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Within contemporary society, scamming incidences have often been on the increase

Capstone Proposal

Introduction

Within contemporary society, scamming incidences have often been on the increase, especially with the introduction of more technology innovations such as the Internet of Things (IoT), which has enabled easy access to information. However, due to a lack of sufficient technical capacity, most people have often fallen victims to the scandals, mainly because, as of 2020, up to 75% of organizations worldwide had experienced phishing at one point in their operations (Rosenthal, 2021). The scam is mainly described as trickery, typically used to cheat someone to something or into doing some things, such as giving money. This provision means that scamming typically adopts various forms as long as fraudulent processes were involved in obtaining money from another person.

One of the more common types of fraud in today’s business climate is ACH fraud. You will be hard-pressed to find a small business today that doesn’t use ACH as a form of receiving and delivering payments. According to NACHA, the volumes of ACH have continued to grow among the enterprises last year, and over the next couple of years, the number will increase consistently. The latest statistics on ACH activities on the same day reveal that almost two million transactions take place daily, giving criminals more access to fraud. Due to this prevalence, the reason for ACH fraud among criminals is easy to understand. Under certain circumstances, a merchant may reverse the ACH charge. Strict ACH reverse rules apply in the National Automated Clearing House Associate (NACHA). The transaction must be changed within five business days, and only three cases are authorized if the dollar is paid in the wrong way.

ACH scams refer to the Automated Clearing House fraud (ACH), which has recently increased rapidly based on statistics. The prevalence of ACH credit attacks increased from 13% in 2017 to 20% in 2018 (AFP, 2019). It is worth noting that the transactions are customarily conducted electronically between bank accounts using a batch processing system hence providing attackers with ample time to look for loopholes to access the design and execute the unauthorized transfer of funds electronically. One of the main loopholes involves the ease of accessibility of the system and the weak authentication systems used to authorize payments. Only a few files are required to confirm charges.

The two famous attempts at ACH fraud are the misrepresentation of a company and the fraudulent usage of bank accounts. When you know what happened, often the perpetrators are gone, leaving a financial mess. They collect customer details for routine payment guidance. Customer signature, branch or sort code and account number are usually used. This knowledge can be easily obtained via a search transaction. They can check volumes continue to decline worldwide but continue to serve the perpetrator as a source of helpful information. Using emails supposedly from legitimate businesses to phish or spoil phishing, fraudsters are “tricking” the recipient into supplying login credentials to their bank. In doing so, offenders collect the information they need to access the client’s account. Malware is also used as a trojan or worm to penetrate a remote device or business, and is unknown to the end-user, and can remain sleeping until a financial transaction or access to financial details begins. So, the malware may take on a session at a given point and start a fraudulent operation, in contrast to the fooled user who provides login credentials. Otherwise, offenders may use an informant to provide sufficient information to cause criminals to be held accountable. The criminals connect to their customer’s bank accounts (manually or through malware) with online credentials in hand and identify their account(s). The fraudster may alter the email address of the account holder, telephone number and password to avoid identification or blocking of pending ACH transactions. Criminals initiate ACH transactions with the account under their jurisdiction. Depending on the experience and financial requirement of the fraudster, fraudulent transaction sums need to be avoided to enable the fraud identification laws of the Bank.

In recent years, ACH scams have become the most profitable and common ways of scamming employees worldwide. This provision is mainly because of the increased instances of electronic fraud as attackers now move towards ACH transactions as much as they are considered safer than traditional checks and wires that were commonly used before the technology innovation that made electronic banking easier (Ryan, 2019).

In recent years, most celebrities have often fallen victim to ACH scams. An example of this was Dana Giacchetto, who manages some of the biggest stars in Hollywood like Leonardo DiCaprio and Cameron Diaz was in 1999 accused of defrauding his clients of approximately $50 million through credit card frauds whereby he used their cards to pay for various expenses which can be considered a scam mainly because he used the trust created between the parties to access, and subsequently, defraud his clients of their money. This paper analyzes the various dimensions of the ACH fraud.  I study in this Capstone how the commercial sector can prevent being victimized by the ACH fraud.

Literature Review

This literature review will cover the main aspects of ACH frauds. The literature will cover three main research questions. The first question is what ACH payments are, covering the details of ACH payments. The second main question will deal with the ACH frauds and their occurrence. The third question is how ACH frauds can be controlled.

