Tag: Homework Solution

  • [Solved] Health Promotion Discussion Week 2 Reply to Peer 1

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    **Health Promotion and Advocacy: The Critical Role of Community Engagement** **Introduction** Health promotion is defined as the process of enabling individuals and communities to increase control over their health and its determinants, thereby improving their overall well-being (World Health Organi…

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    **Health Promotion and Advocacy: The Critical Role of Community Engagement**
    **Introduction**
    Health promotion is defined as the process of enabling individuals and communities to increase control over their health and its determinants, thereby improving their overall well-being (World Health Organization [WHO], 2022). It encompasses strategies aimed at preventing disease, improving health literacy, and reducing health disparities. Advocacy in health promotion refers to the active support and pursuit of policies, practices, and programs that advance public health goals. It serves as a powerful tool to influence systemic changes, shape policy decisions, and empower communities to address social determinants of health (Kumar & Preetha, 2022).
    **1. Importance of Advocacy in Health Promotion**
    **Theoretical Framework:**
    The Social Ecological Model (SEM) is instrumental in health promotion advocacy. It emphasizes that health behaviors are influenced by factors across multiple levels—individual, interpersonal, organizational, community, and policy (McLeroy et al., 1988). Advocacy aligns with SEM by targeting broader social and policy levels, thereby creating environments that support healthy behaviors.
    **Rationale for Inclusion:**
    Advocacy is essential in health promotion for several reasons:
    – **Policy Influence:** Advocates can push for laws and regulations that promote equitable access to healthcare and preventive services.
    – **Health Equity:** Advocacy helps address systemic barriers contributing to health disparities, especially in marginalized communities.
    – **Community Empowerment:** Engaging local voices fosters ownership and sustainability of health initiatives.
    **2. Advocacy Efforts**
    **Personal Involvement:**
    As a nurse, I participated in a mental health awareness initiative at a local community center. I helped organize workshops and support groups, providing education on anxiety, depression, and substance use. Our efforts led to increased participation in mental health screenings and reduced stigma among attendees.
    **Community Awareness:**
    In my community, the “Healthy Kids, Healthy Future” campaign is a notable example. Led by the local health department and school district, it focuses on reducing childhood obesity through nutrition education, school gardens, and physical activity programs. Strategies include family engagement nights, social media campaigns, and collaborations with local farms. Preliminary data from the health department shows a 12% increase in fruit and vegetable consumption among participating families over the past year.
    **3. Critical Analysis**
    **Effectiveness of Advocacy:**
    Literature shows advocacy efforts can significantly impact public health. For example, tobacco control advocacy led to the implementation of smoke-free laws and taxation, contributing to a decline in smoking rates (CDC, 2020). Community-based participatory approaches are particularly effective in building trust and fostering sustainable change.
    **Barriers and Challenges:**
    Common barriers include limited funding, political resistance, and lack of community engagement. These can be mitigated by building cross-sector partnerships, securing diverse funding sources, and involving community leaders in program planning and implementation.
    **4. Future Directions**
    **Innovative Approaches:**
    Digital platforms, including mobile apps and virtual campaigns, can expand the reach of health promotion messages. Collaborative efforts with influencers and local media can further enhance visibility and impact.
    **Role of Advanced Practice Nurses:**
    Advanced practice nurses (APNs) are in a prime position to advocate for public health. They can participate in policy development, conduct community needs assessments, and lead initiatives addressing social determinants of health. Their clinical expertise, combined with leadership skills, enables them to be effective change agents in diverse settings.
    **References**
    Centers for Disease Control and Prevention. (2020). _Best practices for comprehensive tobacco control programs—2014_. [https://www.cdc.gov/tobacco/stateandcommunity/best_practices/index.htm](https://www.cdc.gov/tobacco/stateandcommunity/best_practices/index.htm)
    Kumar, S., & Preetha, G. S. (2022). Health promotion: An effective tool for global health. _Indian Journal of Community Medicine_, _47_(2), 253–256. [https://doi.org/10.4103/ijcm.IJCM_14_22](https://ultra.content.blackboardcdn.com/ultra/uiv3900.121.0-rel.15_ef3950f#)
    McLeroy, K. R., Bibeau, D., Steckler, A., & Glanz, K. (1988). An ecological perspective on health promotion programs. _Health Education Quarterly_, _15_(4), 351–377. [https://doi.org/10.1177/109019818801500401](https://ultra.content.blackboardcdn.com/ultra/uiv3900.121.0-rel.15_ef3950f#)
    World Health Organization. (2022). _Health promotion_. [https://www.who.int/health-topics/health-promotion](https://www.who.int/health-topics/health-promotion)

  • [Solved] Nursing Assignment

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    – ## RationalEmotiveBehavioralTherapy.docx **## RationalEmotiveBehavioralTherapy.docx** Rational Emotive Behavioral Therapy 1. Describe the therapy: 2. Brief historical summary 3. Critique the theory or model a. Describe the major concepts/components of the theory b. Determine the complexity of t…

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    – ## RationalEmotiveBehavioralTherapy.docx

    **## RationalEmotiveBehavioralTherapy.docx**

    Rational Emotive Behavioral Therapy

    1. Describe the therapy:

    2. Brief historical summary

    3. Critique the theory or model

    a. Describe the major concepts/components of the theory

    b. Determine the complexity of the theory (how elaborate or simple is it?)

    c. Determine the scope of the theory (where does it stand along the continuum from grand theory to conceptual model?)

    d. Discusses the usefulness of the theory or model (Can it be used to guide psychiatric nursing practice? If so, how?)

