CompetencyEvaluate the challenges and benefits of employing a di.docx

•Download as DOCX, PDF•

0 likes•2 views

The document provides the background for a scenario where the reader has been hired as the Human Resources Director for a global organization. They have been asked to evaluate and make recommendations around diversity for the company. The HR Director must choose from one of the listed diversity areas - race, gender, sexual orientation, religion, or ethnicity - and write a report for the CEO highlighting the importance of that group in the workplace. The report should introduce the selected diversity area, discuss two benefits it provides, how it contributes to collaboration and innovation, and conclude by emphasizing the importance of addressing this group in the workplace.

Education

Competency
Evaluate the challenges and benefits of employing a diverse
workforce.
Course Scenario
You have been hired as the Human Resources Director for a
global organization that is headquartered in the United States.
Your job is to evaluate and make recommendations in the area
of diversity for your company. Each section will contain
specific areas within diversity for you to focus on. You will be
tasked with choosing from one of the diversity areas that are
provided to you. Be sure to conduct research using the
university library and other relevant sources.
Diversity Areas
(Select one, and continue to use for all modules)
Race
Gender
Sexual orientation
Religion
Ethnicity
Instructions
In your first days of your new role, you have noticed a lack of
diversity initiatives. Your CEO has come to you and asked for a

brief executive summary outlining the importance of your
selected diversity group in the workplace.
For your report you have been asked to reflect and address the
following sets of questions:
Introduction included executive summary and identified diverse
group using clear examples and well-defined synopsis of the
report goals.
Benefits were selected and discussed using the diverse group
selected using clear examples and well-defined reasons.
Identifies how the selected group contributed to collaboration
and innovation using clear examples and well-defined reasons.
Conclusion summarized the benefits of the diverse group using
clear examples and demonstrated an understanding of the
importance of diversity in the workplace.
Introduce the diversity area you have selected through an
executive summary.
What are two benefits of having your selected diversity group
represented in the workplace?
How does the diversity group contribute to a collaborative and
innovative environment?
Conclude your report; why it is important to address this
diverse group in the workplace?

Similar to CompetencyEvaluate the challenges and benefits of employing a di.docx

BBA 3651, Leadership 1 Course Description Leadership presents the importance of leadership in conjunction with various leadership traits, styles, and qualities. Enhances the importance of having a vision, the motivation to lead, social motives in the workplace, levels of morality and values, and the significance of empowerment for effective leadership. Topics include situational leadership, organizational climate, moral dilemmas, personal integrity, servant leadership, participative management, human relations, high- performance teams, diversity, cultural and interpersonal differences, workplace stress, performance management, and organizational change. Course Material(s) No physical textbook is required; resources are integrated within the course. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Analyze the significance of the concept of leadership and the different leadership styles. 2. Distinguish between the importance of vision, the motive to lead, and organizational climate. 3. Explore various aspects of effective leadership, to include influence, follower motivation, and effective followership. 4. Illustrate the role of ethics and values in guiding organizational behavior. 5. Articulate globalization and the resulting cultural implications of leadership, including unique considerations for leading multicultural teams. 6. Analyze the role of leadership in decision-making processes that serve to establish an organizational climate oriented to meet business goals. 7. Analyze methods used to appropriately manage groups and teams. 8. Evaluate different aspects of organizational change. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources. 2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from outside resources. 5. Suggested Reading: Suggested Readings are listed in the Unit III, IV, and VI-VIII study guides. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings. 6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study. 7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar. BBA 3651, Leadership Course Syllabus BBA 3651, Leadership 2 8. Unit Assignm ...

BBA 3651, Leadership 1 Course Description Leadershi.docx

JASS44

Competencies Evaluate the challenges and benefits of employing a diverse workforce. Design a plan for conducting business and managing employees in a global society. Critique the actions of organizations as they integrate diverse perspectives into their cultures. Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations. Attribute different cultural perspectives to current social-cultural dimensions. Analyze the importance of managing a diverse workforce. Scenario Information Your company has been nominated for a national diversity award associated with your efforts and dedication to diversity initiatives in the workplace and their impact on the organization and community. You have been asked to summarize your efforts for the year in a slide presentation for the diversity committee who selects the winner. Be sure to include details of the changes you made in your organization and the impact the changes made. Instructions As part of your nomination, you have been asked to create a slide presentation including a voice recording for your entry (Voice Recording not needed).Â Remember your audience when giving your presentation and include the following slides: Title slide Highlighting the importance of workplace diversity Discussing the points that were included in your diversity plan Describing how culture and inclusion impact your organization Providing examples of how diverse workgroups work together in the workplace Gives examples of strategies used to incorporate Hofstede's cultural dimensions in a global workforce Provides best practices for managers associated with managing a diverse, global workforce Conclusion slide that includes a summary of why you should win this award Any additional, relevant information References .

CompetenciesEvaluate the challenges and benefits of employ.docx

annette228280

CompetenciesEvaluate the challenges and benefits of employ.docx

bartholomeocoombs

Strategic Thinking, Vision and Leadership

Dr. John Persico

Assignment 04 EC420 Exceptional Children Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements. This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4. Part 1 Discuss the following concepts and provide an example (not given in the textbook) for each as it relates to the developmental-behavioral approach. 1. Negative reinforcement 2. Intrinsic reinforcement 3. Positive reinforcement 4. Natural and logical consequences 5. Withdrawing or withholding reinforcement 6. Incompatible behaviors 7. Catch the child being good 8. Reminders, redirection, reprimands 9. Sit and watch 10. Time-out Part 2In order to acknowledge and understand the diversity of childrearing beliefs and practices among families, you must first acknowledge and understand your own beliefs and practices about childrearing. Exploring and analyzing your own history and its effects on your behavior may assist you in creating a better understanding and compassion for the families with which you are entrusted to support. Please review the section on Cultural Models and Child-Rearing Practices (pages 75–78) and write a 2-page reflection essay discussing your own child-rearing beliefs and practices and how these beliefs might influence your work with diverse families. Discuss how these topics do or do not influence you today and how they might have an effect on your work with diverse families. Stay focused on relevant information concerning the implications for your work with young children and their families. · History: family history of ethnic origin, language (s), geography, and immigration · Growing up: where you grew up, pattern of movement or stability, and your family of origin structure· Your current family or living structure · Values of independence or interdependence · Discipline approaches · Attitudes toward disability · Influence of racism · Family structure · Parents’ roles · Caregiver-child communication · Medical practices Grading Rubric Please refer to the rubric below for the grading criteria for this assignment. CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable 35 points25 points15 points5 points The student provides clear descriptions and examples for 10 of the developmental- behavioral approaches. The student provides mostly clear descriptions and examples for 7-9 of the developmental-behavioral approaches. The student provides adequate descriptions and example for 4-6 of the developmental-behavioral approaches. The student provides poor descriptions and examples for 1-3 of the developmental ...

