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Implementation of Global Strategies Assignment Objectives Formulate and implement business-level corporate and global strategies. Compose, prepare and recommend strategies to achieve and sustain a competitive market profile. Demonstrate the ability to analyze emerging global marketplace for potential growth and opportunity. Key Assignment Your work on your strategic global marketing plan is complete. You now have a plan that will implement, manage, and support a global strategy, but it is far from organized. You e-mail Deborah to inform her that you are almost ready and that the initial planning is complete. A little while later, the phone rings and you see Deborah's name on the caller ID. “Hi, Deborah. What’s up?” you ask. “I’d like you to present to the advisory board next week,” Deborah says. “They are very curious about your findings and would like to know if globalization is a good opportunity for the company. The board wants to finalize their strategic plan, and this may be a key part of it.” After you hang up, you begin thinking through the different items that you will need to cover. As you finalize the marketing plan, complete the following: Is globalization a good move for the company? What is your rationale behind this decision? What geographic location should be a target for global expansion? What background information can you provide to support this decision? How will this decision support the overall goal of growth and expansion? How would you refute someone with the opposing perspective? I will need at least 4 references in APA format .

How would you refute someone with the opposing perspective?
I will need at least 4 references in APA format

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800 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.. As the firm looks for ways to offset the domestic downturn in sales, Deborah, the CEO of your company, wants to determine if a global strategy is a good fit for the organization. She has designated you as the manager for this project. You will work with your team to develop a global marketing plan for your organization. You begin your research in deciding if and what the global strategy should be. You get your team together and begin to discuss a plan on how you will research this possibility. You start the meeting by saying "Let’s brainstorm and start to get a plan together for a possible globalization strategy. Tiffany, I’d like you work with me to begin researching possible locations." Tiffany says, "I think we need to research some locations, but I think there is more to it than that. There still needs to be a decision on the type of strategy or approach we are taking. Would we use a multidomestic approach, a global approach, or a transnational approach? I’m still not entirely convinced a global strategy is the answer." “Great point, Tiffany. It is obvious to me as well that we need to explore a strategy that will put us in a better position to handle the economic downturn. We have to provide the board with the facts. They seem to be leaning in the direction of a global strategy, but I'm not sure it's the right move either. That's why we need to do research.” Discuss the following: How do you define a global strategy? Are there other international strategies, and how do they differ? Identify a minimum of 3 possible countries and location options for globalization. Research each of these locations in the furniture industry, and document both the pros and cons of using these in global strategy. What country would you choose? What evidence can you provide in support of your choice? What evidence might somebody else, who does not agree with you, provide to support his or her choice? What could you tell somebody else to show he or she is wrong? Primary Response should include: Definition of a global strategy Identified and described different International strategies and then highlighted how they differed from one another (Hint: different international strategies were flagged in the task scenario) Identified a minimum of 3 countries to research for globalization, shared pros and cons of each using these in a global strategy before selecting the one that emerged as the best option for FCF to pursue for global expansion and explain why. Note: the country that you select is the one that you will be researching from this point on in the class Acknowledged an opposing view of your country selection and then provided a solid rebuttal Adhered to Academic writing and formatting expect ...

