Part I Answer one of the Following1.) Discuss Islam between 10.docx

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Part I: Answer one of the Following: 1.) Discuss Islam between 1000 and 1400 CE. How did politics, society and culture change during this period? Why did they change? What role did the various ethnic groups in the Dar al-Islam play in this change? What role did gender play? 2.) How did Islam deal with the pressure of invasions and movements of peoples between 1000 and 1400 CE? What obstacles did these invasions and movements present? Discuss the loss of Al-Andalus, the Crusades, the invasion of the Mongols, the movement of the Turks and the conquests of Timur Lang. 3.) Discuss the diversity of Islam between 1000 and 1400 CE? How did politics and culture change? Be sure to discuss the various Shi’ite groups , the various Sunni Shari’a groups and Sufism. Part 2: Identify five of the following: Saladin Almohads Ibn Rushd (Averroes) Ribat Greater Concealment Ghazi Mamluks Il-Khanate Delhi Sultanate Ibn Taymiya Ijtihad .

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Case Studies Guidelines What is a Case Study: Case studies are stories. They are formatted in such a way that at a glance one could easily determine the “issue” about to be discussed. We look to clearly address the who, what, where, when, why and how to ensure that we have covered the story in its entirety. If you miss one of these factors, you leave the reader guessing and questioning your report. In public policy & administration our case studies/stories are required to be fact based. Make sure your research is based on credible information. Verify, verify, verify. Make a mistake and/or be challenged on one of your “facts”, could create a host of issues. If you are found to be incorrect, the entire report is incorrect and your credibility is suspect. Cite your research appropriately. We call it an issue rather than a “problem” because a problem presents a negative image/connotation. Issues are not necessarily negative and provides the policy analyst with an opportunity to evaluate each issue based on its own merits without taking a position of negative or positive. What Does a Case Study Look Like: A case study should set up similar to story-telling. Do not write this as you would a thesis. You don’t want to put in a lot of “fluff & stuff”. Think of the reader as a high level administrator whose in-box is full of documents that require review. To catch this administrator’s attention, consider what he/she would be concerned with. The “issue” clearly delineated, then the people involved “stakeholders”, the positions (where one stands depends upon where one sits), of these people/perspectives” of the stakeholders and then a fact based well thought out “recommendation”. Use the first paragraph or two to set the tone for the issue under consideration. Once you have the reader’s attention then you are prepared to move onto your 4-step policy analyses. Why a 4-Step Policy Analysis: We use the four-step policy analysis because of its simplicity and its thoroughness. There are plenty of other models, some with seven-steps and others with ten-steps. It is not the number of steps that makes a case study. It is the report itself that stands on merit. Do not change the language of the 4-steps or add other language, as new headings could change the report and its intent. It is vital that you understand this foundation as it will be used throughout your baccalaureate curriculum. Learning to use this in both your professional and personal lives will help you with your decision making in a variety of ways. How Do I Begin: Case studies are complex and may contain a myriad of issues, stakeholders, etc. It is your job to select one issue and then to stay on course as you work through your critical thinking and 4-step policy analysis. Do not say there are “many” issues as this may confuse the reader of leave him/her questioning why you chose one issue over another. Chose one…. How Should the Final Case Study Paper Set Up: Use APA format when c.

