Tag: Model Answer

[Solved] pic

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– ## pic.pdf – ## picAppendix_G_Individual_Evidence_Summary_Tool_20225.docx **## pic.pdf** 1. Using your selected practice problem, the appraised quantitative research study used previously, and the evidence-based intervention from the research study, write a one-sentence practice question. 2…

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Assignment Prompt & Instructions

– ## pic.pdf

– ## picAppendix_G_Individual_Evidence_Summary_Tool_20225.docx

**## pic.pdf**

1. Using your selected practice problem, the appraised quantitative research study
used previously, and the evidence-based intervention from the research study, write
a one-sentence practice question.

2. Use the format tool (PICOT), john Hopkins summary tool, and the quantitative
research study used previously to determine if your practice question is feasible in a
practice setting.

a. Identify the evidence-based intervention from the study.
b. Identify the specific patient population who would benefit from this

evidence-based intervention in a practice setting.
c. Identify the outcomes specific to the evidence-based intervention.
d. Describe all biophysiological measures, any surveys or questionnaires, and

the timing of when the outcomes were measured by the Ph.D. researchers.
As an example, were the outcomes measured every other week?

Instructions-
Application of Knowledge
a. Address all bullet points in the weekly discussion accurately and thoroughly with a
substantive, in-depth discussion in the initial post.
Incorporate three (3) diOerent sources: two (2) of the three (3) should be scholarly. A
scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last five
(5) years.
– Professionalism in Communication
a. References are consistent with APA style/formatting with no error patterns; the hanging
indent is not required.
b. Presents information in an organized manner.
c. Uses clear and concise language.
d. Communicates with no error patterns in English grammar, spelling, syntax, and
punctuation.
Complete the john Hopkins summary tools that’s attached
Almost every sentence should have 2 or more citations; blend those ideas together….

**## picAppendix_G_Individual_Evidence_Summary_Tool_20225.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/pic-20949431)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**## picAppendix_G_Individual_Evidence_Summary_Tool_20225.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/pic-20949431)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**## pic.pdf**

1. Using your selected practice problem, the appraised quantitative research study
used previously, and the evidence-based intervention from the research study, write
a one-sentence practice question.

2. Use the format tool (PICOT), john Hopkins summary tool, and the quantitative
research study used previously to determine if your practice question is feasible in a
practice setting.

a. Identify the evidence-based intervention from the study.
b. Identify the specific patient population who would benefit from this

evidence-based intervention in a practice setting.
c. Identify the outcomes specific to the evidence-based intervention.
d. Describe all biophysiological measures, any surveys or questionnaires, and

the timing of when the outcomes were measured by the Ph.D. researchers.
As an example, were the outcomes measured every other week?

Instructions-
Application of Knowledge
a. Address all bullet points in the weekly discussion accurately and thoroughly with a
substantive, in-depth discussion in the initial post.
Incorporate three (3) diOerent sources: two (2) of the three (3) should be scholarly. A
scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last five
(5) years.
– Professionalism in Communication
a. References are consistent with APA style/formatting with no error patterns; the hanging
indent is not required.
b. Presents information in an organized manner.
c. Uses clear and concise language.
d. Communicates with no error patterns in English grammar, spelling, syntax, and
punctuation.
Complete the john Hopkins summary tools that’s attached
Almost every sentence should have 2 or more citations; blend those ideas together….

**## picAppendix_G_Individual_Evidence_Summary_Tool_20225.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/pic-20949431)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

**## pic.pdf**

1. Using your selected practice problem, the appraised quantitative research study
used previously, and the evidence-based intervention from the research study, write
a one-sentence practice question.

2. Use the format tool (PICOT), john Hopkins summary tool, and the quantitative
research study used previously to determine if your practice question is feasible in a
practice setting.

a. Identify the evidence-based intervention from the study.
b. Identify the specific patient population who would benefit from this

evidence-based intervention in a practice setting.
c. Identify the outcomes specific to the evidence-based intervention.
d. Describe all biophysiological measures, any surveys or questionnaires, and

the timing of when the outcomes were measured by the Ph.D. researchers.
As an example, were the outcomes measured every other week?

Instructions-
Application of Knowledge
a. Address all bullet points in the weekly discussion accurately and thoroughly with a
substantive, in-depth discussion in the initial post.
Incorporate three (3) diOerent sources: two (2) of the three (3) should be scholarly. A
scholarly source is (a) evidence-based, (b) peer-reviewed, and (c) published in the last five
(5) years.
– Professionalism in Communication
a. References are consistent with APA style/formatting with no error patterns; the hanging
indent is not required.
b. Presents information in an organized manner.
c. Uses clear and concise language.
d. Communicates with no error patterns in English grammar, spelling, syntax, and
punctuation.
Complete the john Hopkins summary tools that’s attached
Almost every sentence should have 2 or more citations; blend those ideas together….

**## picAppendix_G_Individual_Evidence_Summary_Tool_20225.docx**

Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

Individual Evidence Summary Tool

Appendix G

![](https://www.sweetstudy.com/questions/pic-20949431)

Johns Hopkins Nursing Evidence-Based Practice

Individual Evidence Summary Tool (Appendix G)

| | | | | | | | | | | |
| — | — | — | — | — | — | — | — | — | — | — |
| ## EBP Question: |
| ## Reviewer name(s) | ## Article number | ## Author, date, and title | ## Type of evidence | ## Population, size, and setting | ## Intervention | ## Findings that help answer the EBP question | ## Measures used | ## Limitations | ## Evidence level and quality | ## Notes to team |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |
| | | | | | | | | | | |

**Directions for use of the Individual Evidence Summary Tool**

**Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members are able to gather all relevant information related to the evidence without having to go to each source article.

**See Chapter 11, Lessons from Practice, for examples of completed tools.**

**Reviewer name(s):**

Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

**Article number:**

Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

**Author, date, and title:**

Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

**Type of evidence:**

Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

**Population, size, and setting:**

For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence population refers to target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

**Intervention:**

Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

**Findings that help answer the EBP question:**

List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

**Measures used**:

These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during implementation of the EBP team’s project.

**Limitations:**

Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team.

**Evidence level and quality:**

Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I-V) and quality (A, B or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

**Notes to team:**

The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**1**

© 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
**3**

## image1.jpeg

– 1
– 2

November 5, 2026
[Solved] DCM2 Task 1: Personal Leadership Evaluation

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For this task, you will conduct an evaluation of your personal leadership effectiveness. You will write a paper evaluating your own leadership using a scholarly leadership theory. To help you refine your own leadership skills, you will develop at least two SMART (specific, measurable, achievable, re…

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Assignment Prompt & Instructions

For this task, you will conduct an evaluation of your personal leadership effectiveness. You will write a paper evaluating your own leadership using a scholarly leadership theory. To help you refine your own leadership skills, you will develop at least two SMART (specific, measurable, achievable, realistic, and time-bound) goals as part of your evaluation.