Given Volynkin’s (2018) study, the first research topic will be discussed in depth here. Based on the detailed investigation based on facts and numbers and thorough primary research, his study has highlighted several important terms related to the topic. To define the term, ACH or automatic clear house payments are made using the ACH Network, a network of electronic payments in the United States. Consumers now demand these payments as a result of technological advancements. While these payment methods are safe, fraud can also occur in a variety of ways. However, these types of scams are thought to be very rare. Banks, credit unions, and other banking institutions handle these transactions. The National Automated Clearing House Association is in charge of clearing and managing all financial institutions. These payments are very similar to wire transfers, and the main difference is that there are no intermediaries involved in these kinds of expenses.

In addition to the specifics of the first issue, Maulidi and Jake (2020) conceptualized fraud in Indonesia by interviewing managers in local agencies. ACH provider is active in ACH payment networks, according to the findings. This payment method is only available via a NACHA-approved financial institution. The Bank or the financial institution which is involved is the one that acts as the leading ACH operator. The operators need approval over the yards to become authentic for payment transfers.

Shonhadji & Maulidi (2021) highlights whistleblowing and its importance to prevent fraud. The study mentioned that processing of the payments begins with an entry request. The person who makes or generates the request is known as the originator. The originator has a bank account in the respective Bank where the ACH origination generates. The bank account number of then plugged in along with the transit number, router number, client name, and bank name. My second question relates to ACH frauds.

The webpage reference of ACH fraud: Why criminals love this con, (2012) has mentioned that a period of one to four days is required so that the ACH network can make sure that the payment request is not based on any fraud-based information. In the case of any fraud-based information, it is seen that the Bank of Receiver issues a return code to the originator in case if no issue is found, the payment is processed successfully.

Kahn (2019) elaborates on the different advantages that consumers enjoy. These payment transfers are cheaper as compared to credit card-based transfers. These payments are also more secure as they are automated. The systems automatically check the information that has been provided. Nevertheless, there are various kinds of frauds that cab occurs in these systems, but these are only 1% of the payments made through these transfers. According to one of the studies from the Federal Reserves, these payments-based frauds are very rare. These payments have lowered fraud-based rates. These rates represent 0.08 basis points between the years 2012 and 2015.

With this, the third research question relates to finding a block to these frauds. This literature will identify the gaps between reports of Federal Departments and the FBI relating to these frauds. A description by Gerdes, Claire, Liu (2018) has talked about payment fraud totals estimated. The Federal Reserves highlighted that in the year 2012, two-thirds of the value of frauds were accounted for compared to only three quarters reported in 2015. But, according to the reports of the FBI, more than US$ 100 million have been reported in losses. The FBI receives a large number of new complaints every day. An increased level of ease is associated with conducting these kinds of frauds. Yet, the reports of NACHA claim that rates of these kinds of scams are significantly less while the reality is a contrast. That calls for a need to reassess the actual rates of frauds happening and affecting clients daily

Maulidi & Ansell (2020) provide details that these frauds are based on time delays in making the payments. Any unauthorized ACH transactions are termed ACH fraud. These frauds target a specific bank account. The frauds require bank account numbers and routing numbers, which is the hardest part of the fraud. The ACH network mitigated this fraud. The hackers can get bank account information when they get hold of customer credentials. With these credentials, the hackers can generate requests for the transaction, and the funds can be withdrawn with the help of ACH debit. The second primary way is the check fraud shame which is also referred to as check-kiting scam where the criminal gets the advantage of lag time. The criminal juggles money back and forth between accounts so that registration with ACH comes out as valid. But until the ACH makes a check, payment has already been processed. The third way is termed a spear phishing scam. Email is sent to an individual with a link that, when clicked, opens a link to a website that is malware. A key logger is a piece of software installed by the website as soon as it is accessed and records all keystrokes.

Denkins (2019) has mentioned that business cycles are all about profit margins, sales of the products, conversion of materials into goods, and generating revenues. Businesses’ operating periods are handled with the help of financial institutions to improve cash flow. Banks may use cash management services to deal with cash flow issues. However, to deter theft, companies must have proper protocols in place.

Because of the prevention steps taken by the Fintech sector, the ACH network, and the banking industry, fraud can be avoided. Encryption, multifactor authentication, and safe file transfers are some of the successful preventable steps. Financial institutions must follow the guidelines of the NACHA Operating Code to ensure that hacking attempts are stopped. After an ACH entry has been made, the uses need to wait for two days or 48 hours patiently. Customers of ACH transactions must be aware of the Know Your Customer Standards that have been established. These laws provide a series of rules that financial institutions must follow to verify and recognize risks involved with ACH payments and transactions.