Case Studies GuidelinesWhat is a Case StudyCase studies.docx

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Case Studies: Focusing on Fluency Strategies Case Scenario 1 Student: Mary Age: 8.6 Grade: 3rd Mary is a third grader at a small private school. It is the beginning of the second semester of the school year and assessment data show that Mary is still having difficulty with decoding multi-syllable words, as are many of her classmates. The students are struggling with an important reading skill that will be assessed at the end of the school year and will be important for success in the following years. Mr. Bounds, Mary’s teacher, has decided to implement strategies each day that will assist all of his students, Mary included, in reaching the following goal: Given multi-syllable words, students will decode them accurately and with ease. Case Scenario 2 Student: Emma Age: 8.4 Grade: 3rd Emma is a shy third grader who is struggling in all academic subjects that require significant reading. Assessment data show that Emma is able to read all sight words and decode most of the multi-syllable words she encounters. However, Emma’s fluency is not at the level of most third graders. This might be because Emma appears to have a low self-concept. Emma reads aloud very softly and slowly, often waiting to speak a word until she is sure she can pronounce it correctly. Because Mr. Haywood, her teacher, believes that Emma has the needed skills to improve her fluency, he has decided to implement a strategy that will help Emma reach her goal, which is: Given reading passages at the third-grade level, Emma will read fluently. Case Scenario 3 Student: Daniel Age: 8.8 Grade: 3rd Daniel is a quiet third grader who is naturally organized and thrives on structure. Daniel’s mother reports that he tends to be focused on tasks, even in play. He is diligent with academic tasks, and especially enjoys hands-on science activities. When reading aloud in class, Daniel is able to read all sight words and decode most multi-syllable words he encounters. However, Daniel’s fluency is not at the level of most third graders. He is a word-by-word reader and does not read with proper tone or expression, but has the skills needed to become a fluent, expressive reader. Daniel’s teacher has decided to implement strategies that will help him reach his goal, which is: Given readings at the third-grade level, Daniel will read fluently. Adapted from: Paulsen, K. & the IRIS Center. (2004). Fluency and word identification: Grades 3-5. http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_flu.pdf © 2019. Grand Canyon University. All Rights Reserved. Running head: STRATEGIC VALUES OF EMPLOYEE BENEFITS PROGRAMS 1 STRATEGIC VALUES OF EMPLOYEE BENEFITS PROGRAMS 8 Strategic Values of Employee Benefits Programs Student’s Name: Gabrielle McNeely Institutional Affiliation: Strayer University Strategic Values of Employee Benefits Programs Every business organization or fir.

Case Studies Focusing on Fluency StrategiesCase Scenario .docx

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Case Project 8-2: Detecting Unauthorized Applications In conducting a review of the Oss running on the Alexander Rocco network, you detect a program that appears to be unauthorized. No one in the department knows how this program got on the Linux computer. The department manager thinks the program was installed before his start date three years ago. When you review the program’s source code, you discover that it contains a buffer overflow vulnerability. Based on this information, write a report to the IT manager stating what course of action should be taken and listing recommendations for management. Your essay should be a minimum of 350 words and include the steps you took to discover file. Use reference: Simpson, M. T., Backman, K., & Corley, J. (2011). Hands-on ethical hacking and network defense . Cengage Learning. Add any other recent references .

Case Project 8-2 Detecting Unauthorized ApplicationsIn conducti.docx

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Case Number 7 Student’s Name Institution Affiliation Case Number 7. The case of physician do not heal thyself Questions 1. Have you recently engaged in risky behaviors such as binge eating, unsafe sex, gambling, drug and substance abuse, or risky driving? 1. How would you describe your relationships with people such as your spouse, friends, neighbors, colleagues, and strangers while considering aspects of anger, irritability, and violence? 1. Do you have a recurring problem of variant moods that result to interpersonal stress, feeling of emptiness, and other challenges that are stress-related and they push you towards suicidal thoughts? People to speak to It is crucial to identify the right people to provide essential details for the assessment of the patient. Some of the most important people include the spouses, siblings, family friends, personal friends, and neighbors. Furthermore, the patient’s colleagues can provide important information regarding the behaviors of the patient and help in identifying issues that the patient could be hiding. Speaking to the people to whom the patient exercises authority is important in attaining the true image of the person. Physical exam and diagnostic test The disorder is mental, but it can be assessed through physical exams that indicate how the brain is working in relation to actions ( Stahl 2013). Fixing a puzzle would be an effective way of testing the patient and how stable they can be. The other approach is engaging the patient in a physical exercise and observing their participation. Physical exams provide a diagnostic insight to test how the patient relates with others. Diagnoses Personality Disorder Mood Disorder Depression with psychotic features Pharmacological agents Application of antidepressants Use of antipsychotics Administering mood-stabilizing drugs Contradictions or Alterations It is a complex situation to treat a complex and long-term unstable disorder of mood because the patients experience different emotions even during therapy (Yasuda & Huang 2008). It becomes difficult to separate mood disorder from personality disorder especially for difficult patient like in this case. Furthermore, there are no specific drugs that can be used for treatment without additional therapy since this patient is able to adjust or play with their own treatment as a physician. The mental condition observed in the patient requires a careful approach due to the delicate situations involving suicidal thoughts and aggression. Lessons Learned In the case study “The case of physician do not heal thyself,” the lessons include the importance of conducting a complete assessment of the patient and including other people who interact with the patient. It would be more effective to treat such conditions if the patients had stable emotions, but strategic approaches can help to streamline the treatment process ( Stahl 2014b). References Stahl, S. M. (2013). Stahl’s essential psychopharmacol.