November 5, 2026
[Solved] 600 WORD

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In-depth study guidance and analytical solution covering 600 WORD.

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Assignment Prompt & Instructions

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

November 5, 2026
[Solved] government wk 2

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– ## wk2caselawtroy.docx **## wk2caselawtroy.docx** 200 words for each case law Criminal Law Exercise #1: Eye for an Eye Andrew is sentenced to death for torture. In Andrew’s state, an “eye-for-an-eye” statute mandates punishment that mimics the defendant's crime. Pursuant to this statute, Andrew wi…

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– ## wk2caselawtroy.docx

**## wk2caselawtroy.docx**

200 words for each case law

Criminal Law Exercise #1: Eye for an Eye

Andrew is sentenced to death for torture. In Andrew’s state, an “eye-for-an-eye” statute mandates punishment that mimics the defendant's crime. Pursuant to this statute, Andrew will be tortured to death. Is the state’s eye-for-an eye statute constitutional under the Eighth Amendment? Why or why not? (3.6.9).

Criminal Law Exercise #2: The Menendez Brothers

Review the case of Menendez v. Terhune, 422 F.3d 1012 (2005). The links to the case are in the Introduction to Criminal Law book (5.2.6). After reviewing all relevant materials, answer the following question. Your response must be in APA format.

Do you think the Menendez case should have been treated as a "battered child syndrome" case, easing the requirement of imminence and allowing jury instruction on imperfect self-defense? Why or why not?

**## wk2caselawtroy.docx**

200 words for each case law

Criminal Law Exercise #1: Eye for an Eye

Andrew is sentenced to death for torture. In Andrew’s state, an “eye-for-an-eye” statute mandates punishment that mimics the defendant's crime. Pursuant to this statute, Andrew will be tortured to death. Is the state’s eye-for-an eye statute constitutional under the Eighth Amendment? Why or why not? (3.6.9).

Criminal Law Exercise #2: The Menendez Brothers

Review the case of Menendez v. Terhune, 422 F.3d 1012 (2005). The links to the case are in the Introduction to Criminal Law book (5.2.6). After reviewing all relevant materials, answer the following question. Your response must be in APA format.

Do you think the Menendez case should have been treated as a "battered child syndrome" case, easing the requirement of imminence and allowing jury instruction on imperfect self-defense? Why or why not?

November 5, 2026
[Solved] 509 course Mod 3

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In-depth study guidance and analytical solution covering 509 course Mod 3.

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Assignment Prompt & Instructions

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

November 5, 2026
[Solved] Human Resource Management

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Must follow Rubric!! No Plagiarism. – ## 04Assignment4attachedfilesNov42025511PM.zip **## 04Assignment4attachedfilesNov42025511PM.zip** ## BZ420B Assignment 4.docx **ASSIGNMENT 04** BZ420B Human Resource Management **Directions**: Be sure to save an electronic copy of your answer before submitting i…

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Assignment Prompt & Instructions

Must follow Rubric!! No Plagiarism.

– ## 04Assignment4attachedfilesNov42025511PM.zip

**## 04Assignment4attachedfilesNov42025511PM.zip**

## BZ420B Assignment 4.docx

**ASSIGNMENT 04**

BZ420B Human Resource Management

**Directions**: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the "Assignment Format" page located on the Course Home page for specific format requirements.

**Part A**

1. Describe three (3) factors that are a line manager’s responsibility as it pertains to effective human resource management and provide one (1) original example of each.

2. Describe the five (5) basic functions of management and provide one (1) original example that illustrates each.

**Part B**

1. Explain the five (5) types of union security agreements and provide (1) one example for each.

2. Describe the three (3) laws governing unions and provide (1) one example that illustrates each.

**Grading Rubric**

_Please refer to the rubric on the next page for the grading criteria for this assignment._

| | | | | |
| — | — | — | — | — |
| **CATEGORY** | **Exemplary** | **Satisfactory** | **Unsatisfactory** | **Unacceptable** |
| **Part A: Line managers' responsibilities (15 points)** | **15 points** | **12 points** | **8 points** | **5 points** |
| | Student provides a clear, logical description of at least 3 responsibilities of line managers. | Student provides a mostly clear, logical description of 2-3 responsibilities of line managers. | Student provides a weak or unclear description of 1-2 responsibilities of line managers. | Student provides a poor description of 1-2 responsibilities of line managers. |
| **Part A: Basic functions of management (15 points)** | **15 points** | **12 points** | **8 points** | **5 points** |
| | Student provides a clear, logical description of at least 1 example of each of the 3 basic functions of management. | Student provides a mostly clear, logical description of at least 1 example of 2-3 basic functions of management. | Student provides a weak or unclear description of at least 1 example of 1-2 basic functions of management. | Student provides a poor description of at least 1 example of 1-2 basic functions of management. |
| **Part B: Union security agreements (25 points)** | **25 points** | **18 points** | **11 points** | **5 points** |
| | Student provides a clear, logical description of the 5 union security agreements. | Student provides a mostly clear, logical description of 2-3 of the 5 union security agreements. | Student provides a weak or unclear description of 1-2 of the 5 union security agreements. | Student provides a poor description of 1-2 of the 5 union security agreements. |
| **Part B: Laws governing unions (15 points)** | **15 points** | **12 points** | **8 points** | **5 points** |
| | Student provides a clear, logical description of at least 3 of the laws governing unions. | Student provides a mostly clear, logical description of 1-2 of the laws governing unions. | Student provides a weak or unclear description of 1-2 laws governing unions. | Student provides a poor description of 1-2 laws governing unions. |
| **Mechanics (20 Points)** | **20 points** | **15 points** | **10 points** | **5 points** |
| | Student makes no errors in grammar or spelling that distract the reader from the content. | Student makes 1-2 errors in grammar or spelling that distract the reader from the content. | Student makes 3-4 errors in grammar or spelling that distract the reader from the content. | Student makes more than 4 errors in grammar or spelling that distract the reader from the content. |
| **Format (10 Points)** | **10 points** | **8 points** | **5 points** | **2 points** |
| | The paper is written in proper format. All sources used for quotes and facts are credible and cited correctly. | The paper is written in proper format with only 1-2 errors. All sources used for quotes and facts are credible and most are cited correctly. | The paper is written in proper format with only 3-5 errors. Most sources used for quotes and facts are credible and cited correctly. | The paper is not written in proper format. Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly. |

**## 04Assignment4attachedfilesNov42025511PM.zip**

## BZ420B Assignment 4.docx

**ASSIGNMENT 04**

BZ420B Human Resource Management

**Directions**: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the "Assignment Format" page located on the Course Home page for specific format requirements.

