Name DatePublic Speaking Touchstone 2 TemplateComplete the.docx

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This document is a template for planning a public speaking presentation. It includes sections for identifying the topic, purpose, and audience. The speaker would then describe up to three sources they will reference, including information about the author, date, and relevance. Multiple forms of support are also listed, including examples, statistics, stories, or testimony. Each piece of support is described and its relevance explained. The template concludes with a reflection section.

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Name:
Date:
Public Speaking Touchstone 2 Template
Complete the following template, including all parts. Fill out
all cells using complete sentences, aiming for one to three
complete sentences for each cell of the template.
PART 1: TOPIC
Purpose
What are you hoping to achieve with this speech?
Audience
Who will be in your audience? What do you know about them?
Thesis
What is the key message of your speech?
PART 2: SOURCES
SOURCE 1
Source Title
Author(s) Name
Retrieved from
Where did you get this source? Include location, book,
periodical, url, etc.
Age
How recent is the data or information presented in your source?

When was the source published? If the source is a website,
when was the website last updated?
Depth
What does the source cover?
How well-researched and detailed is the source? How much
depth is the topic covered in?
How is this content and level of detail relevant to your purpose,
audience, and message?
Author
How is the author qualified to speak on the topic?
What is the author's purpose?
What biases might they have?
Is the information the author's opinion alone or is it supported
by cited facts?
Money
Who funds the website or publication?
Are there items endorsed or for sale? If so, what items?
What is the reputation of the website or publication?
SOURCE 2
Source Title
Author(s) Name
Retrieved from
Where did you get this source? Include location, book,
periodical, url, etc.

Age
How recent is the data or information presented in your source?
When was the source published? If the source is a website,
when was the website last updated?
Depth
What does the source cover?
How well-researched and detailed is the source? How much
depth is the topic covered in?
How is this content and level of detail relevant to your purpose,
audience, and message?
Author
How is the author qualified to speak on the topic?
What is the author's purpose?
What biases might they have?
Is the information the author's opinion alone or is it supported
by cited facts?
Money
Who funds the website or publication?
Are there items endorsed or for sale? If so, what items?
What is the reputation of the website or publication?
SOURCE 3
Source Title
Author(s) Name
Retrieved from
Where did you get this source? Include location, book,

periodical, url, etc.
Age
How recent is the data or information presented in your source?
When was the source published? If the source is a website,
when was the website last updated?
Depth
What does the source cover?
How well-researched and detailed is the source? How much
depth is the topic covered in?
How is this content and level of detail relevant to your purpose,
audience, and message?
Author
How is the author qualified to speak on the topic?
What is the author's purpose?
What biases might they have?
Is the information the author's opinion alone or is it supported
by cited facts?
Money
Who funds the website or publication?
Are there items endorsed or for sale? If so, what items?
What is the reputation of the website or publication?
PART 3: SUPPORT
SUPPORT #1
Support
What is the piece of support (example, statistic, analogy,

definition, visual, story, testimony) that you are going to use in
your speech? E.g. “50% of all American voters…”
Type of Support
What type of support is it? Is it an example, a statistic, an
analogy, a definition, a visual, a story, or a testimony?
Relevance
How does this piece of support reinforce your message?
SUPPORT #2
Support
What is the piece of support (example, statistic, analogy,
definition, visual, story, testimony) that you are going to use in
your speech? E.g. “50% of all American voters…”
Type of Support
What type of support is it? Is it an example, a statistic, an
analogy, a definition, a visual, a story, or a testimony?
Relevance
How does this piece of support reinforce your message?
SUPPORT #3
Support
What is the piece of support (example, statistic, analogy,
definition, visual, story, testimony) that you are going to use in
your speech? E.g. “50% of all American voters…”

Type of Support
What type of support is it? Is it an example, a statistic, an
analogy, a definition, a visual, a story, or a testimony?
Relevance
How does this piece of support reinforce your message?
SUPPORT #4
Support
What is the piece of support (example, statistic, analogy,
definition, visual, story, testimony) that you are going to use in
your speech? E.g. “50% of all American voters…”
Type of Support
What type of support is it? Is it an example, a statistic, an
analogy, a definition, a visual, a story, or a testimony?
Relevance
How does this piece of support reinforce your message?
SUPPORT #5
Support
What is the piece of support (example, statistic, analogy,
definition, visual, story, testimony) that you are going to use in
your speech? E.g. “50% of all American voters…”

