced-scorecard-measures-that-drive-performance-2](https://hbr.org/1992/01/the-balanced-scorecard-measures-that-drive-performance-2) and
[https://online.hbs.edu/blog/post/business-performance-measurement](https://online.hbs.edu/blog/post/business-performance-measurement)

4. Activity-Based Costing Overview:
[https://www.accountingtools.com/articles/what-is-activity-based-costing.html](https://www.accountingtools.com/articles/activity-based-costing?rq=activity%20based%20costing)

5. Economic Value Added Explanation:
[https://www.investopedia.com/terms/e/eva.asp](https://www.investopedia.com/terms/e/eva.asp)

**Evaluation Criteria**

Your assignment will be evaluated based on:

1. Comprehensiveness: How thoroughly you address all required components

2. Integration: How effectively you connect concepts from different units

3. Analysis: The depth and quality of your analysis and insights

4. Application: How well you apply course concepts to your chosen organization

5. Recommendations: The practicality and relevance of your recommendations

6. Presentation: The professionalism and clarity of your report

| | | | | | | |
| — | — | — | — | — | — | — |
| **Criteria** | **Excellent** | **Proficient** | **Developing** | **Needs Improvement** | **Not Submitted** | **Criterion Score** |
| Comprehensiveness | 40 points<br>**40 Points**<br>Clearly addresses all 8 required components with detailed descriptions meeting or exceeding all stated word counts. | 35 points<br>**35 Points**<br>Clearly addresses all 8 components; most descriptions meet word count requirements. | 30 points<br>**30 Points**<br>Clearly addresses 6-7 components; some sections slightly under word count. | 20 points<br>**20 Points**<br>Clearly addresses 4-5 components; several sections below word count requirements. | 0 points<br>**0 Points**<br>Not submitted. | Score of Comprehensiveness,<br>/ 40 |
| Integration | 40 points<br>**40 Points**<br>Clearly integrates concepoints from all course units with explicit connections to performance measurement approaches. | 35 points<br>**35 Points**<br>Clearly integrates concepoints from most course units with connections to performance measurement approaches. | 30 points<br>**30 Points**<br>Clearly integrates some course concepoints with basic connections to performance measurement approaches. | 20 points<br>**20 Points**<br>Minimal or unclear integration of course concepoints and weak connections to measurement approaches. | 0 points<br>**0 Points**<br>Not submitted. | Score of Integration,<br>/ 40 |
| Analysis | 40 points<br>**40 Points**<br>Clearly provides detailed analysis with 5+ insights, each supported by explicit evidence and reasoning. | 35 points<br>**35 Points**<br>Clearly provides analysis with 4 supported insights. | 30 points<br>**30 Points**<br>Clearly provides basic analysis with 2-3 supported insights. | 20 points<br>**20 Points**<br>Minimal or unclear analysis with fewer than 2 insights or weak support. | 0 points<br>**0 Points**<br>Not submitted. | Score of Analysis,<br>/ 40 |
| Organization | 40 points<br>**40 Points**<br>Clearly tailors 4+ performance measures explicitly to organizational context, industry, and strategic goals. | 35 points<br>**35 Points**<br>Clearly tailors 3 performance measures explicitly to the organization. | 30 points<br>**30 Points**<br>Clearly tailors 2 performance measures to the organization, some relevance may be limited. | 20 points<br>**20 Point**<br>Tailors fewer than 2 performance measures, or unclear relevance to organizational context. | 0 points<br>**0 Points**<br>Not submitted. | Score of Organization,<br>/ 40 |
| Skills | 40 points<br>**40 Points**<br>The student skillfully and consistently integrates relevant skills into the assignment. Application is accurate, contextually appropriate, and enhances the depth or originality of the assignment. Demonstrates mastery through insightful use of skills. | 35 points<br>**35 Points**<br>The student applies relevant skills accurately and appropriately. The use of skills supports key ideas or analysis and demonstrates a strong understanding. Integration is effective but may lack the depth or originality of a mastery-level response. | 30 points<br>**30 Points**<br>The student applies relevant skills inconsistently or with partial success. Connections to the assignment may be unclear, generalized, or only loosely aligned with the topic. Demonstrates a basic understanding but with limited integration. | 20 points<br>**20 Points**<br>The student attempoints to apply relevant skills but with evident inaccuracies, oversimplifications, or weak alignment with the assignment content. Demonstrates limited awareness or understanding | | |

**## InstructionsRubric.docx**

Purpose

To evaluate your ability to design and integrate a comprehensive performance measurement system that synthesizes financial and non-financial metrics, applies course concepts across multiple units, and develops strategic recommendations for organizational performance improvement and accountability.

