(1) Organizational DesignMore than ever, groups and teams are re.docx
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(1) Organizational Design More than ever, groups and teams are responsible for executing tasks in the workplace. Take a position on the following statement: All organizations should use the group structure as the basic building block for designing and organizing jobs. (2)Group Development Process Consider the Tuckman group stage process schema as discussed in Chapter 2 of your text. Identify specific actions a manager can take at each stage of the process to best help a group reach the performing stage. Support your statement with the textbook (use and cite). Required Resources Text Read the following chapters in Group behavior in organizations : Chapter 1: Understanding Groups and Teams Chapter 2: Group Development Multimedia Elements of group dynamics [Video file]. Retrieved from Films on Demand. This video supports the Group Development Process discussion this week. Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) Finding the right resources [Video file]. Retrieved from Films on Demand. This video supports The Research Project exercise this week. Accessibility Statement (Links to an external site.) Privacy Policy .
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![Multimedia
Elements of group dynamics
[Video file]. Retrieved from Films on Demand.
This video supports the Group Development Process discussion
this week.
Accessibility Statement (Links to an external site.)
Privacy Policy (Links to an external site.)
Finding the right resources
[Video file]. Retrieved from Films on Demand.
This video supports The Research Project exercise this week.
Accessibility Statement (Links to an external site.)
Privacy Policy](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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CMGT445 ApplicationImplementationCopyright ©2017 by Uni.docx
CMGT/445 Application
Implementation
Copyright ©2017 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
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Course Dates
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Faculty Information
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Activity Analysis of Coloring
Mariah Stump
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Activity Analysis: Coloring
Description:
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in this activity. Coloring can als.
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0 Choose one of the organizations described in the “Four Case Studies on Corporate Social Responsibility” article; analyze the information about the organization; and write a 4-page case study paper (2 pages of content). Include in-text citations from at least 2 peer reviewed sources. The case study paper should include the following sections: A. Introduction B. Description of the organization’s original corporate social responsibility (CSR) policies and reporting C. Description of the conflicts D. Description of resultant changes in the CSR policies and reporting E. Conclusion
.
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The first part of this presentation is a situational assessment of typical challenges in IT project delivery using the SCRAP (Situation, Complication, Resolution, Action, Proof) model. This is essentially a business case for Agile. So if you are looking for ways to get buy-in for Agile, this is the place to be.
The second part of this presentation shows you what Agile is from 50,000 ft. From this high up, we'll be covering the essential elements from a business and management perspective. We'll cover what Agile is, what it does, how it works and what it achieves.
If you are interested in learning or communicating the value of Agile, then this is the presentation for you!
Please email me if you would like a download.
Session 3
This document discusses aligning intervention resources with student needs using a multi-tiered framework. It explains that universal supports at Tier 1 are not enough to meet all student needs and some students will require more intensive intervention. An efficient problem-solving process and protocol of evidence-based interventions matched to student need is needed. Readers are asked to read about and note-take on the framework, specifically universal Tier 1, collaborative Tier 2, and intensive Tier 3 problem solving. They will then participate in a group discussion to summarize responses.
CMGT445 ApplicationImplementationCopyright ©2017 by Uni.docx
CMGT/445 Application
Implementation
Copyright ©2017 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
This course will cover the process and issues associated with the implementation of a computer application information
system. Topics will include the processes associated with sponsor and stakeholder approvals, end user training, technical
staff training, conversion from existing application(s), and integration into the information system production environment.
This course will also examine the use of development and testing environments and the testing procedures related to the
implementation of a computer application information system.
Course Dates
Jan 17, 2017 - Feb 20, 2017
Faculty Information
• Academic Policies
• Instructor Policies
University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be
slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the
policies governing your current class modality.
Academic Resources
• Course Software
Instructions
Click the link for additional course software requirements.
Note: We do not recommend trial software versions because they expire.
SupportingMaterial
Course Software
• College of IS&T Resources
Instructions
Click the link to review the College of IS&T Resources.
SupportingMaterial
College of IS&T Resources
• College of IS&T Website
Instructions
Click the link to access the College of IS&T Website.