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Evaluating Credible and Scholarly Scientific Sources Week Two Assignment In this assignment, you will examine three different sources - one source that would be considered scholarly, one source that is credible but not scholarly, and one source that would not be considered credible for use in an academic paper. After completing a worksheet on each source, can you identify which is which? Instructions When looking up various scientific topics, including the example topic this week on technology and food production in the U.S., you will find all kinds of information out there. Not all of it is reliable. In order to determine if a source provides credible information, you will need to take the time to evaluate that source first before you can trust its content. Who is the intended audience of the source? Who is the author or publisher and what is their purpose for publishing the resource? These are examples of the questions you will want to ask yourself when evaluating a source. Examine these three sources and fill out the following worksheet for each one. You will be determining what type of source it is (scholarly, credible non-scholarly, and non-credible), its level of credibility, and its possible value or use within the scientific conversation about technology and agriculture in the U.S. To help you determine the credibility of a source, refer this quick video tutorial on Evaluating Sources for Credibility. Additionally, consult the strategies outlined in the CRAAP TEST . Keep in mind that you are evaluating the sources themselves and not the content within the source, or whether you agree with the positions or statements that are expressed within the source. Please write your answers in complete sentences. Source Links Source #1: http://www.saynotogmos.org/ Source #2: http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0064879 Source #3: https://www.loc.gov/law/help/restrictions-on-gmos/usa.php Source #1 1. What best describes the information within this source (choose all that apply): Formal report of a study or academic analysis of an issue Fact sheet / data / statistics News Government or organizational website Opinion piece: expert? Journalist? amateur? Anecdote / personal experience Propaganda What led you to choose this answer? Provide evidence or examples from the text. 2. Currency: For this topic, is the information… Up to date Outdated Not sure (explain): 3. The purpose of the information is to: Inform Persuade Entertain Sell Other: What led you to choose this answer? Provide evidence or examples from the text. 4. Does the author provide reliable evidence to back up his or her assertions? How do you know? (Tip: Look for references within the text or presented as a list. Ask yourself if the references are formally formatted and if they add weight and credibility to the discussion.) .

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Article Evaluation Choose a topic to research that focuses on problems and solutions. Write your topic statement here: ____________________________________________________________________________ To complete your article evaluation this week, conduct a search and find two articles from the Grantham Library (EBSCO) and two from the Internet on your topic. Make sure to copy and paste the link of each article in the appropriate place on the worksheet below: Article 1, Article 2, Article 3, and Article 4, then write a brief two-paragraph summary for every article – cover the c urrency, reliability, authority, and purpose about the article. Article 1 Paste the link here: Provide an APA Citation: Currency… How old is the information? When was this site last updated? What date can you find? Is it current enough for your project? Reliability… Is this information accurate? What is the origin of the information? Who is sponsoring this publication? Does the information come from a school or government organization? (.edu, .gov and sometimes .org—non-profit) Do you trust this source? Why, or why not? Authority Who is behind the information? Is there a specific author listed on the website? What knowledge or skill does this author have in the topic area? Is the author’s email address, contact information, included? Is the information from a known and trusted organization? Is there a bibliography given citing the website sources used? Do links go to other reliable information? Purpose… What is the motive of the site? Does the website seek to inform you and present various sides of an argument or issue? Is the information use neutral language? Is it free of bias (clearly one-sided opinion), and not trying to sell you something? Summary Article 2 Paste the link here: Provide an APA Citation: Currency… How old is the information? When was this site last updated? What date can you find? Is it current enough for your project? Reliability… Is this information accurate? What is the origin of the information? Who is sponsoring this publication? Does the information come from a school or government organization? (.edu, .gov and sometimes .org—non-profit) Do you trust this source? Why, or why not? Authority Who is behind the information? Is there a specific author listed on the website? What knowledge or skill does this author have in the topic area? Is the author’s email address, contact information, included? Is the information from a known and trusted organization? Is there a bibliography given citing the website sources used? Do links go to other reliable information? Purpose… What is the motive of the site? Does the website seek to inform you and present various sides of an argument or issue? Is the information use neutral language? Is it free of bias (clearly one-sided opinion), and not trying to sell you something? Summary Article 3 Paste the link here: Provide an APA Citati.