Shonhadji & Maulidi (2021) mention that these regulations require that the bans collect detailed information of the client that can be helpful in verification procedures. Multifactor authentication is required for all clients. The clients need to make sure that all personal a sensitive information is shared over a secured network.

Silamoney (2020) has emphasized Automated Programming Interfaces (API). The research is focused on primary and secondary fraud investigations. For the transaction to be processed, APH needs ACH authentication. This is the latest system that protects the ACH system from being hacked. Financial services use ACH to process bill payments, bank-based withdrawals, and funds transactions between accounts. The critical gap identified in this literature is in the reports of the FBI and NACHA in terms of absolute numbers of words or cases of frauds. Real numbers needed to be reported. New ways need to be defined that can help in having control over these cases.

Methodology

In response to the research questions, I adopt a qualitative approach: How does ACH fraud affect the commercial sector? Primary sources, such as advertising posters and diaries, must be used to answer this query. In contrast, secondary sources, such as academic journals, will include evidence on the subject that is already accessible. I also plan to do secondary research on ACH fraud using newspapers and scholarly articles. I will analyze the project following the guidelines. I recommend answering the following sub-questions to answer my study question:

1. What is ACH fraud?

1. How can the commercial sector Prevent Hacking Risks on ACH Systems?

1. How can an unauthorized ACH be prevented?

My first sub-question is “What is ACH fraud?” To answer this question, I’ll look at some primary sources first. Interviews from documentaries will be used as primary sources. Secondary sources can assist in developing historical context and the study of the ACH risk’s evolution. These sources include Pishbahar, E., & Darparnian, S. (2018). Factors Creating Systematic Risk for Rainfed Wheat Production in Iran, Using Spatial Econometric Approach, Lygizos, M., Shenoi, S. V., Brooks, R. P., Bhushan, A., Brust, J. C., Zelterman, D., … & Friedland, G. H. (2013). Natural ventilation reduces high TB transmission risk in traditional homes in rural KwaZulu-Natal, South Africa. BMC infectious diseases13(1), 1-8., Memarzadeh, F., & Xu, W. (2012, March). Role of air changes per hour (ACH) in the possible transmission of airborne infections. In Building Simulation (Vol. 5, No. 1, pp. 15-28). Springer Berlin Heidelberg., Memarzadeh, F., & Xu, W. (2012, March). Role of air changes per hour (ACH) in the possible transmission of airborne infections. In Building Simulation (Vol. 5, No. 1, pp. 15-28). Springer Berlin Heidelberg. These sources explain that: With same-day ACH payment, sending bank-to-bank transfers is easy. However, as in all financial deals, there are risks involved. Furthermore, most ACH payment requests are made electronically, which could expose the ACH transaction to more aggressive attackers and fraud. Both electronic transfers carry some level of risk. And where a financial institution meets any of the NACHA rules, payments made via the ACH Network can be subject to ACH fraud. It can be challenging to protect against ACH theft. The General Risks were divided into five categories: credit risk, debit risk, operating risk, fraud risk, and systematic risk to help understand the risks involved with ACH fraud.

My second sub-question is “How can commercial sector Prevent Hacking Risks on ACH Systems?” To answer this question, I’ll look at some primary sources first. Interviews from documentaries will be used as primary sources. Secondary sources can assist in developing historical context and the study of the ACH risk’s evolution. These sources include Coburn, A., Leverett, E., & Woo, G. (2018). Solving cyber risk: protecting your company and society. John Wiley & Sons., Sullivan, R. J. (2014). Controlling security risk and fraud in payment systems. Federal Reserve Bank of Kansas City, Economic Review99(3), 47-78., Maggiore, U. L. R., Martinelli, F., Dondi, G., Bogani, G., Chiappa, V., Evangelista, M. T., … & Raspagliesi, F. (2019). Efficacy and fertility outcomes of levonorgestrel-releasing intrauterine system treatment for atypical complex hyperplasia or endometrial cancer: a retrospective study. Journal of gynecologic oncology30(4)., Rosner, M. T., & Kang, A. (2016). Understanding and regulating twenty-first-century payment systems: The ripple case study. Michigan Law Review114(4), 649-681. These sources explain that Currently, online payment processing is initiated and carried out by ACH. This poses an underlying and elevated vulnerability of ACH transactions by malicious attackers. At present, users of ACH are targeted by cyber threats, phishing of emails, accounting, impersonation of vendors, and many more. Find the following to defend ACH networks from hacking risks: Use the authorized NACHA service providers, who have been extensively tested and labelled as PCI DSS Entity. Do not hold the protection card number or track details electronically. Encrypt all credit and debit card contact details and cardholder data for electronic storage. Encrypt phone records containing details on personal accounts.

