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rosemariebrayshaw

Students will select a peer review/scholarly article on any aspect of leadership. ARTICLE CRITIQUE: Students will select a peer review/scholarly article (from Library or professional online organization) on any aspect of leadership and write an Article Critique consisting of the following: 1. Article Summary: Explain what the article discusses in a concise yet insightful and comprehensive manner. 2. Leadership Applications: Explain how the ideas, concepts, principles, methods, techniques, etc., discussed in the article better help leaders to lead change effectively and successfully. 3. Extension of Work: Explain any shortcomings of the article; what the author(s) failed to discuss or realize; how the ideas or concepts discussed in the article could be applied other than the ways in which the author(s) address; and any limitations on the article and its discussion on change. 4. Paper Construction: Cover Page, APA Formatting, Report Length & Reference Page This paper should be well-formatted with the above three clear headings and subheadings and should be in APA format, Times New Roman 12, and should be a minimum of 4 pages double-spaced, excluding cover or title and reference pages. This completed paper must be submitted under the appropriate assignment tab in MS Word format. ...

Students will select a peer review/scholarly article on any
aspect of leadership.
ARTICLE CRITIQUE:
Students will select a peer review/scholarly article (from
Library or professional online organization) on any aspect of
leadership and write an Article Critique consisting of the
following:
1. Article Summary: Explain what the article discusses in a
concise yet insightful and comprehensive manner.
2. Leadership Applications: Explain how the ideas, concepts,
principles, methods, techniques, etc., discussed in the article
better help leaders to lead change effectively and successfully.
3. Extension of Work: Explain any shortcomings of the article;
what the author(s) failed to discuss or realize; how the ideas or
concepts discussed in the article could be applied other than the
ways in which the author(s) address; and any limitations on the
article and its discussion on change.
4. Paper Construction: Cover Page, APA Formatting, Report
Length & Reference Page
This paper should be well-formatted with the above three clear
headings and subheadings and should be in APA format, Times
New Roman 12, and should be a minimum of 4 pages double-
spaced, excluding cover or title and reference pages.
This completed paper must be submitted under the appropriate
assignment tab in MS Word format.

Students will select a peer reviewscholarly article on any aspect o.docx

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Southampton Business School: Postgraduate Module Grade Descriptor Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100 Degree Class Fail Compensatable fail* Pass Merit Distinction Distinction Collecting unstructured data and conducting exploratory analysis Collecting raw tweets of two different airlines and conducting exploratory data analysis Weighting 20% No/inadequate evidence of collecting and pre- processing the raw data. No/inadequate evidence of any data analysis. Evidence of basic but inadequate approaches to collect and/or pre- process the raw data. Mostly descriptive, with minimal data analysis. Argument is basic and poorly constructed. Collecting and/or pre-processing the raw data is evident but with some confusion. Data analysis is reasonable. Argument is appropriate but with some confusion. Clear evidence of data pre- processing and exploratory data analysis with minimal omissions/errors. Clear and effective analysis. Argument is structured and is legitimate. Data pre- processing and exploratory data analysis are appropriate and precise. Comprehensive and precise analysis. Well- structured argument that provides very good clarity. Appropriately use of other sources of information to support arguments. Data pre- processing and exploratory data analysis are appropriate and precise. Excellent analysis, precise and concise. Exceptionally well- structured argument that provides excellent clarity. Outstanding use of other sources of information to support arguments. Gaining customer insights: traditional versus social media Evaluate the pros and cons of replacing customer satisfaction survey by mining twitter data Weighting 20% Not included. Limited and patchy evidence of knowledge and understanding of the pros and cons. Limited evidence of reading. Lacks focus and direction with limited coherent argument. Sufficient but inconsistent evidence of knowledge and understanding of the pros and cons. Evidence of some use of academic/ business literature. Argument is basic and poorly constructed. Good knowledge and understanding of the pros and cons. Good use of academic/ business literature to support arguments. Clear and effective argument. A comprehensive and thorough awareness of the pros and cons. Evidence of comprehensive reading. Well-structured argument that provides very good clarity. A comprehensive and thorough awareness of the pros and cons. Excellent coverage of relevant literature. Exceptionally well- structured argument that provides excellent clarity. *Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.