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F.A.T. City Video Analysis Content: Define and Explain Fairness 20.0 Analysis comprehensively summarizes how Lavoie defines and explains fairness in the classroom. F.A.T. City Video Analysis Content: Advice to Parents on Fairness 20.0 Analysis thoroughly describes Lavoie's advice to parents regarding fairness. F.A.T. City Video Analysis Content: Assumptions 20.0 Analysis insightfully explains what Lavoie says about assumptions and why he discusses them. F.A.T. City Video Analysis Content: Three Key Concepts 20.0 Analysis substantially summarizes three key concepts and includes realistic, thoughtful application to future professional practice. Organization 10.0 The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a sense of the main idea. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Total Percentage 100 English 2367 Detailed Outline Assignment: A Detailed Outline for the Persuasive Research Essay For this assignment, you are asked to start thinking about The Persuasive Research Essay you must write. To complete this assignment, please see the blank outline template below and submit it filled out with your own information/planning for your own persuasive research essay. This outline has a specific format, which is listed below with details, examples and a blank template for you to use/fill out with your topic. Your detailed outline submission must include all 3 sections listed: Topic Overview, Body Paragraphs and Conclusion. The final draft of your outline must be 2-3 pages. 1. Topic Overview: In this section, you should write up your introduction paragraph. This introduction paragraph should include: · General information about the topic · Background/context to help the reader understand both sides of the argument (list both sides of the argument as you see them) · An overview of issues/points of view/ideas surrounding the topic · Your thesis statement A note on your thesis: Your thesis should make a statement that is supported by reasons: I believe this because of x, y and z reasons. Example Thesis: Technology has positively influenced the business field because it has enhanced marketing, improved user interaction through advanced software programs, such as Microsoft Office, and it has helped make the work day more productive because of the invention of computers. 2. Body paragraphs/Sections: In this section, list at minimum 3 body paragraphs or sections. For each body paragraph, write up the topic sentence, and provide at least 1-2 things you’ll want to discuss in that paragraph. Then under each of the two things you’ll want to discuss, pick a source from your Annotat ...

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Interviews and Eyewitness Identifications AP PhotoMat.docx

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Interview Presentation: Questions To prepare: · Identify an interview subject with a different cultural background than you. · Ask your interview subject the questions below. Be sure to record the interview and/or take good notes. During the interview, ask the individual the following interview questions: · Have you ever lived or visited outside of the United States? If so, where? Describe the experience. · What do you identify as your culture? · What are the most important values and beliefs of your family and community? · What are the important events, traditions, celebrations, and practices in your family or community? · How does your family or community define gender roles? · How do you identify your: · Race · Ethnicity · National origin · Color · Sex · Sexual orientation · Gender identity or expression · Age · Marital status · Political belief · Religion · Immigration status · Disability status · How well do you fit within your family or community based on these other identities you hold? · How do you think others outside your community view your culture? · Have you experienced prejudice or discrimination? Please describe. Social Media and Ethical Considerations Walden’s MSW Social Media Policy A student’s presence on and use of social media reflects on the MSW program and the social work profession; therefore, behavior on social media will be held to the same professional standards and student code of conduct expectations. Social Work professionals, including students, are expected to adhere to the NASW Code of Ethics related to virtual communications. Students should use social work values and principles, as well as specific agency policy, to guide their social media interactions. Students need to consider the ethical consequences of their own social media use, as well as use of social media in practice. Be aware of and follow agency policies regarding the use of social media. Before using social media communication tools on behalf of a field agency, students must seek agency approval of any messages or posts. Walden MSW students are expected to adhere to the ethical standards outlined in the NASW Code of Ethics. Common ethical issues that social workers need to understand and manage when utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07), conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03). There is significant risk of unintentionally sharing protected information when using social media. Be cautious when posting information about an agency. Never post confidential or private information about clients or colleagues, even using pseudonyms. Students need to remain aware of professional boundaries even when participating in social media in their personal time. Managing “friend” requests and maintaining privacy settings is critical regardless of whether a student uses social me.

Interview Presentation QuestionsTo prepare · I.docx

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INT 220 Business Brief Template Course Project Section One: Drivers for Global Entry Going global would afford the company many benefits including increased sales and revenues. Japan is a developed market and thus the purchasing power of the consumers is high, which implies that many consumers will be able to purchase our products. Expanding to Japan will enable increased profits that can be reinvested in research and development of new technology and innovation that will create a competitive advantage for both domestic and international market. In addition, entering the foreign market will help the business to tap into new market segment. According to International Data Corporation (IDC), Apple was the largest smartphone brand in 2020 in Japan with a 47.3 percent market share (Sudarshan, 2021). The data shows that Japan would be an ideal market for quality phone cell cases due to high purchase of smartphones. Therefore, the company will benefit from increased sales and profits. Section Two: Market Profile Cultural Profile CategoryUnited StatesJapan Commonly Spoken Languages English Japanese Commonly Practiced Religions Christianity Shinto Power Distance Index (PDI) 40 54 Individualism Versus Collectivism (IDV) 91 46 Masculinity Versus Femininity (MAS) 95 62 Uncertainty Avoidance Index (UAI) 92 46 Long-Term Orientation Versus Short-Term Normative Orientation (LTO) 88 26 Indulgence Versus Restraint (IVR) 42 68 Political and Economic Profile CategoryUnited StatesJapan Political System Representative democracy Constitutional monarchy Current Leaders Joseph Biden president Fumio Kishida prime minister Economic Classification Developed Developed Economic Blocs Impacting Trade World trade organization World trade organization Gross Domestic Product 23 trillion USD 4.9 trillion USD Purchasing Power Parity 22,996.08 100.412 Gross Domestic Product Per Capita 69,287.54 USD 39,285.16 USD Human Development Index Very high 0.921 0.919 Human Poverty Index $26,246 for a family of four Poverty headcount ratio at $5.50 a day In terms of economic development, both countries have developed economy, thus making them ideal for business. Consumers have high purchasing power which means that they are able to purchase new products. US has a higher GPD compared to Japan, however, this can be attributed to the size and population of U.S. compared to that of Japan. Furthermore, both countries are members of World Trade Organization, which means that their trade operations with other nations are regulated and subject to WTO regulations. The culture in Japan is hugely different then the culture in America. Americans are self-motivated while the Japanese culture embraces more of a group mentality and looks for approval from their superiors before making big decision. Both cultures work long hours and take very little breaks. For the most part Japanese culture is more formal in the work place then in the U.S. Section Three: Market Consideratio.