    4. Description of the techniques for use

    5. Evidenced based literature to support the utilization of the theory or model in specific populations

    6. Lifespan issues with use of the theory or model

    7. Cultural variations with use of the theory or model

    8. Apply your chosen theory to a specific psychiatric population:
    **Youth population with Social Anxiety Disorder (fear of speaking in public or meeting new people, fear of being embarrassed or looking foolish)**

    9. Define the chosen disorder/population

    i. Epidemiology (incidence, prevalence, demographics)

    b. Assessment

    i. Include screening tests or measures applicable to the disorder

    ii. Clinical Presentation and typical age of onset of the chosen disorder

    iii. Cultural Variations of clinical presentation and potential impact on treatment

    c. Diagnosis – Using DSM-5-TR; Natural course of the disorder; Differentials

    d. Treatment – Your chosen theory/model: Rational Emotive Behavioral Therapy

    i. Efficacy of the treatment theory/model

    ii. Alternative strategies for the disorder

    iii. Evidence for the treatment theory/model in the chosen disorder/population

    10. For your chosen diagnosis (Social Anxiety Disorder), compare and contrast the assigned therapy (Rational Emotive therapy) with another therapeutic modality: (Acceptance and Commitment therapy)

    · Is the evidence for one therapy stronger than the other? Does the research point to one of these therapies as clearly superior to the other, or is the research conflicting?

    · What are the pros and cons of each therapy?

    · In what situations or populations is each therapy more appropriate than the other?

    · Not every therapy is appropriate for every patient. When in clinical practice, how should the PMHNP decide between these two therapy options for the patient sitting in front of them?

    · Discuss the potential unintended consequences of ordering each therapy or the wrong therapy for this patient population/diagnosis. Use the research to discuss risks vs benefits with your two selected therapeutic modalities.

    · Cite at least five peer-reviewed journal articles for this section.

    . References: You must cite and reference all of your information. Use APA style. A citation belongs on the individual slide, whereas a full reference belongs at the end of the presentation. It is expected that you will use more than your Wheeler textbook. Peer-reviewed journal articles are appropriate for the "evidenced based literature" section and the "research synthesis section". You may also cite official therapy websites such as the Beck Institute for CBT or the EMDR Institute for EMDR, etc., which often have good information for the history and technique sections.

    For this project, it is common for a TurnitIn score to show in the 25-35% range, which does show in the "yellow" moderate risk range and is higher than expected on typical APA papers. This higher score is due to our requirement that you include the DSM 5 criteria, which students often copy word for word and will raise your TurnitIn score. This is OK and does not mean that we are going to report you to honor council! However, students should review their report carefully, especially with scores higher than this, as cheating, copying text from outside sources without quoting, and using AI generators are not allowed for this project.

    **## RationalEmotiveBehavioralTherapy.docx**

    Rational Emotive Behavioral Therapy

    1. Describe the therapy:

    2. Brief historical summary

    3. Critique the theory or model

    a. Describe the major concepts/components of the theory

    b. Determine the complexity of the theory (how elaborate or simple is it?)

    c. Determine the scope of the theory (where does it stand along the continuum from grand theory to conceptual model?)

    d. Discusses the usefulness of the theory or model (Can it be used to guide psychiatric nursing practice? If so, how?)

    4. Description of the techniques for use

    5. Evidenced based literature to support the utilization of the theory or model in specific populations

    6. Lifespan issues with use of the theory or model

    7. Cultural variations with use of the theory or model

    8. Apply your chosen theory to a specific psychiatric population:
    **Youth population with Social Anxiety Disorder (fear of speaking in public or meeting new people, fear of being embarrassed or looking foolish)**

    9. Define the chosen disorder/population

    i. Epidemiology (incidence, prevalence, demographics)

    b. Assessment

    i. Include screening tests or measures applicable to the disorder

    ii. Clinical Presentation and typical age of onset of the chosen disorder

    iii. Cultural Variations of clinical presentation and potential impact on treatment

    c. Diagnosis – Using DSM-5-TR; Natural course of the disorder; Differentials

    d. Treatment – Your chosen theory/model: Rational Emotive Behavioral Therapy

    i. Efficacy of the treatment theory/model

    ii. Alternative strategies for the disorder

    iii. Evidence for the treatment theory/model in the chosen disorder/population

    10. For your chosen diagnosis (Social Anxiety Disorder), compare and contrast the assigned therapy (Rational Emotive therapy) with another therapeutic modality: (Acceptance and Commitment therapy)

    · Is the evidence for one therapy stronger than the other? Does the research point to one of these therapies as clearly superior to the other, or is the research conflicting?

    · What are the pros and cons of each therapy?

    · In what situations or populations is each therapy more appropriate than the other?

    · Not every therapy is appropriate for every patient. When in clinical practice, how should the PMHNP decide between these two therapy options for the patient sitting in front of them?

    · Discuss the potential unintended consequences of ordering each therapy or the wrong therapy for this patient population/diagnosis. Use the research to discuss risks vs benefits with your two selected therapeutic modalities.

    · Cite at least five peer-reviewed journal articles for this section.

    . References: You must cite and reference all of your information. Use APA style. A citation belongs on the individual slide, whereas a full reference belongs at the end of the presentation. It is expected that you will use more than your Wheeler textbook. Peer-reviewed journal articles are appropriate for the "evidenced based literature" section and the "research synthesis section". You may also cite official therapy websites such as the Beck Institute for CBT or the EMDR Institute for EMDR, etc., which often have good information for the history and technique sections.

    For this project, it is common for a TurnitIn score to show in the 25-35% range, which does show in the "yellow" moderate risk range and is higher than expected on typical APA papers. This higher score is due to our requirement that you include the DSM 5 criteria, which students often copy word for word and will raise your TurnitIn score. This is OK and does not mean that we are going to report you to honor council! However, students should review their report carefully, especially with scores higher than this, as cheating, copying text from outside sources without quoting, and using AI generators are not allowed for this project.