Associated Skills

·
**Identify key financial ratios and metrics for operational assessment**

·
**Create financial statements that accurately represent organizational performance**

·
**Evaluate operational effectiveness using financial indicators**

·
**Demonstrate thoroughness in financial data examination**

·
**Identify relevant financial and non-financial factors for comprehensive decision-making**

·
**Synthesize financial and non-financial information to create balanced organizational strategies**

Organizations to Choose From

Select ONE organization from the following list for your analysis:

1. Apple Inc. (Technology)

2. Southwest Airlines (Transportation)

3. Cleveland Clinic (Healthcare)

4. Goodwill Industries International (Non-profit)

5. City of Austin, Texas (Government)

Use the
[Financial Statement Analysis, 5th Edition](https://learning.oreilly.com/library/view/financial-statement-analysis/9781119457145/). Use 10-K filings to access financial data for for-profits and other means to access financial data for nonprofit organizations (e.g.,
[https://my.clevelandclinic.org/about/overview/financial-information](https://my.clevelandclinic.org/about/overview/financial-information),
[https://www.austintexas.gov/page/financial-reports](https://www.austintexas.gov/page/financial-reports),
[https://www.goodwill.org/annual-report/](https://www.goodwill.org/annual-report/))

**Required Components**

Word count provided for this assignment as overall guidance. Students should consider meeting the requirements for each section and how to present the information, with bullet lists, data visualization, and overall approach. Design a comprehensive performance measurement system (1,100 – 1,550 words) for your chosen organization that addresses the following components:

**1. Economic Environment Analysis (100-150 words) (from Unit 1)**

Analyze the economic factors affecting your chosen organization and explain how these factors should influence performance measurement approaches. Consider industry trends, market conditions, and competitive landscape.

**2. Financial Statement and Ratio Analysis (150-200 words) (from Unit 2)**

Develop a set of financial metrics based on the organization's financial statements. Include:

· Liquidity ratios

· Profitability ratios

· Efficiency ratios

· Leverage ratios

· Growth metrics

Explain why each metric is relevant to measuring this organization's performance.

**3. MD&A Assessment (100-150 words)**

For corporate entities, analyze the Management Discussion & Analysis (MD&A) section of the 10-K. For the government entity, assess the relevant sections of the Annual Comprehensive Financial Report (ACFR). For the non-profit, evaluate the annual report or strategic plan.

Identify key performance indicators mentioned and assess how well they align with organizational goals.

**4. Financial Decision Tool-Based Metrics (200-250 words) (from Unit 3)**

Develop performance measures based on financial decision tools such as:

· Break-even analysis

· Contribution margin analysis

· Variance analysis

· Return on investment (ROI)

Explain how these tools can be used to evaluate operational performance.

**5. Budget Integration (100-150 words) (from Unit 4)**

Describe how your performance measurement system integrates with the organization's budgeting processes. Include:

· Budget variance metrics

· Rolling forecast integration

· Resource allocation measures

· Budget accountability metrics

· Explain how these measures balance short-term performance with long-term value creation.

**6. Balanced Scorecard Development (150-200 words)**

Create a balanced scorecard with appropriate metrics in all four perspectives:

· Financial perspective

· Customer perspective

· Internal business processes perspective

· Learning and growth perspective

For each perspective, provide 3-5 specific metrics tailored to your chosen organization.

**7. Implementation Plan (200-300 words)**

Outline implementation considerations, including:

· Data collection methods

· Reporting frequency and formats

· Review processes

· Technology requirements

· Responsible parties

**8. Improvement Recommendations (100-150 words)**

Provide recommendations for using performance information to drive improvement:

· How to identify performance gaps

· Methods for root cause analysis

· Approaches for developing action plans

· Continuous improvement processes

Submission Guidelines

1. Format your assignment as a professional business report with appropriate headings, subheadings, and executive summary.

