Category: Education homework help

 The research topic is Incorporating Social Emotional Learning (SEL) and Biblical Worldview in Christian Schools and use the template and follow the advanced side of the grading rubric

 
“If the transportation sector is to transition away from fossil fuels to using to lower-carbon
emitting fuels and potentially reaching a net-zero future, the United States must dramatically
increase sustainable transportation fuel production and use. Sustainable fuels are made from
renewable biomass and waste resources and have the potential to deliver the performance of
petroleum-based jet fuel with a fraction of its carbon footprint. However, the use of sustainable
transportation fuels has been limited by lack of supply and high production costs. Addressing
these challenges will require a collaborative effort from industry and government to study the
biomass-to-bioenergy supply chain and apply innovative solutions.
For sustainable transportation fuels to play a major role in achieving net-zero carbon emissions,
the production of biofuels will need to be dramatically scaled up. Orchid Bioenergy is a pioneer
in making low-carbon, low-cost, transportation fuels and will enlist the help of a team of
researchers at Idaho National Laboratory (INL) to study regional feedstocks and the bioenergy
supply chain. Orchid Bioenergy needs to reduce production costs and carbon emissions, while
increasing the quality of the fuel composite. They plan to scale up operations by building a new
biorefinery to meet the demand for transportation biofuels and maximize profits. Through a
collaboration between industry and national laboratories, Orchid Bioenergy and INL scientists
will be studying biomass harvest to conversion. You will be part of a team of interns, challenged
by your mentors to research which regional feedstock is best suited for producing the lowest
moisture and highest quality product for the lowest cost. In addition, your team must also
determine the best location for the next biorefinery to help offset production costs and carbon
footprint.
Your final project is to produce an infographic mapping a viable bioenergy value chain from
biomass harvest to conversion to share with DOE and the board of directors for Orchid
Bioenergy.”

6. D o you believe that employers should have the right to monitor prospective and current employees’ social media accounts? Why, or why not? In your replies to classmates, discuss if you think there is a moral difference between monitoring employee email and monitoring social media. 
7.  Locate a prescription drug advertisement from an online, television, or print source. Describe the ad and where you found it. Provide a link or image if you can. Considering the location of the ad, who do you think is the target audience? Is the ad, including the required side-effect warning, in any way misleading? Why? 
8. Discuss how you can apply the moral principles and concepts learned in this course to your current or future career. How might the lessons you have learned positively impact your career success? the class is Business Ethics
These are just Discussion board 

