**Who is willing to do a quick assignment?**
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Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions. **General Instructions** 1. Review the Week 3 Risk Management Case Study scenario in the Course Announcements. (case study at the end of this post) Using the provided case stu…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.
**General Instructions**
1. Review the Week 3 Risk Management Case Study scenario in the Course Announcements. (case study at the end of this post) Using the provided case study is required. If the required case study is not used, a 10% deduction will be applied. See the rubric.
2. Use the [Week 3 Risk Management Case Study Template](https://chamberlain.instructure.com/courses/176384/files/35825930?wrap=1 "NR584NP__Phase_6_Week_3_Assignment_Risk_Management_Case_Study_Template.docx") [Download Week 3 Risk Management Case Study Template](https://chamberlain.instructure.com/courses/176384/files/35825930/download?download_frd=1) [Open this document with ReadSpeaker docReader](https://docreader.readspeaker.com/docreader/?cid=6598&lang=en_us&url=https%3A%2F%2Finst-fs-iad-prod.inscloudgate.net%2Ffiles%2Fd755da79-7368-4cdb-8215-8b4ec4e25ecc%2FNR584NP__Phase_6_Week_3_Assignment_Risk_Management_Case_Study_Template.docx%3Ftoken%3DeyJ0eXAiOiJKV1QiLCJhbGciOiJIUzUxMiJ9.eyJpYXQiOjE3NTI2ODAyMzcsInVzZXJfaWQiOm51bGwsInJlc291cmNlIjoiL2ZpbGVzL2Q3NTVkYTc5LTczNjgtNGNkYi04MjE1LThiNGVjNGUyNWVjYy9OUjU4NE5QX19QaGFzZV82X1dlZWtfM19Bc3NpZ25tZW50X1Jpc2tfTWFuYWdlbWVudF9DYXNlX1N0dWR5X1RlbXBsYXRlLmRvY3giLCJqdGkiOiIwODdmNWJjYy0wMjI0LTQwN2YtYmZlNy02Mjk4MThjN2UwMjciLCJob3N0IjpudWxsLCJleHAiOjE3NTI3NjY2Mzd9.ipE4u1thIpDup1haN5mHM44HrUsLaUVvSV96trNYENg5K7rZ5uHN5b8OTdwfCL8qqamofd8I3REBx5ox5FlPbw "Open this document with ReadSpeaker docReader"). Use of this template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Save the template and include your name in the file name.
3. Complete the Risk Management Case Study Template using the provided scenario.
4. Follow APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing.
5. Provide an in-text citation from three scholarly sources to support your writing.
6. Abide by Chamberlain University's academic integrity policy.
**Include the following sections (detailed criteria listed below and in the grading rubric)**.
1. Identification
1. Identify the risk.
2. Select the most appropriate classification of the risk.
3. Describe the risk domain.
2. Factors
1. Describe four factors that contribute to the risk.
3. Proactive Measures
1. Discuss three proactive measures to reduce or prevent the risk.
2. Provide an in-text citation from one scholarly source to support your writing.
4. Mitigation Strategies
1. Describe three strategies the advanced practice nurse may use to mitigate the identified risk.
2. Provide an in-text citation from one scholarly source to support your writing.
5. Regulatory Foundations
1. Identify at least one regulatory agency that provides guidance to manage the risk.
2. Discuss applicable regulations.
3. Include an in-text citation from one scholarly source or regulatory agency to support your writing.
6. Reflection
1. Describe how the advanced practice nurse can monitor the application and efficacy of the mitigation strategy.
2. Discuss how you will apply the mitigation strategies in your practice.
3. Reflect on what you have learned from this assignment.
#### Submitting Work to Turnitin
This assignment will be uploaded automatically to Turnitin upon submission to verify this is your original work.
Please include scholarly citations within the last 5 years
Please include AI report and Similarity report
CASE STUDY:
**At a primary care clinic, a healthcare risk management case arises related to outpatient safety due to the miscommunication and inadequate follow-up regarding abnormal test results of a patient. A patient undergoes routine laboratory tests, including blood work and imaging studies, but due to an oversight in the clinic's system, the abnormal results are not promptly communicated to the patient or the responsible provider in a timely fashion. This communication issue results in a diagnosis and treatment delay resulting in an avoidable emergency department visit and subsequent hospitalization.**
\
NR584NP__Phase_6_Week_3_Assignment_Risk_Management_Case_Study_Template.docx](https://www.sweetstudy.com/files/nr584np-phase-6-week-3-assignment-risk-management-case-study-template-docx-10352253 "NR584NP__Phase_6_Week_3_Assignment_Risk_Management_Case_Study_Template.docx")
– ## Assignment1.1.docx – ## Assignment1.2.docx **## Assignment1.1.docx** Due 7/19/2025 10 Pages and 10 references from open sources. Assignment 1 – Evaluation Plan The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by t…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## Assignment1.1.docx
– ## Assignment1.2.docx
**## Assignment1.1.docx**
Due 7/19/2025
10 Pages and 10 references from open sources.
Assignment 1 – Evaluation Plan
The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by the CIMA student (Study Island-
[https://www.edmentum.com/products/study-island](https://www.edmentum.com/products/study-island/)/)
The plan should include:
1. Program description
2. Program documentation and review
3. Review of literature related to the program
4. Methods used to evaluate the program, including the development of an evaluation rubric document
Assignment 1 should be approximately ten pages in length.