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CLINICAL SCHOLARSHIP Tuberculosis Treatment for Mexican Americans Living on the U.S.–Mexico Border Julie Ann Zuñiga, PhD, RN1, Silvia E. Muñoz, PhD, FNP2, Mary Zuñiga Johnson, ME3, & Alexandra Garcia, PhD, RN, FAAN4 1 Alpha Epsilon, Post-Doctoral Fellow, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, GA 2 Clinical Instructor of Nursing, School of Nursing, The University of Texas at Austin, Austin, TX 3 Doctoral Student, The University of Texas at Austin, Austin, TX 4 Associate Professor, School of Nursing, The University of Texas at Austin, Austin, TX Key words Tuberculosis, phenomenology, Mexican Americans, public health Correspondence Dr. Julie Ann Zuñiga, Nell Hodgson Woodruff School of Nursing, Emory University, 1520 Clifton Rd NE, Atlanta, GA 30322. E-mail: [email protected] Accepted: January 12, 2014 doi: 10.1111/jnu.12071 Abstract Purpose: This study produced a rich description of the lived experiences of tuberculosis (TB) treatment among Mexican Americans living in the Lower Rio Grande Valley (LRGV) of Texas. Design: This qualitative study used phenomenological methodology, guided by Merleau-Ponty’s philosophical framework, particularly his theories on mind–body influence, fabric of relationships, importance of culture, and equi- librium. A purposive sample was recruited through TB clinics in four south Texas border counties: Hidalgo, Cameron, Starr, and Willacy, which make up the LRGV. Interviews from 18 participants—5 women and 13 men—were conducted in the participant’s preferred language. Interviews were analyzed for common themes as described by Cohen Kahn and Steeves. Findings: The majority of interviews were conducted in Spanish. Five themes were discovered: (a) day-to-day life during Directly Observed Therapy treatment, (b) signs and symptoms, (c) familismo, (d) living on the border, and (e) stigma. Conclusions: TB treatment can create a high level of patient burden. The participants in TB treatment in the LRGV on the Texas-Mexico border reported a high level of stigma. Due to this stigma, patients struggled to find a balance between exposure to stigma and the support from family that buoyed them through treatment. Clinical Relevance: The findings support the importance of addressing stigma and the resulting sense of isolation in patients being treated for TB, per- haps through bolstering support from family and healthcare providers, which is relevant for public health professionals working in regions with high rates of TB. Over 20 years ago, the World Health Organization (WHO) recommended that patients with active tuberculosis (TB) be monitored on a daily basis through the Directly Ob- served Therapy Short Course (DOTS) program to improve outcomes, decrease incidence, and decrease resistance to treatment (WHO, 2011). In DOTS, a trained healthcare representative watches a TB patient swallow each dose of TB medication, ensuring that the patient takes every dose of the prescribed antibiot.

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Click the link above to submit your assignment.Students, please .docx

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click the link and watch the following video "death by socialism" and answer the following questions https://www.youtube.com/watch?v=3Gjnk9KqwvQ&feature=youtu.be 1. Why do some people feel socialism would work in America? Why doesn't it seem to work in other countries? Is America different? Why or why not? 2. Summarize what's currently going on in Venezuela. Then, share your opinion on it and what might be done about it. 3. Were Bernie Sanders and his supporters advocating socialism? Defend your answer. What did Sanders mean by "democratic socialism"? 4. Why did socialism effect the economy the way it did in Venezuela? Why are there food shortages, etc.? Research the effects of socialism and share your thoughts. 5. Why does Chavez blame capitalism for the problems? Is this accurate? Explain why or why not. DUE BY 9:00 4/8 .

click the link and watch the following video death by socialism an.docx

click the link and watch the following video death by socialism an.docx

click the link and watch the following video death by socialism an.docx

gordienaysmythe

Click the link above to complete this journal. The topics of the jo.docx

Click the link above to complete this journal. The topics of the jo.docx

Click the link above to complete this journal. The topics of the jo.docx

gordienaysmythe

Classify man from the Domain to the species and discuss each categor.docx

Classify man from the Domain to the species and discuss each categor.docx

Classify man from the Domain to the species and discuss each categor.docx

gordienaysmythe

Classroom Discussion is a valuable learning tool in that it: It helps students explore a diversity of perspectives. It increases students’ awareness of and tolerance for ambiguity or complexity. It helps students recognize and investigate their assumptions. It encourages attentive, respectful listening. It develops new appreciation for continuing differences. It increases intellectual agility. It helps students become connected to a topic. It shows respect for student voices and experiences. It helps students learn the processes and habits of democratic discourse. It affirms students as co-creators of knowledge. It develops the capacity for the clear communication of ideas and meaning. It develops habits of collaborative learning. It increases breadth and makes students more empathic. It helps students develop skills of synthesis and integration. It leads to transformation. Stephen D. Brookfield and Stephen Preskill, Discussion as a Way of Teaching (2d edition, 2005, John Wiley and Sons), 21-22. Assignment Step #1: Respond to the following Discussion Prompt "Explain the difference between and EMPLOYEE and an INDEPENDENT CONTRATOR and the tests that help us in that determination." .

