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Answer the questions on Capstone Questions 2026 and the worksheet is to help with some of them questions. **files (2)** – ## Whitener_Michael_Worksheet_9_20_2026.docx – CapstoneQuestions2026.pdf **## Whitener_Michael_Worksheet_9_20_2026.docx** | | | | | — | — | — | | | | APPLIED RESE…

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Answer the questions on Capstone Questions 2026 and the worksheet is to help with some of them questions.

**files (2)**

– ## Whitener_Michael_Worksheet_9_20_2026.docx

– CapstoneQuestions2026.pdf

**## Whitener_Michael_Worksheet_9_20_2026.docx**

| | | |
| — | — | — |
| | | APPLIED RESEARCH 887 |

Whitener
**_Michael_Worksheet_9_20_2026**
**Comment by Methodologist Reviewer: Please use THIS actual document to make corrections on. Do this every time that you receive a copy with comments on it.**

**I recommend the following method for making corrections on this paper:**
**1. Read through all comments to determine scope and context of correction required.**
**3. Then, address each of the remaining comment, relying on discussion with your mentor and review of official Capstone documents to verify proper content / format.**
**4. Once you fix or address each comment, "Resolve" the comment (DO NOT DELETE).**

**This is the most efficient and accurate way to review and correct your paper. Please do not hesitate to reach out to your mentor if you need clarification or if you have questions. Comment by David Schaaf: If you add the date here make sure it is updated for each submission.**

**| |**
**| — |**
**| **Instructions.** Use this worksheet to develop your Research Plan. Provide clear and concise responses in each section, ensuring your answers demonstrate thoughtful consideration of your proposed study. For additional support, refer to the appendices, which include examples for each entry in this Research Plan Worksheet. Submit the completed worksheet as a Microsoft Word document. |**

****Worksheet Submission Date:** 9/20/2026 Comment by David Schaaf: Update the submission date here as well.**

****Candidate’s Name:** Michael Whitener**

****Candidate’s LU email:** mwhitener@liberty.edu**

****Doctoral Project Chair’s Name:** David Schaaf**

****Doctoral Project Chair’s LU Email:** dnschaaf@liberty.edu**

****Candidate’s Degree Program and Cognate:** Doctor of Education in Educational Leadership**

****Title of Doctoral Project****

**| |**
**| — |**
**| **Instructions:** Include your working doctoral project title. It is recommended that the title be a refined version of the central research question, written as a declarative statement. The title should clearly reflect the study’s central problem or practice and the context or setting. Titles must be written in Title Case. See <br>[Appendix A](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixA) for examples. |**

**Recommendations to Solve the Problem of Below Average Proficiency Rates of Reading at Meadowfield Elementary School in South Carolina**

****Purpose Statement****

**| |**
**| — |**
**| **Instructions:** State the purpose of this study. The Purpose Statement must be aligned with the Central Research Question. See <br>[Appendix B](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixB) for examples. |**

**The purpose of this applied single case study is to solve the problem of below-average reading proficiency at Meadowfield Elementary School in Columbia, South Carolina. This applied research study seeks to make recommendations to solve the problem of below average reading proficiencies and to enhance the reading proficiencies outcomes at the school. Grounded in the existing body of knowledge on literacy instruction and early intervention, this study will address the gap identified in the literature and Problem Statement by examining the extent of below-average reading proficiency, factors that appear to contribute to the problem, and evidence-informed strategies at the site. The findings are intended to provide site-specific recommendations and insights to improve reading instruction and student achievement at Meadowfield Elementary School. Comment by Methodologist Reviewer: I fixed your wording here…please make sure to follow the template Comment by David Schaaf: The methodologist fixed your wording, but he expects you to accept his changes. He will not approve it if you do not update the text. Ensure that you accept both deletions and insertions. Comment by Methodologist Reviewer: This sentence is not the correct wording according to the template. This should be replaced with the "Grounded in the existing body…" sentence in Appendix B.**

****Research Question(s) and Sub-questions****

**| |**
**| — |**
**| **Instructions:** Insert your proposed research questions below. Write three research questions aligned with the requirements in <br>[Appendix C](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixC) [.](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixC) |**

****Research Question 1:** To what extent does below-average proficiency in reading exist at Meadowfield Elementary School?**

****Research Question 2:** What factors appear to contribute to below-average proficiency in reading at Meadowfield Elementary School?**

****Research Question 3:** What evidence-informed strategies could address below-average proficiency in reading at Meadowfield Elementary School?**

****Theoretical Framework****

**| |**
**| — |**
**| **Instructions:** Identify the theory or conceptual framework guiding your study, the main author with citation, and the key constructs (components) of the theory. Using one theory or one conceptual framework as the foundation for your study is strongly suggested. <br> <br>See <br>[Appendix D](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixD) for examples. |**

****Name of the Theory:** Social Cognitive Theory**

****Author and Citation:** Bandura, A. (1986).**
**_Social foundations of thought and action: A social cognitive theory_. Prentice-Hall.**

****Main Constructs of the Theory:****

****
****Observational Learning:** Students learn by observing and modeling behaviors demonstrated by teachers and peers.**

****
****Self-Efficacy:** Students' beliefs about their ability to successfully perform reading-related tasks influence their motivation and performance.**

****
****Behavior:** Reading behaviors and learning activities influence students' reading development and achievement.**

****
****Environmental Factors:** Classroom conditions, instructional practices, teacher support, and learning resources can influence reading outcomes.**

****Research Design****

**| |**
**| — |**
**| **Instructions:** In this section, describe the research design. Each candidate will use an applied single case study research design for the doctoral project. See <br>[Appendix E](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixE) for examples. |**

**This study will utilize an applied single case study research design. An applied single case study is a research design used to examine a contemporary, real-world problem within a bounded setting and to generate context-specific findings that can inform practice (Coombs, 2022). This design is appropriate for the present study because Meadowfield Elementary School represents the bounded site in which the extent of below-average reading proficiency will be examined and recommendations will be developed to address the identified problem. The design aligns with the purpose of the study, which is to examine the extent to which below-average reading proficiency exists at Meadowfield Elementary School in Columbia, South Carolina, and to develop recommendations to address the identified problem within the school.**

****Setting and Site****

**| |**
**| — |**
**| **Instructions:** Identify the location and type of organization where your study will take place and provide key details such as size, the population served, and relevant characteristics of the setting. See <br>[Appendix F](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixF) for examples. |**

**Setting:**

**Meadowfield Elementary School, a public elementary school located in Columbia, South Carolina.Public The school enrolls children from pre-kindergarten through fifth grade level.**

**Site: Comment by David Schaaf: Accept these changes as well.**

**Meadowfield Elementary School, a public elementary school located in Columbia, South Carolina Comment by Methodologist Reviewer: Too much information here…stick with template wording.**

**Relevance to the Problem of Practice:**

**This school was selected because it has below average reading proficiency rate of 41%, which is less than the district and state’s benchmark for grade-level reading proficiency. Additionally, it has an average class size of 24.1, reduced teacher-student ratio and chronic absenteeism rates ranging between 22.3% and 31.1%. These conditions provide an appropriate context for examining factors contributing to below-average reading proficiency and developing evidence-informed recommendations.**

****Participants****

**| |**
**| — |**
**| **Instructions:** In this section, describe the population and sample for your applied research study, ensuring that all participants are stakeholders from the single research site. Define eligibility criteria for participation, including participants’ roles at the site and their relevance to the problem of practice. Explain why these stakeholder groups were selected and how their perspectives collectively support understanding and improving the identified problem of practice. See <br>[Appendix G](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixG) for examples. |**

**The participants in this applied research will be chosen among stakeholders of Meadowfield Elementary School who have connections to the issue of reading instruction and student proficiency. The participants of the study will consist of classroom teachers, reading specialists, and school administration. Participants will be chosen because they have firsthand knowledge of issues related to the instruction of reading and reading proficiency and thus will be able to offer relevant opinions on the topic under discussion.**

**For the interview aspect, an estimated eight to twelve participants will be recruited across grade levels and roles to ensure diverse perspectives. Purposive sampling will be used to select participants with direct experience with reading instruction and student proficiency data.**

****Data Collection****

**| |**
**| — |**
**| **Instructions:** List the data collection methods you intend to use for triangulation in investigating your research question(s). See <br>[Appendix H](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixH) for examples. |**

**1. Individual Interviews**

**Semi-structured interviews will be conducted with classroom teachers, reading specialists, and school leaders at Meadowfield Elementary School to gather in-depth firsthand accounts of their experiences with reading instruction and student proficiency levels.**

**2. Quantitative Survey**

**A quantitative survey using a Likert scale will be administered to classroom teachers to assess their perceptions of reading instruction effectiveness and the factors contributing to below-average reading proficiency rates.**

**3. Classroom Observations**

**Qualitative observations of classroom reading instruction will be conducted across selected grade levels to directly observe instructional practices and student engagement during reading activities.**

****Analysis Steps****

**| |**
**| — |**
**| **Instructions.** In this section, identify the data analysis approach that will be used to analyze all data collected in the study. List each data collection method and what data analysis method will be used for each. Ensure that the chosen analysis method aligns with the research questions and the purpose of the study. See <br>[Appendix I](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixI) for examples. |**

**Data Collection Method 1: Individual Interviews**

**Thematic Analysis will be used to analyze interview data. Interview responses will be coded to identify recurring patterns and themes related to reading proficiency, instructional strategies, barriers to reading achievement, and recommendations for improvement.**

**Data Collection Method 2: Quantitative Survey**

**The quantitative survey will use descriptive statistics to identify frequency of responses and mean scores.**

**Data Collection Method 3: Classroom Observations**

**Thematic Analysis will be used to analyze classroom observation notes by identifying recurring patterns in instructional practices, student engagement, classroom conditions, and factors associated with reading instructions.**