**Part A**

1. Describe three (3) factors that are a line manager’s responsibility as it pertains to effective human resource management and provide one (1) original example of each.

2. Describe the five (5) basic functions of management and provide one (1) original example that illustrates each.

**Part B**

1. Explain the five (5) types of union security agreements and provide (1) one example for each.

2. Describe the three (3) laws governing unions and provide (1) one example that illustrates each.

**Grading Rubric**

_Please refer to the rubric on the next page for the grading criteria for this assignment._

| | | | | |
| — | — | — | — | — |
| **CATEGORY** | **Exemplary** | **Satisfactory** | **Unsatisfactory** | **Unacceptable** |
| **Part A: Line managers' responsibilities (15 points)** | **15 points** | **12 points** | **8 points** | **5 points** |
| | Student provides a clear, logical description of at least 3 responsibilities of line managers. | Student provides a mostly clear, logical description of 2-3 responsibilities of line managers. | Student provides a weak or unclear description of 1-2 responsibilities of line managers. | Student provides a poor description of 1-2 responsibilities of line managers. |
| **Part A: Basic functions of management (15 points)** | **15 points** | **12 points** | **8 points** | **5 points** |
| | Student provides a clear, logical description of at least 1 example of each of the 3 basic functions of management. | Student provides a mostly clear, logical description of at least 1 example of 2-3 basic functions of management. | Student provides a weak or unclear description of at least 1 example of 1-2 basic functions of management. | Student provides a poor description of at least 1 example of 1-2 basic functions of management. |
| **Part B: Union security agreements (25 points)** | **25 points** | **18 points** | **11 points** | **5 points** |
| | Student provides a clear, logical description of the 5 union security agreements. | Student provides a mostly clear, logical description of 2-3 of the 5 union security agreements. | Student provides a weak or unclear description of 1-2 of the 5 union security agreements. | Student provides a poor description of 1-2 of the 5 union security agreements. |
| **Part B: Laws governing unions (15 points)** | **15 points** | **12 points** | **8 points** | **5 points** |
| | Student provides a clear, logical description of at least 3 of the laws governing unions. | Student provides a mostly clear, logical description of 1-2 of the laws governing unions. | Student provides a weak or unclear description of 1-2 laws governing unions. | Student provides a poor description of 1-2 laws governing unions. |
| **Mechanics (20 Points)** | **20 points** | **15 points** | **10 points** | **5 points** |
| | Student makes no errors in grammar or spelling that distract the reader from the content. | Student makes 1-2 errors in grammar or spelling that distract the reader from the content. | Student makes 3-4 errors in grammar or spelling that distract the reader from the content. | Student makes more than 4 errors in grammar or spelling that distract the reader from the content. |
| **Format (10 Points)** | **10 points** | **8 points** | **5 points** | **2 points** |
| | The paper is written in proper format. All sources used for quotes and facts are credible and cited correctly. | The paper is written in proper format with only 1-2 errors. All sources used for quotes and facts are credible and most are cited correctly. | The paper is written in proper format with only 3-5 errors. Most sources used for quotes and facts are credible and cited correctly. | The paper is not written in proper format. Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly. |

November 5, 2026
[Solved] 250 Di

✓ Verified Academic Solution Available

Executive Solution Overview

DUE 11/5 6PM EST 250 WORDS NOT INCLUDNG TITLE AND REFERENCES APA

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Assignment Prompt & Instructions

DUE 11/5 6PM EST
250 WORDS NOT INCLUDNG TITLE AND REFERENCES
APA

November 5, 2026
[Solved] Human Resource Management

✓ Verified Academic Solution Available

Executive Solution Overview

Must follow Rubric!!! No plagiarism, price set. – ## 08Assignment8attachedfilesNov42025519PM.zip **## 08Assignment8attachedfilesNov42025519PM.zip** ## BZ420B Assignment 8.docx **ASSIGNMENT 08** BZ420B Human Resource Management **Directions**: Be sure to save an electronic copy of your answer before …

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Assignment Prompt & Instructions

Must follow Rubric!!! No plagiarism, price set.

– ## 08Assignment8attachedfilesNov42025519PM.zip

**## 08Assignment8attachedfilesNov42025519PM.zip**

## BZ420B Assignment 8.docx

**ASSIGNMENT 08**

BZ420B Human Resource Management

**Directions**: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the "Assignment Format" page located on the Course Home page for specific format requirements.

**Part A**

1. Describe three (3) factors that influence employee motivation and provide one (1) original example of each.

2. Describe three (3) motivation theories and provide one (1) original example that illustrates each.

**Part B**

Julie will be adopting a child in December and needs to take 10 weeks off to complete the process and bond with the baby. Julie works full time and has worked for her current employer (which has over 75 employees at its one location) for four years.

Steven is having knee surgery next week and will be off for six weeks. He is full time and has worked for his employer, which has almost 30 employees, for 7 months.

1. Provide a brief explanation of the FMLA law.

2. Which of these individuals is eligible for Family & Medical Leave Act (FMLA) leave? Provide two (2) supporting facts to justify your position.

**Grading Rubric**

_Please refer to the rubric on the next page for the grading criteria for this assignment._

![](https://www.sweetstudy.com/questions/human-resource-management-20948245)

**image1.emf**

**## 08Assignment8attachedfilesNov42025519PM.zip**

## BZ420B Assignment 8.docx

**ASSIGNMENT 08**

BZ420B Human Resource Management

**Directions**: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the "Assignment Format" page located on the Course Home page for specific format requirements.

**Part A**

1. Describe three (3) factors that influence employee motivation and provide one (1) original example of each.

2. Describe three (3) motivation theories and provide one (1) original example that illustrates each.

**Part B**

Julie will be adopting a child in December and needs to take 10 weeks off to complete the process and bond with the baby. Julie works full time and has worked for her current employer (which has over 75 employees at its one location) for four years.

Steven is having knee surgery next week and will be off for six weeks. He is full time and has worked for his employer, which has almost 30 employees, for 7 months.

1. Provide a brief explanation of the FMLA law.

2. Which of these individuals is eligible for Family & Medical Leave Act (FMLA) leave? Provide two (2) supporting facts to justify your position.