  3. Referring to the explanations on the next page, please check the category (or categories) of exemption that describe(s) your research: 
1   2   3   4   5   6   7   8 
4. Please provide a rationale for the category or categories you have selected in Question 3. (Note: If you selected category 2, please be sure to indicate whether the data you collect is linked to participant names or other identifying information. Will unique identification codes be created? Who has access to information linking unique identifiers to actual participants’ names? Where will such information be stored?)
5. Please describe your research project. Include information on research participants/human subjects, recruitment, data collection procedures, and data storage.
EXEMPTION CATEGORIES EXPLAINED BELOW
IRB Exemption Categories
Which exemption category (ies) applies to your research? (Please read and determine and indicate on question 3):
(1) Research conducted in established or commonly accepted educational settings, that specifically involves normal educational practices that are not likely to adversely impact students’ opportunity to learn required educational content or the assessment of educators who provide instruction. This includes most research on regular and special education instructional strategies, and research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom management methods.
(2)Research that only includes interactions involving educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures, interview procedures or observation of public behavior (including visual or auditory recording) if at least one of the following criteria is met:
(i) The information obtained is recorded by the investigator in such a manner that the identity of the human subjects cannot readily be ascertained, directly or through identifiers linked to the subjects;
(ii) Any disclosure of the human subjects’ responses outside the research would not reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects’ financial standing, employability, educational advancement, or reputation; or
(iii) The information obtained is recorded by the investigator in such a manner that the identity of the human subjects can readily be ascertained, directly or through identifiers linked to the subjects, and an IRB conducts a limited IRB review to make the determination required by 45 CFR 46.111 (a)(7). (REQUIRES LIMITED IRB REVIEW OF PRIVACY AND CONFIDENTIALITY).
(3)(i) Research involving benign behavioral interventions in conjunction with the collection of information from an adult subject through verbal or written responses (including data entry) or audiovisual recording if the subject prospectively agrees to the
intervention and information collection and at least one of the following criteria is met:
(A) The information obtained is recorded by the investigator in such a manner that the identity of the human subjects cannot readily be ascertained, directly or through identifiers linked to the subjects;
(B) Any disclosure of the human subjects’ responses outside the research would not reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects’ financial standing, employability, educational advancement, or reputation; or
(C) The information obtained is recorded by the investigator in such a manner that the identity of the human subjects can readily be ascertained, directly or through identifiers linked to the subjects, and an IRB conducts a limited IRB review to make the determination required by 45 CFR 46.111(a)(7). (REQUIRES LIMITED IRB REVIEW OF PRIVACY AND CONFIDENTIALITY).
(ii) For the purposes of this provision, benign behavioral interventions are brief in duration, harmless, painless, not physically invasive, not likely to have a significant adverse lasting impact on the subjects, and the investigator has no reason to think the subjects will  find the interventions offensive or embarrassing. Provided all such criteria are met, examples of such benign interventions would include having the subjects play an online game, having them solve puzzles under various noise conditions or having them decide  how to allocate a nominal amount of received cash between themselves and someone else.
(iii) If the research involves deceiving the subjects regarding the nature or purposes of the research, this exemption is not applicable unless the subject authorizes the deception through a prospective agreement to participate in the research in circumstances in which the subject is informed that he or she will be unaware of or misled regarding the nature or purposes of the research.
(4) Secondary research for which consent is not required: secondary research uses of identifiable private information or identifiable biospecimens, if at least one of the following criteria is met:
(i) The identifiable private information or identifiable biospecimens are publicly available;
(ii) Information, which may include information about biospecimens, is recorded by the investigator in such a manner that the identity of the human subjects cannot readily be ascertained directly or through identifiers linked to the subjects, the investigator does not contact the subjects, and the investigator will not re-identify subjects;
(iii) The research involves only information collection and analysis involving the investigator’s use of identifiable health information when that use is regulated under 45 CFR parts 160 and 164, subparts A and E, for the purposes of “health care operations” or “research” as those terms are defined at 45 CFR 164.501 or for “public health activities and purposes” as described under 45 CFR 164.512(b); or
