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  • [Solved] module 2 field notes

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) This is a women's gender course – 2 years ago **files (3)** – ## Readingsmodule2.docx – ## Fieldnotestemplate.docx – ## fieldnotesmodule2.docx **## Readingsmodule2.docx** Readings/articles to be posted as PDFs t…

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

    This is a women's gender course

    – 2 years ago

    **files (3)**

    – ## Readingsmodule2.docx

    – ## Fieldnotestemplate.docx

    – ## fieldnotesmodule2.docx

    **## Readingsmodule2.docx**

    Readings/articles to be posted as PDFs to Canvas—Here is an outline of the material we will cover.

    Module 2: Likeability and Success
    • Acker, J. (1990). Hierarchies, Jobs, Bodies:: A Theory of Gendered Organizations. Gender &Society, 4(2), 139–158.
    [https://doi.org/10.1177/089124390004002002**](https://doi.org/10.1177/089124390004002002**)

    • MacKinnon, Catherine A. 1991. "Reflections on Sex Equality Under the Law." Yale Law
    Journal 100 (March): 1281-328.

    • McGinn, Kathleen L., and Nicole Tempest. "Heidi Roizen." Harvard Business School Case
    800-228, January 2000. (Revised April 2010.)

    • Rudman, L. A. and Glick, P. 2001. "Prescriptive Gender Stereotypes and Backlash Toward
    Agentic Women." Journal of Social Issues, 57: 743–762

    **## Fieldnotestemplate.docx**

    **Practicing with Field Notes and Critical Thinking**

    **Module 1: Level Playing Field**

    **Your Name:**

    **Field Note 1:**

    **Field Note 2:**

    **Field Note 3:**

    **Connecting Observations with Field Notes and Readings**

    _Critical Thinking Prompt 1:_ What does it mean to have a level playing field?

    _Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    Reflection Prompt:  How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    **## fieldnotesmodule2.docx**

    Module 2: Practicing with Field Notes & Photographs

    **This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**

    Field Notes

    Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Telling a Story with a Photograph

    Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.

    For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take.  You might consider the topics we are already discussing in this class.  As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.

    **NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**.  Include the images with your Field Notes along with an explanation of how the images relate to the course material.

    Think about what themes stand out to you and look at the world around you for examples of these themes.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1_:   How does likeability affect success for women in the workplace?**

    **_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**

    Pick One Action you will do after this module. Imagine who, what, where, and when it will happen.  Document your Plan in this prompt and plan to share it with the class.

    **Reflection Prompt:   What does being likable have to do with leadership?**

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)

    **## fieldnotesmodule2.docx**

    Module 2: Practicing with Field Notes & Photographs

    **This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**

    Field Notes

    Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Telling a Story with a Photograph

    Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.

    For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take.  You might consider the topics we are already discussing in this class.  As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.

    **NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**.  Include the images with your Field Notes along with an explanation of how the images relate to the course material.

    Think about what themes stand out to you and look at the world around you for examples of these themes.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1_:   How does likeability affect success for women in the workplace?**

    **_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**

    Pick One Action you will do after this module. Imagine who, what, where, and when it will happen.  Document your Plan in this prompt and plan to share it with the class.

    **Reflection Prompt:   What does being likable have to do with leadership?**

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)

    **## Readingsmodule2.docx**

    Readings/articles to be posted as PDFs to Canvas—Here is an outline of the material we will cover.

    Module 2: Likeability and Success
    • Acker, J. (1990). Hierarchies, Jobs, Bodies:: A Theory of Gendered Organizations. Gender &Society, 4(2), 139–158.
    [https://doi.org/10.1177/089124390004002002**](https://doi.org/10.1177/089124390004002002**)

    • MacKinnon, Catherine A. 1991. "Reflections on Sex Equality Under the Law." Yale Law
    Journal 100 (March): 1281-328.

    • McGinn, Kathleen L., and Nicole Tempest. "Heidi Roizen." Harvard Business School Case
    800-228, January 2000. (Revised April 2010.)

    • Rudman, L. A. and Glick, P. 2001. "Prescriptive Gender Stereotypes and Backlash Toward
    Agentic Women." Journal of Social Issues, 57: 743–762

    **## Fieldnotestemplate.docx**

    **Practicing with Field Notes and Critical Thinking**

    **Module 1: Level Playing Field**

    **Your Name:**

    **Field Note 1:**

    **Field Note 2:**

    **Field Note 3:**

    **Connecting Observations with Field Notes and Readings**

    _Critical Thinking Prompt 1:_ What does it mean to have a level playing field?

    _Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    Reflection Prompt:  How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    **## fieldnotesmodule2.docx**

    Module 2: Practicing with Field Notes & Photographs

    **This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**

    Field Notes

    Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Telling a Story with a Photograph

    Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.

    For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take.  You might consider the topics we are already discussing in this class.  As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.

    **NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**.  Include the images with your Field Notes along with an explanation of how the images relate to the course material.

    Think about what themes stand out to you and look at the world around you for examples of these themes.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1_:   How does likeability affect success for women in the workplace?**

    **_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**

    Pick One Action you will do after this module. Imagine who, what, where, and when it will happen.  Document your Plan in this prompt and plan to share it with the class.

    **Reflection Prompt:   What does being likable have to do with leadership?**

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)

    **## Readingsmodule2.docx**

    Readings/articles to be posted as PDFs to Canvas—Here is an outline of the material we will cover.

    Module 2: Likeability and Success
    • Acker, J. (1990). Hierarchies, Jobs, Bodies:: A Theory of Gendered Organizations. Gender &Society, 4(2), 139–158.
    [https://doi.org/10.1177/089124390004002002**](https://doi.org/10.1177/089124390004002002**)

    • MacKinnon, Catherine A. 1991. "Reflections on Sex Equality Under the Law." Yale Law
    Journal 100 (March): 1281-328.

