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    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) **files (3)** – ## HSE490ASSIGNMENT4INSTRUCTIONS.docx – ## HSE490ASSIGNMENT3FEEDBACK2.docx – ## HSE490ASSIGNMENT4RUBRIC.pdf **## HSE490ASSIGNMENT4INSTRUCTIONS.docx** Week Four Assignment Top of Form | | | | –…

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

    **files (3)**

    – ## HSE490ASSIGNMENT4INSTRUCTIONS.docx

    – ## HSE490ASSIGNMENT3FEEDBACK2.docx

    – ## HSE490ASSIGNMENT4RUBRIC.pdf

    **## HSE490ASSIGNMENT4INSTRUCTIONS.docx**

    Week Four Assignment

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/business-finance-accounting-homework-20966609)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | By the end of the week, submit draft of Chapter Two. |

    Bottom of Form

    Bottom of Form

    ## image1.gif

    **## HSE490ASSIGNMENT3FEEDBACK2.docx**

    **Summary of Feedback**

    1. Your voice is missing

    · You are summarizing sources too much.

    · The professor wants more of your opinion, analysis, and interpretation, not just what the article says.

    2.

    3. Don’t end paragraphs with a source

    · Ending with a citation makes it look like you’re only summarizing.

    · You need to tie the source back to your topic or argument in your own words.

    4.

    5. Weave sources into your discussion

    · Instead of dumping information all at once, mix the research into your explanation.

    · Connect the facts to your problem statement or research focus.

    6.

    7. Some facts need citations

    · The professor noticed statements without sources.

    · If it’s factual, it needs a reference.

    8.

    9. Some paragraphs are too long / run-on

    · Break long paragraphs into smaller ones.

    · Make each paragraph focus on one idea.

    10.

    **What the professor really wants overall**

    · Less summary

    · More analysis

    · More connection to your topic

    · Better paragraph structure

    · Proper citations everywhere needed

    **## HSE490ASSIGNMENT4RUBRIC.pdf**

    Capstone Project Chapter Grading Rubric
    Course: HSE490 Supervised Senior Project

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Analysis of

    Information

    / 8.348.34 points

    Completely exam-

    ines the fundamen-

    tal issues associated

    with the research

    question.

    Analyzes key ele-

    ments using current

    and related litera-

    ture that is credible,

    authoritative and

    focused.

    7.5 points

    Examines the funda-

    mental issues asso-

    ciated with the re-

    search question but

    there may be ele-

    ments that do not

    address the main

    question

    sufficiently.

    Analyzes key ele-

    ments using litera-

    ture that is credible,

    but may be irrele-

    vant, or outdated, or

    have limited author-

    ity in the discipline.

    6.3 points

    Examines some is-

    sues associated with

    the research ques-

    tion but there are

    more than a few ele-

    ments that do not

    address the main

    question

    sufficiently.

    Some Literature is

    used that has ques-

    tionable credibility,

    or have issues re-

    lated to relevancy,

    currency or author-

    ity in the discipline.

    5.4 points

    No submission (0

    points) or Examines

    few if any issues as-

    sociated with the re-

    search question.

    There are many ele-

    ments that do not

    address the main

    question

    sufficiently.

    Literature is used

    that has minimal if

    any credibility, or

    relevancy, currency

    or authority in the

    discipline.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 1/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Evaluation of

    Sources

    / 8.348.34 points

    Demonstrates a

    thorough appraisal

    of the researched

    information.

    Sources have been

    thoroughly reviewed

    and assessed for

    their contribution to

    answering the re-

    search question.

    The work is pre-

    sented as a congru-

    ous and thoughtful

    exposition of ideas.

    7.5 points

    Demonstrates a fair

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but may not

    be thoroughly re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a thought-

    ful exposition of

    ideas.

    6.3 points

    Demonstrates a less

    than fair appraisal of

    the researched

    information.

    Sources have been

    offered but for the

    most part have not

    been sufficiently re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a dis-

    parate exposition of

    ideas.

    5.4 points

    No submission (0

    points) or

    Demonstrates no

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but there is

    little if any review or

    assessment of their

    value

    or contribution to

    answering the re-

    search question.

    The work is pre-

    sented as an incon-

    gruous exposition of

    ideas.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 2/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Communication

    Skills

    / 8.338.33 points

    Conveys complete

    and exceptional in-

    formation on the

    fundamental issues.

    Contains all required

    technical compo-

    nents specified in

    the assignment.

    Contains fewer than

    five formatting,

    grammatical or

    spelling errors.

    APA Style is used

    correctly

    7.5 points

    Conveys sufficient

    information on the

    fundamental issues.

    Contains most re-

    quired technical

    components.

    Contains no more

    than 10 formatting,

    grammatical or

    spelling errors but

    errors do not de-

    tract from

    understanding.

    Good effort to use

    the APA Style al-

    though there are

    some errors that do

    not detract from

    overall product.

    6.3 points

    Conveys minimal in-

    formation on the

    fundamental issues.

    Contains few re-

    quired technical

    components.

    Contains more than

    10 formatting,

    grammatical or

    spelling errors that

    detract from

    understanding.

    Some effort to use

    the APA Style al-

    though there are

    more than a few er-

    rors that detract

    from overall

    product.

    5.4 points

    No submission (0

    points) or Conveys

    no information on

    the fundamental

    issues.

    Contains very few or

    no required techni-

    cal components.

    There are so many

    formatting, gram-

    matical, or spelling

    that it is difficult to

    read.

    Little or no effort to

    use the APA Style

    properly.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 3/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Critical Thinking / 8.33

    Synthesis of

    Information

    / 8.33

    8.33 points

    Content is ex-

    tremely well thought

    out and at times

    demonstrates origi-

    nal thinking. Critical

    analysis of resources

    and information is

    present via interpre-

    tation and focused

    discussion obvious.

