Jackie  Kundert Program Transcript

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Scholar of Change – Jackie  Kundert Program Transcript JACKIE  KUNDERT: My  name is  Jackie Kundert. I’m a mother  and a nurse from   Monroe, Wisconsin, which is  part of Green county. Monroe’s population is   roughly  10,000 people. And it’s the largest city  in Green county.

During the past five to seven years the issues of drug overdose have become popular throughout the nation. What once was  a big city  problem is  now felt in small cities  across  the nation. This  issue touches  me greatly as  I have a son who got caught up in the cycle. My  son ended up on prescription pain medication, which he became very  addicted to. And from  there it was  a short leap for  him  to start heroin.

What really  spurred me on to try  and make a difference was  looking at a Wisconsin State Council of Alcohol and Drug Abuse map that showed the heroin rates  in Wisconsin, but particularly, for  me, in Green county. When I saw those rates  it spurred something in me that made me know that I had to somehow try   and make a positive impact on this  community.

FEMALE  SPEAKER: My  son came to us  when he was  one year  old. He started out with dope, but then he went to cocaine. So then the next step for  most people is  heroin.

The last time I’m not sure if it was  another  call for  help or  if it was  just a mistake. I could tell that he was  dead, you know, that he was brain dead.

JACKIE  KUNDERT: In June, 2015 I started an organization called F.A.I.T.H., which stands  for  fighting addiction it takes  account. And I believe it takes  help not only  from  the addict, but also their  family  as  well as  a community.

My time at Walden University  has  given me the confidence to put my  thoughts  for   battering this  community  into action. It has  given me a base to gather  data, and empowered me to begin the process  of getting valuable education to the entire community. If someone could be inspired in every  community  across  the nation to create change, together  all of our  small changes  would make one huge change.

©2016 Laureate  Education, Inc. 1

To begin the coding process

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In Week 5, you selected one of the Scholars of Change videos to begin the coding process. For this Discussion, you will select another Scholars of Change video, different than the one you selected in Week 5, to begin coding not only your field notes but also the transcript of the video you downloaded.

To prepare for this Discussion:

· Review the chapters in the Saldaña text.

· Review the Introduction to Coding and From Content to Coding media programs in the Learning Resources.

· Refer back to your observational field notes from Weeks 1–4 Scholars of Change videos.

· From the remaining videos, choose a different Scholars of Change video and refer to your notes from your observation for this Discussion.

· Access the transcript you downloaded for the media program of the Scholars of Change video you selected for this Discussion.

· Begin to code the transcript and the observational field notes of the Scholar of Change video you chose. (Note: You will only need one or two codes for this Discussion, although more are acceptable.)

 

Assignment Task Part 1

 

· In the following below In 2 pages :

· Post a brief description of the video you chose. (1pg.)

· Next, include in an example of one or two codes and provide quotes from your notes or transcript to support your example. (1/2 pg.)

· Finally, explain your reasoning for this coding. (1/2 pg.)

Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.

Assignment Task Part 2

In 200 words with citations:

Respond to one of your colleagues’ posts and explain how your colleague’s codes are similar or different than yours.

Disposable incomes

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As disposable incomes decrease, few can afford gourmet treats and evenings out at the movies or theater. The sport industry is also highly vulnerable to fluctuations in the economy. A typical day at an NFL stadium to see a professional football game can cost the average patron almost $150 after factoring in the costs of food, drinks, a program, and a souvenir such as a cap or T- shirt (Bukszpan, 2012).

For a family of four, then, an economic downslide would preclude many from spending $600 to attend a professional sport event.

The sport of golf has been in a slump, with the number of golfers in the United States dropping 24 percent between 2002 and 2014, according to Pellucid, a consulting company that focuses on the golfing industry.

It found that in 2013 alone, the game lost 1.1 million players (Rupp & Colman-Lochner, 2014). Leaders in the golfing industry are faced with several challenges: What is causing the mass departure of players, necessitating golf courses to close? Why are attendees turning away from this and other U.S. sports?

Declines in sport participation and attendance are two significant economic challenges for leaders and managers in the sport industry. What are others? How should leaders and managers handle new economic realities?