**Grading Rubric**

_Please refer to the rubric on the next page for the grading criteria for this assignment._

![](https://www.sweetstudy.com/questions/human-resource-management-20948245)

**image1.emf**

November 5, 2026
[Solved] creative children module 2

✓ Verified Academic Solution Available

Executive Solution Overview

– ## module2creativechildren.docx – ## NurturingCreativitybyRebeccaIsbell.docx **## module2creativechildren.docx** Part A Journal Assignment This is a journal assignment. Journal assignments are reflective in nature and therefore have no wrong or right answers. Thoughtfully and completely answer the…

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$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– ## module2creativechildren.docx

– ## NurturingCreativitybyRebeccaIsbell.docx

**## module2creativechildren.docx**

Part A

Journal Assignment

This is a journal assignment. Journal assignments are reflective in nature and therefore have no wrong or right answers. Thoughtfully and completely answer the following questions in paragraph format, either the submission box or on a Word document that you upload. In order to receive full credit, you must completely answer each question.

Questions to answer/reflect on:

1. How do you express creativity in your own life?

2. Do you believe you are a creative person? Why or why not?

3. How would you explain the importance of creativity to someone else?

4. What new information did you learn this week from any of the reading assignments? Reference attachment

5. What would you like to know more about or are unsure about?

Part 2

Artists develop their visual abilities by continuous practice and use. They practice by looking at things closely, drawing them, and recording them in their mind's eye. Pick at least TWO of the following visual exercises to develop your visual abilities. Have fun!!

· draw a picture of something (such as a bicycle or shoe) showing it from different views on the same page.

· fill a page full of drawings of bugs, seashells, or something you collect.

· examine an object for 1 minute. Put the object away. Then draw a picture of what you remember about it. When you've finished, look at the object again and see how much you remembered about it.

· draw a family member or friend from memory

· sit under a tree and draw the tree from your point of view. Draw other things around the tree from unusual points of view.

· take off your shoe and examine it closely. Feel its contours, look inside, and turn it upside down. After you've done this, draw a picture of it. Try this with other common objects around you.

**Identify the two exercises you completed and describe your process of doing each exercise. Be detailed in your description by including how you felt, what the process was like, did you learn anything new, etc.**

Make your original post and comment on two other students' posts for full credit.

**## NurturingCreativitybyRebeccaIsbell.docx**

Nurturing Creativity by Rebecca Isbell

Nurturing Creativity:

Preparing Young Children for the Challenges Ahead

Rebecca Isbell | March 2019

![Article Banner Nurturing Creativity](https://www.sweetstudy.com/questions/creative-children-module-2)

The young children in our classrooms today will be living and working in a very different world as adults. Their future environment will be filled with new information, expanded technology, and issues never faced before. Children will need to be creative thinkers, communicators, collaborators, and problem solvers to adjust to this changing world. Our young children need a place where they can gain these essential skills through meaningful and appropriate experiences so they will be ready for the challenges of the 21st Century.

Let’s investigate some of the ways we can foster creativity, set up a stimulating environment, and encourage creative thinking in our young children.

![insert 1](https://www.sweetstudy.com/questions/creative-children-module-2)

How do we foster creativity?

Creativity is the ability to think in different ways, adjust to changing information, and come up with unique and useful solutions to challenges. Creativity occurs in all aspects of daily experiences, throughout the curriculum. Creativity is a skill that can be encouraged and expanded when it is used in real situations and is valued as an important ability. As the world changes at a rapid pace, creative thinking is critical for progress and survival.

In the early years, young children have the amazing natural capability to be creative in their play, communication, and work with peers. This development is nurtured when young children have the opportunity to select some of their activities, choose materials from a variety of items, and have time to be persistent with their projects.

Experts and professionals who have studied the future have identified the skills that are needed in the 21st Century. One group has identified “the 4Cs” as essential skills for success and adjustment to the changing workforce. These 4Cs are:
_Creativity, Communication, Collaboration, and Critical Thinking._ As new inventions and innovations change the work place, workers will have an increasing need to
_communicate_ effectively,
_collaborate_ with others, and generate more
_creative_ ideas. New challenges do not come with instructions but require the ingenuity of the workers to find the solution, test possibilities, and determine the best approach. If we continue to focus on memorizing and remembering factual information, we will not be able to adjust to this challenging world that includes limitless possibilities and often incorrect answers. Creative thinkers will be able to rise to the challenge, select possibilities, research the way it will work, and critically determine whether the idea is worth pursuing.

Creativity profoundly impacts the other “C”s: communication, collaboration, and critical thinking skills. Focusing on the creative process rather than the final product is vital for young children. When observing a 4-year-old painting, it is easy to recognize that the action of mixing the paint, the brush strokes, and the transformation that takes place are more significant to the child than what the picture may look like as a product, displayed on the classroom wall. This observation demonstrates the flexible thinking of the young artist as her ideas and methods adjust while she works on her painting. In this activity, she is given choices, opportunities to follow her own ideas, and time to work at a comfortable pace. Some of the elements of creativity that are often studied include:
_fluency_ of ideas (many ideas),
_flexibility_(able to change possibilities), and
_original ideas_ (unique ideas). These components can be observed in young children and should be encouraged as they participate in meaningful activities throughout the day. Young children have the potential to develop in all four of the 4Cs if they are surrounded by an environment that values and supports these skills.

![insert 5](https://www.sweetstudy.com/questions/creative-children-module-2)

It is important to establish an environment where creativity, communication, and collaboration can occur in active learning situations on a daily basis. Each day young children should have the opportunity to choose experiences that interest them. Learning Centers allow children to determine where to work and what materials to use. Project work is another way the child can experience choosing, shaping, evaluating, and problem solving. Small groups are especially supportive of creative thinking since each child has an increased opportunity to influence the choices, suggest actions, and collaborate to find solutions. As children’s ability to make choices and communicate is strengthened, they become more creative and able to think independently.

Include varied and unique materials in your classroom areas that encourage creativity. Young children are drawn to the addition of novel materials such as a yard of sparkly fabric in blocks, or a feather duster in home living. The addition of these unique items demonstrates the creative teacher’s thinking and challenges the child to discover a new way to use this material in their play.

Open-ended materials allow the child to use the material in many different ways. A box of small tiles of different colors and sizes can be used in many different ways. The child can sort by color, stack them, create a design, or make patterns. There is not a best way to use the tiles—but rather many possibilities that encourage creative and flexible thinking. The creative teacher can pose questions or provide supportive comments, such as: “Can you use them another way?” “Can you and Jeremy work together to create a design?” “What are you going to do next?” “Wow, what an amazing idea!”