    • McGinn, Kathleen L., and Nicole Tempest. "Heidi Roizen." Harvard Business School Case
    800-228, January 2000. (Revised April 2010.)

    • Rudman, L. A. and Glick, P. 2001. "Prescriptive Gender Stereotypes and Backlash Toward
    Agentic Women." Journal of Social Issues, 57: 743–762

    **## Fieldnotestemplate.docx**

    **Practicing with Field Notes and Critical Thinking**

    **Module 1: Level Playing Field**

    **Your Name:**

    **Field Note 1:**

    **Field Note 2:**

    **Field Note 3:**

    **Connecting Observations with Field Notes and Readings**

    _Critical Thinking Prompt 1:_ What does it mean to have a level playing field?

    _Application Prompt 1:_ REFLECT- write about your experience. Think of a time when you felt someone underestimated you or your performance. Or, alternatively, a time when you underestimated another. Why do you think this happened? What strategies could help you avoid this in the future?

    **Application Prompt 2:** What challenges are you facing regarding bias? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?

    Reflection Prompt:  How do you see yourself?  How do others see you?  What do people most frequently get wrong about you?

    **## fieldnotesmodule2.docx**

    Module 2: Practicing with Field Notes & Photographs

    **This week, you will combine your observations from the world around you (Field Notes) with photographs (2-3) and your Critical Thinking Prompts into the template provided.**

    Field Notes

    Refers to notes created by the researcher (you) during the act of conducting a field study to remember and record the behaviors, activities, events, and other features of an observation. Field notes are intended to be read by the researcher (you) as evidence to produce meaning and an understanding of the culture, social situation, or phenomenon being studied. The notes may constitute the whole data collected for a research study [e.g., an observational project] or contribute to it, such as when field notes supplement conventional interview data or other techniques of data gathering. For this class, your Field Notes will supplement a larger data set.

    Observations

    **First:  Each student will document 3 observations each week, using the guidelines for descriptive and reflective content**. These observations should include a date, time, and location of the observed event
    **and should be included with your critical thinking and application prompts submission.**  As you observe your environment and notice interactions or events, think about what you are witnessing and how it applies to the material we are studying in this class.  Additionally, ask yourself what this observation has to do with women and leadership.

    Telling a Story with a Photograph

    Photography is a great way to tell a story about a particular theme. This is particularly relevant for PhotoVoice where participants are encouraged to use their photographs to tell a story and convey a particular message. Sometimes it may be possible for a participant to accidently stumble across a scene that they feel encompasses the message that they want to tell and to photograph it, but this is not often the case. This lack of planning could cause participants to search for hours for something to photograph.

    For this week, think through some simple questions beforehand to help you decide what story it is that you want to tell and consequently, what types of photographs you want to take.  You might consider the topics we are already discussing in this class.  As you document your observations in your field notes, consider how a photograph might further illustrate the story you are telling about these topics, themes, ideas, and experiences.

    **NEXT:** **Please take 2-3 photographs from the world around you to represent your learning this week**.  Include the images with your Field Notes along with an explanation of how the images relate to the course material.

    Think about what themes stand out to you and look at the world around you for examples of these themes.

    Critical Thinking Prompts

    Each week, you will be presented with a series of critical thinking prompts and application prompts related to the content of the course.  These questions will steer the focus of the field notes you will take throughout the course.  Field notes capture your observations of your landscape and connect those observations back to the material we are discussing in class.

    Each question is generally worthy of at least 150 words (1-2 well-written paragraphs) in response.  Connect with
    **_(and cite in-text)_** the applicable readings/videos from the module's learning materials.

    **_A note on in-text citing and connecting with the learning materials:_**  As a graduate student, you must offer perspectives and arguments that are grounded in the literature –
    _NOT personal opinion or anecdotal evidence._ I don't want a works cited page, but I do want you to cite your sources in-text for the various connections you'll be making between the learning materials and your application thereof.  For example, one might write,
    _"While I marveled at the uncanny ability of the psychic to tap into my true personality, the Barnum Effect (Aronson, 2012)could have well explained my feelings…"_ Be sure to use these in-text citations to make your arguments and to support your perspectives.

    **FINALLY, tie your field notes to your response to the following prompts and include citations for 3 of the articles read this week:**

    **_Critical Thinking Prompt 1_:   How does likeability affect success for women in the workplace?**

    **_Application Prompt 2:_ _Reflect_ – write about your experiences. What challenges are you facing regarding likeability? What strategies could help you navigate these challenges? How would using these strategies affect decision-making?**

    Pick One Action you will do after this module. Imagine who, what, where, and when it will happen.  Document your Plan in this prompt and plan to share it with the class.

    **Reflection Prompt:   What does being likable have to do with leadership?**

    Use the template below and upload your completed paper here. This paper is worth 20  points.

    [Field notes template-1.docx](https://asu.instructure.com/courses/207506/files/98629995?wrap=1)

  • [Solved] Internal environment analysis/ Powerpoint

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## Overview The vice president of strategy and operations (VP) has confided to you that strategic planning has been a challenge for the company over the past year, specifically crafting new strategies and alig…

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    Assignment Prompt & Instructions

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

    ## Overview

    The vice president of strategy and operations (VP) has confided to you that strategic planning has been a challenge for the company over the past year, specifically crafting new strategies and aligning them to the company’s mission and goals. You have now been tasked with creating a new strategic planning proposal to help the company explore at least one new growth opportunity to increase its revenue or market share in the industry.

    To create your proposal, you first need to analyze the company’s business environment and identify possible opportunities for growth. In this assignment, you will analyze your company’s internal business environment and explain its influence on revenue or market share.

    ## Prompt

    Perform an **internal environment analysis** of your company to understand the company’s current business environment and future goals. Use resources such as the company website, which will have pertinent information including its most recent sustainability report, and other relevant sources to help complete this presentation. You can also use the resources in the [MBA Library Research Guide](https://libguides.snhu.edu/c.php?g=1104736&p=8054577) to conduct further research about your company.