My third sub-question is “How can an unauthorized ACH be prevented?” To answer this question, I’ll look at some primary sources first. Interviews from documentaries will be used as primary sources. Secondary sources can assist in developing historical context and the study of the ACH risk’s evolution. These sources include Marley, R., & Mooney, J. L. (2015). Essential IT Controls for Preventing Cash Fraud. Journal of Corporate Accounting & Finance26(2), 49-57., Lindström, J., Neumann, A., Sheppard, K. E., Gilis-Januszewska, A., Greaves, C. J., Handke, U., … & Yilmaz, T. (2010). Take action to prevent diabetes–the IMAGE toolkit for the prevention of type 2 diabetes in Europe. Hormone and Metabolic research42(S 01), S37-S55., Lindström, J., Neumann, A., Sheppard, K. E., Gilis-Januszewska, A., Greaves, C. J., Handke, U., … & Yilmaz, T. (2010). Take action to prevent diabetes–the IMAGE toolkit for the prevention of type 2 diabetes in Europe. Hormone and Metabolic Research42(S 01), S37-S55., Sullivan, R. J. (2014). Controlling security risk and fraud in payment systems. Federal Reserve Bank of Kansas City, Economic Review99(3), 47-78., Montague, D. A. (2010). Essentials of online payment security and fraud prevention (Vol. 54). John Wiley & Sons. These sources explain that It is for the Bank to provide security safeguards against fraud on ACH networks to secure its accounts and customers.

Work Cited

AFP. “Results from the 2019 AFP Payments Fraud & Control Survey.” 2019 PAYMENTS FRAUD AND CONTROL SURVEY, 2019, www.afponline.org/docs/default-source/default-document-library/afpex-summer-f1-afp-research.pdf?sfvrsn=0#:~:text=Thirty%2Dthree%20percent%20of%20financial,to%2020%20percent%20in%202018.

CNBC. “Dana Giacchetto slapped with new fraud charges.” CNBC, Feb. 2014, www.cnbc.com/2014/02/20/former-money-manager-dana-giacchetto-faces-new-fraud-charges.html.

Rosenthal, M. “Must-know phishing statistics: Updated 2020.” Tessian, 2021, www.tessian.com/blog/phishing-statistics-2020/.

Ryan, V. “Scammers target ACH transactions.” CFO, 2019, www.cfo.com/applications/2019/04/scammers-target-ach-transactions/.