SupportingMaterial
College of IS&T Website
Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the
following two documents (both located on your student website):
Policies
John Harvey (PRIMARY)Name :
Email Address : [email protected]
Phone Number : (412) 482-7952
Get Ready for Class
• Familiarize yourself with the textbook used in this course.
Instructions
Tilley, S., & Rosenblatt, H. (2016). Systems analysis and design (11th ed.). Boston, MA: Cengage Learning.
Course Materials
All electronic materials are available on your student website.
Week1 Jan, 17 - Jan, 23
Preparing for Implementation
Tasks
1.1 Define roles of key implementation personnel and list key responsibilities of each role.
1.2 Identify key elements of the change control process.
1.3 Define tasks in the implementation plan.
Objectives/Competencies
Required Learning Activities
• Ch. 1, Systems Analysis and Design
Read Ch. 1, "Introduction to Systems Analysis and Design," of Systems Analysis and Design.
Instructions
• Ch. 2, Systems Analysis and Design
Read Ch. 2, "Analyzing the Business Case," of Systems Analysis and Design.
Instructions
• Lynda.com®: Requirements Elicitation: Interviews
Watch "Using Interviews to Elicit Requirements" from Section 1, "Introduction to Interviews," of the Lynda.com® video
"Requirements Elicitation: Interviews" with Angela Wick.
Lynda.com® Video Access
Su ...
Tyc vlogger powerpoint
This document provides an overview and training for new members of the blogging team at Trans Youth Channel (TYC). It describes the purpose and structure of the blogging team, expectations and responsibilities of daily and backup bloggers, procedures for submitting videos and descriptions to Dropbox, and how the blogging team interacts with other teams at TYC like research and outreach, video editing, and quality analysis. Bloggers are expected to create one video per week on their assigned topic and day, submit it to Dropbox by the deadline, and engage with viewers on social media. The training covers best practices for video production and provides resources for video editing.
Workgroup Support System
This document discusses workgroups and workgroup support systems. It describes three types of workgroups: cross-functional teams, project teams, and permanent teams. A workgroup support system is a system designed to improve team performance through information sharing and flow. It is built on groupware, which provides tools like messaging, document management, and application development to support collaboration. Examples of groupware include Lotus Notes and Collabra.
Task 2 assignment (8 PPT Slides)This is the outline of the team .docx
Task 2 assignment (8 PPT Slides)
This is the outline of the team scenario that happened with the HR department when they were essentially turned into a call center and listed below is the outline of issues. This is what need to be used in order to develop the power point slides. The listed bullet points below are the main points.
· Identification of five best practices of high performing teams
· Proposal of a solution to the teamwork problem
Slides must have speaker notes
Ask HR
Solution
Center Outline
1. November 2017
a. Some were told they would be moved
b. Positions offered & accepted
c. Compensation Consultant
2. December 2017
a. communications about solutions center
b. Management met with groups affected
c. Open-door policy
d. Asked for ideas to be submitted
3. January 2018
a. Building layout announced
b. Desks assigned
c. Final group meetings to discuss move
d. Positions that were offered to some, were given to others without notification (issues begin to arise)
e. Management encourages staff to apply for lead positions after they move to the solution center
f. Move takes place on Jan 28th
4. Feb 2018
a. Team of 11 introduced to each other
b. Team leads already selected, no interviews held, no opportunity given to others
c. Training begins
d. Initial team
i. Would be divided into subject matter expert groups
ii. Assigned tasks (licensure, employee health, data entry, etc)
e. 4 more team members added (current employees were told the 4 would be brought on just to answer phones)
5. March 2018
a. Phone/staff schedule released.
b. All staff on phones
i. 2 hours per day, then 4 hours per day, then 6 hours (schedule keeps changing)
ii. Team leads have zero scheduled phone time, they are also not responsible for additional work or tasks
c. Phones go live March 4th
i. Staff overwhelmed, high que volumes
ii. Leads constantly telling staff to take calls
iii. Leads are not helping take calls.
iv. Team begins to become discouraged
v. Promises were not kept
vi. Told we are slaves to our phones
vii. Some team members not taking calls during their scheduled phone time and others are forced to pick of slack
d. Team notified all of their personal stats would be posted for everyone to see. Stats include:
i. Length of calls
ii. Time off calls or in between calls
iii. Number of calls taken
iv. Number of breaks taken and length
e. Scheduled tightened even more, flexibility of start and end time lost.