    Create a Microsoft PowerPoint presentation to show the results of your analysis. Use both on- slide text and narration or speaker notes in your PowerPoint slides to convey your information effectively. If narration is not possible, precise and extensive speaker notes should be used, while addressing all of the rubric elements in the presentation. For example, you can use brief, bulleted lists summarizing the highlights of your analysis on the slide and include more detailed explanations in your narration or speaker notes.

    Specifically, you must address the following rubric criteria:

    1. **Overview** (slide 1): Provide a brief overview of the company's products, services, and customer base.
    2. **Existing Entities** (slides 2–3): Identify at least two existing partnerships, mergers, or acquisitions. Explain how these entities contribute to the company’s revenue or market share.
    3. **Five-Year Goals** (slide 4): Speculate on what the company wants to achieve in the next five years by considering its mission statement, its values and goals, and relevant sections of its sustainability report.

    ## What to Submit

    Create a PowerPoint presentation with on-slide text and narration or detailed speaker notes. Your presentation should be 4  slides in length. Sources should be cited according to APA style. Consult the [Shapiro Library APA Style Guide](http://libguides.snhu.edu/apa) for more information on citations.

    – 2 years ago

  • [Solved] w3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need some help! – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    I need some help!

    – 2 years ago

  • [Solved] 1-2 Short Paper: Organizational Model

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) You are the new general manager of a municipal recreational facility in your current community. There have been numerous problems in the past, especially as related to not meeting goals and objectives and not …

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    Assignment Prompt & Instructions

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

    You are the new general manager of a municipal recreational facility in your current community. There have been numerous problems in the past, especially as related to not meeting goals and objectives and not reacting efficiently to changes in the environment. You need to evaluate organizational effectiveness and have decided to analyze the numerous models that have been developed to help sport facilities measure organizational effectiveness based on the varying levels of environmental and organizational attributes. Choose one model (or multiple if you see fit) and discuss how you would implement that model into your organization.

    – 2 years ago

  • [Solved] Week 5 Amazon

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) In this assignment, you will assess methods of training and development such as presentation, hands-on, group building, or technology-based training program for the managers of Amazon. You will need to determi…

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    Assignment Prompt & Instructions

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

    In this assignment, you will assess methods of training and development such as presentation, hands-on, group building, or technology-based training program for the managers of Amazon. You will need to determine how Amazon, with its quick growth, will train managers as the company continues to expand. Include the essential elements for measuring training outcomes from Chapter 16 of the _Applied Psychology in Talent Management_ textbook. Identify the key principles of instructional design to encourage learner participation. Distinguish between the outcomes of statistically significant effects from practically efficient effects and provide your rationale supported by the course materials and additional research.

    In your paper,

    – Evaluate various methods of training and development outcomes.
    – Assess the methods of training and development.
    – Discuss the essential elements for measuring training outcomes.
    – Identify the key principles of instructional design to encourage learner participation.
    – Assess the outcomes of training, distinguishing between the outcomes of statistically significant effects from practically efficient effects.

    The Amazon: Implementation and Measurement of Outcomes paper:

    must be 3 to 5 double-spaced pages in length (not including title and references pages) and formatted according to [_APA Style_](https://writingcenter.uagc.edu/apa-style) ,

    3 SCHOLARLY SOURCES WITHIN 5 YEARS

    NO AI.

    – 2 years ago

  • [Solved] No arbitrage restriction on options prices

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The current price of ABC stock is $50. The term structure of interest rates (continuously compounded) is flat at 10%. What is the six-month forward price of the stock? Denote this as F. The six-month call price at strike F is equal to $8. The six-month put price at strike F is equal to $7. Explain w…

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    Assignment Prompt & Instructions

    The current price of ABC stock is $50. The term structure of interest rates (continuously compounded) is flat at 10%. What is the six-month forward price of the stock?  Denote this as F. The six-month call price at strike F is equal to $8. The six-month  put price at strike F is equal to $7. Explain why there is arbitrage opportunity given  these prices.

    Das, Sanjiv; Rangarajan Sundaram. Derivatives (The Mcgraw-hill/Irwin Series in Finance, Insureance and Real Estate) (p. 214). McGraw-Hill Higher Education. Kindle Edition.

    – 2 years ago

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    1000 words

    – 2 years ago

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) – 2 years ago **files (2)** – ## 4.1Discussion.Responses.LedbyLove.docx – ## 4.2Discussion.Responses.CapstoneProjectImplementation.docx **## 4.1Discussion.Responses.LedbyLove.docx** **INSTRUCTIONS: Respond to …

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

    – 2 years ago

    **files (2)**

    – ## 4.1Discussion.Responses.LedbyLove.docx

    – ## 4.2Discussion.Responses.CapstoneProjectImplementation.docx

    **## 4.1Discussion.Responses.LedbyLove.docx**

    **INSTRUCTIONS: Respond to the two following posts for Diamond and Travis.**

    [**Led by Love**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5850352/View)

    **Diamond**

    The segment really brought out a quieter and more reflective side of the journey. Watching Dr. Dave return home and spend time with his family, especially his nieces and nephews reminded me how grounding it is to be around people who truly know and love you. There was something unique about him asking the children those questions at such young ages. It made me think about how often we overlook children’s wisdom because we assume they haven't lived enough to “get it,” when in reality, they see things more clearly sometimes. And when he discussed losing his father, that moment resonated with me. Grief has a way of humbling us. It doesn’t matter how strong or prepared we think we are.

    After praying and reflecting on the question, “What would love do today?” I felt this reminder that love leads through softness instead of force. Love would remind me to slow down, to listen without rushing to fix, and to respond instead of react. If I let love lead me more consistently, I’d probably give myself more grace in the areas where I feel behind. Jesus’ life was the blueprint. He never moved with ego, only with compassion. And I think that’s the challenge for me: to let love, not pressure, nor fear be what shapes how I show up in the world.