Refer to the Weekly Learning Materials for this discussion

Post an explanation of a current challenge facing sport managers related to the industry’s new economic reality. Provide a specific example of this challenge and explain the strategies you might employ to counter the challenge.

In formulating your Discussion post, consider the following:

• What are some of the most pressing economic realities of the sport industry? • What strategies are available to sport managers for counteracting challenges of this new

reality? • What are the impacts of nontraditional sports, television/media, and globalization of

sport on these new economic realities?

Different Cultures and subcultures in the United States

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Provide a modern-day example(s) of different cultures and subcultures in the United States.

  1. What regions, or parts of the country, would you say have cultures that are more conducive to crime? Explain.
  2. What areas in Miami are conducive to crime? Explain.

An Instructor-approved topic

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This week’s assignment will be the first of five related to your Research Paper. You will select an Instructor-approved topic for your paper. For each possible topic, write one to two paragraphs about each possible topic. Once your Instructor has reviewed your assignment, he/she will respond by approving all three topics or identifying the one(s) which meet the assignment requirements and provide any necessary comments related to your topic

Instructions:

• Identify three possible topics you would like to use for your Research Paper.

• Your topic must relate to a specific type of human trafficking. For example, you might

choose any of the following: “child exploitation,” “forced labor,” “prostitution,” or,

“victim’s rights.”

• Arrange your topics in order of your interest (i.e. your first topic should be your first

choice for this paper).

• Address the following areas for each topic:

o Definition of your chosen topic.

o What area(s) of the world in which this problem is prevalent.

o How does this issue effect the local population?

o How the local government is addressing this issue.

o Any additional thoughts you may have on this topic.

 

Requirements:

• 1-2 pages, double-spaced, not including title or reference pages.

• Follow APA formatting guidelines, including: title page, running heads, page numbers,

12 point Times New Roman font, 1-inch margins, in-text citations and reference page.

• Include at least two resources to support your writing.

• This paper will be checked for originality so make sure you use paraphrasing

appropriately and cite your resources.

Be sure to read the criteria, by which your paper/project will be evaluated, before you write, and again after you write.

Unit 2 Assignment: Research Paper Topic

Choice

CRJ322- Human Trafficking, A Hidden Crime

 

 

 

© 2021 Post University, Waterbury, CT ALL RIGHTS RESERVED

Evaluation Rubric for Research Paper Topic Choice Assignment

Criteria Deficient Needs Improvement

Proficient Exemplary

(0-18) (19-22) (23-26) (27-30)

Explanation of Topics

 

Each topic may have a 1-2 paragraph explanation outlining the content. Key details are missing.

Each topic has at least a 1 paragraph explanation. Details are mostly clear, but some need clarification or are vague.

Each topic includes a 1-2 paragraph explanation. Details define the elements of the topic.

Each topic includes a 2 paragraph explanation of topic. Details clearly define the specific elements of the topic.

Resources No resources are

used to support

the topic or

relation of

resource(s) to the

topic is unclear.

1-2 resources

have been

identified for each

topic, but relation

of resource(s) to

each topic is

unclear.

At least 2

resources are

identified for each

topic. Relation of

resource to the

topic is clear.

2 or more

resources are

identified for each

topic. Each

resource has a

clear connection

to the topic.

(0-4) (5-6) (7-8) (9-10)

Topics Fewer than 3 topics are present, or topics identified do not relate to human trafficking.

N/A N/A 3 topics are identified. Each topic identifies a specific type of human trafficking.

Paper Length Less than 1 page

in length.

1 page in length. 1-2 pages in

length.

More than 2

pages in length.

APA Formatting

There are more

than 3 APA

formatting errors.

There are 2-3

APA formatting

errors.

There are 1-2

APA formatting

errors.

There are no APA

formatting errors.

 

 

© 2021 Post University, Waterbury, CT ALL RIGHTS RESERVED

Spelling and Grammar

There are more

than 3 spelling

and/or

grammatical

mistakes.

There are 2-3

spelling and/or

grammatical

mistakes

There are 1-2

spelling and/or

grammatical

mistakes

There are no

spelling or

grammatical

mistakes.