In the early years, young children develop language at amazing speeds. But communication requires more than the fluency of vocabulary. It requires abilities to express ideas, listen to others, and reach conclusions. To develop communication skills, children need many opportunities to speak orally but also require time to interact with others by taking turns being a speaker and a listener and thinking critically about what is being said. Working together in Blocks or participating in a joint project creating a mural, provide opportunities to share thoughts and ideas, or listen until you are confident enough to contribute. As they communicate and work together, they will be actively involved in collaborative experiences and refine their social skills. A quality communication and collaboration environment for young children is often loud, filled with talking, disagreements, and working together to find acceptable solutions.

![insert 3](https://www.sweetstudy.com/questions/creative-children-module-2)

Creative Teachers Inspire Creative Children

In a quality early childhood classroom, the critical element is a knowledgeable and a responsive teacher. Early Childhood teachers model creativity everyday as they interact with young children, establish an interesting environment, and support the ideas of young children. These teachers are flexible, willing to try new things, playful, and maintain a good sense of humor. It is interesting to note that these are all characteristics of creative individuals, and they are demonstrated frequently by early childhood teachers.

But for creativity to be nurtured in the children the teacher needs to recognize the elements needed to inspire and support the development of these young thinkers. It is important that a child’s unusual suggestions and choices are perceived and valued by the teacher who understands the importance of creative thinking. Children sometimes need help planning or explaining their thinking. Finding the balance to support children when they get stuck, but not taking over, is a difficult challenge. Observe first what is happening and then determine if you are needed or it will be best for them to work out their own solution. Posing questions or simply repeating a phrase of support may allow the child to find the solution and persist on the task. Some examples are: “Are you stuck? Do you want my help?” “Tell me about your work,” and, “What could happen next?”

In a creative environment, mistakes and failures are welcome as a part of the process. It is helpful to understand that many innovations and inventions have come after many mistakes and failures, before eventually leading to success. As we work with young children, it is helpful to convey the message that mistakes are OK. When you make a mistake, point it out to the children and communicate your acceptance of this unsuccessful try. You are not upset or discouraged by the event, but move on to other possibilities.

![insert 2](https://www.sweetstudy.com/questions/creative-children-module-2)

Summary

Today’s early childhood classrooms should be designed to encourage young children to think creatively, find ways to express their ideas, and have experiences that build their confidence in their growing problem-solving abilities. They need many opportunities to work with other children and gain experiences to collaborate. They need to have real experience that demonstrate the value, and respect for new and unique ideas. If these important abilities are nurtured early and supported as children develop, they will be beneficial for them today and in their future.

## image1.jpeg

## image2.jpeg

## image3.jpeg

## image4.jpeg

## image5.jpeg

**## NurturingCreativitybyRebeccaIsbell.docx**

Nurturing Creativity by Rebecca Isbell

Nurturing Creativity:

Preparing Young Children for the Challenges Ahead

Rebecca Isbell | March 2019

![Article Banner Nurturing Creativity](https://www.sweetstudy.com/questions/creative-children-module-2)

The young children in our classrooms today will be living and working in a very different world as adults. Their future environment will be filled with new information, expanded technology, and issues never faced before. Children will need to be creative thinkers, communicators, collaborators, and problem solvers to adjust to this changing world. Our young children need a place where they can gain these essential skills through meaningful and appropriate experiences so they will be ready for the challenges of the 21st Century.

Let’s investigate some of the ways we can foster creativity, set up a stimulating environment, and encourage creative thinking in our young children.

![insert 1](https://www.sweetstudy.com/questions/creative-children-module-2)

How do we foster creativity?

Creativity is the ability to think in different ways, adjust to changing information, and come up with unique and useful solutions to challenges. Creativity occurs in all aspects of daily experiences, throughout the curriculum. Creativity is a skill that can be encouraged and expanded when it is used in real situations and is valued as an important ability. As the world changes at a rapid pace, creative thinking is critical for progress and survival.

In the early years, young children have the amazing natural capability to be creative in their play, communication, and work with peers. This development is nurtured when young children have the opportunity to select some of their activities, choose materials from a variety of items, and have time to be persistent with their projects.

Experts and professionals who have studied the future have identified the skills that are needed in the 21st Century. One group has identified “the 4Cs” as essential skills for success and adjustment to the changing workforce. These 4Cs are:
_Creativity, Communication, Collaboration, and Critical Thinking._ As new inventions and innovations change the work place, workers will have an increasing need to
_communicate_ effectively,
_collaborate_ with others, and generate more
_creative_ ideas. New challenges do not come with instructions but require the ingenuity of the workers to find the solution, test possibilities, and determine the best approach. If we continue to focus on memorizing and remembering factual information, we will not be able to adjust to this challenging world that includes limitless possibilities and often incorrect answers. Creative thinkers will be able to rise to the challenge, select possibilities, research the way it will work, and critically determine whether the idea is worth pursuing.

Creativity profoundly impacts the other “C”s: communication, collaboration, and critical thinking skills. Focusing on the creative process rather than the final product is vital for young children. When observing a 4-year-old painting, it is easy to recognize that the action of mixing the paint, the brush strokes, and the transformation that takes place are more significant to the child than what the picture may look like as a product, displayed on the classroom wall. This observation demonstrates the flexible thinking of the young artist as her ideas and methods adjust while she works on her painting. In this activity, she is given choices, opportunities to follow her own ideas, and time to work at a comfortable pace. Some of the elements of creativity that are often studied include:
_fluency_ of ideas (many ideas),
_flexibility_(able to change possibilities), and
_original ideas_ (unique ideas). These components can be observed in young children and should be encouraged as they participate in meaningful activities throughout the day. Young children have the potential to develop in all four of the 4Cs if they are surrounded by an environment that values and supports these skills.

![insert 5](https://www.sweetstudy.com/questions/creative-children-module-2)

It is important to establish an environment where creativity, communication, and collaboration can occur in active learning situations on a daily basis. Each day young children should have the opportunity to choose experiences that interest them. Learning Centers allow children to determine where to work and what materials to use. Project work is another way the child can experience choosing, shaping, evaluating, and problem solving. Small groups are especially supportive of creative thinking since each child has an increased opportunity to influence the choices, suggest actions, and collaborate to find solutions. As children’s ability to make choices and communicate is strengthened, they become more creative and able to think independently.

Include varied and unique materials in your classroom areas that encourage creativity. Young children are drawn to the addition of novel materials such as a yard of sparkly fabric in blocks, or a feather duster in home living. The addition of these unique items demonstrates the creative teacher’s thinking and challenges the child to discover a new way to use this material in their play.

Open-ended materials allow the child to use the material in many different ways. A box of small tiles of different colors and sizes can be used in many different ways. The child can sort by color, stack them, create a design, or make patterns. There is not a best way to use the tiles—but rather many possibilities that encourage creative and flexible thinking. The creative teacher can pose questions or provide supportive comments, such as: “Can you use them another way?” “Can you and Jeremy work together to create a design?” “What are you going to do next?” “Wow, what an amazing idea!”

