Students will use the internet to find at least four scholarly.docx

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Students will use the internet to find at least four scholarly resources to answer the following questions related to autism: (1) What are the possible early signs/symptoms of autism? (2) What are the proposed origins/causes of autism? (3) What are the most effective treatments for autism? (4) What is the prognosis/outcome for a person who is being treated for autism? (5) What would you do if an infant of a close friend or family member began showing signs of autism? Please include your sources in your paper – either after each question. You must have a different web source for each of the questions. Please type a paper answering the above questions formatting it in the following manner: 12 font Times Roman, double spaced. List each question followed by at least one “long” paragraph with information answering the question . Below each paragraph copy and paste the source site from which you retrieved the information . You must have a ‘different’ resource site for the first four questions. Paper should be longer than one page. ...

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in the following manner: 12 font Times Roman, double spaced.
List each question followed by at least one “long” paragraph
with information answering the question
. Below each paragraph copy and paste the source site from
which you retrieved the information
.
You must have a ‘different’ resource site for the first four
questions. Paper should be longer than one page.

Similar to Students will use the internet to find at least four scholarly.docx

AP Language Mrs. Mathew Unit 3: Synthesis Project You will be creating an AP Exam Synthesis Question. The Synthesis Question gives you several sources and asks you to combine (synthesize) them with your own thoughts to create a cohesive essay. This is the same goal as a research paper. Your question (prompt) and sources should be formatted, labeled, and presented as on the AP Lang Exam. This will be modeled after the ones in the sample packets you were given. Source Requirements: · 8 sources · No sources older than 10 years · At least two sources published within the last two years (2020, 2021, 2022) · Provide 1-2 sources that are images (political cartoons, graphs, charts, etc.) · Sources should demonstrate a range of positions and approaches to the topic. Your goal is to figure out what 2-3 of the main “sides” are in the debate around the issue and represent those sides fairly. Research Resources: · Use this link to access academic databases through CPS and Lane. Example topics: · Security vs Privacy: Personal Rights · Standardized Education Movement · Parenting Styles of the 21st Century · Why Movements Matter: Voices of the People · Technology’s Impact on American Families Project Requirements: Include, neatly formatted in one document · Prompt page with directions, introduction, and assignment · 6 sources · MLA citation of each source · 3 potential thesis statements for this essay a. One that is open b. One that is closed c. One that is a counter argument thesis. · Choose one thesis statement, and create an outline of a response to ensure that others can synthesize these sources. The most effective Synthesis Prompts give the test-takers a wide variety of sources to consider. These sources are of various types, lengths, and opinions. This diversity allows each test-taker to choose their own individual approach to the assignment while providing them with the tools to adequately synthesize into their paper. You are going to choose EIGHT sources specific to your assigned topic. This will ensure that your group will be providing sources that show the complexity of the issue. Therefore, when choosing your sources, keep several guidelines in mind: 1. Choose sources that cover a variety of viewpoints on your assigned topic, making sure to keep the sides evenly represented. 2. Choose sources from a wide variety of locations and formats. Use the list below as guidance; it is certainly not all-inclusive. Requirements are in CAPITAL letters. Beyond those required types, you may choose the rest of your sources at your discretion. **ACADEMIC JOURNAL National Newspaper (online or print editions) Data Online Article (NO WIKIPEDIA) **EDITORIAL Poll Results ** NEWS WEBSITE Popular Culture Magazine **IMAGE (graphs, charts, cartoons, photos) Primary Book Source Essay by an expert Private Web Page or Blog post Field-Specific Magazine article Published letter from individual Government Publicat.