2. Include appropriate citations using APA format.

3. Include relevant charts, graphs, or tables to illustrate your analysis.

4. Submit your completed assignment through the course portal by the deadline.

**Resources**

To support your analysis, review these resources:

1. Financial Ratio Analysis Guide:
[https://corporatefinanceinstitute.com/resources/knowledge/finance/financial-ratios/](https://corporatefinanceinstitute.com/resources/accounting/financial-ratios/)

2. Balanced Scorecard Institute Resources:
[https://balancedscorecard.org/bsc-basics/articles-videos/](https://balancedscorecard.org/bsc-basics/articles-videos/)

3. Harvard Business Review on Performance Measurement:
[https://hbr.org/1992/01/the-balanced-scorecard-measures-that-drive-performance-2](https://hbr.org/1992/01/the-balanced-scorecard-measures-that-drive-performance-2) and
[https://online.hbs.edu/blog/post/business-performance-measurement](https://online.hbs.edu/blog/post/business-performance-measurement)

4. Activity-Based Costing Overview:
[https://www.accountingtools.com/articles/what-is-activity-based-costing.html](https://www.accountingtools.com/articles/activity-based-costing?rq=activity%20based%20costing)

5. Economic Value Added Explanation:
[https://www.investopedia.com/terms/e/eva.asp](https://www.investopedia.com/terms/e/eva.asp)

**Evaluation Criteria**

Your assignment will be evaluated based on:

1. Comprehensiveness: How thoroughly you address all required components

2. Integration: How effectively you connect concepts from different units

3. Analysis: The depth and quality of your analysis and insights

4. Application: How well you apply course concepts to your chosen organization

5. Recommendations: The practicality and relevance of your recommendations

6. Presentation: The professionalism and clarity of your report

| | | | | | | |
| — | — | — | — | — | — | — |
| **Criteria** | **Excellent** | **Proficient** | **Developing** | **Needs Improvement** | **Not Submitted** | **Criterion Score** |
| Comprehensiveness | 40 points<br>**40 Points**<br>Clearly addresses all 8 required components with detailed descriptions meeting or exceeding all stated word counts. | 35 points<br>**35 Points**<br>Clearly addresses all 8 components; most descriptions meet word count requirements. | 30 points<br>**30 Points**<br>Clearly addresses 6-7 components; some sections slightly under word count. | 20 points<br>**20 Points**<br>Clearly addresses 4-5 components; several sections below word count requirements. | 0 points<br>**0 Points**<br>Not submitted. | Score of Comprehensiveness,<br>/ 40 |
| Integration | 40 points<br>**40 Points**<br>Clearly integrates concepoints from all course units with explicit connections to performance measurement approaches. | 35 points<br>**35 Points**<br>Clearly integrates concepoints from most course units with connections to performance measurement approaches. | 30 points<br>**30 Points**<br>Clearly integrates some course concepoints with basic connections to performance measurement approaches. | 20 points<br>**20 Points**<br>Minimal or unclear integration of course concepoints and weak connections to measurement approaches. | 0 points<br>**0 Points**<br>Not submitted. | Score of Integration,<br>/ 40 |
| Analysis | 40 points<br>**40 Points**<br>Clearly provides detailed analysis with 5+ insights, each supported by explicit evidence and reasoning. | 35 points<br>**35 Points**<br>Clearly provides analysis with 4 supported insights. | 30 points<br>**30 Points**<br>Clearly provides basic analysis with 2-3 supported insights. | 20 points<br>**20 Points**<br>Minimal or unclear analysis with fewer than 2 insights or weak support. | 0 points<br>**0 Points**<br>Not submitted. | Score of Analysis,<br>/ 40 |
| Organization | 40 points<br>**40 Points**<br>Clearly tailors 4+ performance measures explicitly to organizational context, industry, and strategic goals. | 35 points<br>**35 Points**<br>Clearly tailors 3 performance measures explicitly to the organization. | 30 points<br>**30 Points**<br>Clearly tailors 2 performance measures to the organization, some relevance may be limited. | 20 points<br>**20 Point**<br>Tailors fewer than 2 performance measures, or unclear relevance to organizational context. | 0 points<br>**0 Points**<br>Not submitted. | Score of Organization,<br>/ 40 |
| Skills | 40 points<br>**40 Points**<br>The student skillfully and consistently integrates relevant skills into the assignment. Application is accurate, contextually appropriate, and enhances the depth or originality of the assignment. Demonstrates mastery through insightful use of skills. | 35 points<br>**35 Points**<br>The student applies relevant skills accurately and appropriately. The use of skills supports key ideas or analysis and demonstrates a strong understanding. Integration is effective but may lack the depth or originality of a mastery-level response. | 30 points<br>**30 Points**<br>The student applies relevant skills inconsistently or with partial success. Connections to the assignment may be unclear, generalized, or only loosely aligned with the topic. Demonstrates a basic understanding but with limited integration. | 20 points<br>**20 Points**<br>The student attempoints to apply relevant skills but with evident inaccuracies, oversimplifications, or weak alignment with the assignment content. Demonstrates limited awareness or understanding | | |

