Friths Levels of AnalysisThe Surface Meaning What is your ove.docx

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Frith's Levels of Analysis: The Surface Meaning: What is your overall impression at first glance after viewing the attached print advertisement. At this level, you will describe/list all objects, people, and environment within the ad. Advertiser's Intended Meaning : Identify the sales message (strategy behind the print ad). Does the intended meaning and the meaning you get from the ad the same? Do they differ? Explain. Cultural or Ideological Meaning: Individuals often draw upon their cultural experiences and background when making sense of decoding an ad. What does the ad say about your belief system? Task: 1. Review the Print Ad provided above. 2. After reviewing the ad, respond to this thread by selecting "Reply" 3. Within your response, please address each of the following items: The Surface Meaning of the Print Ad (see Frith's Level of Analysis information above to discover what you will address within your response) The Advertiser's Meaning of the Print Ad (see Frith's Level of Analysis information above to discover what you will address within your response) The Cultural or Ideological Meaning of the Print Ad (see Frith's Level of Analysis information above to discover what you will address within your response) .

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Unit #2 Lecture Online

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1 7 Assignment 3b: Analysis on the Threats Defense Argument The information you provided in your PowerPoint presentation on Threats to the Global Environment has led to productive debates at the United Nations General Assembly! Hence, they are now asking you to create an additional analysis report to respond to the issues raised in these debates. Your fourth project as a consultant for the United Nations is to develop a report that addresses the issues raised by some of the member states of the United Nations. Step I. Consider the Issues In Assignment 3a, you were asked to create a PowerPoint identifying the four most critical threats out of eight threats provided in the table below. Energy sources Civil war Globalization Poor health of entire populations Lack of educational opportunities Cultural taboos Inappropriate uses of technology Climate change There are four remaining threats that you did not discuss in your PowerPoint. This assignment will focus on two of those four. Here are the specific tasks you will complete: · Review the remaining four threats that you did not use in Assignment 3a. · Pick two of the four to focus on in Assignment 3b. · Identify the reasons why you think these two threats are less critical than the four threats you chose for your PowerPoint presentation. Step II. Prepare Your Report The UN has given you the following guidelines. Introduction Briefly introduce the topic of the analysis (about 100-150 words). a. State the topic and intent of the paper. b. Identify the two threats you will discuss in the paper in the order in which they appear in the paper. Section I. Threat 1 a. Write an opening statement describing the perception of the threat. b. Write one page giving three reasons that explain why you saw this threat as less critical than the four you chose for your presentation in Assignment 3a. c. Support these reasons with at least three credible sources. Section II. Threat 2 a. Write an opening statement describing the perception of the threat. b. Write one page giving three reasons to explain why you saw this threat as less critical than the four you chose for your presentation in Assignment 3a. c. Support these reasons with at least three credible sources. Conclusion · Offer a summary (one page or less) of your defense of your choices that the United Nations can use to address their prioritization concerns. Formatting Requirements · Your paper may consist of up to four pages (not including the cover or reference pages). · Create headings for each section of your paper as follows: Introduction Threat 1 (include the name of your chosen threat) Threat 2 (include the name of your chosen threat) Conclusion · Use and cite four to six credible sources in your analysis. You may use the same source for more than one threat as long as you use a minimum of four different sources. · Make sure your paper contains both in-text citations and a source list. · Assignment will be checked for plagiarism ...

17Assignment 3b Analysis on the Threats Defense Argument

AS Lecture 1 1920

Chapter presentation

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Part One: Advertisement Analysis In this section, you will analyze the four advertisements you selected earlier in the course. Use social science approaches to gather specific information from them. As you conduct your analyses, think about what these advertisements say about the companies selling the products, the organizations making the ads, the people purchasing the products, and society as a whole. Determine how individuals and groups are represented in the advertisements. What audiences are the advertisements trying to reach? What unspoken or underlying messages do you think the ads might be sending? Identify stereotyped group behavior in the advertisements. What are the advertisements saying about the behavior of the groups represented in them? What underlying messages do the advertisements send about the group behaviors in them and the audiences they assume will be consuming the products? Determine how different cultures are represented in the advertisements. How do the ads represent culture? Are any stereotypes being used? What unspoken or underlying messages do you think the ads might be sending about culture? Discuss how ethical issues in the social sciences impact advertising. Look beyond the economic effects of advertisements and consider the following questions to help address this prompt: Do the ads confirm biases? Do they rely on stereotypes? Do they support social change? Do they stay neutral on social or political movements? Should they get involved in social or political movements? Why might it be important for advertisers and companies in a diverse world to be as inclusive and unbiased as possible? Part Two: Social Science Questions The answers that come from an analysis can often lead to more questions. In this section, you will use the information you found from your advertisement analyses to ask a broader social science question. You do not need to answer the question, but you do need to talk about how you might study your advertisements using the skills and knowledge you’ve gained in this course. Propose a finalized social science research question based on your analysis of the advertisements you chose. Think beyond the minor details from your analysis and consider what the ads say about individuals, groups, institutions, or society. What is the meaning or significance of the ads? For example, you might be interested in ethical issues related to advertising. You might want to explore how current events influence the content of ads. Or maybe you would like to ask how common themes in ads could impact an audience’s self-concept. Discuss how you used a social science perspective to develop your research question. Explain how you used social science concepts, perspectives, or approaches to write your research question. Explain one major development in the social sciences that may have influenced your research question. The major development .