Qualitative Research Methods in Psychology

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Prior to beginning work on this discussion, read Chapter 1 in the Frost e-book, Qualitative Research Methods in Psychology, and the required journal articles for this week. Also review last week’s PSY635 Week Two Discussion Scenario (Links to an external site.). In that scenario, the three instructors realized there are limits to the insights they can gain through anonymous counting of discussion posts.

The instructors would like to answer two additional research questions:

(a) How do their students actually feel about the intervention? and (b) How do students view the influence of the intervention on their learning inside and outside of the classroom (if applicable)?

In your initial post, compare the characteristics of appropriate research designs and recommend a qualitative research design that would facilitate answering the instructors’ additional questions. Explain the philosophical paradigm underlying the recommended approach.

Evaluate the required articles for this week and describe the  assumptions the instructors might have to set aside as they enter into a qualitative research study. Be sure to identify any ethical issues that may apply to the research. Review the characteristics of the quantitative approach you described in the Week Two discussion.

Explain the ways in which the quantitative approach and paradigm differs from the qualitative approach and paradigm you have recommended here.

A Fever and diarrhea

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A 6-month-old male patient presents to your clinic with his mother. The mother’s chief complaint is that the baby has had a fever and diarrhea for several days and is not nursing as much as usual. The infant is quiet and warm, lung sounds are clear, heart sounds normal. No medical history, born healthy at 39 weeks 5 days via uncomplicated vaginal delivery, he is exclusively breastfed and is up-to-date on his vaccinations.

  • What are 5 questions you would ask the mother next?(Include rationales for questions)
  • What additional signs/symptoms would alert you that this infant may need to be transferred to the ER?
  • What are your top 3 differential diagnoses? (Include ICD codes and rationales)

Submission should be in APA format. Include an introduction/conclusion, etc

The Coding process

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In Week 5, you selected one of the Scholars of Change videos to begin the coding process. For this Discussion, you will select another Scholars of Change video, different than the one you selected in Week 5, to begin coding not only your field notes but also the transcript of the video you downloaded.

To prepare for this Discussion:
• Review the chapters in the Saldaña text.
• Review the Introduction to Coding and From Content to Coding media programs in the Learning Resources.
• Refer back to your observational field notes from Weeks 1–4 Scholars of Change videos.
• From the remaining videos, choose a different Scholars of Change video and refer to your notes from your observation for this Discussion.
• Access the transcript you downloaded for the media program of the Scholars of Change video you selected for this Discussion.
• Begin to code the transcript and the observational field notes of the Scholar of Change video you chose. (Note: You will only need one or two codes for this Discussion, although more are acceptable.)

Organizational Culture and Ethics Scoring Guide

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Organizational Culture and Ethics Scoring Guide. Page 1 of 1https://courserooma.capella.edu/bbcswebdav/institution/BUS-FPX/BUS-FPX4121/211000/Scoring_Guides/a03_scoring_guide.html

Organizational Culture and Ethics Scoring Guide

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED

Explain how organizational culture can affect ethical health care management practices.

Does not explain how organizational culture can affect ethical health care management practices.

Defines organizational culture, but does not explain how it affects ethical health care management practices.

Explains how organizational culture can affect ethical health care management practices.

Explains how both positive and negative organizational cultures can affect ethical health care management practices, organizational integrity, and patient safety.

Describe ethical issues related to organizational change that can affect organizational culture, patient safety, and organizational integrity.

Does not describe ethical issues related to organizational change that can affect organizational culture, patient safety, and organizational integrity.

Identifies ethical issues related to organizational change.

Describes ethical issues related to organizational change that can affect organizational culture, patient safety, and organizational integrity.

Describes ethical issues related to organizational change that can affect organizational culture, patient safety, and organizational integrity; explains how a health care manager can recognize the issues.

Explain the role of personal moral integrity in leading change and maintaining a positive organizational culture.

Does not explain the role of personal moral integrity in leading change and maintaining a positive organizational culture.

Explains the role of personal moral integrity in leading change or in maintaining a positive organizational culture, but not both.

Explains the role of personal moral integrity in leading change and maintaining a positive organizational culture.

Analyzes the role of personal moral integrity in leading change and maintaining a positive organizational culture.