November 6, 2026
[Solved] HIS QUESTION-520-E

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Who can help with Health Law Questions?

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Assignment Prompt & Instructions

Who can help with Health Law Questions?

November 6, 2026
[Solved] Article Review

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Article Review **files (2)** – ## ArticleReviewInstructions1.docx – Au_Revoir_An_Attachment_and_L.pdf **## ArticleReviewInstructions1.docx** **Article Review Instructions** You will write Six article reviews for this course. You will find the article under the _Activities_ section of each modul…

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Assignment Prompt & Instructions

Article Review

**files (2)**

– ## ArticleReviewInstructions1.docx

– Au_Revoir_An_Attachment_and_L.pdf

**## ArticleReviewInstructions1.docx**

**Article Review Instructions**

You will write Six article reviews for this course. You will find the article under the
_Activities_ section of each module. The review should be 1-2 single-spaced pages in a 12-point, Times New Roman font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.

The purpose of the review is to provide students with knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am interested in is your critique.
**How well does the article cover the following areas?**

**Reference**. Listed at the top of the paper in APA style.

**Introduction**. Read the introduction carefully. The introduction should contain:

A thorough literature review that establishes the nature of the problem to be addressed in the present study
(the literature review is specific to the problem)
The literature review is current (generally, articles within the past 5 years)
A logical sequence from what we know (the literature review) to what we don't know (the unanswered
questions raised by the review and what this study intended to answer
The purpose of the present study
The specific hypotheses/research questions to be addressed.
State the overall purpose of the paper. What was the main theme of the paper?
What new ideas or information were communicated in the paper?
Why was it important to publish these ideas?

**Methods**. The methods section has three subsections. The methods sections should contain:
The participants and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?).
The number of participants and how the participants were selected for the study
A description of the tools/measures used and research design employed.
A detailed description of the procedures of the study including participant instructions and whether incentives were given.

**Results**. The results section should contain a very thorough summary of results of all analyses. This section should include:

Specific demographic characteristics of the sample
A thorough narrative description of the results of all statistical tests that addressed specific hypotheses
If there are tables and figures, are they also described in the text?
If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information in the title and footnotes so that a reader can understand what is being presented without having to go back to the text)?

**Discussion**. The discussion is where the author "wraps up the research". This section should include:
A simple and easy to understand summary of what was found
Where the hypotheses supported or refuted?
A discussion of how the author's findings compares to those found in prior research
The limitations of the study

The implications of the findings to basic and applied researchers and to practitioners

**Critique**.
In your opinion, what were the strengths and weaknesses of the paper or document? Be sure to think about your impressions and the reasons for them. Listing what the author wrote as limitations is not the same thing as forming your own opinions and justifying them to the reader.
Were the findings important to a reader?
Were the conclusions valid? Do you agree with the conclusions?
If the material was technical, was the technical material innovative?

**Conclusion**.
Once you provide the main critique of the article, you should include a final paragraph that gives me your overall impression of the study. Was the study worthwhile? Was it well-written and clear to those who may not have as much background in the content area? How does it relate to other weekly readings?

**APA Format Review**
If you are unfamiliar or a bit “rusty” on your APA format, you may want to use the tutorial available through the APA website which is listed on your syllabus or visit the Purdue Owl.