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OVERVIEW Write a 3–4-page assessment in which you examine how advertising manipulates emotions, particularly fear. Fear is not only a powerful emotion but also a powerful motivator. Advertisers know this and use fear appeal in advertising messages as a tactic to motivate their target audience into behaving in a certain way. SHOW LESS By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: • Competency 2: Apply social psychological research and theory to examine social perception, social interaction, and social influence. • Describe the emotional tone of advertising. • Describe the behavior promoted in advertising. • Apply a theory or concept related to social psychology to explain the effectiveness of appealing to fear in advertising. • Competency 3: Analyze social psychological theory and research to explain personal, professional, and social issues. • Explain the social conditions that foster fear. • Explain how individual differences and perceptions perpetuate fearfulness. • Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology. • Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional. Use APA format and style CONTEXT Another aspect of human functioning—emotion—has proven to be even more challenging to study than cognition. There are so many theories on emotions, but none are all inclusive; therefore, emotions continue to be mysterious, and the study of emotions is considered a work in progress. Emotions appear to be out of conscious control, yet they provide feedback that aids in self-understanding and information about our perceptions of the social world. InstanceEndEditable SHOW LESS InstanceBeginEditable name="RemainingParagraphs" It is important to examine the purpose that emotions serve to us as individuals, and how they promote our cultural animal nature (Baumeister & Bushman, 2014). Equally important is looking at how emotions are both helpful and hurtful in decision making, and to what extent our emotions may be manipulated by others, such as in marketing that appeals to emotion. Emotional regulation is part of emotional intelligence. Without an ability to self-regulate emotion, a concept known as affect regulation, emotions can fuel depression, aggression, and other self-defeating behaviors. Reference Baumeister, R. F., & Bushman, B. J. (2014). Social psychology & human nature (3rd ed.). Belmont, CA: Wadsworth. QUESTIONS TO CONSIDER • To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community. • When was the last time you were consciously affected by an ad you saw on TV? How did it affect you? Why did it affect you? • Why is.

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karlacauq0

Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us. What are the different forms of advertising? Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered. TEAM TASK: As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch the content of that Chapter Area (you will see topic page overlap ) and implement the following: You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories : The objectives: What role does the ad play in the economy? The audience: Is it targeted to a group that could be considered vulnerable? Effectiveness: Does it promote something that is socially desirable? Role in marketing mix: What role does the ad play in the economy? Image, product differentiation and branding: Is the ad misleading? Other promotion factors The unique selling proposition. The basis for the appeal(s). How would you make improvements? The creative philosophy The slogan Secondary or supporting points or claims The tone or mood and manner: Is the ad misleading? Type of presenter The motivational appeal: Does it promote something that is socially desirable? Executional style Each TEAM will develop a 15 minute class presentation about their researched area. You have options to use power points, maps, videos, and other resources that will help educate your audience about your research. Your Presentation should include: A Power Point, the media piece or some type of visual presentation~~ A Question and Answer {Q & A} & Interactive session, quiz,.

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Prewriting Assignment: Analyzing an Advertisement 1. Content: What exactly is the ad selling? An object? an idea? Both? 2. Message: How is the ad selling the product? What is the persuasive message that the ad is sending to the audience? 3. Character and setting: What is featured by the ad? An object? a scene? a person? How are these elements portrayed? What are the ethnicity, age, socioeconomic class, and gender of any people in the advertisement? How do these choices relate to the ad’s intended audience and reflect deliberate rhetorical choices? 4. Theme: What is the underlying message of the ad (beyond “buy our product”)? 5. Medium: What medium was the advertisement produced in? Television? print? radio? How did this choice suit the rhetorical purpose of the ad and accommodate the needs of a particular audience? 6. Historical context: In what country and at what historical moment was the advertisement produced? How do the demands of context shape the persuasive appeals at work in the ad? How does the ad reflect, comment on, challenge, or reinforce contemporary political, economic, or gender ideology? How does this commentary situate it in terms of a larger trend or argument? 7. Word and image: What is the relationship between the word (written or spoken) and the imagery in the ad? Which is given priority? How does this relationship affect the persuasiveness of the advertisement? 8. Layout: How are the elements of the ad arranged—on a page (for a print ad) or in sequence (for a television or Internet commercial)? What is the purpose behind this arrangement? How does the ad’s organization lead the reader through—and facilitate—its argument? 9. Design: What typeface is used? What size? What color? How do these decisions reflect attention to the ad’s rhetorical situation? How do they function in relation to the ad’s rhetorical appeals? 10. Voice: What voice does the text use to reach its audience? Is the language technical, informal, personal, authoritative? Is the voice comic or serious? 11. Rhetorical appeals: How does the advertiser use the images to work in conjunction with rhetorical appeals? For instance, does the image reinforce an appeal to reason? Is it designed to produce an emotional effect on the audience? Does the use of a certain style, such as black-and-white authority, contribute to the ethos of the ad? 12. Strategy of development: Narration? definition? comparison-contrast? example or illustration? classification and division? process? analogy? cause and effect? How do these strategies contribute to the ad’s persuasive appeal? 13. Cultural resonance: Does the ad use famous events or places or recognizable symbols to increase its persuasiveness? If so, how does that establish audience or a relationship to a cultural moment? Prewriting Assignment: Analyzing an Advertisement 1. Content : What exactly is the ad selling? An object? an idea? Both? 2. Message : How is the ad selling the product? What.