AP LanguageMrs. MathewUnit 3 Synthesis ProjectYou will .docx

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Comparative Criminal Justice: International Crime Witness Please no Plagiarized work Use the Internet to research criminal proceedings in one (1) of the six (6) model countries from the textbook England, France, Germany, China, Japan, Saudi Arabia. Imagine you are traveling abroad in your chosen country when you witness a local national committing a violent assault. The criminal is arrested and charged by the police. Upon returning to the United States, a professor in one of your criminal justice classes asks you to complete a written report on your experience. Write a three to five (3-5) page paper in which you: Determine the pertinent demographic, social, political, and economic factors about your chosen country. Examine the manner in which your chosen country’s criminal code would likely view the crime you witnessed. Provide a rationale for the response. Choose two (2) individual rights that the United States grants criminal suspects, such as search and seizure, right to counsel, etc., and analyze the country’s perspective on each right. Provide support for the analysis. Investigate the manner in which the police in your chosen country would likely treat the defendant. Provide justification for the response. Classify the fundamental similarities and differences between the police culture in your chosen country compared to the United States. Use at least four (4) quality references. Note: Wikipedia and other Websites do not qualify as academic resources. Your assignment must follow these formatting requirements: Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. Discussion Questions: This is a separte assignment which only requires answers to the questions instead of a paper. Examine at least two (2) ethical concerns surrounding supranational courts that may have an influence on the United States’ reluctance to ratify the Rome Statute. Express the extent to which you agree these ethical concerns are valid. Provide support for your response. According to the textbook, judicial independence is a driving principle in the court system. Determine at least two (2) factors that can impede this principle and debate the extent to which the court system can overcome each factor. .

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The Research Process for the Informative Speech . 1. GENERAL PURPOSE: Determine whattype of speech you are doing: Informative speech. Example: “I am here to inform the class…” 2. SPECIFIC PURPOSE: Determine what your topic will be. Several of the databases will give you ideas. Examples: “…about the film director Steven Spielberg…” or “…about three types of cancer…” 3. THESIS STATEMENT is the 3 or 4 main points about the topic that you will discuss. Determine your main points from articles in the database. Examples: “…I will discuss his childhood, his directing career and his awards and charity work...’’ or “…I am here to inform the class about three types of cancer that affect women: breast, ovarian and uterine cancers…” 4. After forming your thesis statement, GATHER INFORMATION. Start at the Library homepage: http://libguides.elcentrocollege.edu/ and specifically for speech class-related topics: http://libguides.elcentrocollege.edu/speech/spch1311. Search the databases for relevant information. Remember, you must use a minimum of 3 database sources, but all of your articles can come from one database. Always ask your speech professor before using Google to find content sources or images. Many articles and images found on Googled sites are themselves uncredited, and using them may lead to unintended plagiarism. Look for database sources that provide information including: · An attention-getter to open with impact such as statistic or expert quote. Examples: “…Variety magazine reports that Spielberg’s Jaws made nearly $1 billion dollars since its release in 1975…” or “…Planned Parenthood reports that poorer women are 10 times more likely to die of breast cancer…” · A method of connecting to the audience (motivating the audience to listen to what you have to say), which can be utilized with a question to the members of the audience. Always allow them to answer and count the number who respond in the affirmative. Know some examples in case you get no responses the first time and need more information to ask another question. Examples: “…How many of you have seen a Steven Spielberg movie? 10 of you…” or “…How many of you have lost a family member to cancer? … How many of you have lost a member to breast cancer? ...” · Conclusion, such as another statistic or little-known fact for the end-of-speech attention-getter. · Photographs, maps and measured charts for Visual support (for PowerPoint) and facts that explain them. 5. Give credit to your sources by creating your works cited page as you gather your information. Keep in the required MLA (Modern Language Association) format. A Print version and a Web version of MLA document will be provided by the professor, compliments of Purdue University’s O.W.L. Department. Any photo used in your PowerPoint without a credit line on the slide that coincides with your works cited page sources, or any point or subpoint on an outline without a silent credit (author) list.