**Grading Criteria**

I will grade your paper based upon:
How well you followed directions (as indicated in this page)
How thoroughly you used examples to support the critique
How accurately you used APA format
And your organization, grammar, and spelling
Integration of assigned weekly readings

**Submission Instructions**

Under each module, there is a Turn It In link. Use this link each week to submit your article review.

**Au_Revoir_An_Attachment_and_L.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/au-revoir-an-attachment-and-l-pdf)

**Au_Revoir_An_Attachment_and_L.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/au-revoir-an-attachment-and-l-pdf)

**## ArticleReviewInstructions1.docx**

**Article Review Instructions**

You will write Six article reviews for this course. You will find the article under the
_Activities_ section of each module. The review should be 1-2 single-spaced pages in a 12-point, Times New Roman font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.

The purpose of the review is to provide students with knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am interested in is your critique.
**How well does the article cover the following areas?**

**Reference**. Listed at the top of the paper in APA style.

**Introduction**. Read the introduction carefully. The introduction should contain:

A thorough literature review that establishes the nature of the problem to be addressed in the present study
(the literature review is specific to the problem)
The literature review is current (generally, articles within the past 5 years)
A logical sequence from what we know (the literature review) to what we don't know (the unanswered
questions raised by the review and what this study intended to answer
The purpose of the present study
The specific hypotheses/research questions to be addressed.
State the overall purpose of the paper. What was the main theme of the paper?
What new ideas or information were communicated in the paper?
Why was it important to publish these ideas?

**Methods**. The methods section has three subsections. The methods sections should contain:
The participants and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?).
The number of participants and how the participants were selected for the study
A description of the tools/measures used and research design employed.
A detailed description of the procedures of the study including participant instructions and whether incentives were given.

**Results**. The results section should contain a very thorough summary of results of all analyses. This section should include:

Specific demographic characteristics of the sample
A thorough narrative description of the results of all statistical tests that addressed specific hypotheses
If there are tables and figures, are they also described in the text?
If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information in the title and footnotes so that a reader can understand what is being presented without having to go back to the text)?

**Discussion**. The discussion is where the author "wraps up the research". This section should include:
A simple and easy to understand summary of what was found
Where the hypotheses supported or refuted?
A discussion of how the author's findings compares to those found in prior research
The limitations of the study

The implications of the findings to basic and applied researchers and to practitioners

**Critique**.
In your opinion, what were the strengths and weaknesses of the paper or document? Be sure to think about your impressions and the reasons for them. Listing what the author wrote as limitations is not the same thing as forming your own opinions and justifying them to the reader.
Were the findings important to a reader?
Were the conclusions valid? Do you agree with the conclusions?
If the material was technical, was the technical material innovative?

**Conclusion**.
Once you provide the main critique of the article, you should include a final paragraph that gives me your overall impression of the study. Was the study worthwhile? Was it well-written and clear to those who may not have as much background in the content area? How does it relate to other weekly readings?

**APA Format Review**
If you are unfamiliar or a bit “rusty” on your APA format, you may want to use the tutorial available through the APA website which is listed on your syllabus or visit the Purdue Owl.

**Grading Criteria**

I will grade your paper based upon:
How well you followed directions (as indicated in this page)
How thoroughly you used examples to support the critique
How accurately you used APA format
And your organization, grammar, and spelling
Integration of assigned weekly readings

**Submission Instructions**

Under each module, there is a Turn It In link. Use this link each week to submit your article review.

**Au_Revoir_An_Attachment_and_L.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/au-revoir-an-attachment-and-l-pdf)

**## ArticleReviewInstructions1.docx**

**Article Review Instructions**

You will write Six article reviews for this course. You will find the article under the
_Activities_ section of each module. The review should be 1-2 single-spaced pages in a 12-point, Times New Roman font. It is in your best interest to submit your review before it is due so you may check your originality report and correct any spelling and grammatical errors identified by the software program.