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©2017 Walden University 1 BP1005: Identity as an Early Childhood Professional: Integrate critical perspectives to inform a personal identity as an early childhood professional. Assessment Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 1: Developing a Professional Digital Identity Apply designated Professional Digital Identity Guidelines, as indicated on the Professional Website Review Checklist, to all required website content. LO1: Apply Professional Digital Identity Guidelines to online content. Response is not present. Response is incomplete and/or inaccurately applies Professional Digital Identity Guidelines specific to the required website content. Response demonstrates complete, logical, and accurate application of Professional Digital Identity Guidelines specific to the required website content. Topic 2: Defining Professional Beliefs, Interests, and Goals Develop three core professional beliefs about the early childhood profession, early childhood education, and/or young children that are shaping your identity as an early childhood professional. Response is not present. Response is vague, inaccurate, illogical, and/or incomplete, lacking details related to shaping the identity of an early childhood professional. Core professional beliefs are clear, logical, complete, and related to shaping the identity of an early childhood professional. ©2017 Walden University 2 LO1: Develop core early childhood professional beliefs. Explain the knowledge or practice that informs each of your beliefs, such as key contributors to the early childhood field; research about children and families; professional standards; professional ethics; and/or professional passion for positive social change. In other words, draw on the knowledge and commitment you have gained thus far in your professional journey. LO2: Explain how professional knowledge or practice informs core professional beliefs. Response is not present. Response is inaccurate, illogical, and/or incomplete. Response lacks details that explain the knowledge and practice that informs each core professional belief. Response is an accurate, logical, and complete explanation of knowledge or practice that informs each core professional belief. Explain how each of your core beliefs informs, shapes, and/or influences your current practice and will inform, shape, Response is not present. Response is inaccurate, illogical, and/or incomplete. Response lacks details that explain how each core professional beliefs informs, shapes, and/or influences Response is an accurate, logical, and complete explanation of how each core professional belief informs, shapes, and/or influences current and/or future professional practice. ©2017 Walden University 3 and/or influence your future professional practice. LO3: Exp.

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 Use the information presented in the module folder along with your.docx

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• Ryanair's operations have been consistently plagued with employee discontent and protests (Temming, 2017). Communication between Line Managers and employees has been tensed, and performance has suffered as a result. The Company would benefit from the strategic positioning and interpersonal skills of the Human Resource Business Partner. • As an employee advocate, he or she would engage employees in dialogue and ensure that whatever findings are made are brought to the attention of the line manager promptly to be addressed. • Also, as a collaborative partner, he would assist in channeling the needs of the line manager in a way that will be understood and well received by subordinates. • Effective communication would eventually lead to mutual understanding and benefit for all parties. • It would go a long way in developing a strong company culture where individuals are not afraid to express their thoughts and ideas. and would shift focus away from conflict towards meeting Organizational goals. 01 CONSTRUCTIVE COMMUNICATION BETWEEN MANAGEMENT AND STAFF 02 EFFECTIVE CHANGE MANAGEMENT • The Greek Philosopher, Heraclitus stated that “Change is the only constant of life” (Rothwell et al., 2015). This statement is pertinent to the rapidly changing business climate (Lauer, 2019, p3) in which Ryanair finds itself. • A company’s readiness and reaction to change are important in determining success. From our current state analysis, we discovered that several tasks may be expedited and optimized with the introduction of new technology. • However, this must be introduced strategically to prevent resistance. The role of the Human Resources Business Partner is essential in this regard. • He or She would determine the need for change and ensure reception of the change by employing effective communication strategies (McCracken et al., 2017). • Apart from a change in technology, other elements that may undergo transformation include processes, policies, personnel, amongst others. It is important that these changes are taken in stride so that they do not forestall operations. 03 FOCUSED TRAINING AND CAPACITY BUILDING • The Business Partner would be instrumental in identifying areas requiring competency improvements (Onen, 2013) in Ryanair. • Through a series of activities such as performance reviews and data analysis, as well as knowledge of the business, and interactions with staff, the business partner would tailor training programmers to drive outcomes that matter and meet the company's needs and vision. • Doing so would be of benefit not only to employees but to Ryanair, who would see improved performances and save costs that would have gone into retraining because of an inefficient programme. EFFECTIVE STRATEGY DEVELOPMENT • Ryanair would benefit from the HRBP's skills and knowledge in developing strategic plans that create value for future business successes. • He or she would ensure that plans align with the needs and expectations .

