- Compare and contrast the differences in the Walmart financial statements if the company were to use International Financial Reporting Standards (IFRS) rather than Generally Accepted Accounting Principles (GAAP). Be sure to discuss specific accounting differences between the two.
- Debate the pros and cons this would create for Walmart. Be sure to be specific and support any opinions.
- Describe any legal or ethical challenges this convergence may create using the country you selected in prior courses.
Your initial response should be a minimum of 200 words. At least 2 scholarly resources
You will create a plate tectonics infographic. An infographic is a chart, diagram, or illustration (as in a book or magazine, or on a website) that uses graphic elements to present information in a visually striking way. Summarize what you’ve learned about plate tectonics in this style. You can find templates online or create your own.
Google Search "Infographic Examples" if you need a visual example of the type of report you are creating. You have free creative ability. As long as your information is visually striking, easy to read, and includes all necessary information.
Include: the three types of boundaries with explanations of how they operate, an explanation of how the driving force of plate tectonics works, and a real-life example of each boundary/possible features we will see as a result of this boundary type
https://go.gale.com/ps/helpCenter?userGroupName=vic_liberty&prodId=SABN&docId=ZMBRRW641083442
using your chosen article, complete the following in 2–3 pages, conforming to current APA
guidelines:
1. Summarize the article;
2. Describe muscular Christianity in the context of the article; and
3. Include your reaction to the article. Be sure to support your reaction with a clear example
from your own experience and at least 2 properly cited scholarly sources.
Analyzing Group Techniques
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Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.
As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.
Resources
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Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To prepare:
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Select one of the group therapy video demonstrations from this week’s required media Learning Resources.
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The Assignment
In a 3- to 4-page paper, identify the video you selected and address the following:
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What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?
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What evidence from the literature supports the techniques demonstrated?
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What did you notice that the therapist did well?
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Explain something that you would have handled differently.
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What is an insight that you gained from watching the therapist handle the group therapy?
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Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?
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Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
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By Day 7
Submit your Assignment.
Reminde rLinks to an external site. The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
submission information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
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To submit your completed assignment, save your Assignment as WK3Assgn_LastName_Firstinitial
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Then, click on Start Assignment near the top of the page.
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Next, click on Upload File and select Submit Assignment for review.
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Rubric
NRNP_6645_Week3_Assignment_Rubric
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NRNP_6645_Week3_Assignment_Rubric
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Criteria
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Ratings
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Pts
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This criterion is linked to a Learning OutcomeDevelop a 3- to 4-page paper considering the role and efficacy of the leader of a group therapy demonstration. Be sure to address the following: · Describe the group therapy techniques that were demonstrated and evaluate how well they were demonstrated. . Include evidence from the literature that supports the use of the demonstrated techniques.
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25 to >22.0 ptsExcellent 90%–100%The response accurately and thoroughly describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes accurate, clear, and detailed evidence from the literature that supports the use of the demonstrated techniques.
22 to >19.0 ptsGood 80%–89%The response accurately describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes evidence from the literature that supports the use of the demonstrated techniques.
19 to >17.0 ptsFair 70%–79%The response includes a somewhat vague or inaccurate description and evaluation of the group therapy techniques that were demonstrated in the video…. The response includes somewhat vague or inaccurate evidence from the literature to support the use of the demonstrated techniques.
17 to >0 ptsPoor 0%–69%The description and evaluation of the group therapy techniques that were demonstrated in the video are vague and inaccurate, or missing…. The response includes vague and inaccurate evidence from the literature to support the use of the demonstrated techniques, or is missing.
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25 pts
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This criterion is linked to a Learning Outcome· Identify what the therapist did well. · Explain something that you would have handled differently. · Identify an insight that you gained form watching the therapist handle the group therapy.
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25 to >22.0 ptsExcellent 90%–100%The response accurately and thoroughly explains in detail what the therapist did well…. The response accurately and thoroughly explains something that could have been handled differently…. The response accurately and thoroughly explains an insight gained from watching the therapist handle the group therapy.
22 to >19.0 ptsGood 80%–89%The response accurately explains in detail what the therapist did well…. The response accurately explains something that could have been handled differently…. The response accurately explains an insight gained from watching the therapist handle the group therapy.
19 to >17.0 ptsFair 70%–79%The response somewhat vaguely or inaccurately explains in detail what the therapist did well…. The response somewhat vaguely or inaccurately explains something that could have been handled differently…. The response somewhat vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy.
17 to >0 ptsPoor 0%–69%The response vaguely or inaccurately explains in detail what the therapist did well, or is missing…. The response vaguely or inaccurately explains something that could have been handled differently, or is missing…. The response vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy, or is missing.
