[Solution] Healthcare – Homework Experts

Course Objective for Assignment: 

· Apply and integrate the concepts and knowledge gained in prior general management and health care administration courses to industry-relevant challenges.

· Assess the relevant strategic decision-making and implementation issues within a health care organization.

Camp Fire, 2018

The California Wildfire of 2018 called the “ Camp Fire” was the deadliest and most destructive wildfire in California’s history and the most expensive natural disaster in the world in 2018 in terms of insured losses. Named after Camp Creek Road, its place of origin, the fire started on Thursday, November 8, 2018, in Northern California’s Butte County. Ignited by a faulty electric transmission line, the fire originated above several communities and an east wind drove the fire downhill through developed areas.  The fire caused at least 85 civilian fatalities, with one person still missing as of August 2, 2019, and injured 12 civilians, two prison inmate firefighters, and three other firefighters. It covered an area of 153,336 acres, and destroyed 18,804 structures, with most of the destruction occurring within the first four hours.

Adventist Health Feather River, also known as Feather River Hospital, is a 101-bed acute care hospital located in the town of Paradise, in Butte County, California, with a wide array of outpatient departments and services designed to meet the health care needs of Paradise, Magalia, and neighboring communities. Feather River Hospital was severely damaged in the November 2018 Camp Fire and is currently closed. The hospital was forced to evacuate after the fire jumped a road going to the hospital. Some people were trapped under Adventist Health Feather River in a tunnel until they could escape. Employees at Adventist Health Feather River evacuated 60 patients the morning of November 8, 2018. The patients were transported in ambulances, by helicopter, and in employee vehicles.

Your assignment: In a MEMO format, in 1000 words, please discuss the following about the Camp Fire 2018 Disaster Response:

· What went well with the response?

· What were the significant challenges with the response?

· In which ways could the response have been improved?

· During Week One, we discussed Fayol’s Five Functions of Management: (a) Planning, (b) organizing, (c) coordinating, (d)  commanding, and (e) controlling. As the Chief Operating Officer (COO)  at Adventist Health Feather River Hospital, how would you augment your healthcare facility’s disaster preparedness? Discuss which ways you would utilize Fayol’s Fourth Function of Management,  commanding into enhancing your facilities’ disaster preparedness, response, and continuity of operations (COOP) plan.

Make certain that your assignment is in the APA 7th edition format with a cover page, separating your sections by the appropriate APA Level Headings. Also, make sure you include a reference page and at least five references and in-text citations

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Tool Kit for Bioinformatics |

Assemble a 3-5 page tool kit for the implementation of bioinformatics in an organization or practice setting. Then, provide a one-page executive summary describing a specific instance of how bioinformatics might be implemented under the tool kit policies and guidelines.


This assessment focuses on how leaders create structure, guidance, and clarity when faced with adversity and choice for health care delivery. Best practices are important for helping organizations to assess, monitor, and use bioinformatics to enhance outcomes for patient care. Bioinformatics best practices are disseminated through the use of policy, guidelines, and practical recommendations. Using these tools leads to organized, collaborative, and accountable decision making.

Tool Kit

Use the professional literature, the Internet, and any other resources you locate, to assemble a tool kit for implementing bioinformatics in an organization. Your tool kit should include:

  • An evidence-based policy that explains what is to be done and why.
  • Guidelines detailing how to apply the policy in practice.
  • Practical recommendations to assist in implementing the use of bioinformatics.
    • How to how educate stakeholders on this new practice.
    • When to monitor data to evaluate outcomes on the use of the policy.
  • An in-depth look at a specific example of bioinformatics, demonstrating how the policy, guidelines and recommendations will result in quality outcomes with care delivery.
    • Include data in the form of actual data tables to demonstrate the responsible and accountable use of data in practice.

Support your policy, guidelines, and recommendations with references that speak to the legal and ethical ramifications of data use in bioinformatics and the implications for responsible and accountable use of data in practice.

Executive Summary

Using a specific example, write a one-page executive summary for administration to explain how the policy, guidelines, and recommendations will govern the use of bioinformatics in the organization or practice setting.

Additional Requirements

  • Tool Kit:
    • Length: 3-5 pages.
    • Font and font size: Times New Roman, 12 point.
    • Reference: 5-7 scholarly sources. Additional references may be used.
    • Written communication: Written communication is free of errors that detract from the overall message.
    • APA formatting: Format your tool kit using APA style. Use the APA Style Paper Template [DOCX] to format your tool kit. Be sure to include the following:
      • Appropriate section headings.
      • A running head on all pages.
      • A title page and references page.
  • Executive Summary:
    • Length of Executive Summary: 250 words.