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· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points. · You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) · All replies must be constructive and use literature where possible. #1 Lisa Wright St. Thomas University NUR 417: Aging and End of Life Yedelis Diaz November 01, 2022 Pathological Conditions in Older Adults As one goes through the natural aging process, the body's capacity to defend itself against infections diminishes. The immune system's ability to offer protection is reduced, and the individual becomes susceptible to conditions that affect them more than other age groups (Haynes, 2020). This population also experiences other symptoms impairing other aspects of their lives as time passes. For instance, their skin and bones lose their integrity and become more prone to abrasions and breakage. This assignment module will examine the pathological conditions that affect the sexual response in older adults and how and why nutritional and psychological factors, drugs, and other alternative and complementary medications affect the immune system of the populations. Pathological Conditions that Affect Sexual Response in Older Adults Sexuality is an essential aspect of life, irrespective of the age group one is in—the older population and the younger generation alike need to explore sexuality to maintain health and well-being. Exploring sexuality is also a mixture of biological, psychological, social, and religious factors, all of which have plenty to do with aging. Among the pathological conditions that affect sexual response in the elderly include Genitourinary Syndrome of Menopause These are the changes experienced in the genitourinary pathway as one age. The individual can feel a burning sensation, dryness, or irritation. This can lead to painful sexual encounters, which can, in turn, reduce their desire to engage and their response. Dementia This is a degenerative disorder of the mental faculties, predominantly among the elderly (National Institute on Aging, n.d.). Their judgment diminishes, making them disinterested or utterly unaware of their sexual experiences. Some forms of the condition have been shown to increase sex or closeness, but the individual may fail to recognize what is appropriate and what is not. Diabetes As a chronic condition experienced mainly by this population, it can lead to yeast generation, leading to itchiness around the sex organs, making sex unpalatable. The situation can, however, be addressed with medication. Incontinence This is a condition where one experiences bladder leakage caused by poor control (National Institute on Aging, n.d.). It is most prevalent among the population an.

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• ALFRED CIOFFI • CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI • DOCTORATE IN MORAL THEOLOGY, GREGORIAN UNIVERSITY, ROME, ITALY • DOCTORATE IN GENETICS, PURDUE UNIVERSITY, INDIANA • ASSOCIATE PROFESSOR, BIOLOGY AND BIOETHICS • DIRECTOR, INSTITUTE FOR BIOETHICS BIOMEDICAL ETHICS Introduction • PRESENTATIONS • THINK • RESPECT • HONOR CODE • ON TIME • QUIZZES • TAKE NOTES • AVERAGE CANVAS HUMAN BIO-ETHICS: evidence-based • BEGINNING OF LIFE • HEALTHCARE • END OF LIFE BIO-ETHICS PRINCIPLED UTILITARIAN or… • SEXUAL REPRODUCTION • EARLY EMBRYONIC DEVELOPMENT • ONTOLOGICAL STATUS OF HUMAN EMBRYO SEXUAL REPRODUCTION: INVOLVES FERTILIZATION FERTILIZATION: INVOLVES FUSION OF GAMETES AT FERTILIZATION THE DIPLOID NUMBER (2n) IS RESTORED GAMETES = SEX CELLS (SPERM & OVA), PRODUCED BY MEIOSIS FIRST, A REVIEW OF MITOSIS b d c a chromatin 2n 2n b d c a chromatin 2n 2n X X X X 2b 1a 1b 2a chromatin 2n 2n 2b1b 1a 2a 2b1b 1a 2a 1a 1b 2b 2a 2b1b 1a 2a 2a 2b 1b 1a DNA REPLICATION SISTER CHROMATIDS Temporary “4n” stage 2b1b 1a 2a CELL CYCLE G = GAP S = SYNTHESIS 2n 2n 2n MEIOSIS: DOUBLE CELLULAR SPLIT: ONE CELL -> -> 4 CELLS • RECOMBINATION (CROSSING OVER) • FROM DIPLOID NUMBER (2n) -> HAPLOID NUMBER (n) = CHROMATIC REDUCTION 2a 2b 1a 1b 2a 2b 1a 1b 2a2b 1a1b DNA RECOMBINATION = CROSSING OVER MEIOSIS = FORMATION OF GAMETES (SEX CELLS), HAPLOID SPERMATOGENESIS -> SPERM (n) GAMETOGENESIS OOGENESIS -> OVUM (n) Primary spermatocyte (2n) Primary oocyte (2n) Polar bodies H. sapiens # OF CHROMOSOMES = 46 = 23 "PAIRS" ONLY IDENTICAL IN FEMALE (XX) • 22 PAIRS = AUTOSOMES • 1 PAIR = SEX CHROMOSOMES THEREFORE, IN HUMANS: • n = 23 (gametes) • 2n = 46 (somatic cells) Seminiferous tubules Ovarian follicles VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT From fertilization to birth 6 minutes https://www.youtube.com/watch?v=7kC6p1twkXk https://www.youtube.com/watch?v=7kC6p1twkXk EGG + SPERM = ZYGOTE ZYGON (GK) = YOKED OR LINKED ZYGOTE DNA: • 50% OF THE GENETIC MATERIAL COMES FROM THE MOTHER • 50% FROM THE FATHER 0.1 mm 0.005 mm 0.05 mm = SYNGAMY Ampulla DAY 1 DAY 7 Endometrium ZYGOTE M O RU LA COMPACTION BLASTOMERES MALE & FEMALE PRONUCLEI FIRST CELLULAR DIFFERENTIATION = 2 CELL LAYERS (INNER CELL MASS) 1 2 3 4 5 6 IMPLANTATION FURTHER CELLULAR DIFFERENTIATION: 3 GERM LAYERS ( ICM ) GASTRULATION THIRD WEEK OF EMBRYONIC DEVELOPMNET: GASTRULA LONGITUDINAL VIEW CROSS SECTION NEURAL GROOVE ~ 1 inch EIGHT WEEKS EMBRYO FETUS FETUS VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT Conception to birth -- visualized | Alexander Tsiaras 10 minutes https://www.youtube.com/watch?v=fKyljukBE70 https://www.youtube.com/watch?v=fKyljukBE70 THEREFORE, REGARDING EMBRYONIC DEVELOPMENT: CONTINUOUS DEVELOPMENT OF TISSUES, ORGANS AND SYSTEMS FROM THE ZYGOTE, THROUGH 9 MONTHS, UP .