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25 pts
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This criterion is linked to a Learning OutcomeImagine that you are leading your own group session. · Describe how would you go about handling a difficult group member. · Explain how you would elicit participation in your group. · Describe what you would anticipate to find in different phases of the group therapy. · Explain the benefits and challenges of group therapy.
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25 to >22.0 ptsExcellent 90%–100%The response includes a detailed and accurate description of how to handle a difficult group member…. The response accurately and thoroughly explains how to elicit participation in group therapy…. The response thoroughly and accurately describes anticipated findings in different phases of group therapy…. The response includes a thorough and accurate explanation the benefits and challenges of group therapy.
22 to >19.0 ptsGood 80%–89%The response includes a description of how to handle a difficult group member…. The response explains how to elicit participation in group therapy…. The response describes anticipated findings in different phases of group therapy…. The response explains the benefits and challenges of group therapy.
19 to >17.0 ptsFair 70%–79%The response includes a somewhat vague or inaccurate description of how to handle a difficult group member…. The response somewhat vaguely or inaccurately explains how to elicit participation in group therapy…. The response somewhat vaguely or inaccurately describes anticipated findings in different phases of group therapy…. The response includes a somewhat vague or inaccurate explaination of the benefits and challenges of group therapy.
17 to >0 ptsPoor 0%–69%The response includes a vague or inaccurate description of how to handle a difficult group member, or is missing…. The response vaguely or inaccurately explains how to elicit participation in group therapy, or is missing…. The response vaguely or inaccurately describes anticipated findings in different phases of group therapy, or is missing…. The response includes a vague or inaccurate explaination the benefits and challenges of group therapy, or is missing.
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25 pts
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This criterion is linked to a Learning Outcome• Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
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10 to >8.0 ptsExcellent 90%–100%Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected provide strong justification for reasoning and represent the latest in standards of care. PDFs are attached.
8 to >7.0 ptsGood 80%–89%Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. PDFs are attached.
7 to >6.0 ptsFair 70%–79%Two peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. Or, three scholarly resources are used to support the assignment, but provide only weak support for reasoning or do not represent the latest in standards of care. PDFs may not be attached.
6 to >0 ptsPoor 0%–69%Resources selected are not peer-reviewed and evidence-based, or provide poor justification for reasoning; or resources are missing.
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10 pts
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This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
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5 to >4.0 ptsExcellent 90%–100%Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.
4 to >3.5 ptsGood 80%–89%Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.
3.5 to >3.0 ptsFair 70%–79%Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic.
3 to >0 ptsPoor 0%–69%Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time…. No purpose statement, introduction, or conclusion were provided.
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5 pts
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This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
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5 to >4.0 ptsExcellent 90%–100%Uses correct grammar, spelling, and punctuation with no errors.
4 to >3.5 ptsGood 80%–89%Contains 1 or 2 grammar, spelling, and punctuation errors.
3.5 to >3.0 ptsFair 70%–79%Contains 3 or 4 grammar, spelling, and punctuation errors.
3 to >0 ptsPoor 0%–69%Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
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5 pts
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This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
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5 to >4.0 ptsExcellent 90%–100%Uses correct APA format with no errors.
4 to >3.5 ptsGood 80%–89%Contains 1 or 2 APA format errors.
3.5 to >3.0 ptsFair 70%–79%Contains 3 or 4 APA format errors.
3 to >0 ptsPoor 0%–69%Contains many (≥ 5) APA format errors.
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5 pts
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Total Points: 100
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Must post first.
The pharmacology of men’s and women’s health is a dynamic and evolving field that requires a nuanced understanding of gender-specific physiological and pathological differences. Clinicians must integrate pharmacokinetic and pharmacodynamic principles with individual patient characteristics to optimize therapeutic outcomes (prevention, diagnosis, and treatment of various health issues) and enhance the quality of life for both men and women. . Understanding the pharmacology of gender-specific health involves a comprehensive look at hormonal influences, reproductive health, and the management of gender-specific diseases.
Consider the following scenarios:
1) LW is a 32 year old female patient who comes to your medical clinic for primary care. She has been on hormonal contraceptives for years, although she's just been married and has stopped her pills in hopes of becoming pregnant. Her PMHx includes obesity, HTN (diagnosed 3 years ago), familial hypercholesterolemia, and pre-diabetes. Her current medications are as follows: Metformin 1000 mg PO twice daily, Lisinopril 10 mg PO daily, rosuvastatin 5 mg PO daily, and a multivitamin.