  • [Solved] Health Promotion Discussion Week 2 Reply to Peer 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Health Promotion and Advocacy** People and communities improve their health via health promotion. Behavioral change and social, economic, and environmental health determinants are included. Education, policy, and community-based efforts play a crucial role in enhancing health and preventing sickne…

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    Assignment Prompt & Instructions

    **Health Promotion and Advocacy**
    People and communities improve their health via health promotion. Behavioral change and social, economic, and environmental health determinants are included. Education, policy, and community-based efforts play a crucial role in enhancing health and preventing sickness. Advocacy in health promotion involves persuading decision-makers and the public to support policies and practices that promote health equity and improve outcomes. It mobilizes resources, shapes regulations, and enables communities to voice concerns and influence well-being systems.
    **Importance of Advocacy in Health Promotion**
    Advocacy in health promotion is grounded in theories that emphasize the interdependence of individuals and society. Importantly, the Social Ecological Model (SEM) explains how individual choices, interpersonal interactions, community dynamics, organizational practices, and public policies affect health behaviors (Caperon et al., 2022). Advocacy efforts often foster systemic change. Influencing school policies to provide better food or clean water, for example, addresses structural barriers to good health. Health promotion requires advocacy for many reasons. It provides health professionals and communities with input on health policy and systems. It addresses social imbalances by challenging disparities and promoting equitable access to health resources. Ultimately, advocacy fosters community empowerment through civic engagement and local health project leadership. Health outcomes are more sustainable when communities are in charge of their goals and solutions.
    **Advocacy Efforts**
    A local high school student was my mental health advocate. We hosted anxiety, depression, and coping wellness seminars with school counselors and community mental health specialists. I organized logistics, conducted peer support, and gathered post-event feedback. The initiative provided teens with a safe space to discuss their concerns, enhanced mental health resources, and promoted school mental wellness sessions. The "Healthy Fresno County" lobbying initiative in my California community is important. The Fresno County Department of Public Health and Cultiva La Salud promote healthy eating and physical activity in underserved communities (Bernard et al., 2025). Strategy examples include community gardening workshops, walking school bus programs, and advocacy for healthier corner store policies. These efforts have improved nutritional choices in food deserts, increased children's physical activity, and increased community involvement. Measurable outcomes include increased community garden participation, improvements in youth BMI, and municipal zoning adjustments to support healthier food vendors.
    **Critical Analysis**
    Many grassroots, evidence-based health promotion advocacy efforts have succeeded. The Truth Initiative, for example, reduced youth tobacco use via social media, peer influencers, and policy advocacy. Research by Dwivedi et al. (2021) reveals that media, community, and legislative efforts are more effective. There are several challenges to advocating. Budget and personnel shortages may doom campaigns. The political climate may prioritize economic or partisan interests over health policies. Mistrust, cultural misunderstandings, and disinterest may make community engagement challenging. Coalition building, culturally appropriate outreach, and advocacy training are required to overcome these obstacles.
    **Future Directions**
    Effective health promotion advocacy requires innovation. Social media micro-campaigns and digital storytelling personalize health issues. Mobile apps that provide real-time health data and help communities identify obstacles boost grassroots involvement. Collaborative partnerships in education, housing, and transportation can provide holistic health solutions. Cleaner air and better respiratory health in disadvantaged communities, for example, might arise from combining environmental justice and public health goals (Croft et al., 2025). Due to their clinical expertise, community trust, and systems knowledge, advanced practice nurses (APNs) spearhead advocacy efforts. Participating in legislative hearings, advisory boards, and community health evaluations may improve policies. Patient advocacy models may address social determinants of health, encourage preventive care, and connect patients to community resources in clinical settings. APNs may change public health by training future nurses in advocacy skills and challenging health inequities.
    #### **References**
    Bernard, E., Brewer, N., Prorok, J. C., Kim, P., & Muscedere, J. (2025). Community-based physical activity and nutrition interventions in low-income and/or rural older adults: A scoping review. _The Journal of Frailty & Aging_, _14_(2), 100034. https://doi.org/10.1016/j.tjfa.2025.100034
    Caperon, L., Saville, F., & Ahern, S. (2022). Developing a socio-ecological model for community engagement in a health programme in an underserved urban area. _PLoS ONE_, _17_(9), e0275092. https://doi.org/10.1371/journal.pone.0275092
    Croft, D. P., Lee, A., Nordgren, T. M., Jackson, C. L., Bayram, H., Balmes, J. R., Nassikas, N., Ewart, G., Rice, M. B., Benmarhnia, T., Celedón, J. C., Holm, S. M., Kerr, G. H., Anenberg, S., Méndez-Lázaro, P., Ambri, P., Goobie, G. C., Rebuli, M. E., Wilson, S., & Annesi-Maesano, I. (2025). Climate change and respiratory health: Opportunities to contribute to environmental justice: An official American thoracic society workshop report. _Annals of the American Thoracic Society_, _22_(5), 631–650. https://doi.org/10.1513/annalsats.202502-219st
    Dwivedi, Y. K., Ismagilova, E., Hughes, D. L., & Carlson, J. (2021). Setting the future of digital and social media marketing research: Perspectives and research propositions. _International Journal of Information Management_, _59_(1), 1–37. ScienceDirect. https://doi.org/10.1016/j.ijinfomgt.2020.102168

  • [Solved] Business Finance – Accounting Assignment sh

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    Assignment instruction attached. 2 pages. – ## assignment_sh.docx **## assignment_sh.docx** **Essay:** Express a vision for using your degree for social betterment. – DBA degree and working as an accountant. **## assignment_sh.docx** **Essay:** Express a vision for using your degree for social be…

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    Assignment instruction attached. 2 pages.

    – ## assignment_sh.docx

    **## assignment_sh.docx**

    **Essay:** Express a vision for using your degree for social betterment. – DBA degree and working as an accountant.

    **## assignment_sh.docx**

    **Essay:** Express a vision for using your degree for social betterment. – DBA degree and working as an accountant.

  • [Solved] Business Finance – Accounting Assignment sh2

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    Assignment instruction attached. 2 pages – ## Assignment_sh2.docx **## Assignment_sh2.docx** Essay: What is your financial situation, and how do you intend to overcome challenges related to your situation (in addition to receiving a scholarship) in order to be successful in the pursuit of your deg…

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    Assignment Prompt & Instructions

    Assignment instruction attached. 2 pages

    – ## Assignment_sh2.docx

    **## Assignment_sh2.docx**

    Essay: What is your financial situation, and how do you intend to overcome challenges related to your situation (in addition to receiving a scholarship) in order to be successful in the pursuit of your degree?