This assignment requires 10 citations at a minimum for the grade of A.
**## Assignment1.2.docx**
**Rewrite this so that it is 10 pages**
**1. Program Description**
Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.
Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).
Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.
**2. Program Documentation & Review**
Key documentation includes:
·
**Product Overview and Technical Manual** detailing platform features and usage.
·
**Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.
·
**ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.
Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.
**3. Literature Review**
**A. Formative Assessment & Retrieval Practice**
Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).
**B. Technology-Enhanced Learning**
Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).
**C. Platform-Specific Evidence**
· 6th-grade math gains (Allentown).
· Reading & math growth across elementary schools (McLeod 2017).
· High school literacy proficiency improvement (Kiriakidis & Gernert 2014).
**D. Limitations**
Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .
**4. Evaluation Methods**
**4.1 Framework & Design**
·
**Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).
·
**Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).
·
**Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).
**4.2 Data Sources**
·
_Usage logs_: frequency, topics, time spent
·
_Assessment scores_: pre/post platform use (Exact Path, state tests)
·
_Surveys/interviews_: perceptions of usability, differentiation
·
_Classroom observation_: integration into instruction
**4.3 Evaluation Rubric**
Rubric domains (1–5 scale):
1.
**Standards alignment** – content matches state standards
2.
**Feedback quality** – accuracy and remediation logic
3.
**User engagement** – motivational elements, accessibility
4.
**Data usability** – clarity/actionability of reports
5.
**Integration** – teacher ease, curriculum fit
6.
**Equity/access** – device compatibility, special needs support
Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.
**4.4 Analysis Plan**
·
**Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics
·
**Correlation** between usage intensity and score gain
·
**Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes
**4.5 Ethical Considerations**
· Obtain parental consent & IRB approval
· Anonymize all student data
· Ensure equitable access and participation
**References**
1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.
2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.
3. Edmentum Research. (2018). Study Island Research Report.
4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.
5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.
6. McLeod, J. (2017). QuasiExperimental Study of Study Island.
7. Meador, D. (2019). In-Depth Review of Study Island.
8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.
9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.
10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.
11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.
**## Assignment1.2.docx**
**Rewrite this so that it is 10 pages**
**1. Program Description**
Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.
Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).
Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.
**2. Program Documentation & Review**
Key documentation includes:
·
**Product Overview and Technical Manual** detailing platform features and usage.
·
**Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.
·
**ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.
Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.
**3. Literature Review**
**A. Formative Assessment & Retrieval Practice**
Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).
**B. Technology-Enhanced Learning**
Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).
**C. Platform-Specific Evidence**
· 6th-grade math gains (Allentown).
· Reading & math growth across elementary schools (McLeod 2017).
· High school literacy proficiency improvement (Kiriakidis & Gernert 2014).
**D. Limitations**
Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .
**4. Evaluation Methods**
**4.1 Framework & Design**
·
**Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).
·
**Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).
·
**Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).
**4.2 Data Sources**
·
_Usage logs_: frequency, topics, time spent
·
_Assessment scores_: pre/post platform use (Exact Path, state tests)
·
_Surveys/interviews_: perceptions of usability, differentiation
·
_Classroom observation_: integration into instruction
**4.3 Evaluation Rubric**
Rubric domains (1–5 scale):
1.
**Standards alignment** – content matches state standards
2.
**Feedback quality** – accuracy and remediation logic
3.
**User engagement** – motivational elements, accessibility
4.
**Data usability** – clarity/actionability of reports
5.
**Integration** – teacher ease, curriculum fit
6.
**Equity/access** – device compatibility, special needs support
Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.
**4.4 Analysis Plan**
·
**Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics
·
**Correlation** between usage intensity and score gain
·
**Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes
**4.5 Ethical Considerations**
· Obtain parental consent & IRB approval
· Anonymize all student data
· Ensure equitable access and participation
**References**
1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.
2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.
3. Edmentum Research. (2018). Study Island Research Report.
4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.
5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.
6. McLeod, J. (2017). QuasiExperimental Study of Study Island.
7. Meador, D. (2019). In-Depth Review of Study Island.
8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.
9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.
10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.
11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.
**## Assignment1.1.docx**
Due 7/19/2025
10 Pages and 10 references from open sources.
Assignment 1 – Evaluation Plan
The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by the CIMA student (Study Island-
[https://www.edmentum.com/products/study-island](https://www.edmentum.com/products/study-island/)/)
The plan should include:
1. Program description
2. Program documentation and review
3. Review of literature related to the program
4. Methods used to evaluate the program, including the development of an evaluation rubric document
Assignment 1 should be approximately ten pages in length.
This assignment requires 10 citations at a minimum for the grade of A.
**## Assignment1.2.docx**
**Rewrite this so that it is 10 pages**
**1. Program Description**
Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.
Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).
Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.
**2. Program Documentation & Review**
Key documentation includes:
·
**Product Overview and Technical Manual** detailing platform features and usage.
·
**Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.
·
**ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.
Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.