3) GD is an 82-year-old patient is taking 2 mg of terazosin for BPH who comes in complaining of dizziness, generalized muscle weakness and persistent LUTS. He also inquires if the terazosin will prevent "his prostate from getting any bigger and the disease from progressing" as he recently found out his PSA was elevated and prostate is 40cc in size (nl ~ 20 to 30cc).
Choosing two of the three scenarios above, please discuss:
- What was the process you went through to assess the current medications?
- What pharmacotherapy plan (changes to medications, monitoring and follow-up) would you recommend to maximize therapeutic outcomes and enhance the patient's quality of life?
- How should you educate these patients regarding their conditions and medications?
Submit your completed responses, [MS Word document or equivalent] to the Assignment folder "Discussion Post Originality Check" for Turnitin similarity checking. Click on the 'Assignments' link in the course navigation bar to locate the assignment folder. You are required to achieve an acceptable similarity score before posting to the discussion board. See the Course Resources module's subfolder 'Turnitin' for policy and algorithm (acceptable score) details.
Discussion posts placed on D2L prior to Monday morning at 12:01 AM ET are not graded. Post your initial response by Thursday at midnight. Respond to at least one student by Saturday at midnight. Students are encouraged to respond to more than just the 1 required post to promote an engaging classroom experience. Both responses should be a minimum of 250 words, scholarly written, APA formatted, and referenced. A minimum of 2 references are required (one may be the textbook). Refer to the Grading Rubric for Online Discussion in the Course Resource section.
Topic III: Men's and Women's Health
Introduction
pregnancy and related
Each medication prescribed during pregnancy and lactation should be scrutinized via drug information resources for adverse effects during pregnancy / lactation, with particular attention paid to the timing of the drug's administration (early, mid, or late pregnancy, or timing of doses in relation to expression of milk/infant feeding). Pre-pregnancy planning is strongly encouraged for patients with chronic conditions and on medications. There is a need to ascertain if there are safer alternative medications available as well as examining the overall necessity of continued therapy during pregnancy.
All practitioners should be familiar with drugs that are absolutely contraindicated in pregnancy (drugs which have proven teratogenic effects – Category X drugs) and have understaning of how medications are classified (i.e. fetal risk) based on the former Category Ratings and the Pregnancy and Lactation Labeling Rule (PLLR)
Many common medications include classes such as statins, ACE inhibitors/ARBs, many anticonvulsants, isotretinoin, lithium, NSAIDS, and warfarin (See Table 48-3 in PPP). Women of childbearing age should be counseled on possible pregnancy consequences if they take these drugs.
Medication use during pregnancy and lactation is challenging – patients with chronic conditions must be managed and acute issues requiring medication must be addressed as well. Patients must also be counseled with regard to over the counter medication use during pregnancy and lactation. Although many of these patients are also managed by specialists in obstetrics / gynecology, primary care practitioners should be familiar with the chronic and acute medications which pose risks in pregnancy and lactation.
There are many options available for medical contraception. Women may require a trial of several hormonal contraceptives before they find an option that is ideal for them. Clinicians may streamline medications by choosing OCs that are approved for additional indications (acne control, etc.). Choice of combined OC may be based on regimen that patient prefers (cyclic versus continuous).
Many drugs may interact with hormonal contraceptives and alter efficacy. Common interactions include antibiotics, steroids, and anticonvulsants. Hormonal contraceptives may also affect other medications as well. Patients should be counseled and interactions should be checked whenever a new medication is added to a patient on hormonal contraceptives (particularly oral formulations)
menopause
For older women, long term use of hormone replacement therapy for menopause is associated with more overall risk than benefit and should not be used. Short term hormonal therapy can be useful for patients with bothersome vasomotor symptoms, although should be prescribed at the lowest possible dose and for the shortest possible duration. Hormone replacement therapy should not be continued for any other purpose (eg. prevention of osteoporosis). Topical estrogen products (not transdermal systemic) with limited systemic absorption may be useful for women experiencing vulvovaginal atrophy.
Nonhormonal therapies can also be considered in those women for whom estrogens can not be used. Nonhormonal therapies for alleviation of vasomotor symptoms include selective serotonin reuptake inhibitors (SSRIs), serotonin-norepinephrine reuptake inhibitors (SNRIs), clonidine, and gabapentin
American College of Obstetricians and Gynecologists (ACOG), American Association of Clinical Endocrinologists (AACE), North American Menopause Society (NAMS), and the Endocrine Society conclude insufficient evidence to support the use of herbal remedies for vasomotor symptoms associated with menopause due to inconsistent results in trials
Mens health
Erectile dysfunction (ED) is defined as the persistent inability to achieve or maintain an erection sufficient for sexual intercourse
Patients with erectile dysfunction (ED) should be carefully assessed for cardiac function prior to beginning medical therapy with PDE5 inhibitors (sildenafil, etc.). (See PPP Table 51-3)
For men, erectile dysfunction may be worsened by a variety of diseases and drugs. Treatment should always look to remove or modify potential contributing factors (including offending medications) before drugs are prescribed. First line treatment with PDE5 inhibitors is usually preferable for most patients due to ease of oral dosing and convenience. Second line therapies including injections and intraurethral pellets should probably be managed by a specialist. (See PPP Table 51-1, 51-2 ).