Southampton Business School Postgraduate Module Grade Descrip.docx

Southampton Business School Postgraduate Module Grade Descrip.docx

Southampton Business School Postgraduate Module Grade Descrip.docx

rosemariebrayshaw

Southwestern Business Administration Journal Volume 16 | Issue 1 Article 1 2017 Leveraging Decision Making in Cyber Security Analysis through Data Cleaning Chen Zhong Hong Liu Awny Alnusair Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj Part of the Business Administration, Management, and Operations Commons, E-Commerce Commons, Entrepreneurial and Small Business Operations Commons, Management Information Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the Real Estate Commons This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information, please contact [email protected] Recommended Citation Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1. Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1 https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages https://digitalscholarship.tsu.edu/sbaj/vol16?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages https://digitalscholarship.tsu.edu/sbaj/vol16/iss1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/623?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/624?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/630?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/636?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages http://network.bepress.com/hgg/discipline/638?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages ht.

Southwestern Business Administration JournalVolume 16 Is.docx

Southwestern Business Administration JournalVolume 16 Is.docx

Southwestern Business Administration JournalVolume 16 Is.docx

rosemariebrayshaw

Spadoni • revised Jan. 2020 —continued— Checklist for Essay Writers PART 1. FORMATTING Follow these steps now to save yourself headaches later and avoid losing credit Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header and the correct second page header (see below). When it’s time to write your essay, open this template file and save it to a new name. Keep the template file for your next essay (and any future course you take with me). Some formatting instructions below are to ensure students are meeting the same length requirement and that no formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you email me a file that is not identical to the essay you handed in, you will lose even more credit. 1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and below your title, then (in your double-spaced document) make these above-and-below lines single space. Angelo Marconi Engl 367—Intro to Film Prof. Spadoni May 24, 2020 [Center essay title; 12 pt font; no boldface, underlining, or brackets] Essay text starts here. Make sure no more space precedes and follows your essay title than you see above. .... 2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this information on the tops of your pages. Marconi 6 3. Black ink. Standard white paper. Single sided. 4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or font size to increase page length. 5. Double space your work. Don’t alter line spacing to increase page length. 6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length. 7. One space (not two) between sentences. 8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last minute. 9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes. 10. Staple pages, top-left corner. Unstapled.

Spadoni • revised Jan. 2020 —continued— Checklist for .docx

Spadoni • revised Jan. 2020 —continued— Checklist for .docx

Spadoni • revised Jan. 2020 —continued— Checklist for .docx

rosemariebrayshaw

SPAN100 Course Summary Course : SPAN100 Title : Spanish I Length of Course : 8 Faculty : Dallas Jurisevic Prerequisites : N/A Credit Hours : 3 Description Course Description: This course will expose the student to the fundamentals of the Spanish language. The student will learn basic vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student will also learn about the Spanish culture through reading and listening exercises. Please note the technical specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet these requirements we strongly recommend you do not take this course. Please contact [email protected] if you are unsure or have any questions. * The ability to download and install the speech component. * A working microphone installed on the computer for speech recognition. * Access to streaming media is also required and should be confirmed before registering for the class. Course Scope: Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language…” Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and create with the language in practical ways. Students also correct peer work and in doing so, students solve problems (and thus engage in analysis, synthesis, and evaluation). In these courses, students gradually add to their vocabulary and communication skills, practice question- and- answer techniques, and apply what they learn in order to communicate and solve problems in practical situations. Objectives Students who successfully complete Spanish 100 should be able to: ► Listening Skills 1. Distinguish all the sounds of Spanish important to meaning. 2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical forms, and sentence structures. 3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues. ► Speaking Skills 1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to communicate with Spanish speakers. 2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in everyday situations (such as greetings, asking for directions, answering short questions, expressing basic needs and reactions, exchanging information, or persuading others) ► Reading Skills 1. Comprehend non- technical, narrative Spanish. .

SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx

SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx

SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx

rosemariebrayshaw

Sources and Resources for RC004 Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111 https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738 WEBSITE: KIDS COUNT DATA CENTER http://datacenter.kidscount.org/topics KIDS COUNT Data Center Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics WEBSITE: NATIONAL AND STATE FACTS http://www.cwla.org/our-work/advocacy/ WEBSITE: U.S. CHILD STATE DATA http://www.cwla.org/our-work/advocacy/ WEBSITE: DATA TOOLS http://www.nccp.org/tools/ Consider how this information will be beneficial within the context of Part 1 of your Work Product. WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL http://www.acei.org/ WEBSITE: DIVISION FOR EARLY CHILDHOOD http://www.dec-sped.org/ WEBSITE: INTERNATIONAL READING ASSOCIATION http://www.reading.org/ WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN http://www.naeyc.org/ WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE http://www.nbcdi.org/ BOOK EXCERPT: DEVELOPING INITIATIVES https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738 The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field. WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10 WEBSITE: LEGISLATIVE HOT TOPICS https://www.literacyworldwide.org/ WEBSITE: TAKEN ACTION NOW http://www.naeyc.org/policy/action WEBSITE: WHAT WE DO: POLICY http://www.nbcdi.org/what-we-do/policy BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product. https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738 https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738 https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738 This information is beneficial in the context of Part 2 and Part 3 of your Work Product. ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE https://www.zerotothree.org/resources/483-the-elements.

Sources and Resources for RC004Informed Advocacy in Early .docx

Sources and Resources for RC004Informed Advocacy in Early .docx

Sources and Resources for RC004Informed Advocacy in Early .docx

rosemariebrayshaw

Sources of General Information about the Topic A paragraph that explains that the following sources provide more in depth information about the topic. Smith, John. “An Understanding of Animal Experimen- tation.” The Journal of Animal Husbandry, vol33, no 2 Jan 2010 pp.70-91. JSTOR, ww.libray.dcccd.edu. Accessed 10-30-19. This paragraph will include indicative information about the source. Other info the reader needs about the source. This paragraph will include info about the value of the source. Other info needed by the reader . This can/will be multiple pages. The annotation is to include indicative and evaluative information—a combined annotation. For this and the following sec- tions needed will be five(5) sources and associated annotations for each. The sources are to be in standard MLA alphabetic order. An Annotated Bibliography Of Topic First Paragraph will include what the topic is in language that shows a complete understanding of the issue. The second paragraph will include statements about why this is a topic of concern. It may also include some background and defini- tions. Here will also be general information about the topic (GEN) The third paragraph will include some possible reasons why there are views in favor of the topic( PROs). The fourth paragraph will include some possible reasons why the topic has detrac- tors (CONs). Sources of Information in Favor of the Topic This paragraph will explain what some of the positions in favor of the topic are. It will provide more detail and depth about the PRO side of the issue. Jones, Mary. “Using Animals for Good.” Animals in Experiments, Society for Ethics in the Animal World. www.anieths.org. Accessed 10-30-19. This paragraph provides the indicative use of the info. It may include the breadth of the subject covered, the typical use, etc. This paragraph will discuss the relative merits of the article. Who can use it, whether it is complex or simple, is it a good source or is it somehow lacking. See above for more details on criteria for the annotations and bibliography. Sources of Information Opposed to the Topic This paragraph will explain some of the positions taken in opposition to the topic. It provides more detail and depth about the opposed position on the topic. Hector, James. “Animal Use in Cosmetic Re- search.” Animals in Our World, edited by The Staff of the Department of Ecology. 4th ed. Columbia UP, 2015, pp 456-459. This paragraph will include indicative information about the source. Other info the reader needs about the source. This paragraph will include info about the value of the source. Other info needed by the reader . .