    2 pages

    **## Assignment_sh2.docx**

    Essay: What is your financial situation, and how do you intend to overcome challenges related to your situation (in addition to receiving a scholarship) in order to be successful in the pursuit of your degree?

    2 pages

  • [Solved] 360METRICSSLP

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    Executive Solution Overview

    – ## Module3SLPtempHRM520.pdf **## Module3SLPtempHRM520.pdf** Module 3 – SLP METRICS & ANALYTICS; 360-DEGREE FEEDBACK; INTERNSHIPS/APPRENTICESHIPS 360-Degree Appraisal The 360-degree appraisal approach entails collecting performance information from several workers who interact with the employee bei…

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    Assignment Prompt & Instructions

    – ## Module3SLPtempHRM520.pdf

    **## Module3SLPtempHRM520.pdf**

    Module 3 – SLP

    METRICS & ANALYTICS; 360-DEGREE FEEDBACK;
    INTERNSHIPS/APPRENTICESHIPS

    360-Degree Appraisal

    The 360-degree appraisal approach entails collecting performance
    information from several workers who interact with the employee being
    evaluated. For example, information can be collected from supervisors,
    subordinates, customers, and peers. In some situations, employees also
    evaluate their own work as a part of the 360-degree appraisal process.
    The 360-degree appraisal is designed to provide a comprehensive
    perspective on an employee’s performance. Some organizations use the
    360-degree appraisal process mainly for developmental purposes
    because the results can be contradicting. The 360-degree appraisal
    process is a helpful foundational step to learning an employee’s strengths
    and weaknesses and then using that information for generating goals for
    MBO. Most employees prefer the 360-degree appraisal process because
    of its comprehensiveness and the amount of information that emerges
    from multiple sources. The following image is an example of different
    individuals who could potentially evaluate an employee during a
    360-degree appraisal.

    Potential Individuals Involved in a 360-Degree Feedback Appraisal
    Process

    Assignment

    ● Create a slide presentation that you will be presenting to your
    entire organization relating to the implementation of a
    360-degree feedback appraisal process. Prepare 10-15 slides and
    notes to go along with each.

    ● Make a persuasive presentation. As the VP of HR (known for
    being creative and intelligent), your task will be to define this

    unique performance management appraisal tool, how it will be
    implemented, the added value to each employee of using this
    type of system, and what the consequences might be of an
    employee receiving a low rating.

    SLP Assignment Expectations

    Demonstrate critical thinking and analysis of the relevant issues and HRM
    actions, drawing on your background reading and research.

    Information Literacy: Evaluate resources and select only
    library/Web-based resources that provide reliable, substantiated
    information.

    Give authors credit for their work. Cite sources of borrowed information in
    the body of your text as footnotes or numbered end notes, or use APA
    style of referencing.

    Prepare a professional presentation. Proofread carefully for grammar,
    spelling, and word-usage errors.

    – Module 3 – SLP
    – METRICS & ANALYTICS; 360-DEGREE FEEDBACK; INTERNSHIPS/APPRENTICESHIPS
    – SLP Assignment Expectations

    **## Module3SLPtempHRM520.pdf**

    Module 3 – SLP

    METRICS & ANALYTICS; 360-DEGREE FEEDBACK;
    INTERNSHIPS/APPRENTICESHIPS

    360-Degree Appraisal

    The 360-degree appraisal approach entails collecting performance
    information from several workers who interact with the employee being
    evaluated. For example, information can be collected from supervisors,
    subordinates, customers, and peers. In some situations, employees also
    evaluate their own work as a part of the 360-degree appraisal process.
    The 360-degree appraisal is designed to provide a comprehensive
    perspective on an employee’s performance. Some organizations use the
    360-degree appraisal process mainly for developmental purposes
    because the results can be contradicting. The 360-degree appraisal
    process is a helpful foundational step to learning an employee’s strengths
    and weaknesses and then using that information for generating goals for
    MBO. Most employees prefer the 360-degree appraisal process because
    of its comprehensiveness and the amount of information that emerges
    from multiple sources. The following image is an example of different
    individuals who could potentially evaluate an employee during a
    360-degree appraisal.

    Potential Individuals Involved in a 360-Degree Feedback Appraisal
    Process

    Assignment

    ● Create a slide presentation that you will be presenting to your
    entire organization relating to the implementation of a
    360-degree feedback appraisal process. Prepare 10-15 slides and
    notes to go along with each.

    ● Make a persuasive presentation. As the VP of HR (known for
    being creative and intelligent), your task will be to define this

    unique performance management appraisal tool, how it will be
    implemented, the added value to each employee of using this
    type of system, and what the consequences might be of an
    employee receiving a low rating.

    SLP Assignment Expectations

    Demonstrate critical thinking and analysis of the relevant issues and HRM
    actions, drawing on your background reading and research.

    Information Literacy: Evaluate resources and select only
    library/Web-based resources that provide reliable, substantiated
    information.

    Give authors credit for their work. Cite sources of borrowed information in
    the body of your text as footnotes or numbered end notes, or use APA
    style of referencing.

    Prepare a professional presentation. Proofread carefully for grammar,
    spelling, and word-usage errors.