Describe evidence- based strategies to prevent or resolve ethical issues related to organizational change.

Does not describe evidence-based strategies to prevent or resolve ethical issues related to organizational change.

Identifies strategies to prevent or resolve ethical issues related to organizational change.

Describes evidence- based strategies to prevent or resolve ethical issues related to organizational change.

Describes evidence-based strategies to prevent or resolve ethical issues related to organizational change, and considers the consequences of failing to prevent or resolve ethical challenges.

Correctly format citations and references using current APA style.

Does not correctly format citations and references using current APA style.

Uses current APA to format citations and references but with numerous errors.

Correctly formats citations and references using current APA style with few errors.

Correctly formats citations and references using current APA style with no errors.

Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.

Does not write content clearly, logically, or with correct use of grammar, punctuation, and mechanics.

Writes with errors in clarity, logic, grammar, punctuation, and/or mechanics.

Writes content clearly and logically with correct use of grammar, punctuation, and mechanics.

Writes clearly and logically with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea.

 

 

Project Management

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7/3/22, 10:36 AM Rubric Assessment – QSO-640-X5527 Project Management 22TW5 – Southern New Hampshire Universityhttps://learn.snhu.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=1086066&evalObjectId=1762144&evalObjectType=5&userId=… 1/2

Discussion Rubric: Graduate Course: QSO-640-X5527 Project Management 22TW5

Criteria Exemplary Proficient Needs Improvement

Not Evident Criterion Score

Comprehensi

on

/ 20

Timeliness / 10

Engagement / 20

20 points

Develops an

initial post

with an

organized,

clear point of

view or idea

using rich and

significant

detail

18 points

Develops an

initial post

with a point of

view or idea

using

appropriate

detail

14 points

Develops an

initial post

with a point of

view or idea

but with some

gaps in

organization

and detail

0 points

Does not

develop an

initial post

with an

organized

point of view

or idea

10 points

N/A

10 points

Submits initial

post on time

7 points

Submits initial

post one day

late

0 points

Submits initial

post two or

more days late

20 points

Provides

relevant and

meaningful

response posts

with clarifying

explanation

and detail

18 points

Provides

relevant

response posts

with some

explanation

and detail

14 points

Provides

somewhat

relevant

response posts

with some

explanation

and detail

0 points

Provides

response posts

that are

generic with

little

explanation or

detail

 

 

7/3/22, 10:36 AM Rubric Assessment – QSO-640-X5527 Project Management 22TW5 – Southern New Hampshire University

https://learn.snhu.edu/d2l/lms/competencies/rubric/rubrics_assessment_results.d2l?ou=1086066&evalObjectId=1762144&evalObjectType=5&userId=… 2/2

Total / 100

Overall Score

Criteria Exemplary Proficient Needs Improvement

Not Evident Criterion Score

Critical

Thinking

/ 30

Writing

(Mechanics)

/ 20

30 points

Draws

insightful

conclusions

that are

thoroughly

defended with

evidence and

examples

27 points

Draws

informed

conclusions

that are

justified with

evidence

21 points

Draws logical

conclusions

0 points

Does not draw

logical

conclusions

20 points

Initial post and

responses are

easily

understood,

clear, and

concise using

proper citation

methods

where

applicable with

no errors in

citations

18 points

Initial post and

responses are

easily

understood

using proper

citation

methods

where

applicable with

few errors in

citations

14 points

Initial post and

responses are

understandabl

e using proper

citation

methods

where

applicable with

a number of

errors in

citations

0 points

Initial post and

responses are

not

understandabl

e and do not

use proper

citation

methods

where

applicable

Points earned out of

100 91 points minimum The overall submission

earned 91 points or more.

Final calculation of grades can be found in the

gradebook.

Points earned out of

100 71 points minimum The overall submission

earned 71 points or more.

Final calculation of grades can be found in the

gradebook.

Points earned out of

100 1 point minimum The overall submission

earned 1 points or more.

Final calculation of grades can be found in the

gradebook.

Points earned out of

100 0 points minimum The overall submission

earned 0 points or more.

Final calculation of grades can be found in the

gradebook.