Classroom Discussion is a valuable learning tool in that it.docx

Classroom Discussion is a valuable learning tool in that it.docx

Classroom Discussion is a valuable learning tool in that it.docx

gordienaysmythe

CLASSICS OF WESTERN PHILOSOPHY 2 CLASSICS OF WESTERN PHILOSOPHY EIGHTH EDITION Edited by STEVEN M. CAHN HACKETT PUBLISHING COMPANY, INC. INDIANAPOLIS/CAMBRIDGE 3 To Marilyn 4 First edition copyright © 1977 by Hackett Publishing Company, Inc. Second edition copyright © 1985 by Hackett Publishing Company, Inc. Third edition copyright © 1990 by Hackett Publishing Company, Inc. Fourth edition copyright © 1995 by Hackett Publishing Company, Inc. Fifth edition copyright © 1999 by Hackett Publishing Company, Inc. Sixth edition copyright © 2002 by Hackett Publishing Company, Inc. Seventh edition copyright © 2006 by Hackett Publishing Company, Inc. Eighth edition copyright © 2012 by Hackett Publishing Company, Inc. All rights reserved Printed in the United States of America 17 16 15 14 13 12 1 2 3 4 5 6 For further information, please address: Hackett Publishing Company, Inc. P.O. Box 44937 Indianapolis, IN 46244-0937 www.hackettpublishing.com Cover design by Brian Rak Text design by Meera Dash Printed at Victor Graphics, Inc. Library of Congress Cataloging-in-Publication Data Classics of Western philosophy / edited by Steven M. Cahn. — Eighth Edition. pages cm Includes bibliographical references. ISBN 978-1-60384-743-8 (pbk.) — ISBN 978-1-60384-744-5 (cloth) 1. Philosophy. I. Cahn, Steven M. B29.C536 2012 190 — dc23 2012007912 PRC ISBN: 978-1-62466-015-3 5 http://www.hackettpublishing.com Contents Preface Plato Laches Euthyphro Apology Crito Phaedo Meno Symposium Republic (selections) Aristotle Categories (Chapters 1–5) On Interpretation (selections) Posterior Analytics (selections) Physics (selections) On the Soul (selections) Metaphysics (selections) Nicomachean Ethics (selections) Epicurus Letter to Menoeceus The Principal Doctrines Epictetus Encheiridion Sextus Empiricus Outlines of Pyrrhonism (selections) Augustine On Free Choice of the Will (selections) Confessions (Book XI) Plotinus Enneads (selections) Boethius Consolation of Philosophy (selections) Anselm Proslogion Gaunilo’s Reply on Behalf of the Fool Anselm’s Reply to Gaunilo Moses Maimonides The Guide of the Perplexed (selections) 6 Thomas Aquinas Summa Theologiae (selections) Levi Gersonides The Wars of the Lord (selections) William of Ockham Summa Logicae (selections) René Descartes Discourse on Method Meditations on First Philosophy Thomas Hobbes Leviathan (selections) Baruch Spinoza Ethics (Parts I, II) Gottfried Leibniz Discourse on Metaphysics Monadology John Locke An Essay Concerning Human Understanding (selections) George Berkeley A Treatise Concerning the Principles of Human Knowledge Three Dialogues between Hylas and Philonous David Hume An Enquiry Concerning Human Understanding A Treatise of Human Nature (selections) Dialogues Concerning Natural Religion Immanuel Kant Prolegomena to Any Future Metaphysics Critique of Pure Reason (selections) Grounding for the Metaphys.

CLASSICSOFWESTERN PHILOSOPHY2CLASSICSO.docx

CLASSICSOFWESTERN PHILOSOPHY2CLASSICSO.docx

CLASSICSOFWESTERN PHILOSOPHY2CLASSICSO.docx

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Classification Alternative Techniques Assignment1) Define a.docx