Team members looking for other jobs, some verbally reprimanded for voicing concerns and complaints, morale dropping.
In this assignment, you will explore attachment in depth and discuss variants in attachment based on parenting style, gender, and culture.
Watch segments 1-4 of "Classic Studies in Psychology," located in this week's Electronic Reserve Readings. This must be one of your cited resources for your paper.
Write a 700-word paper that addresses the following:
· Define attachment.
· What behaviors in children are associated with being secure ...
HRM 562 Education Organization - snaptutorial.com
For more classes visit
www.snaptutorial.com
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
HRM 562 Entire Course NEW
1. The document provides details for an assignment involving analyzing organizational learning issues and proposing recommendations. As VP of HR, the student must research a major issue preventing individual learning from transitioning to organizational learning.
2. In a paper, the student must assess the culture regarding knowledge sharing, identify issues using examples of mystifications, critique current learning mechanisms with an example, and evaluate norms applying two examples.
3. For a memorandum, the student must identify issues discovered, barriers impacting learning, justify a suitable learning mechanism, and suggest actions to increase trust and safety. A proposal must then be created summarizing findings and recommendations to address the transition issues.
It 284 week 4 discussion question 2
This document provides information about an online course on organizational change management. It outlines the weekly objectives, readings, assignments, and due dates for four weeks of the course. The course covers topics such as factors that drive organizational change, analyzing what needs to be changed within an organization, managing resistance to change, and implementing change. Assignments include individual papers on drivers of change and the change transition curve, as well as team assignments where students collaborate to analyze a case organization and make recommendations on potential changes.
Back To Basics: Agile Practices
Let's discuss this on my blog: http://www.sarfata.org/back-to-basics/basic-agile-practices/
My goal today was to extract the most important (IMHO) practices of agile methodologies that can be applied individually or together to improve the performance and well-being of project teams. I split those practices into two: practices for the developers, practices for the entire team.
My selection of practices included:
* Pair programming
* Collective Code Ownership
* Refactoring
* Test Driven Development
* Continuous Integration
* Standup Meeting
* Kanban (the post-it board)
* Time-boxing - Sprint
* Backlog
* Retrospective
Slides distributed under the CC-BY-SA license. As always feedback is much appreciated!
Hrm 562 Education Specialist -snaptutorial.com
For more classes visit
www.snaptutorial.com
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.) into organizational learning. The Chief Executive Officer (CEO) has
Please prepare a one-pageProject Idea that includes the .docx
Please prepare a
one-page
Project Idea
that includes the following:
1. What type of project
would you like to do: develop a proposal for a new business; develop a plan to green an existing business; creative project; or research project?
2. What is the big idea
that you would like to pursue? (1-2 sentences)
3. Why
did you decide on this idea? (2-3 sentences)
4. If working in a team
, please list each team member and include either one specific role that they will play in the project or one link to a helpful resource that they have found that will inform the team’s project.
If doing an individual project
, please list at least one resource that will inform your thinking.
5. Develop a
proposed timeline
for the project (including the deliverables below, plus additional steps needed to produce the deliverables).
See the project guidelines under Course Documents or linked
here
for more information.
.
SEMESTER 1: Creative Thinking Skills Project 1 Brief- Ultimate Survival Kit (...
SEMESTER 1: Creative Thinking Skills Project 1 Brief- Ultimate Survival Kit (...University of Nottingham
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the process of selecting two items for the kit and why they are important. Groups will be assessed on their understanding of the brief, creative process, quality of the finished kit, and effectiveness of their advertisement. Individuals will be assessed on demonstrating understanding of the brief and clearly documenting their item selection process.SEMESTER 1: Creative Thinking Skills Project 1 Ultimate Survival Kit Brief (g...