The purpose of the review is to provide students with knowledge of how research is conducted and reported. The main part of your review needs to include the following information. Please comment on these aspects of the article as part of your review. Provide only the briefest summary of content. What I am interested in is your critique.
**How well does the article cover the following areas?**

**Reference**. Listed at the top of the paper in APA style.

**Introduction**. Read the introduction carefully. The introduction should contain:

A thorough literature review that establishes the nature of the problem to be addressed in the present study
(the literature review is specific to the problem)
The literature review is current (generally, articles within the past 5 years)
A logical sequence from what we know (the literature review) to what we don't know (the unanswered
questions raised by the review and what this study intended to answer
The purpose of the present study
The specific hypotheses/research questions to be addressed.
State the overall purpose of the paper. What was the main theme of the paper?
What new ideas or information were communicated in the paper?
Why was it important to publish these ideas?

**Methods**. The methods section has three subsections. The methods sections should contain:
The participants and the population they are intended to represent (are they described as well in terms of relevant demographic characteristics such as age, gender, ethnicity, education level, income level, etc?).
The number of participants and how the participants were selected for the study
A description of the tools/measures used and research design employed.
A detailed description of the procedures of the study including participant instructions and whether incentives were given.

**Results**. The results section should contain a very thorough summary of results of all analyses. This section should include:

Specific demographic characteristics of the sample
A thorough narrative description of the results of all statistical tests that addressed specific hypotheses
If there are tables and figures, are they also described in the text?
If there are tables and figures, can they be interpreted "stand alone" (this means that they contain sufficient information in the title and footnotes so that a reader can understand what is being presented without having to go back to the text)?

**Discussion**. The discussion is where the author "wraps up the research". This section should include:
A simple and easy to understand summary of what was found
Where the hypotheses supported or refuted?
A discussion of how the author's findings compares to those found in prior research
The limitations of the study

The implications of the findings to basic and applied researchers and to practitioners

**Critique**.
In your opinion, what were the strengths and weaknesses of the paper or document? Be sure to think about your impressions and the reasons for them. Listing what the author wrote as limitations is not the same thing as forming your own opinions and justifying them to the reader.
Were the findings important to a reader?
Were the conclusions valid? Do you agree with the conclusions?
If the material was technical, was the technical material innovative?

**Conclusion**.
Once you provide the main critique of the article, you should include a final paragraph that gives me your overall impression of the study. Was the study worthwhile? Was it well-written and clear to those who may not have as much background in the content area? How does it relate to other weekly readings?

**APA Format Review**
If you are unfamiliar or a bit “rusty” on your APA format, you may want to use the tutorial available through the APA website which is listed on your syllabus or visit the Purdue Owl.

**Grading Criteria**

I will grade your paper based upon:
How well you followed directions (as indicated in this page)
How thoroughly you used examples to support the critique
How accurately you used APA format
And your organization, grammar, and spelling
Integration of assigned weekly readings

**Submission Instructions**

Under each module, there is a Turn It In link. Use this link each week to submit your article review.

**Au_Revoir_An_Attachment_and_L.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/au-revoir-an-attachment-and-l-pdf)

November 6, 2026
[Solved] M Cooper

✓ Verified Academic Solution Available

Executive Solution Overview

Do not use any form of AI or u will receive an automatic 0 **Instructions** Develop a comprehensive budget based on the competitive grant program you chose in Weeks 2 ( One of the potential areas for research funding is AI-driven workforce well-being and burnout prevention (Sanni, 2023). ) and 3( Th…

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Assignment Prompt & Instructions

Do not use any form of AI or u will receive an automatic 0

**Instructions**

Develop a comprehensive budget based on the competitive grant program you chose in Weeks 2 ( One of the potential areas for research funding is AI-driven workforce well-being and burnout prevention (Sanni, 2023). ) and 3( The competitive grant program was selected based on how well it aligns with the project’s goals, funding priorities, eligibility requirements, and the overall feasibility of implementation. ). Follow the instructions listed in the grant proposal instructions you chose to develop the necessary line items in your grant budget. Be sure to submit a copy of the grant program instructions packet with your submission so the instructor can ensure that you have addressed all necessary aspects of the budget based on the proposal instructions for the particular grant you chose.

– [\
\
Successful-Grant-Writing.pdf](https://www.sweetstudy.com/files/successful-grant-writing-pdf "Successful-Grant-Writing.pdf")

November 6, 2026