Sources of General Information about the Topic A paragr.docx

Sources of General Information about the Topic A paragr.docx

Sources of General Information about the Topic A paragr.docx

rosemariebrayshaw

Southside Community Services: Mrs. Bargas Case History © 2018 Laureate Education, Inc. 1 Southside Community Services: Mrs. Bargas Case History Program Transcript [MUSIC PLAYING] LINDA FORTE: Hi, Mrs. Bargas, I'm Linda Forte, the social worker assigned to your case. It's nice to meet you. So what brings you in, today? MRS. BARGAS: Well-- I've been out of work about 3 months. And 2 weeks ago, my husband had a stroke. He's still in the hospital. So it's been-- a lot, all at once. And the money-- I don't know how going to pay the bills, or the rent. We cannot lose our home. We have five children. LINDA FORTE: Has this been hard on them? It sounds like you've been going through a lot since losing your job and your husband being in the hospital. I can understand how you can feel stressed and concerned. MRS. BARGAS: My daughter Amy-- she's my oldest-- she's been having the hardest time. She's cutting classes at school and she's failing two of her courses. LINDA FORTE: So how did you hear about our agency and how can I help? MRS. BARGAS: Well, my pastor said that you could help me find a job and maybe help with the rent money. And maybe Amy could-- speak to somebody. LINDA FORTE: OK. Has your daughter, Amy, has she ever expressed any interest in hoping to speak to somebody about her problems? MRS. BARGAS: Maybe. I don't know. I haven't really mentioned it to her. But my pastor thinks it's a good idea. LINDA FORTE: Has Amy ever spoken to the social worker at her school, before? MRS. BARGAS: No, I don't think so. LINDA FORTE: OK. That's fine. We can definitely talk about getting Amy some help. But first, why don't we talk a little bit about work experience. What kind of job are you hoping to find? MRS. BARGAS: Well, before I married my husband, I worked as a nanny. LINDA FORTE: OK. So why don't we talk a little bit more about that, about who you worked for, and what kind of job duties you had. MRS. BARGAS: Well, I was much younger when I was a nanny. Let me see, it was-- more than 12 years ago. But I don't think I could do that work, now. Maybe Southside Community Services: Mrs. Bargas Case History © 2018 Laureate Education, Inc. 2 I could work in an office. You know, I'm really good at working with people. Can you find me a job in an office? LINDA FORTE: I don't know. I work with a career counselor, here. She might be able to help you. MRS. BARGAS: I don't know how I'm going to pay the rent. LINDA FORTE: I know right now is really tough for you. MRS. BARGAS: I just don't know what to do. Nothing has turned out the way I hoped it would. My whole life. I'm really worried about my daughter, Amy. She's afraid to go to school. She loses her temper all the time. She yells at me and then locks herself in a room and she won't speak. I am so confused. I don't know what to do with her. I just-- I don't know. LINDA FORTE: It's OK to be upset. Mrs. Bargas? Are you OK? MRS. BARGAS: I'm sorry, what? LINDA FORTE: Are you all right? [MUSIC PLAYING] LINDA FORTE: Good.

Southside Community Services Mrs. Bargas Case History© 2018 Lau.docx

Southside Community Services Mrs. Bargas Case History© 2018 Lau.docx

Southside Community Services Mrs. Bargas Case History© 2018 Lau.docx

rosemariebrayshaw

Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.] Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source. Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each. In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality. -------------------- ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.

Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx

Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx

Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx

rosemariebrayshaw

Source for Article: Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html Article: Ethical Awareness: What It Is and Why It Matters ^ m d Aimee Milliken, PhD, RN Abstract Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested. Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1. DOI: 10.3912/OJIN.Vol23No01Man01 Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action. Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested. Background ...nurses do not often recognize daily activities... as having ethical implications. Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .

Source for ArticleMilliken, A. (2018). Ethical awareness What .docx

Source for ArticleMilliken, A. (2018). Ethical awareness What .docx

Source for ArticleMilliken, A. (2018). Ethical awareness What .docx

rosemariebrayshaw

Soria 2 Victoria Soria Dean Winther English 101 10 March 2020 RAVENArticle 1 by Theresa Capra (2009). Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children. Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children. Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty. Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article. Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015) Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority. Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education. Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world. Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics. Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017) Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority. Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.

Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx

Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx

Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx

rosemariebrayshaw

SPC1017 Rubric: Informative Speech Name: Jhoan Speech Topic: Tanorexia Time: 4 minutes Points: 81 Introduction 15% 4 Strong attention getter and relevance statement 3 Strong credibility statement 5 Good overview of main points Main Body 30% 5 Each main point is clear 5 Organization is logical 5 Information is new and relatable to audience, practical 3 Main points supported with research 3 At least one oral citation with needed information 3 Good transitions, good flow from one point to the next Conclusion 15% 5 Prepared audience for conclusion 4 Summarized main points, no extra information 4 Strong ending, related back to attention getter Delivery 40% 5 Good volume and speech rate 3 Good vocal variety, speaker was energetic, passionate 3 Good eye contact 4 Good posture and hand gestures, good overall body language 5 Good articulation, pronunciation (few verbal fillers, appropriate language) 4 Professional appearance, business casual attire, professional notes 3 Presentation aid (supportive, easily visible, correct spelling, duration) 4 Time Limit (stayed within designated time limit) 81 TOTAL 5 –Very Good 4 – good 3 – average 2– needs work 1 – unacceptable .

SPC1017 Rubric Informative SpeechName JhoanSpeech Top.docx

SPC1017 Rubric Informative SpeechName JhoanSpeech Top.docx

SPC1017 Rubric Informative SpeechName JhoanSpeech Top.docx

rosemariebrayshaw

South University College of Nursing and Public Health Graduate Online Nursing Program Aquifer Internal Medicine Internal Medicine 08: 55-year- old male with chronic disease management Author/Editor:Author/Editor: Cynthia A. Burns, MD INTRODUCTION HISTORY You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer. ! You are working with Dr. Clay in her outpatient diabetes clinic this morning. https://southu-nur.meduapp.com/ https://southu-nur.meduapp.com/document_sets/6094 Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago, but was lost to follow-up after that time. Based on review of the electronic medical record you are able to collect the following information prior to heading into the room to meet Mr. Morales: Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes mellitus thirteen years ago after experiencing a 20-pound unintentional weight loss, blurry vision, and nocturia. He was hospitalized six weeks ago with a non-ST elevation myocardial infarction and required three vessel coronary artery bypass grafting. During his admission, he was found to have a reduced ejection fraction of 20%. He was referred for today's visit by the cardiologist to focus on optimizing his glycemic control and reducing his risk of the comorbidities associated with poorly controlled Type 2 diabetes mellitus. His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had microalbuminuria at that time. DIABETES CHRONIC DISEASE MANAGEMENT 1 MANAGEMENT You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay. ! Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease management with you. Diabetes Chronic Disease Management Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications Macrovascular complications: Cardiovascular disease Cerebrovascular disease Microvascular complications: Retinopathy Nephropathy Neuropathy In particular, cardiovascular disease is the No. 1 cause of mortality for people with diabetes, and one of the top causes of morbidity. Hypoglycemia, infections, foot ulcers, and amputations are additional causes of morbidity and mortality in patients with diabetes. The American Diabetes Association publishes annual guidelines to assist in the management of a patient with diabetes. Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes diagnosis play in managementdiagnosis play in management Non-adherence with medical recommendations could be due to economic, work-related, religious, social, or linguistic barriers to care. Care must be taken to assess the psychosocial status of each person with diabetes at each clinic visit to ensure that barriers to successful diabetes care are minimized. Question Which .