**3. Literature Review**
**A. Formative Assessment & Retrieval Practice**
Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).
**B. Technology-Enhanced Learning**
Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).
**C. Platform-Specific Evidence**
· 6th-grade math gains (Allentown).
· Reading & math growth across elementary schools (McLeod 2017).
· High school literacy proficiency improvement (Kiriakidis & Gernert 2014).
**D. Limitations**
Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .
**4. Evaluation Methods**
**4.1 Framework & Design**
·
**Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).
·
**Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).
·
**Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).
**4.2 Data Sources**
·
_Usage logs_: frequency, topics, time spent
·
_Assessment scores_: pre/post platform use (Exact Path, state tests)
·
_Surveys/interviews_: perceptions of usability, differentiation
·
_Classroom observation_: integration into instruction
**4.3 Evaluation Rubric**
Rubric domains (1–5 scale):
1.
**Standards alignment** – content matches state standards
2.
**Feedback quality** – accuracy and remediation logic
3.
**User engagement** – motivational elements, accessibility
4.
**Data usability** – clarity/actionability of reports
5.
**Integration** – teacher ease, curriculum fit
6.
**Equity/access** – device compatibility, special needs support
Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.
**4.4 Analysis Plan**
·
**Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics
·
**Correlation** between usage intensity and score gain
·
**Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes
**4.5 Ethical Considerations**
· Obtain parental consent & IRB approval
· Anonymize all student data
· Ensure equitable access and participation
**References**
1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.
2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.
3. Edmentum Research. (2018). Study Island Research Report.
4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.
5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.
6. McLeod, J. (2017). QuasiExperimental Study of Study Island.
7. Meador, D. (2019). In-Depth Review of Study Island.
8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.
9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.
10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.
11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.
**## Assignment1.1.docx**
Due 7/19/2025
10 Pages and 10 references from open sources.
Assignment 1 – Evaluation Plan
The first assignment is to conduct an evaluation of an academic program of your choice. This report may be on a program identified by the CIMA student (Study Island-
[https://www.edmentum.com/products/study-island](https://www.edmentum.com/products/study-island/)/)
The plan should include:
1. Program description
2. Program documentation and review
3. Review of literature related to the program
4. Methods used to evaluate the program, including the development of an evaluation rubric document
Assignment 1 should be approximately ten pages in length.
This assignment requires 10 citations at a minimum for the grade of A.
**## Assignment1.2.docx**
**Rewrite this so that it is 10 pages**
**1. Program Description**
Study Island is a K–12 online formative assessment and practice platform aligned to state standards (e.g., CCSS, NGSS). It offers customizable quizzes, benchmark assessments (3–12), real-time feedback, remediation tools, and gamified elements like “blue ribbons” and interactive group sessions.
Core features: question bank (10K+ items, tech-enhanced), adaptive remediation, dashboards, teacher toolkit (lesson plans, multimedia resources), support for special needs (text-to-speech, adjustable formats).
Originally launched in 2000, Study Island evolved from Ohio proficiency prep to a national solution used in ~24,000 schools and 11M users.
**2. Program Documentation & Review**
Key documentation includes:
·
**Product Overview and Technical Manual** detailing platform features and usage.
·
**Efficacy Reports** (Allentown, Reading School Districts) documenting statistically significant gains, especially in 6th-grade math and PA PSSA improvements.
·
**ESSA Tier 3 Study** (2016–17) showing moderate evidence of effectiveness, peer-reviewed by Marzano Researc.
Documentation is rigorous, user-oriented, and grounded in controlled studies, though heavy vendor influence suggests a need for independent validation.
**3. Literature Review**
**A. Formative Assessment & Retrieval Practice**
Study Island's model aligns with formative assessment best practices—immediate feedback, mastery-based progression—shown effective in meta-analyses (Bangert-Drowns et al., Black & Wiliam).
**B. Technology-Enhanced Learning**
Ed-tech platforms with regular usage (30 min/week) yield meaningful gains (Cheung & Slavin).
**C. Platform-Specific Evidence**
· 6th-grade math gains (Allentown).
· Reading & math growth across elementary schools (McLeod 2017).
· High school literacy proficiency improvement (Kiriakidis & Gernert 2014).
**D. Limitations**
Studies often quasi-experimental, with vendor-led bias. Independent replication is limited. Some literature on tech in education notes potential selection bias in non-RCTs .
**4. Evaluation Methods**
**4.1 Framework & Design**
·
**Mixed-methods**: Combines quantitative (achievement data) and qualitative (teacher/student interviews, usability surveys).
·
**Quasi-experimental using Propensity Score Matching**, mirroring McLeod et al. (2017).
·
**Logic model**: Inputs (tech, PD), activities (practice, remediation), outputs (usage logs, mastery rates), outcomes (state test scores, engagement).
**4.2 Data Sources**
·
_Usage logs_: frequency, topics, time spent
·
_Assessment scores_: pre/post platform use (Exact Path, state tests)
·
_Surveys/interviews_: perceptions of usability, differentiation
·
_Classroom observation_: integration into instruction
**4.3 Evaluation Rubric**
Rubric domains (1–5 scale):
1.
**Standards alignment** – content matches state standards
2.