Classification Alternative Techniques Assignment1) Define a.docx

Classification Alternative Techniques Assignment1) Define a.docx

gordienaysmythe

Classic Combo Plate Directions: Before there were all the cart options, I remember going to the cafes near campus that offered combo menus. For a reasonable price, the menu usually had two lists of items and you would choose one from column A and one from column B for a very satisfying lunch. For our musical version of the combo plate, you are asked to select one composer from column A (just the big three) and one composer from column B (a very long Wikipedia page with composers listed by birth year) Both composers must share the same, or nearly the same, birth year . The latitude for this is no more than + or - 10 years. We want to place both of them solidly within the Classic era and also within roughly the same generation. Find one movement of a piece of music by each. that is a total of two tracks for this assignment. Include a link to that specific movement of each piece so that readers of your post can quickly click it to listen. You may use Naxos (a bit easier to pinpoint the exact movement in a longer piece) or YouTube but you are responsible for providing the accurate url. Please be careful in YouTube that your music link takes your reader to exactly the movement you write about. For each of these two tracks provides clearly the full title of each piece and the exact movement title or number if these are from multi-movement works. Provide background information on both of the movements of music you have selected and some bio information on the lesser known composer from "column B". Include musical observations based on your own listening as you compare the two tracks. You may find it easier to make a targeted comparison if you select works of a similar genre (for instance, the first movement of a piano sonata by each composer, or the slow movement of a symphony by each, or the minuet movement of a string quartet, or a soprano aria from an opera by each......) Interesting "fun facts" might include: did the two ever meet? Where did they live, did they study with the same teacher? Were they both performers as well as composers? Did each have a patron? Music Selection parameters Column A Classic era composers are limited to the big three we have covered already this term: Franz Joseph Haydn b. 1732 Wolfgang Amadeus Mozart b. 1756 Ludwig van Beethoven b. 1770 Choose just one movement of one piece by one of these "big three" composers. Column B classic era composers are listed at the page linked below. Scroll to find the birth years you need for a match. https://en.wikipedia.org/wiki/List_of_Classical-era_composers#Middle_Classical_era_composers_(born_1730%E2%80%931750) Choose just one movement of one piece by one of the other classic era composers that you find at this page. Reply post: After completing your main post, make an interactive reply post to another student's main post. An interactive reply post shows you've listened to the music they wrote about (supply track timings for your musical obse.

Classic Combo PlateDirectionsBefore there were all th.docx

Classic Combo PlateDirectionsBefore there were all th.docx

Classic Combo PlateDirectionsBefore there were all th.docx

gordienaysmythe

Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” Thinking through quality questioning incorporates habits of mind and thinking dispositions. Cultivating Habits of Mind are also important. It includes the pursuit of accuracy, intellectual curiosity, empathetic listening, flexibility in thinking (page 146). This week’s focus is on creating a thinking culture. Discuss the following: How can you use quality questioning to create a classroom culture where students and teacher work together to advance thinking and knowing? How do you define habits of the mind ? What habits of mind underpin thinking and questioning? .

Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” .docx

Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” .docx

Class- As stated on in Chapter 6, Walsh & Sattes (2010) write that” .docx

gordienaysmythe

Classic Gardens and Landscapes counts responses to specialty promotions to determine effectiveness. You use SUMIFS and an IFS formula to complete the summary. You also calculate insurance statistics and display full names in one cell. [Student Learning Outcomes 6.1, 6.2, 6.3, 6.6, 6.7] File Needed: ClassicGardens-06.xlsx (Available from the Start File link.) Completed Project File Name: [your name]-ClassicGardens-06.xlsx Skills Covered in This Project Nest MATCH and INDEX functions. Create DSUM formulas. Build an IFS function. Build SUMIFS formulas. Use TEXTJOIN to join labels. Open the ClassicGardens-06 start file. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it. Create a nested INDEX and MATCH function to display the number of responses from a city. Click the Mailings sheet tab and select and name cells A3:D28 as Responses . Click the Mailing Stats sheet tab. Click cell B21 and type Carthage . Click cell C21 , start an INDEX function, and select the first argument list option. Choose or type the Responses range name for the Array argument. Click the Row_num box and nest a MATCH function. Select cell B21 for the Lookup_value and cells A3:A28 on the Mailings sheet for the Lookup_array . Click the Match_type argument box and type 0 . Click INDEX in the Formula bar. Click the Column_num box and nest a second MATCH function to look up cell D3 on the Mailings sheet in the lookup array A3:D3 . Click the Match_type box and type 0 (Figure 6-106) and click OK . The result displays as 343.00. Figure 6-106 Nested MATCH and INDEX functions Format the results to show zero decimal places. Type Smyrna in cell B21 . Use DSUM to summarize mailing data. Select the Mailings sheet and note that number mailed is located in the third column and response data is in the fourth column. Click the Criteria sheet tab. Select cell B2 and type lan* to select data for the Landscape Design department. Type law* in cell B5 for the Lawn & Maintenance department. Type pat* in cell B8 for the Patio & Furniture department. Click the Mailing Stats sheet tab and select cell B7 . Use DSUM with the range name Responses as the Database argument. Type 3 for the Field argument (# Mailed column), and enter an absolute reference to cells B1:B2 on the Criteria sheet as the Criteria argument. Copy the formula to cell C7 and edit the Field argument to use the fourth column (# Responses). Use DSUM in cells B8:C9 to calculate results for the two remaining departments. Use SUM in cells B10:C10 . Format all values as Comma Style with no decimal places. Create an IFS function to display a response rating. Note: If your version of Excel does not include the IFS function, build the following nested IF function =IF.