The Research Process for the Informative Speech . .docx

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Req#1 Children who watch Television spend less time reading or drawing than children who don’t. Paper of Minimum 1500 words of Language Development Hypotheses: ' Children who watch Television spend less time reading or drawing than children who don’t.' . The Paper is to include a discussion, based on a minimum of three articles, books or chapters in a book (excluding the class Textbook), which describe, discuss, support and/or refute the hypothesis. A minimum of three citations with references in APA format will be included at the end of the paper. Also at the end of the paper will be included a short Appendix which will answer three questions: 1. What were the databases used to find each article. (For example in the Communicative Disorders Multisearch example shown below we searched ten Data Bases but found most of our articles inPubMed.) 2. What was the search strategy which was used, i.e., the search words used in each database to find the articles. (In the example below, we used the terms “Television and (Language Development). We put the last two terms in brackets so that the computer would link Television to both terms and not just “Language.”) 3. Was each article cited an example of Primary or Secondary research? As defined by the Library at UC Berkley, “Primary sources were either created during the time period being studied, or were created at a later date by a participant in the events being studied (as in the case of memoirs) and they reflect the individual viewpoint of a participant or observer. Primary sources enable the researcher to get as close as possible to what actually happened during an historical event or time period.” “ A secondary source is a work that interprets or analyzes an historical event or phenomenon. It is generally at least one step removed from the event. Examples include scholarly or popular books and articles, reference books, and textbooks.” Req# 2--TECHNOLOGY APPLICATION AND PRACTICE: An Annotated Bibliography will be developed including Five (100 word minimum) Annotated Citations. With the exception of the first, these will be based on topics obtained from the Language Development Hypotheses in the list provided at the end. The First annotated citation will be on the Topic of the “Legal and Ethical Dimensions of the Use of Information.” This information can be obtained from the Internet using a search engine such as Google Scholar. The annotated citation should be in APA format and should include the URL (address) of the of the internet site. The annotation should provide an overview of the discussion and/or list the most critical points. The second two of these citations will be obtained through Databases of professional books and journals available online through the CSUN Library. For more information on how to find these databases please see the discussion in the Class Requirements Section Online. These citations will be reported in APA format. Included in the annot.

Req#1Children who watch Television spend less time reading or draw.docx

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Week 3 Discussion The Discussions are not simply statements of opinion. They are intended to allow you to expand upon and apply the principles discussed in your textbook, the lectures, and/or other research you conduct. Each week a question will be posed for your consideration. Before answering, you should review the chapters covered during this week and the lectures. For the Week 3 discussion, please pick one of the topics below to discuss. Your initial post to the Week 3 discussion is required to be completed and posted by 11:59 p.m. ET Thursday . Your initial post is required to be at least 250 words and this MUST be in your own words. You are required to include at least one reference in your initial post with proper citation and this includes BOTH an in-text citation and a full citation reference at the end of the post. Do NOT use Wikipedia , Blurtit , Yahoo Answers or ANY open blog or ANY open source where anyone can post responses and the information is not verified. These are unacceptable academic resources; be sure to use reliable sources of information and research carefully. Also, do NOT copy and paste from the Internet. If you DO quote a phrase, be sure to try and explain the phrase afterward, be sure it is enclosed in quotation marks (""), and be sure that you show which reference the quote came from. Do not count quoted material or the citation in your 250 word count requirement. Please do not plagiarize. If you quote word for word (verbatim) from a source, you MUST put quotation marks around it AND you MUST cite the source at the end of your post. It is NOT simply enough to put a source at the end. You are required to make at least two additional response posts to two different students (or one student and the professor) on two separate days and not posted on the same day as your initial post. The response posts should be at least 100 words and be substantive in nature. While pleasantries such as "I agree" or "great job" are nice, they will not count as one of your required posts. A complimentary, philosophical, or off-topic comment does not count as one of the three required entries. For example, it does not help us to tell us that you did not know something before you read an entry. All entries should help everyone understand one or more of the concepts presented. Your posts are required to be posted on at least 3 separate days with all being completed by 11:59 p.m. ET Sunday of Week 3 (the end of the week). Refer to the rubric below to see how points are allotted for the discussion board posts. Refer to the rubric below to see how points are allotted for the discussion board posts. Threaded Discussion Rubric Post 1 60 Points Possible 1. Student submitted an appropriate and substantive post to the original assignment. This includes addressing all of the original questions/issues in a grammatically correct and logical manner. 30 2. Assignment submitted on time and on a different day than other posts. 1.