· All PDE5 inhibitors appear to have similar efficacy for treatment of ED.
· Up to a third of patients will not respond to therapy with PDE5 inhibitors. To achieve the greatest effect, patients must be fully informed of the onset and duration of effect, impact of high-fat meals, the need for sexual stimulation, and explanation that a single trial is not adequate. It is estimated that six to eight attempts with a medication and specific dose may be needed before successful intercourse
Testosterone replacement has limited role in treatment of ED, and should not be offered routinely to older men in without other clinically significant symptoms and low testosterone levels.
BPH can be managed conservatively in the mild to moderate stages, and drug therapy can be started and escalated as the patient's symptoms worsen. Keep in mind that 5a reductase inhibitors will not provide immediate benefits for the patient. Patients on drug treatment for BPH should be monitored for adverse effects including hypotension and sexual dysfunction.
Medical management should be utilized for patients with moderate to severe BPH with bothersome symptoms, and should initially consist of alpha 1 blockers (alfuzosin 10 mg, doxazosin 2-8 mg, tamsulosin 0.4-0.8 mg, terazosin 2-10 mg, or silodosin 8 mg orally once daily). 5a-reductase inhibitors should be utilized for patients with larger prostate sizes and/or elevated PSA values. These two medication classes can be combined for patients with severe voiding issues.
Alpha 1-blockers are similar in efficacy within the medication class, as are 5a-reductase inhibitors. Older alpha blockers require titration to avoid orthostasis, an adverse event avoided with the use of uro-selective agents.
Objectives
At the completion of this module the student will be able to:
· See "Learning Objectives" outlined in chapters 48-52 of Pharmacotherapy: Principles and Practices
· Recognize common drugs that are absolutely contraindicated in pregnancy (category X).
· State the appropriate course of action for checking the appropriateness of medications prior to prescribing medication to women who are pregnant or nursing.
· Recognize the drugs commonly causing interactions with hormonal contraception which may affect efficacy.
· State the appropriate uses of hormonal replacement therapy and topical hormonal therapy for menopausal/post-menopausal women.
· Recognize medications which may contribute to ED.
· Suggest a first line treatment plan for ED and BPH.
Readings
Pharmacotherapy Principles and Practice
· Chapter 48: Pregnancy and Lactation: Therapeutic Considerations
· Chapter 49: Contraception
· Chapter 50: Menopause and Menstruation Related Disorders
· Focus on Menopause only for this course
· Chapter 51: Erectile Dysfunction
· Chapter 52: Benign Prostatic Hyperplasia
Other Resources
· Dynamed Summary for Oral Contraceptives: https://www-dynamed-com.wilkes.idm.oclc.org/drug-review/oral-contraceptives
· Dynamed Summary for Hormone Replacement Therapy (HRT): https://www-dynamed-com.wilkes.idm.oclc.org/management/hormonal-replacement-therapy-hrt-for-menopause-and-perimenopause
· Dynamed Summary for Erectile Dysfunction (ED): https://www-dynamed-com.wilkes.idm.oclc.org/condition/erectile-dysfunction
· Dynamed Summary for Benign Prostatic Hyperplasia (BPH): https://www-dynamed-com.wilkes.idm.oclc.org/condition/benign-prostatic-hyperplasia-bph
Videos
· Impact of pregnancy on pharmacokinetics of medications (Mary F. Hébert, Pharm.D., FCCP):
· Erectile Dysfunction (osmosis):
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Module III
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Discussions & Assignments
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Please review the attached documents for directions. The first assignment is due on Thursday, and the second is due on Sunday.
ENG800
Research Plan
Student's name
Institution affiliation
Professor's name
Course name & number
Date
Research Plan
Section 1: Topic Development
Research Question: How does the implementation of artificial intelligence technologies influence employee engagement and productivity in global organizations?