South University College of Nursing and Public Health Graduate.docx

South University College of Nursing and Public Health Graduate.docx

South University College of Nursing and Public Health Graduate.docx

rosemariebrayshaw

Sources to Use: Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals- Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA). Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27. Running head: WEEK FIVE PAPER 1 TITLE OF PAPER 5 Week Five Paper Your Name Course Number & Title Instructor's Name Month Day, Year Week Five Paper Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading. Challenges and Communication Needs Communication Theories and Use to Effectively Engage Clients Three Verbal and Three Nonverbal Techniques to Use With Clients Selected Communication Theories and Benefits and Limitations How Active Listening Skills Are Used How Empathy Skills Are Used Family, Culture and Gender Issues Personal Communication Strengths and Growth Areas Conclusion . References The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order. Ashford Textbook (Online edition): * Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL Example: Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4 Online Journal Article (such as from the Ashford Library):** Author, A. (Year Published). Article title. Journal.

Sources to UseSuskie, L. (2014, March 17). What is good.docx

Sources to UseSuskie, L. (2014, March 17). What is good.docx

Sources to UseSuskie, L. (2014, March 17). What is good.docx

rosemariebrayshaw

Sooner or later you’ll find your-self leading a team where one or more of your people work remotely. You can turn this situa- tion into an advantage by leveraging diverse backgrounds and highly motivated employees. To do this, you’ll need to avoid the possible communication and effectiveness pitfalls and make sure you’re making use of all the means at your disposal to operate effectively from a distance. Interestingly enough, my experiences in P&G as both a remote manager and a remote employee have made me a more disciplined manager. Various situations, be it with remote teams who work from their homes or international employees in different time zones, bring unique characteristics to which you’ll need to adjust your management style. That said, the basics for any manager remain the same—you just have to do them better. Do them well, and you’ll have a highly energized and driven work team. The consequences of not doing so are twice as disas- trous with remote teams. What You Can Do Let me share some of my favorite must-do items for any remote leader. 1. Energize your team with a vision. To win as a team and as an organization, it’s critical to involve your remote group in the creation and deployment of a common vision. Ask yourself what your most important breakthrough will be, and set this as the direction that propels your people and your action plan. If it isn’t possible to do this face to face, take time to have a brainstorming forum, group chats, and calls with video where you come to a clear, meaningful statement of the accomplishment your team will be known for. 2. Engage them with a robust action plan. This is probably one of the most critical aspects of remote leadership. Each team member needs to feel engaged and have a clear understanding about what will be requested from them or their teams, how it will be mea- sured, and when you will expect it. To do this well is to set a solid foundation and clear the way for what will come. Draft an action plan with a clear link to your vision, and engage each team member individually with the objectives assigned to them. Align on the way updates will be presented and on key milestones. Give examples of the way you like updates to be presented and the data you expect to see in them. 3. Be in touch with your team. You need to be disciplined about having periodic touchpoints in order to stay connected. Watch out for overly independent employees who think they don’t need direction and allow the distance to grow. It’s important to align prior- ities, review action-plan progress, and talk about career development. It also doesn’t hurt to build a personal relationship that fosters trust and open communication. Though there are various con- straints, mostly financial, make sure to schedule face-to-face time as much as possible, and, again, make use of the vast array of available videoconferencing te.

Sooner or later you’ll find your-self leading a team where one.docx

Sooner or later you’ll find your-self leading a team where one.docx

Sooner or later you’ll find your-self leading a team where one.docx

rosemariebrayshaw

Sophia Bosoni, Tombra Esite & Junhui Liu February 6, 2020 Innovation and Organization Transformation The Boston Globe Organizational Transformations and Innovations Introduction The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually). The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic). Main Issue · Requires organization response involving key decision makers Underlying Causes Activity in the Four Frames Structural Frame The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people. Human Resources Frame Political Frame The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases. Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .

Sophia Bosoni, Tombra Esite & Junhui LiuFebruary 6, 2020 Innov.docx

Sophia Bosoni, Tombra Esite & Junhui LiuFebruary 6, 2020 Innov.docx

Sophia Bosoni, Tombra Esite & Junhui LiuFebruary 6, 2020 Innov.docx

rosemariebrayshaw

Soria 2 Victoria Soria Dean Winther English 101 04 February 2020 Poverty’s Impact on Education in America Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives. Featured Research Exploring the Job Duties That Impact School Counselor Wellness: The Role of RAMP, Supervision, and Support Nicole M. Randick 1 , Shannon Dermer 2 , and Rebecca E. Michel 3 Abstract The authors examined the predictive relationship between the performance of job duties informed by the American School Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors perform and wellness. We provide implications for school counseling practice and training programs. Keywords ASCA National Model, organizational factors, school counselors, wellness Wellness, defined as a way of life that fosters “the optimum state of health and well-being that each individual is capable of achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a central foundation of the school counseling profession. The American School Counselor Association’s ASCA Ethical Stan- dards for School Counselors require school counselors to perform duties identified by the ASCA National Model (ASCA, 2012, 2016; Standard B.3.c) and to “monitor their emotional and physical health and practice wellness to ensure optimal professional effectiveness” (Standard B.3.f). Therefore, school counselors must balance the dual task of supporting their students’ academic, social/emotional, and career development while also ensuring that their own wellness needs are being met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg, Lambie, & Robinson, 2016). School counselors must balance the dual task of supporting their students’ academic, social/ emoti.

Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx

Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx

Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx

rosemariebrayshaw

Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—5 pages here LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.] Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source. Use ONLY the sources designated and listed for this assignment. If for some reason you must use additional sources, do NOT google for them—use the university’s online library. In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality. -------------------- ON THE NEXT PAGE—How to list and how to cite the sources in your paper. The instruction sheet for Assignment 3 shows the Schultz class text (required for this) followed by a long list from which you may choose for your other sources. On the next three pages below, you will see a sample sources list for this assignment, just illustratin.

Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docx

Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docx

Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docx

rosemariebrayshaw

Some of the bibliography docs Karls Marx https://www.marxists.org/archive/marx/works/1844/manuscripts/labour.htm A Vindication of the Rights of Woman with Strictures on Political and Moral Subjects Mary Wollstonecraft Copyright © Jonathan Bennett 2017. All rights reserved [Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations, are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the omission of a brief passage that seems to present more difficulty than it is worth. Longer omissions are reported between brackets in normal-sized type.—If this work gets you interested in its author, read Claire Tomalin’s fine The Life and Death of Mary Wollstonecraft (1974). First launched: April 2010 Contents Dedicatory Letter 1 Introduction 4 Chapter 1: Human rights and the duties they involve 7 Chapter 2: The prevailing opinion about sexual differences 12 Chapter 3: The same subject continued 26 Chapter 4: The state of degradation to which woman is reduced by various causes 36 The Rights of Woman Mary Wollstonecraft Chapter 5: Writers who have rendered women objects of pity, bordering on contempt 53 Section 1: Rousseau . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Section 2: Fordyce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Section 3: Gregory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Section 4: Some women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Section 5: Chesterfield . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Chapter 6: The effect that an early association of ideas has on the character 71 Chapter 7: Modesty comprehensively considered and not as a sexual virtue 75 Chapter 8: Morality undermined by sexual notions of the importance of a good reputation 80 Chapter 9: The pernicious effects of the unnatural distinctions established in society 85 Chapter 10: Parental Affection 89 Chapter 11: Duty to Parents 91 Chapter 12: National education 93 Chapter 13: Examples of the harm done by women’s ignorance 99 Section 1: Charlatans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Section 2: Novel-reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Section 3: Dressing up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Section 4: Sensibil.