**Feedback quality** – accuracy and remediation logic
3.
**User engagement** – motivational elements, accessibility
4.
**Data usability** – clarity/actionability of reports
5.
**Integration** – teacher ease, curriculum fit
6.
**Equity/access** – device compatibility, special needs support
Rubric developed from documentation, literature, and stakeholder input. Piloted by digital-native teachers, revised for clarity.
**4.4 Analysis Plan**
·
**Quantitative**: ANCOVA comparing treatment/control on post-scores, controlling pre-scores and demographics
·
**Correlation** between usage intensity and score gain
·
**Qualitative**: Thematic coding of interviews/surveys to assess barriers, usability themes
**4.5 Ethical Considerations**
· Obtain parental consent & IRB approval
· Anonymize all student data
· Ensure equitable access and participation
**References**
1. Bracht, N. T. (2011). Relationship Between Study Island and Student Outcomes.
2. Edmentum. (2017). ESSA Evidence-Based Intervention: Study Island in Elementary Schools.
3. Edmentum Research. (2018). Study Island Research Report.
4. Cheung, A., & Slavin, R. E. (2012). Effectiveness of Educational Technology.
5. Kiriakidis, P. P., & Gernert, R. (2014). Effect on High School Literacy.
6. McLeod, J. (2017). QuasiExperimental Study of Study Island.
7. Meador, D. (2019). In-Depth Review of Study Island.
8. Black, P., & Wiliam, D. (1998). Assessment and classroom learning.
9. Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events.
10. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning.
11. Slavin, R. E., Lake, C., Chambers, B., Cheung, A., & Davis, S. (2009). Effective reading programs for the elementary grades.
– 1
– 2
## Guidelines Submit your analysis of the organization’s current products/services, a plan for a new service offering, and a pricing strategy that incorporates non- monetary and financial costs and revenue goals. **Portfolio Analysis** Create a service/product opportunity matrix showing your organiz…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →## Guidelines
Submit your analysis of the organization’s current products/services, a plan for a new service offering, and a pricing strategy that incorporates non- monetary and financial costs and revenue goals.
**Portfolio Analysis**
Create a service/product opportunity matrix showing your organization’s current service offerings and your recommendations for modified and new services according to market (existing, geographic, new). Evaluate the matrix in terms of existing service growth, the organization’s mission, marketing objectives, and branding strategy.
**New Product/Service Offering**
As part of the product section of your plan, propose a new product or service for your organization. In your proposal, describe:
1. The product or service
2. The target audience(s) according to segmentation variables. How large is the market? What is its growth potential?
3. The specific need or problem the service will solve
4. Delivery: Discuss how the service will be provided, by whom, using what resources, at what cost, and so forth.
5. Brand positioning: Discuss how it will apply to this service. Will the current positioning be used, or will a new one need to be created?
6. The service’s relevance to the organization mission statement and its resources
7. How the characteristics of successful new products (relative advantage, compatibility, etc.) will be satisfied by the product
8. How your SWOT analysis supports your idea for the new service
9. The potential advantages of offering this new service. What are the potential disadvantages?
**Pricing Strategy**
Determine the price you will charge for your organization’s services. This may be based on an “average” price per service rendered. You must:
1. Demonstrate that your price allows a reasonable financial surplus in accordance with your profitability strategy, allowing for your fixed and variable costs.
2. Complete a breakeven analysis in sales and units for your current service portfolio using the contribution margin method. Complete a breakeven analysis for your new service idea.
3. What non-monetary costs does your target audience face to obtain your services or products? How will you manage those costs in terms of your pricing strategy?
4. Describe your overall pricing strategy. What is your rationale for the pricing strategy selected?
5. Identify your total year ONE gross revenues and projected gross profitability or surplus. Determine this for a three-year window, based on reasonable projections.
6. Weigh your pricing strategy with pricing currently offered by your competitors or competitor-substitutes. Consider how your proposed price fits into the target audience and compares to the competition. Your pricing should allow for sufficient surplus revenues to enable you to cover your essential fixed and variable costs.
Submission, APA, 4 pages
In-depth study guidance and analytical solution covering Nursing theory.
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Construct a 5 pg pp di**ussing each of the four traditional mood stabilizer medications: carbamazepine, lamotrigine, lithium, and valproate products. Support your answers with **five (5)** evidence-based, peer-reviewed scholarly literature
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Order on TutorsGallery →Construct a 5 pg pp di**ussing each of the four traditional mood stabilizer medications: carbamazepine, lamotrigine, lithium, and valproate products. Support your answers with **five (5)** evidence-based, peer-reviewed scholarly literature
Case Study: Iron Deficiency Anemia Patient Information: • Name: John Doe • Age: 35 • Gender: Male • Occupation: Construction Worker • Medical History: No significant medical history reported. Presenting Complaint: John Doe presents to the clinic with complaints of fatigue, weakness, and shortness of…
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Order on TutorsGallery →Case Study: Iron Deficiency Anemia
Patient Information:
• Name: John Doe
• Age: 35
• Gender: Male
• Occupation: Construction Worker
• Medical History: No significant medical history reported.