Topic Description
This study examines how the adoption of AI technology is linked to human workplace outcomes in multinational corporations. The study focuses on the positive and negative effects of AI implementation on employee motivation, job satisfaction, and objective productivity metrics. As AI tools continue to grow rapidly in workplaces around the world, organizational leaders need to understand these human-centered outcomes when making technology investment decisions.
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Keyword Combinations Used
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Database or Website Searched
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Notes
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"Artificial intelligence" AND "employee engagement" AND productivity
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Business Source Premier
PsycINFO
SAGE Business Cases
Google Scholar
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The sources are relevant to the topic. Most of them are peer-reviewed.
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AI implementation AND workplace AND "job satisfaction"
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Business Source Premier
PsycINFO
SAGE Business Cases
ProQuest Dissertations & Theses Global
Google Scholar
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The sources are relevant to the topic. Variety of sources including peer reviewed articles, and dissertations.
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"Machine learning" AND "human resources" AND performance
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Business Source Premier
PsycINFO
SAGE Business Cases
ProQuest Dissertations & Theses Global
Google Scholar
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Most of the sources are academic.
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"automation" AND "employee motivation" AND "global organizations"
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Business Source Premier
PsycINFO
SAGE Business Cases
ProQuest Dissertations & Theses Global
Google Scholar
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Most of the sources are academic.
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"Digital transformation" AND "workforce" AND engagement
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Business Source Premier
PsycINFO
SAGE Business Cases
ProQuest Dissertations & Theses Global
Google Scholar
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The sources are relevant to the topic. Most of them are academic peer-reviewed.
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Table One: Keyword and Database Combinations
Revised research question:
How does artificial intelligence implementation in human resources processes influence employee engagement and productivity in global technology organizations?
Section 2: Building Your Notetaking Database:
Step One: The Tool
What citation management software have you chosen? Why have you chosen it?
I have chosen Zotero as my citation manager because of its comprehensive features that fit perfectly with the collaborative and systematic instructional approach I have developed in my doctoral research. As I noted in my writer's journal, Zotero's group library feature will be used to share sources effectively with advisors and colleagues, which is vital for the iterative nature of doctoral scholarship. Additionally, Zotero allows for customizable note templates that can be set to fit the source descriptive note format I have already developed, so that all my research materials are kept consistent, and supports the horizontal and vertical analysis style that has worked well for me in the literature review process (Behera & Meher, 2022). The software's extensive citation formatting options and seamless connectivity to academic databases make it an ideal tool for the complex, multi-source research investigating AI implementation in HR processes within global technology organizations.
Step Two: The Structure
In the space below, describe what the structure of your notetaking system will be. How will you keep source descriptive notes? Will you keep these via a template in a text box associated with the source? Will you mark up the source itself? Will you use a printed or digital copy?
I will follow a two-way system of note-taking which uses Zotero's built-in functions as well as external organizational tools to facilitate broad literature analysis. For source description, I will use Zotero's note template within each source text box; it will have: (1) a one-sentence description of the article's contribution, (2) descriptions of the six essential research parameters (focus, rationale, scholarly context, method, findings, and implications), and (3) specific connections to my research question about AI implementation in HR processes in technology organizations globally. This template-based process will enable consistency across all sources while enabling me to engage actively with each text rather than passively summarize as advocated by Single (2009).
Then, consider how you will use your source descriptive notes to develop a notetaking system that is able to describe trends in the field? Will you create an excel document like Galvan and Galvan (2017) suggest? Will you draft a rough outline as well (Example 4.2.1)?
To form a base of descriptive understanding of the field, and to uncover patterns among sources, I will export the key data from my Zotero notes into a single, comprehensive Excel spreadsheet, as Galvan and Galvan (2017) have recommended. I will enter source information, publication date, research goals, methodologies, key findings, theoretical frameworks, and links to my research topic on a spreadsheet. By reading along rows, I can compare individual sources in detail, whereas reading along columns will allow me to identify higher-level trends in the field, such as methodological change over time, common theoretical approaches, and gaps in existing research on AI-HR implementation. This double-lens approach will allow me to transition smoothly between analysis of the individual sources and more field-level synthesis to build strong arguments regarding where my research sits and contribute to the existing scholarship.
Step Three: Research Plan
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Course Module
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Tasks
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Resources
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Assignments
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3
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· Complete the steps outlined in this template.
· Read and take notes on at least five articles on my topic.