Proposed sources

Denkin, V. (2019). Understanding the Value of Mitigating Fraud Risk for Small Businesses with Cash Management. Understanding the Value of Mitigating Fraud Risk for Small Businesses with Cash Management. Mathematics and Computer Science Capstones. 43. Gerdes, G. R., Greene, C., & Liu, M. X. (2018). Changes in U.S. Payments Fraud from 2012 to 2016: Evidence from the Federal Reserve Payments Study. Reports and Studies 4265, Board of Governors of the Federal Reserve System (U.S.). Goodchild, J. (2012, 8 5). ACH fraud: Why criminals love this con. Retrieved from CSO: https://www.csoonline.com/article/2125833/malware-cybercrime-ach-fraud-why-criminals-love-this-con.html Kahn, M. W. (2019, 1 24). ACH Payments Have Lowest Fraud Rate, Fed Survey Finds. Retrieved from NACHA.Org: https://www.nacha.org/news/ach-payments-have-lowest-fraud-rate-fed-survey-finds Maulidi, A. (2020). Critiques and further directions for fraud studies: Reconstructing misconceptions about developing fraud theories. Journal of Financial Crime. Maulidi, A., & Ansell, J. (2020). The conception of organizational fraud: the need for rejuvenation of fraud theory. Journal of Financial Crime. Maulidi, A., & Jake, A. (2020). Tackling practical issues in fraud control: a practice-based study. Journal of Financial crime. Shonhadji, N., & Maulidi, A. (2021). The roles of whistleblowing system and fraud awareness as a financial statement fraud deterrent. International Journal of ethics and methods. Silamoney. (2020, 8 14). U.S. Know Your Customer (KYC) Regulations and ACH Payments. Retrieved from SilaMoney: https://silamoney.com/ach/u-s-know-your-customer-kyc-regulations-and-ach-payments/ Volynkin, A. (2018). ACH Account Takeover. Carnegie Mellon University. Đekić, M. D. (2017). How a modern business could respond to the phishing attack challenges. Tehnika, 72(3), 455-459. Retrieved from http://scindeks.ceon.rs/Article.aspx?artid=0040-21761703455D Pishbahar, E., & Darparnian, S. (2018). Factors Creating Systematic Risk for Rainfed Wheat Production in Iran, Using Spatial Econometric Approach. Retrieved from http://ir.jkuat.ac.ke/handle/123456789/3846 Rainone, E. (2021). Identifying deposits’ outflows in real-time. Bank of Italy Temi di Discussione (Working Paper) No, 1319. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3827493 Kitchin, R., & Dodge, M. (2019). The (in) security of smart cities: Vulnerabilities, risks, mitigation, and prevention. Journal of Urban Technology, 26(2), 47-65. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/10630732.2017.1408002 Heinemann, L., & Lange, K. (2020). “Do it yourself”(DIY)—automated insulin delivery (AID) systems: current status from a german point of view. Journal of diabetes science and technology, 14(6), 1028-1034. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/1932296819889641 Demler, T. L., & Krieger, K. (2020). Challenges associated with treating and preventing antipsychotic-induced constipation: considerations and cautions when prescribing novel interventions. International Clinical Psychopharmacology, 36(1), 12-17. Retrieved from https://www.ingentaconnect.com/content/wk/incps/2020/00000036/00000001/art00002

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solutions in relation to the management problem you are exploring

Instructions: Read the material at the sites listed, Content Section to help guide you in identifying solutions to the management problem you have identified. Complete a 2-4 page paper discussing solutions in relation to the management problem you are exploring during this course. Here are some tips to help you create your solutions:

· Solutions should focus on the problem, be accepted by the team and be achievable.

· Find opportunities to allow the individuals to meet to work out the differences, respectfully. Focus on strategies that can build trust in the relationship.

· Look at the tasks that the individuals are responsible for and explore whether or not they have had adequate training or resources to be successful in performing their tasks (so the solution is to provide additional training and/or mentoring to help your folks be successful).

· Evaluate the conditions under which these two work (are they sitting right next to the community coffee pot or the photocopy machine or with poor ventilation or no natural light? Is the environment affecting their behavior?) The solution may be to fix the problem by moving them or making some other change.

· Is it financially feasible? Can it be completed in a reasonable time? Can it be done within financial cost structures? What is the return on investment?

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An article describing a collective bargaining situation that has arisen within the year

Assignment 1: Collective Bargaining Analysis (Paper) 3-4 pages, not including cover or References pages

Locate an article describing a collective bargaining situation that has arisen within the year. This article should be from a newspaper, an academic journal, or a credible online news source (try searching “collective bargaining in the news”). Attach the article or give the link.  Use a minimum of two additional references from the course materials to support your discussion and to respond to the questions in the assignment. Use headings to separate the sections of the paper, double-space, and Times New Roman font, cover page, page numbers, and APA format.

1. Identify your main article:

· Using APA guidelines state the proper citation for the article.

2. Respond to these questions:

· What is the nature of the collective bargaining dispute?

· What are the underlying causes of the dispute?

· What economic or ethical pressures has each side attempted to use to prevail in the dispute?

· If there is any evidence of any illegal or unethical conduct on either side, describe it in detail.

· Was the dispute resolved? If so, how? If not, what are the possible resolutions?

· What, if any, role was played by third parties in resolving this bargaining dispute? What was the identity of the third party?

· In retrospect, could this dispute have been resolved in a more constructive fashion? If so, how?

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The Wealth of Nations, Adam Smith discussed the idea that the basis of trade could be seen in light of what he called absolute advantage.