    7.5 points

    Content is well

    thought out but

    there is little origi-

    nality in the thinking

    presented. Some

    critical analysis is

    done but there may

    be areas where re-

    sources and infor-

    mation are dis-

    cussed with minimal

    focus and

    interpretation.

    6.3 points

    Content is pre-

    sented coherently

    but may not be fully

    developed at the

    graduate level.

    Originality of con-

    tent is difficult to

    determine or merely

    presents what oth-

    ers have already

    written. Critical

    analysis is minimal

    as many areas

    present resources

    and information

    with only surface

    level discussion.

    5.4 points

    No submission (0

    points) or Content is

    incoherent, or not

    well-developed at

    the graduate level.

    Lacks Originality.

    Mainly offers what

    others have written

    without focus, inter-

    pretation or in-

    formed discussion

    No Critical analysis

    is offered.

    8.33 points

    A consolidated, the-

    matic integration of

    the fundamental is-

    sues. Extends re-

    search well beyond

    minimum

    requirements.

    7.5 points

    A basic compilation

    of the fundamental

    issues, but integra-

    tion of research into

    a theme may be

    fragmented in some

    areas.

    6.3 points

    A response to some

    individual issues

    with insufficient re-

    search and consoli-

    dation of ideas.

    5.4 points

    No submission (0

    points) or little evi-

    dence of combining

    researched material

    into a consistent

    whole.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 4/5

    Total / 50

    Overall Score

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Quality of

    Scholarly

    Research

    / 8.338.33 points

    Selected resources

    are mostly scholarly,

    peer-reviewed, and

    represent a disci-

    plined inquiry into

    the research

    question/problem

    for study.

    7.5 points

    Selected resources

    may contain some

    scholarly, peer-re-

    viewed sources, but

    most are not. The

    sources inform prac-

    tice. There is some

    effort at inquiry

    into the research

    question/problem

    for study.

    6.3 points

    Selected resources

    have few if any

    scholarly, peer-re-

    viewed sources.

    Some sources do in-

    form practice but

    inquiry into the re-

    search

    question/problem

    for study is either

    scattered or missing.

    5.4 points

    No submission (0

    points) or Selected

    resources are nei-

    ther scholarly/peer-

    reviewed nor do

    they inform practice

    meaningfully.

    Connection to the

    research

    question/problem

    for study is lacking

    substance. There is

    a lack of serious

    research.

    Honors
    45 points minimum

    Satisfactory 1
    40 points minimum

    Satisfactory 2
    35 points minimum

    Unsatisfactory
    30 points minimum

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 5/5

    **## HSE490ASSIGNMENT4RUBRIC.pdf**

    Capstone Project Chapter Grading Rubric
    Course: HSE490 Supervised Senior Project

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Analysis of

    Information

    / 8.348.34 points

    Completely exam-

    ines the fundamen-

    tal issues associated

    with the research

    question.

    Analyzes key ele-

    ments using current

    and related litera-

    ture that is credible,

    authoritative and

    focused.

    7.5 points

    Examines the funda-

    mental issues asso-

    ciated with the re-

    search question but

    there may be ele-

    ments that do not

    address the main

    question

    sufficiently.

    Analyzes key ele-

    ments using litera-

    ture that is credible,

    but may be irrele-

    vant, or outdated, or

    have limited author-

    ity in the discipline.

    6.3 points

    Examines some is-

    sues associated with

    the research ques-

    tion but there are

    more than a few ele-

    ments that do not

    address the main

    question

    sufficiently.

    Some Literature is

    used that has ques-

    tionable credibility,

    or have issues re-

    lated to relevancy,

    currency or author-

    ity in the discipline.

    5.4 points

    No submission (0

    points) or Examines

    few if any issues as-

    sociated with the re-

    search question.

    There are many ele-

    ments that do not

    address the main

    question

    sufficiently.

    Literature is used

    that has minimal if

    any credibility, or

    relevancy, currency

    or authority in the

    discipline.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 1/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Evaluation of

    Sources

    / 8.348.34 points

    Demonstrates a

    thorough appraisal

    of the researched

    information.

    Sources have been

    thoroughly reviewed

    and assessed for

    their contribution to

    answering the re-

    search question.

    The work is pre-

    sented as a congru-

    ous and thoughtful

    exposition of ideas.

    7.5 points

    Demonstrates a fair

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but may not

    be thoroughly re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a thought-

    ful exposition of

    ideas.

    6.3 points

    Demonstrates a less

    than fair appraisal of

    the researched

    information.

    Sources have been

    offered but for the

    most part have not

    been sufficiently re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a dis-

    parate exposition of

    ideas.

    5.4 points

    No submission (0

    points) or

    Demonstrates no

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but there is

    little if any review or

    assessment of their

    value

    or contribution to

    answering the re-

    search question.

    The work is pre-

    sented as an incon-

    gruous exposition of

    ideas.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 2/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Communication

    Skills

    / 8.338.33 points

    Conveys complete

    and exceptional in-

    formation on the

    fundamental issues.

    Contains all required

    technical compo-

    nents specified in

    the assignment.

    Contains fewer than

    five formatting,

    grammatical or

    spelling errors.

    APA Style is used

    correctly

    7.5 points

    Conveys sufficient

    information on the

    fundamental issues.

    Contains most re-

    quired technical

    components.

    Contains no more

    than 10 formatting,

    grammatical or

    spelling errors but

    errors do not de-

    tract from

    understanding.

    Good effort to use

    the APA Style al-

    though there are

    some errors that do

    not detract from

    overall product.

    6.3 points

    Conveys minimal in-

    formation on the

    fundamental issues.

    Contains few re-

    quired technical

    components.

    Contains more than

    10 formatting,

    grammatical or

    spelling errors that

    detract from

    understanding.