    References

    Holy Bible, King James Version. (1769). Thomas Nelson. (Original work published 1611)
    The Breadcrumb Studios. (2019).
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_

    [**Led by Love**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5848909/View)

    **Travis**

    In the documentary, Dr. Dave returns home for Christmas to focus on family and reflects on the purpose of darkness in life. He discusses feelings of failure with Ruth, and she expresses regret for not writing a couple of books and wishes she could turn back her life clock by twenty years. Dr. Dave emphasizes the importance of letting love guide one's life. Inspired by a biblical scripture, he decides to apply its lessons. Dr. Dave revisits an old film project he created with his nieces and nephews, documenting their dreams for the future and following up years later for personal growth. He also shares poignant memories of his final moments with his father, highlighting how love has directed him toward connecting with his family.

    I took a moment to meditate, to pray, and to really examine the answers to these questions. “What would love do today? This inspires me to be kind and compassionate with everyone I meet and to remember that even the smallest act of kindness can have an immeasurable impact. Just the idea of letting the course of my life be guided by love constantly sparked an image of increased connection with those around me and a lighter existence free of judgment and grudges. Gradually, reflecting on Jesus’ example of being led by love also showed me that his selflessness and readiness to serve others can motivate me to move in grace and humility, thus urging me to put compassion and empathy first in my everyday life. The thought of spreading love in this way sounds very transformational, as it could lead to a life of fulfillment in which every human wants to be fulfilled in some way.

    **## 4.2Discussion.Responses.CapstoneProjectImplementation.docx**

    **INSTRUCTIONS**: Respond to the following posts, Ashley and Travis, with insights about their projects, words of encouragement, and suggestions for overcoming obstacles, if necessary.

    ·
    [**4.2 Capstone Project Implementation**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5846730/View)

    **Ashley**

    I met with my class this week. I had them complete the post survey and reviewed last week’s material, did a rundown of the main points, and then we discussed more about gratitude, growth mindset, and grit. This time I was much more relaxed. I wasn’t fighting with the Smart Board and the clock and trying to stick to my slides. I was more interactive, asking the kids questions and getting them to talk more. I think people learn less from a lecture style and more from engaging in discussion and reflection.

    A highlight was that I asked them to write what their favorite part of the lesson was and what they are interested to learn more about. Most of the students responded they liked learning about more ways to calm down when stressed. They also like learning about the stress response, what happens during anxiety, how important sleep is, positive self-talk, and cultivating a growth mindset. I had them do a gratitude exercise at the end where I had them write down some things they are grateful for and what they like about themselves on cardstock shaped like leaves and apples with the thought that I would make a “positive gratitude tree” and give it to the class. We ran out of time so I haven’t collected the leaves and apples yet to see what they wrote.

    I compared the pre and post survey results which showed improvement of knowledge. I asked the student five questions before and after the teaching. The questions had to do with sleep, the stress response, calming methods, the effects of gratitude, growth mindset, and negative self-talk. The results were as follows for correct answers:

    Pre         Post

    1)            73%        96% (sleep)

    2)            93%        93% (stress)

    3)            64%        67% (calming methods)

    4)            74%        92% (gratitude)

    5)            69%        77% (growth mindset)

                    There was improvement but not as much as I would have thought. One thing to consider is that some students were absent on the first day but were present on the second day and some students were present on the first day but absent on the second. I did not control for that. I also worded the questions slightly differently on the post survey and that was a mistake I made in hindsight. The students seemed to be acutely aware of the stress response, with almost everyone getting those answers right both times.  Overall, the feedback was positive and the students seemed excited to learn and discuss their answers and ideas. I’ve had several kids wave at me in the hallways and come up to me and say I was the one teaching them about growth mindset and stress, which I found heartwarming. Part of the district’s initiatives are that students feel like staff members care about them and that there are people they can go to if they need to talk about personal matters or they have emotions that are hard to handle.

    ·
    [**4.2 Capstone Project Implementation**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5849405/View)

    **Travis**

    Last weekend, I finished my analysis from my 10-question survey. I mentioned last week that I received 110 responses instead of the 90 I initially anticipated. See the 10 questions below and analysis:

    1. How often do you express gratitude to others?

    2. Can you describe the situation in which you expressed gratitude verbally?

    3. How did the person respond to your expression of gratitude?

    4. What were your immediate feelings after expressing gratitude?

    5. How did you feel the next day after expressing gratitude?

    6. Do you think expressing gratitude has a positive effect on your relationships?

    7. Can you provide an example of how expressing gratitude has positively impacted one of your relationships?

    8. Please rank the following feelings you experienced after expressing gratitude from most to least intense.

    9. What are the main reasons you express gratitude? Select all that apply.

    10. Is there anything else you would like to share about your experience with expressing gratitude?

    For those who are interested in exploring the data further, I have included a link for easy access. I want to share some particularly intriguing findings from the study.
    [The Power of Expressing Gratitude – Responses | SurveyMonkey](https://www.surveymonkey.com/results/SM-k05RQ4iC_2F_2Bul91W7BaxsdQ_3D_3D/)  (
    **after you click on the link, click on the drop-down menu and click page 1 to bring up all of the responses and data)**

    First, when participants were asked how often they expressed gratitude, an impressive 66% reported that they did so on a daily basis. This is an encouraging statistic, as it suggests that these individuals have discovered the benefits of regular gratitude expression and how it positively influences their overall well-being.

    However, I was surprised to learn that only about 48% of those who received expressions of gratitude responded very positively to it, and an additional 38.94% responded positively. The most unexpected finding was that approximately 3% of recipients had a negative reaction to receiving gratitude. On the following day, after someone had expressed gratitude, around 22% of people felt neutral about the experience, while a significant 76% reported feeling positive.