    – Module 3 – SLP
    – METRICS & ANALYTICS; 360-DEGREE FEEDBACK; INTERNSHIPS/APPRENTICESHIPS
    – SLP Assignment Expectations

  • [Solved] 360METRICSCASE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## MODULE3CASETempHRM520.pdf **## MODULE3CASETempHRM520.pdf** Module 3 – Case METRICS & ANALYTICS; 360-DEGREE FEEDBACK; INTERNSHIPS/APPRENTICESHIPS Assignment Overview Signature Assignment: Quantitative Reasoning, Reinforced Level In this assignment, your quantitative reasoning skills will be asse…

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    Assignment Prompt & Instructions

    – ## MODULE3CASETempHRM520.pdf

    **## MODULE3CASETempHRM520.pdf**

    Module 3 – Case

    METRICS & ANALYTICS; 360-DEGREE FEEDBACK;
    INTERNSHIPS/APPRENTICESHIPS

    Assignment Overview

    Signature Assignment: Quantitative Reasoning, Reinforced Level

    In this assignment, your quantitative reasoning skills will be assessed at
    the “reinforced” level. The Quantitative Reasoning rubric will be useful for
    this purpose. In MGT511, quantitative reasoning skills were assessed at
    the “introduced” level. Finally, in HRM599 your skills will be assessed at
    the “emphasized” level.

    Case Assignment

    Background: Judith and Eric Sultan own a business providing HR
    decision-making expertise to employers across the nation. The name of
    their business is HRM Analysis Services. Their business is located in
    Phoenix and has grown exponentially since 2005. Up to this point they
    have not had their own employees, but instead hired established
    consultants (often called management analysts) to work on a
    project-by-project basis.

    They want to hire three full-time management analysts to work in three
    different locations: San Francisco, Philadelphia, and Miami. The analysts
    would scout out work in their designated regions and manage the
    contracting and oversight of contractual consultants.

    Judith and Eric plan to keep ownership of the company, but want to step
    away from the day-to-day as soon as the business is working well enough
    without them.

    The focus of this assignment is to assist Judith and Eric with the selection
    of three Management Analysts by coming up with a weighted formula of
    important selection factors. The Job Applicants Table shows the
    applicants who applied for the position. See What Management
    Analysts Do for a description of the position.

    Your task is to:

    1. Develop a formula to quantify the merits of each applicant based on
    the factors provided. Justify why you gave heavier weight to some
    factors over others.

    2. Develop your own visual/graphic showing how each applicant fared.
    3. Discuss your visual/graphic in essay format.
    4. Recommend 6-8 applicants to proceed to a panel interview phase.
    5. Critique the process of identifying best candidates to proceed in a

    selection process by using a custom-designed formula applied to
    each candidate.

    Use at least 3 library sources to help strengthen your discussion.
    Reference all material cited.

    Your paper plus table(s) should be at least 4-5 pages (not including cover
    sheet and reference page).

    Note: There is no right or wrong formula to use. Use your best judgment
    for a formula based on the factors in the table given. Be sure to also
    spend time on the critical-thinking/analysis phase of this assignment.

    For instruction on writing papers, citing sources, proper referencing, and
    so forth, use Trident University's Student Guide to Writing a
    High-Quality Academic Paper.

    Upload your paper plus table by the module due date.

    Assignment Expectations

    Critical Thinking: Expresses quantitative analysis of data to support the
    discussion showing what evidence is used and how it is contextualized.

    [https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/Job%20Applicants%20Table-2.docx?ou=224041](https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/Job%20Applicants%20Table-2.docx?ou=224041)

    [https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/What%20Management%20Analysts%20Do.docx?ou=224041](https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/What%20Management%20Analysts%20Do.docx?ou=224041)

    [https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/What%20Management%20Analysts%20Do.docx?ou=224041](https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/What%20Management%20Analysts%20Do.docx?ou=224041)

    [https://careered.libguides.com/ld.php?content_id=58451879](https://careered.libguides.com/ld.php?content_id=58451879)

    [https://careered.libguides.com/ld.php?content_id=58451879](https://careered.libguides.com/ld.php?content_id=58451879)

    Interpretation: explains information presented in mathematical terms
    (e.g., equations, graphs, diagrams, tables, and/or words).

    Presentation: Able to convert relevant information into various
    mathematical terms (e.g., equations, graphs, diagrams, tables, and/or
    words).

    Conclusions: Draws appropriate conclusions based on the analysis of
    factual information/data.

    Timeliness: Submits assignment on time or with professor’s
    pre-approved assignment extension.

    – Module 3 – Case
    – METRICS & ANALYTICS; 360-DEGREE FEEDBACK; INTERNSHIPS/APPRENTICESHIPS
    – Assignment Overview
    – Case Assignment
    – Assignment Expectations

    **## MODULE3CASETempHRM520.pdf**

    Module 3 – Case

    METRICS & ANALYTICS; 360-DEGREE FEEDBACK;
    INTERNSHIPS/APPRENTICESHIPS

    Assignment Overview

    Signature Assignment: Quantitative Reasoning, Reinforced Level

    In this assignment, your quantitative reasoning skills will be assessed at
    the “reinforced” level. The Quantitative Reasoning rubric will be useful for
    this purpose. In MGT511, quantitative reasoning skills were assessed at
    the “introduced” level. Finally, in HRM599 your skills will be assessed at
    the “emphasized” level.

    Case Assignment

    Background: Judith and Eric Sultan own a business providing HR
    decision-making expertise to employers across the nation. The name of
    their business is HRM Analysis Services. Their business is located in
    Phoenix and has grown exponentially since 2005. Up to this point they
    have not had their own employees, but instead hired established
    consultants (often called management analysts) to work on a
    project-by-project basis.

    They want to hire three full-time management analysts to work in three
    different locations: San Francisco, Philadelphia, and Miami. The analysts
    would scout out work in their designated regions and manage the
    contracting and oversight of contractual consultants.

    Judith and Eric plan to keep ownership of the company, but want to step
    away from the day-to-day as soon as the business is working well enough
    without them.

    The focus of this assignment is to assist Judith and Eric with the selection
    of three Management Analysts by coming up with a weighted formula of
    important selection factors. The Job Applicants Table shows the
    applicants who applied for the position. See What Management
    Analysts Do for a description of the position.