In the early years, young children develop language at amazing speeds. But communication requires more than the fluency of vocabulary. It requires abilities to express ideas, listen to others, and reach conclusions. To develop communication skills, children need many opportunities to speak orally but also require time to interact with others by taking turns being a speaker and a listener and thinking critically about what is being said. Working together in Blocks or participating in a joint project creating a mural, provide opportunities to share thoughts and ideas, or listen until you are confident enough to contribute. As they communicate and work together, they will be actively involved in collaborative experiences and refine their social skills. A quality communication and collaboration environment for young children is often loud, filled with talking, disagreements, and working together to find acceptable solutions.

![insert 3](https://www.sweetstudy.com/questions/creative-children-module-2)

Creative Teachers Inspire Creative Children

In a quality early childhood classroom, the critical element is a knowledgeable and a responsive teacher. Early Childhood teachers model creativity everyday as they interact with young children, establish an interesting environment, and support the ideas of young children. These teachers are flexible, willing to try new things, playful, and maintain a good sense of humor. It is interesting to note that these are all characteristics of creative individuals, and they are demonstrated frequently by early childhood teachers.

But for creativity to be nurtured in the children the teacher needs to recognize the elements needed to inspire and support the development of these young thinkers. It is important that a child’s unusual suggestions and choices are perceived and valued by the teacher who understands the importance of creative thinking. Children sometimes need help planning or explaining their thinking. Finding the balance to support children when they get stuck, but not taking over, is a difficult challenge. Observe first what is happening and then determine if you are needed or it will be best for them to work out their own solution. Posing questions or simply repeating a phrase of support may allow the child to find the solution and persist on the task. Some examples are: “Are you stuck? Do you want my help?” “Tell me about your work,” and, “What could happen next?”

In a creative environment, mistakes and failures are welcome as a part of the process. It is helpful to understand that many innovations and inventions have come after many mistakes and failures, before eventually leading to success. As we work with young children, it is helpful to convey the message that mistakes are OK. When you make a mistake, point it out to the children and communicate your acceptance of this unsuccessful try. You are not upset or discouraged by the event, but move on to other possibilities.

![insert 2](https://www.sweetstudy.com/questions/creative-children-module-2)

Summary

Today’s early childhood classrooms should be designed to encourage young children to think creatively, find ways to express their ideas, and have experiences that build their confidence in their growing problem-solving abilities. They need many opportunities to work with other children and gain experiences to collaborate. They need to have real experience that demonstrate the value, and respect for new and unique ideas. If these important abilities are nurtured early and supported as children develop, they will be beneficial for them today and in their future.

## image1.jpeg

## image2.jpeg

## image3.jpeg

## image4.jpeg

## image5.jpeg

**## module2creativechildren.docx**

Part A

Journal Assignment

This is a journal assignment. Journal assignments are reflective in nature and therefore have no wrong or right answers. Thoughtfully and completely answer the following questions in paragraph format, either the submission box or on a Word document that you upload. In order to receive full credit, you must completely answer each question.

Questions to answer/reflect on:

1. How do you express creativity in your own life?

2. Do you believe you are a creative person? Why or why not?

3. How would you explain the importance of creativity to someone else?

4. What new information did you learn this week from any of the reading assignments? Reference attachment

5. What would you like to know more about or are unsure about?

Part 2

Artists develop their visual abilities by continuous practice and use. They practice by looking at things closely, drawing them, and recording them in their mind's eye. Pick at least TWO of the following visual exercises to develop your visual abilities. Have fun!!

· draw a picture of something (such as a bicycle or shoe) showing it from different views on the same page.

· fill a page full of drawings of bugs, seashells, or something you collect.

· examine an object for 1 minute. Put the object away. Then draw a picture of what you remember about it. When you've finished, look at the object again and see how much you remembered about it.

· draw a family member or friend from memory

· sit under a tree and draw the tree from your point of view. Draw other things around the tree from unusual points of view.

· take off your shoe and examine it closely. Feel its contours, look inside, and turn it upside down. After you've done this, draw a picture of it. Try this with other common objects around you.

**Identify the two exercises you completed and describe your process of doing each exercise. Be detailed in your description by including how you felt, what the process was like, did you learn anything new, etc.**

Make your original post and comment on two other students' posts for full credit.

**## NurturingCreativitybyRebeccaIsbell.docx**

Nurturing Creativity by Rebecca Isbell

Nurturing Creativity:

Preparing Young Children for the Challenges Ahead

Rebecca Isbell | March 2019

![Article Banner Nurturing Creativity](https://www.sweetstudy.com/questions/creative-children-module-2)

The young children in our classrooms today will be living and working in a very different world as adults. Their future environment will be filled with new information, expanded technology, and issues never faced before. Children will need to be creative thinkers, communicators, collaborators, and problem solvers to adjust to this changing world. Our young children need a place where they can gain these essential skills through meaningful and appropriate experiences so they will be ready for the challenges of the 21st Century.

Let’s investigate some of the ways we can foster creativity, set up a stimulating environment, and encourage creative thinking in our young children.

![insert 1](https://www.sweetstudy.com/questions/creative-children-module-2)

How do we foster creativity?

Creativity is the ability to think in different ways, adjust to changing information, and come up with unique and useful solutions to challenges. Creativity occurs in all aspects of daily experiences, throughout the curriculum. Creativity is a skill that can be encouraged and expanded when it is used in real situations and is valued as an important ability. As the world changes at a rapid pace, creative thinking is critical for progress and survival.

In the early years, young children have the amazing natural capability to be creative in their play, communication, and work with peers. This development is nurtured when young children have the opportunity to select some of their activities, choose materials from a variety of items, and have time to be persistent with their projects.

Experts and professionals who have studied the future have identified the skills that are needed in the 21st Century. One group has identified “the 4Cs” as essential skills for success and adjustment to the changing workforce. These 4Cs are:
_Creativity, Communication, Collaboration, and Critical Thinking._ As new inventions and innovations change the work place, workers will have an increasing need to
_communicate_ effectively,
_collaborate_ with others, and generate more
_creative_ ideas. New challenges do not come with instructions but require the ingenuity of the workers to find the solution, test possibilities, and determine the best approach. If we continue to focus on memorizing and remembering factual information, we will not be able to adjust to this challenging world that includes limitless possibilities and often incorrect answers. Creative thinkers will be able to rise to the challenge, select possibilities, research the way it will work, and critically determine whether the idea is worth pursuing.