    Overall, the data indicates that a majority of individuals experience feelings of happiness and believe that expressing gratitude enhances their well-being and strengthens their relationships. These insights highlight the importance of gratitude in our lives and its potential to foster positive emotional connections.

    Last weekend, I had the opportunity to meet with my ten volunteers, each of whom had already shared letters of gratitude with someone who had profoundly influenced their lives. During our meeting, it became clear that all the volunteers felt a significant sense of relief after articulating their feelings, and they received heartfelt praise and thanks in return from their recipients.

    Interestingly, six out of the ten volunteers discovered that the individuals to whom they read their gratitude letters felt a similar appreciation towards them. These volunteers remarked that they could have easily written letters expressing the same sentiments back to their recipients.

    The experience proved to be quite emotional for many; several volunteers became visibly moved while reading their letters, and the recipients often shared in that emotional moment. A number of participants noted that if they had known expressing gratitude in such a heartfelt manner would feel so rewarding, they would have done it much earlier in their lives.

    When I inquired about the reasons some had held back from expressing their gratitude sooner, the responses were varied: four cited fear as a barrier, two admitted they had never considered it, one referenced pride, and three others mentioned a struggle with finding the right moment or simply falling into procrastination. Overall, the meeting highlighted the powerful impact of expressing gratitude and the common hurdles people face in doing so.

    **## 4.2Discussion.Responses.CapstoneProjectImplementation.docx**

    **INSTRUCTIONS**: Respond to the following posts, Ashley and Travis, with insights about their projects, words of encouragement, and suggestions for overcoming obstacles, if necessary.

    ·
    [**4.2 Capstone Project Implementation**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5846730/View)

    **Ashley**

    I met with my class this week. I had them complete the post survey and reviewed last week’s material, did a rundown of the main points, and then we discussed more about gratitude, growth mindset, and grit. This time I was much more relaxed. I wasn’t fighting with the Smart Board and the clock and trying to stick to my slides. I was more interactive, asking the kids questions and getting them to talk more. I think people learn less from a lecture style and more from engaging in discussion and reflection.

    A highlight was that I asked them to write what their favorite part of the lesson was and what they are interested to learn more about. Most of the students responded they liked learning about more ways to calm down when stressed. They also like learning about the stress response, what happens during anxiety, how important sleep is, positive self-talk, and cultivating a growth mindset. I had them do a gratitude exercise at the end where I had them write down some things they are grateful for and what they like about themselves on cardstock shaped like leaves and apples with the thought that I would make a “positive gratitude tree” and give it to the class. We ran out of time so I haven’t collected the leaves and apples yet to see what they wrote.

    I compared the pre and post survey results which showed improvement of knowledge. I asked the student five questions before and after the teaching. The questions had to do with sleep, the stress response, calming methods, the effects of gratitude, growth mindset, and negative self-talk. The results were as follows for correct answers:

    Pre         Post

    1)            73%        96% (sleep)

    2)            93%        93% (stress)

    3)            64%        67% (calming methods)

    4)            74%        92% (gratitude)

    5)            69%        77% (growth mindset)

                    There was improvement but not as much as I would have thought. One thing to consider is that some students were absent on the first day but were present on the second day and some students were present on the first day but absent on the second. I did not control for that. I also worded the questions slightly differently on the post survey and that was a mistake I made in hindsight. The students seemed to be acutely aware of the stress response, with almost everyone getting those answers right both times.  Overall, the feedback was positive and the students seemed excited to learn and discuss their answers and ideas. I’ve had several kids wave at me in the hallways and come up to me and say I was the one teaching them about growth mindset and stress, which I found heartwarming. Part of the district’s initiatives are that students feel like staff members care about them and that there are people they can go to if they need to talk about personal matters or they have emotions that are hard to handle.

    ·
    [**4.2 Capstone Project Implementation**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5849405/View)

    **Travis**

    Last weekend, I finished my analysis from my 10-question survey. I mentioned last week that I received 110 responses instead of the 90 I initially anticipated. See the 10 questions below and analysis:

    1. How often do you express gratitude to others?

    2. Can you describe the situation in which you expressed gratitude verbally?

    3. How did the person respond to your expression of gratitude?

    4. What were your immediate feelings after expressing gratitude?

    5. How did you feel the next day after expressing gratitude?

    6. Do you think expressing gratitude has a positive effect on your relationships?

    7. Can you provide an example of how expressing gratitude has positively impacted one of your relationships?

    8. Please rank the following feelings you experienced after expressing gratitude from most to least intense.

    9. What are the main reasons you express gratitude? Select all that apply.

    10. Is there anything else you would like to share about your experience with expressing gratitude?

    For those who are interested in exploring the data further, I have included a link for easy access. I want to share some particularly intriguing findings from the study.
    [The Power of Expressing Gratitude – Responses | SurveyMonkey](https://www.surveymonkey.com/results/SM-k05RQ4iC_2F_2Bul91W7BaxsdQ_3D_3D/)  (
    **after you click on the link, click on the drop-down menu and click page 1 to bring up all of the responses and data)**

    First, when participants were asked how often they expressed gratitude, an impressive 66% reported that they did so on a daily basis. This is an encouraging statistic, as it suggests that these individuals have discovered the benefits of regular gratitude expression and how it positively influences their overall well-being.

    However, I was surprised to learn that only about 48% of those who received expressions of gratitude responded very positively to it, and an additional 38.94% responded positively. The most unexpected finding was that approximately 3% of recipients had a negative reaction to receiving gratitude. On the following day, after someone had expressed gratitude, around 22% of people felt neutral about the experience, while a significant 76% reported feeling positive.

    Overall, the data indicates that a majority of individuals experience feelings of happiness and believe that expressing gratitude enhances their well-being and strengthens their relationships. These insights highlight the importance of gratitude in our lives and its potential to foster positive emotional connections.