• ALFRED CIOFFI• CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI.docx

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· Implementation of research projects is very challenging · Replacement of traditional practice with Evidence-based practice takes average of 17 years. · Increasing access to quality care, provision of affordable prescription, and others will improve adherence to treatment of chronic diseases, reduce complications, economic burdens, and increase the quality of life of the minority populations in primary care setting, particularly Hemet CaliforniaCorrelation of Intermittent Fasting to Diabetes Mellitus ( Significance/Background I ntermittent fasting, in contrast to many other dietary approaches, emphasizes timing of meals. Increasing popularity of intermittent fasting as a means of losing weight and managing chronic diseases is evidence of the practice's widespread success. People with diabetes Mellitus often choose to control their condition by paying more attention to what they eat. How IF works Aims of the Study Using the available evidence, this review aims to provide suggestions for the safe monitoring of diabetic patients interested in IF. Animal experiments and religious fasting schedules are excluded. ) ( Design/Methods Articles from reputable academic journals were gathered for a comprehensive literature evaluation that was conducted with the use of online databases. Studies were selected for inclusion in the review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. Proposed Interventions I ndividualized treatment plans . F requent blood glucose checks . P roper exercise and nutrition. ) ( Expected Results/ Outcomes Facilitates increased physical activity and reduced calorie consumption. Weight reduction that is manageable. Decreased levels of insulin. Triglyceride levels, decreasing your risk of heart disease. Reduced inflammation and free radical change. Graphs/Tables ) ( Anticipated Conclusions The purpose of this poster is to raise awareness about the significance of developing a personalized treatment plan, monitoring blood glucose levels regularly, and making healthy lifestyle choices for people with diabetes in order to reduce their risk of hypoglycemia. Patients with diabetes may benefit greatly from fasting in terms of health and quality of life if they get the necessary guidance and supervision from their healthcare professionals. Potential Implications to Practice Fasting may improve the health and well-being of people with diabetes, and this is especially true when individuals are supported by their healthcare professionals via education and monitoring. Acknowledgements Grajower M. M. & Horne B. D. (2019). Clinical management of intermittent fasting in patients with diabetes mellitus. Nutrients . https://doi.org/10.3390/nu11040873 ) TEMPLATE DESIGN © 2008 www.PosterPresentations.com image1.wmf image2.png Interview Checklist Sheet Name of Practitioner: __________________________________ Initials of Volun.

· Implementation of research projects is very challenging.docx

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©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Chapter 9 Regional Economic Integration * ©McGraw-Hill Education. What Is Regional Economic Integration? Regional economic integration - agreements between countries in a geographic region to reduce tariff and non-tariff barriers to the free flow of goods, services, and factors of production between each otherQuestion: Do regional trade agreements promote free trade?In theory, yes, but the world may be moving toward a situation in which a number of regional trade blocks compete against each other * While the move toward regional economic integration is generally seen as a good thing, some observers worry that it will lead to a world in which regional trade blocs compete against each other. In this possible future scenario, free trade will exist within each bloc, but each bloc will protect its market from outside competition with high tariffs. The specter of the EU and NAFTA turning into economic fortresses that shut out foreign producers with high tariff barriers is worrisome to those who believe in unrestricted free trade. If such a situation were to materialize, the resulting decline in trade between blocs could more than offset the gains from free trade within blocs. The Opening Case: Regional Trade Pacts Give the Mexican Auto Industry an Edge describes the growth of the Mexican auto industry due to a wave of foreign direct investment spurred by regional trade agreements. Beginning with the establishment of the North American Free Trade Agreement (NAFTA) in 1994, Mexico has established over 40 different free trade agreements that provide Mexican automakers duty-free access to markets throughout the world. These agreements, along with Mexico’s relatively low labors costs, have attracted investments from many of the world’s largest car companies and auto parts suppliers, making Mexico the sixth-largest car producer in the world. ©McGraw-Hill Education. What Are The Levels Of Regional Economic Integration? (1 of 4) A free trade area eliminates all barriers to the trade of goods and services among member countriesEuropean Free Trade Association (EFTA) - Norway, Iceland, Liechtenstein, and SwitzerlandNorth American Free Trade Agreement (NAFTA) - U.S., Canada, and Mexico * LO 9-1: Describe the different levels of regional economic integration. ©McGraw-Hill Education. What Are The Levels Of Regional Economic Integration? (2 of 4) A customs union eliminates trade barriers between member countries and adopts a common external trade policyAndean Community (Bolivia, Colombia, Ecuador, and Peru) A common market has no barriers to.