Assignment 04EC420 Exceptional ChildrenDirections Be sure to.docx

fredharris32

Activity 6: Presentation - International Human Resources (15 Points) Analyze International Human Resource Functions Our nation’s economic development is intrinsically linked to our global neighbors. E-commerce, international trade and immigration have diversified both the workplace and who functions as strategic partners. Understanding other cultures and effectively implementing teamwork to accomplish mutual goals can be a challenge. For this activity, develop a PowerPoint presentation that analyzes the objectives of personnel administration and their impact in influencing international human resource management. Do the case studies in the assignment readings offer you a new perspective on this topic? Offer recommendations as to how human resource managers can train their employees to work with those from diverse cultures. Support your viewpoint with local data and include 3 to 4 scholarly references from the Northcentral Library. Incorporate appropriate animations, transitions, and graphics as well as “speaker notes” for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists. Length: 10-15 slides (with a separate reference slide) Notes Length: 50-100 words for each slide Be sure to include citations for quotations and paraphrases with references in APA format and style. Save the file as PPT with the correct course code information. Upload the completed assignment in the Activities area of the course. Learning Outcomes: 6  Analyze the objectives of personnel administration and their impact in influencing international human resource management. Slides- Title Overview Quote Define Cross Culture Define Diversity Define Cross Culture Awareness Define diversity Diversity Training Benefits of Cross Culture Awareness Activities (Questionnaire) Group Individual Handouts di·ver·si·ty noun \də-ˈvər-sə-tē, dī-\ plural di·ver·si·ties Definition of DIVERSITY 1 : the condition of having or being composed of differing elements : variety; especially : the inclusion of different types of people (as people of different races or cultures) in a group or organization <programs intended to promote diversity in schools> 2 : an instance of being composed of differing elements or qualities : an instance of being diverse <a diversity of opinion> See diversity defined for English-language learners » See diversity defined for kids » How to Develop a Diversity Training Program by Tara Duggan, Demand Media Developing a diversity training program for your organization typically involves assessing your team’s needs, designing materials that reflect your training requirements, delivering workshops and reference materials and evaluating your efforts. Companies that implement diversity training programs to advocate workplace diversity tend to have higher employee retention rates, improved morale, reduced lawsuits and improved recruiting. Spo.

Activity 6 Presentation - International Human Resources (15 Poi.docx

bobbywlane695641

Competencies Evaluate the challenges and benefits of employing a diverse workforce. Design a plan for conducting business and managing employees in a global society. Critique the actions of organizations as they integrate diverse perspectives into their cultures. Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations. Attribute different cultural perspectives to current social-cultural dimensions. Analyze the importance of managing a diverse workforce. Scenario Information Your company has been nominated for a national diversity award associated with your efforts and dedication to diversity initiatives in the workplace and their impact on the organization and community. You have been asked to summarize your efforts for the year in a slide presentation for the diversity committee who selects the winner. Be sure to include details of the changes you made in your organization and the impact the changes made. Instructions As part of your nomination, you have been asked to create a slide presentation. Remember your audience when giving your presentation and include the following slides: Title slide Highlighting the importance of workplace diversity Discussing the points that were included in your diversity plan Describing how culture and inclusion impact your organization Providing examples of how diverse workgroups work together in the workplace Gives examples of strategies used to incorporate Hofstede's cultural dimensions in a global workforce Provides best practices for managers associated with managing a diverse, global workforce Conclusion slide that includes a summary of why you should win this award Any additional, relevant information References .

CompetenciesEvaluate the challenges and benefits of employ.docx

pickersgillkayne

Managing Diversity Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Outline a plan to recruit, hire, and retain a diverse workforce. Does not outline a plan to recruit, hire, and retain a diverse workforce. Outlines a plan to recruit, hire, and retain a diverse workforce, but the plan overlooks key aspects that can have a major impact on success. Outlines a plan to recruit, hire, and retain a diverse workforce. Outlines an evidence-based plan to recruit, hire, and retain a diverse workforce. Identifies the implications and potential outcomes of planned actions within a broad context and in consideration of employee culture and values. Outline a plan for providing employee training on cultural awareness and sensitivity. Does not explain the need for training on cultural awareness and sensitivity. Explains the need for training on cultural awareness and sensitivity, but does not outline a specific plan. Outlines a plan for providing employee training on cultural awareness and sensitivity. Outlines an evidence-based plan for providing employee training on cultural awareness and sensitivity. Plan elements are well-supported in the literature and explicitly address the key factors in providing culturally competent and equitable care. Explain the benefits of a diverse and culturally competent workforce to a health care organization and the community it serves. Does not list the benefits of a diverse and culturally competent workforce. Lists the benefits of a diverse and culturally competent workforce. Explains the benefits of a diverse and culturally competent workforce to a health care organization and the community it serves. Explains the benefits of a diverse and culturally competent workforce to a health care organization and the community it serves. Draws conclusions about the provision of culturally competent and equitable care from an insightful analysis of the relationships among the organization, its employees, and the community. Determine the influence of effective leadership on the development of a diverse and culturally competent workforce. Does not determine the influence of effective leadership on the development of a diverse and culturally competent workforce. Determines the influence of effective leadership on the development of a diverse and culturally competent workforce, but lacks relevant supporting evidence. Determines the influence of effective leadership on the development of a diverse and culturally competent workforce. Determines the influence of effective leadership on the development of a diverse and culturally competent workforce. Identifies key connections and associations that support convincing, well-reasoned claims. Explain how the academic and research skills one develops as a practitioner- scholar can be of service in one’s role as a health care leader. Does not describe ex ...