Case Number 7Student’s NameInstitution Affiliation.docx

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Case number #10 OVERVIEW Abstract In this case, a local chapter of a national nonprofit organization continuously struggles with funding and must, therefore, be proactive in seeking out additional revenue sources. The local coordinator encounters a situation involving a potential donor that forces her to weigh the pros and cons of breaking the rules and the best way to communicate her concerns to her superiors and the donor. A chance meeting on a flight leads to a potential conflict-of-interest situation for the local coordinator. Main Topics Decision making, Ethics Secondary Topic Communication, Intergovernmental affairs* Teaching Purpose To discuss the complexities involved in balancing personal and organizational responsibilities within the framework of a nonprofit organization. The Organization ReadNow is a nonprofit program that promotes early literacy by giving new books to children and advice to parents about the importance of reading aloud in pediatric exam rooms across the nation. * Main Characters: • Michael Vaughn, Executive Vice President of Johnson Hospital • Dr. Lea Nelson, Head of National ReadNow • Patricia Clay, Local ReadNow Coordinator • Molly Carter, Tillingast Foundation employee • Dr. Katie Nelson, ReadNow Local Director BACKGROUND In 1962, a group of doctors at a hospital in Phoenix, Arizona, were brain-storming ways to increase early childhood literacy and parent– parent– child interactions among their patients. One doctor had the idea of distributing children's books to their patients during checkups, accompanied by advice to the parents about the importance of reading aloud to their children. From this modest beginning, ReadNow developed into a national, nonprofit organization that distributes books and early literacy guidance to more than 2.5 million children and their families. ReadNow has offices all over the United States and is currently supported in part through a grant from the U.S. Department of Education. ReadNow opened a branch in Crown City, Michigan, in August with a partnership between the National ReadNow and the Johnson Children's Medical Center. One of the founders, Dr. Mark Jeffries, still active within ReadNow, approached Dr. Katie Nelson, a pediatrician at Johnson Hospital with the opportunity to bring ReadNow to Crown City. Dr. Nelson soon had more than thirty pediatric clinics participating in the program and hired a coordinator, Patricia Clay, to manage the day-to-day operations of the Crown City chapter. As a result of its affiliation with the Johnson Children's Medical Center, ReadNow was fortunate to have its rent, computers, telephones, and office supplies provided by the hospital. Johnson Children's Medical Center agreed to support the office environment of ReadNow, as well as to guarantee the coordinator a stipend of $ 50,000 each year. However, part of Patricia Clay's duties included raising funds to purchase books to distribute in clinics across the metropolitan area and t.

Case number #10 OVERVIEWAbstract In this case, a local chapt.docx

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Case GE’s Two-Decade Transformation Jack Welch’s Leadership.docx