    Some effort to use

    the APA Style al-

    though there are

    more than a few er-

    rors that detract

    from overall

    product.

    5.4 points

    No submission (0

    points) or Conveys

    no information on

    the fundamental

    issues.

    Contains very few or

    no required techni-

    cal components.

    There are so many

    formatting, gram-

    matical, or spelling

    that it is difficult to

    read.

    Little or no effort to

    use the APA Style

    properly.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 3/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Critical Thinking / 8.33

    Synthesis of

    Information

    / 8.33

    8.33 points

    Content is ex-

    tremely well thought

    out and at times

    demonstrates origi-

    nal thinking. Critical

    analysis of resources

    and information is

    present via interpre-

    tation and focused

    discussion obvious.

    7.5 points

    Content is well

    thought out but

    there is little origi-

    nality in the thinking

    presented. Some

    critical analysis is

    done but there may

    be areas where re-

    sources and infor-

    mation are dis-

    cussed with minimal

    focus and

    interpretation.

    6.3 points

    Content is pre-

    sented coherently

    but may not be fully

    developed at the

    graduate level.

    Originality of con-

    tent is difficult to

    determine or merely

    presents what oth-

    ers have already

    written. Critical

    analysis is minimal

    as many areas

    present resources

    and information

    with only surface

    level discussion.

    5.4 points

    No submission (0

    points) or Content is

    incoherent, or not

    well-developed at

    the graduate level.

    Lacks Originality.

    Mainly offers what

    others have written

    without focus, inter-

    pretation or in-

    formed discussion

    No Critical analysis

    is offered.

    8.33 points

    A consolidated, the-

    matic integration of

    the fundamental is-

    sues. Extends re-

    search well beyond

    minimum

    requirements.

    7.5 points

    A basic compilation

    of the fundamental

    issues, but integra-

    tion of research into

    a theme may be

    fragmented in some

    areas.

    6.3 points

    A response to some

    individual issues

    with insufficient re-

    search and consoli-

    dation of ideas.

    5.4 points

    No submission (0

    points) or little evi-

    dence of combining

    researched material

    into a consistent

    whole.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 4/5

    Total / 50

    Overall Score

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Quality of

    Scholarly

    Research

    / 8.338.33 points

    Selected resources

    are mostly scholarly,

    peer-reviewed, and

    represent a disci-

    plined inquiry into

    the research

    question/problem

    for study.

    7.5 points

    Selected resources

    may contain some

    scholarly, peer-re-

    viewed sources, but

    most are not. The

    sources inform prac-

    tice. There is some

    effort at inquiry

    into the research

    question/problem

    for study.

    6.3 points

    Selected resources

    have few if any

    scholarly, peer-re-

    viewed sources.

    Some sources do in-

    form practice but

    inquiry into the re-

    search

    question/problem

    for study is either

    scattered or missing.

    5.4 points

    No submission (0

    points) or Selected

    resources are nei-

    ther scholarly/peer-

    reviewed nor do

    they inform practice

    meaningfully.

    Connection to the

    research

    question/problem

    for study is lacking

    substance. There is

    a lack of serious

    research.

    Honors
    45 points minimum

    Satisfactory 1
    40 points minimum

    Satisfactory 2
    35 points minimum

    Unsatisfactory
    30 points minimum

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 5/5

    **## HSE490ASSIGNMENT4INSTRUCTIONS.docx**

    Week Four Assignment

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/business-finance-accounting-homework-20966609)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | By the end of the week, submit draft of Chapter Two. |

    Bottom of Form

    Bottom of Form

    ## image1.gif

    **## HSE490ASSIGNMENT3FEEDBACK2.docx**

    **Summary of Feedback**

    1. Your voice is missing

    · You are summarizing sources too much.

    · The professor wants more of your opinion, analysis, and interpretation, not just what the article says.

    2.

    3. Don’t end paragraphs with a source

    · Ending with a citation makes it look like you’re only summarizing.

    · You need to tie the source back to your topic or argument in your own words.

    4.

    5. Weave sources into your discussion

    · Instead of dumping information all at once, mix the research into your explanation.

    · Connect the facts to your problem statement or research focus.

    6.

    7. Some facts need citations

    · The professor noticed statements without sources.

    · If it’s factual, it needs a reference.

    8.

    9. Some paragraphs are too long / run-on

    · Break long paragraphs into smaller ones.

    · Make each paragraph focus on one idea.

    10.

    **What the professor really wants overall**

    · Less summary

    · More analysis

    · More connection to your topic

    · Better paragraph structure

    · Proper citations everywhere needed

    **## HSE490ASSIGNMENT4RUBRIC.pdf**

    Capstone Project Chapter Grading Rubric
    Course: HSE490 Supervised Senior Project

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Analysis of

    Information

    / 8.348.34 points

    Completely exam-

    ines the fundamen-

    tal issues associated

    with the research

    question.

    Analyzes key ele-

    ments using current

    and related litera-

    ture that is credible,

    authoritative and

    focused.

    7.5 points

    Examines the funda-

    mental issues asso-

    ciated with the re-

    search question but

    there may be ele-

    ments that do not

    address the main

    question

    sufficiently.

    Analyzes key ele-

    ments using litera-

    ture that is credible,

    but may be irrele-

    vant, or outdated, or

    have limited author-

    ity in the discipline.

    6.3 points

    Examines some is-

    sues associated with

    the research ques-

    tion but there are

    more than a few ele-

    ments that do not

    address the main

    question

    sufficiently.

    Some Literature is

    used that has ques-

    tionable credibility,

    or have issues re-

    lated to relevancy,

    currency or author-

    ity in the discipline.

    5.4 points

    No submission (0

    points) or Examines

    few if any issues as-

    sociated with the re-

    search question.