Managing Diversity Scoring GuideCRITERIA NON-PERFORMANCE B.docx

croysierkathey

Chapter 6 - Managing Change: Innovation and Diversity

dpd

Diversity and inclusive corporate models can boost financial development, stimulate social development and launch more stable and objective societies. Additionally, companies that invest in inclusion in the workplace, marketplace and community have reported momentous business benefits. In a Forbes study, senior executives of top-earning companies reported that workplace diversity and inclusion drive innovation and business growth. While diversity and inclusion are significant measurements of social sustainability, some companies still observe these as independent from their corporate sustainability strategies. This Roundtable Discussion will discover the relationships between diversity and inclusion and corporate sustainability. The goal is to examine how companies can coordinate and communicate across functions, and make diversity and inclusion a strategic urgency both as a culmination and as a crucial means to attaining further corporate sustainability goals. After this roundtable session, participants will: • Discover methods for creating a welcoming environment that embraces all difference and equality in hiring policies. • Examine actions that companies can take to incorporate diversity and inclusion into corporate sustainability policies and practices. • Explore methods that corporations can use to safeguard that their diversity and inclusion commitment is implemented throughout their value chain. • Ascertain procedures for developing leadership at multiple levels that is diverse, regularly communicates the value of diversity, and builds the capacity for open and candid diversity conversation.

2017 CEO Technology Roundtable Session - Working Together for an Inclusive Wo...

Career Communications Group

Capella University Unit 5 Diversity Interview Paper.docx

stirlingvwriters

Organisational Behaviour Research Essay – 30% (Individual Assessment 2) Due Date: 11:30 pm (Friday – week 10) Length: 1500 words (10% leeway) All students are required required to develop an arguable proposition on which to write an essay. Your paper should be presented in standard academic essay format. The format must be in 12pt font and 1.5 spaced. The purpose of this assignment is to develop/improve skills in writing, analysis, and argumentation in addition to adding to the depth of understanding about organizational behavior in the workplace. You will be assessed on the quality of sources of information, how well you use these resources to support your arguments and your referencing skills. You are expected to use at least minimum of six (6) different peer-reviewed journals. The use of WIKIPEDIA online encyclopaedia is not allowed. Use of Wikipedia may result in a fail grade in this essay. You must use the HARVARD referencing system to acknowledge your sources of information (both in-text and as a reference list at the end). You should submit an electronic copy (Word Document .doc or .docx format) of your assignment to Turnitin only. Please do not supply a hardcopy. The essay is intended to test aspects of your studies; your ability to comprehend material sourced from lectures, texts and research and, your ability to critically assess this material in a discussion of the essay question. Essay need to be well supported by relevant research (academic journals mainly). Essay topic: In order to encourage productive performance from employees, care needs to be taken with the design of jobs, working conditions, setting of goals, motivation and rewards. Explain how and why all these factors impact upon productive performance and evaluate how a manager may be able to impact upon the processes across the organisation. Learning Outcomes Targeted: Outcome a) Explain how theories of organisational behaviour may be applied in an organisational setting. Outcome b) Evaluate potential organisational problem situations and formulate proactive managerial interventions, with special sensitivity to cultural, ethical and social concerns. Outcome c) Locate relevant research and compare and critique the findings on current developments in organisational behaviour Grading of Assignment The following criteria will be used to allocate grades for this assignment: Research Essay Marking Guide: Marks will be awarded as follows: (a detailed marking rubric will be provided via Moodle) Assessment Criteria Max Marks (Total 25) Research Quantity & depth of literature and other research 6 Analysis How clearly the major relevant OB themes and issues related to the topic are identified 8 Conclusions Sound summary, conclusions and recommendations are logically drawn from the literature 4 Structure The overall structure of the essay: Development of logical and well supported arguments. 4 Clarity of written work 4 Format: Adherence to presentation sta.

Organisational BehaviourResearch Essay – 30 (Individual Ass.docx

gerardkortney

Ch 6 Comp Analysis Prob 2NameChapter 6 Comparative Analysis Problem 2SectionDateAmazon.com, Inc. vs. Wal-Mart Stores, Inc. (a)Amazon.comWal-Mart Inventory turnover: Days in inventory: (b) 377 MSL 6000, Psychological Foundations of Leadership 1 Course Description Psychological Foundations of Leadership contains the basic concepts, theories, and research regarding psychological issues related to organizational behavior and leadership. This course includes the nature of leadership, leadership behavior, and specific psychological traits of ordinary individuals in leadership roles. Course Textbook Daft, R. L. (2015). The leadership experience (6th ed.). Stamford, CT: Cengage Learning. Course Learning Outcomes Upon completion of this course, students should be able to: 1. Analyze the major psychological foundations of leadership. 2. Identify influence tactics used by leaders. 3. Discuss how leadership behaviors and situational factors can affect leadership success. 4. Compare and contrast various leadership models. 5. Differentiate among the skills, traits, and behaviors characteristic of various leader types. 6. Identify the characteristics a leader needs to achieve organizational objectives. 7. Describe the four leadership styles of the Hersey and Blanchard situational leadership model. 8. Examine the recommendations of the multiple-linkage model pertaining to group performance. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources. 2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. 5. Suggested Reading: Suggested Readings are listed in Units I-V, VII, and VIII. Students are encouraged to read the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings. 6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study. 7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar. 8. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III- VII. Assessments are composed of written-response questions. 9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II and VIII. Specific information and instructions regarding t ...

Ch 6 Comp Analysis Prob 2NameChapter 6 Comparative Analysis Proble.docx

cravennichole326

Your name: _________________________________ Date of submission: ______________________ ENG201 Milestone 4: #MyWordsChangeLives Project Outline #MyWordsChangeLives Project Outline #wordschangelives Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly! PART 1: PERSONAL REFLECTION TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about? PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates? ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain. AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why? RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it. PART 2: RESEARCH SUMMARY SOURCE #1: Include APA-formatted citation here, including link if applicable: How can you tell that this is a reliable source? In this column, make a list of the most important facts or statistics you learned from this source: In this column, explain in your own words why the facts you included to the left are important: What was the most important thing you learned from this source? Why? SOURCE #2: Include APA-formatted citation here, including link if applicable: How can you tell that this is a reliable source? In this column, make a list of the most important facts or statistics you learned from this source: In this column, explain in your own words why the facts you included to the left are important: What was the most important thing you learned from this source? Why? SOURCE #3: Include APA-formatted citation here, including link if applicable: How can you tell that this is a reliable source? In this column, make a list of the most important facts or statistics you learned from this source: In this column, explain in your own words why the facts you included to the left are important: What was the most important thing you learned from this source? Why? PART 3: PROJECT PLANNING OUTLINE CREATE YOUR OWN TEXT-BASED CAMPAIGN! Start outlining the components of your final project here. You will explain each choice in greater detail and polished prose for your final project. Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words? Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline? Audience: With whom is your campaign de.