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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • chapter 8 Diversification Strategies Arthur A. Thompson The University of Alabama Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc. All rights reserved. Not for distribution to non-registrants without permission. An e-book published and distributed by McGraw Hill Education Sixth Edition of Strategy: Core Concepts and Analytical Approaches (2020-2021). Arthur A. Thompson, The University of Alabama. Published and distributed by McGraw Hill Education. Image of globe comprised of puzzle pieces with several pieces dislodged and scattered below the globe. Chapter 5 The Five Generic Competitive Strategy Options: Which One to Employ 1 “I think our biggest achievement to date has been bringing back to life an inherent Disney synergy that enables each part of our business to draw from, build upon, and bolster the others.” 8–2 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. Michael Eisner, former CEO, Walt Disney Company 2 “Fit between a parent and its businesses is a two-edged sword: A good fit can create value; a bad one can destroy it.” 8–3 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. Andrew Campbell, Michael Gould, and Marcus Alexander 3 “Make winners out of every business in your company. Don’t carry losers.” 8–4 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. Jack Welch, former CEO, General Electric 4 Learning Objectives Understand when to diversify and how to test whether a move to diversify into a new business is sound. Learn the strategic difference between related and unrelated diversification strategies. Gain an understanding of the pros and cons of related diversification strategies. Gain an understanding of the pros and cons of unrelated diversification strategies. Gain command of the analytical approaches to evaluating a company’s diversification strategy. Become familiar with a diversified company’s principal strategic options after it has diversified. 8–5 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. 5 What Does Crafting a Diversification Strategy Entail? When and Why Diversification Makes Good Strategic Sense Choosing the Diversification Path: Related versus Unrelated Businesses The Case for Diversifying into Related Businesses The Case for Diversifying into Unrelated Businesses Evaluating a Diversified Company’s Strategy—The Six Analytical Steps 8–6 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. Chapter 8 Roadmap 6 8–7 Copyright © 2020 by Arthur A. Thompson and Glo-Bus Software, Inc.. What Is Meant by “Diversification”? A firm is diversified when it operates in two or more lines of business that are in distinctly different industries Diversification complicates the strategy-making task because it requires: Assessing the multiple industry .

••••••.docx

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· Epidemiology · Conceptual issues· Anxiety· Mood diso.docx

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· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT. · Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection. · Consider the best method of disseminating the results of your presentation to an audience. The Assignment: (Evidence-Based Project) Part 4: Recommending an Evidence-Based Practice Change Create an 8- to 9-slide narrated PowerPoint presentation in which you do the following: · Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.) · Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general. · Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered. · Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation. · Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy. · Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change. · Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking. · Add a lessons learned section that includes the following: · A summary of the critical appraisal of the peer-reviewed articles you previously submitted · An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides) Zeinab Hazime Nurs 6052 10/16/2022 Evaluation Table Use this document to complete the evaluation table requirement of the Module 4 Assessment, Evidence-Based Project, Part 3A: Critical Appraisal of Research Full APA formatted citation of selected article. Article #1 Article #2 Article #3 Article #4 Abraham, J., Kitsiou, S., Meng, A., Burton, S., Vatani, H., & Kannampallil, T. (2020). Effects of CPOE-based medication ordering on outcomes: an overview of systematic reviews. BMJ Quality & Safety, 29(10), 1-2. Alanazi, A. (2020). The effect of computerized physician order entry on mortality rates in pediatric and neonatal care setting: Meta-analysis. Informatics in Medicine Unlocked, 19, 100308. https.

· Reflect on the four peer-reviewed articles you critically apprai.docx

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· Choose a B2B company of your choice (please note that your chosen company will also be used for your final assignment). · Across your two assignment you will develop an Industrial marketing plan. · For assignment 1 you are required to develop the first part of the marketing plan and assignment 2 the final part. · Perform a situation analysis identifying the following: 1. Product mix: i. Current product mix, product lines and individual products 2. Market analysis: i. Who are their current competitors ii. PESTEL 3. Market segmentation i. Identify the segments that that they target (including the characteristics of each market segment). 4. Value proposition: i. Identify the value that the company aims to provide to each segment (which products are aimed at each segment and what the benefits are to that segment) 5. Positioning: i. How do they position themselves in the market (and if relevant to each segment). How do they differentiate themselves through this positioning from their competitors? · Your Marketing Plan Part 1 should be uploaded in PDF format. · Your table of contents should include: 1. Introduction/Background 2. Product Mix 3. Market analysis 4. Market segmentation 5. Value proposition 6. Positioning 7. References Formalities: · Wordcount: 1500 · Cover, Table of Contents, References and Appendix are excluded of the total wordcount. · Font: Arial 11 pts. · Text alignment: Left. · The in-text References and the Bibliography must be in Harvard’s citation style. Dido and Aeneas Music composed by Henry Purcell Libretto by Nahum Tate Date of composition: 1689 DIDO AND AENEAS An opera perform'd at Mr. Josias Priest's Boarding School at Chelsey by Young Gentlewomen. The words made by Mr. NAHUM TATE The music composed by Mr. HENRY PURCELL Dramatis Personae DIDO BELINDA TWO WOMEN AENEAS SORCERESS ENCHANTRESSES SPIRIT of the Sorceress (Mercury) Dido's train, Aeneas' train, Fairies, Sailors OVERTURE ACT THE FIRST Scene [I]: The Palace [enter Dido, Belinda and train] BELINDA Shake the cloud from off your brow, Fate your wishes does allow; Empire growing, Pleasures flowing, Fortune smiles and so should you. CHORUS Banish sorrow, banish care, Grief should ne'er approach the fair. DIDO Ah! Belinda, I am prest With torment not to be Confest, Peace and I are strangers grown. I languish till my grief is known, Yet would not have it guest. BELINDA Grief increases by concealing, DIDO Mine admits of no revealing. BELINDA Then let me speak; the Trojan guest Into your tender thoughts has prest; The greatest blessing Fate can give Our Carthage to secure and Troy revive. CHORUS When monarchs unite, how happy their state, They triumph at once o'er their foes and t.