    There are many ele-

    ments that do not

    address the main

    question

    sufficiently.

    Literature is used

    that has minimal if

    any credibility, or

    relevancy, currency

    or authority in the

    discipline.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 1/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Evaluation of

    Sources

    / 8.348.34 points

    Demonstrates a

    thorough appraisal

    of the researched

    information.

    Sources have been

    thoroughly reviewed

    and assessed for

    their contribution to

    answering the re-

    search question.

    The work is pre-

    sented as a congru-

    ous and thoughtful

    exposition of ideas.

    7.5 points

    Demonstrates a fair

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but may not

    be thoroughly re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a thought-

    ful exposition of

    ideas.

    6.3 points

    Demonstrates a less

    than fair appraisal of

    the researched

    information.

    Sources have been

    offered but for the

    most part have not

    been sufficiently re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a dis-

    parate exposition of

    ideas.

    5.4 points

    No submission (0

    points) or

    Demonstrates no

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but there is

    little if any review or

    assessment of their

    value

    or contribution to

    answering the re-

    search question.

    The work is pre-

    sented as an incon-

    gruous exposition of

    ideas.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 2/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Communication

    Skills

    / 8.338.33 points

    Conveys complete

    and exceptional in-

    formation on the

    fundamental issues.

    Contains all required

    technical compo-

    nents specified in

    the assignment.

    Contains fewer than

    five formatting,

    grammatical or

    spelling errors.

    APA Style is used

    correctly

    7.5 points

    Conveys sufficient

    information on the

    fundamental issues.

    Contains most re-

    quired technical

    components.

    Contains no more

    than 10 formatting,

    grammatical or

    spelling errors but

    errors do not de-

    tract from

    understanding.

    Good effort to use

    the APA Style al-

    though there are

    some errors that do

    not detract from

    overall product.

    6.3 points

    Conveys minimal in-

    formation on the

    fundamental issues.

    Contains few re-

    quired technical

    components.

    Contains more than

    10 formatting,

    grammatical or

    spelling errors that

    detract from

    understanding.

    Some effort to use

    the APA Style al-

    though there are

    more than a few er-

    rors that detract

    from overall

    product.

    5.4 points

    No submission (0

    points) or Conveys

    no information on

    the fundamental

    issues.

    Contains very few or

    no required techni-

    cal components.

    There are so many

    formatting, gram-

    matical, or spelling

    that it is difficult to

    read.

    Little or no effort to

    use the APA Style

    properly.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 3/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Critical Thinking / 8.33

    Synthesis of

    Information

    / 8.33

    8.33 points

    Content is ex-

    tremely well thought

    out and at times

    demonstrates origi-

    nal thinking. Critical

    analysis of resources

    and information is

    present via interpre-

    tation and focused

    discussion obvious.

    7.5 points

    Content is well

    thought out but

    there is little origi-

    nality in the thinking

    presented. Some

    critical analysis is

    done but there may

    be areas where re-

    sources and infor-

    mation are dis-

    cussed with minimal

    focus and

    interpretation.

    6.3 points

    Content is pre-

    sented coherently

    but may not be fully

    developed at the

    graduate level.

    Originality of con-

    tent is difficult to

    determine or merely

    presents what oth-

    ers have already

    written. Critical

    analysis is minimal

    as many areas

    present resources

    and information

    with only surface

    level discussion.

    5.4 points

    No submission (0

    points) or Content is

    incoherent, or not

    well-developed at

    the graduate level.

    Lacks Originality.

    Mainly offers what

    others have written

    without focus, inter-

    pretation or in-

    formed discussion

    No Critical analysis

    is offered.

    8.33 points

    A consolidated, the-

    matic integration of

    the fundamental is-

    sues. Extends re-

    search well beyond

    minimum

    requirements.

    7.5 points

    A basic compilation

    of the fundamental

    issues, but integra-

    tion of research into

    a theme may be

    fragmented in some

    areas.

    6.3 points

    A response to some

    individual issues

    with insufficient re-

    search and consoli-

    dation of ideas.

    5.4 points

    No submission (0

    points) or little evi-

    dence of combining

    researched material

    into a consistent

    whole.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 4/5

    Total / 50

    Overall Score

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Quality of

    Scholarly

    Research

    / 8.338.33 points

    Selected resources

    are mostly scholarly,

    peer-reviewed, and

    represent a disci-

    plined inquiry into

    the research

    question/problem

    for study.

    7.5 points

    Selected resources

    may contain some

    scholarly, peer-re-

    viewed sources, but

    most are not. The

    sources inform prac-

    tice. There is some

    effort at inquiry

    into the research

    question/problem

    for study.

    6.3 points

    Selected resources

    have few if any

    scholarly, peer-re-

    viewed sources.

    Some sources do in-

    form practice but

    inquiry into the re-

    search

    question/problem

    for study is either

    scattered or missing.

    5.4 points

    No submission (0

    points) or Selected

    resources are nei-

    ther scholarly/peer-

    reviewed nor do

    they inform practice

    meaningfully.

    Connection to the

    research

    question/problem

    for study is lacking

    substance. There is

    a lack of serious

    research.

    Honors
    45 points minimum

    Satisfactory 1
    40 points minimum

    Satisfactory 2
    35 points minimum

    Unsatisfactory
    30 points minimum

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 5/5

    **## HSE490ASSIGNMENT4INSTRUCTIONS.docx**

    Week Four Assignment

    Top of Form

    | | |
    | — | — |
    | Hide Assignment Information |
    | Turnitin™ | |
    | ![Turnitin™ enabled](https://www.sweetstudy.com/questions/business-finance-accounting-homework-20966609)This assignment will be submitted to Turnitin™. |
    | Instructions | |
    | By the end of the week, submit draft of Chapter Two. |

    Bottom of Form

    Bottom of Form

    ## image1.gif

    **## HSE490ASSIGNMENT3FEEDBACK2.docx**

    **Summary of Feedback**

    1. Your voice is missing

    · You are summarizing sources too much.