INT 220 Business Brief Template Course Project.docx

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Instructor Name: Point Value: 30 Student Name: CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points Content Quality 40% of total Discussion grade Student participated in the Discussion about the presented topic with detailed, relevant, supported initial posts and responses. Student enhanced points with examples and questions that helped further discussion. Discussion is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate-level writing style. Discussion contains multiple, appropriate and exemplary sources expected/required for the assignment. Student participated in the Discussion about the presented topic with detailed, relevant, supported initial posts and responses. Discussion is mostly consistent with graduate level writing style. Discussion may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources. Student participated in the Discussion about the presented topic with adequate content but the content lacked either detail, relevancy, or support. Discussion is somewhat below graduate level writing style, with multiple smaller or a few major problems. Discussion may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Discussion may contain inferior resources (number or quality). Content of student's post and responses was not clear, relevant, or supported. Discussion is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Discussion may contain few or no quality resources. Student did not submit a post or response. CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points Engagement 40% of total Discussion grade Student participated actively as evidenced by strong reflective thought in both the initial post and in responses to classmates' posts. Student response participation exceeded the stated minimum requirements. Student participated actively as evidenced by strong reflective thought in both the initial post and in responses to classmates' posts.Student responses contributed to classmates' experience. Student participated somewhat actively as evidenced by posts and responses that were adequate but lacking strong reflective thought. Student did not participate actively as evidenced by little reflective thought in i.

Instructor Name Point Value 30Student NameCATEGORY .docx

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Instructions There are two high-level types of distribution channels, direct and indirect. In the direct distribution channel, goods are moved directly from the Producer to the Consumer. In the indirect distribution channel, the producer will meet consumer demand through third -party wholesalers and/or retailers. Direct channels produce short supply chains, indirect channels produce long chains. Research and report on two large producers, Costco and Apple, and describe in detail which distribution approach each company uses -- direct, indirect, or mixed – for at least two products in each company. Your APA paper should be at least 1,000 words in length. .

InstructionsThere are two high-level types of distribution cha.docx

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Instructions NOTE: If you have already reviewed this presentation in a different class please enter class number and instructor’s name in the submission text box below. ____________________________________________________________________ If you have not reviewed this presentation in a previous class, please proceed. Please review the curated presentations below. These presentations will prepare you for writing deliverables that meet the expectations of this course. We want you to be successful in all your courses so please refer back to this tool often. This presentation is located in the library and the Student Center. To view an presentation, please click on the button below. Be sure to review all five presentations for this week! Presentation Four: The Research Process & Choosing a Topic Presentation Five: Types of Sources Presentation Six: Search Strategies & Techniques Presentation Seven: Evaluating Information Presentation Eight: Ready to Shine! When you have finished reviewing all five presentations, please copy and paste the following statement into the submission box below: STATEMENT: I HAVE REVIEWED WEEK TWO INFORMATIONAL PRESENTATION. I UNDERSTAND THIS PRESENTATION IS ALSO LOCATED IN THE LIBRARY AND STUDENT CENTER FOR FUTURE REFERENCE. .