    Your task is to:

    1. Develop a formula to quantify the merits of each applicant based on
    the factors provided. Justify why you gave heavier weight to some
    factors over others.

    2. Develop your own visual/graphic showing how each applicant fared.
    3. Discuss your visual/graphic in essay format.
    4. Recommend 6-8 applicants to proceed to a panel interview phase.
    5. Critique the process of identifying best candidates to proceed in a

    selection process by using a custom-designed formula applied to
    each candidate.

    Use at least 3 library sources to help strengthen your discussion.
    Reference all material cited.

    Your paper plus table(s) should be at least 4-5 pages (not including cover
    sheet and reference page).

    Note: There is no right or wrong formula to use. Use your best judgment
    for a formula based on the factors in the table given. Be sure to also
    spend time on the critical-thinking/analysis phase of this assignment.

    For instruction on writing papers, citing sources, proper referencing, and
    so forth, use Trident University's Student Guide to Writing a
    High-Quality Academic Paper.

    Upload your paper plus table by the module due date.

    Assignment Expectations

    Critical Thinking: Expresses quantitative analysis of data to support the
    discussion showing what evidence is used and how it is contextualized.

    [https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/Job%20Applicants%20Table-2.docx?ou=224041](https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/Job%20Applicants%20Table-2.docx?ou=224041)

    [https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/What%20Management%20Analysts%20Do.docx?ou=224041](https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/What%20Management%20Analysts%20Do.docx?ou=224041)

    [https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/What%20Management%20Analysts%20Do.docx?ou=224041](https://tlc.trident.edu/content/enforced/224041-HRM520-2025JUN02FT-1/What%20Management%20Analysts%20Do.docx?ou=224041)

    [https://careered.libguides.com/ld.php?content_id=58451879](https://careered.libguides.com/ld.php?content_id=58451879)

    [https://careered.libguides.com/ld.php?content_id=58451879](https://careered.libguides.com/ld.php?content_id=58451879)

    Interpretation: explains information presented in mathematical terms
    (e.g., equations, graphs, diagrams, tables, and/or words).

    Presentation: Able to convert relevant information into various
    mathematical terms (e.g., equations, graphs, diagrams, tables, and/or
    words).

    Conclusions: Draws appropriate conclusions based on the analysis of
    factual information/data.

    Timeliness: Submits assignment on time or with professor’s
    pre-approved assignment extension.

    – Module 3 – Case
    – METRICS & ANALYTICS; 360-DEGREE FEEDBACK; INTERNSHIPS/APPRENTICESHIPS
    – Assignment Overview
    – Case Assignment
    – Assignment Expectations

  • [Solved] W1 3

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  • [Solved] Psychology Assignment

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    please follow up with the instruction . No AI – ## Week2_Assignment4.pdf **## Week2_Assignment4.pdf** Due Jul 20 by 10:59pm Points 90 Submitting a text entry box or a file upload Attempts 1 Allowed Attempts 2 New Attempt Back to Week at a Glance (https://waldenu.instructure.com/courses/178209/mod…

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    Assignment Prompt & Instructions

    please follow up with the instruction . No AI

    – ## Week2_Assignment4.pdf

    **## Week2_Assignment4.pdf**

    Due Jul 20 by 10:59pm
    Points 90
    Submitting a text entry box or a file upload
    Attempts 1
    Allowed Attempts 2

    New Attempt

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/178209/modules/items/7303288

    To understand those around you and society as a whole, it is important to understand yourself—that
    is, to have self-knowledge. Conversely, your understanding of self is informed by your social world.
    Development of self-knowledge is influenced by family and those around you, culture, and the
    countless experiences in one’s life.

    For this Assignment, you examine different facets of your self-knowledge.

    SELF-KNOWLEDGE
    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    RESOURCES

    [https://waldenu.instructure.com/courses/178209/modules/items/7303288](https://waldenu.instructure.com/courses/178209/modules/items/7303288)

    [https://waldenu.instructure.com/courses/178209/modules/items/7303288](https://waldenu.instructure.com/courses/178209/modules/items/7303288)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    Resources

     

    Open-Source Psychometrics Project. (n.d.). Self-monitoring scale
    (https://openpsychometrics.org/tests/SMS/) [Interactive].
    https://openpsychometrics.org/tests/SMS/

    Time Estimate: 10 min
    High5 Content and Review Team. (2024, October 17). What is self-monitoring?
    Examples & how to do it (https://high5test.com/self-monitoring/#) . High5 Test.
    https://high5test.com/self-monitoring/#

    Time Estimate: 10 min
    Garcia, S. & Halldorsson, A. (2025). Social comparison (http://noba.to/y4urxhvj) .
    In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. DEF
    publishers. http://noba.to/y4urxhvj

    Read from the beginning through "Direction of Comparison".
    Time Estimate: 7 min

    Copyright © 2025 by R. R. Biswas-Diener and E. Diener is licensed under a Creative
    Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except
    where otherwise noted.

    LibreText Social Sciences. (n.d.). Principles of social psychology.
    https://socialsci.libretexts.org/Bookshelves/Psychology/Social_Psychology_and_Person

    Chapter 1.2, Affect, Behavior, and Cognition (Summary) (PDF)
    (https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)
    (https://waldenu.instructure.com/courses/178209/files/14324152/download?
    download_frd=1)

    Time Estimate: 1 min
    Walden University, LLC. (2023). Cognitive dissonance (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html) [Interactive]. Walden
    University Canvas. https://waldenu.instructure.com

    Time Estimate: 15 min
    Luttrell, A. (2016, July 7). Cognitive dissonance theory – A crash course
    (https://www.youtube.com/watch?v=9Y17YaZRRvY) [Video]. YouTube.
    https://www.youtube.com/watch?v=9Y17YaZRRvY

    Time Estimate: 7 min

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    PSYC_2005_Week2_Assignment_Rubric

    Submit a 300- to 500-word paper, in which you:

    Based on Open-Source Psychometrics Project (2019)
    (https://openpsychometrics.org/tests/SMS/) and Self-monitoring scale (2024)
    (https://high5test.com/self-monitoring/#) , define self-monitoring in your own words, and
    provide an example in which you exhibited high or low self-monitoring.
    Based on Garcia and Halldorsson (2025) (http://noba.to/y4urxhvj) , define upward or
    downward comparison, and provide an example in which you engaged in that type of social
    comparison.