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These questions pertain to chapters 6 through the conclusion of Reich’s (2016) book. You have been randomly assigned a question. Please cite specific information from Reich’s book in response and your

These questions pertain to chapters 6 through the conclusion of Reich’s (2016) book. You have been randomly assigned a question. Please cite specific information from Reich’s book in response and your response must be 200-300 words if you want full credit.

When parents practice “natural solutions” to preventing illness and infection, whose children are perceived to be diseased? How do these parents manage illness prevention when they take their children out of the country to develop their cultural capital? In other words, how do they maintain the “imagined gated community” while fulfilling their desire to develop their child’s cultural capital? And, at whose expense does this happen?

Reich, J.A.Calling the Shots: Why Parents Reject Vaccines. New York: New York University Press. 2016. 328pp £20.99 (hbk) ISBN 9781479812790 – Wilson – 2017 – Sociology of Health & Illness – Wiley Online Library


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scope of e-commerce and the benefits

The aim of this assignment is to check learners understanding of the internet and how e-business/e-commerce can be used in organisations.
The unit introduces learners to the scope of e-commerce and the benefits it offers to an organisation through the different business models. It also provides sufficient understanding of internet technology for learners to appreciate the potential, and the limitations, of using the interment for business. The features of good website design are also covered.
Moreover, learners will gain insight into how business help is evolving within the virtual marketplace in order to remain competitive; how the development of a global marketplace impacts on all businesses; and how businesses can take advantage of these opportunities whilst meeting customer expectations.
Assessment Tasks
You are an IT Manager of a growing retail company and your company is planning to invest in E-business/E-commerce. The managing director has asked you to provide a report focusing on and discussing the areas given below:

LO1 Understand the scope of e-business
1.1 Describe the environment in which e-business is conducted and business transaction types
1.2 Explain the benefits and barriers to businesses considering an online presence
1.3 Assess the security and legislative issues facing an online business organisation
1.4 State the modes of communication available to an e-business and their applications
LO 2 Understand how the internet works
2.1 Explain the internet technologies and their importance in making an e-business successful
2.2 Explain the main features of HTML
2.3 Analyse the functions of client servers and browsers, and the role of the search engine
2.4 Evaluate the use of intranets and extranets within business communications
LO 3 Be able to use different e-business models
3.1 Illustrate the different e-business models that can be used to generate revenue for a business
3.2 Analyse each model in terms of its capacity to generate revenue
3.3 Report on future developments in e-business models
LO 4 Be able to use good website design
4.1 Use the key elements of good web design structure
4.2 evaluate the impact of a well designed website to an e-business
4.3 Report on the issues concerning website usability.


Health Care Inequalities

Based on viewing the Harvard Forum, what are your thoughts about health care inequalities and the need for continuing reform?Submission Instructions:· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources
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The post Health Care Inequalities appeared first on Essay Fount.

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Human Resource Management Discussion – CONTENT CARTEL

Human Resource Management Discussion


•Analyze how the talent pipeline offers the best candidates to organizations, and determine how to access the pipeline for your industry or profession. Also, discuss if you foresee a need to change the pipeline to meet future needs of employers. If so, state those changes and your rationale for why they will be required.

With reference to Silzer and Dowel, the process of offering best candidates to organization includes six steps (2010). First of all, it is necessary to choose the talent acquisition strategy which will correspond to the organization business strategy and meet the talent needs. Secondly, a company should create an employment value proposition which will stand out it from other organizations. It allows highlighting the advantages of working for this company. Thirdly, an employment value proposition should be turned into a brand. As a result, it will be upmarket to become a part of the company. The fourth step is to differentiate a talent brand and a leadership brand in the employment brand (Silzer, Dowel, 2010, p.123). What is more, it is important to determine the most “productive channels to the talent” (Silzer, Dowel, 2010, p.123). After that, it is necessary to measure the success for finding gaps in the work and improving the candidates’ attraction process. Today there are different channels to access the pipeline.

However, virtual social networks and college and university alliances are the best one for our organization. As most part of our company’s work is done online, we can gather talents from all over the world, by using virtual social networks. Furthermore, cooperating with college and university alliances will allow finding young perspective people who can be trained according to the company’s requirements. It supports the build strategy of talent acquisition. Since the company is planning to penetrate the global market, it can apply the buy talent acquisition strategy for top managers in other countries. It will help us adjust the performance of the company to the cultural peculiarities of certain markets.


Debate the usefulness of self-assessment surveys to determine employees with high potential within the organization. Create a list of five (5) critical areas in which high-potential candidates would assess themselves to be included in the talent pool for promotion and discuss how you would use the assessment.