    · The professor wants more of your opinion, analysis, and interpretation, not just what the article says.

    2.

    3. Don’t end paragraphs with a source

    · Ending with a citation makes it look like you’re only summarizing.

    · You need to tie the source back to your topic or argument in your own words.

    4.

    5. Weave sources into your discussion

    · Instead of dumping information all at once, mix the research into your explanation.

    · Connect the facts to your problem statement or research focus.

    6.

    7. Some facts need citations

    · The professor noticed statements without sources.

    · If it’s factual, it needs a reference.

    8.

    9. Some paragraphs are too long / run-on

    · Break long paragraphs into smaller ones.

    · Make each paragraph focus on one idea.

    10.

    **What the professor really wants overall**

    · Less summary

    · More analysis

    · More connection to your topic

    · Better paragraph structure

    · Proper citations everywhere needed

    **## HSE490ASSIGNMENT4RUBRIC.pdf**

    Capstone Project Chapter Grading Rubric
    Course: HSE490 Supervised Senior Project

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Analysis of

    Information

    / 8.348.34 points

    Completely exam-

    ines the fundamen-

    tal issues associated

    with the research

    question.

    Analyzes key ele-

    ments using current

    and related litera-

    ture that is credible,

    authoritative and

    focused.

    7.5 points

    Examines the funda-

    mental issues asso-

    ciated with the re-

    search question but

    there may be ele-

    ments that do not

    address the main

    question

    sufficiently.

    Analyzes key ele-

    ments using litera-

    ture that is credible,

    but may be irrele-

    vant, or outdated, or

    have limited author-

    ity in the discipline.

    6.3 points

    Examines some is-

    sues associated with

    the research ques-

    tion but there are

    more than a few ele-

    ments that do not

    address the main

    question

    sufficiently.

    Some Literature is

    used that has ques-

    tionable credibility,

    or have issues re-

    lated to relevancy,

    currency or author-

    ity in the discipline.

    5.4 points

    No submission (0

    points) or Examines

    few if any issues as-

    sociated with the re-

    search question.

    There are many ele-

    ments that do not

    address the main

    question

    sufficiently.

    Literature is used

    that has minimal if

    any credibility, or

    relevancy, currency

    or authority in the

    discipline.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 1/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Evaluation of

    Sources

    / 8.348.34 points

    Demonstrates a

    thorough appraisal

    of the researched

    information.

    Sources have been

    thoroughly reviewed

    and assessed for

    their contribution to

    answering the re-

    search question.

    The work is pre-

    sented as a congru-

    ous and thoughtful

    exposition of ideas.

    7.5 points

    Demonstrates a fair

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but may not

    be thoroughly re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a thought-

    ful exposition of

    ideas.

    6.3 points

    Demonstrates a less

    than fair appraisal of

    the researched

    information.

    Sources have been

    offered but for the

    most part have not

    been sufficiently re-

    viewed and as-

    sessed for their con-

    tribution to answer-

    ing the research

    question.

    The work is pre-

    sented as a dis-

    parate exposition of

    ideas.

    5.4 points

    No submission (0

    points) or

    Demonstrates no

    appraisal of the re-

    searched

    information.

    Sources have been

    offered but there is

    little if any review or

    assessment of their

    value

    or contribution to

    answering the re-

    search question.

    The work is pre-

    sented as an incon-

    gruous exposition of

    ideas.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 2/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Communication

    Skills

    / 8.338.33 points

    Conveys complete

    and exceptional in-

    formation on the

    fundamental issues.

    Contains all required

    technical compo-

    nents specified in

    the assignment.

    Contains fewer than

    five formatting,

    grammatical or

    spelling errors.

    APA Style is used

    correctly

    7.5 points

    Conveys sufficient

    information on the

    fundamental issues.

    Contains most re-

    quired technical

    components.

    Contains no more

    than 10 formatting,

    grammatical or

    spelling errors but

    errors do not de-

    tract from

    understanding.

    Good effort to use

    the APA Style al-

    though there are

    some errors that do

    not detract from

    overall product.

    6.3 points

    Conveys minimal in-

    formation on the

    fundamental issues.

    Contains few re-

    quired technical

    components.

    Contains more than

    10 formatting,

    grammatical or

    spelling errors that

    detract from

    understanding.

    Some effort to use

    the APA Style al-

    though there are

    more than a few er-

    rors that detract

    from overall

    product.

    5.4 points

    No submission (0

    points) or Conveys

    no information on

    the fundamental

    issues.

    Contains very few or

    no required techni-

    cal components.

    There are so many

    formatting, gram-

    matical, or spelling

    that it is difficult to

    read.

    Little or no effort to

    use the APA Style

    properly.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 3/5

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Critical Thinking / 8.33

    Synthesis of

    Information

    / 8.33

    8.33 points

    Content is ex-

    tremely well thought

    out and at times

    demonstrates origi-

    nal thinking. Critical

    analysis of resources

    and information is

    present via interpre-

    tation and focused

    discussion obvious.

    7.5 points

    Content is well

    thought out but

    there is little origi-

    nality in the thinking

    presented. Some

    critical analysis is

    done but there may

    be areas where re-

    sources and infor-

    mation are dis-

    cussed with minimal

    focus and

    interpretation.

    6.3 points

    Content is pre-

    sented coherently

    but may not be fully

    developed at the

    graduate level.

    Originality of con-

    tent is difficult to

    determine or merely

    presents what oth-

    ers have already

    written. Critical

    analysis is minimal

    as many areas

    present resources

    and information

    with only surface

    level discussion.