(iv) The research is conducted by, or on behalf of, a Federal department or agency using government-generated or government- collected information obtained for nonresearch activities, if the research generates identifiable private information that is or will be maintained on information technology that is subject to and in compliance with section 208(b) of the E-Government Act of 2020, 44 U.S.C. 3501 note, if all of the identifiable private information collected, used, or generated as part of the activity will be maintained in systems of records subject to the Privacy Act of 1974, 4 U.S.C. 552a, and if applicable, the information used in the research was collected subject to the Paperwork Reduction act of 1995, 44 U.S.C. 3501 et seq.
(5) Research and demonstration projects that are conducted or supported by a Federal department or agency, or otherwise subject to the approval of department or agency heads (or the approval of the heads of bureaus or other subordinate agencies that have been delegated authority to conduct the research and demonstration projects), and that are designed to study, evaluate, improve, or otherwise examine public benefit or service programs, including procedures for obtaining benefits or services under those programs, possible changes in or alternatives to those programs or procedures, or possible changes in methods or levels of payment for benefits or services under those programs. Such projects include, but are not limited to, internal studies by federal employees, and studies under contracts or consulting arrangements, cooperative agreements, or grants. Exempt projects also include waivers of otherwise mandatory requirements using authorities such as section 1115 and 1115A of the Social Security Act, as amended.
(i) Each Federal department or agency conducting or supporting the research and demonstration projects must establish, on a publically accessible Federal web site or in such other manner as the department or agency head may determine, a list of the research and demonstration projects that the federal department or agency conducts or supports under this provision. The research or demonstration project must be published on this list prior to commencing the research involving human subjects.
(6) Taste and food quality evaluation and consumer acceptance studies:
(i) if wholesome foods without additives are consumed, or
(ii) if a food is consumed that contains a food ingredient at or below the level and for a use found to be safe, or agricultural
chemical or environmental contaminant at or below the level found to be safe, by the Food and Drug Administration or approved by the Environmental Protection Agency or the Food Safety and Inspection Service of the U.S. Department of Agriculture.
(7) Storage or maintenance for secondary research for which broad consent is required: storage or maintenance of identifiable private information or identifiable biospecimens for potential secondary research use if an IRB conducts a limited IRB review and makes the determinations required by 45 CFR 46.111(a)(8). (REQUIRES LIMITED IRB REVIEW FOR PRIVACY AND CONFIDENTIALITY AND BROAD CONSENT).
(8) Secondary research for which broad consent is required: Research involving the use of identifiable private information or identifiable biospecimens for secondary research use, if the following criteria are met:
(i) Broad consent for the storage, maintenance, and secondary research use of the identifiable private information or identifiable biospecimens was obtained in accordance with 45 CFR 46.116(a)(1) through (4), (a)(6), and (d);
(ii) Documentation of informed consent or waiver of documentation of consent was obtained in accordance with 45 CFR 46.117;
(iii) An IRB conducts a limited IRB review and makes the determination required by 45 CFR 46.111(a)(7) and makes the determination that the research to be conducted is within the scope of the broad consent referenced in paragraph (d)(8)(i) of this section: and
(iv) The investigator does not include returning individual research results to subjects as part of the study plan. This provision does not prevent an investigator from abiding by any legal requirements to return individual research results.
(LIMITED IRB REVIEW REQUIRED FOR PRIVACY AND CONFIDENTIALITY AND THE SCOPE OF THE BROAD CONSENT).
Research exempt from IRB review MUST only involve one or more of the following research categories. Research that contains elements of exempt and non-exempt activities is NOT eligible for IRB exemption. 
Categories 2, 3, 7, and 8 may require additional limited review. Limited review is required when: 
• The information obtained is recorded by the investigator in such a manner that the identity of the human subject can readily be ascertained, directly or through identifiers linked to the subjects, 
AND
• Any disclosure of the human subjects’ responses outside the research would reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects’ financial standing, employability, education advancement, or reputation. 
For exempt categories 7 and 8, limited review is always required. It is also important to remember that exempt categories 7 and 8 are only available for use when board consent will be (or has been) obtained. 
udent data collected from previously conducted surveys