· Choose a B2B company of your choice (please note that your chose.docx

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© Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. JWI 550 (1208) Page 1 of 10 JWI 550: Operational Excellence Week Two Lecture Notes © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. JWI 550 (1208) Page 2 of 10 MAPPING AND ANALYZING VALUE STREAMS What It Means The mapping and analysis of value streams is an undertaking focused on gaining insight into the current state of workflow. It includes creating diagrams that show the various steps a product or service undergoes from request to delivery. The format of the maps should not be overly complex, and they do not require any specialized software to create. Their purpose is to help management and workers “see” the flow of work tasks that are often difficult to visualize, and to analyze that flow from a customer-centric perspective that is explicitly focused on adding value. Why It Matters • It aligns stakeholders around a common understanding of the starting point before any operational change initiatives are undertaken. • It focuses on value as the critical metric of operational excellence and competitive advantage, and it identifies steps where no value is added and/or waste occurs. • It requires the team to apply quantifiable performance metrics to the current state so that improvement efforts can be measured and validated. “Before you can lead your team to a better future, you must build consensus about the current state of affairs – what’s working and what isn’t working – and why the change is needed.” Jack Welch © Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University. JWI 550 (1208) Page 3 of 10 THE CHALLENGE AND OPPORTUNITY FOR MANAGERS Complete the following sentence: Change is _______________. A. Exciting B. Scary C. Difficult D. Never-ending E. All of the Above You likely picked “All of the Above.” You could have also added a bunch of other words to the list as well: Dangerous? Fun? Expensive? Confusing? Stressful? Uncertain? Necessary? Imagine you are a new manager, or a manager taking over a new team or a new set of responsibilities. What an exciting opportunity! If you have a good boss, you know what is expected of you and how the success of your team will be measured. Your transition may be smooth as you ta.

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©2005-2009 by Alexander Chernev. Professor Alexander Chernev (Kellogg School of Management, Northwestern University) prepared this case solely as the basis for class discussion. This case is not intended to serve as an endorsement, source of primary data, or an illustration of effective or ineffective management. To request permission to reproduce materials, e-mail [email protected] No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without a written permission of the author. Rev. 11/1/2009 Case 0804 ALEXANDER CHERNEV Datril: Pioneering the Acetaminophen Market Marvin Koslow, vice president for marketing services at Bristol-Myers, had just finished a strategic planning meeting with his staff. The meeting was supposed to delineate a strategy for Bristol-Myers’ newest offering: a non-prescription acetaminophen1 drug branded as Datril, which was to be launched later in the spring of 1975. Despite many hours of deliberation, a clear solution failed to emerge. The main unresolved issue was how to position Bristol-Myers’ new drug to the general public and, in particular, how to price and promote Datril. Bristol-Myers was one of the nation’s leading marketers of pharmaceutical and consumer products, with a portfolio of well-known brands such as Bufferin, Excedrin, Windex, Drano, Vitalis, Be- hold, and Clairol. Bristol-Myers was comprised of three major product groups: the Consumer Prod- ucts Group, which accounted for 25.8% of the company’s total sales in 1974; the Clairol Group; and the Pharmaceutical, Health Care, and International Group, which accounted for 51.8% of the company’s total sales in 1974. In 1974, Bristol-Myers reported net earnings exceeding $120 million on $1.6 billion in net sales. The cost of goods sold accounted for more than $600 million of the expenditures: marketing, sales, and administration expenses were in excess of $420 million, advertising and promotion expenses were nearly $300 million, and research and development expenses were close to $50 million. The $680 million analgesic market was divided into two types of pain-relievers: aspirin and acetaminophen. Aspirin-based products, such as the market leader Bayer Aspirin, distributed by Sterling Drug Company, and Bufferin and Excedrin, both distributed by Bristol-Myers, comprised 90% of the analgesic market. Most of the aspirin-based products were proprietary drugs and were typically mar- keted with heavy consumer advertising and extensive point-of-purchase displays. Bristol-Myers spent more than $30 million advertising Bufferin and Excedrin in 1974 (see Exhibits 1, 2 for examples of print advertisements). In contrast, acetaminophen-based analgesics, initially available only by prescription, were advertised primarily to medical professionals. Acetaminophen products were rapidl.