A self-assessment survey is useful for employees, as it helps candidates realize his personal and professional advantages which they can use for the better performance in new positions and the gaps between the organization requirements and their capabilities and competencies. What is more, it enables an employee to find out the difference between his own view and the view of his colleagues. Besides, a self-assessment survey allows employees and their mentors to work out an action development plan needed for their growth within a company and their career development. The five critical areas for self-assessment of high-potential candidates are:


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Personal Leadership Plan to Become a School Principal

Type of Educational Leader

I want to become a school Principal. Becoming a principal is a critical method for me to shape educational policies in our institution. Schools need strong leaders who offer institutional guidance through challenges educators face within and without the class environment. To begin with, I have a deep passion and enthusiasm to create a good learning environment. Becoming a principal will accord me the opportunity to create a smooth and friendly environment for all students to learn and achieve their desired potential. In my current role as the assistant principal, I have always established a special connection with students. We have a working arrangement that encourages discipline, ethical behaviour, and continuous improvement.

I plan to shape this institution and make an impact through a servant and transformational leadership approach. Through shadowing, workshops, and training, I will guide faculty members to create a positive impact on this institution and the community. In other words, I want to utilize my capacity as a principal to encourage and support new teachers in their endeavours to master and learn classroom management, communication and instructions to parents or faculty members. As the Assistant Principal, I was privileged to oversee a training program for new teachers. I enjoyed a cordial working relationship with new minds full of new classroom perspectives during that period. Ultimately, I championed a mentorship program that paired new teachers with veteran teachers to exchange ideas on such perspectives. Also, I allocated enough time for teachers during this period for the pairs to discuss and reflect on feedback from lessons and observations.

Educational Leadership

Effective leadership plays a critical role in enhancing a positive culture in the education sector. Also, it enhances and influences students’ achievements and academic excellence. Effective leadership in schools is critical to an educational transformation that is far-reaching. The right leadership approach does magic in transforming middle schools into successful institutions. Therefore, I plan to emulate five educational leadership styles to help me convert this school into a successful institution.

First, I will emulate the instructional leadership approach. This type of leadership is basically a coaching style that focuses on students’ learning outcomes through teacher quality improvement (Edith Cowan University, 2019). I will adopt professional development responsibilities for all teachers to realize this objective. Essentially, this leadership style requires proper planning, coordination, evaluation, and teaching/learning improvement (Edith Cowan University, 2019). Therefore, I will redefine the school mission, encourage high expectations, manage instructional programs, and offer incentives to students and teachers. I will directly work with teachers to evaluate their performance and improve their expertise through coaching and mentoring. I understand the capacity of a principal school demands a lot of time to solve pedagogical problems, make teachers answerable for their instructional skills, and take deliberate actions to improve teachers’ instructional skills. Ultimately, the pursuit of improving school learning requires principals to have a detailed understanding of practice and pedagogy themselves (Edith Cowan University, 2019). I have practised in this field long enough, and I possess relevant experience in pedagogy. Domesticating instructional leadership will make our school outperform others.

Second, I will refine transformational leadership in our school. Through collaborative approaches, I will empower my teachers to participate in decision making and collective goal setting. According to Nanjundeswaraswamy & Swamy (2014), transformational leadership focuses on the development of followers and their needs. In other words, leaders who are mindful of transformational leadership focus on the value of employee growth and development. I will be a role model to my team by creating a culture of improvement, innovation, and shared vision. Ultimately, this will set the foundation for success and growth. Also, transformational leadership helps school leaders influence the best educational outcomes through high-performance expectation demand and people development through individual support (Edith Cowan University, 2019). In essence, transformational leadership will help me instill admiration, respect, loyalty, and trust among my teachers, thus inspiring their performance, morale, and motivation. Research indicates that transformational leadership directly affects the performance of teachers, whereby teachers develop the willingness to embrace certain steps that improve their practice in the classroom. Transformational leadership raises teachers’ job satisfaction and enhances their devotion to professional development (Edith Cowan University, 2019). Ultimately, this leads to improved student outcomes and permanent progress in school.

Third, I will develop a constructivist leadership approach. This type of leadership will help me facilitate a smooth learning process instead of directing it. According to Edith Cowan University (2019), learners have control over their learning process in a constructivist approach. In other words, teachers do not have control. Through this approach, I will be able to make teachers understand that all learners construe educational content in their own way, and therefore they need to consider the different learning needs of all students separately. The constructivist approach enables school leaders to understand that knowledge is a product and a process (Edith Cowan University, 2019). Therefore, teachers are expected to participate in reflective procedures and practices with peers and students. Such reflection will challenge the assumptions about learning and teaching, besides reframing and rethinking student participation. In short, this approach encourages the immersion of teachers into a learning culture that enables them to take risks. The constructivist approach does not encourage dictation to teachers on how to disseminate instructions but makes them understand that both them and students are learners.