6.  There are a number of cost-saving strategies when it comes to putting together benefit packages. Identify and explain how outsourcing and flexible benefit plans help in being more cost effective. Discuss how flexible benefit plans with your current or past employer are introduced and applied. 
7. In preparing a compensation plan, an organization must consider all the laws and regulations associated with the pay of special groups (i.e., supervisors, corporate directors, and executives). However, do you think compensation for special groups is excessive? If so, why? Address a law or regulation that is specifically related to special groups that you think is vital. Why is it so important to you? 
8. Discuss how the concepts in this course can be applied to real-world situations and increase your chances of career or life success. The course is compensation and benefits

As eLearning continues to grow, it becomes increasingly important to determine whether classes or training are effective. How can we determine if eLearning classes are meeting their goals and have a positive return on investment (ROI)? Describe how you would develop an analytical approach to assess the class you are designing and ensure it is hitting its mark.

 Use the attached milestone checklist to create an activity for each age group that would appropriately foster social and emotional development. 
For example, read the suggestions under the section for 4-month-olds. Then, think about what you can do at home or in school to foster appropriate social and emotional development in 6-month-olds. Do this same thing for all of the age groups (6 months – 5 years old).
Minimum 180 words.

 
This  assignment addresses course learning objective 1 – Identify the various  segments of the hospitality industry, along with institutional learning  objectives related to information literacy.
For this  assignment, you will be preparing an annotated bibliography that lists  four different academic sources from the Trefry online library. The  purpose of an annotated bibliography is to help you start researching  for your final project early on, to help you get comfortable in the  Trefry Library, and to help you learn how to evaluate sources for your  academic projects.
To begin, please visit this resource from our online Trefry Library: https://www.apus.edu/apus-library/resources/writing/writing-at-apus/graduate-writing/the-annotated-bibliography/
This source explains the purpose of an annotated bibliography and the way to go about writing an annotation.
Feel  free to download and use the APA Annotated Bibliography Template from  this page as the basis for your submission. It’s an easy to make sure  you are formatting it correctly.
You will  be using the Trefry Library to search and identify four different valid  academic resources. You should find resources that will provide a  definition of four different hospitality industry segments:  Foodservice/Restaurant, Lodging/Hotel, Travel/Tourism, and Event  Planning. Be sure to utilize the tips and strategies for evaluating your  sources that were covered in your lessons. As a review, you can revisit  this video on Evaluating Information (posted in the lesson content) or if necessary, revisit the video tour of the library or the APUS Writing Center
For each  of the industry segments identified, find a valid, academic, scholarly  resource that provides a solid definition of the industry segment. This  may be a book, a peer-reviewed trade journal article, or a scholarly  article. Remember to apply the principles of RADAR for evaluating your  sources along with the tips found in the “Identifying Your Resources”  page you reviewed from the library. https://www.apus.edu/apus-library/resources/writing/writing-at-apus/the-research-process/
Once you have identified one source for each of the four segments, it is time to put together your annotated bibliography.
Begin by listing the source in the correct APA, 7th Edition format. You may need to review the APA Style Guide in the library. https://www.apus.edu/apus-library/resources/writing/apa-style/
Follow  the formatted source with a definition of the industry segment based on  the information synthesized from the resource itself. Remember to write  the definition in your own words, do not simply copy and paste a line  from the book or article.
Finally, include an evaluative annotation  for each resource. This should give a reason why this particular source  is a valid and accurate quality source. The focus of the annotation  should be on the description and evaluation of the source. It  is NOT a summary of the resource. You will need to explain why your  source is valuable to a student of hospitality and to the final project –  and use criteria to evaluate the sources, including objectivity,  currency, accuracy, reliability, and relevance – and also be able to  identify any issues of concern with that particular source. It’s  absolutely fine to conclude the source would not be a valuable source  for a hospitality student because it is (outdated, does not have  references, is biased, etc.).

Module 6 Assignment: Case Study Component B CBM and IEP
Review the RtI and CBMs presentation slides. Chart CBM results and IEP Component of long term goal and three short term objectives to improve academic performance.
For the case you used in the RtI Case Study assignment, complete the IEP sections that describe the Present levels of Performance (strengths and academic functioning) and write one academic goal with 3 objectives for the student.
Scoring:
Present Levels of Performance: 1 point
Goal is written in SMART Goal Format: 2 points
Three Short Term objectives to help the student each goal are provided: 2 points
Here are the headings that you will write to:
Present Levels of Performance:
Student Strengths
Academic Functioning
Goals and Objectives:
Long Term Goal
Three Short Term Objectives
Read the detailed Module 6 CBM Assignment instructions and use the Grade 2 and Grade 8 CBM documents to complete your assignment.

Please see attachment
Articles
https://www.readingrockets.org/topics/struggling-readers/articles/early-signs-reading-difficulty
https://onlinelibrary.wiley.com/doi/full/10.1002/dys.1719