    5.4 points

    No submission (0

    points) or Content is

    incoherent, or not

    well-developed at

    the graduate level.

    Lacks Originality.

    Mainly offers what

    others have written

    without focus, inter-

    pretation or in-

    formed discussion

    No Critical analysis

    is offered.

    8.33 points

    A consolidated, the-

    matic integration of

    the fundamental is-

    sues. Extends re-

    search well beyond

    minimum

    requirements.

    7.5 points

    A basic compilation

    of the fundamental

    issues, but integra-

    tion of research into

    a theme may be

    fragmented in some

    areas.

    6.3 points

    A response to some

    individual issues

    with insufficient re-

    search and consoli-

    dation of ideas.

    5.4 points

    No submission (0

    points) or little evi-

    dence of combining

    researched material

    into a consistent

    whole.

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 4/5

    Total / 50

    Overall Score

    Criteria Honors Satisfactory 1 Satisfactory 2 Unsatisfactory Criterion Score

    Quality of

    Scholarly

    Research

    / 8.338.33 points

    Selected resources

    are mostly scholarly,

    peer-reviewed, and

    represent a disci-

    plined inquiry into

    the research

    question/problem

    for study.

    7.5 points

    Selected resources

    may contain some

    scholarly, peer-re-

    viewed sources, but

    most are not. The

    sources inform prac-

    tice. There is some

    effort at inquiry

    into the research

    question/problem

    for study.

    6.3 points

    Selected resources

    have few if any

    scholarly, peer-re-

    viewed sources.

    Some sources do in-

    form practice but

    inquiry into the re-

    search

    question/problem

    for study is either

    scattered or missing.

    5.4 points

    No submission (0

    points) or Selected

    resources are nei-

    ther scholarly/peer-

    reviewed nor do

    they inform practice

    meaningfully.

    Connection to the

    research

    question/problem

    for study is lacking

    substance. There is

    a lack of serious

    research.

    Honors
    45 points minimum

    Satisfactory 1
    40 points minimum

    Satisfactory 2
    35 points minimum

    Unsatisfactory
    30 points minimum

    3/23/26, 8:52 AM Week Four Assignment – HSE490 Supervised Senior Project – National University System

    https://navigate.nu.edu/d2l/lms/dropbox/user/folder_submit_files.d2l?db=121403&grpid=0&isprv=0&bp=0&ou=85319 5/5

  • [Solved] Nursing excel assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    As a nursing student in CCN, you will be required to analyze patient care data using Excel. If you are unfamiliar with Excel, you may want to review the study materials at Microsoft's website. There are numerous online tutorials and resources for manipulating data and using formulas in Excel such as…

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    Assignment Prompt & Instructions

    As a nursing student in CCN, you will be required to analyze patient care data using Excel. If you are unfamiliar with Excel, you may want to review the study materials at Microsoft's website. There are numerous online tutorials and resources for manipulating data and using formulas in Excel such as [Excel Easy: Data Analysis](https://www.excel-easy.com/data-analysis.html) and [14 Essential Microsoft Excel Functions for Data Analysis.](https://www.guidingtech.com/microsoft-excel-functions-data-analysis/)

    1. Review the rubric for grading criteria linked in the right menu.
    2. Review the [Excel Demonstration [4:21]](https://mediasite.ccs.ua-net.ua.edu/Mediasite/Play/4ae34e0ce64c403496b54b1a428a046f1d) for tips and directions on how to complete the Excel spreadsheet assignment.
    3. Reference the Case Study [DOCX] below for directions on how to complete the assignment and analyze the data found in the Patient Data Spreadsheet. Note in the directions that the average LOS is the amount of time that you would expect the patient to stay.
    4. Download the Patient Data Spreadsheet [XLSX] below.
    5. Save your assignment as yourname-excel.
    6. Upload your assignment to the submission box and select "Submit".

    _Please Note:_ These are the two **formulas** that are on the rubric for this assignment. You have to show formulas for difference in LOS and mean age (item 1 in the rubric). When the instructor downloads your spreadsheet and clicks the cells where you entered the mean age and difference in LOS, the formulas that you used to calculate the mean age and differences in LOS should appear in the bar. If you enter the whole number (instead of the formula) for mean age in the cell, this is incorrect. You will perform the other calculations in this assignment and use those values in your PowerPoint assignment. Please contact your instructor if you have any questions.

    **Case Study.docx**

    – [\
    \
    Spreadsheets-case-study.docx](https://www.sweetstudy.com/files/spreadsheets-case-study-docx "Spreadsheets-case-study.docx")
    – [\
    \
    Patient-Data-Spreadsheet1.xlsx](https://www.sweetstudy.com/files/patient-data-spreadsheet1-xlsx "Patient-Data-Spreadsheet1.xlsx")

  • [Solved] Healthcare policy and Economics

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Competency:** This formative assessment builds toward demonstrating mastery of evaluating healthcare policies and their impact on social determinants of health and disparities. It develops critical analysis and professional communication skills necessary for advocating for equitable policies and a…

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    Assignment Prompt & Instructions

    **Competency:**

    This formative assessment builds toward demonstrating mastery of evaluating healthcare policies and their impact on social determinants of health and disparities. It develops critical analysis and professional communication skills necessary for advocating for equitable policies and addressing systemic health inequities. Engaging in this activity prepares nurse leaders to influence policy decisions and drive meaningful change in healthcare systems, essential for advancing social justice and improving population health outcomes.

    **Description:**

    This formative assessment involves analyzing how a specific healthcare policy addresses social determinants of health and health disparities. You will present your evaluation, and this will enhance your critical thinking and professional communication skills, preparing you for advocacy and leadership roles in promoting health equity.

    **Instructions:**

    **Select a Healthcare Policy:**

    – Choose a policy that directly or indirectly targets social determinants of health and health disparities. Examples include the Affordable Care Act (ACA), Medicaid expansion, or local public health initiatives.