Classic Gardens and Landscapes counts responses to specialty pro.docx

Classic Gardens and Landscapes counts responses to specialty pro.docx

Classic Gardens and Landscapes counts responses to specialty pro.docx

gordienaysmythe

Class, this is the final forum of the course. From our readings from Week 8, we see that field of emergency management including the Incident Command System and NIMS have changed drastically over the years. The NIC has been developed in order to make sure that our incident management systems are as efficient and effective as possible. Going forward, there will inevitably be changes that will positively impact our emergency response and disaster planning organizations. In the past 50 years we have seen significant changes to the field of emergency management in our country. Some of the notable turning points in the field of emergnecy management include the following: 1974 - Disaster Relief Act of 1974 - The Disaster Relief Act of 1974 authorized the president of the United States to implement a program of disaster preparedness and relief aid that would enable use of all federal agencies. The Disaster Relief Act of 1974 states that any federal assistance offered is dependent upon the president authorizing such aid in the form of issuing a declaration. 1979 - FEMA is created. 1988 - Stafford Act - Part of the reason for the change from the Disaster Relief Act of 1974 to the Stafford Act was the fact that the federal government was concerned about expanding disaster declarations beyond only natural disasters, and this included other types of incidents such as technological disasters (Three Mile Island in PA) and other instances outside the scope of natural disasters. Terrorism is not yet included. Federal assistance could be requested by the state on behalf of either the local government or state government. However, the request from the state must come from the governor. 2002 - Homeland Security Act - The September 11, 2001 terrorist attacks resulted in the creation of the Department of Homeland Security (DHS). FEMA is now included under the umbrella of DHS. HSPD-5 established the National Incident Management System (NIMS) and the National Response Plan (NRP). HSPD-8 established policies to strengthen the preparedness of the United States to prevent and respond to threatened or actual domestic terrorist attacks, major disasters, and other emergencies by requiring a national domestic all-hazards preparedness goal, establishing mechanisms for improved delivery of Federal preparedness assistance to State and local governments, and outlining actions to strengthen preparedness capabilities of Federal, State, and local entities. 2005 - Post-Katrina Emergency Management Reform Act - the performance of FEMA and other emergency management agencies during Hurricane Katrina results in the Post-Katrina Emergency Management Reform Act ( PKEMRA ) of 2006. The act enhances FEMA's responsibilities and its autonomy within DHS. Significant and meaningful changes to FEMA were made to increase preparedness levels of the general population and aid in mitigation and resilience efforts. These changes also included incident managem.