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· Attend Library Workshop
· Review resources listed in Module 3 Reading & Preparation
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Discussion: Research Plan
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4
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· Conduct systematic database searches using refined keywords
· Collect and organize 15-20 high-quality sources in Zotero
· Complete source descriptive notes for all collected sources
· Begin populating Excel spreadsheet with source data
· Analyze exemplar research area primers for genre conventions
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· Schedule consultation with subject librarian
· Access discipline-specific databases (Business Source Premier, PsycINFO)
· Review genre analysis resources from course materials
· Utilize Zotero group library for advisor feedback
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Discussion: Genre Analysis
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5
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· Complete field descriptive analysis using Excel spreadsheet
· Identify patterns, gaps, and trends in AI-HR research
· Draft and refine focused research question based on literature gaps
· Create preliminary outline for Research Area Primer
· Conduct targeted searches to fill identified literature gaps
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· Writing Center appointment for research question refinement
· Instructor office hours for feedback on literature analysis
· Additional database searches as needed
· Peer review exchange with classmates
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Discussion: Research Question
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6
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· Draft complete Research Area Primer
· Synthesize literature review findings into coherent narrative
· Revise and edit for clarity, flow, and APA formatting
· Conduct final literature search for any missing perspectives
· Prepare discussion post reflecting on drafting process
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· Multiple writing center sessions
· Grammarly for editing support
· Instructor feedback on draft
· APA Style resources for final formatting
· Zotero for citation generation
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Discussion: Drafting Your Research Area Primer
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Defense of Research Plan:
This research plan strategically front-loads the most time-intensive literature collection and analysis work in Modules 4 and 5 to allow Module 6 to focus primarily on synthesis and writing activities, a strategic scaffolding of the complex Research Area Primer assignment. In Module 4, I emphasize the creation of a broad base of sources and genre conventions, which form the basis of all further work. Module 5 focuses on the important analytical work of determining field patterns and honing my research question based on actual gaps in the literature instead of assumptions. This way, I can be sure my research question is based on strong field knowledge, and I have enough time for the iterative analysis process that doctoral-level research demands. By Module 6, I will have done the heavy analytical lifting. I can focus on developing a well-synthesized narrative that demonstrates both breadth of field knowledge and identification of meaningful research opportunities. The resource allocation reflects the varying types of support required for each stage of the research and writing process, with more intensive writing support toward the end of the process (librarian, instructor) and more expert consultation at the beginning of the process.
References
Behera, M., & Meher, D. (2022). Zotero: An overview of open source citation management tool for researchers. Indian Journal of Information, Library & Society, 35(1-2), 74-82. https://www.researchgate.net/publication/362066740
Single, P.B. (2009). Demystifying dissertation writing (1st ed.). Routledge: Taylor & Francis Group. ISBN: 9781579223137
,
Discussion: Genre Analysis Assignment 1
Purpose
This assignment is intended to help you learn to do the following:
· Evaluate academic writing genres.
· Analyze the effectiveness of a scholarly article.
Overview
In this assignment, you will develop a short genre analysis of one of the scholarly articles that you have identified in your Module 3 Discussion: Research Plan assignment. This article should be one that is central to your research question. Because this is academic work, make sure that you abide by the practices of academic writing as detailed in Module 1 Preparation.
To meet the requirements of this assignment, your genre analysis must:
· Describe some of the ways in which this scholarly article exemplifies conventions of the academic writing genre.
· Identify how the conventions used in the article contribute to its effectiveness as a piece of academic writing.
To address these requirements, select ONE of the following four aspects of academic writing and respond to the associated questions:
1. Reasoning
· What is the central line of reasoning of the scholarly article you selected?
· What distinguishes this line of reasoning from other types of writing you have experience with (e.g. persuasive essays, workplace writing, etc.)?
· How would you evaluate the quality of this article’s line of reasoning in relation to others you have read? Is its central claim supported by clear, well-evidenced reasons, or are there shortcomings?
2. Genre Competency
· How would you describe the form and structure of the scholarly article?
· At the broadest level, what are the article’s key components, and what purposes do these components serve?
· At a narrower level, how are paragraphs structured, and how does this structure support the goals of the article?
· How would you evaluate this article in terms of the way in which it does or does not realize the typical conventions of the genre?
3. Reader Engagement
· What aspects of the text demonstrate that the writer has (or has not) written the scholarly article with the reader’s expectations and values in mind?
· How would you evaluate the article’s engagement of the reader in comparison with other articles you have read?
4. Style
· In general, how would you describe the voice and tone of the scholarly article?
· How would you describe any of the following aspects of the article’s syntax and mechanics: first-person language, sentence length, diction, passive voice, or some other stylistic consideration?
These four aspects of effective writing – reasoning, genre competency, reader engagement, and style – can be used to describe and
Action Items
1. Select one of the scholarly articles that you identified in your Module 3 Discussion: Research Plan assignment. This article should be one that is central to your research question.