SEMESTER 1: Creative Thinking Skills Project 1 Ultimate Survival Kit Brief (g...University of Nottingham
This document outlines a group project assignment for a creative thinking skills course. Students will work in groups to design an ultimate survival kit with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the reasoning for two items they propose. Groups will be assessed based on understanding the brief, creative process, originality of the kit design, and effectiveness of the ad campaign. Individuals will be assessed on demonstrating understanding of the brief and quality of their item documentation.CTS S1P1 - survival kit project brief
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 included items. Each student must contribute 2 items and document their item selections. Groups must create packaging, a usage manual, an advertisement video, and maintain a process journal. Students will be evaluated both as a group based on meeting requirements, creativity, and effectiveness of their survival kit and individually based on their item contributions and documentation. The goal is to apply practical and creative thinking skills through investigating and designing an effective survival kit.
Project 1 ultimate survival kit project- brief
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the process of selecting two items for the kit and why they are important. Groups will be assessed on their understanding of the brief, creative process, quality of the finished kit, and effectiveness of their advertisement. Individuals will be assessed on demonstrating understanding of the brief and clearly documenting their item selection process.
BRIEF CTS P.1 Survival Kit
This document outlines a group project assignment for a creative thinking skills course. The assignment requires students to work in groups to design an "Ultimate Survival Kit" with 20 items, a manual on how to use the kit, an advertisement video, and packaging/branding. Each student must also individually document the process of selecting two items for the kit and why they are important. Groups will be assessed on their understanding of the brief, creative process, quality of the finished kit, and effectiveness of their advertisement. Individuals will be assessed on demonstrating understanding of the brief and clearly documenting their item selection process.
Hrm 562 Future Our Mission/newtonhelp.com
For more course tutorials visit
www.newtonhelp.com
Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.) into organizational learning. The Chief Executive Officer (CEO) has asked you, as the Vice President of Human Resources, to assist with the issue and to help the organization transition its culture to this new way of learning. Before you provide any recommendations to address the issue,
HRM 562 Enhance teaching - snaptutorial.com
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Assignment 1: Identifying the Organizational Learning Issues
Due Week 3 and worth 250 points
SCENARIO: Suppose that your organization, or an organization with which you are familiar, is dealing with a major issue in transitioning individual learning (e.g., sharing knowledge, training programs, working as a team, experiences, procedures, processes, etc.) into organizational learning. The Chief Executive Officer (CEO) has
It 284 week 2 discussion question 2
This document provides instructions and assignments for an organizational change management course. It outlines weekly objectives, readings, discussion questions, individual assignments, and learning team assignments. The individual assignment for week 2 asks students to analyze how factors like an organization's mission statement and internal/external environments influence the need for change. It also requires students to discuss how the transition curve could impact a company undergoing reorganization or pricing changes.
Similar to (1) Organizational DesignMore than ever, groups and teams are re.docx (20)
Agile Executive Briefing - Situational Assessment + 50k Ft View
Agile Executive Briefing - Situational Assessment + 50k Ft View
CMGT445 ApplicationImplementationCopyright ©2017 by Uni.docx
CMGT445 ApplicationImplementationCopyright ©2017 by Uni.docx
Task 2 assignment (8 PPT Slides)This is the outline of the team .docx
Task 2 assignment (8 PPT Slides)This is the outline of the team .docx
Please prepare a one-pageProject Idea that includes the .docx
Please prepare a one-pageProject Idea that includes the .docx
SEMESTER 1: Creative Thinking Skills Project 1 Brief- Ultimate Survival Kit (...
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1 Activity Analysis of Coloring M.docx
1
Activity Analysis of Coloring
Mariah Stump
Therapeutic Recreation: Professional Practicum I
2
Activity Analysis: Coloring
Description:
Coloring is a leisure activity that involves creativity and imagination. Coloring can be an
individual or group activity. In order to color, the participant must have a coloring sheet, coloring
utensils, sharpener, and a hard surface. The coloring utensils can be crayons, colored pencils, or
markers. The goal of coloring is to bring color to the objects on the coloring sheets by shading
them with the coloring utensils. After choosing a coloring sheet, the participant must choose the
colors they feel will look best on the picture. If the coloring utensil is not sharp, they can use a
sharpener. Then the participant chooses a section to start and which color to use for that section.