Primary Task Response: Within the Discussion Board area, write 300 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

In the Mercantile period, from the 16th through the end of the 18th centuries, trade was driven by a need to accumulate gold and silver. Nations worked to restrict imports and drive exports. With the advent of the Industrial Age, classical economists began to look at trade and international commerce in a different light. In his seminal work The Wealth of Nations, Adam Smith discussed the idea that the basis of trade could be seen in light of what he called absolute advantage. His contemporary, David Ricardo, took a different and modified approach and laid out a framework called comparative advantage. This latter theory is the basis for all modern views of international trade. For this Discussion Board, complete the following:

  • Define absolute and comparative advantage.
  • Compare the two views on trade.
  • How does the concept of opportunity cost factor into comparative advantage?
  • Discuss why you think comparative advantage has become the fundamental and accepted theory of trade. Provide concrete examples

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If you are having a hard time coming up with an example, use a previous job interview where you had to “sell” yourself. Let’s have some fun with this!

Instructions

Discuss some examples of when you had to “sell” an item. Give examples of what you liked about the situation, what you could have done better, and what you learned from the experience. If you are having a hard time coming up with an example, use a previous job interview where you had to “sell” yourself. Let’s have some fun with this! I look forward to reading your comments.

To earn the greatest number of points on this Discussion, the following needs to be present:

  • Each entry contributes meaningfully to the discussion.
  • Each response contains detailed remarks about that individual’s posting or is an accurate response to a discussion-topic related question.
  • Each entry includes a referenced source or an especially insightful analysis or real-life application of the issue.

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Three Ps” (Pathophysiology, Pharmacology, and Physical Assessment) and the clinical course expectations

Assignment

FNP program leadership or senior faculty will give a live or recorded lecture on upcoming course requirements, including an introduction to the “Three Ps” (Pathophysiology, Pharmacology, and Physical Assessment) and the clinical course expectations. Students should attend the lecture live if possible (which affords them a chance to participate and ask questions) or alternatively, the student may watch the recording. The dates and times as well as zoom link and recording will be posted in this document:  LINK

If the link above does not work, copy and paste this URL into your browser: https://docs.google.com/document/d/1tL9Q95uf8FxhqS3vOTxCMz5lrMx6a7YG601VU61kqG8/edit?usp=sharing

After attending the lecture, or viewing the recording, please reflect upon what you learned and follow the directions below. This assignment has two parts; reflections and goals. The goals section has two subparts: 3P goals and clinical goals. They do not need to be in APA format, but please choose a format that is organized and visually pleasing. You are not limited to a word document; PDF and PPT are acceptable. Please ensure your instructor is able to open your chosen media if not PDF, Word, or PPT. This should be your original work, unique to you. Please work individually and do not collaborate with others on this reflective and personal goal-forming work.

· Reflection: 150-250 words

o Reflect upon what was learned and briefly write about your thoughts. Include:

§ What were you surprised to learn from the lecture, or what was new? If no material was new to you, what do you wish was covered instead?

§ Considering your own unique work-life-school situation, what are your greatest concerns or greater perceived challenges for the second half of the FNP program?

· Goals: (Separate from the above 250 word count)

o Considering your own personal situation and life challenges, provide three specific goals to help guide your success in two areas

o Goals for the 3P courses: (three goals, bullet points are acceptable)

o Goals for clinical experiences: (three goals, bullet points are acceptable)

· When writing your goals, try to keep in mind principles of SMART goals (specific, measurable, attainable, relevant/realistic, and time-oriented)

Some Examples: (but remember you need 3 of each goal type)

1)  My first 3P goal is to study pathophysiology for 6 hours every week by setting aside 60 min every night from 8-8:30 for six nights a week.

2)  My first clinical goal is to contact 7 different clinics each week to look for a pediatric preceptor until I have found someone.

3)  My second clinical goal is to decrease my work to part-time so that I can do 40 extra hours in my pediatric rotation in October-December 2022 so that I can be more marketable in a pediatric practice after graduation.