Fourth, I will emulate the servant leadership approach. From the phrase “servant”, this approach demands pushing ego aside and considering other people’s needs instead of focusing on personal interests. According to Edith Cowan University (2019), servant leadership subscribes to the philosophy that great leaders endeavour to serve others first, which is key to their greatness. True leadership is manifested in those whose basic motivation is to help other people. Besides maintaining higher expectations, I will help both students and teachers advance their skills for performance improvement. I will achieve this by installing motivation for improvement while focusing on relationships and results. Servant leaders are identified by certain traits like empathy, listening, persuasion, healing, awareness, foresight, conceptualization, stewardship, foresight, and devotion to developing people (Edith Cowan University, 2019). As a servant leader, I will foster high-performance teachers through resource provision, eradication of barriers, and encouraging open communication streams for the entire school fraternity. Through this approach, I will share the power of decision making to persuade and motivate teachers and students fulfil their long-term vision. By engaging students and teachers about the desired future of our school, I will be able to implement structural adjustments which will focus on the bigger picture. In the long term, this approach will create a productive and positive school environment.

Fifth, I will emulate strategic leadership to help me in long-term planning. Through monitoring, evaluation, and analysis, I will be able to assess the school’s current performance and adopt appropriate steps to improve performance. Strategic leadership does not only foster school direction due to a shared organizational vision but also creates frameworks, allocates resources, establishes interventions, and maintains systems for reforms to occur (Edith Cowan University, 2019). Instead of focusing on daily issues, I will be a future-oriented leader who is always prepared for uncertainties. I will base my decisions on research and evidence. For instance, while analyzing school data about learning outcomes, I will be able to respond with appropriate approaches which can improve performance. For example, I will choose either policy and procedure review, staff training, or implementation of a culture that encourages achievement. According to Edith Cowan University (2019), strategic leaders must be innovative by figuring out possible ways to improve the school environment through relationship building or embracing diversity and creating lasting partnerships with stakeholders like parents. I will invest in partners throughout the school fraternity and employ collective thinking power to establish a value-based institution where accountability, transparency, and ethics form the cornerstone of my leadership.

Effectiveness of Leadership Styles

Transformational leadership builds vision, develops people, redesigns organization, and manages learning/teaching programs. The building vision category carries weight in motivating teachers. In transformative leadership style, principals adopt direction setting practices that influence teachers’ motivation, their organizational commitment, and individual level of efficacy (Day & Sammons, 2016). Ultimately, this helps the teaching staff to develop a shared sense of thus enhancing their work. In developing people, transformational leadership aims at improving both knowledge, skills, and other needs of teachers to achieve school goals. Also, it creates dispositions like capacity, commitment, and resilience among teachers who ultimately work persistently to disseminate knowledge and skills. According to Day & Sammons (2016), this category entails specific practices like promoting intellectual stimulation, providing individualized consideration and support, and creating appropriate behaviours and values. In the management taxonomy, these practices demonstrate managerial behaviours like mentorship and development, support, reward, and recognition. Also, these practices will help me integrate both personal and functional attributes like being supportive, considerate, and collegial. Also, it will help me pay attention to the ideas of teachers besides looking out for their professional and personal welfare. By rewarding and acknowledging their good work and providing them feedback about their performance, a positive working environment for teachers can be easily achieved. As a principal, I will help my teachers by giving them discretionary space, developing their opportunities, promoting regular access to professional development and learning opportunities, and by distributing leadership among them besides encouraging them to practice their teachings.

Redesigning organizations in a transformational leadership approach entail practices that establish favourable working conditions like allowing teachers to utilize their commitments, capacities and motivations. Some techniques involve re-culturing and restructuring organizations, developing collaborative cultures, enhancing productive relations between the community and parents, and connecting the outside environment with schools (Day & Sammons, 2016). In the management of teaching outcomes, strengthening school infrastructure and promoting organizational stability are the indicators of positive working conditions created by specific practices in this category. These practices include teaching support provision, school activities monitoring, teaching program staffing, and cushioning staff from various work distractions. I will provide enough resources for teachers and minimize student behaviour.