****Biblical Integration****

**| |**
**| — |**
**| **Instructions.** Write at least one paragraph connecting your Christian worldview to your research. Include Scripture references, explain how biblical principles guided your study, and show how your worldview shapes interpretation. |**

**The Christian Worldview would be the guiding framework for this study with the belief that there is inherent worth, dignity, and ability in every student and that teachers have the responsibility to help students tap into the God-given talents within them. The Bible says in Proverbs 22:6, “Train up a child in the way he should go.” In James 1:5, the individual is encouraged to ask for wisdom while making decisions. The principles from the Bible would guide the researcher in conducting the study based on a fair assessment of the issue and listening to what the stakeholders say. The Christian worldview will also encourage the researcher to approach the problem with fairness, compassion, integrity, and a commitment to serving students and the school community.**

****Reference****

**Coombs, H. V. (2022).**
**_Case study research defined_ [White paper]. Southern Utah University.**
**[https://doi.org/10.5281/zenodo.7604301](https://doi.org/10.5281/zenodo.7604301)**

**| | | |**
**| — | — | — |**
**| | | |**

**CapstoneQuestions2026.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstonequestions2026-pdf)

**CapstoneQuestions2026.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstonequestions2026-pdf)

**## Whitener_Michael_Worksheet_9_20_2026.docx**

| | | |
| — | — | — |
| | | APPLIED RESEARCH 887 |

Whitener
**_Michael_Worksheet_9_20_2026**
**Comment by Methodologist Reviewer: Please use THIS actual document to make corrections on. Do this every time that you receive a copy with comments on it.**

**I recommend the following method for making corrections on this paper:**
**1. Read through all comments to determine scope and context of correction required.**
**3. Then, address each of the remaining comment, relying on discussion with your mentor and review of official Capstone documents to verify proper content / format.**
**4. Once you fix or address each comment, "Resolve" the comment (DO NOT DELETE).**

**This is the most efficient and accurate way to review and correct your paper. Please do not hesitate to reach out to your mentor if you need clarification or if you have questions. Comment by David Schaaf: If you add the date here make sure it is updated for each submission.**

**| |**
**| — |**
**| **Instructions.** Use this worksheet to develop your Research Plan. Provide clear and concise responses in each section, ensuring your answers demonstrate thoughtful consideration of your proposed study. For additional support, refer to the appendices, which include examples for each entry in this Research Plan Worksheet. Submit the completed worksheet as a Microsoft Word document. |**

****Worksheet Submission Date:** 9/20/2026 Comment by David Schaaf: Update the submission date here as well.**

****Candidate’s Name:** Michael Whitener**

****Candidate’s LU email:** mwhitener@liberty.edu**

****Doctoral Project Chair’s Name:** David Schaaf**

****Doctoral Project Chair’s LU Email:** dnschaaf@liberty.edu**

****Candidate’s Degree Program and Cognate:** Doctor of Education in Educational Leadership**

****Title of Doctoral Project****

**| |**
**| — |**
**| **Instructions:** Include your working doctoral project title. It is recommended that the title be a refined version of the central research question, written as a declarative statement. The title should clearly reflect the study’s central problem or practice and the context or setting. Titles must be written in Title Case. See <br>[Appendix A](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixA) for examples. |**

**Recommendations to Solve the Problem of Below Average Proficiency Rates of Reading at Meadowfield Elementary School in South Carolina**

****Purpose Statement****

**| |**
**| — |**
**| **Instructions:** State the purpose of this study. The Purpose Statement must be aligned with the Central Research Question. See <br>[Appendix B](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixB) for examples. |**

**The purpose of this applied single case study is to solve the problem of below-average reading proficiency at Meadowfield Elementary School in Columbia, South Carolina. This applied research study seeks to make recommendations to solve the problem of below average reading proficiencies and to enhance the reading proficiencies outcomes at the school. Grounded in the existing body of knowledge on literacy instruction and early intervention, this study will address the gap identified in the literature and Problem Statement by examining the extent of below-average reading proficiency, factors that appear to contribute to the problem, and evidence-informed strategies at the site. The findings are intended to provide site-specific recommendations and insights to improve reading instruction and student achievement at Meadowfield Elementary School. Comment by Methodologist Reviewer: I fixed your wording here…please make sure to follow the template Comment by David Schaaf: The methodologist fixed your wording, but he expects you to accept his changes. He will not approve it if you do not update the text. Ensure that you accept both deletions and insertions. Comment by Methodologist Reviewer: This sentence is not the correct wording according to the template. This should be replaced with the "Grounded in the existing body…" sentence in Appendix B.**

****Research Question(s) and Sub-questions****

**| |**
**| — |**
**| **Instructions:** Insert your proposed research questions below. Write three research questions aligned with the requirements in <br>[Appendix C](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixC) [.](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixC) |**

****Research Question 1:** To what extent does below-average proficiency in reading exist at Meadowfield Elementary School?**

****Research Question 2:** What factors appear to contribute to below-average proficiency in reading at Meadowfield Elementary School?**

****Research Question 3:** What evidence-informed strategies could address below-average proficiency in reading at Meadowfield Elementary School?**

****Theoretical Framework****

**| |**
**| — |**
**| **Instructions:** Identify the theory or conceptual framework guiding your study, the main author with citation, and the key constructs (components) of the theory. Using one theory or one conceptual framework as the foundation for your study is strongly suggested. <br> <br>See <br>[Appendix D](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixD) for examples. |**

****Name of the Theory:** Social Cognitive Theory**

****Author and Citation:** Bandura, A. (1986).**
**_Social foundations of thought and action: A social cognitive theory_. Prentice-Hall.**

****Main Constructs of the Theory:****

****
****Observational Learning:** Students learn by observing and modeling behaviors demonstrated by teachers and peers.**

****
****Self-Efficacy:** Students' beliefs about their ability to successfully perform reading-related tasks influence their motivation and performance.**

****
****Behavior:** Reading behaviors and learning activities influence students' reading development and achievement.**

****
****Environmental Factors:** Classroom conditions, instructional practices, teacher support, and learning resources can influence reading outcomes.**

****Research Design****

**| |**
**| — |**
**| **Instructions:** In this section, describe the research design. Each candidate will use an applied single case study research design for the doctoral project. See <br>[Appendix E](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixE) for examples. |**

**This study will utilize an applied single case study research design. An applied single case study is a research design used to examine a contemporary, real-world problem within a bounded setting and to generate context-specific findings that can inform practice (Coombs, 2022). This design is appropriate for the present study because Meadowfield Elementary School represents the bounded site in which the extent of below-average reading proficiency will be examined and recommendations will be developed to address the identified problem. The design aligns with the purpose of the study, which is to examine the extent to which below-average reading proficiency exists at Meadowfield Elementary School in Columbia, South Carolina, and to develop recommendations to address the identified problem within the school.**

****Setting and Site****

**| |**
**| — |**
**| **Instructions:** Identify the location and type of organization where your study will take place and provide key details such as size, the population served, and relevant characteristics of the setting. See <br>[Appendix F](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixF) for examples. |**

**Setting:**

**Meadowfield Elementary School, a public elementary school located in Columbia, South Carolina.Public The school enrolls children from pre-kindergarten through fifth grade level.**

**Site: Comment by David Schaaf: Accept these changes as well.**

**Meadowfield Elementary School, a public elementary school located in Columbia, South Carolina Comment by Methodologist Reviewer: Too much information here…stick with template wording.**

**Relevance to the Problem of Practice:**

**This school was selected because it has below average reading proficiency rate of 41%, which is less than the district and state’s benchmark for grade-level reading proficiency. Additionally, it has an average class size of 24.1, reduced teacher-student ratio and chronic absenteeism rates ranging between 22.3% and 31.1%. These conditions provide an appropriate context for examining factors contributing to below-average reading proficiency and developing evidence-informed recommendations.**

****Participants****

**| |**
**| — |**
**| **Instructions:** In this section, describe the population and sample for your applied research study, ensuring that all participants are stakeholders from the single research site. Define eligibility criteria for participation, including participants’ roles at the site and their relevance to the problem of practice. Explain why these stakeholder groups were selected and how their perspectives collectively support understanding and improving the identified problem of practice. See <br>[Appendix G](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixG) for examples. |**

**The participants in this applied research will be chosen among stakeholders of Meadowfield Elementary School who have connections to the issue of reading instruction and student proficiency. The participants of the study will consist of classroom teachers, reading specialists, and school administration. Participants will be chosen because they have firsthand knowledge of issues related to the instruction of reading and reading proficiency and thus will be able to offer relevant opinions on the topic under discussion.**

**For the interview aspect, an estimated eight to twelve participants will be recruited across grade levels and roles to ensure diverse perspectives. Purposive sampling will be used to select participants with direct experience with reading instruction and student proficiency data.**

****Data Collection****

**| |**
**| — |**
**| **Instructions:** List the data collection methods you intend to use for triangulation in investigating your research question(s). See <br>[Appendix H](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixH) for examples. |**

**1. Individual Interviews**

**Semi-structured interviews will be conducted with classroom teachers, reading specialists, and school leaders at Meadowfield Elementary School to gather in-depth firsthand accounts of their experiences with reading instruction and student proficiency levels.**

**2. Quantitative Survey**

**A quantitative survey using a Likert scale will be administered to classroom teachers to assess their perceptions of reading instruction effectiveness and the factors contributing to below-average reading proficiency rates.**

**3. Classroom Observations**

**Qualitative observations of classroom reading instruction will be conducted across selected grade levels to directly observe instructional practices and student engagement during reading activities.**