Expectations

· Length: 250- 300 words for the reflection, and provide at least three SMART goals for the 3P courses and three goals for the clinical courses

· Format: No APA required, however, please follow professional grammar and spelling conventions. Extra points are given to original, unique styles that are organized, professional, and visually pleasing

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Define absolute and comparative advantage

Primary Discussion Response

Primary Task Response: Within the Discussion Board area, write 300 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

In the Mercantile period, from the 16th through the end of the 18th centuries, trade was driven by a need to accumulate gold and silver. Nations worked to restrict imports and drive exports. With the advent of the Industrial Age, classical economists began to look at trade and international commerce in a different light. In his seminal work The Wealth of Nations, Adam Smith discussed the idea that the basis of trade could be seen in light of what he called absolute advantage. His contemporary, David Ricardo, took a different and modified approach and laid out a framework called comparative advantage. This latter theory is the basis for all modern views of international trade. For this Discussion Board, complete the following:

  • Define absolute and comparative advantage.
  • Compare the two views on trade.
  • How does the concept of opportunity cost factor into comparative advantage?
  • Discuss why you think comparative advantage has become the fundamental and accepted theory of trade. Provide concrete examples

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White privilege, discrimination, prejudice and racism,and intersectionality are concepts and theories that relate to the concept of cultural diversity

Assessment Description: Report with References White privilege, discrimination, prejudice and racism,and intersectionality are concepts and theories that relate to the concept of cultural diversity. Describe how at least two of the se concepts and theories are instrumental in enabling counsellors / other helping practitioners to work with people from diverse groups. Research the web site of one organization which works with cultural diversity. Use the information on the website to analyse how the organization enables cultural competence, and how they address white privilege, discrimination, prejudice and racism, or intersectionality. The report should include:•a critical analysis of the two concepts and/or theories.•a thorough examination as to how these theories support practitioners in their work with people from diverse groups•an analysis of how these theories and culturally competent practices are applied in one organisation•a demonstration of an understanding of the important skills & knowledge required for working with people from diverse groups•a fully referenced report which uses evidence to support the analysis

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important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners)

Instructional Plan Title:

Lesson Summary and Focus:

In   2-3 sentences, summarize the lesson, identifying the central focus based on   the content and skills you are teaching. 

Classroom and Student   Factors/Grouping:

Describe   the important classroom factors (demographics and environment) and student   factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners),   and the effect of those factors on planning, teaching, and assessing students   to facilitate learning for all students. This should be limited to 2-3   sentences and the information should inform the differentiation components of   the lesson.

National/State Learning   Standards:

Review   national and state standards to become familiar with the standards you will   be working with in the classroom environment. 

Your   goal in this section is to identify the standards that are the focus of the   lesson being presented. Standards must address learning initiatives from one   or more content areas, as well as align with the lesson’s learning   targets/objectives and assessments.

Include   the standards with the performance indicators and the standard language in   its entirety. 

Specific Learning   Target(s)/Objectives:

Learning   objectives are designed to identify what the teacher intends to measure in   learning. These must be aligned with the standards. When creating objectives,   a learner must consider the following: 

  • Who is the        audience
  • What action        verb will be measured during instruction/assessment
  • What tools or        conditions are being used to meet the learning

What   is being assessed in the lesson must align directly to the objective created.   This should not be a summary of the lesson, but a measurable statement   demonstrating what the student will be assessed on at the completion of the   lesson. For instance, “understand” is not measureable, but “describe” and   “identify” are.

For   example:

Given   an unlabeled map outlining the 50 states, students will accurately label all   state names. 

Academic Language

In   this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to   teach. In a few sentences, describe how you will teach students those terms   in the lesson.

Resources, Materials,   Equipment, and Technology:

List   all resources, materials, equipment, and technology you and the students   will use during the lesson. As required by your instructor, add or attach   copies of ALL printed and online materials at the end of this template.   Include links needed for online resources. 

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the   lesson by activating students’ prior knowledge, linking previous learning with   what they will be learning in this lesson and gaining student interest for   the lesson. Consider various learning preferences (movement, music, visuals)   as a tool to engage interest and motivate learners for the lesson.

In a bulleted list,   describe the materials and activities you will use to open the lesson. Bold any materials you will need to   prepare for the lesson.

For example:

· I will   use a visual of the planet Earthand   ask students to describe what Earth looks like.

· I will   record their ideas on the white board and ask more questions about the amount   of water they think is on planet Earth and where the water is located. 

Time   Needed

Multiple Means of   Representation

Learners perceive and comprehend   information differently. Your goal in this section is to explain how you   would present content in various ways to meet the needs of different   learners. For example, you may present the material using guided notes,   graphic organizers, video or other visual media, annotation tools, anchor   charts, hands-on manipulatives, adaptive technologies, etc. 

In a bulleted list,   describe the materials you will use to differentiate instruction and how you will   use these materials throughout the lesson to support learning. Bold any materials you will need to   prepare for the lesson.