    Last weekend, I had the opportunity to meet with my ten volunteers, each of whom had already shared letters of gratitude with someone who had profoundly influenced their lives. During our meeting, it became clear that all the volunteers felt a significant sense of relief after articulating their feelings, and they received heartfelt praise and thanks in return from their recipients.

    Interestingly, six out of the ten volunteers discovered that the individuals to whom they read their gratitude letters felt a similar appreciation towards them. These volunteers remarked that they could have easily written letters expressing the same sentiments back to their recipients.

    The experience proved to be quite emotional for many; several volunteers became visibly moved while reading their letters, and the recipients often shared in that emotional moment. A number of participants noted that if they had known expressing gratitude in such a heartfelt manner would feel so rewarding, they would have done it much earlier in their lives.

    When I inquired about the reasons some had held back from expressing their gratitude sooner, the responses were varied: four cited fear as a barrier, two admitted they had never considered it, one referenced pride, and three others mentioned a struggle with finding the right moment or simply falling into procrastination. Overall, the meeting highlighted the powerful impact of expressing gratitude and the common hurdles people face in doing so.

    **## 4.1Discussion.Responses.LedbyLove.docx**

    **INSTRUCTIONS: Respond to the two following posts for Diamond and Travis.**

    [**Led by Love**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5850352/View)

    **Diamond**

    The segment really brought out a quieter and more reflective side of the journey. Watching Dr. Dave return home and spend time with his family, especially his nieces and nephews reminded me how grounding it is to be around people who truly know and love you. There was something unique about him asking the children those questions at such young ages. It made me think about how often we overlook children’s wisdom because we assume they haven't lived enough to “get it,” when in reality, they see things more clearly sometimes. And when he discussed losing his father, that moment resonated with me. Grief has a way of humbling us. It doesn’t matter how strong or prepared we think we are.

    After praying and reflecting on the question, “What would love do today?” I felt this reminder that love leads through softness instead of force. Love would remind me to slow down, to listen without rushing to fix, and to respond instead of react. If I let love lead me more consistently, I’d probably give myself more grace in the areas where I feel behind. Jesus’ life was the blueprint. He never moved with ego, only with compassion. And I think that’s the challenge for me: to let love, not pressure, nor fear be what shapes how I show up in the world.

    References

    Holy Bible, King James Version. (1769). Thomas Nelson. (Original work published 1611)
    The Breadcrumb Studios. (2019).
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_

    [**Led by Love**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5848909/View)

    **Travis**

    In the documentary, Dr. Dave returns home for Christmas to focus on family and reflects on the purpose of darkness in life. He discusses feelings of failure with Ruth, and she expresses regret for not writing a couple of books and wishes she could turn back her life clock by twenty years. Dr. Dave emphasizes the importance of letting love guide one's life. Inspired by a biblical scripture, he decides to apply its lessons. Dr. Dave revisits an old film project he created with his nieces and nephews, documenting their dreams for the future and following up years later for personal growth. He also shares poignant memories of his final moments with his father, highlighting how love has directed him toward connecting with his family.

    I took a moment to meditate, to pray, and to really examine the answers to these questions. “What would love do today? This inspires me to be kind and compassionate with everyone I meet and to remember that even the smallest act of kindness can have an immeasurable impact. Just the idea of letting the course of my life be guided by love constantly sparked an image of increased connection with those around me and a lighter existence free of judgment and grudges. Gradually, reflecting on Jesus’ example of being led by love also showed me that his selflessness and readiness to serve others can motivate me to move in grace and humility, thus urging me to put compassion and empathy first in my everyday life. The thought of spreading love in this way sounds very transformational, as it could lead to a life of fulfillment in which every human wants to be fulfilled in some way.

    **## 4.2Discussion.Responses.CapstoneProjectImplementation.docx**

    **INSTRUCTIONS**: Respond to the following posts, Ashley and Travis, with insights about their projects, words of encouragement, and suggestions for overcoming obstacles, if necessary.

    ·
    [**4.2 Capstone Project Implementation**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5846730/View)

    **Ashley**

    I met with my class this week. I had them complete the post survey and reviewed last week’s material, did a rundown of the main points, and then we discussed more about gratitude, growth mindset, and grit. This time I was much more relaxed. I wasn’t fighting with the Smart Board and the clock and trying to stick to my slides. I was more interactive, asking the kids questions and getting them to talk more. I think people learn less from a lecture style and more from engaging in discussion and reflection.

    A highlight was that I asked them to write what their favorite part of the lesson was and what they are interested to learn more about. Most of the students responded they liked learning about more ways to calm down when stressed. They also like learning about the stress response, what happens during anxiety, how important sleep is, positive self-talk, and cultivating a growth mindset. I had them do a gratitude exercise at the end where I had them write down some things they are grateful for and what they like about themselves on cardstock shaped like leaves and apples with the thought that I would make a “positive gratitude tree” and give it to the class. We ran out of time so I haven’t collected the leaves and apples yet to see what they wrote.

    I compared the pre and post survey results which showed improvement of knowledge. I asked the student five questions before and after the teaching. The questions had to do with sleep, the stress response, calming methods, the effects of gratitude, growth mindset, and negative self-talk. The results were as follows for correct answers:

    Pre         Post

    1)            73%        96% (sleep)

    2)            93%        93% (stress)

    3)            64%        67% (calming methods)

    4)            74%        92% (gratitude)

    5)            69%        77% (growth mindset)

                    There was improvement but not as much as I would have thought. One thing to consider is that some students were absent on the first day but were present on the second day and some students were present on the first day but absent on the second. I did not control for that. I also worded the questions slightly differently on the post survey and that was a mistake I made in hindsight. The students seemed to be acutely aware of the stress response, with almost everyone getting those answers right both times.  Overall, the feedback was positive and the students seemed excited to learn and discuss their answers and ideas. I’ve had several kids wave at me in the hallways and come up to me and say I was the one teaching them about growth mindset and stress, which I found heartwarming. Part of the district’s initiatives are that students feel like staff members care about them and that there are people they can go to if they need to talk about personal matters or they have emotions that are hard to handle.