****Analysis Steps****

**| |**
**| — |**
**| **Instructions.** In this section, identify the data analysis approach that will be used to analyze all data collected in the study. List each data collection method and what data analysis method will be used for each. Ensure that the chosen analysis method aligns with the research questions and the purpose of the study. See <br>[Appendix I](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixI) for examples. |**

**Data Collection Method 1: Individual Interviews**

**Thematic Analysis will be used to analyze interview data. Interview responses will be coded to identify recurring patterns and themes related to reading proficiency, instructional strategies, barriers to reading achievement, and recommendations for improvement.**

**Data Collection Method 2: Quantitative Survey**

**The quantitative survey will use descriptive statistics to identify frequency of responses and mean scores.**

**Data Collection Method 3: Classroom Observations**

**Thematic Analysis will be used to analyze classroom observation notes by identifying recurring patterns in instructional practices, student engagement, classroom conditions, and factors associated with reading instructions.**

****Biblical Integration****

**| |**
**| — |**
**| **Instructions.** Write at least one paragraph connecting your Christian worldview to your research. Include Scripture references, explain how biblical principles guided your study, and show how your worldview shapes interpretation. |**

**The Christian Worldview would be the guiding framework for this study with the belief that there is inherent worth, dignity, and ability in every student and that teachers have the responsibility to help students tap into the God-given talents within them. The Bible says in Proverbs 22:6, “Train up a child in the way he should go.” In James 1:5, the individual is encouraged to ask for wisdom while making decisions. The principles from the Bible would guide the researcher in conducting the study based on a fair assessment of the issue and listening to what the stakeholders say. The Christian worldview will also encourage the researcher to approach the problem with fairness, compassion, integrity, and a commitment to serving students and the school community.**

****Reference****

**Coombs, H. V. (2022).**
**_Case study research defined_ [White paper]. Southern Utah University.**
**[https://doi.org/10.5281/zenodo.7604301](https://doi.org/10.5281/zenodo.7604301)**

**| | | |**
**| — | — | — |**
**| | | |**

**CapstoneQuestions2026.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/capstonequestions2026-pdf)

**## Whitener_Michael_Worksheet_9_20_2026.docx**

| | | |
| — | — | — |
| | | APPLIED RESEARCH 887 |

Whitener
**_Michael_Worksheet_9_20_2026**
**Comment by Methodologist Reviewer: Please use THIS actual document to make corrections on. Do this every time that you receive a copy with comments on it.**

**I recommend the following method for making corrections on this paper:**
**1. Read through all comments to determine scope and context of correction required.**
**3. Then, address each of the remaining comment, relying on discussion with your mentor and review of official Capstone documents to verify proper content / format.**
**4. Once you fix or address each comment, "Resolve" the comment (DO NOT DELETE).**

**This is the most efficient and accurate way to review and correct your paper. Please do not hesitate to reach out to your mentor if you need clarification or if you have questions. Comment by David Schaaf: If you add the date here make sure it is updated for each submission.**

**| |**
**| — |**
**| **Instructions.** Use this worksheet to develop your Research Plan. Provide clear and concise responses in each section, ensuring your answers demonstrate thoughtful consideration of your proposed study. For additional support, refer to the appendices, which include examples for each entry in this Research Plan Worksheet. Submit the completed worksheet as a Microsoft Word document. |**

****Worksheet Submission Date:** 9/20/2026 Comment by David Schaaf: Update the submission date here as well.**

****Candidate’s Name:** Michael Whitener**

****Candidate’s LU email:** mwhitener@liberty.edu**

****Doctoral Project Chair’s Name:** David Schaaf**

****Doctoral Project Chair’s LU Email:** dnschaaf@liberty.edu**

****Candidate’s Degree Program and Cognate:** Doctor of Education in Educational Leadership**

****Title of Doctoral Project****

**| |**
**| — |**
**| **Instructions:** Include your working doctoral project title. It is recommended that the title be a refined version of the central research question, written as a declarative statement. The title should clearly reflect the study’s central problem or practice and the context or setting. Titles must be written in Title Case. See <br>[Appendix A](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixA) for examples. |**

**Recommendations to Solve the Problem of Below Average Proficiency Rates of Reading at Meadowfield Elementary School in South Carolina**

****Purpose Statement****

**| |**
**| — |**
**| **Instructions:** State the purpose of this study. The Purpose Statement must be aligned with the Central Research Question. See <br>[Appendix B](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixB) for examples. |**

**The purpose of this applied single case study is to solve the problem of below-average reading proficiency at Meadowfield Elementary School in Columbia, South Carolina. This applied research study seeks to make recommendations to solve the problem of below average reading proficiencies and to enhance the reading proficiencies outcomes at the school. Grounded in the existing body of knowledge on literacy instruction and early intervention, this study will address the gap identified in the literature and Problem Statement by examining the extent of below-average reading proficiency, factors that appear to contribute to the problem, and evidence-informed strategies at the site. The findings are intended to provide site-specific recommendations and insights to improve reading instruction and student achievement at Meadowfield Elementary School. Comment by Methodologist Reviewer: I fixed your wording here…please make sure to follow the template Comment by David Schaaf: The methodologist fixed your wording, but he expects you to accept his changes. He will not approve it if you do not update the text. Ensure that you accept both deletions and insertions. Comment by Methodologist Reviewer: This sentence is not the correct wording according to the template. This should be replaced with the "Grounded in the existing body…" sentence in Appendix B.**

****Research Question(s) and Sub-questions****

**| |**
**| — |**
**| **Instructions:** Insert your proposed research questions below. Write three research questions aligned with the requirements in <br>[Appendix C](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixC) [.](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixC) |**

****Research Question 1:** To what extent does below-average proficiency in reading exist at Meadowfield Elementary School?**

****Research Question 2:** What factors appear to contribute to below-average proficiency in reading at Meadowfield Elementary School?**

****Research Question 3:** What evidence-informed strategies could address below-average proficiency in reading at Meadowfield Elementary School?**

****Theoretical Framework****

**| |**
**| — |**
**| **Instructions:** Identify the theory or conceptual framework guiding your study, the main author with citation, and the key constructs (components) of the theory. Using one theory or one conceptual framework as the foundation for your study is strongly suggested. <br> <br>See <br>[Appendix D](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixD) for examples. |**

****Name of the Theory:** Social Cognitive Theory**

****Author and Citation:** Bandura, A. (1986).**
**_Social foundations of thought and action: A social cognitive theory_. Prentice-Hall.**

****Main Constructs of the Theory:****

****
****Observational Learning:** Students learn by observing and modeling behaviors demonstrated by teachers and peers.**

****
****Self-Efficacy:** Students' beliefs about their ability to successfully perform reading-related tasks influence their motivation and performance.**

****
****Behavior:** Reading behaviors and learning activities influence students' reading development and achievement.**

****
****Environmental Factors:** Classroom conditions, instructional practices, teacher support, and learning resources can influence reading outcomes.**

****Research Design****

**| |**
**| — |**
**| **Instructions:** In this section, describe the research design. Each candidate will use an applied single case study research design for the doctoral project. See <br>[Appendix E](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixE) for examples. |**

**This study will utilize an applied single case study research design. An applied single case study is a research design used to examine a contemporary, real-world problem within a bounded setting and to generate context-specific findings that can inform practice (Coombs, 2022). This design is appropriate for the present study because Meadowfield Elementary School represents the bounded site in which the extent of below-average reading proficiency will be examined and recommendations will be developed to address the identified problem. The design aligns with the purpose of the study, which is to examine the extent to which below-average reading proficiency exists at Meadowfield Elementary School in Columbia, South Carolina, and to develop recommendations to address the identified problem within the school.**

****Setting and Site****

**| |**
**| — |**
**| **Instructions:** Identify the location and type of organization where your study will take place and provide key details such as size, the population served, and relevant characteristics of the setting. See <br>[Appendix F](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixF) for examples. |**

**Setting:**

**Meadowfield Elementary School, a public elementary school located in Columbia, South Carolina.Public The school enrolls children from pre-kindergarten through fifth grade level.**

**Site: Comment by David Schaaf: Accept these changes as well.**

**Meadowfield Elementary School, a public elementary school located in Columbia, South Carolina Comment by Methodologist Reviewer: Too much information here…stick with template wording.**

**Relevance to the Problem of Practice:**

**This school was selected because it has below average reading proficiency rate of 41%, which is less than the district and state’s benchmark for grade-level reading proficiency. Additionally, it has an average class size of 24.1, reduced teacher-student ratio and chronic absenteeism rates ranging between 22.3% and 31.1%. These conditions provide an appropriate context for examining factors contributing to below-average reading proficiency and developing evidence-informed recommendations.**

****Participants****

**| |**
**| — |**
**| **Instructions:** In this section, describe the population and sample for your applied research study, ensuring that all participants are stakeholders from the single research site. Define eligibility criteria for participation, including participants’ roles at the site and their relevance to the problem of practice. Explain why these stakeholder groups were selected and how their perspectives collectively support understanding and improving the identified problem of practice. See <br>[Appendix G](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixG) for examples. |**

**The participants in this applied research will be chosen among stakeholders of Meadowfield Elementary School who have connections to the issue of reading instruction and student proficiency. The participants of the study will consist of classroom teachers, reading specialists, and school administration. Participants will be chosen because they have firsthand knowledge of issues related to the instruction of reading and reading proficiency and thus will be able to offer relevant opinions on the topic under discussion.**

**For the interview aspect, an estimated eight to twelve participants will be recruited across grade levels and roles to ensure diverse perspectives. Purposive sampling will be used to select participants with direct experience with reading instruction and student proficiency data.**

****Data Collection****

**| |**
**| — |**
**| **Instructions:** List the data collection methods you intend to use for triangulation in investigating your research question(s). See <br>[Appendix H](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixH) for examples. |**