InstructionsNOTE If you have already reviewed this presentation.docx

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Instructions A SWOT analysis is used as a strategic planning technique by businesses and/or individuals to identify strengths, weaknesses, opportunities, and threats to a planned project. It identifies conditions that are favorable or unfavorable to achieving the goal of the project by grouping them into categories: Strengths and Weakness are frequently internally related, while Opportunities and Threats commonly focus on environmental factors. · Strengths: characteristics of the projected solution that give it an advantage over others. · Weaknesses: characteristics that place the projected solution at a disadvantage relative to others. · Opportunities: elements in the environment that the projected solution could exploit to its advantage. · Threats: elements in the environment that could cause trouble for the projected solution. Instructions: 1. Download the worksheet attached to this assignment below. 2. Based on what you found in your annotated bibliography, identify a plan that you could propose/implement that addresses your health issue. 3. Be specific and list the objectives and the interventions needed on the worksheet. 4. Then list 3 each of the strengths, weaknesses, opportunities, and threats to your proposed solution. 5. Finally, list ways you can capitalize on the strengths and opportunities, and ways you can mitigate the weaknesses and threats, when thinking about your plan. Complete this SWOT Analysis and upload it to this assignment dropbox. This assignment is due by Sunday at 11:59 pm CT. INTRODUCTION TO DATA MINING INTRODUCTION TO DATA MINING SECOND EDITION PANG-NING TAN Michigan State Universit MICHAEL STEINBACH University of Minnesota ANUJ KARPATNE University of Minnesota VIPIN KUMAR University of Minnesota 330 Hudson Street, NY NY 10013 Director, Portfolio Management: Engineering, Computer Science & Global Editions: Julian Partridge Specialist, Higher Ed Portfolio Management: Matt Goldstein Portfolio Management Assistant: Meghan Jacoby Managing Content Producer: Scott Disanno Content Producer: Carole Snyder Web Developer: Steve Wright Rights and Permissions Manager: Ben Ferrini Manufacturing Buyer, Higher Ed, Lake Side Communications Inc (LSC): Maura Zaldivar-Garcia Inventory Manager: Ann Lam Product Marketing Manager: Yvonne Vannatta Field Marketing Manager: Demetrius Hall Marketing Assistant: Jon Bryant Cover Designer: Joyce Wells, jWellsDesign Full-Service Project Management: Chandrasekar Subramanian, SPi Global Copyright ©2019 Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or like.

InstructionsA SWOT analysis is used as a strategic planning tech.docx

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Instructions: Read two of your colleagues’ postings from the Discussion question. Respond with a comment that asks for clarification, provides support for, or contributes additional information to two of your colleagues. Timia Brown ( She/Her) In healthcare, whether long-term or acute care, interdisciplinary communication is necessary to provide patient-centered care. The two scenarios provided both effective and ineffective communication. Scenario 1 Assuming the leader for the interdisciplinary rounds was the case manager, she introduced the nursing student, who was not paying attention. The case manager did not present other team members, so the student was left guessing. The pharmacist and the physical therapist were laughing and talking during the discussion. There was no engagement; the MD was on her phone, and everyone was preoccupied. Each team member individually knew the patient and his shortcomings, yet there was no preparation for the actual engagement with each other. Each team member projected issues onto the next member, using terms such as "somebody" or "someone" needed to do this. There was no responsibility for care. The team spoke unprofessionally to each other, using words like "yep" and "umm." In the end, the case manager assigned responsibility; however, the disciplines accepted the responsibility grudgingly. The team's disrespect for each other was portrayed to the student, who was disengaged throughout the meeting. The patient was not ready to be discharged from the sound of this scenario. The patient's pain was not controlled, nor was his anxiety; no equipment had been ordered for discharge. The patient's safety was not a priority in this meeting, which could lead to readmission or fall risk at home. In scenario two, the team all appeared happy to be there, with smiling faces and excellent eye contact. The leader engaged the nursing student immediately by having the team introduce themself. The team was much more prepared and engaged. Each member respected the other's role in providing care and a safe, patient-centered discharge. The team took responsibility for what was needed from each of them now and at the time of release. The communication was more two-way communication. They did a recap of what was discussed, and everyone willingly took part in making sure the patient went home safely and confidently. Effective communication between interdisciplinary teams must be present to provide the care needed for each patient. It starts with respecting each other's role in the patient's care and remembering the patient is the priority. The Journal of Communication in Healthcare stated the leading cause of all sentinel events from 1995 to 2004 was ineffective communication. (2019, Altabba) Therefore effective communication could decrease the number of incidents, and lead to proper care. References Altabbaa G, Kaba A, Beran TN. Moving from structure.