For constructivist/instructional leadership, the importance of curriculum planning, clear educational goal establishment, and teacher evaluation have been emphasized. The principal’s focus is responsible for enhancing better student outcomes, enhancing the quality of teaching and learning, and emphasizing its importance (Day & Sammons, 2016). I will greatly influence student outcomes by focusing my influence more on learning, teacher relationships, and the school’s core business of learning and teaching. The constructivist leadership style effectively emphasizes the importance of clear educational goal establishment, curriculum planning, and teacher/teaching evaluation. Also, the Constructivist leadership style utilizes five dimensions to influence better student outcomes. This includes establishing expectations and goals, strategic resourcing, curriculum planning, promotion of teacher learning/development, and ensuring a supportive environment (Day & Sammons, 2016). Establishing expectations and goals involves clear goal setting, staff commitment to goals, and emphasizing the importance of dreams. Also, strategic resourcing includes using clear criteria aligned to philosophical purposes. Besides, it ensures the availability of funds for pedagogical activities. Curriculum planning also involves coordination and evaluation, which enhances collegial discussions about teaching and its effects on students’ achievement. Besides, curriculum planning provides coordination and oversight of teaching programs. Promotion of teacher learning/development entails the promotion of collective accountability and responsibility for student well-being and achievements. Besides, it provides meaningful advice about solving educational problems. Finally, ensuring a supportive environment entails protecting the time of teachers, quick and effective identification and resolving of conflicts, and promoting consistent routines of discipline.

Leadership Practices

Effective school leaders portray certain leadership characteristics and practices which lead to a positive school climate. As a principal, I will demonstrate four leadership practices to achieve a positive climate in the school. They include focusing on instructional improvement, monitoring classroom instructions, supporting teachers’ leadership development, and establishing structures that enhance collaboration.

Focusing on instructional improvement will help me reverse any instance of declining academic achievements. Also, it will help me close any opportunity gap arising. There is no doubt that setting focus on supporting instruction improvement, and dedicating resources is the top priority at the moment. The entire school fraternity has a moral responsibility to do whatever it can to improve the academic achievement of students. According to Bagwell (2019), steadfast goal setting and data analysis directly affect teacher practice and instructional improvement with time. In goal setting goals, I will implement Specific, Measurable, Attainable, Realistic, and Timely (SMART) goals as a strategy to keep focusing on instructions. Also, SMART goals keep teachers accountable for the progress of students and establish ways in which the school can observe and evaluate the performance of students over some time (Bagwell, 2019). Ultimately, goal setting will influence teachers to focus on disseminating instructions in a specific way, and in the long run, teachers will realize the importance of goal setting for individual teachers. During this goal-setting stage, I will reflect on students whose progress is stagnant and the appropriate goals to adopt for them to start progressing.  Also, my data dialogues will provide a structure and process of direct communication with teachers and their colleagues about data assessment. According to Bagwell (2019), data dialogues impact teaching practices by the ultimate laying of the foundation for building a school culture that is focused on enhancing internal student accountability and improving the quality of disseminating instructions. It is a method of focusing on personal and professional conversations with fellow teachers about their type of results when teaching.

Monitoring classroom instructions strengthens the understanding of an educational leader about instructional practices, effective pedagogy, constructive classroom management, supportive classroom domain, and student-centered learning. An educational leader can’t keep a tab of instructions without regular visitation to classrooms to observe the kind of learning and teaching going on (Bagwell, 2019). I will commit myself to improve learning quality by improving the understanding of teachers about effective instructions and my framework for improving their understanding. Also, I will engage with teachers in conversations about their practice to monitor their classroom instructions. According to Bagwell (2019), engaging in meaningful conversations with teachers about their practice productively makes meaningful instructional changes, reinforces instructional focus messages, and monitors instructional strategy implementation. I will have regular conversations with teachers about what I observe in classrooms to give them feedback on possible improvements.

I will support leadership development among teachers because I believe in giving them opportunities for professional development. It entails developing ‘teacher leaders’ by allowing them to become leaders in their areas of expertise. Hansen (2016) describes this interdependence as a trust which relies on positive relationships of individuals. Essentially, presenting them with such an amazing opportunity allows them to be creative and innovative in their preferred methods of achieving personal growth and student success. According to Bagwell (2019), encouraging teachers and supporting their efforts in their role of developing and spearheading professional development enterprises empowers them and builds their capacity as leaders. I believe fellow teachers will embrace my call to claim these leadership roles in schools.

Finally, I will establish structures that promote collaboration among teachers. I will advocate the removal of isolation barriers existing between teachers and deprivatizing practice. In other words, I will improve existing routines to increase grade-level articulation and teacher collaboration. Through data cycle analysis, a school leader develops a common instructional focal point to improve pedagogy. According to Bagwell (2019), providing data analysis opportunities to teachers enables them to teach one another about the utilization of data in the identification of instructional goals necessary for improvement. The opportunity whereby teachers share, take responsibility, assume leadership when committing themselves to instructional strategies, and assume leadership on how to improve learning and teaching experiences is critical in improving students’ performance.