    **Analyze the Policy:**

    – Describe the policy’s primary objectives and the populations it aims to serve.
    – Evaluate how the policy addresses social determinants of health such as access to care, housing, education, or economic stability.
    – Assess the policy’s effectiveness in reducing health disparities and promoting equity.
    – Identify any challenges, gaps, or unintended consequences of the policy.

    **Prepare a Presentation:**

    – Create a 5–7-minute recorded presentation that includes:
    – A brief overview of the policy and its objectives.
    – An analysis of its impact on social determinants of health and health disparities.
    – Examples of successes or challenges associated with the policy.
    – Recommendations for improving the policy to better promote health equity.
    – Use visual aids such as slides or an infographic to support the presentation.

    **Submit Your Work:**

    – Upload the video recording and any supporting materials (e.g., slides) to the course platform.

    ### Document Type/Template

    – You may use the presentation platform with a video recording option of your choice.

  • [Solved] edwards

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachments any use of AI will result in automatic 0 **files (1)** – ## Professorfeedback.docx **## Professorfeedback.docx** Professor feedback Shaquanna, I cannot remember if we spoke over the phone regarding your topic, but I have several concerns about this proposal. While your proposa…

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    Assignment Prompt & Instructions

    Please see attachments any use of AI will result in automatic 0

    **files (1)**

    – ## Professorfeedback.docx

    **## Professorfeedback.docx**

    Professor feedback

    Shaquanna,

    I cannot remember if we spoke over the phone regarding your topic, but I have several concerns about this proposal. While your proposal addresses a critically important and underexamined issue of sexual victimization among formerly incarcerated individuals and the implementation of the Prison Rape Elimination Act (PREA), your project raises substantial concerns regarding specificity, feasibility, data access, and especially IRB implications that must be carefully addressed before it can be considered dissertation-ready.

    First, while the topic is compelling, the proposal lacks sufficient specificity. The research aim is broadly framed as exploring “lived experiences” of sexual victimization and perceptions of PREA, but it does not clearly delineate the scope of the study. For example, it is unclear whether the focus is on a specific type of correctional facility (e.g., prisons vs. jails), a particular geographic region, or a defined timeframe of incarceration. Additionally, key constructs such as “implementation of PREA” and “perceptions of effectiveness” are not operationally clarified. In phenomenological research, it is especially important to clearly define the phenomenon of interest and the boundaries of the experience being studied. Without this, the project risks becoming overly diffuse and difficult to manage analytically.

    Second, feasibility presents a significant challenge. The target population, formerly incarcerated individuals who have experienced sexual victimization, is both highly specific and difficult to access. Recruiting participants who are willing to disclose such deeply personal and traumatic experiences may prove challenging and time-intensive. Furthermore, phenomenological studies typically require smaller, carefully selected samples, but even achieving enough participants (e.g., 8–15 individuals) may be difficult given the sensitivity of the topic. The proposal would benefit from identifying a realistic recruitment strategy, such as partnerships with reentry programs, advocacy organizations, or community-based nonprofits that serve formerly incarcerated populations.

    Third, data access is closely tied to feasibility and remains underdeveloped in the proposal. There is no clear indication of how participants will be identified or recruited, nor how the researcher will establish trust with this vulnerable population. Additionally, because the study relies on retrospective self-reports, there may be issues related to recall bias or uneven experiences across different facilities and time periods. While these are not disqualifying, they should be acknowledged and addressed in the design. Clarifying whether the study will include any triangulation (e.g., policy documents, PREA reports) would also strengthen the project.

    IRB implications are substantial and represent one of the most critical aspects of this proposal. This study involves a highly vulnerable population discussing sensitive topics related to sexual victimization and trauma. As such, it will almost certainly require full IRB review. Key ethical concerns include the potential for re-traumatization during interviews, the need for trauma-informed interviewing practices, and the provision of appropriate support resources (e.g., counseling referrals) for participants. Informed consent procedures must be especially robust, ensuring that participants fully understand the nature of the study and their right to withdraw at any time. Confidentiality is also paramount; given the small and potentially identifiable sample, the researcher must implement strong safeguards to protect participant identity. Additionally, if participants discuss specific institutions or incidents, there may be legal or reporting considerations that need to be clarified.

    Finally, while the proposal identifies a gap in the literature, it would benefit from a clearer articulation of its theoretical or conceptual framework. Phenomenology provides a methodological approach, but the study would be strengthened by engaging with theories related to institutional trust, trauma, or power dynamics within correctional settings. This would help move the analysis beyond description toward deeper interpretation.

    **## Professorfeedback.docx**

    Professor feedback

    Shaquanna,

    I cannot remember if we spoke over the phone regarding your topic, but I have several concerns about this proposal. While your proposal addresses a critically important and underexamined issue of sexual victimization among formerly incarcerated individuals and the implementation of the Prison Rape Elimination Act (PREA), your project raises substantial concerns regarding specificity, feasibility, data access, and especially IRB implications that must be carefully addressed before it can be considered dissertation-ready.

    First, while the topic is compelling, the proposal lacks sufficient specificity. The research aim is broadly framed as exploring “lived experiences” of sexual victimization and perceptions of PREA, but it does not clearly delineate the scope of the study. For example, it is unclear whether the focus is on a specific type of correctional facility (e.g., prisons vs. jails), a particular geographic region, or a defined timeframe of incarceration. Additionally, key constructs such as “implementation of PREA” and “perceptions of effectiveness” are not operationally clarified. In phenomenological research, it is especially important to clearly define the phenomenon of interest and the boundaries of the experience being studied. Without this, the project risks becoming overly diffuse and difficult to manage analytically.