Presenting Complaint: John Doe presents to the clinic with complaints of fatigue, weakness,
and shortness of breath on exertion for the past few months. He reports feeling unusually tired,
even after a full night's sleep, and has noticed increased paleness of his skin and conjunctiva.
Physical Examination Findings:
• Vital Signs: BP 120/80 mmHg, HR 80 bpm, RR 16 breaths/min, Temp 98.6°F
• General: Pale skin and conjunctiva, fatigue apparent
• Cardiovascular: Regular rhythm, no murmurs or abnormal sounds
• Respiratory: Clear lung fields bilaterally
• Abdomen: Soft, non-tender, no organomegaly
• Neurological: Intact cranial nerves, normal motor and sensory functions
Laboratory Investigations:
• Hemoglobin (Hb): 9.5 g/dL (Normal range: 13.5-17.5 g/dL)
• Hematocrit (Hct): 29% (Normal range: 40-50%)
• Mean Corpuscular Volume (MCV): 75 fL (Normal range: 80-100 fL)
• Serum Iron: 25 mcg/dL (Normal range: 60-170 mcg/dL)
• Total Iron Binding Capacity (TIBC): 400 mcg/dL (Normal range: 250-450 mcg/dL)
• Ferritin: 10 ng/mL (Normal range: 30-400 ng/mL)
Diagnosis: John Doe is diagnosed with iron deficiency anemia based on his clinical presentation,
physical examination findings, and laboratory results.
Questions for Students:
1. What are the common signs and symptoms of iron deficiency anemia?
2. Explain the laboratory findings in John Doe's case and how they support the diagnosis of
iron deficiency anemia.
3. What are the potential causes of iron deficiency anemia in adults, and how would you
approach further investigations in this patient?
4. Discuss the treatment options for iron deficiency anemia, including dietary
recommendations and pharmacological interventions.
In the last section of the final project, you will need to find a peer reviewed journal article to reference. Make sure your article was published within the past five years, that the DOI link works (or upload a PDF of the article itself) and that your APA formatted reference includes only accurate …
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Order on TutorsGallery →In the last section of the final project, you will need to find a peer reviewed journal article to reference. Make sure your article was published within the past five years, that the DOI link works (or upload a PDF of the article itself) and that your APA formatted reference includes only accurate details about the article you cite.
Note: Please, in the last part of the project, look for an article that was created less than five years ago. I tried to do the project, but I honestly don't have much time, and I trust more in the work you've done for me, which has always turned out well. I'd like you to take this article into account because I liked what it covers. The article is : Paglieri, F., Cifali, E., & Cesare, G. (2021). Effectiveness of differential reinforcement of alternative behavior (DRA) to reduce challenging behaviors in children with autism spectrum disorder: A systematic review. _Journal of Behavioral Interventions, 36_(3), 331–347. [https://doi.org/10.1002/jaba.832](https://doi.org/10.1002/jaba.832). And if you could send me the plagiarism and AI report at the end. thank you .
\
EDF6437FinalProject1.pdf](https://www.sweetstudy.com/files/edf6437finalproject1-pdf-10352149 "EDF6437FinalProject1.pdf")
\
EDF6437FinalProject3.docx](https://www.sweetstudy.com/files/edf6437finalproject3-docx "EDF6437FinalProject3.docx")
– ## WeekTwoAssignment.docx **## WeekTwoAssignment.docx** **Week Two Assignment – Health Belief Model** For your third assignment, you will describe the constructs of the Health Belief Model applied to your chosen behavior (3-5 pages) Define the constructs and their interconnectedness in your own …
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Order on TutorsGallery →– ## WeekTwoAssignment.docx
**## WeekTwoAssignment.docx**
**Week Two Assignment – Health Belief Model**
For your third assignment, you will describe the constructs of the Health Belief Model applied to your chosen behavior (3-5 pages)
Define the constructs and their interconnectedness in your own words.
· Use a professional, academic source for each construct. You will use this to describe the commonality of your perceptions of the behavior.
Apply each construct to your chosen health behavior.
Describe your level of confidence in changing your targeted health behavior.
Use APA format for the in-text referencing and the reference list. You should be using reputable sources such as Centers for Disease Control (and other .gov resources) as well as the textbook and peer-reviewed articles.
Please click on the link below to download/view the course content:
· Health Belief Model Student Example – Word Document (39 KB)
**## WeekTwoAssignment.docx**
**Week Two Assignment – Health Belief Model**
For your third assignment, you will describe the constructs of the Health Belief Model applied to your chosen behavior (3-5 pages)
Define the constructs and their interconnectedness in your own words.
· Use a professional, academic source for each construct. You will use this to describe the commonality of your perceptions of the behavior.
Apply each construct to your chosen health behavior.
Describe your level of confidence in changing your targeted health behavior.
Use APA format for the in-text referencing and the reference list. You should be using reputable sources such as Centers for Disease Control (and other .gov resources) as well as the textbook and peer-reviewed articles.