InstructionsRead two of your colleagues’ postings from the Di.docx

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Instructions: Respond to your colleagues. Respond with a comment that asks for clarification, supports, or contributes additional information to two or more of your colleagues. Reynaldo Guerra As influencers in our society, that bring about social change in healthcare as all those we contact, the type of agent I would align with is a Purposeful Participant. Where "School or work are the primary motivations for involvement in positive social change." ( What kind of social change agent are you? n.d.) are what defines greatly the type of agent I am. Due to my desire to expand my education and grow, I have been allowed to not just see but know that I can contribute to various aspects of healthcare. At the hospital I currently am employed, many principles are introduced to us and help us with making a difference for our patients as all professionals alike by the way we interact and the relationship we create with everyone. Even if driven by these two motivators, they have opened my eyes and expanded my limitations in the change we can bring about. This eye-opening experience has changed my perspective on how I can make a social change with all those around me. I now feel that a cascade effect comes from my changes as little as it might seem, it gets passed down and impact larger changes in the long run. How I speak with my patients and show the advocate I am for them in addressing their healthcare issues with importance, to the trust and relationship I have created with the primary care providers, goes to show these small social changes can in the end bring a great change for all. This has shown me that social change has a larger purpose in the end and even as small of a change we bring about, if we all come together and do the same, the results would be even more significant than what we perceived as a small change in the beginning. From our professional interactions with one another to our desire to help and better our care with all patients alike, these changes have a great purpose and impact on our future as everyone else. Apart from that, social change has influenced my education by motivating me to seek ways to make a difference in a community project presented by my university. It has ignited a flame in me, so to speak, and piqued my interest in seeing what my university has to offer in making a social change. Whether this is by being part of projects, joining a committee, or being part of future alumni programs to help others. Also, being able to refine my nursing practice in our community as in the hospital has been a change for me. This, in turn, will be put forth in the interactions and relationships I create with my patients, colleagues, peers, and others I come in contact with, hopefully, bringing a social change in the end. This is what the principles of social change will bring about for me. References Walden University. (n.d.). What kind of social change agent are you? Lin.

InstructionsRespond to your colleagues. Respond with a comment .docx

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Instructions Procurement Outsourcing (PO) Strategies: PO strategies at the highest level involve either materials or traditional business processes such as HR, IT, Finance, Accounting, Travel/Entertainment services, Marketing/Print/Advertising, or Customer Relationship Management (CRM). Your task here is to choose a public business organization and report on what direct materials are being outsourced. Direct materials are categorized as strategic (high-impact), bottleneck items (low-profit impact and high-supply risk), leverage items (high-profit items and low-supply risk), or non-critical (low-profit impact and low-supply risk). Describe the outsource process in detail, who provided the outsourced services, and what direct materials were involved. You are to prepare a PowerPoint presentation, with a minimum of twelve (12) slides, to include inline citations, a cover slide, and a slide of references. Your citations and references should be APA-compliant. Level of writing: Exemplary .

InstructionsProcurement Outsourcing (PO) StrategiesPO strat.docx

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Instructions Part Four of Applied Final Project,Playing with Gender: Understanding Our Gendered Selves: "Understanding My Playing-with-Gender Act" (20% of course grade; due end of Week 7) Five (5) pages (1200-1500 words) All parts of this project should be formatted in APA style (follow for both essay and citation styles):https://libguides.umgc.edu/c.php?g=1003870 Purpose: Act Analysis In this part of the assignment, you will perform, describe, and analyze your act. After you perform your act, compose a 5-page (1200-1500 words) task specifying your experiences. The first section (one-third to one-half of your paper) should describe your act and your responses to it, and the second section should analyze your act in terms of the scholarship on gender: Section One (minimum 500 words): 1. Describe your act: 2. What did you do? 3. Where did you do it? 4. How did you prepare for it? 5. What responses did you get while performing your act? 6. How did you feel while performing your act? 7. What would you do differently if you had to perform this same act again? Would you perform the act in the same location and at same time? Would you change your appearance during the act? Would you do anything else differently? 8. Please refer directly to the required reading on Participant Observation (Mack et al., 2005) in this section of the paper (Mack et al., 2005) ( PLEASE see attached for document): Mack et al. (2005). "Module Two: Participant Observation," from Qualitative Research Methods: A Data Collector's Field Guide, Family Health International. Read Module 2, pages 13-27. Retrieved from https://www.fhi360.org/sites/default/files/media/documents/Qualitative%20Research%20Methods%20-%20A%20Data%20Collector's%20Field%20Guide.pdf Section Two: (minimum 700 words): (Please see attached for document listing the sources) Referring directly to at least three academic sources for support (these may be pulled from the sources you identified and discussed in your Annotated Bibliography for Part 3 and/or the readings for this class), consider the potential impact of your act. Here are some questions to consider (you do not have to answer all of these questions; they are provided to help you to think about ways your act may have impact on society): · Can you explain the range of reactions to your act? Did those reactions reflect any of the sociological scholarship found in the course readings or in your research? Did any of the reactions challenge that research? · How do you think class, race, age, and sexuality came into play during the conception and performance of the act? · Was performing this act an act of feminism? Why? and, if so, what type(s) of feminism? · Was your act an act of activism? That is, could it help to create social change? If so, how? Please see attached for Project 1, 2 & 3 for information and assistance. Qualitative Research Methods: A DATA CO L L E.