**1. Individual Interviews**

**Semi-structured interviews will be conducted with classroom teachers, reading specialists, and school leaders at Meadowfield Elementary School to gather in-depth firsthand accounts of their experiences with reading instruction and student proficiency levels.**

**2. Quantitative Survey**

**A quantitative survey using a Likert scale will be administered to classroom teachers to assess their perceptions of reading instruction effectiveness and the factors contributing to below-average reading proficiency rates.**

**3. Classroom Observations**

**Qualitative observations of classroom reading instruction will be conducted across selected grade levels to directly observe instructional practices and student engagement during reading activities.**

****Analysis Steps****

**| |**
**| — |**
**| **Instructions.** In this section, identify the data analysis approach that will be used to analyze all data collected in the study. List each data collection method and what data analysis method will be used for each. Ensure that the chosen analysis method aligns with the research questions and the purpose of the study. See <br>[Appendix I](https://www.sweetstudy.com/questions/can-you-answer-the-question-20985919#AppendixI) for examples. |**

**Data Collection Method 1: Individual Interviews**

**Thematic Analysis will be used to analyze interview data. Interview responses will be coded to identify recurring patterns and themes related to reading proficiency, instructional strategies, barriers to reading achievement, and recommendations for improvement.**

**Data Collection Method 2: Quantitative Survey**

**The quantitative survey will use descriptive statistics to identify frequency of responses and mean scores.**

**Data Collection Method 3: Classroom Observations**

**Thematic Analysis will be used to analyze classroom observation notes by identifying recurring patterns in instructional practices, student engagement, classroom conditions, and factors associated with reading instructions.**

****Biblical Integration****

**| |**
**| — |**
**| **Instructions.** Write at least one paragraph connecting your Christian worldview to your research. Include Scripture references, explain how biblical principles guided your study, and show how your worldview shapes interpretation. |**

**The Christian Worldview would be the guiding framework for this study with the belief that there is inherent worth, dignity, and ability in every student and that teachers have the responsibility to help students tap into the God-given talents within them. The Bible says in Proverbs 22:6, “Train up a child in the way he should go.” In James 1:5, the individual is encouraged to ask for wisdom while making decisions. The principles from the Bible would guide the researcher in conducting the study based on a fair assessment of the issue and listening to what the stakeholders say. The Christian worldview will also encourage the researcher to approach the problem with fairness, compassion, integrity, and a commitment to serving students and the school community.**

****Reference****

**Coombs, H. V. (2022).**
**_Case study research defined_ [White paper]. Southern Utah University.**
**[https://doi.org/10.5281/zenodo.7604301](https://doi.org/10.5281/zenodo.7604301)**

**| | | |**
**| — | — | — |**
**| | | |**

**CapstoneQuestions2026.pdf**

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November 6, 2026
[Solved] assitant needed mus Kenniqua

✓ Verified Academic Solution Available

Executive Solution Overview

please see attachment – a month ago **files (1)** – ## ConcertReportRubricFALL2025-MOURA1stBi-term.docx **## ConcertReportRubricFALL2025-MOURA1stBi-term.docx** **MUS 125-04** **Understanding Music Online – FALL 25 J.MOURA** **Concert Report Rubric (1st Bi-term)** **Requirements:** In order to receiv…

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Assignment Prompt & Instructions

please see attachment

– a month ago

**files (1)**

– ## ConcertReportRubricFALL2025-MOURA1stBi-term.docx

**## ConcertReportRubricFALL2025-MOURA1stBi-term.docx**

**MUS 125-04**
**Understanding Music Online – FALL 25 J.MOURA**

**Concert Report Rubric (1st Bi-term)**

**Requirements:** In order to receive full credit on each report, students must do the following:

·
**Attend** a CU concert and turn in their attendance slip at the end of the performance. Without proof of attendance, no credit will be given for the report.

***Online students are required to watch CU’s School of Music concert. Due on Week 5**

Link:
[https://www.youtube.com/watch?v=anOXON5-4so](https://www.youtube.com/watch?v=anOXON5-4so)

1st Bi-term:
**School of Music Faculty Showcase**

2nd Bi-term:
**School of Music Faculty Showcase**

·
**Write** a 1-2-page, double spaced report using Times New Roman, size 12 font and standard margins.

•
**Report should include**:

1. What pieces were performed (title & composer)

2. What ensemble performed, where, and when the concert took place

3. What you liked/disliked about the concert. You must say
**_WHY_** you did or didn’t like something by referencing music vocabulary terms.

4.
**_Most Importantly_** tell me what you observed using vocabulary terms,
_key terms_, from class and descriptive adjectives. What instruments had solos? What type of texture was there? Who had the melody? Harmony? Was the music tonal, atonal? etc.
**The more detailed the better (see chart on 2nd page).**

·
**TURN IN YOUR PAPER ELECTRONICALLY in Moodle (Word Documents ONLY)**

· See Syllabus for concert report due dates. All reports are due by 11:59pm EST on their due date.

· It is recommended that you turn in concert reports closer to the date that you attended the concert. This will help you remember important details and it will ensure that the instructor has received your attendance slip.

·
**Online students: Turn in your report by Sunday Midnight of week 5. Send it to Jmmoura@campbellsville.edu.**

**Reports will be graded based on the chart below:**

| | | | | |
| — | — | — | — | — |
| **Content Grading Scale** | |
| **Structure**<br>(grammar, scholarly writing, spelling, formatting)<br>**10% of Report Grade**<br>**Descriptive Vocabulary**<br>(musical terms & your own individual descriptive language; Includes titles/ composers of pieces, <br>ensemble, when/where of <br>concert etc.) <br>**40% of Report Grade**<br>**Musical Content**<br>(Elements of theory: harmony, melody, rhythm, <br>instrumentation, orchestration, tempo, dynamics)<br>**40% of Report Grade**<br>**Point of View**<br>(personal opinion-what did you like/dislike and WHY <br>using musical terms) <br>**10% of Report Grade** | | | | |
| — | — | — |
| **Poor**<br>The essay has no structure, there are more than 12 grammatical /spelling errors, the references are inaccurate.<br>Formatting is incorrect. | **Fair**<br>The essay has an unclear structure, there are 12 or less grammatical/spelling errors, at least half of the references to terms are inaccurate. <br>Formatting is incorrect. | **Good**<br>The essay has a notable structure (opening, body, closing), there are 8 or less grammatical/spelling errors, the references to terms are mostly accurate. <br>Formatting is correct. | | **Excellent**<br>The essay has a clear and cohesive structure (opening, body, closing), there are 5 or less grammatical/spelling errors, the references to terms are totally accurate. <br>Formatting is correct. |
| | **Poor**<br>The essay correctly uses less than 3 musical terms and does not use individual descriptive language. It does not include titles/composers of pieces, name of the ensemble, when/ where the concert was performed. | | | |
| — | — |
| **Fair**<br>The essay correctly uses at less than 5 new musical terms as well as some individual descriptive language. It does not include titles/composers of pieces, name of the ensemble, when/ where the concert was performed. | **Good**<br>The essay correctly uses at least 6 new musical terms as well as fairly significant amounts of individual descriptive language. It includes title/composers of pieces, name of the ensemble, when/where the concert was performed. |

. | **Excellent**<br>The essay correctly uses 8 or more accurate musical terms as well as significant amounts of individual descriptive language. It includes titles/ composers of pieces, name of the ensemble, when/where the concert was performed. |
| | **Poor**<br>The essay includes content on <br>2 or less of the 7 listed elements of theory, the content is mostly incorrect. | **Fair**<br>The essay includes content on less than 3 of the 7 listed elements of theory; the content is half correct. | **Good**<br>The essay includes content on 4 of the 7 listed elements of theory, the content is mostly correct. | **Excellent**<br>The essay includes content on 5 of the 7 listed elements of theory, the content is mostly correct. |
| | **Poor**<br>The essay has no point of view and makes no attempt at issuing an opinion. If an opinion is stated about liking/ disliking a piece, no musical terms are referenced. | **Fair**<br>The essay has a point of view that is unsupported by data/ examples within the paper. If an opinion is stated about liking/disliking a piece, no musical terms are referenced. | **Good**<br>The essay has a point of view which is mostly supported by data/examples within the paper and it references musical terms. | **Excellent**<br>The essay has a clear and original point of view that is supported by data/examples within the paper and it references musical terms. |

**## ConcertReportRubricFALL2025-MOURA1stBi-term.docx**

**MUS 125-04**
**Understanding Music Online – FALL 25 J.MOURA**

**Concert Report Rubric (1st Bi-term)**

**Requirements:** In order to receive full credit on each report, students must do the following:

·
**Attend** a CU concert and turn in their attendance slip at the end of the performance. Without proof of attendance, no credit will be given for the report.

***Online students are required to watch CU’s School of Music concert. Due on Week 5**

Link:
[https://www.youtube.com/watch?v=anOXON5-4so](https://www.youtube.com/watch?v=anOXON5-4so)

1st Bi-term:
**School of Music Faculty Showcase**

2nd Bi-term:
**School of Music Faculty Showcase**

·
**Write** a 1-2-page, double spaced report using Times New Roman, size 12 font and standard margins.

•
**Report should include**:

1. What pieces were performed (title & composer)

2. What ensemble performed, where, and when the concert took place

3. What you liked/disliked about the concert. You must say
**_WHY_** you did or didn’t like something by referencing music vocabulary terms.

4.
**_Most Importantly_** tell me what you observed using vocabulary terms,
_key terms_, from class and descriptive adjectives. What instruments had solos? What type of texture was there? Who had the melody? Harmony? Was the music tonal, atonal? etc.
**The more detailed the better (see chart on 2nd page).**

·
**TURN IN YOUR PAPER ELECTRONICALLY in Moodle (Word Documents ONLY)**

· See Syllabus for concert report due dates. All reports are due by 11:59pm EST on their due date.