2. By the due date indicated, create your initial post. Include:
a. A link to the scholarly article that you are analyzing.
b. Your genre analysis, written according to the instructions and requirements described in the Overview.
Scholarly Article Genre Analysis Assignment 2
Purpose
This assignment is intended to help you learn to do the following:
· Analyze the effectiveness of a scholarly article.
· Develop a research area.
Overview
In your Scholarly Article Genre Analysis, you will expand on your work in the Discussion: Genre Analysis assignment. Focusing on the same article you analyzed in that assignment, while using at least one other article for comparison, you will continue to discuss the ways in which your selected article exemplifies conventions of the academic writing genre and how those conventions contribute to its effectiveness as a piece of academic writing.
You will develop a 3- to 4-page, double-spaced essay that includes the following:
Thesis Statement
Develop a thesis statement that addresses these questions:
· What distinguishes academic writing from other types of writing (e.g., workplace, social networking, etc.)?
· What distinguishes the article you are analyzing from other genres of academic writing in terms of its convention, purpose, reasoning, and style?
Genre Analysis Questions
In the Discussion: Genre Analysis assignment, you chose one of the following four aspects of academic writing. Build on that work by responding to each of the remaining aspects. You do not have to respond to each individual question under each of the four aspects. Select the questions that are most relevant to your article and analysis.
1. Reasoning
· What is the central line of reasoning of the scholarly article you selected?
· What distinguishes this line of reasoning from other types of writing you have experience with (e.g. persuasive essays, workplace writing, etc.)?
· How would you evaluate the quality of this article’s line of reasoning in relation to others you have read? Is its central claim supported by clear, well-evidenced reasons, or are there shortcomings?
2. Genre Competency
· How would you describe the form and structure of the scholarly article?
· At the broadest level, what are the article’s key components, and what purposes do these components serve?
· At a narrower level, how are paragraphs structured, and how does this structure support the goals of the article?
· How would you evaluate this article in terms of the way in which it does or does not realize the typical conventions of the genre?
3. Reader Engagement
· What aspects of the text demonstrate that the writer has (or has not) written the scholarly article with the reader’s expectations and values in mind?
· How would you evaluate the article’s engagement of the reader in comparison with other articles you have read?
4. Style
· In general, how would you describe the voice and tone of the scholarly article?
· How would you describe any of the following aspects of the article’s syntax and mechanics: first-person language, sentence length, diction, passive voice, or some other stylistic consideration?
5. Research Question Development
· Has anything in your analysis caused you to want to refine your research question? If so, in what ways? If not, how has your analysis confirmed or supported your confidence in your research question?
Action Items
1. Re-visit the scholarly article you analyzed in the Discussion: Genre Analysis assignment.
2. Complete your genre analysis according to the instructions and requirements described in the Overview.
3. Submit the completed first draft of your assignment. Your work will automatically be checked by Turnitin.
4. Access your Turnitin report by reviewing your Submission Details for this assignment. Revise your work as needed based on the feedback.
5. By the due date indicated, re-submit the final version of your work.
Discuss a nursing model that would be most appropriate to your future advanced nursing practice role.
Post your initial discussion by 11:59 PM ET on Thursday. Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), and a minimum of 2 references (which may include the course textbook). Reply to at least one classmate's initial discussion post by Saturday at 11:59 PM ET. The initial discussion post and discussion response should occur on two different calendar days of each electronic week. These are not the complete instructions for participating in discussions. See the "Grading Rubric for Online Discussions – 500 level" found in the Course Resources module.
Mindmap to Storyboard Assignment
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. For more information about Turnitin,
BUSI 830
Mindmap to Storyboard Assignment Instructions
Overview
Scanning and scoping your literature review is one of the most difficult tasks in conducting a research project, as the pool of sources is so vast, yet narrowing the focus is challenging. A visual representation of your research (potentially useful literature and then research focus) will help you see and understand relationships. This assignment will provide an opportunity to exercise this task of ‘visualizing’ your literature review through midmapping to storyboarding. Biblical integration is NOT required in this assignment.
Instructions
After reviewing the required material stated in this week’s module, complete the following using the current APA format. This assignment is broadly taken from Thomas’ (2025) Do It Yourself (DIY) 4.1 (Brainstorm a Mindmap on Your Topic) and 4.2 (Drawing a Storyboard) exercises. You may use any pay or free online mapping or storyboard generating software (NOT AI). Your ‘drawings’ may be digital or hand-drawn, then scanned/photographed and copied/pasted into your MS Word document, applicable sections.