    ·
    [**4.2 Capstone Project Implementation**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5849405/View)

    **Travis**

    Last weekend, I finished my analysis from my 10-question survey. I mentioned last week that I received 110 responses instead of the 90 I initially anticipated. See the 10 questions below and analysis:

    1. How often do you express gratitude to others?

    2. Can you describe the situation in which you expressed gratitude verbally?

    3. How did the person respond to your expression of gratitude?

    4. What were your immediate feelings after expressing gratitude?

    5. How did you feel the next day after expressing gratitude?

    6. Do you think expressing gratitude has a positive effect on your relationships?

    7. Can you provide an example of how expressing gratitude has positively impacted one of your relationships?

    8. Please rank the following feelings you experienced after expressing gratitude from most to least intense.

    9. What are the main reasons you express gratitude? Select all that apply.

    10. Is there anything else you would like to share about your experience with expressing gratitude?

    For those who are interested in exploring the data further, I have included a link for easy access. I want to share some particularly intriguing findings from the study.
    [The Power of Expressing Gratitude – Responses | SurveyMonkey](https://www.surveymonkey.com/results/SM-k05RQ4iC_2F_2Bul91W7BaxsdQ_3D_3D/)  (
    **after you click on the link, click on the drop-down menu and click page 1 to bring up all of the responses and data)**

    First, when participants were asked how often they expressed gratitude, an impressive 66% reported that they did so on a daily basis. This is an encouraging statistic, as it suggests that these individuals have discovered the benefits of regular gratitude expression and how it positively influences their overall well-being.

    However, I was surprised to learn that only about 48% of those who received expressions of gratitude responded very positively to it, and an additional 38.94% responded positively. The most unexpected finding was that approximately 3% of recipients had a negative reaction to receiving gratitude. On the following day, after someone had expressed gratitude, around 22% of people felt neutral about the experience, while a significant 76% reported feeling positive.

    Overall, the data indicates that a majority of individuals experience feelings of happiness and believe that expressing gratitude enhances their well-being and strengthens their relationships. These insights highlight the importance of gratitude in our lives and its potential to foster positive emotional connections.

    Last weekend, I had the opportunity to meet with my ten volunteers, each of whom had already shared letters of gratitude with someone who had profoundly influenced their lives. During our meeting, it became clear that all the volunteers felt a significant sense of relief after articulating their feelings, and they received heartfelt praise and thanks in return from their recipients.

    Interestingly, six out of the ten volunteers discovered that the individuals to whom they read their gratitude letters felt a similar appreciation towards them. These volunteers remarked that they could have easily written letters expressing the same sentiments back to their recipients.

    The experience proved to be quite emotional for many; several volunteers became visibly moved while reading their letters, and the recipients often shared in that emotional moment. A number of participants noted that if they had known expressing gratitude in such a heartfelt manner would feel so rewarding, they would have done it much earlier in their lives.

    When I inquired about the reasons some had held back from expressing their gratitude sooner, the responses were varied: four cited fear as a barrier, two admitted they had never considered it, one referenced pride, and three others mentioned a struggle with finding the right moment or simply falling into procrastination. Overall, the meeting highlighted the powerful impact of expressing gratitude and the common hurdles people face in doing so.

    **## 4.1Discussion.Responses.LedbyLove.docx**

    **INSTRUCTIONS: Respond to the two following posts for Diamond and Travis.**

    [**Led by Love**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5850352/View)

    **Diamond**

    The segment really brought out a quieter and more reflective side of the journey. Watching Dr. Dave return home and spend time with his family, especially his nieces and nephews reminded me how grounding it is to be around people who truly know and love you. There was something unique about him asking the children those questions at such young ages. It made me think about how often we overlook children’s wisdom because we assume they haven't lived enough to “get it,” when in reality, they see things more clearly sometimes. And when he discussed losing his father, that moment resonated with me. Grief has a way of humbling us. It doesn’t matter how strong or prepared we think we are.

    After praying and reflecting on the question, “What would love do today?” I felt this reminder that love leads through softness instead of force. Love would remind me to slow down, to listen without rushing to fix, and to respond instead of react. If I let love lead me more consistently, I’d probably give myself more grace in the areas where I feel behind. Jesus’ life was the blueprint. He never moved with ego, only with compassion. And I think that’s the challenge for me: to let love, not pressure, nor fear be what shapes how I show up in the world.

    References

    Holy Bible, King James Version. (1769). Thomas Nelson. (Original work published 1611)
    The Breadcrumb Studios. (2019).
    _Dr. Dave and the Girl Who Couldn’t Laugh: A Breadcrumb Quest for Joy_

    [**Led by Love**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5848909/View)

    **Travis**

    In the documentary, Dr. Dave returns home for Christmas to focus on family and reflects on the purpose of darkness in life. He discusses feelings of failure with Ruth, and she expresses regret for not writing a couple of books and wishes she could turn back her life clock by twenty years. Dr. Dave emphasizes the importance of letting love guide one's life. Inspired by a biblical scripture, he decides to apply its lessons. Dr. Dave revisits an old film project he created with his nieces and nephews, documenting their dreams for the future and following up years later for personal growth. He also shares poignant memories of his final moments with his father, highlighting how love has directed him toward connecting with his family.

    I took a moment to meditate, to pray, and to really examine the answers to these questions. “What would love do today? This inspires me to be kind and compassionate with everyone I meet and to remember that even the smallest act of kindness can have an immeasurable impact. Just the idea of letting the course of my life be guided by love constantly sparked an image of increased connection with those around me and a lighter existence free of judgment and grudges. Gradually, reflecting on Jesus’ example of being led by love also showed me that his selflessness and readiness to serve others can motivate me to move in grace and humility, thus urging me to put compassion and empathy first in my everyday life. The thought of spreading love in this way sounds very transformational, as it could lead to a life of fulfillment in which every human wants to be fulfilled in some way.