Class, this is the final forum of the course. From our readings fro.docx

Class, this is the final forum of the course. From our readings fro.docx

Class, this is the final forum of the course. From our readings fro.docx

gordienaysmythe

Class Subjects we went over WEEK 1 April 5thMULTICULTURALISM: REALITY & DEBATERead: “A Different Mirror: The Making of Multicultural America,” Ronald Takaki “An Overview and Point of View,” John Koval“Urban Fieldwork,” George Gmelch & Petra Kuppinger, from Urban Life (our required course text) WEEK 2 April 12thDIVERSITY & DIVISIONRead:“Race Relations Chicago Style: Past, Present and Future,” Michael Bennett & RichardSchaefer “Transnationalism, Old and New: New York Immigrants,” Nancy Foner, Urban Life “A Tale of 3 Cities: The State of Racial Justice in Chicago Report,” Executive Summary, pp. 1 – 10, Institute for Research on Race and Public Policy, UICDue:  Reading Review, for Weeks 1-2, online under Submissions on D2L by 6PM Thursday WEEK 3 April 19thGEOGRAPHY & INEQUALITYRead: “The Shadow of the Skyscraper,” Harvey Zorbaugh“Urban Danger: Life in a Neighborhood of Strangers,” Sally Engle Merry, Urban Life“How Urban Ethnography Counters Myths About the Poor,” J. Goode, UrbanLifePART II: MAKING BLACK, LATINO & WHITE CHICAGOS WEEK 4 April 26thTHE BLACK BELT & SEGREGATIONRead: “The Black Ghetto,” St. Clair Drake & Horace Cayton “Less Than Plessy: The Inner City, Suburbs, and State-Sanctioned Residential Segregation in the Age of Brown,” Arnold R. HirschDue:  Reading Review, for Weeks 3-4, online under Submissions on D2L by 6PM Thurs Writing Ethnographic Fieldnotes – Robert M. Emerson University of Chicago Press Published 1995 Chapter 1: Fieldnotes in Ethnographic Research Ethnographic field research involves the study of groups and people as they go about their everyday lives. Carrying out such research involves two distinct activities. First, the ethnographer enters into a social setting and gets to know the people involved in it; usually, the setting is not previously known in an intimate way. The ethnographer participates in the daily routines of this setting, develops ongoing relations with the people in it, and observes all the while what is going on. Indeed, the term "participant-observation" is often used to characterize this basic research approach. But, second, the ethnographer writes down in regular, systematic ways what she observes and learns while participating in the daily rounds of life of others. Thus the researcher creates an accumulating written record of these observations and experiences. These two interconnected activities comprise the core of ethnographic research: Firsthand participation in some initially unfamiliar social world and the production of written accounts of that world by drawing upon such participation. In the following sections we examine in detail each of these activities and then trace out their implications for writing fieldnotes. ETHNOGRAPHIC PARTICIPATION Ethnographers are committed to going out and getting close to the activities and everyday experiences of other people. "Getting close" minimally requires physical and social pr.

Class Subjects we went overWEEK 1 April 5thMULTICULTURAL.docx

Class Subjects we went overWEEK 1 April 5thMULTICULTURAL.docx

Class Subjects we went overWEEK 1 April 5thMULTICULTURAL.docx

gordienaysmythe

Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES Whit.

Class ProfileStudent NameEnglish Language LearnerSocio.docx

Class ProfileStudent NameEnglish Language LearnerSocio.docx

Class ProfileStudent NameEnglish Language LearnerSocio.docx

gordienaysmythe

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Web & Social Media Analytics Previous Year Question Paper.pdf

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

ICT Role in 21st Century Education & its Challenges.pptx

ICT Role in 21st Century Education & its Challenges.pptx

ICT Role in 21st Century Education & its Challenges.pptx

Código Creativo y Arte de Software | Unidad 1

Código Creativo y Arte de Software | Unidad 1

Código Creativo y Arte de Software | Unidad 1

Implementation of Global StrategiesAssignment ObjectivesFo.docx

1. Implementation of Global Strategies Assignment Objectives Formulate and implement business-level corporate and global strategies. Compose, prepare and recommend strategies to achieve and sustain a competitive market profile. Demonstrate the ability to analyze emerging global marketplace for potential growth and opportunity. Key Assignment Your work on your strategic global marketing plan is complete. You now have a plan that will implement, manage, and support a global strategy, but it is far from organized. You e-mail Deborah to inform her that you are almost ready and that the initial planning is complete. A little while later, the phone rings and you see Deborah's name on the caller ID. “Hi, Deborah. What’s up?” you ask. “I’d like you to present to the advisory board next week,” Deborah says. “They are very curious about your findings and would like to know if globalization is a good opportunity for the company. The board wants to finalize their strategic plan, and this may be a key part of it.” After you hang up, you begin thinking through the different items that you will need to cover. As you finalize the marketing plan, complete the following: Is globalization a good move for the company? What is your rationale behind this decision? What geographic location should be a target for global expansion? What background information can you provide to support this decision? How will this decision support the overall goal of growth and expansion?

2. How would you refute someone with the opposing perspective? I will need at least 4 references in APA format