· It is recommended that you turn in concert reports closer to the date that you attended the concert. This will help you remember important details and it will ensure that the instructor has received your attendance slip.

·
**Online students: Turn in your report by Sunday Midnight of week 5. Send it to Jmmoura@campbellsville.edu.**

**Reports will be graded based on the chart below:**

| | | | | |
| — | — | — | — | — |
| **Content Grading Scale** | |
| **Structure**<br>(grammar, scholarly writing, spelling, formatting)<br>**10% of Report Grade**<br>**Descriptive Vocabulary**<br>(musical terms & your own individual descriptive language; Includes titles/ composers of pieces, <br>ensemble, when/where of <br>concert etc.) <br>**40% of Report Grade**<br>**Musical Content**<br>(Elements of theory: harmony, melody, rhythm, <br>instrumentation, orchestration, tempo, dynamics)<br>**40% of Report Grade**<br>**Point of View**<br>(personal opinion-what did you like/dislike and WHY <br>using musical terms) <br>**10% of Report Grade** | | | | |
| — | — | — |
| **Poor**<br>The essay has no structure, there are more than 12 grammatical /spelling errors, the references are inaccurate.<br>Formatting is incorrect. | **Fair**<br>The essay has an unclear structure, there are 12 or less grammatical/spelling errors, at least half of the references to terms are inaccurate. <br>Formatting is incorrect. | **Good**<br>The essay has a notable structure (opening, body, closing), there are 8 or less grammatical/spelling errors, the references to terms are mostly accurate. <br>Formatting is correct. | | **Excellent**<br>The essay has a clear and cohesive structure (opening, body, closing), there are 5 or less grammatical/spelling errors, the references to terms are totally accurate. <br>Formatting is correct. |
| | **Poor**<br>The essay correctly uses less than 3 musical terms and does not use individual descriptive language. It does not include titles/composers of pieces, name of the ensemble, when/ where the concert was performed. | | | |
| — | — |
| **Fair**<br>The essay correctly uses at less than 5 new musical terms as well as some individual descriptive language. It does not include titles/composers of pieces, name of the ensemble, when/ where the concert was performed. | **Good**<br>The essay correctly uses at least 6 new musical terms as well as fairly significant amounts of individual descriptive language. It includes title/composers of pieces, name of the ensemble, when/where the concert was performed. |

. | **Excellent**<br>The essay correctly uses 8 or more accurate musical terms as well as significant amounts of individual descriptive language. It includes titles/ composers of pieces, name of the ensemble, when/where the concert was performed. |
| | **Poor**<br>The essay includes content on <br>2 or less of the 7 listed elements of theory, the content is mostly incorrect. | **Fair**<br>The essay includes content on less than 3 of the 7 listed elements of theory; the content is half correct. | **Good**<br>The essay includes content on 4 of the 7 listed elements of theory, the content is mostly correct. | **Excellent**<br>The essay includes content on 5 of the 7 listed elements of theory, the content is mostly correct. |
| | **Poor**<br>The essay has no point of view and makes no attempt at issuing an opinion. If an opinion is stated about liking/ disliking a piece, no musical terms are referenced. | **Fair**<br>The essay has a point of view that is unsupported by data/ examples within the paper. If an opinion is stated about liking/disliking a piece, no musical terms are referenced. | **Good**<br>The essay has a point of view which is mostly supported by data/examples within the paper and it references musical terms. | **Excellent**<br>The essay has a clear and original point of view that is supported by data/examples within the paper and it references musical terms. |

November 6, 2026
[Solved] questions

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachment – a month ago **files (1)** – ## questions9-21.docx **## questions9-21.docx** Q1 (dee)  In a paragraph of two to three sentences, explain your main idea (such as cybersecurity, network errors, website accessibility, etc.) and why it is of interest to you.  Below the paragraph…

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Assignment Prompt & Instructions

Please see attachment

– a month ago

**files (1)**

– ## questions9-21.docx

**## questions9-21.docx**

Q1 (dee)

 In a paragraph of two to three sentences, explain your main idea (such as cybersecurity, network errors, website accessibility, etc.) and why it is of interest to you.

 Below the paragraph, include a bulleted list of at least four open-ended research questions related to this topic. Again, the unit reading offers guidance.

 Write a descriptive subject line for the post; do not use your name or the course or unit number.

Q2 (mika)

The following Case Study comes from Chapter 13 of your textbook:

Medical tourism is a recent trend in health care. Patients go to a different country for either urgent or elective medical procedures. The procedures are the same procedures being done in U.S. hospitals and outpatient surgery centers, often by American-trained physicians who have moved back home. Medical tourism is fast becoming a worldwide, multi billion-dollar industry. In fact, some insurance companies are paying for the cost of the procedures, as costs are far less than those charged in the United States. Sometimes the insurance company even pays for the plane fare and hotel costs. The reasons patients travel for treatment vary from the lower costs (for Americans) to shorter waiting times (for those in countries where there is national health insurance). There is no regulation by the U.S. government of medical tourism. Many patients come back enthusiastic about not only the success of their treatment and the integrity and skill of all the providers, but also the high-class hotel-like accommodations while in the international hospital. India is one of the major countries advertising these services.

If other countries are able to do similar procedures as those done in the United States for lower fees and with the same or better outcomes, why can’t the United States offer the same?

If your insurance company wanted you to go to another country for a procedure because it was less expensive, would you do it? Explain your answer.

Albright, Tammy.
_Law and Ethics for Health Professions_, McGraw-Hill US Higher Ed USE, 2023.
_ProQuest Ebook Central_,
[http://ebookcentral.proquest.com/lib/apus/detail.action?docID=7186304.](http://ebookcentral.proquest.com/lib/apus/detail.action?docID=7186304.)
Created from apus on 2024-03-13 17:29:44.

Q3 (same vans)

Age-based restrictions in employment are generally prohibited under the Age Discrimination in Employment Act (ADEA). However, a narrow exception exists where an employer can establish that age is a bona fide occupational qualification (BFOQ) necessary for safe or effective job performance. Courts apply this exception cautiously, especially in fields where public safety is at stake.

Consider the following scenario:

_A commercial airline requires all pilots to retire at age 60, citing federal aviation guidelines, flight-safety concerns, and internal data indicating that medical incidents increase with age. A highly experienced pilot nearing his 60th birthday challenges the policy, arguing that mandatory retirement violates the ADEA and that the airline should instead rely on individualized physical and cognitive assessments. The airline claims that uniform age limits are essential to safety and operational predictability._

In your initial post, address the following:

· Under what circumstances can age lawfully serve as a BFOQ under the ADEA?

· How do courts distinguish between legitimate safety-based age limits and unlawful stereotypes about older workers?

· Would individualized testing (medical exams, simulator evaluations, etc.) be a viable alternative to an across-the-board age cutoff? Why or why not?

· Does the existence of federal aviation standards strengthen the airline’s position, or must the employer still justify the retirement rule independently?

· What additional facts would you want to determine whether this policy is legally defensible under the BFOQ framework?

Your response should apply the legal principles from this week’s material and demonstrate graduate-level reasoning about when age restrictions are—and are not—permissible in employment.

Q4 (a Jernigan)

Please respond in a paragraph to each of the following questions. NOTE: I would ask that you frame each answer–and a paragraph for each will suffice–and perhaps any additional summative, et al. comments you might make, in a single main answer post.

Discussion 3 questions for comment (please respond to each in the same main answer post):

(1) Howe's book focuses on two "revolutions" that transformed American life: so-styled "revolutions" in communications and transportation. Do you think Howe's focus on "revolutions" is a better way to define and contextualize this period, as opposed to oft-used "Jacksonian America" or the "market revolution" phrases, and why or why not? (NOTE: For the record, I am hardly a fan of the word revolution in relation to industrial or technological advancement as I rather would like to think of industrial and technological change as an evolution as much as a revolution, but wanted to keep with the spirit of Howe's tome just the same.)

(2) If you were writing a book on this period, what main theme would you focus on? (Please try to select something other than the communications, transportation, or market revolutions)?

(3) Not a question here but a recommendation: For those looking for a solid book on the politics of America in the so-styled "Age of Jackson", I would highly recommend you purchase a copy of Harry L. Watson's
_Liberty and Power: The Politics of Jacksonian America_ (revised 2006 edition best).

Q5 (des)

In this discussion, describe which concepts presented in this course were most important to you.

· Examining the benefits of using financial statement analysis tools in making informed and ethical business decisions.

· Applying a variety of quantitative and qualitative methods used to address business problems.

· Evaluating the financial needs of organizations within a changing global business environment.

· Analyzing key aspects of managerial accounting and capital budgeting to drive effective business decisions.

· Assessing portfolio risk and return, market efficiency, and the capital asset pricing model.

Q6 (angela evans)

**How do HR functions and roles evolve in response to organizational changes and external factors?**

Reflect on your experiences with HR departments adapting to changes such as economic shifts, technological advancements, and regulatory changes. Share examples of how HR functions have been modified or expanded in your workplace or internships to address new challenges and opportunities

Q7 (stairs)

Assume that as a music reporter for a newspaper, you have the opportunity to interview a Baroque composer for an article you are writing.

· Choose a composer from the Baroque period.

· Name the composer in your post.

· Listen to two compositions written by that composer. Name the compositions in your post. (Note: You may choose a composer not discussed in this week's reading.)

List five questions you would ask and what you think the composer's answers would be. (Three questions should be related to music.) Include a link to an example of that composer's music in your response. Include a thoughtful subject line that reflects your main points. Initial posts should be well developed and demonstrate understanding of the course materials using information from the reading or other scholarly sources to support your ideas.