InstructionsPart Four of Applied Final Project,Playing with Ge.docx

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Instructions Clients come to MFTs because they want to change, whether the change is in cognitions, structure, insight, or something else. Therefore, it is important for you to understanding why, when, and how people change. This week, you will continue the exploration of core concepts related to systems theory and its application to MFT field concepts. You will review several concepts associated with change including homeostasis, first-order change, second-order change, continuous change, and discontinuous change. Complete the provided worksheet template located in this week’s resources. Note: You will use the worksheet you complete this week as part of your work in Week 4. For each item, be sure to address the following: · Record a direct quotation that defines the concept or describes the assumption. · Paraphrase the definition or description by explaining the information in your own words. As you are paraphrasing, keep in mind that concepts often involve several interrelated ideas. When you are paraphrasing, be sure to not oversimplify the concept. · Provide an original example (not one you read about in the course resources) of the concept or assumption. · Explain how your example reflects the definition. Refer to your paraphrased definition in order to compare the example to the concept. Should you have questions or need clarification on any items, please contact your professor to discuss it. Length: 1-2 pages (completed template). Additional resources/reference page is not required. Your cheat sheet should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Be sure to adhere to Northcentral University's Academic Integrity Policy. Upload your document, and then click the Submit to Dropbox button. Building Blocks to Conceptualizing Family: A Family System’s Perspective Valerie Q. Glass, PhD, LMFT Background of Systemic Thinking Systemic thinking, for some, means trying on a new and unique lens when considering “presenting problems” that arise in therapeutic settings. Most mental and emotional health backgrounds study individual cognitive and emotional processes, systemic thinking means a shift in looking at one person to looking at a whole system. Keeney (1983) calls this change in professional theory an epistemological shift. Epistemology, most basically, is the way one understands what is in front of them, and the root with which decisions are made. Helping fields all develop from different epistemologies. Psychiatry views medicine and biology as their epistemological construct of how or why people act the way they do. Much of the epistemological focus of social work fields embraces the necessity or connecting to resources and social support as a catalyst for change. Psychology explores the make-up of the individual’s mind and develops steps for change. Family systems, and.

InstructionsClients come to MFTs because they want to change, .docx

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INST560, Internet of Things (IoT) UNIVERSITY OF NORTH AMERICA Lecture 3: Fall 2022 Professor Aliakbar Jalali [email protected] 1 Internet of Things Enabling Technologies /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Overview Introduction Evolution of the Technology Some significant statistics IoT Technology Risks of IoT Technologies Use Cases of IoT Technology! What are IoT Enabling Technology Conclusion References 2 /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Introduction Because of technological changes taking place in the world, IoT is gradually taking over all the fields, and the future of the IoT applications are increasing day by day. Technological advances are fueling the growth of IoT. Technology improved communications and network, new sensors of various kinds; cheaper, denser, more reliable, and power efficient storage both in the cloud and locally are converging to enable new types of IoT based products that were not possible a few years ago. IoT technology will further develop to make our day-to-day operations much easier and more remotely controlled in the days to come. 3 /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Introduction Businesses need to constantly explore IoT applications within their domain to stay ahead in competitiveness and implementation. The competition will primarily define in the coming decade as how companies take advantage of innovative technology. However, it is the dominant technology that determines the future of many businesses attached to the future of the internet of things (IoT). 4 /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Introduction The emerging trends in IoT are majorly driven by technologies like artificial intelligence, blockchain, 5G and edge computing. We need to know more in detail about the elements that make up broad spectrum of technologies, we know as the Internet of Things. Technological advances lies in the business value of IoT applications like smart wearables, smart homes and buildings, smart cities, autonomous cars, smart factories, location trackers, wireless sensors and much more. 5 /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Introduction: Technology is changing the world! Technology is changing the world. It is changing the way we communicate, shop, learn, travel, play and of course the way we work. http://www.telegraph.co.uk/technology/2017/05/06/internet-things-could-really-change-way-live/ 6 /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) 6 Introduction: Technology is changing the world! 7 Global gigabit subscriptions are expected to jump to 50 million in 2022, more than doubling from 24 million at the end of 2020, according to a new report from analyst firm Omdia. High Speed Internet! /59 UoNA-ST560-FALL-2022, Internet of Things (IoT) Introduction: Social Media is Changing societies! 8 Are you on social media a lot? When is the last time you checked Twitter, Facebook, or Instagram? Last n.