Developing, Supervising, and Improving Teachers

The professional development of teachers is critical because their knowledge significantly contributes to effective teaching methods besides creating more accepting students. Professional development improves the effectiveness of teachers through active learning, content focus, coherence, collective participation, and duration (Chen, 2018). Content focus is a critical component of teacher development because it is linked to student comprehension of the content. I will increase the knowledge and skills of teachers to improve their practice and, ultimately, the success of students. They also provide teachers with an opportunity to participate in active learning that influences professional development effectiveness. Unlike passive learning, active learning is defined by lectures which happen in different forms like teacher observation, leading discussions, interactive feedback, and reviewing relevant work of students. Coherence means consistency between teacher learning and teacher knowledge and skills. Such intellectual change requires sufficient time duration, like time taken to complete an activity and the number of hours spent to complete a task (Chen, 2018). I will achieve collective participation through cooperation with teachers to enhance discourse and collaboration, which is a powerful method of teacher learning. Also, I will utilize Knowledge-Management behaviors to predict the effectiveness of teachers’ professional development. Better Knowledge-Management behavior of a teacher translates to better teaching effectiveness and professional development. Improved teacher’s Knowledge-Management behaviors improve their teaching and professional development effectiveness.

In addition, instructional supervision will happen in classroom teaching observations and classroom walkthroughs by the principal. According to Chen (2018), classroom walkthroughs and observation by the principal are critical elements of instructional supervision and curriculum development. By conducting classroom walkthroughs, I will familiarize myself with teachers’ instructional practices and the school curriculum. Also, I will be able to assess the school climate; on whether the school community is supporting or resisting the supervision. Also, classroom walkthroughs will breed a team atmosphere in school as I, together with teachers, examine student motivation, instructions, and achievements. Classroom observations and walkthroughs will help me establish myself as an instructional mentor and campus leader who influences teaching, learning, and school regeneration. Finally, students will develop a sense of appreciation whereby both teachers and the school administration value their education. The classroom observation and walkthrough concept is different from circumambulating the hall, whereby the principal enters the hall unannounced (Chen, 2018). Classroom observations are meant to monitor classroom management skills, and they usually don’t take more than ten minutes. Instructional supervision helps teachers to promote school improvement by reflecting on their actions.

Improving teachers will take a professional development approach whereby school members support learning opportunities for teachers. According to Chen (2018), professional development is a continuous process of educating teachers to improve educational quality. Professional development is concerned with controversies related to the political dynamics of the growing careers of teachers and their preservice preparation. Also, it is concerned with political strategies utilized by educational leaders to empower teachers (Chen, 2018). Since teachers use their influence to resist or comply with the principal’s orders, I will employ some political strategies to maneuver through.

Also, I will utilize group development to mobilize teachers and implement decisions about shared instructional issues. According to Chen (2018), principals harbor decisive influence concerning school curriculum practice because of their monopoly of instructional leadership. I will enhance positive attitudes among teachers for effective instructional supervision. I will achieve this by creating teaching groups that allow teachers to learn together. Group development encourages teachers to work together cooperatively as opposed to working alone and competitively (Chen, 2018). Group development enhances decision-making, problem-solving, and communication abilities among teachers.


Discussion 4 | CRJ 621 Cybercrime Investigation | Ashford University

Discussion 4 | CRJ 621 Cybercrime Investigation | Ashford University


Terrorism Cyber Crime Investigation

Prior to beginning work on this assignment, review the MSCJ CyberNav Communication Case Study. You must support your statements throughout the paper with evidence from a minimum of eight scholarly sources in addition to those resources required for this course.

For this assignment you will take on the role of an investigator with one of the following agencies: FBI, CIA, U.S. Air Force, State Police, or County Sheriff. Your agency is tasked to find the source of the drone explosions and assess appropriate criminal liability. The focus for your criminal investigation and the abilities to gather evidence will necessarily depend upon the agency you choose, so choose wisely.

Include the following elements in your Final Paper:

  • Identify your chosen agency and explain how the agency obtained jurisdiction over this criminal case.
  • Identify the key witnesses and explain the evidence required to prosecute a criminal case.
    • Analyze the technical aspects of the case study and explain the steps involved in building a case against the perpetrator(s).
  • Explain the methods required to manage the cybercrime scene.
  • Identify the possible defendants for any potential crimes committed.
  • Evaluate the legal issues that pertain to the information in the case study and list the constitutional impediments to your investigation.
  • Assess the defenses that potential defendants and Cybernav may assert in the investigation.
  • Analyze the potential crimes and likelihood for obtaining any and all convictions for crimes committed in the case.