Please click on the link below to download/view the course content:
· Health Belief Model Student Example – Word Document (39 KB)
– ## CR2.docx **## CR2.docx** 2 this assignment is an annotated outline to help you organize your final paper. Your outline must be in outline form (this is not an essay paper), and it must also be substantive and scholarly Each topic or step of the outline will include only two or three sentences r…
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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## CR2.docx
**## CR2.docx**
2
this assignment is an annotated outline to help you organize your final paper. Your
outline must be in outline form (this is not an essay paper), and it must also be substantive and
scholarly
Each topic or step of the outline will include only two or three sentences regarding what
will be discussed in that section. The first sentence of each short response will be the
intended topic sentence for the paragraph for the final paper, focusing on the particular
factors that need to be covered in your final paper;
o The facts of George Floyd’s arrest and death; what was he arrested for; how
many police officers were on scene, facts of his passing, etc. (CLO1)
o Professional history about the lead officer, Derek Chauvin. (CLO 4)
o Details of the social unrest that occurred after Floyd’s death. [Note: Your analysis
must be supported with scholarly or credible sources] (CLO 4)
o The 5th Amendment to the US Constitution on double jeopardy and why it did not
apply to Derek Chauvin in this case despite the fact he was convicted of three
homicide counts in a case with only one victim. (CLO3)
o Details of three major provisions of the George Floyd Justice in Policing Act of
2021. (CLO2)
o Evaluate the civil settlement received by the Floyd family from the City of
Minneapolis as a result of the actions of police officer Chauvin. Was this a matter
of state or federal law, and why? (CLO2)
• Your outline must include references to five credible, scholarly that you will use in your
final paper. One of those five, required sources can be the course’s textbook. You may
also use additional sources such as news articles, but these do not count toward your
five required scholarly sources.
• Be sure to use specific examples from your sources that support your research,
analysis, and opinion.
The Final Comprehensive Case Report Topic and Outline paper
• Must be three to four double-spaced pages in length (not including title and references
pages) and formatted according to APA
Format your paper according to your assignment instructions: APA, MLA, Chicago Style
The following sample includes APA-style citations and references.
Page numbers are not required when citing paraphrased
information. However, you may include them if doing so would
better direct readers to the information cited.
Outline: Argumentative Paper on Obesity and Government Intervention
I. Introduction
a. Thesis: The obesity epidemic needs a government intervention because the
medical costs associated with obesity cost taxpayers money, unhealthy foods need
tighter regulations, and schools need to provide healthier options.
II. Short Response 1: The medical cost associated with weight-related issues has
significantly contributed to individual taxes.
a. Supporting evidence: “…the costs of obesity arising from individuals’ poor
nutritional choices are borne by society as a whole through taxes, lost
productivity, and an overburdened healthcare system. In 2008, the medical costs
associated with obesity and obesity-related illnesses totaled US $147 billion in the
United States” (Franck et al., 2013, p. 1951).
i. Explanation: This quote demonstrates not only the connection between
obesity, medical costs, and increased taxes, but also shows the exact costs
from a fairly recent year.
ii. So what?: This quote supports the claim that weight-related medical
issues contribute to increased taxes for all taxpayers by explaining the
connection and demonstrating the high dollar costs to show that this is a
current problem affecting a government process (taxation) and therefore
could appropriately be addressed by government intervention.
III. Short Response 2: Another reason that weight should be considered a governmental
issue is that the market for unhealthy food in America has overtaken the general food
market and the government needs to actively curb the incentives to frequent these
establishments.
a. Supporting Evidence: “[M]eals are increasingly being consumed outside the
home, and these meals tend to be higher in fat. A literal fat tax… theoretically
would encourage individuals to opt for low-fat or nonfat alternatives” (Franck et
al., 2013, p. 1951).
i. Explanation: This quote alludes to many of the main problems with fast
food consumption and explains what a fat tax would attempt to do to curb
the consumption of junk food.
ii. So what?: Showing that a fat tax would be able to curb overconsumption
of obesity-causing fast food demonstrates the need for the government to
impose such a thing.
IV. Short Response 3: Finally, the government is responsible for ensuring that children
have access to healthy food and exercise while in school.
a. Supporting Evidence: A connection between Michelle Obama’s “Let’s Move!”
campaign and a reduction in overall childhood obesity across America has been
demonstrated (Tucker, 2013, p. 5).
i. Explanation: This information shows the effectiveness of government-
backed programs, with “Let’s Move!” as the specific example.
**Step 1**: Review the Criminal Justice Impacts on Society: The George Floyd Case final paper assignment instructions and rubric in Week 6.
**Step 2**: Create an outline.
Your outline should contain the follow topics that reflect sections of the final paper, and each topic or step of the outline will include only two sentences regarding what will be discussed in that section, focusing on the particular factors that need to be covered in your final paper.
Your outline must include references to five scholarly or credible sources (including your textbook) that you will use in your final paper
Derek Chauvin was charged with, and convicted of, three separate homicide counts for George Floyd’s death.
In your outline,
· Explain the facts of George Floyd’s arrest and death (e.g., briefly, what was he arrested for; how many police officers were on scene, facts of his passing, etc.).
· Summarize a brief, professional history about the lead officer, Derek Chauvin.
· Analyze the social unrest that occurred after Floyd’s death.
· Support the analysis with scholarly or credible sources that explain the scale of the protests, specifically identifying cities and the impacts to areas that experienced civil unrest.