Your name _________________________________ Date of submission _.docx

nettletondevon

Diverse Workplaces.docx

write31

Diverse Workplaces.docx

bkbk37

Diverse Workplaces.docx

bkbk37

Assignment 2 Social Structure and Social Interaction (Your name) Introduction to Sociology (Your professor’s name) (Date) Status Set · List 5 statuses that you currently have. · Label each status as either ascribed, achieved, or master. Remember that a master status is not a status that you have mastered. It refers to a status that is so important that it overrides all other statuses. · Status Label (Ascribed, Achieved, or Master) 1. 2. 3. 4. 5. Roles (Write a paragraph of at least 5 to 7 sentences answering the following questions.) · Choose 1 status from your list. · Describe the role that is associated with the status. · Describe how you learned that role. Role Conflict (Write 1 to 2 paragraphs of at least 5 to 7 sentences each answering the following questions.) · Describe a time when you experienced a conflict because of the demands of two different roles associated with any of your statuses. · How did you resolve the conflict? (Discuss any conversations or social interactions that you had.) · List any active listening skills you used to resolve the conflict. If you didn’t use active listening skills, then list the skills you could have used to resolve the conflict. 1 | P a g e Group Presentation Assignment EDUC 1300 Directions: Every student in this EDUC 1300 class will be assigned to a group. All members of each group must agree on the topic and the ten minute electronic visual presentation that will be presented during class time, the last week of class. Each group member is required to contribute equal amounts of work and, participate during the oral presentation. Trello, or Google Docs may be used to share information within the group during the creation of the presentation. Each group will use current technology for the presentation for example, PowerPoint, Sway, Prezi, or Glogster EDUC, (use only the free educational sites). Presentations must have these primary components: well organized content from credible sources on slides and effective, powerful visual aids (photos and videos) Slide Tips • Present the information in a clear and logical sequence. • Create at least 10 slides, but no more than 20 (including the title and references slides). • Avoid typing or placing too much text on each slide. “Less is often more.” • Include several visual images to support your points. For each image, cite the source of the image directly on the slide it appears, as well as on the References slide. (Optional: you may include one brief video clip to support your topic. If choosing this option, limit the video to 4 minutes or less. • End with a References slide that includes all of your sources, including image sources. Determine group rules and roles (My suggestions) Rules • Attend all meetings or text if there is an emergency • Come prepared to meetings with information or material • Respond to e-mail or other communication within 24 hours Roles 2 | P.

Assignment 2 Social Structure and Social Interacti.docx

ursabrooks36447

MKTG 2800 Creating Your Personal Brand Your brand is your reputation – the perception of you held by the external world. It is the combination of personal attributes, values, drivers, strengths, and passions you draw from that differentiates your unique promise of value from your peers, and helps those assessing you to determine if they should hire you or do business with you. You need to identify those qualities and characteristics within you and communicate a crystal clear, consistent message across multiple channels – online and offline – designed to resonate with your target audience. Below is the 10-step brand assessment. Take your time and be honest with yourself. Respond to all questions thoughtfully. 1. What are your vision and purpose? Think about one world problem you would like to see solved or one area of life that you want to see transformed or improved. This is your vision. What role might you play in making your vision happen? This is your purpose. 2. What are your values? Your values are your guiding principles, such as balance, honesty, etc. 3. What are your passions? What do you most enjoy doing – in your personal life and work life? Think about the activities, interests, or conversational topics that fascinate and energize you. 4. What are your top goals for the next year, 2 years, and 5 years? Work on projecting what you intend to accomplish so you can put together a strategic action plan to get there. 5. What are your top brand attributes? What 3 or 4 adjectives best describe the value you offer? What words do you use to define your personality? Once you pinpoint what you feel are the right kinds of words, it’s a good idea to consult a thesaurus to precisely nail the exact words, such as collaborative, forward-focused, risk-taking, etc. 6. What are your core strengths and motivated skills? In what functions and responsibilities do you excel? For what things are you the designated “go-to” person? What gap would your company be faced with if you left suddenly? 7. Get feedback from those who know you best – at work, at home, anywhere. The true measure of your brand is the reputation others hold of you. Ask them what your top brand attributes and core strengths are. 8. Do a SWOT analysis. Strengths and weaknesses are internal, and speak to your potential value to an employer. Opportunities and threats are external, and help you foresee what you’re facing in next career steps. 9. Who is/are your target audience(s)? Determine where you want to work (kind of job position and industry). Learn what decision makers in that field are looking for when they’re assessing candidates. Create your personal brand messaging around what keywords and content will attract them. 10. Who is your competition in the marketplace and what differentiates you from them? What do the people competing for the same jobs as you typically have to offer? What is it about you that makes you the best hiring choice? What added value do y ...

MKTG 2800Creating Your Personal BrandYour brand is your repu.docx

raju957290

Persuasive Speech Outline TemplateI. INTRODUCTIONA. Attention .docx

karlhennesey

Similar to CompetencyEvaluate the challenges and benefits of employing a di.docx (20)