Creativity profoundly impacts the other “C”s: communication, collaboration, and critical thinking skills. Focusing on the creative process rather than the final product is vital for young children. When observing a 4-year-old painting, it is easy to recognize that the action of mixing the paint, the brush strokes, and the transformation that takes place are more significant to the child than what the picture may look like as a product, displayed on the classroom wall. This observation demonstrates the flexible thinking of the young artist as her ideas and methods adjust while she works on her painting. In this activity, she is given choices, opportunities to follow her own ideas, and time to work at a comfortable pace. Some of the elements of creativity that are often studied include:
_fluency_ of ideas (many ideas),
_flexibility_(able to change possibilities), and
_original ideas_ (unique ideas). These components can be observed in young children and should be encouraged as they participate in meaningful activities throughout the day. Young children have the potential to develop in all four of the 4Cs if they are surrounded by an environment that values and supports these skills.

![insert 5](https://www.sweetstudy.com/questions/creative-children-module-2)

It is important to establish an environment where creativity, communication, and collaboration can occur in active learning situations on a daily basis. Each day young children should have the opportunity to choose experiences that interest them. Learning Centers allow children to determine where to work and what materials to use. Project work is another way the child can experience choosing, shaping, evaluating, and problem solving. Small groups are especially supportive of creative thinking since each child has an increased opportunity to influence the choices, suggest actions, and collaborate to find solutions. As children’s ability to make choices and communicate is strengthened, they become more creative and able to think independently.

Include varied and unique materials in your classroom areas that encourage creativity. Young children are drawn to the addition of novel materials such as a yard of sparkly fabric in blocks, or a feather duster in home living. The addition of these unique items demonstrates the creative teacher’s thinking and challenges the child to discover a new way to use this material in their play.

Open-ended materials allow the child to use the material in many different ways. A box of small tiles of different colors and sizes can be used in many different ways. The child can sort by color, stack them, create a design, or make patterns. There is not a best way to use the tiles—but rather many possibilities that encourage creative and flexible thinking. The creative teacher can pose questions or provide supportive comments, such as: “Can you use them another way?” “Can you and Jeremy work together to create a design?” “What are you going to do next?” “Wow, what an amazing idea!”

In the early years, young children develop language at amazing speeds. But communication requires more than the fluency of vocabulary. It requires abilities to express ideas, listen to others, and reach conclusions. To develop communication skills, children need many opportunities to speak orally but also require time to interact with others by taking turns being a speaker and a listener and thinking critically about what is being said. Working together in Blocks or participating in a joint project creating a mural, provide opportunities to share thoughts and ideas, or listen until you are confident enough to contribute. As they communicate and work together, they will be actively involved in collaborative experiences and refine their social skills. A quality communication and collaboration environment for young children is often loud, filled with talking, disagreements, and working together to find acceptable solutions.

![insert 3](https://www.sweetstudy.com/questions/creative-children-module-2)

Creative Teachers Inspire Creative Children

In a quality early childhood classroom, the critical element is a knowledgeable and a responsive teacher. Early Childhood teachers model creativity everyday as they interact with young children, establish an interesting environment, and support the ideas of young children. These teachers are flexible, willing to try new things, playful, and maintain a good sense of humor. It is interesting to note that these are all characteristics of creative individuals, and they are demonstrated frequently by early childhood teachers.

But for creativity to be nurtured in the children the teacher needs to recognize the elements needed to inspire and support the development of these young thinkers. It is important that a child’s unusual suggestions and choices are perceived and valued by the teacher who understands the importance of creative thinking. Children sometimes need help planning or explaining their thinking. Finding the balance to support children when they get stuck, but not taking over, is a difficult challenge. Observe first what is happening and then determine if you are needed or it will be best for them to work out their own solution. Posing questions or simply repeating a phrase of support may allow the child to find the solution and persist on the task. Some examples are: “Are you stuck? Do you want my help?” “Tell me about your work,” and, “What could happen next?”

In a creative environment, mistakes and failures are welcome as a part of the process. It is helpful to understand that many innovations and inventions have come after many mistakes and failures, before eventually leading to success. As we work with young children, it is helpful to convey the message that mistakes are OK. When you make a mistake, point it out to the children and communicate your acceptance of this unsuccessful try. You are not upset or discouraged by the event, but move on to other possibilities.

![insert 2](https://www.sweetstudy.com/questions/creative-children-module-2)

Summary

Today’s early childhood classrooms should be designed to encourage young children to think creatively, find ways to express their ideas, and have experiences that build their confidence in their growing problem-solving abilities. They need many opportunities to work with other children and gain experiences to collaborate. They need to have real experience that demonstrate the value, and respect for new and unique ideas. If these important abilities are nurtured early and supported as children develop, they will be beneficial for them today and in their future.

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**## module2creativechildren.docx**

Part A

Journal Assignment

This is a journal assignment. Journal assignments are reflective in nature and therefore have no wrong or right answers. Thoughtfully and completely answer the following questions in paragraph format, either the submission box or on a Word document that you upload. In order to receive full credit, you must completely answer each question.

Questions to answer/reflect on:

1. How do you express creativity in your own life?

2. Do you believe you are a creative person? Why or why not?

3. How would you explain the importance of creativity to someone else?

4. What new information did you learn this week from any of the reading assignments? Reference attachment

5. What would you like to know more about or are unsure about?

Part 2

Artists develop their visual abilities by continuous practice and use. They practice by looking at things closely, drawing them, and recording them in their mind's eye. Pick at least TWO of the following visual exercises to develop your visual abilities. Have fun!!

· draw a picture of something (such as a bicycle or shoe) showing it from different views on the same page.

· fill a page full of drawings of bugs, seashells, or something you collect.

· examine an object for 1 minute. Put the object away. Then draw a picture of what you remember about it. When you've finished, look at the object again and see how much you remembered about it.

· draw a family member or friend from memory

· sit under a tree and draw the tree from your point of view. Draw other things around the tree from unusual points of view.

· take off your shoe and examine it closely. Feel its contours, look inside, and turn it upside down. After you've done this, draw a picture of it. Try this with other common objects around you.

**Identify the two exercises you completed and describe your process of doing each exercise. Be detailed in your description by including how you felt, what the process was like, did you learn anything new, etc.**

Make your original post and comment on two other students' posts for full credit.

**## NurturingCreativitybyRebeccaIsbell.docx**

Nurturing Creativity by Rebecca Isbell

Nurturing Creativity:

Preparing Young Children for the Challenges Ahead

Rebecca Isbell | March 2019

![Article Banner Nurturing Creativity](https://www.sweetstudy.com/questions/creative-children-module-2)

The young children in our classrooms today will be living and working in a very different world as adults. Their future environment will be filled with new information, expanded technology, and issues never faced before. Children will need to be creative thinkers, communicators, collaborators, and problem solvers to adjust to this changing world. Our young children need a place where they can gain these essential skills through meaningful and appropriate experiences so they will be ready for the challenges of the 21st Century.