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CASE BRIEF 7.2 Tiffany and Company v. Andrew 2012 WL 5451259 (S.D.N.Y.) FACTS: Tiffany (plaintiffs) allege that Andrew and others (defendants) sold counterfeit Tiffany products through several websites hosted in the United States. Andrew accepted payment in U.S. dollars, used PayPal, Inc. to process customers' credit card transactions, then transferred the sales proceeds to accounts held by the Bank of China (“BOC”), Industrial and Commercial Bank of China (“ICBC”), and China Merchants Bank (“CMB”) (“Banks”). Andrew defaulted on the suit, and Tiffany sought discovery from the Banks by serving subpoenas seeking the identities of the holders of the accounts into which the proceeds of the counterfeit sales were transferred and the subsequent disposition of those proceeds. The Banks involved all maintained branch offices in the Southern District of New York, and the subpoenas were served on those branch offices. The Banks responded to the subpoenas by explaining that the information sought was all maintained in China and that the New York branches of the Banks lacked the ability to access the requested information. China's internal laws prohibited the disclosure of the information except under certain conditions. The Banks proposed that the plaintiffs pursue the requested discovery pursuant to the Hague Convention. The court concluded that Tiffany should pursue discovery through the Hague Convention. Tiffany submitted its Hague Convention application to China's Central Authority in November 2010, and on August 7, 2011, the Ministry of Justice of the People's Republic of China (“MOJ”) responded by producing some of the documents requested. For each of the Banks, the MOJ produced account opening documents (including the government identification card of the account holder), written confirmation of certain transfers into the accounts and a list of transfers out of the accounts. With respect to CMB, the records indicate that all funds in the account were withdrawn through cash transactions at either an ATM or through a teller. BOC and CMB each produced documents concerning a single account; ICBC produced documents for three accounts. In its cover letter, the MOJ noted that it was not producing all documents requested. Specifically, the letter stated, “Concerning your request for taking of evidence for the Tiffany case, the Chinese competent authority holds that some evidence required lacks direct and close connections with the litigation. As the Chinese government has declared at its accession to the Hague Evidence Convention that for the request issued for the purpose of the pre-trial discovery of documents only the request for obtaining discovery of the documents clearly enumerated in the Letters of Request and of direct and close connection with the subject matter of the litigation will be executed, the Chinese competent authority has partly executed the requests which it d.

CASE BRIEF 7.2 Tiffany and Company v. Andrew 2012 W.docx

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CASE 5 Business Performance Evaluation: Approaches for Thoughtful Forecasting Every day, fortunes are won and lost on the backs of business performance assessments and forecasts. Because of the uncertainty surrounding business performance, the man-ager should appreciate that forecasting is not the same as fortune-telling; unanticipated events have a way of making certain that specific forecasts are never exactly correct. This note purports, however, that thoughtful forecasts greatly aid managers in under-standing the implications of various outcomes (including the most probable outcome) and identify the key bets associated with a forecast. Such forecasts provide the manager with an appreciation of the odds of business success. This note examines principles in the art and science of thoughtful financial fore-casting for the business manager. In particular, it reviews the importance of (1) under-standing the financial relationships of a business enterprise, (2) grounding business forecasts in the reality of the industry and macroenvironment, (3) modeling a forecast that embeds the implications of business strategy, and (4) recognizing the potential for cognitive bias in the forecasting process. The note closes with a detailed example of financial forecasting based on the example of the Swiss food and nutrition com-pany Nestle. Understanding the Financial Relationships of the Business Enterprise Financial statements provide information on the financial activities of an enterprise. Much like the performance statistics from an athletic contest, financial statements provide an array of identifying data on various historical strengths and weaknesses This technical note was prepared by Professor Michael J. Schill. Special thanks go to Vladimir Kolcin for data-collection assistance and to Lee Ann Long-Tyler and Ray Nedzel for technical assistance. Copyright © 2015 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. To order copies, send an e-mail to [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 the Darden School Foundation. Part TwoFinancial Analysis and Forecasting across a broad spectrum of business activities. The income statement (also known as the profit-and-loss statement) measures flows of costs, revenue, and profits over a defined period of time, such as a year. The balance sheet provides a snapshot of business invest-ment and financing at a particular point in time, such as the end of a year. Both state-ments combine to provide a rich picture of a business’s financial performance. The analysis of financial statements is one important way of understanding the mechanics of the systems that make up business operations. Interpreting Financial Ratios Financial ratios provide a useful way to id.

CASE 5Business Performance Evaluation Approaches for Thoughtf.docx

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1. Part I: Answer one of the Following: 1.) Discuss Islam between 1000 and 1400 CE. How did politics, society and culture change during this period? Why did they change? What role did the various ethnic groups in the Dar al- Islam play in this change? What role did gender play? 2.) How did Islam deal with the pressure of invasions and movements of peoples between 1000 and 1400 CE? What obstacles did these invasions and movements present? Discuss the loss of Al-Andalus, the Crusades, the invasion of the Mongols, the movement of the Turks and the conquests of Timur Lang. 3.) Discuss the diversity of Islam between 1000 and 1400 CE? How did politics and culture change? Be sure to discuss the various Shi’ite groups , the various Sunni Shari’a groups and Sufism. Part 2: Identify five of the following: Saladin Almohads Ibn Rushd (Averroes) Ribat Greater Concealment Ghazi

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