Part 1 – Drawing a Mindmap:
· Begin with your prima facie (research question) question from Module / Week 2 – Case Study Methodology Assignment (or a more appropriate edited version based on the instructor’s feedback of that assignment)
· Select a minimum of 10 core sources
· Broadly synthesize the sources to discover themes, disagreements, dilemmas, ideas, lines of inquiry, etc.
· As you organize these sources, draw your mindmap (See Thomas’ (2025) Figure 4.2 Key Features of a Mindmap
· Besides your prima facie question, your mindmap should contain at least 5 ‘nodes’ drawn from your prima facie question
· As you continue to organize and arrange material by relevance, you should include at least 5 ‘buds’ which should sprout off of at least 2 ‘nodes’. You may need to do more research.
Part 2 – Drawing a Storyboard:
· If required, adjust your prima facie question to fit your desired research direction (see the Thomas (2025) Table 4.1 – Prima Facie Questions to Revised Topics)
· Chart a storyboard narrative of your intended literature review
· Besides your revised prima facie question, your storyboard should contain a minimum of 10 ‘nodes’ or ‘waypoints’ and 4 key references. Again, you may need to do more research.
· Your storyboard narrative should integrate a range of relevant issues
· Provide an audit of your activities. More than a simple log of decisions, this should annotate your critical reflection and analysis that resulted in edits, changes to your research question, evolution of your research aims, and why.
Required Format
Cover page
Prima Facie Question
Core Sources
Mindmap
Revised Prima Facie Question
Storyboard
Audit
References
Additional Requirements
Use the provided Mindmap to Storyboard Assignment Template.
· Materials submitted to fulfill requirements in one course may not be submitted in another course. Concerns about the propriety of obtaining outside assistance and acknowledging sources should be addressed to the instructor of the course before the work commences and as necessary as the work proceeds.
· In addition to the course texts and the Bible, the required references above will be from peer-reviewed scholarly sources that have publication dates no older than 5 years, exception: irrefutable seminal sources.
· Sources of information from Wikipedia, dictionaries, websites, blogs, and encyclopedias will not be accepted.
· Submit your final document for grading with file name syntax: LastNameFirstInitial Assignment Name #. For example: SmithJ_Assignment Name.doc (no .pdfs)
Grading Metrics
Consult the accompanying rubric for how this assignment will be graded. Also, any form of plagiarism, including copying and pasting, will result in zero points for the entire assignment. All quoted materials must be properly cited in the current APA format.
Note: Your assignment will be checked for originality via Turnitin plagiarism tool.
Page 1 of 1
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MINDMAP TO STORYBOARD 20
Mindmap to Storyboard
Your Name
School of Business, Liberty University
Author Note
By submitting this assignment, I attest this submission represents my own work, and not that of another student, scholar, or internet source. I understand I am responsible for knowing and correctly utilizing referencing and bibliographical guidelines. I have not submitted this work for any other class.
1
MINDMAP TO STORYBOARD 1
Mindmap to Storyboard
Introduction is not required. Remove all guidance verbiage in this document. Keep all headings.
Prima Facie Question
Begin with your prima facie (research question) question from Module / Week 2 – Case Study Methodology Assignment (or a more appropriate edited version based on the instructor’s feedback of that assignment)
Core Sources
Select a minimum of 10 core sources
Keys to finding ‘relevant’ sources will be to discover themes, disagreements, dilemmas, ideas, lines of inquiry, etc. NOTE: The author, year, and title will be sufficient to list here – you’ll provide the entire APA reference in the Reference listing below
Mindmap
As you organize these sources, draw your mindmap (See Thomas’ (2025) Figure 4.2 Key Features of a Mindmap
Your mindmap should contain at least 5 ‘nodes’ drawn from your prima facie question
As you continue to organize and arrange material by relevance, you should include at least 5 ‘buds’ which should sprout off of at least 2 ‘nodes’. You may need to do more research.
If you use sources in your mindmap, the author, year, and article title should be sufficient
Revised Prima Facie Question
If required, adjust your prima facie question to fit your desired research direction (see the Thomas (2025) Table 4.1 – Prima Facie Questions to Revised Topics)
Storyboard
Chart a storyboard narrative of your intended literature review
Besides your revised prima facie question, your storyboard should contain a minimum of 10 nodes or waypoints and 4 key references. Again, you may need to do more research.
Your storyboard narrative should integrate a range of relevant issues
Audit
Provide an audit of your activities. More than a simple log of decisions, this should annotate your critical reflection and analysis that resulted in edits, changes to your research question, evolution of your research aims, and why.
Format references using the current APA style. Ensure all DOIs or journal URLs are active hyperlinks. (Note the hanging indent)