Let’s investigate some of the ways we can foster creativity, set up a stimulating environment, and encourage creative thinking in our young children.

![insert 1](https://www.sweetstudy.com/questions/creative-children-module-2)

How do we foster creativity?

Creativity is the ability to think in different ways, adjust to changing information, and come up with unique and useful solutions to challenges. Creativity occurs in all aspects of daily experiences, throughout the curriculum. Creativity is a skill that can be encouraged and expanded when it is used in real situations and is valued as an important ability. As the world changes at a rapid pace, creative thinking is critical for progress and survival.

In the early years, young children have the amazing natural capability to be creative in their play, communication, and work with peers. This development is nurtured when young children have the opportunity to select some of their activities, choose materials from a variety of items, and have time to be persistent with their projects.

Experts and professionals who have studied the future have identified the skills that are needed in the 21st Century. One group has identified “the 4Cs” as essential skills for success and adjustment to the changing workforce. These 4Cs are:
_Creativity, Communication, Collaboration, and Critical Thinking._ As new inventions and innovations change the work place, workers will have an increasing need to
_communicate_ effectively,
_collaborate_ with others, and generate more
_creative_ ideas. New challenges do not come with instructions but require the ingenuity of the workers to find the solution, test possibilities, and determine the best approach. If we continue to focus on memorizing and remembering factual information, we will not be able to adjust to this challenging world that includes limitless possibilities and often incorrect answers. Creative thinkers will be able to rise to the challenge, select possibilities, research the way it will work, and critically determine whether the idea is worth pursuing.

Creativity profoundly impacts the other “C”s: communication, collaboration, and critical thinking skills. Focusing on the creative process rather than the final product is vital for young children. When observing a 4-year-old painting, it is easy to recognize that the action of mixing the paint, the brush strokes, and the transformation that takes place are more significant to the child than what the picture may look like as a product, displayed on the classroom wall. This observation demonstrates the flexible thinking of the young artist as her ideas and methods adjust while she works on her painting. In this activity, she is given choices, opportunities to follow her own ideas, and time to work at a comfortable pace. Some of the elements of creativity that are often studied include:
_fluency_ of ideas (many ideas),
_flexibility_(able to change possibilities), and
_original ideas_ (unique ideas). These components can be observed in young children and should be encouraged as they participate in meaningful activities throughout the day. Young children have the potential to develop in all four of the 4Cs if they are surrounded by an environment that values and supports these skills.

![insert 5](https://www.sweetstudy.com/questions/creative-children-module-2)

It is important to establish an environment where creativity, communication, and collaboration can occur in active learning situations on a daily basis. Each day young children should have the opportunity to choose experiences that interest them. Learning Centers allow children to determine where to work and what materials to use. Project work is another way the child can experience choosing, shaping, evaluating, and problem solving. Small groups are especially supportive of creative thinking since each child has an increased opportunity to influence the choices, suggest actions, and collaborate to find solutions. As children’s ability to make choices and communicate is strengthened, they become more creative and able to think independently.

Include varied and unique materials in your classroom areas that encourage creativity. Young children are drawn to the addition of novel materials such as a yard of sparkly fabric in blocks, or a feather duster in home living. The addition of these unique items demonstrates the creative teacher’s thinking and challenges the child to discover a new way to use this material in their play.

Open-ended materials allow the child to use the material in many different ways. A box of small tiles of different colors and sizes can be used in many different ways. The child can sort by color, stack them, create a design, or make patterns. There is not a best way to use the tiles—but rather many possibilities that encourage creative and flexible thinking. The creative teacher can pose questions or provide supportive comments, such as: “Can you use them another way?” “Can you and Jeremy work together to create a design?” “What are you going to do next?” “Wow, what an amazing idea!”

In the early years, young children develop language at amazing speeds. But communication requires more than the fluency of vocabulary. It requires abilities to express ideas, listen to others, and reach conclusions. To develop communication skills, children need many opportunities to speak orally but also require time to interact with others by taking turns being a speaker and a listener and thinking critically about what is being said. Working together in Blocks or participating in a joint project creating a mural, provide opportunities to share thoughts and ideas, or listen until you are confident enough to contribute. As they communicate and work together, they will be actively involved in collaborative experiences and refine their social skills. A quality communication and collaboration environment for young children is often loud, filled with talking, disagreements, and working together to find acceptable solutions.

![insert 3](https://www.sweetstudy.com/questions/creative-children-module-2)

Creative Teachers Inspire Creative Children

In a quality early childhood classroom, the critical element is a knowledgeable and a responsive teacher. Early Childhood teachers model creativity everyday as they interact with young children, establish an interesting environment, and support the ideas of young children. These teachers are flexible, willing to try new things, playful, and maintain a good sense of humor. It is interesting to note that these are all characteristics of creative individuals, and they are demonstrated frequently by early childhood teachers.

But for creativity to be nurtured in the children the teacher needs to recognize the elements needed to inspire and support the development of these young thinkers. It is important that a child’s unusual suggestions and choices are perceived and valued by the teacher who understands the importance of creative thinking. Children sometimes need help planning or explaining their thinking. Finding the balance to support children when they get stuck, but not taking over, is a difficult challenge. Observe first what is happening and then determine if you are needed or it will be best for them to work out their own solution. Posing questions or simply repeating a phrase of support may allow the child to find the solution and persist on the task. Some examples are: “Are you stuck? Do you want my help?” “Tell me about your work,” and, “What could happen next?”

In a creative environment, mistakes and failures are welcome as a part of the process. It is helpful to understand that many innovations and inventions have come after many mistakes and failures, before eventually leading to success. As we work with young children, it is helpful to convey the message that mistakes are OK. When you make a mistake, point it out to the children and communicate your acceptance of this unsuccessful try. You are not upset or discouraged by the event, but move on to other possibilities.

![insert 2](https://www.sweetstudy.com/questions/creative-children-module-2)

Summary

Today’s early childhood classrooms should be designed to encourage young children to think creatively, find ways to express their ideas, and have experiences that build their confidence in their growing problem-solving abilities. They need many opportunities to work with other children and gain experiences to collaborate. They need to have real experience that demonstrate the value, and respect for new and unique ideas. If these important abilities are nurtured early and supported as children develop, they will be beneficial for them today and in their future.

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November 5, 2026
[Solved] 400 WOR

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November 5, 2026