    Identify who you compared yourself to.
    Describe a positive or negative effect of that social comparison on yourself.

    Based on LibreText Social Sciences. (n.d.)
    (https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)
    (https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1) ,
    the learning activity on cognitive dissonance (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html) , and Luttrell’s (2016) video

    (https://www.youtube.com/watch?v=9Y17YaZRRvY) , briefly describe a time you
    experienced cognitive dissonance. Explain the source of your cognitive dissonance.

    To demonstrate what you learned this week, be sure to support your work with information from
    the Learning Resources.

    Be sure to review the Week 2 Assignment Rubric to understand the specific grading criteria
    your Instructor will use to evaluate your work.

    Before submitting your final assignment, you can check your draft for originality. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    To submit your completed assignment, save your Assignment.

    1. Then, click on Start Assignment near the top of the page.
    2. Next, click on Upload File and select Submit Assignment for review.

    BY DAY 7

    SUBMISSION INFORMATION

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    Criteria Ratings Pts

    Definition of
    self-
    monitoring
    and example
    in which
    student
    exhibited high
    or low self-
    monitoring

    20 pts

    Definition of
    upward or
    downward
    social
    comparison
    and example
    in which
    student
    engaged in
    upward or
    downward
    comparison,
    including who
    student
    compared
    self to and a
    positive or
    negative
    effect of the
    social
    comparison

    25 pts

    Description of
    an
    experience of
    cognitive
    dissonance
    and the

    25 pts

    20 to >17.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    17 to >13.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would
    strengthen this
    component.

    13 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    25 to >21.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    21 to >17.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would
    strengthen this
    component.

    17 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    25 to >21.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    21 to >17.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would

    17 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    Criteria Ratings Pts

    source of
    cognitive
    dissonance

    Format and
    writing

    10 pts

    Timeliness

    10 pts

    Total Points: 90

    strengthen this
    component.

    10 to >8.0 pts
    Exemplary (Exceeds
    expectations)

    Any spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English are
    minor and do not affect
    clear communication.
    Work includes more than
    one explicit mention of
    concepts or ideas from the
    required sources, and an
    effort to cite the original
    source was made if
    specified by the
    assignment/discussion’s
    directions.

    8 to >6.0 pts
    Proficient (Meets
    expectations)

    The submission contains
    few spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English, OR
    these deviations do not
    affect clear
    communication.     Work
    includes at least one
    explicit mention of a
    concept or idea from the
    required sources if
    specified by the
    assignment/discussion’s
    directions and a clear
    attempt at citing the source
    has been made.

    6 to >0 pts
    Developing (Does not
    fully meet expectations)

    Multiple spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English affect
    clear communication.
    Work does not include any
    explicit mention of
    concepts or ideas from the
    required sources, OR it
    contains one or more
    explicit mentions of a
    concept or idea from the
    required sources, if
    specified by the
    assignment/discussion’s
    directions, but without
    attempting to cite the
    source.

    10 to >8.0 pts
    Exemplary (Exceeds
    expectations)

    The assignment is
    submitted according to
    posted due dates and
    times or late with prior
    consent from the
    instructor.

    8 to >6.0 pts
    Proficient (Meets
    expectations)

    The assignment is
    submitted within the
    allowed time.

    6 to >0 pts
    Developing (Does not
    fully meet expectations)

    The assignment is not
    submitted on time.

    **## Week2_Assignment4.pdf**

    Due Jul 20 by 10:59pm
    Points 90
    Submitting a text entry box or a file upload
    Attempts 1
    Allowed Attempts 2

    New Attempt

    Back to Week at a Glance
    (https://waldenu.instructure.com/courses/178209/modules/items/7303288

    To understand those around you and society as a whole, it is important to understand yourself—that
    is, to have self-knowledge. Conversely, your understanding of self is informed by your social world.
    Development of self-knowledge is influenced by family and those around you, culture, and the
    countless experiences in one’s life.

    For this Assignment, you examine different facets of your self-knowledge.

    SELF-KNOWLEDGE
    (https://cdn-

    media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    RESOURCES

    [https://waldenu.instructure.com/courses/178209/modules/items/7303288](https://waldenu.instructure.com/courses/178209/modules/items/7303288)

    [https://waldenu.instructure.com/courses/178209/modules/items/7303288](https://waldenu.instructure.com/courses/178209/modules/items/7303288)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png](https://cdn-media.waldenu.edu/2dett4d/Walden/Canvas/Classroom/graphics/Assignment.png)

    Resources

     

    Open-Source Psychometrics Project. (n.d.). Self-monitoring scale
    (https://openpsychometrics.org/tests/SMS/) [Interactive].
    https://openpsychometrics.org/tests/SMS/

    Time Estimate: 10 min
    High5 Content and Review Team. (2024, October 17). What is self-monitoring?
    Examples & how to do it (https://high5test.com/self-monitoring/#) . High5 Test.
    https://high5test.com/self-monitoring/#

    Time Estimate: 10 min
    Garcia, S. & Halldorsson, A. (2025). Social comparison (http://noba.to/y4urxhvj) .
    In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. DEF
    publishers. http://noba.to/y4urxhvj

    Read from the beginning through "Direction of Comparison".
    Time Estimate: 7 min

    Copyright © 2025 by R. R. Biswas-Diener and E. Diener is licensed under a Creative
    Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except
    where otherwise noted.