Q8 (stairs) please include pictures

We have looked at a variety of media used to create two-dimensional works of art. Select and fully identify two works of art that are created using different media. Describe the processes used to create each work of art. What challenges might the artist have faced when using that media to create the work of art? What benefits are these to the media?

Q9 (jay)

What affect does a condition have on the probability? Let's compare and find out.

Example: Let's look at a standard deck of 52 playing cards.

No replacement: What is the probability of getting 2 kings assuming that the first one is not replaced? (Note: There are 4 kings in a deck of cards. And a deck of cards has 52 cards.)

Answer: 4/52 * 3/51 = 1/13*1/17= 1/221

Replacement: What is the probability of getting 2 kings assuming that the first one is replaced?

Answer: 4/52 * 4/52 = 1/13 * 1/13 = 1/169

What difference does it make? Which gives the higher probability?

Initial Post: Make up a similar example to the above problem using (a) with replacement and (b) without replacement. You may use playing cards, or a similar scenario, however be sure that you can represent both with and without replacement. Flipping a coin 10 times is not appropriate because it only represents the "without replacement" condition. Do not solve your own problem – that will be done by your classmates.

**## questions9-21.docx**

Q1 (dee)

 In a paragraph of two to three sentences, explain your main idea (such as cybersecurity, network errors, website accessibility, etc.) and why it is of interest to you.

 Below the paragraph, include a bulleted list of at least four open-ended research questions related to this topic. Again, the unit reading offers guidance.

 Write a descriptive subject line for the post; do not use your name or the course or unit number.

Q2 (mika)

The following Case Study comes from Chapter 13 of your textbook:

Medical tourism is a recent trend in health care. Patients go to a different country for either urgent or elective medical procedures. The procedures are the same procedures being done in U.S. hospitals and outpatient surgery centers, often by American-trained physicians who have moved back home. Medical tourism is fast becoming a worldwide, multi billion-dollar industry. In fact, some insurance companies are paying for the cost of the procedures, as costs are far less than those charged in the United States. Sometimes the insurance company even pays for the plane fare and hotel costs. The reasons patients travel for treatment vary from the lower costs (for Americans) to shorter waiting times (for those in countries where there is national health insurance). There is no regulation by the U.S. government of medical tourism. Many patients come back enthusiastic about not only the success of their treatment and the integrity and skill of all the providers, but also the high-class hotel-like accommodations while in the international hospital. India is one of the major countries advertising these services.

If other countries are able to do similar procedures as those done in the United States for lower fees and with the same or better outcomes, why can’t the United States offer the same?

If your insurance company wanted you to go to another country for a procedure because it was less expensive, would you do it? Explain your answer.

Albright, Tammy.
_Law and Ethics for Health Professions_, McGraw-Hill US Higher Ed USE, 2023.
_ProQuest Ebook Central_,
[http://ebookcentral.proquest.com/lib/apus/detail.action?docID=7186304.](http://ebookcentral.proquest.com/lib/apus/detail.action?docID=7186304.)
Created from apus on 2024-03-13 17:29:44.

Q3 (same vans)

Age-based restrictions in employment are generally prohibited under the Age Discrimination in Employment Act (ADEA). However, a narrow exception exists where an employer can establish that age is a bona fide occupational qualification (BFOQ) necessary for safe or effective job performance. Courts apply this exception cautiously, especially in fields where public safety is at stake.

Consider the following scenario:

_A commercial airline requires all pilots to retire at age 60, citing federal aviation guidelines, flight-safety concerns, and internal data indicating that medical incidents increase with age. A highly experienced pilot nearing his 60th birthday challenges the policy, arguing that mandatory retirement violates the ADEA and that the airline should instead rely on individualized physical and cognitive assessments. The airline claims that uniform age limits are essential to safety and operational predictability._

In your initial post, address the following:

· Under what circumstances can age lawfully serve as a BFOQ under the ADEA?

· How do courts distinguish between legitimate safety-based age limits and unlawful stereotypes about older workers?

· Would individualized testing (medical exams, simulator evaluations, etc.) be a viable alternative to an across-the-board age cutoff? Why or why not?

· Does the existence of federal aviation standards strengthen the airline’s position, or must the employer still justify the retirement rule independently?

· What additional facts would you want to determine whether this policy is legally defensible under the BFOQ framework?

Your response should apply the legal principles from this week’s material and demonstrate graduate-level reasoning about when age restrictions are—and are not—permissible in employment.

Q4 (a Jernigan)

Please respond in a paragraph to each of the following questions. NOTE: I would ask that you frame each answer–and a paragraph for each will suffice–and perhaps any additional summative, et al. comments you might make, in a single main answer post.

Discussion 3 questions for comment (please respond to each in the same main answer post):

(1) Howe's book focuses on two "revolutions" that transformed American life: so-styled "revolutions" in communications and transportation. Do you think Howe's focus on "revolutions" is a better way to define and contextualize this period, as opposed to oft-used "Jacksonian America" or the "market revolution" phrases, and why or why not? (NOTE: For the record, I am hardly a fan of the word revolution in relation to industrial or technological advancement as I rather would like to think of industrial and technological change as an evolution as much as a revolution, but wanted to keep with the spirit of Howe's tome just the same.)

(2) If you were writing a book on this period, what main theme would you focus on? (Please try to select something other than the communications, transportation, or market revolutions)?

(3) Not a question here but a recommendation: For those looking for a solid book on the politics of America in the so-styled "Age of Jackson", I would highly recommend you purchase a copy of Harry L. Watson's
_Liberty and Power: The Politics of Jacksonian America_ (revised 2006 edition best).

Q5 (des)

In this discussion, describe which concepts presented in this course were most important to you.

· Examining the benefits of using financial statement analysis tools in making informed and ethical business decisions.

· Applying a variety of quantitative and qualitative methods used to address business problems.

· Evaluating the financial needs of organizations within a changing global business environment.

· Analyzing key aspects of managerial accounting and capital budgeting to drive effective business decisions.

· Assessing portfolio risk and return, market efficiency, and the capital asset pricing model.

Q6 (angela evans)

**How do HR functions and roles evolve in response to organizational changes and external factors?**

Reflect on your experiences with HR departments adapting to changes such as economic shifts, technological advancements, and regulatory changes. Share examples of how HR functions have been modified or expanded in your workplace or internships to address new challenges and opportunities

Q7 (stairs)

Assume that as a music reporter for a newspaper, you have the opportunity to interview a Baroque composer for an article you are writing.

· Choose a composer from the Baroque period.

· Name the composer in your post.

· Listen to two compositions written by that composer. Name the compositions in your post. (Note: You may choose a composer not discussed in this week's reading.)

List five questions you would ask and what you think the composer's answers would be. (Three questions should be related to music.) Include a link to an example of that composer's music in your response. Include a thoughtful subject line that reflects your main points. Initial posts should be well developed and demonstrate understanding of the course materials using information from the reading or other scholarly sources to support your ideas.

Q8 (stairs) please include pictures

We have looked at a variety of media used to create two-dimensional works of art. Select and fully identify two works of art that are created using different media. Describe the processes used to create each work of art. What challenges might the artist have faced when using that media to create the work of art? What benefits are these to the media?

Q9 (jay)

What affect does a condition have on the probability? Let's compare and find out.

Example: Let's look at a standard deck of 52 playing cards.

No replacement: What is the probability of getting 2 kings assuming that the first one is not replaced? (Note: There are 4 kings in a deck of cards. And a deck of cards has 52 cards.)

Answer: 4/52 * 3/51 = 1/13*1/17= 1/221

Replacement: What is the probability of getting 2 kings assuming that the first one is replaced?

Answer: 4/52 * 4/52 = 1/13 * 1/13 = 1/169

What difference does it make? Which gives the higher probability?

Initial Post: Make up a similar example to the above problem using (a) with replacement and (b) without replacement. You may use playing cards, or a similar scenario, however be sure that you can represent both with and without replacement. Flipping a coin 10 times is not appropriate because it only represents the "without replacement" condition. Do not solve your own problem – that will be done by your classmates.

November 6, 2026
[Solved] a evans

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachment – a month ago **files (1)** – ## aevansweek4.docx **## aevansweek4.docx** **_Introduction_** In today's rapidly evolving business landscape, Human Resource Management (HRM) plays a pivotal role in driving organizational success. HR professionals are tasked with navigating myria…

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Assignment Prompt & Instructions

Please see attachment

– a month ago

**files (1)**

– ## aevansweek4.docx

**## aevansweek4.docx**

**_Introduction_**

In today's rapidly evolving business landscape, Human Resource Management (HRM) plays a pivotal role in driving organizational success. HR professionals are tasked with navigating myriad trends and challenges that impact the workforce and overall business operations. This Assignment aims to provide you with a comprehensive understanding of the current trends and challenges in HRM, as well as effective strategies that HR professionals can employ to address them.

**_Objective:_**

The primary objective of this Assignment is to analyze and discuss current trends and challenges in HRM. You will examine current trends and challenges in HRM. By reflecting on these emerging trends, you will gain insights into how they have impacted workplaces or internships. Additionally, the Assignment will examine how HR professionals can stay ahead of evolving trends to drive organizational success. You will explore proactive measures and essential skills required for HR professionals to remain effective in a rapidly changing environment.

**Instructions:**

**Part 1: Identify and Discuss Current Trends and Challenges in HRM**

1.
**Introduction:**

· Provide an overview of the importance of staying updated with HR trends and challenges.

· Briefly introduce the trends you will focus on.

2.
**Discuss Current Trends and Challenges**

3.
**Strategies to Address Challenges:**

· Provide specific strategies HR professionals can use to address each trend and challenge effectively.

· Use examples from your workplace or internships to illustrate these strategies.

**Part 2: How Can HR Professionals Stay Ahead of Evolving Trends and Challenges?**

1.
**Introduction:**

· Explain the necessity for HR professionals to stay ahead of trends to drive organizational success.