· Analyze in detail how this case did not violate the Amendment V’s prohibition against double jeopardy.
· Summarize three major provisions of your choosing found in the George Floyd Justice in Policing Act of 2021.
· Evaluate the civil settlement received by the Floyd family from the City of Minneapolis as a result of the actions of police officer Chauvin.
· Identify whether this was a matter of state or federal law and why.
· Identify your opinion about the outcome of the Chauvin trial and the Floyd family settlement.
· Support your opinion with scholarly, credible evidence.
The Annotated Outline assignment,
· Must be three to four double-spaced pages in length (not including title and references pages)
· Must utilize academic voice. See the
[_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.
· Must use at least five scholarly, peer-reviewed, scholarly or credible sources in addition to the course text
_Cited Source:_
Hill, E., Tiefenthäler, A., Triebert, C., Jordan, D., Willis, H., & Stein, R. (2020).
_How George Floyd was killed in police custody._ The New York Times.
[https://www.nytimes.com/2020/05/31/us/george-floyd-investigation.html](https://www.nytimes.com/2020/05/31/us/george-floyd-investigation.html)
_Cited Source:_
BBC News. (2020).
_Derek Chauvin: What we know about the officer charged over George Floyd's death._ [https://www.bbc.com/news/world-us-canada-52854025](https://www.bbc.com/news/world-us-canada-52854025)
_Cited Source:_
Buchanan, L., Bui, Q., & Patel, J. K. (2020).
_Black Lives Matter may be the largest movement in U.S. history._ The New York Times.
[https://www.nytimes.com/interactive/2020/07/03/us/george-floyd-protests-crowd-size.html](https://www.nytimes.com/interactive/2020/07/03/us/george-floyd-protests-crowd-size.html)
_Cited Source:_
Cornell Law School. (n.d.).
_Double jeopardy._ Legal Information Institute.
[https://www.law.cornell.edu/wex/double_jeopardy](https://www.law.cornell.edu/wex/double_jeopardy)
_Cited Source:_
U.S. Congress. (2021).
_George Floyd Justice in Policing Act of 2021._ https://www.congress.gov/bill/117th-congress/house-bill/1280/text
_Cited Source:_
BBC News. (2021).
_George Floyd: US city to pay $27m to family of man whose death sparked protests._ [https://www.bbc.com/news/world-us-canada-56372580](https://www.bbc.com/news/world-us-canada-56372580)
_Cited Source:_
Peak, K. J., & Madensen-Herold, T. D. (2021).
_Introduction to criminal justice: Practice and process_ (4th ed.). Sage Publications.
**## CR2.docx**
2
this assignment is an annotated outline to help you organize your final paper. Your
outline must be in outline form (this is not an essay paper), and it must also be substantive and
scholarly
Each topic or step of the outline will include only two or three sentences regarding what
will be discussed in that section. The first sentence of each short response will be the
intended topic sentence for the paragraph for the final paper, focusing on the particular
factors that need to be covered in your final paper;
o The facts of George Floyd’s arrest and death; what was he arrested for; how
many police officers were on scene, facts of his passing, etc. (CLO1)
o Professional history about the lead officer, Derek Chauvin. (CLO 4)
o Details of the social unrest that occurred after Floyd’s death. [Note: Your analysis
must be supported with scholarly or credible sources] (CLO 4)
o The 5th Amendment to the US Constitution on double jeopardy and why it did not
apply to Derek Chauvin in this case despite the fact he was convicted of three
homicide counts in a case with only one victim. (CLO3)
o Details of three major provisions of the George Floyd Justice in Policing Act of
2021. (CLO2)
o Evaluate the civil settlement received by the Floyd family from the City of
Minneapolis as a result of the actions of police officer Chauvin. Was this a matter
of state or federal law, and why? (CLO2)
• Your outline must include references to five credible, scholarly that you will use in your
final paper. One of those five, required sources can be the course’s textbook. You may
also use additional sources such as news articles, but these do not count toward your
five required scholarly sources.
• Be sure to use specific examples from your sources that support your research,
analysis, and opinion.
The Final Comprehensive Case Report Topic and Outline paper
• Must be three to four double-spaced pages in length (not including title and references
pages) and formatted according to APA
Format your paper according to your assignment instructions: APA, MLA, Chicago Style
The following sample includes APA-style citations and references.
Page numbers are not required when citing paraphrased
information. However, you may include them if doing so would
better direct readers to the information cited.
Outline: Argumentative Paper on Obesity and Government Intervention
I. Introduction
a. Thesis: The obesity epidemic needs a government intervention because the
medical costs associated with obesity cost taxpayers money, unhealthy foods need
tighter regulations, and schools need to provide healthier options.
II. Short Response 1: The medical cost associated with weight-related issues has
significantly contributed to individual taxes.
a. Supporting evidence: “…the costs of obesity arising from individuals’ poor
nutritional choices are borne by society as a whole through taxes, lost
productivity, and an overburdened healthcare system. In 2008, the medical costs
associated with obesity and obesity-related illnesses totaled US $147 billion in the
United States” (Franck et al., 2013, p. 1951).
i. Explanation: This quote demonstrates not only the connection between
obesity, medical costs, and increased taxes, but also shows the exact costs
from a fairly recent year.
ii. So what?: This quote supports the claim that weight-related medical
issues contribute to increased taxes for all taxpayers by explaining the
connection and demonstrating the high dollar costs to show that this is a
current problem affecting a government process (taxation) and therefore
could appropriately be addressed by government intervention.