    LibreText Social Sciences. (n.d.). Principles of social psychology.
    https://socialsci.libretexts.org/Bookshelves/Psychology/Social_Psychology_and_Person

    Chapter 1.2, Affect, Behavior, and Cognition (Summary) (PDF)
    (https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)
    (https://waldenu.instructure.com/courses/178209/files/14324152/download?
    download_frd=1)

    Time Estimate: 1 min
    Walden University, LLC. (2023). Cognitive dissonance (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html) [Interactive]. Walden
    University Canvas. https://waldenu.instructure.com

    Time Estimate: 15 min
    Luttrell, A. (2016, July 7). Cognitive dissonance theory – A crash course
    (https://www.youtube.com/watch?v=9Y17YaZRRvY) [Video]. YouTube.
    https://www.youtube.com/watch?v=9Y17YaZRRvY

    Time Estimate: 7 min

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    PSYC_2005_Week2_Assignment_Rubric

    Submit a 300- to 500-word paper, in which you:

    Based on Open-Source Psychometrics Project (2019)
    (https://openpsychometrics.org/tests/SMS/) and Self-monitoring scale (2024)
    (https://high5test.com/self-monitoring/#) , define self-monitoring in your own words, and
    provide an example in which you exhibited high or low self-monitoring.
    Based on Garcia and Halldorsson (2025) (http://noba.to/y4urxhvj) , define upward or
    downward comparison, and provide an example in which you engaged in that type of social
    comparison.

    Identify who you compared yourself to.
    Describe a positive or negative effect of that social comparison on yourself.

    Based on LibreText Social Sciences. (n.d.)
    (https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)
    (https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1) ,
    the learning activity on cognitive dissonance (https://cdn-
    media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html) , and Luttrell’s (2016) video

    (https://www.youtube.com/watch?v=9Y17YaZRRvY) , briefly describe a time you
    experienced cognitive dissonance. Explain the source of your cognitive dissonance.

    To demonstrate what you learned this week, be sure to support your work with information from
    the Learning Resources.

    Be sure to review the Week 2 Assignment Rubric to understand the specific grading criteria
    your Instructor will use to evaluate your work.

    Before submitting your final assignment, you can check your draft for originality. To check your
    draft, access the Turnitin Drafts from the Start Here area.

    To submit your completed assignment, save your Assignment.

    1. Then, click on Start Assignment near the top of the page.
    2. Next, click on Upload File and select Submit Assignment for review.

    BY DAY 7

    SUBMISSION INFORMATION

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://openpsychometrics.org/tests/SMS/](https://openpsychometrics.org/tests/SMS/)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [https://high5test.com/self-monitoring/#](https://high5test.com/self-monitoring/#)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [http://noba.to/y4urxhvj](http://noba.to/y4urxhvj)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1](https://waldenu.instructure.com/courses/178209/files/14324152?wrap=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1](https://waldenu.instructure.com/courses/178209/files/14324152/download?download_frd=1)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/2005/CD/index.html)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    [https://www.youtube.com/watch?v=9Y17YaZRRvY](https://www.youtube.com/watch?v=9Y17YaZRRvY)

    Criteria Ratings Pts

    Definition of
    self-
    monitoring
    and example
    in which
    student
    exhibited high
    or low self-
    monitoring

    20 pts

    Definition of
    upward or
    downward
    social
    comparison
    and example
    in which
    student
    engaged in
    upward or
    downward
    comparison,
    including who
    student
    compared
    self to and a
    positive or
    negative
    effect of the
    social
    comparison

    25 pts

    Description of
    an
    experience of
    cognitive
    dissonance
    and the

    25 pts

    20 to >17.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    17 to >13.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would
    strengthen this
    component.

    13 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    25 to >21.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    21 to >17.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would
    strengthen this
    component.

    17 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    25 to >21.0 pts
    Exemplary (Exceeds
    expectations)
    This component is fully
    addressed and logically
    presented.

    21 to >17.0 pts
    Proficient (Meets
    expectations)
    This component is
    addressed. Further
    development would

    17 to >0 pts
    Developing (Does not
    fully meet expectations)
    This component is not
    present or not clearly
    addressed.

    Criteria Ratings Pts

    source of
    cognitive
    dissonance

    Format and
    writing

    10 pts

    Timeliness

    10 pts

    Total Points: 90

    strengthen this
    component.

    10 to >8.0 pts
    Exemplary (Exceeds
    expectations)

    Any spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English are
    minor and do not affect
    clear communication.
    Work includes more than
    one explicit mention of
    concepts or ideas from the
    required sources, and an
    effort to cite the original
    source was made if
    specified by the
    assignment/discussion’s
    directions.

    8 to >6.0 pts
    Proficient (Meets
    expectations)

    The submission contains
    few spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English, OR
    these deviations do not
    affect clear
    communication.     Work
    includes at least one
    explicit mention of a
    concept or idea from the
    required sources if
    specified by the
    assignment/discussion’s
    directions and a clear
    attempt at citing the source
    has been made.

    6 to >0 pts
    Developing (Does not
    fully meet expectations)

    Multiple spelling, grammar,
    and/or punctuation
    deviations from Standard
    Academic English affect
    clear communication.
    Work does not include any
    explicit mention of
    concepts or ideas from the
    required sources, OR it
    contains one or more
    explicit mentions of a
    concept or idea from the
    required sources, if
    specified by the
    assignment/discussion’s
    directions, but without
    attempting to cite the
    source.

    10 to >8.0 pts
    Exemplary (Exceeds
    expectations)

    The assignment is
    submitted according to
    posted due dates and
    times or late with prior
    consent from the
    instructor.

    8 to >6.0 pts
    Proficient (Meets
    expectations)

    The assignment is
    submitted within the
    allowed time.

    6 to >0 pts
    Developing (Does not
    fully meet expectations)

    The assignment is not
    submitted on time.

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