2.
**Staying Ahead of Trends:**

·
**Technological Advancements:** Discuss how leveraging AI and people analytics can enhance decision-making and streamline processes.

·
**Shifting Workforce Priorities:** Emphasize the importance of skills-based talent management and continuous learning and development.

·
**Global Dynamics:** Explore how HR can adapt to global changes by fostering a flexible and resilient workforce.

3.
**Proactive Measures:**

· Provide examples of proactive measures HR professionals have taken to anticipate and manage changes.

· Discuss the essential skills and strategies for HR professionals to remain effective in a rapidly changing environment.

**Part 3: Case Study Integration**

1.
**Case Study Analysis:**

· Analyze specific examples from your workplace or internships where HR professionals have successfully addressed these trends and challenges.

· Discuss the strategies used by HR departments to stay ahead of evolving trends.

· Reflect on the impact of these trends on organizational success and employee satisfaction.

**Conclusion:**

· Summarize the key points discussed in the paper.

· Highlight the importance of continuous adaptation and proactive measures in HRM.

**## aevansweek4.docx**

**_Introduction_**

In today's rapidly evolving business landscape, Human Resource Management (HRM) plays a pivotal role in driving organizational success. HR professionals are tasked with navigating myriad trends and challenges that impact the workforce and overall business operations. This Assignment aims to provide you with a comprehensive understanding of the current trends and challenges in HRM, as well as effective strategies that HR professionals can employ to address them.

**_Objective:_**

The primary objective of this Assignment is to analyze and discuss current trends and challenges in HRM. You will examine current trends and challenges in HRM. By reflecting on these emerging trends, you will gain insights into how they have impacted workplaces or internships. Additionally, the Assignment will examine how HR professionals can stay ahead of evolving trends to drive organizational success. You will explore proactive measures and essential skills required for HR professionals to remain effective in a rapidly changing environment.

**Instructions:**

**Part 1: Identify and Discuss Current Trends and Challenges in HRM**

1.
**Introduction:**

· Provide an overview of the importance of staying updated with HR trends and challenges.

· Briefly introduce the trends you will focus on.

2.
**Discuss Current Trends and Challenges**

3.
**Strategies to Address Challenges:**

· Provide specific strategies HR professionals can use to address each trend and challenge effectively.

· Use examples from your workplace or internships to illustrate these strategies.

**Part 2: How Can HR Professionals Stay Ahead of Evolving Trends and Challenges?**

1.
**Introduction:**

· Explain the necessity for HR professionals to stay ahead of trends to drive organizational success.

2.
**Staying Ahead of Trends:**

·
**Technological Advancements:** Discuss how leveraging AI and people analytics can enhance decision-making and streamline processes.

·
**Shifting Workforce Priorities:** Emphasize the importance of skills-based talent management and continuous learning and development.

·
**Global Dynamics:** Explore how HR can adapt to global changes by fostering a flexible and resilient workforce.

3.
**Proactive Measures:**

· Provide examples of proactive measures HR professionals have taken to anticipate and manage changes.

· Discuss the essential skills and strategies for HR professionals to remain effective in a rapidly changing environment.

**Part 3: Case Study Integration**

1.
**Case Study Analysis:**

· Analyze specific examples from your workplace or internships where HR professionals have successfully addressed these trends and challenges.

· Discuss the strategies used by HR departments to stay ahead of evolving trends.

· Reflect on the impact of these trends on organizational success and employee satisfaction.

**Conclusion:**

· Summarize the key points discussed in the paper.

· Highlight the importance of continuous adaptation and proactive measures in HRM.

November 6, 2026
[Solved] Creative Writing: Parade of Writers

✓ Verified Academic Solution Available

Executive Solution Overview

See attachment for instructions. – a month ago **files (1)** – ## CreativeWritingParadeofWritersAssignmentSheetRubric.pdf **## CreativeWritingParadeofWritersAssignmentSheetRubric.pdf** Creative Writing: Parade of Writers Purpose: To produce a creative writing narrative that depicts authors studied i…

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Assignment Prompt & Instructions

See attachment for instructions.

– a month ago

**files (1)**

– ## CreativeWritingParadeofWritersAssignmentSheetRubric.pdf

**## CreativeWritingParadeofWritersAssignmentSheetRubric.pdf**

Creative Writing: Parade of Writers
Purpose: To produce a creative writing narrative that depicts authors studied in World Literature
I as participants in a literary parade, each riding on their own float.

Due Date/Time: See the syllabus. If the instructor modifies the due date, pay attention to her
Canvas communication.

Method of Submission: Upload your work to the designated Canvas assignment link in
Microsoft Word doc or docx format.

Length requirement: 1000-1500 words, double-spaced in Times New Roman, 12-point font

Goals: The goals of this assignment are to:
1. Demonstrate understanding of important themes in the lives and works of authors

studied in this course.
2. Employ creativity by writing about a literary parade of writers featuring each author

discussed in this course.
3. Exercise critical thought.

The authors’ list includes Mewlana Jalaluddin Rumi, Mahmoud Darwish, Cynthia Dewi Oka,
Nguyễn Phan Quế Mai, Wole Soyinka, Chimamanda Ngozi Adichie, Jamaica Kincaid, Derek
Walcott, and Dante Alighieri.

Assignment Description: Imagine yourself as the coordinator of a literary parade consisting of
every author studied in World Literature I. Write a narrative-descriptive essay, telling a story
about the parade and using vivid details that appeal to your audience’s senses.

Your essay should include the following:
1. Title – Short, creative phrase (two to five words) that hints at the deep themes or symbolic

meaning of your essay
2. Introduction (one paragraph/7-8 concise sentences) – Open with a hook, a catchy idea

that grabs the reader’s attention. Identify the theme of your parade. Discuss the purpose
of your parade, which should specifically reflect what you hope to accomplish as the
parade coordinator. Describe the setting, or location of your parade, and explain why you
selected this particular space. Provide a thesis statement, a single sentence that shows the
main point of your narrative and gives readers a preview of the experience awaiting them.
Imagine your readers as people who will be watching the parade.

3. Body (nine paragraphs/one per author, 100-150 words per paragraph)- In the first
body paragraph, explain which author is serving as grand marshal (the one who will
appear first in the parade). This is a person who is given the honorary job of leading a
parade because they are considered particularly important or prestigious. Tell why you
selected this author as grand marshal. Describe the vehicle or float the grand marshal will
ride in (or on). Your description should be relevant to the author's life and themes seen in
their writings. In the remaining eight body paragraphs, describe each author’s vehicle or
float – again, emphasizing relevance to their individual lives and themes in their writings.

1

4. Conclusion (one paragraph/5-6 concise sentences) – DO NOT USE “IN
CONCLUSION” OR ANY OTHER TRITE EXPRESSION. Instead, lead in with a
creative sentence that reinforces your thesis statement. Reiterate the key points expressed
in your body paragraphs. In your final sentence, aim to leave a lasting impression on your
readers.

Style and Persona:
● Voice – Remember that you are the parade coordinator, so speak to your audience as

though you planned the event!
● Tone – Since this is a creative writing assignment, you can display informal writing

approaches. Usage of the first and second person point-of-view, contractions, informal
words, and other relaxed techniques are appropriate. However, all “violations” of
conventional standards must clearly be intentional.

● Show. Don’t tell. – Don’t use language from the assignment sheet. Instead, be creative,
and incorporate examples that make your readers feel as though they are actually at the
parade. Bring your story to life by using sensory descriptions that connect to the five
human senses:

1. Sight (Visual): Colors, shapes, light, and shadows.
2. Sound (Auditory): Noises, volumes, and pitches.
3. Smell (Olfactory): Scents and odors.
4. Taste (Gustatory): Flavors like sweet, sour, or bitter.
5. Touch (Tactile): Textures, temperatures, and pressure.

For example, where “sight” is concerned, your word choices should help readers see the authors,
what they’re wearing, what they’re doing, and how their floats look. This means your readers
should feel drawn to any part of your story that uses the other four senses.

Grammar/mechanics: You need proper transitions, unity, and coherence. Any “violations” of
conventional standards must clearly be intentional.

MLA Format: Your essay should be double-spaced in Times New Roman/12-point font. You
need headers on all pages, consisting of your last name and page number, in the top, right corner
of the page. On the first page, you need a four-line heading at the top right, consisting of your
name on line one, my name (Professor LaWanda Dickens) on the second line, ENG 105-100 on
the third line, and the date (day month year) on the fourth line. For additional information and an
example of how your paper should look, see this link:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/ml
a_general_format.html

Since this is a creative writing assignment, do not cite sources, and do not include a Works Cited
page. This means that all ideas should be your own, based on what you learned in this class. If
you plagiarize or use AI, your grade will be a zero, and you might be subjected to further action
under JSU’s Academic Dishonesty policy.

See the grading rubric on page 3 for an explanation of how you will be evaluated.

2

[https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)

“Creative Writing: Parade of Writers” Rubric

Standards Points

Title (two to five words): Short, creative phrase that hints at the deep themes or symbolic meaning of
your essay

5

Introduction (one paragraph/7-8 concise sentences) – Open with a hook, a catchy idea that grabs
the reader’s attention. Identify the theme of your parade. Discuss the purpose of your parade, which
should specifically reflect what you hope to accomplish as the parade coordinator. Describe the
setting, or location of your parade, and explain why you selected this particular space. Provide a
thesis statement, a single sentence that shows the main point of your narrative and gives readers a
preview of the experience awaiting them. Imagine your readers as people who will be watching the
parade.