©2005-2009 by Alexander Chernev. Professor Alexander Che.docx

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©2014 by the Kellogg School of Management at Northwestern University. This case was developed with support from the June 2010 graduates of the Executive MBA Program (EMP-78). This case was prepared by Professor Arvind Krishnamurthy and Taft Foster ’13. The authors would like to thank Jonathan Palm Cohen for his research assistance. Cases are developed solely as the basis for class discussion. Cases are not intended to serve as endorsements, sources of primary data, or illustrations of effective or ineffective management. To order copies or request permission to reproduce materials, call 800-545-7685 (or 617-783-7600 outside the United States or Canada) or e-mail [email protected] No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise— without the permission of Kellogg Case Publishing. ARVIND KRISHNAMURTHY AND TAFT FOSTER KEL782 Quantitative Easing in the Great Recession On October 29, 2008, the Federal Open Market Committee (FOMC) concluded its eighth meeting since the start of the Great Recession eleven months earlier. Continuing its recent pattern, the FOMC voted to cut its target federal funds rate by another 50 basis points, to 1%. Yet despite the lowering of this rate from 4.25% since the start of the year (see Exhibit 1), a variety of economic indicators continued to paint a grim picture. Indeed, the situation appeared to be worsening. The chairman of the U.S. Federal Reserve, Ben Bernanke, now faced a daunting prospect. As a professor of economics at Princeton, Bernanke had studied a set of tools that a central bank could employ if its policy rate were to be constrained by the zero lower bound. Prominent among these was a tool known as “quantitative easing,” or QE, a policy of making large purchases of financial assets. These purchases increased the quantity of money in the economy, hence the name quantitative easing. In his academic writings, Bernanke had advocated QE as a policy for Japan, where since the late 1990s the Bank of Japan (BoJ) had reduced its short-term interest rate to near zero.1 With the federal funds rate at 1%, the Federal Reserve likely would soon find itself in the same position as the BoJ, namely at the zero lower bound. Bernanke would get a chance to put his academic theories into practice. The Great Recession and Financial Crisis What would later be called the Great Recession began officially in December 2007 as a typical economic downturn associated with a spike in oil prices and a decline in home prices, but it quickly became a severe recession due to links between the housing and financial markets. As home prices across the United States and other countries fell in 2006 and 2007, foreclosure rates began to rise; this in turn rendered almost worthless many previously AAA-rated mortgage- backed securities (MBS) that derived the.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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The global implications of DORA and NIS 2 Directive are significant, extending beyond the European Union. Amongst others, the webinar covers: • DORA and its Implications • Nis 2 Directive and its Implications • How to leverage directive and regulation as a marketing tool and competitive advantage • How to use new compliance framework to request additional budget Presenters: Christophe Mazzola - Senior Cyber Governance Consultant Armed with endless Excel files, a meme catalog worthy of the best X'os (formerly twittos), and a risk register to make your favorite risk manager jealous, I swapped my computer scientist cape a few years ago for that of a (cyber) threat hunter with the honorary title of CISO. Ah, and I am also a quadruple senior certified ISO27001/2/5, Pas mal non ? C'est francais. Malcolm Xavier Malcolm Xavier has been working in the Digital Industry for over 18 Years now. He has worked with Global Clients in South Africa, United States and United Kingdom. He has achieved Many Professional Certifications Like CISSP, Google Cloud Practitioner, TOGAF, Azure Cloud, ITIL v3 etc. His core competencies include IT strategy, cybersecurity, IT infrastructure management, data center migration and consolidation, data protection and compliance, risk management and governance, and IS program development and management. Date: April 25, 2024 Tags: Information Security, Digital Operational Resilience Act (DORA) ------------------------------------------------------------------------------- Find out more about ISO training and certification services Training: Digital Operational Resilience Act (DORA) - EN | PECB NIS 2 Directive - EN | PECB Webinars: https://pecb.com/webinars Article: https://pecb.com/article Whitepaper: https://pecb.com/whitepaper ------------------------------------------------------------------------------- For more information about PECB: Website: https://pecb.com/ LinkedIn: https://www.linkedin.com/company/pecb/ Facebook: https://www.facebook.com/PECBInternational/ Slideshare: http://www.slideshare.net/PECBCERTIFICATION

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1. Frith's Levels of Analysis: The Surface Meaning: What is your overall impression at first glance after viewing the attached print advertisement. At this level, you will describe/list all objects, people, and environment within the ad. Advertiser's Intended Meaning : Identify the sales message (strategy behind the print ad). Does the intended meaning and the meaning you get from the ad the same? Do they differ? Explain. Cultural or Ideological Meaning: Individuals often draw upon their cultural experiences and background when making sense of decoding an ad. What does the ad say about your belief system? Task: 1. Review the Print Ad provided above. 2. After reviewing the ad, respond to this thread by selecting "Reply" 3. Within your response, please address each of the following items: The Surface Meaning of the Print Ad (see Frith's Level of Analysis information above to discover what you will address within your response) The Advertiser's Meaning of the Print Ad (see Frith's Level of Analysis information above to discover what you will address within your response) The Cultural or Ideological Meaning of the Print Ad (see Frith's Level of Analysis information above to discover what you will address within your response)

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