INST560, Internet of Things (IoT)UNIVERSITY OF NORTH AMERICA.docx

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Insert Prename, Surname of all students Winter Term 2022/23 Theory Factsheet: Insert name of theory Level of analysis Insert levels of analysis, e.g., organisation, individual, social Dependent construct(s) Please insert the dependent construct(s) of the theory Independent construct(s) Please insert the independent construct(s) of the theory Short description of the theory Please describe the theory in full sentences. Cause-Effect Model Please insert a visual diagram of the cause-effect relationships or factor model of the theory (if available). Applications of the theory Please describe for which purposes / in which fields the theory has been applied. Which relevance does the theory have for digitalization in organizations? Criticism Describe alternative views, potential critique, and open discussion on the theory. References Insert sources and references used in this factsheet in APA 7th style. Students will write a 2-3 pages essay analyzing one of the topics addressed during the semester under the section of Contemporary Issues: Human Rights. The student will be free to choose any of the topics discussed during class as well as his/her opinion about it. 1. Choose a topic (death penalty, assisted suicide, abortion, death by euthanasia, bioethics… etc.) 2. First page: description of the problem (is is here Fl, or national or worlwide, statistics, etc) Second page: YOUR ETHICAL POSITION ABOUT IT (why is this an ethical issue, where your argument os coming from, etc) 3. REFERENCES (could be ppt, movie, article, web, book) The writing will be evaluated for clarity and proper handling of terms, phrases, and concepts addressed up to this date. APA or MLA style will be required https://owl.english.purdue.edu/owl/section/2/10/. Reading listWinter semester 2022/23 Version 24.09.2022 Reading Package No. Theories Papers Information Systems Foundational Theories Structuration Theory Orlikowski, W.J. (1992). The Duality of Technology: Rethinking the Concept of Technology in Organizations. Organization Science, 3 (3), 398- 427. Structuration Theory Orlikowski, W.J. and Robey, D. (1991). Information Technology and the Structuring of Organizations. Information Systems Research, 2 (2), 143-169. Structuration Theory Walsham, G. and Han, C.K. (1991) Structuration theory and information systems research. Journal of Applied Systems Analysis 17: 77-85. Institutional Theory Barley, S.R and Tolbert, P.S. (1997). Institutionalization and structuration: studying the links between action and institution. Organization Studies 18 (1): 93-118. Institutional Theory Orlikowski, W. J., & Barley, S. R. (2001). Technology and institutions: What can research on information technology and research on organizations learn from each other? MIS Quarterly, 25(2), 145. Design Science Hevner, A. R., March, S. T., Park, J., & Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28 (1), 75.

Insert Prename, Surname of all studentsWinter Term 202223Theo.docx

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Informative Speech Course: COM103 Public Speaking Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score Introduction / 10 Material / 8 Transitions / 10 10 points Introduction contained a strong attention getter, introduction of the topic, credibility statement, and previewed the speech. 7 points Introduction contained 3 of the following: a strong attention getter, introduction of the topic, credibility statement, and previewed the speech. 4 points Introduction contained 2 of the following: a strong attention getter, introduction of the topic, credibility statement, and previewed the speech. 0 points Introduction contained 1 of the following: a strong attention getter, introduction of the topic, credibility statement, and previewed the speech. 8 points Material was clear AND well organized 5.6 points Material was either clear OR well organized 3.2 points NA 0 points Material was neither clear and well organized 10 points Transitions were clear and used after the intro, between each main idea and before the conclusion 7 points Transitions were clear, but were not used in all areas: after the intro, between each main idea and before the conclusion 4 points Transitions used after the intro, between each main idea and before the conclusion, but were not effective 0 points Transitions were not used. Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a... 1 of 4 12/6/22, 5:38 PM Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score Conclusion / 8 Time limit / 8 Preparation outline uploaded / 8 8 points The conclusion contained a strong closing AND the speaker signaled the end of the speech 5.6 points The conclusion contained a strong closing OR the speaker signaled the end of the speech 3.2 points The speaker needs improvement signalling the end of the speech and a stronger closing. 0 points The conclusion neither contained a strong closing and the speaker did not signal the end of the speech 8 points The length of the speech was between 5 and 6 minutes 5.6 points NA 3.2 points The length of the speech was shorter than 5 minutes or longer than 6 minutes 0 points NA 8 points The preparation outline was uploaded with the speech 5.6 points The preparation outline was uploaded after delivering the speech 3.2 points The preparation outline was not in a preparation outline format 0 points The preparation outline was not uploaded. Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a... 2 of 4 12/6/22, 5:38 PM Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score Eye Contact / 10 Delivery / 10 Non verbals / 10 Overall preparation / 8 10 points The speaker had strong eye contac.

Informative SpeechCourse COM103 Public SpeakingCriteria.docx

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