15

Body (nine paragraphs/one per author, 100-150 words per paragraph)- In the first body
paragraph, explain which author is serving as grand marshal (the one who will appear first in the
parade). This is a person who is given the honorary job of leading a parade because they are
considered particularly important or prestigious. Tell why you selected this author as grand marshal.
Describe the vehicle or float the grand marshal will ride in (or on). Your description should be
relevant to the author's life and themes seen in their writings. In the remaining eight body paragraphs,
describe each author’s vehicle or float – again, emphasizing relevance to their individual lives and
themes in their writings.

30

Conclusion (one paragraph/5-6 concise sentences) – Lead in with a creative sentence that reinforces
your thesis statement. Reiterate the key points expressed in your body paragraphs. In your final
sentence, aim to leave a lasting impression on your readers. IF YOU USE “IN CONCLUSION” OR ANY
OTHER TRITE EXPRESSION, TEN POINTS WILL BE DEDUCTED FROM YOUR GRADE.

10

Style and Persona:
Voice – Remember that you are the parade coordinator, so speak to your audience as though you
planned the event!
Tone – Since this is a creative writing assignment, you can display informal writing approaches.
Usage of the first and second person point-of-view, contractions, informal words, and other relaxed
techniques are appropriate. However, all “violations” of conventional standards must clearly be
intentional.
Show. Don’t tell. – Don’t use language from the assignment sheet. Instead, be creative, and
incorporate examples that make your readers feel as though they are actually at the parade. Bring your
story to life by using sensory descriptions that connect to the five human senses:

15

Grammar/mechanics: You need proper transitions, unity, and coherence. Any “violations” of
conventional standards must clearly be intentional.

10

MLA Format: Your essay should be double-spaced in Times New Roman/12-point font. You need
headers on all pages, consisting of your last name and page number, in the top, right corner of the
page. On the first page, you need a four-line heading at the top right, consisting of your name on line
one, my name (Professor LaWanda Dickens) on the second line, ENG 105-100 on the third line, and
the date (day month year) on the fourth line. For additional information and an example of how your
paper should look, see this link:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_ge
neral_format.html

15

Total 100

3

[https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)

**## CreativeWritingParadeofWritersAssignmentSheetRubric.pdf**

Creative Writing: Parade of Writers
Purpose: To produce a creative writing narrative that depicts authors studied in World Literature
I as participants in a literary parade, each riding on their own float.

Due Date/Time: See the syllabus. If the instructor modifies the due date, pay attention to her
Canvas communication.

Method of Submission: Upload your work to the designated Canvas assignment link in
Microsoft Word doc or docx format.

Length requirement: 1000-1500 words, double-spaced in Times New Roman, 12-point font

Goals: The goals of this assignment are to:
1. Demonstrate understanding of important themes in the lives and works of authors

studied in this course.
2. Employ creativity by writing about a literary parade of writers featuring each author

discussed in this course.
3. Exercise critical thought.

The authors’ list includes Mewlana Jalaluddin Rumi, Mahmoud Darwish, Cynthia Dewi Oka,
Nguyễn Phan Quế Mai, Wole Soyinka, Chimamanda Ngozi Adichie, Jamaica Kincaid, Derek
Walcott, and Dante Alighieri.

Assignment Description: Imagine yourself as the coordinator of a literary parade consisting of
every author studied in World Literature I. Write a narrative-descriptive essay, telling a story
about the parade and using vivid details that appeal to your audience’s senses.

Your essay should include the following:
1. Title – Short, creative phrase (two to five words) that hints at the deep themes or symbolic

meaning of your essay
2. Introduction (one paragraph/7-8 concise sentences) – Open with a hook, a catchy idea

that grabs the reader’s attention. Identify the theme of your parade. Discuss the purpose
of your parade, which should specifically reflect what you hope to accomplish as the
parade coordinator. Describe the setting, or location of your parade, and explain why you
selected this particular space. Provide a thesis statement, a single sentence that shows the
main point of your narrative and gives readers a preview of the experience awaiting them.
Imagine your readers as people who will be watching the parade.

3. Body (nine paragraphs/one per author, 100-150 words per paragraph)- In the first
body paragraph, explain which author is serving as grand marshal (the one who will
appear first in the parade). This is a person who is given the honorary job of leading a
parade because they are considered particularly important or prestigious. Tell why you
selected this author as grand marshal. Describe the vehicle or float the grand marshal will
ride in (or on). Your description should be relevant to the author's life and themes seen in
their writings. In the remaining eight body paragraphs, describe each author’s vehicle or
float – again, emphasizing relevance to their individual lives and themes in their writings.

1

4. Conclusion (one paragraph/5-6 concise sentences) – DO NOT USE “IN
CONCLUSION” OR ANY OTHER TRITE EXPRESSION. Instead, lead in with a
creative sentence that reinforces your thesis statement. Reiterate the key points expressed
in your body paragraphs. In your final sentence, aim to leave a lasting impression on your
readers.

Style and Persona:
● Voice – Remember that you are the parade coordinator, so speak to your audience as

though you planned the event!
● Tone – Since this is a creative writing assignment, you can display informal writing

approaches. Usage of the first and second person point-of-view, contractions, informal
words, and other relaxed techniques are appropriate. However, all “violations” of
conventional standards must clearly be intentional.

● Show. Don’t tell. – Don’t use language from the assignment sheet. Instead, be creative,
and incorporate examples that make your readers feel as though they are actually at the
parade. Bring your story to life by using sensory descriptions that connect to the five
human senses:

1. Sight (Visual): Colors, shapes, light, and shadows.
2. Sound (Auditory): Noises, volumes, and pitches.
3. Smell (Olfactory): Scents and odors.
4. Taste (Gustatory): Flavors like sweet, sour, or bitter.
5. Touch (Tactile): Textures, temperatures, and pressure.

For example, where “sight” is concerned, your word choices should help readers see the authors,
what they’re wearing, what they’re doing, and how their floats look. This means your readers
should feel drawn to any part of your story that uses the other four senses.

Grammar/mechanics: You need proper transitions, unity, and coherence. Any “violations” of
conventional standards must clearly be intentional.

MLA Format: Your essay should be double-spaced in Times New Roman/12-point font. You
need headers on all pages, consisting of your last name and page number, in the top, right corner
of the page. On the first page, you need a four-line heading at the top right, consisting of your
name on line one, my name (Professor LaWanda Dickens) on the second line, ENG 105-100 on
the third line, and the date (day month year) on the fourth line. For additional information and an
example of how your paper should look, see this link:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/ml
a_general_format.html

Since this is a creative writing assignment, do not cite sources, and do not include a Works Cited
page. This means that all ideas should be your own, based on what you learned in this class. If
you plagiarize or use AI, your grade will be a zero, and you might be subjected to further action
under JSU’s Academic Dishonesty policy.

See the grading rubric on page 3 for an explanation of how you will be evaluated.

2

[https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)

“Creative Writing: Parade of Writers” Rubric

Standards Points

Title (two to five words): Short, creative phrase that hints at the deep themes or symbolic meaning of
your essay

5

Introduction (one paragraph/7-8 concise sentences) – Open with a hook, a catchy idea that grabs
the reader’s attention. Identify the theme of your parade. Discuss the purpose of your parade, which
should specifically reflect what you hope to accomplish as the parade coordinator. Describe the
setting, or location of your parade, and explain why you selected this particular space. Provide a
thesis statement, a single sentence that shows the main point of your narrative and gives readers a
preview of the experience awaiting them. Imagine your readers as people who will be watching the
parade.

15

Body (nine paragraphs/one per author, 100-150 words per paragraph)- In the first body
paragraph, explain which author is serving as grand marshal (the one who will appear first in the
parade). This is a person who is given the honorary job of leading a parade because they are
considered particularly important or prestigious. Tell why you selected this author as grand marshal.
Describe the vehicle or float the grand marshal will ride in (or on). Your description should be
relevant to the author's life and themes seen in their writings. In the remaining eight body paragraphs,
describe each author’s vehicle or float – again, emphasizing relevance to their individual lives and
themes in their writings.

30

Conclusion (one paragraph/5-6 concise sentences) – Lead in with a creative sentence that reinforces
your thesis statement. Reiterate the key points expressed in your body paragraphs. In your final
sentence, aim to leave a lasting impression on your readers. IF YOU USE “IN CONCLUSION” OR ANY
OTHER TRITE EXPRESSION, TEN POINTS WILL BE DEDUCTED FROM YOUR GRADE.

10

Style and Persona:
Voice – Remember that you are the parade coordinator, so speak to your audience as though you
planned the event!
Tone – Since this is a creative writing assignment, you can display informal writing approaches.
Usage of the first and second person point-of-view, contractions, informal words, and other relaxed
techniques are appropriate. However, all “violations” of conventional standards must clearly be
intentional.
Show. Don’t tell. – Don’t use language from the assignment sheet. Instead, be creative, and
incorporate examples that make your readers feel as though they are actually at the parade. Bring your
story to life by using sensory descriptions that connect to the five human senses:

15

Grammar/mechanics: You need proper transitions, unity, and coherence. Any “violations” of
conventional standards must clearly be intentional.

10

MLA Format: Your essay should be double-spaced in Times New Roman/12-point font. You need
headers on all pages, consisting of your last name and page number, in the top, right corner of the
page. On the first page, you need a four-line heading at the top right, consisting of your name on line
one, my name (Professor LaWanda Dickens) on the second line, ENG 105-100 on the third line, and
the date (day month year) on the fourth line. For additional information and an example of how your
paper should look, see this link:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_ge
neral_format.html

15

Total 100

3

[https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)

[https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)

November 6, 2026
[Solved] ASAP

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering ASAP.

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

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Have this question answered from scratch according to your specific instructions and deadline.
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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 6, 2026
[Solved] Discussion

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November 6, 2026
[Solved] Education writing assignment ?

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November 6, 2026
[Solved] Discussion post

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November 6, 2026
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November 6, 2026