BBA 3651, Leadership 1 Course Description Leadershi.docx

CompetenciesEvaluate the challenges and benefits of employ.docx

Strategic Thinking, Vision and Leadership

Assignment 04EC420 Exceptional ChildrenDirections Be sure to.docx

Activity 6 Presentation - International Human Resources (15 Poi.docx

CompetenciesEvaluate the challenges and benefits of employ.docx

Managing Diversity Scoring GuideCRITERIA NON-PERFORMANCE B.docx

Chapter 6 - Managing Change: Innovation and Diversity

2017 CEO Technology Roundtable Session - Working Together for an Inclusive Wo...

Capella University Unit 5 Diversity Interview Paper.docx

Organisational BehaviourResearch Essay – 30 (Individual Ass.docx

Ch 6 Comp Analysis Prob 2NameChapter 6 Comparative Analysis Proble.docx

Your name _________________________________ Date of submission _.docx

Diverse Workplaces.docx

Assignment 2 Social Structure and Social Interacti.docx

MKTG 2800Creating Your Personal BrandYour brand is your repu.docx

Persuasive Speech Outline TemplateI. INTRODUCTIONA. Attention .docx

More from ardhowp

complete a Detailed Research Outline based on the instructio.docx

ardhowp

Complete a 3 page paper in APA format (plus cover sheet and referenc.docx

ardhowp

Complete a 200-300 word action plan and supporting rationale based on the following scenario: Mark is a Hispanic 8th grade student who has been identified as having an emotional/behavioral disorder, specifically Mood Disorder (Not otherwise specified). Currently, he participates in a general education inclusion classroom. During his annual IEP meeting, the team reviewed recent test scores and determined he qualifies for the gifted program in the area of ELA only. He will continue to participate in the inclusion classroom for the remainder of his courses. He is very successful in all of his inclusion classes. Mrs. Stone, the gifted teacher, was not able to be present during the IEP meeting. She has never worked with a student who has an IEP before. Mark is the only Hispanic student in the gifted class, which tends to make him uncomfortable. He says the teacher does not include him in the classroom conversations and speaks abruptly to him, but not to the other students. .

Complete a 200-300 word action plan and supporting rationale bas.docx

ardhowp

Complete a 2-part assessment in which you analyze and compute financial ratios and interpret the results of a multi-year financial ratio analysis. Smart investors also execute due diligence by performing a bit of financial statement analysis (also known as ratio analysis), where financial statement numbers are used to evaluate three characteristics of an organization's performance: (1) liquidity, (2) profitability, and (3) solvency. .

Complete a 2-part assessment in which you analyze and compute fi.docx

ardhowp

Complete a 2 page paper in APA format (plus cover sheet and referenc.docx

ardhowp

Complete 1 and 21) Search the web for syllabus examples and .docx

ardhowp

Complete 1 and 21) Search the web for syllabus examples an.docx

ardhowp

CompletarFill in the blanks.El [removed] envía sangre (sends.docx

ardhowp

CompletarFill in the blanks with the indicated demonstrative a.docx

ardhowp

Completar Complete the chart with the correct verb forms. infinitivo conducir (1) [removed] (blank) (2) [removed] (blank) yo (3) [removed] (blank) (4) [removed] (blank) quise usted (5) [removed] (6) [removed] (7) [removed] nosotras (8) [removed] (9) [removed] (10) [removed] ellos (11) [removed] pudieron (12) [removed] Completar Fill in the blanks with the preterite form of the appropriate verbs. Tú le [removed] (traer, estar) un regalo a Julián, ¿verdad? Ayer [removed] (blank) (traducir, haber) una boda en el Club Campestre. El sábado pasado yo [removed] (blank) (dar, saber) una fiesta en mi casa, pero no [removed] (poner, venir) nadie. Alejandra y Cristian [removed] (decir, hacer) que quieren celebrar su aniversario en México. Oraciones Write sentences using the information provided. Use the preterite and make any necessary changes. Modelo nosotros / decir / verdad Nosotros dijimos la verdad. ustedes / darle / beso / recién casado [removed] (blank) ¿cuándo / saber / tú / fecha / de la graduación? [removed] (blank) yo / poner / flan de caramelo / en / mesa [removed] (blank) Antonio y yo / estar / Madrid / verano pasado [removed] (blank) ¿qué / hacer / Nicolás y Fernanda / después de / divorcio? [removed] (blank) El cumpleaños Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used. dar estar haber hacer jubilarse poder poner saber sonreír tener traducir traer El mes pasado mi esposo y yo (1) [removed] (blank) una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo (2) [removed] (blank) veintiocho invitados porque la señora Casas y su hija no (3) [removed] (blank) venir. Mi madre (4) [removed] (blank) unas lasañas deliciosas y mis hermanas (5) [removed] (blank) flores ( flowers ) y globos ( balloons ) para decorar la casa. Después de comer pastel, mi hermano (6) [removed] (blank) música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo (7) [removed] (blank) que lavar los platos y yo (8) [removed] (blank) una lista de las tarjetas ( cards ) de agradecimiento ( gratitude ) que tenemos que escribir. .

CompletarComplete the chart with the correct verb forms.infini.docx

ardhowp

CompletarFill in the blanks with the correct present tense form .docx

ardhowp

Completar Complete the chart with the correct verb forms. infinitivo conducir (1) [removed] (2) [removed] yo (3) [removed] (4) [removed] quise usted (5) [removed] (6) [removed] (7) [removed] nosotras (8) [removed] (9) [removed] (10) [removed] ellos (11) [removed] pudieron (12) [removed] Completar Fill in the blanks with the preterite form of the appropriate verbs. Tú le [removed] (traer, estar) un regalo a Julián, ¿verdad? Ayer [removed] (traducir, haber) una boda en el Club Campestre. El sábado pasado yo [removed] (dar, saber) una fiesta en mi casa, pero no [removed] (poner, venir) nadie. Alejandra y Cristian [removed] (decir, hacer) que quieren celebrar su aniversario en México. Oraciones Write sentences using the information provided. Use the preterite and make any necessary changes. Modelo nosotros / decir / verdad Nosotros dijimos la verdad. ustedes / darle / beso / recién casado [removed] ¿cuándo / saber / tú / fecha / de la graduación? [removed] yo / poner / flan de caramelo / en / mesa [removed] Antonio y yo / estar / Madrid / verano pasado [removed] ¿qué / hacer / Nicolás y Fernanda / después de / divorcio? [removed] El cumpleaños Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used. dar estar haber hacer jubilarse poder poner saber sonreír tener traducir traer El mes pasado mi esposo y yo (1) [removed] una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo (2) [removed] veintiocho invitados porque la señora Casas y su hija no (3) [removed] venir. Mi madre (4) [removed] unas lasañas deliciosas y mis hermanas (5) [removed] flores ( flowers ) y globos ( balloons ) para decorar la casa. Después de comer pastel, mi hermano (6) [removed] música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo (7) [removed] que lavar los platos y yo (8) [removed] una lista de las tarjetas ( cards ) de agradecimiento ( gratitude ) que tenemos que escribir. .