The Terrorism Cyber Crime Investigation Final Paper

  • Must be 10 to 12 double-spaced pages (2500-3000 words) in length (not including title and references pages) and formatted according to APA style as outlined in the UAGC Writing Center (Links to an external site.).
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least eight scholarly sources in addition to those resources required for this course.
  • Must document all sources in APA style as outlined in the UAGC Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the UAGC library.

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Impact of Restorative Practices on an Inner City Elementary School Setting

Many schools across the U.S are implementing restorative practices to reduce disciplinary cases and improve the general school climate. Restorative practices are the process of learning and refining social-emotional learning skills to provide a safe emotional and physical environment. In essence, restorative practices are used as a substitute to zero-tolerance policies in schools because they prevent conflict and create a healthy climate in the school. This study presents the literature review of restorative practices and social-emotional learning, annotation of the research resources, and a reflection on the insights developed from the topic.

Literature Review

Restorative practices are connected to structural interventions and social-emotional learning practices. Integrating healthy practices with social-emotional learning greatly improves school discipline models (Hulvershorn & Mulholland, 2018). Restoration practices are about relationship building and are rooted in supporting positive relationship development and restorative justice. On the other hand, social-emotional learning helps recognize their and other students’ emotions for them to develop empathy. Hulvershorn & Mulholland (2018) argue that social-emotional learning curriculum teaches students appropriate actions besides providing safe environments to practice whatever they learn. For instance, students can learn positive behaviors like kindness, empathy, and caring from social-emotional learning programs to improve their relationships with fellow students and teachers. In this way, restorative practices are connected to social-emotional learning.

Research shows that preventive practices like restorative practices and social-emotional learning eliminate the need for suspensions. Like restorative justice, healthy practices advocates for healing harm instead of punishing misbehavior. Through restorative practices and social-emotional learning, social workers in school are trained to enhance a sense of trust and communal engagement through group work, thus establishing a culturally responsive and antiracist environment (Lustick, Norton, Lopez & Greene-Rooks, 2020). School social workers play a substantive role in implementing restorative practices in the school environment. The author(s) conceive restorative practices and social-emotional learning through an interdisciplinary lens that combines community building and social work. According to Lustick et al. (2020), the social work approach helps groups to develop into community circles through structured shared experiences that help groups and individuals feel supported by others to solve their problems. In a culturally diverse context like a school environment, teachers build a unique community that is reflective and responsive to various experiences, customs and beliefs of students.

Aligning restorative practices and SWPBIS (school-wide positive behavior intervention and support) promotes social-emotional behavior and learning nationwide, especially in elementary schools. SWPBIS facilitates the implementation of data-driven intervention and prevention strategies through a multi-layered decision-making framework, ultimately improving students’ academic and behavioral outcomes (Kervick, Garnett, Moore, Ballysingh & Smith, 2020). SWPBIS is a special framework made to enhance understanding among students about the expected behavior in schools. Mostly, schools work within this framework according to the specific needs of students. Kervick et al. (2020) suggest that restorative practices and SWPBIS share common goals; increasing time for classroom instruction, enhancing positive community in schools, and reducing exclusionary discipline cases.

Investing in restorative practices and emotional learning approaches in schools fosters strong relationships between teachers and students. This is due to teaching students about building empathy, which keeps them motivated about their teachers besides having a sense of emotional awareness. In his research, Motsinger (2018) finds out that emotional understanding, motivation, and empathy affect relationships between teachers and students. The foundation of his study is anchored on the explicit teaching of social-emotional learning practices to enhance students’ self-regulation in schools. In other words, students should be able to utilize skills, attitudes, and knowledge learned from the classroom whenever necessary to understand and manage their emotions effectively (Motsinger, 2018). These skills can include empathy towards others, positive goal setting, positive relationships, and responsible decision-making to handle challenging situations appropriately.

Restorative practices have been implemented in other countries too. For instance, implementing restorative procedures in Scotland significantly improved the school atmosphere characterized by calm and positive students about their school experience (Raffenbeul, 2019). Also, the staff utilized restorative practices to address challenging behaviors due to confidence in restorative protocols and routines. In Ontario, Canada, implementing restorative practices reduced exclusionary practices for errant students. According to Raffenbeul (2019), increased restorative practices led to a significant drop in suspension rates. In London, implementing restorative practices created a learning environment with problem-solving opportunities in schools (Raffenbeul, 2019). Restorative practices and social-emotional learning approaches opened up constructive and alternative ways of dealing with conflict, emotion, and life. It equipped students with tools for approaching conflicting situations with calmer strategies in all scenarios.