    **## 4.2Discussion.Responses.CapstoneProjectImplementation.docx**

    **INSTRUCTIONS**: Respond to the following posts, Ashley and Travis, with insights about their projects, words of encouragement, and suggestions for overcoming obstacles, if necessary.

    ·
    [**4.2 Capstone Project Implementation**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5846730/View)

    **Ashley**

    I met with my class this week. I had them complete the post survey and reviewed last week’s material, did a rundown of the main points, and then we discussed more about gratitude, growth mindset, and grit. This time I was much more relaxed. I wasn’t fighting with the Smart Board and the clock and trying to stick to my slides. I was more interactive, asking the kids questions and getting them to talk more. I think people learn less from a lecture style and more from engaging in discussion and reflection.

    A highlight was that I asked them to write what their favorite part of the lesson was and what they are interested to learn more about. Most of the students responded they liked learning about more ways to calm down when stressed. They also like learning about the stress response, what happens during anxiety, how important sleep is, positive self-talk, and cultivating a growth mindset. I had them do a gratitude exercise at the end where I had them write down some things they are grateful for and what they like about themselves on cardstock shaped like leaves and apples with the thought that I would make a “positive gratitude tree” and give it to the class. We ran out of time so I haven’t collected the leaves and apples yet to see what they wrote.

    I compared the pre and post survey results which showed improvement of knowledge. I asked the student five questions before and after the teaching. The questions had to do with sleep, the stress response, calming methods, the effects of gratitude, growth mindset, and negative self-talk. The results were as follows for correct answers:

    Pre         Post

    1)            73%        96% (sleep)

    2)            93%        93% (stress)

    3)            64%        67% (calming methods)

    4)            74%        92% (gratitude)

    5)            69%        77% (growth mindset)

                    There was improvement but not as much as I would have thought. One thing to consider is that some students were absent on the first day but were present on the second day and some students were present on the first day but absent on the second. I did not control for that. I also worded the questions slightly differently on the post survey and that was a mistake I made in hindsight. The students seemed to be acutely aware of the stress response, with almost everyone getting those answers right both times.  Overall, the feedback was positive and the students seemed excited to learn and discuss their answers and ideas. I’ve had several kids wave at me in the hallways and come up to me and say I was the one teaching them about growth mindset and stress, which I found heartwarming. Part of the district’s initiatives are that students feel like staff members care about them and that there are people they can go to if they need to talk about personal matters or they have emotions that are hard to handle.

    ·
    [**4.2 Capstone Project Implementation**](https://brightspace.indwes.edu/d2l/le/262083/discussions/threads/5849405/View)

    **Travis**

    Last weekend, I finished my analysis from my 10-question survey. I mentioned last week that I received 110 responses instead of the 90 I initially anticipated. See the 10 questions below and analysis:

    1. How often do you express gratitude to others?

    2. Can you describe the situation in which you expressed gratitude verbally?

    3. How did the person respond to your expression of gratitude?

    4. What were your immediate feelings after expressing gratitude?

    5. How did you feel the next day after expressing gratitude?

    6. Do you think expressing gratitude has a positive effect on your relationships?

    7. Can you provide an example of how expressing gratitude has positively impacted one of your relationships?

    8. Please rank the following feelings you experienced after expressing gratitude from most to least intense.

    9. What are the main reasons you express gratitude? Select all that apply.

    10. Is there anything else you would like to share about your experience with expressing gratitude?

    For those who are interested in exploring the data further, I have included a link for easy access. I want to share some particularly intriguing findings from the study.
    [The Power of Expressing Gratitude – Responses | SurveyMonkey](https://www.surveymonkey.com/results/SM-k05RQ4iC_2F_2Bul91W7BaxsdQ_3D_3D/)  (
    **after you click on the link, click on the drop-down menu and click page 1 to bring up all of the responses and data)**

    First, when participants were asked how often they expressed gratitude, an impressive 66% reported that they did so on a daily basis. This is an encouraging statistic, as it suggests that these individuals have discovered the benefits of regular gratitude expression and how it positively influences their overall well-being.

    However, I was surprised to learn that only about 48% of those who received expressions of gratitude responded very positively to it, and an additional 38.94% responded positively. The most unexpected finding was that approximately 3% of recipients had a negative reaction to receiving gratitude. On the following day, after someone had expressed gratitude, around 22% of people felt neutral about the experience, while a significant 76% reported feeling positive.

    Overall, the data indicates that a majority of individuals experience feelings of happiness and believe that expressing gratitude enhances their well-being and strengthens their relationships. These insights highlight the importance of gratitude in our lives and its potential to foster positive emotional connections.

    Last weekend, I had the opportunity to meet with my ten volunteers, each of whom had already shared letters of gratitude with someone who had profoundly influenced their lives. During our meeting, it became clear that all the volunteers felt a significant sense of relief after articulating their feelings, and they received heartfelt praise and thanks in return from their recipients.

    Interestingly, six out of the ten volunteers discovered that the individuals to whom they read their gratitude letters felt a similar appreciation towards them. These volunteers remarked that they could have easily written letters expressing the same sentiments back to their recipients.

    The experience proved to be quite emotional for many; several volunteers became visibly moved while reading their letters, and the recipients often shared in that emotional moment. A number of participants noted that if they had known expressing gratitude in such a heartfelt manner would feel so rewarding, they would have done it much earlier in their lives.

    When I inquired about the reasons some had held back from expressing their gratitude sooner, the responses were varied: four cited fear as a barrier, two admitted they had never considered it, one referenced pride, and three others mentioned a struggle with finding the right moment or simply falling into procrastination. Overall, the meeting highlighted the powerful impact of expressing gratitude and the common hurdles people face in doing so.

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