CompletarComplete the chart with the correct verb forms.infi.docx

ardhowp

Complet vector/.dep.inc # This code depends on make tool being used DEPFILES=$(wildcard $(addsuffix .d, ${OBJECTFILES} ${TESTOBJECTFILES})) ifneq (${DEPFILES},) include ${DEPFILES} endif Complet vector/build/Debug/Cygwin-Windows/main.o Complet vector/build/Debug/Cygwin-Windows/main.o.d build/Debug/Cygwin-Windows/main.o: main.cpp SimpleVector.h SimpleVector.h: Complet vector/dist/Debug/Cygwin-Windows/complet_vector.exe Complet vector/main.cppComplet vector/main.cpp/* * File: main.cpp * Author: Bebo * Created on April 8, 2019, 6:18 PM * Purpose:Complex Vector */ #include<cstdlib> #include"SimpleVector.h" //System Libraries #include<iostream>//Input/Output Library usingnamespace std; //User Libraries //Global Constants, no Global Variables are allowed //Math/Physics/Conversions/Higher Dimensions - i.e. PI, e, etc... //Function Prototypes void fillVec(SimpleVector<int>&); void addVec(SimpleVector<int>&); void delVec(SimpleVector<int>&); void prntVec(SimpleVector<int>&,int); //Execution Begins Here! int main(int argc,char** argv){ //Declare Variables int size; //Read in the size cout<<"What size vector to test?"<<endl; cin>>size; SimpleVector<int> sv(size); //Initialize or input i.e. set variable values fillVec(sv); //Display the outputs prntVec(sv,10); //Add and subtract from the vector addVec(sv); //Display the outputs prntVec(sv,10); //Add and subtract from the vector delVec(sv); //Display the outputs prntVec(sv,10); //Exit stage right or left! return0; } void addVec(SimpleVector<int>&sv){ int add=sv.size()*0.1; for(int i=1;i<=add;i++){ sv.push_front(i+add-1); sv.push_back(i-add); } } void delVec(SimpleVector<int>&sv){ int del=sv.size()*0.2; for(int i=1;i<=del;i++){ sv.pop_front(); sv.pop_back(); } } void fillVec(SimpleVector<int>&sv){ for(int i=0;i<sv.size();i++){ sv[i]=i%10; } } void prntVec(SimpleVector<int>&sv,int n){ cout<<endl; for(int i=0;i<sv.size();i++){ cout<<sv[i]<<" "; if(i%n==(n-1))cout<<endl; } cout<<endl; } Complet vector/Makefile # # There exist several targets which are by default empty and which can be # used for execution of your targets. These targets are usually executed # before and after some main targets. They are: # # .build-pre: called before 'build' target # .build-post: called after 'build' target # .clean-pre: called before 'clean' target # .clean-post: called after 'clean' target # .clobber-pre: called before 'clobber' target # .clobber-post: called after 'clobber' target # .all-pre: called before 'all' target # .all-post: called after 'all' target # .help-pre: called before 'help' target # .help-post: called after 'help' target # # Targets beginning with '.' are not intended to be called on their own. # # Main targets can be executed dire.

Complet vector.dep.inc# This code depends on make tool being .docx

ardhowp

Complementary Therapies in Medicine (2012) 20, 377—384 Available online at www.sciencedirect.com j o u r n a l h o m e p a g e : w w w . e l s e v i e r h e a l t h . c o m / j o u r n a l s / c t i m Argentine tango dance compared to mindfulness meditation and a waiting-list control: A randomised trial for treating depression Rosa Pinniger a,∗, Rhonda F. Brown a, Einar B. Thorsteinsson a, Patricia McKinley b,c a University of New England, Australia b McGill University, Canada c Centre Interdisciplinaire de recherché en réadaptation du Montréal metropolitain, Canada Available online 3 August 2012 KEYWORDS Depression; Mindfulness; Tango dancing; Psychological stress Summary Objectives: To determine whether tango dancing is as effective as mindfulness meditation in reducing symptoms of psychological stress, anxiety and depression, and in promoting well-being. Design: This study employed analysis of covariance (ANCOVA) and multiple regression analysis. Participants: Ninety-seven people with self-declared depression were randomised into tango dance or mindfulness meditation classes, or to control/waiting-list. Setting: classes were conducted in a venue suitable for both activities in the metropolitan area of Sydney, Australia. Interventions: Participants completed six-week programmes (1½ h/week of tango or meditation). The outcome measures were assessed at pre-test and post-test. Main outcome measures: Depression, Anxiety and Stress Scale; The Self Esteem Scale; Satisfac- tion with Life Scale, and Mindful Attention Awareness Scale. Results: Sixty-six participants completed the program and were included in the statistical analysis. Depression levels were significantly reduced in the tango (effect size d = 0.50, p = .010), and meditation groups (effect size d = 0.54, p = .025), relative to waiting-list controls. Stress levels were significantly reduced only in the tango group (effect size d = 0.45, p = .022). Attend- ing tango classes was a significant predictor for the increased levels of mindfulness R2 = .10, adjusted R2 = .07, F (2,59) = 3.42, p = .039. Conclusion: Mindfulness-meditation and tango dance could be effective complementary adjuncts for the treatment of depression and/or inclusion in stress management programmes. Subsequent trials are called to explore the therapeutic mechanisms involved. Crown Copyright © 2012 Publish ∗ Corresponding author at: School of Behavioural, Cognitive and Social Tel.: +61 2 6773 2410; fax: +61 2 6773 3820. E-mail address: [email protected] (R. Pinniger). 0965-2299/$ — see front matter. Crown Copyright © 2012 Published by E http://dx.doi.org/10.1016/j.ctim.2012.07.003 ed by Elsevier Ltd. All rights reserved. Sciences, University of New .

Complementary Therapies in Medicine (2012) 20, 377—384Ava.docx

ardhowp

Compile and present the data that will inform your project. Examples: pie charts, bar charts, line charts, column charts, poll results, survey results, trend graphs, timelines, raw data table, summary table, narrative summary table, etc. Briefly introduce your data, present your data, then write a 200-word explanation of the data type and why this type of data is beneficial for your project. Example data types: primary, secondary, qualitative, quantitative, categorical, mixed, cross-sectional, longitudinal, etc. Incorporate concepts and key terms from the course. Examples: · Compile various poll results into a bar graph. · Compile multiple financial results to develop a trend graph. · Annotate studies in a narrative summary table. · Create a timeline graph of historical events. · Develop a bar graph of demographics. · Compile raw data into a table. .