For example:

· I will   use a Venn diagram graphic organizer   to teach students how to compare and contrast the two main characters in the   read-aloud story. 

· I will   model one example on the white board before allowing students to work on the   Venn diagram graphic organizer with their elbow partner.

Explain how you   will differentiate materials for each of the following groups: 

· English language learners (ELL):

· Students with special needs:

· Students with gifted abilities:

· Early finishers (those students who finish   early and may need additional resources/support):

Time   Needed

Multiple Means of   Engagement

Your goal   for this section is to outline how you will engage students in interacting   with the content and academic language. How will students explore, practice,   and apply the content? For example, you may engage students through   collaborative group work, Kagan cooperative learning structures, hands-on   activities, structured discussions, reading and writing activities,   experiments, problem solving, etc.

In a bulleted list,   describe the activities you will engage students in to allow them to explore,   practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include   formative questioning strategies and higher order thinking questions you   might pose. 

For example:

· I will   use a matching card activity where   students will need to find a partner with a card that has an answer that   matches their number sentence.

· I will model   one example of solving a number sentence on the white board before having   students search for the matching card. 

· I will   then have the partner who has the number sentence explain to their partner   how they got the answer. 

Explain how you will differentiate   activities for each of the following groups: 

· English language learners (ELL):

· Students with special needs:

· Students with gifted abilities:

· Early finishers (those students who finish   early and may need additional resources/support):

Time   Needed

Multiple Means of   Expression

Learners differ in the ways they navigate a   learning environment and express what they know. Your goal in this section is   to explain the various ways in which your students will demonstrate what they   have learned. Explain how you will provide alternative means for response,   selection, and composition to accommodate all learners. Will you tier any of   these products? Will you offer students choicesto demonstrate mastery? This section   is essentially differentiated assessment.

In a bulleted list, explain the options you   willprovide for your students to express their knowledge about the topic. For   example, students may demonstrate their knowledge in more summative ways through a short answer   or multiple-choice test, multimedia presentation, video, speech to text,   website, written sentence, paragraph, essay, poster, portfolio, hands-on   project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. 

Students may also demonstrate their   knowledge in ways that are more formative. For example, students may   take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing,   an entrance slip or exit ticket, mini-whiteboard answers, fist to five,   electronic quiz games, running records, four corners, or hand raising.Underlinethe   names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the   in-class simulation they experienced. They will be expected to write the   reflection using complete sentences, proper capitalization and punctuation,   and utilize an example from the simulation to demonstrate their   understanding. Students will also take part in formative assessments   throughout the lesson, such as thumbs up-thumbs middle-thumbs down and   pair-share discussions, where you will determine if you need to   re-teach or re-direct learning.

Explain how you will differentiate assessments   for each of the following groups: 

· English language learners (ELL):

· Students with special needs:

· Students with gifted abilities:

· Early finishers (those students who finish   early and may need additional resources/support):

Time   Needed

Extension Activity   and/or Homework

Identify   and describe any extension activities or homework tasks as appropriate.   Explain how the extension activity or homework assignment supports the learning   targets/objectives. As required by your instructor,   attach any copies of homework at the end of   this template.

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Peer-reviewed journal article published within the past 5 years that focuses on coaching philosophies

ARTICLE REVIEW ASSIGNMENT INSTRUCTIONS

You will complete 2 Article Review Assignments in this course. For each review, choose 1 peer-reviewed journal article published within the past 5 years that focuses on coaching philosophies, models, concepts, frameworks, etc. Then, compose a 2-page review of it. You may want to choose articles that you might also use for your Coaching Philosophy Paper: Annotated Bibliography Assignment and Coaching Philosophy Paper: Final Assignment. Each review must include 2 sections:

1.   A summary of the article and

2.   A critical analysis of the article.

Your summary must include:

The purpose of the article AND

If applicable, a description of participants/sample, research design, methods, and results OR

If applicable, an overview of the conceptual ideas proffered in the paper (if not an empirical study).

Your analysis must include:

Opportunities for further research not already stated in the article.

Application to your context of coaching, both philosophical and practical.

Other original insight or criticism.

Implications of the findings and/or concepts.

Please review the Article Review Grading Rubric for further information.

  • attachment ArticleReviewGradingRubric.pdf
  • attachment SMGT621-CoachingPhilosophyPaperAnnotatedBibliography.docx

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