Hulvershorn, K., & Mulholland, S. (2018). Restorative practices and the integration of         social emotional learning as a path to positive school climates. Journal of Research in Innovative Teaching & Learning.

This article explores the connection between restorative practices and social-emotional learning practices in schools. This research is informed by educational policy analysis methodology, which places restorative practices in a broad context besides considering important methods to study. This essay is founded on the unintended effects of conventional punitive approaches to school discipline. The findings of this research indicate that combining restorative procedures with social-emotional learning practices equips students with important skills like communication, empathy, kindness, and caring. Overall, this article is of good quality for future research to agitate for more constructive alternatives which foster a healthy and productive learning climate in schools.

Kervick, C. T., Garnett, B., Moore, M., Ballysingh, T. A., & Smith, L. C. (2020).        Introducing Restorative Practices in a Diverse Elementary School to Build   Community and Reduce Exclusionary Discipline: Year One Processes,      Facilitators, and Next Steps. School Community Journal, 30(2), 155-183.

This article explores the effectiveness of restorative practices in American schools in improving school climate and reducing exclusionary discipline. The research aimed to answer questions like how restorative practices can be aligned with school behavioral structures. The researcher interviewed staff, parents, and teachers besides administering staff surveys. Findings showed that strong leadership influences the implementation of restorative practices’ community development. This article lays the foundation for future research on evaluating restorative practices, understanding best practices, and developing recommendations for sustaining fidelity development with time.

Lustick, H., Norton, C., Lopez, S. R., & Greene-Rooks, J. H. (2020). Restorative practices    for empowerment: A social work lens. Children & Schools, 42(2), 89-97.

This article discusses using preventive practices like social-emotional learning and restorative procedures to reduce suspension rates. This research aimed to examine the challenges and successes of community-building circles on the basis of inclusion and equity after implementation. This study collected data through interviews with students and teachers. Findings showed that the nature of implementing restorative practices depended on the relationships between teachers and students, and training should be conducted consistently across schools and classes to maintain this relationship. Generally, this article’s quality is superb and lays the foundation for future research to find more information about race with a restorative context.

Motsinger, S. E. (2018). Social-Emotional Learning and restorative practices and its impact            on perceptions of teacher and student relationships (Doctoral dissertation, San   Diego State University).

This research is about the perception of students and teachers in an institution that has made a persistent investment in restorative practices and social-emotional learning practices. The author utilizes qualitative research that includes semi-structured interviews with administrators, students, and teachers. His research questions aimed at the perceptions of the school fraternity on the impacts of restorative practices on the relationship between administrators, teachers, and students. Findings indicate that students demonstrated strong relationships with their teachers because they are motivated and taught by their teachers to have empathy. Overall, this study is of superb quality and lays the foundation for future research on the implications of restorative practices on educators and policymakers.

Raffenbeul, N. (2019). The Impact of Restorative Practices on Discipline Data and    Procedures in Schools.

This article highlights the effects of restorative practices on procedures and discipline data in schools. This research aims to evaluate restorative practices and their effects on processes and discipline data in an educational system. The research question in this paper aimed to provide the solution to the impact of restorative justice on behaviors and procedures in schools. This research design involves evaluating the effects of restorative justice in different schools. Overall findings in this research show that restorative practices are the most viable discipline alternatives to traditional punitive procedures. Schools that implemented restorative practices programs reported a school climate change that reflected mutual concern and respect.


Among the insights gained about this topic, school social workers also play an integral role in implementing social-emotional learning practices. According to Lustick et al. (2020), social workers work together with teachers and counselors to start a circle practice that is trauma-informed, culturally responsive, and antiracist. In other words, social workers can empower marginalized students by helping teachers recognize and address unconscious bias in classroom discipline procedures. Although many research papers focus on restorative circles, many forms of restorative practices exist. Raffenbeul (2019) highlights family group conferencing, circles, restoration conferences, and victim-offender mediation as key categories of healthy school practices. These categories embrace various strategies based on understanding communication and relationship-fostering principles.

Additionally, integrating social-emotional learning with restorative practices improves relationships between teachers and students. According to Motsinger (2018), good relationships between teachers and students enhance the learning environment, and students gain a lot. Relationships between teachers and students can be determined through observed interactions between teachers and students, including the teacher’s responsiveness to student needs, feedback quality, and student perspective. Such interactions can be evidenced in either through classroom organizations, emotional support, and instructional support.