Compile and present the data that will inform your project. Examples.docx

ardhowp

Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin Colquitt, Ed.D Updated September 2018. List is not inclusive. Adaptive Sports Programs & Resources 2018 International & National Adaptive Sports Organizations: Cerebral Palsy International Sport & Recreation Association (CPISRA) www.cpisra.org CPISRA is the leading international sports organization governing and promoting sport and recreation for Cerebral Palsy (CP) and related neurological conditions throughout the World. CPISRA is one of only four International Organizations of Sport for the Disabled (IOSD) recognized by the International Paralympic Committee (IPC) to represent impairment groups. CPISRA’s vision is that all people who have CP or related neurological conditions have the opportunity to benefit from and participate in sport and recreation throughout the World. National Center on Health, Physical Activity and Disability (NCHPAD) http://www.nchpad.org is positioned to effect change in health promotion/obesity management among people with disabilities through its history of providing advocacy, services and programs to numerous organizations and people throughout the country. The primary focus of the Center’s approach is to collaborate with the nation’s leading health advocacy and disability organizations in linking them to the hundreds of program initiatives ongoing across the nation, using this framework to build inclusion and integration into existing programs. US Paralympic Sport Clubs https://www.teamusa.org/us-paralympics/gateway-to-gold/paralympic- sport-clubs U.S. Paralympics partners with community-based adaptive sport organizations from across the US to create a network of Paralympic Sport Clubs providing local sport programming for individuals with Paralympic-eligible impairments, including physical disabilities and visual impairments. While many Paralympic Sport Clubs focus on grassroots programming, many also provide opportunities at the national and international levels. By supporting Paralympic Sport Clubs with resources including coaching education and program development courses, U.S. Paralympics and its National Governing Bodies/High Performance Management Organizations have helped increase the availability of sport programming for athletes with Paralympic-eligible impairments. Currently operating in 48 states and Washington, D.C., U.S. Paralympics is committed to partnering with organizations across the United States to ensure Paralympic Sport Clubs are available in all 50 states. Disabled Sports USA (DSUSA) http://www.disabledsportsusa.org - Disabled Sports USA’s mission is to provide national leadership and opportunities for individuals with disabilities to develop independence, confidence, and fitness through participation in community sports, recreation and educational programs. Disabled Sports USA is a nation-wide network of community-based chapters offering a variety of recreation programs. DSUSA sanct.

Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin C.docx

ardhowp

Compiled FRAMEWORK Framework for the Preparation and Presentation of Financial Statements This compiled Framework applies to annual reporting periods beginning on or after 1 July 2014. Early application is permitted. It incorporates relevant amendments made up to and including 4 June 2014. Prepared on 15 March 2016 by the staff of the Australian Accounting Standards Board. FRAMEWORK-compiled 2 COPYRIGHT Obtaining Copies of the Framework Compiled versions of the Framework, the original Framework and amending pronouncements (see Compilation Details) are available on the AASB website: www.aasb.gov.au. Australian Accounting Standards Board PO Box 204 Collins Street West Victoria 8007 AUSTRALIA Phone: (03) 9617 7637 E-mail: [email protected] Website: www.aasb.gov.au Other Enquiries Phone: (03) 9617 7600 E-mail: [email protected] COPYRIGHT © Commonwealth of Australia 2016 This compiled AASB Framework contains IFRS Foundation copyright material. Reproduction within Australia in unaltered form (retaining this notice) is permitted for personal and non-commercial use subject to the inclusion of an acknowledgment of the source. Requests and enquiries concerning reproduction and rights for commercial purposes within Australia should be addressed to The Director of Finance and Administration, Australian Accounting Standards Board, PO Box 204, Collins Street West, Victoria 8007. All existing rights in this material are reserved outside Australia. Reproduction outside Australia in unaltered form (retaining this notice) is permitted for personal and non-commercial use only. Further information and requests for authorisation to reproduce for commercial purposes outside Australia should be addressed to the IFRS Foundation at www.ifrs.org. FRAMEWORK-compiled 3 CONTENTS CONTENTS COMPILATION DETAILS COMPARISON WITH IASB FRAMEWORK FRAMEWORK FOR THE PREPARATION AND PRESENTATION OF FINANCIAL STATEMENTS Paragraphs Application Aus1.1 – Aus1.5 Introduction Purpose and Status 1 – 4 Scope 5 Underlying Assumptions Going Concern 23 The Elements of Financial Statements 47 – 48 Financial Position 49 – 52 Assets 53 – 59 Liabilities 60 – 64 Equity 65 – 68 Performance 69 – 73 Income 74 – 77 Expenses 78 – 80 Capital Maintenance Adjustments 81 Recognition of the Elements of Financial Statements 82 – 84 The Probability of Future Economic Benefit 85 Reliability of Measurement 86 – 88 Recognition of Assets 89 – 90 Recognition of Liabilities 91 Recognition of Income 92 – 93 Recognition of Expenses 94 – 98 Measurement of the Elements of Financial Statements 99 – 101 Concepts of Capital and Capital Maintenance Concepts of Capital 102 – 103 Concepts of Capital Maintenance and the Determination of Profit 104 – 110 FRAMEWORK-compiled 4 CONTENTS Appendix: Objective and Qualitative Characteristics Chapter 1: The Objective of General Purpose Finan.

Compiled FRAMEWORK Framework for the Preparation and .docx

ardhowp

Competitive Forces Analysis Group Assignment Do some research to find an organization that is selling a product or a service. Using the Five Forces Model, write an analysis of how Information Technology/Information Systems (IT/IS) is or could impact EACH of the 5 forces (positively or negatively) in your chosen organization. For a richer analysis, feel free to discuss and reference any other strategic models or material from the text, but remember you MUST analyze the firm with respect to IT/IS and each of the forces. A grading rubric is also posted on BB along with these instructions. Choose an organization that allows for a robust discussion. This includes firms you may know about or can find information about (via interviews, readings, research etc.). This work should show that you clearly understand each of the forces, you understand how each force is impacting your organization, and you understand the role IT/IS either is having or could have with respect to each force. You should be specific; general statements without examples or detail will not be well received. You may find that your firm is not using IT/IS to impact a particular force (as far as you can tell). Stretch yourself to come up with possibilities as to how they COULD use IT/IS for positive impact. Again, be specific. Do not simply say “they need an information system for customers.” Rather, be certain to describe what type of system (or functionality of the system) you would recommend and why this system would make a difference. This is a formal paper and should be free of grammar, word usage, and sentence structure errors. The paper must be well organized and free of typos. All work MUST be cited in both a Works Cited page and inside the text. All group members should proofread the final draft CAREFULLY prior to submission. No page length rule. Just get the job done – well. Each team member should contribute equally Please do not assign a different person to write sections of the paper and expect to just tie them together. This will lead to a fragmented paper and will not earn a solid grade. You should discuss the material (that each member contributes to) and come up with a cohesive product that flows well and meets all requirements. YOU MUST SUBMIT PEER Review statements IN CLASS or Your grade will be drastically reduced if the review is NOT received. The reviews should follow the guidelines of the peer reviews that accompanied your previous group work. A WELL DEVELOPED SUBMISSION should include the following material/discussions: I. Introduction./Description of the Firm (This section is mainly devoted to facts about the firm to the “what”) its industry, its market, its competitive position (in general) including but not limited to the following: What kind of firm located where? i.e. medium sized manufacturing firm in the Midwest. What are their products/services or type of products/services? (what do they sell?) II. Analysis Section. (Bulk of paper. Develop d.