Week 3 DiscussionThe Discussions are not simply statements of opin.docx

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Case Study: Ebola virus How to create a case study The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your chance to show that you understand the key teaching points about a microbe and to communicate these points to in a written format. Have at least 3-4 key referenced points in each of the five areas. The chart below suggests the type of information requested for the pathogen. Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix). Be sure to include two discussion questions (and provide complete answers) that you can incorporate into your case study (place them at the end of your write-up). These questions should help connect your case to other material in the course. For example, what other microbes have an A-B toxin? What other viruses are transmitted by fecal-oral spread? Pertinent references can be listed at the bottom of your outline in a small font. Use Council of Science Editors (CSE) Style format for all references. Your textbook may be listed as “Microbiology: A Human Perspective Eugene W. Nester et.al. McGraw-Hill Publisher 7th edition/ 2012”. Typical Case What does a typical case look like? Use the standard format for a patient presentation with chief complaint (CC), history of present illness (HPI), key physical exam details (PE), lab findings, signature signs, and any other important findings. Description of the infectious agent If it is a bacterium, how is it classified? If it is a virus, what kind of nucleic acid does it have? Does it target specific cellular types (tropism)? Does it form a spore? Is it aerobic? Is it intracellular? Can it only be grown in a specific type of media? How is it distinguished from other members of the species? Does the pathogen have a significant history with humans or animals? Epidemiology What do you feel are the most important points about the epidemiology of the disease? Incidence? Portal of entry? Source? Is it a normal microbiota component in the human body? Does it only occur in certain populations or certain geographical areas? Is there a vector involved? What and who is the vector? Is it zoonotic? Does it appear seasonally? Are there currently any outbreaks of this pathogen? What is its ecological niche? Is there a reservoir? Are there currently any outbreaks or epidemics of disease from this pathogen? Pathogenesis What is the range of diseases caused by the agent? What organs are affected? What symptoms might the patient have? What is the disease course? Will the patient recover? Are there any long-term sequelae of infection? Latency? Prophylaxis/Treatment Is there an antitoxin? Specific antibiotics or a class of antibiotics that are used? Is there a vaccine available? Is treatment curative? Does infection make you immune? Is this immunity life-long? Is there drug resistance? Are there novel treatments? Discussion Questions With Responses Two (2) discussion questions with respons ...

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Composition Project 3: Writing Portfolio Your Writing Portfolio is an online space where you gather pieces of your writing and make an argument about how those pieces demonstrate significant development of your writing, your thinking, and/or your research skills. It is also a place where you can address more specifically your relationship to the goals of the course. You will select one of the FWP Outcomes that resonates with you, and you will use reflective analysis as a tool to closely examine a variety of your own compositions over a period of time. Reflective analysis helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts, it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others. As you move through the FWP sequence, the Writing Portfolio will give you lots of practice in doing reflective analysis, which will help you to work toward two of the FWP Outcomes (and others, too): 1. Students will reflect on their own and others’ writing and communication processes and practices. They will learn that the term “writer” applies to themselves and their peers. 1. Students will use writing to embrace complexity and think about open-ended questions. The skills you gain by closely examining your compositions, and by making larger claims about your writing abilities based on the compositions you include, will help to prepare you for the reflective analysis you will be asked to do later in your academic and professional life. English 101 Writing Portfolio and Reflective Analysis Assignment Your Reflective Analysis should accomplish four tasks: 1. It should make an argument about your writing development. Read the FWP Outcomes and choose ONE of the Outcomes as the focus for your argument. You have lots of options here. 1. It should use pieces of your own writing as evidence for your argument. Specifically, you should integrate the following compositions as sources in your analysis: 1. 2 major projects from 101 1. 2 informal compositions from 101 1. Any other supporting compositions you would like to use 1. It should do “meta-analysis” of those compositions as it makes its argument. “Meta-analysis” is your examination of your own work, your writing-about-your-writing. 1. It should be directed to a specific a.

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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.

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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.

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Sources and Resources for RC004Informed Advocacy in Early .docx

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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

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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

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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

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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

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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

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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

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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

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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

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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 leverag- ing 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 measured, 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

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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

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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

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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

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Some of the bibliography docsKarls Marxhttpswww.marxi.docx

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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

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.

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Students will use the internet to find at least four scholarly.docx

1. Students will use the internet to find at least four scholarly resources to answer the following questions related to autism: (1) What are the possible early signs/symptoms of autism? (2) What are the proposed origins/causes of autism? (3) What are the most effective treatments for autism? (4) What is the prognosis/outcome for a person who is being treated for autism? (5) What would you do if an infant of a close friend or family member began showing signs of autism? Please include your sources in your paper – either after each question. You must have a different web source for each of the questions. Please type a paper answering the above questions formatting it

2. in the following manner: 12 font Times Roman, double spaced. List each question followed by at least one “long” paragraph with information answering the question . Below each paragraph copy and paste the source site from which you retrieved the information . You must have a ‘different’ resource site for the first four questions. Paper should be longer than one page.

Students will use the internet to find at least four scholarly.docx

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