Some of the bibliography docsKarls Marxhttpswww.marxi.docx

Some of the bibliography docsKarls Marxhttpswww.marxi.docx

Some of the bibliography docsKarls Marxhttpswww.marxi.docx

rosemariebrayshaw

Sources of Risk for Chronic Conditions in the State of Florida DHA-7010 - Project and Resource Management in Integrated Systems 4/05/20 * Introduction A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. Various sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors. Introduction A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors. * Sources of Technical Risk Factors Technical risk factors in this project are associated with factors such as: Scope definition in the study Research design Research of information (Cachada et al., 2019) Methods used to conduct the research study Sources of Technical risk factors Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019) . * Sources of Managerial Risk Factors Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019). Sources of managerial risks affecting the success of this project include the following factors: Cost factors Legal factors Legal factors Sources of managerial risk factors Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations. Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions. Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.

Sources of Risk for Chronic Conditions in the State of Flo.docx

Sources of Risk for Chronic Conditions in the State of Flo.docx

Sources of Risk for Chronic Conditions in the State of Flo.docx

rosemariebrayshaw

So ur ce : S hu tt er st oc k. co m : A na to ly T ip ly as hi n 104 PART ONE DIRECTING THE OPERATION ● Implementation – the way that strategy is operationalized or executed. Three issues are often mentioned by strategy practitioners as being important in achieving successful implementation: the clarity of the strategy, the nature of the leadership provided by top management, and effective project management. ● Monitoring – involves tracking ongoing performance and diagnosing data to make sure that the changes are proceeding as planned and providing early indications of any devi- ation from the plan. ● Control – involves the evaluation of the results from monitoring the implementation so that activities, plans and performance can be assessed with the intention of correcting future action if that is required. CASE STUDY McDonald’s: half a century of growth 13 It is loved and it is hated. It is a shining example of how good-value food can be brought to a mass market. It is a symbol of everything that is wrong with ‘industrialized’, cap- italist, bland, high-calorie and environmentally unfriendly commercialism. It is the best-known and most loved fast food brand in the world with more than 36,000 restau- rants in 117 countries, providing jobs for 1.7 million staff and feeding 69 million customers per day (yes, per day!). It is part of the homogenization of individual national cul- tures, filling the world with bland, identical, ‘cookie cutter’, Americanized and soulless operations that dehumanize its staff by forcing them to follow ridged and over-defined procedures. But whether you see it as friend, foe, or a bit of both, McDonald’s has revolutionized the food industry, affecting the lives of both the people who produce food and the people who eat it. It has also had its ups (mainly) and downs (occasionally) as markets, customers and economic circumstances change. Yet, even in the toughest times it has always displayed remarkable resilience. What follows is a brief (for such a large corporation) summary of its history. Starting small Central to the development of McDonald’s is Ray Kroc, who by 1954 and at the age of 52 had been variously a piano player, a paper cup salesman and a multi-mixer salesman. He was surprised by a big order for eight multi-mixers from a restaurant in San Bernardino, California. When he visited the customer he found a small but successful restaurant run by two brothers Dick and Mac McDonald. They had opened their ‘Bar-B-Que’ restaurant 14 years earlier, and by the time Ray Kroc visited the brothers’ operation it had a self-service drive-in format with a limited menu of nine items. He was amazed by the effectiveness of their operation. Focusing on a limited menu including burgers, fries and beverages had allowed them to analyse every step of the process of producing and serving their food. Ray Kroc was so impressed that he p.

Source Shutterstock.com .docx

Source Shutterstock.com .docx

Source Shutterstock.com .docx

rosemariebrayshaw

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Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx

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Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx

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Source for ArticleMilliken, A. (2018). Ethical awareness What .docx

Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx

Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx

Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx

SPC1017 Rubric Informative SpeechName JhoanSpeech Top.docx

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