Competitive Forces Analysis Group Assignment Do some research to.docx

ardhowp

Competitive Analysis Company Highlights Direct Competitors: Company Highlights Lovers and Friends Raissa Gerona, and Mitch Moseley launched the fashion brand, Lovers and Friends, in 2010. Since then, the brand has become a blogger favorite. The brand prides itself in its origins, and strives to create content and product that reflect it. Competitive Advantage: Lovers and Friends’ competitive advantage is attached to the fact that they are very much connected to their L.A. origins. This pride, which reflects in their brands’ image as a whole, has allowed them to attract and develop an L.A.-loving cult that is devoted to sporting their goods. Shrimps Shrimps is a fashion label created by London-based designer, Hannah Weiland. It was launched in 2013, and has grown immensely since then. Originally gaining widespread recognition as a result of the faux fur coat, the label has now also become distinguished for its accessories. Competitive Advantage: Shrimps’ competitive advantage is the fact that it has become known for leading the conversation on cruelty-free fashion. As a result of this, they have gained a niche and special market that only they can cater to. Indirect Competitors: Company Highlights Nasty Gal Nasty Gal was founded in 2006 by Sophia Amoruso in San Francisco, California. It is an L.A. based brand that began by selling vintage pieces on Ebay, and thirteen years later has grown into an appealing fashion brand directed at young adults; it now sells clothing, shoes, and accessories under its own label. Competitive Advantage: Nasty Gal’s competitive advantage lies in the fact that it was founded by a person whose story has inspired its customers, and which has created a loyal and special following for the brand. Asos Asos is a British online fashion retailer. The company was founded in June of 2000, and is directed at young adult consumers. The brand sells its own line of goods, and also carries other brands. Competitive Advantage: Asos has a competitive advantage in that it provides the customer with various options in regards to brands and styles. Not only that, but the brand is inclusive of all shapes and sizes, and makes it evident through their website and content. Market Information Shrimps Target Market: ★ Ages 25-45 ★ Includes various ethnicities ★ Mature female professionals ★ Income: $90,000-$120,000 ★ Location: City ★ Lead a sophisticated, luxurious lifestyle ★ Aware of the impact of their purchases Direct Competitors: Market Information Market Share: Since its emergence in 2013, it is evident that Shrimps has gained immense market share, and continues to do so. This is evident through the brand’s faux fur specialty, which has created a unique set of customers for the brand that only they appeal to. Marketing Strategy: As for their marketing strategy, like other newer brands, it seems t.

Competitive AnalysisCompany HighlightsDirect C.docx

ardhowp

Competition and Quality in Health Care Markets Full text available at: http://dx.doi.org/10.1561/0700000024 Competition and Quality in Health Care Markets Martin Gaynor H. John Heinz III School of Public Policy and Management, Carnegie Mellon University and National Bureau of Economic Research, Leverhulme Centre for Market and Public Organisation University of Bristol UK [email protected] Boston – Delft Full text available at: http://dx.doi.org/10.1561/0700000024 Foundations and Trends R© in Microeconomics Published, sold and distributed by: now Publishers Inc. PO Box 1024 Hanover, MA 02339 USA Tel. +1-781-985-4510 www.nowpublishers.com [email protected] Outside North America: now Publishers Inc. PO Box 179 2600 AD Delft The Netherlands Tel. +31-6-51115274 The preferred citation for this publication is M. Gaynor, Competition and Quality in Health Care Markets, Foundations and Trends R© in Microeconomics, vol 2, no 6, pp 441–508, 2006 Printed on acid-free paper ISBN: 978-1-60198-007-6 c© 2006 M. Gaynor All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, mechanical, photocopying, recording or otherwise, without prior written permission of the publishers. Photocopying. In the USA: This journal is registered at the Copyright Clearance Cen- ter, Inc., 222 Rosewood Drive, Danvers, MA 01923. Authorization to photocopy items for internal or personal use, or the internal or personal use of specific clients, is granted by now Publishers Inc for users registered with the Copyright Clearance Center (CCC). The ‘services’ for users can be found on the internet at: www.copyright.com For those organizations that have been granted a photocopy license, a separate system of payment has been arranged. Authorization does not extend to other kinds of copy- ing, such as that for general distribution, for advertising or promotional purposes, for creating new collective works, or for resale. In the rest of the world: Permission to photocopy must be obtained from the copyright owner. Please apply to now Publishers Inc., PO Box 1024, Hanover, MA 02339, USA; Tel. +1 781 871 0245; www.nowpublishers.com; [email protected] now Publishers Inc. has an exclusive license to publish this material worldwide. Permission to use this content must be obtained from the copyright license holder. Please apply to now Publishers, PO Box 179, 2600 AD Delft, The Netherlands, www.nowpublishers.com; e-mail: [email protected] Full text available at: http://dx.doi.org/10.1561/0700000024 Foundations and Trends R© in Microeconomics Volume 2 Issue 6, 2006 Editorial Board Editor-in-Chief: W. Kip Viscusi Vanderbilt University Editors Richard Carson, UC San Diego (environmental economics) Joseph Harrington, Johns Hopkins University (industrial organization) Tom Kniesner, Syracuse University (labor economics) Mark V. Pauly, University of Pennsylvania (health economics) David Wild.

Competition and Qualityin Health Care MarketsFull text.docx

ardhowp

More from ardhowp (20)