    Second, feasibility presents a significant challenge. The target population, formerly incarcerated individuals who have experienced sexual victimization, is both highly specific and difficult to access. Recruiting participants who are willing to disclose such deeply personal and traumatic experiences may prove challenging and time-intensive. Furthermore, phenomenological studies typically require smaller, carefully selected samples, but even achieving enough participants (e.g., 8–15 individuals) may be difficult given the sensitivity of the topic. The proposal would benefit from identifying a realistic recruitment strategy, such as partnerships with reentry programs, advocacy organizations, or community-based nonprofits that serve formerly incarcerated populations.

    Third, data access is closely tied to feasibility and remains underdeveloped in the proposal. There is no clear indication of how participants will be identified or recruited, nor how the researcher will establish trust with this vulnerable population. Additionally, because the study relies on retrospective self-reports, there may be issues related to recall bias or uneven experiences across different facilities and time periods. While these are not disqualifying, they should be acknowledged and addressed in the design. Clarifying whether the study will include any triangulation (e.g., policy documents, PREA reports) would also strengthen the project.

    IRB implications are substantial and represent one of the most critical aspects of this proposal. This study involves a highly vulnerable population discussing sensitive topics related to sexual victimization and trauma. As such, it will almost certainly require full IRB review. Key ethical concerns include the potential for re-traumatization during interviews, the need for trauma-informed interviewing practices, and the provision of appropriate support resources (e.g., counseling referrals) for participants. Informed consent procedures must be especially robust, ensuring that participants fully understand the nature of the study and their right to withdraw at any time. Confidentiality is also paramount; given the small and potentially identifiable sample, the researcher must implement strong safeguards to protect participant identity. Additionally, if participants discuss specific institutions or incidents, there may be legal or reporting considerations that need to be clarified.

    Finally, while the proposal identifies a gap in the literature, it would benefit from a clearer articulation of its theoretical or conceptual framework. Phenomenology provides a methodological approach, but the study would be strengthened by engaging with theories related to institutional trust, trauma, or power dynamics within correctional settings. This would help move the analysis beyond description toward deeper interpretation.

  • [Solved] Heart

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  • [Solved] edwards

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    ## Please see attachments any use of AI will result in automatic 0 **files (2)** – ## DiscussionAssignmentInstructions45.docx – ## edwardsdq1.docx **## DiscussionAssignmentInstructions45.docx** CJUS 740 **Discussion Assignment Instructions** The student will complete 5 Discussions in this course. Th…

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    ## Please see attachments any use of AI will result in automatic 0

    **files (2)**

    – ## DiscussionAssignmentInstructions45.docx

    – ## edwardsdq1.docx

    **## DiscussionAssignmentInstructions45.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

    **## DiscussionAssignmentInstructions45.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

    **## DiscussionAssignmentInstructions45.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## edwardsdq1.docx**

    **Discussion Thread: Scientific Inquiry**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the  deterrent effects of arrest in cases of domestic violence. The study  reported that male abusers who were arrested were less likely to commit  future assaults than offenders who were not arrested. Conducted by  researchers from the Police Foundation, the study used rigorous  experimental methods adapted from the natural sciences. Criminal justice  scholars generally agreed that the research was well designed and  executed. Public officials were quick to embrace the study’s findings  that arresting domestic violence offenders deterred them from future  violence.

    Here, at last, was empirical evidence to support an effective policy  in combating domestic assaults. Results of the Minneapolis Domestic  Violence Experiment were widely disseminated, in part due to aggressive  efforts by the researchers to publicize their findings (Sherman and  Cohn, 1989). The attorney general of the United States recommended that  police departments make arrests in all cases of misdemeanor domestic  violence. Within five years, more than 80 percent of law enforcement  agencies in U.S. cities adopted arrest as the preferred way of  responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies  to deter domestic violence. First, the experimental study was conducted  carefully by highly respected researchers. Second, results were widely  publicized in newspapers, in professional journals, and on television  programs. Third, officials could understand the study, and most believed  that its findings made sense. Finally, mandating arrest in less serious  cases of domestic violence was a straightforward and politically  attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically  embracing the results of their study. Others advised that similar  research be conducted in other cities to check the Minneapolis findings  (Lempert, 1984). Recognizing this, the U.S. National Institute of  Justice sponsored more experiments—known as replications—in six other  cities. Not everyone was happy about the new studies. For example, an  advocacy group in Milwaukee opposed the replication in that city because  it believed that the effectiveness of arrest had already been proved  (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the  effectiveness of arrest policies. In three cities, no deterrent effect  was found in police records of domestic violence. In other cities, there  was no evidence of deterrence for longer periods (6–12 months), and in  three cities, researchers found that violence actually escalated when  offenders were arrested (Sherman, 1992:30). For example, Sherman and  associates (1992:167) report that in Milwaukee “the initial deterrent  effects observed for up to thirty days quickly disappear. By one year  later [arrests] produce an escalation effect.” Arrest works in some  cases but not in others. As in many other cases, in responding to  domestic assaults, it’s important to carefully consider the  characteristics of offenders and the nature of the relationship between  offender and victim.

    After police departments throughout the country embraced arrest  policies following the Minneapolis study, researchers were faced with  the difficult task of explaining why initial results must be qualified.  Arrest seemed to make sense; officials and the general public believed  what they read in the papers and saw on television. Changing their minds  by reporting complex findings was more difficult but continues to be  important. Long-term follow-up studies have found that arrested  offenders were more likely to be victims of homicide (Sherman and  Harris, 2013). Even more sobering, domestic violence victims of arrested  offenders were more likely than victims of nonarrested offenders to  have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you  know about the contradictory findings regarding the use of arrest in  incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal  justice researchers should revisit? What other common practices that are  seen as absolutely true should researchers reevaluate?

  • [Solved] Discussion

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