III. Short Response 2: Another reason that weight should be considered a governmental
issue is that the market for unhealthy food in America has overtaken the general food
market and the government needs to actively curb the incentives to frequent these
establishments.
a. Supporting Evidence: “[M]eals are increasingly being consumed outside the
home, and these meals tend to be higher in fat. A literal fat tax… theoretically
would encourage individuals to opt for low-fat or nonfat alternatives” (Franck et
al., 2013, p. 1951).
i. Explanation: This quote alludes to many of the main problems with fast
food consumption and explains what a fat tax would attempt to do to curb
the consumption of junk food.
ii. So what?: Showing that a fat tax would be able to curb overconsumption
of obesity-causing fast food demonstrates the need for the government to
impose such a thing.
IV. Short Response 3: Finally, the government is responsible for ensuring that children
have access to healthy food and exercise while in school.
a. Supporting Evidence: A connection between Michelle Obama’s “Let’s Move!”
campaign and a reduction in overall childhood obesity across America has been
demonstrated (Tucker, 2013, p. 5).
i. Explanation: This information shows the effectiveness of government-
backed programs, with “Let’s Move!” as the specific example.
**Step 1**: Review the Criminal Justice Impacts on Society: The George Floyd Case final paper assignment instructions and rubric in Week 6.
**Step 2**: Create an outline.
Your outline should contain the follow topics that reflect sections of the final paper, and each topic or step of the outline will include only two sentences regarding what will be discussed in that section, focusing on the particular factors that need to be covered in your final paper.
Your outline must include references to five scholarly or credible sources (including your textbook) that you will use in your final paper
Derek Chauvin was charged with, and convicted of, three separate homicide counts for George Floyd’s death.
In your outline,
· Explain the facts of George Floyd’s arrest and death (e.g., briefly, what was he arrested for; how many police officers were on scene, facts of his passing, etc.).
· Summarize a brief, professional history about the lead officer, Derek Chauvin.
· Analyze the social unrest that occurred after Floyd’s death.
· Support the analysis with scholarly or credible sources that explain the scale of the protests, specifically identifying cities and the impacts to areas that experienced civil unrest.
· Analyze in detail how this case did not violate the Amendment V’s prohibition against double jeopardy.
· Summarize three major provisions of your choosing found in the George Floyd Justice in Policing Act of 2021.
· Evaluate the civil settlement received by the Floyd family from the City of Minneapolis as a result of the actions of police officer Chauvin.
· Identify whether this was a matter of state or federal law and why.
· Identify your opinion about the outcome of the Chauvin trial and the Floyd family settlement.
· Support your opinion with scholarly, credible evidence.
The Annotated Outline assignment,
· Must be three to four double-spaced pages in length (not including title and references pages)
· Must utilize academic voice. See the
[_Academic Voice_ Links to an external site.](https://writingcenter.uagc.edu/academic-voice) resource for additional guidance.
· Must use at least five scholarly, peer-reviewed, scholarly or credible sources in addition to the course text
_Cited Source:_
Hill, E., Tiefenthäler, A., Triebert, C., Jordan, D., Willis, H., & Stein, R. (2020).
_How George Floyd was killed in police custody._ The New York Times.
[https://www.nytimes.com/2020/05/31/us/george-floyd-investigation.html](https://www.nytimes.com/2020/05/31/us/george-floyd-investigation.html)
_Cited Source:_
BBC News. (2020).
_Derek Chauvin: What we know about the officer charged over George Floyd's death._ [https://www.bbc.com/news/world-us-canada-52854025](https://www.bbc.com/news/world-us-canada-52854025)
_Cited Source:_
Buchanan, L., Bui, Q., & Patel, J. K. (2020).
_Black Lives Matter may be the largest movement in U.S. history._ The New York Times.
[https://www.nytimes.com/interactive/2020/07/03/us/george-floyd-protests-crowd-size.html](https://www.nytimes.com/interactive/2020/07/03/us/george-floyd-protests-crowd-size.html)
_Cited Source:_
Cornell Law School. (n.d.).
_Double jeopardy._ Legal Information Institute.
[https://www.law.cornell.edu/wex/double_jeopardy](https://www.law.cornell.edu/wex/double_jeopardy)
_Cited Source:_
U.S. Congress. (2021).
_George Floyd Justice in Policing Act of 2021._ https://www.congress.gov/bill/117th-congress/house-bill/1280/text
_Cited Source:_
BBC News. (2021).
_George Floyd: US city to pay $27m to family of man whose death sparked protests._ [https://www.bbc.com/news/world-us-canada-56372580](https://www.bbc.com/news/world-us-canada-56372580)
_Cited Source:_
Peak, K. J., & Madensen-Herold, T. D. (2021).
_Introduction to criminal justice: Practice and process_ (4th ed.). Sage Publications.