They should start by coloring the inside edge of the section to help them stay in the lines. After
coloring the edge, they can color the center. They should continue to choose a section, choose a
color, shade the inside edge, and shade the center until the picture is fully colored (How).
Precautions/ Safety Issues:
Some people may want to take precaution if they are allergic to some of the chemicals in
crayons, colored pencils, or markers. They must avoid ingesting any of these coloring utensils.
Participants also need to avoid inhaling the smell of the markers. This could cause damage to the
brain, lungs, heart, liver, kidney, and peripheral nerves if it becomes a habit (Inhalants).
Special Considerations:
This activity is for people age 4 and up. Children younger than four have a hard time
staying in the lines, and may not benefit from the activity (Eye). Also, people that are blind may
be unable to do this activity unless adaptations are made.
Demands:
Although coloring is mainly a cognitive activity, it also has some physical, social, and
emotional demands. Some of the cognitive demands include deciding what picture to color and
which colors to use. Coloring is physically demanding, because the participant must have hand-
eye coordination in order to color in the lines. Sitting is the primary body position during
coloring, so the participant must also have sitting endurance. The dominant arm, wrist, hand, and
fingers are also involved, so the person must have the arm strength and stability needed to finish
the coloring page. Coloring is normally an individual activity, however, more than one person
3
can participate at one time. Coloring in a group could make the activity socially demanding, if
the people choose to interact with one another. Coloring could make a person feel joyful,
relaxed, or frustrated. Joy or happiness could come from completing the coloring page. Coloring
has been shown to relieve stress, so participants may feel relaxed or laid back while participating
in this activity. Coloring can als.
0 Choose one of the organizations described in the Four Case Studie.docx
0 Choose one of the organizations described in the “Four Case Studies on Corporate Social Responsibility” article; analyze the information about the organization; and write a 4-page case study paper (2 pages of content). Include in-text citations from at least 2 peer reviewed sources. The case study paper should include the following sections: A. Introduction B. Description of the organization’s original corporate social responsibility (CSR) policies and reporting C. Description of the conflicts D. Description of resultant changes in the CSR policies and reporting E. Conclusion
.
1 ITNE2003 Install, Configure, Operate and T.docx
1
ITNE2003
Install, Configure, Operate and Troubleshoot
Medium-Size Networks
Assignment
March 2020
2
ITNE2003 Assignment
Assignment Type Individual Assignment
Week Issued 7
Total Marks 100
Weightage 20%
Submission Deadline Week 12 (Midnight 31-May-2020) via Moodle
Submission files
Only one submission per student
(student name and ID should be included in the
report)
Two files are needed
1. Cisco Packet Tracer file
2. Report in MS Word containing screenshhots
and brief explanation
Penalties
Penalties for late submission and plagiarism in
accordance with VIT guidelines
The purpose of the assessment is to test students on their ability to apply
Switching theories and concepts.
Copyright © 2015-2018 VIT, All Rights Reserved.
3
ITNE2003 Assignment
Objectives
This assessment relates to the unit learning outcomes as in the unit descriptors. It checks your
understanding about configuring and troubleshooting medium-size networks.
In this assignment you will demonstrate your knowledge and skills in subnetting an IP address space,
configuring RIPv2 and OSPF routing protocols as well as NAT.
Remember that all your screenshots should include your student ID as the hostname of router (e.g.
Melbourne3-S1234).
The following video tutorials can help you refresh your knowledge on IP subnetting, static routing and
dynamic routing:
Subnetting:
• https://www.youtube.com/watch?v=YdprN_CFVOo
• https://www.youtube.com/watch?v=Deq9Dq-Kc-k
• https://www.youtube.com/watch?v=6wpnYAAfTFo
Static Routing:
• https://www.youtube.com/watch?v=Sa5XuO9H29M
• https://www.youtube.com/watch?v=PtKsssg63-A
Dynamic Routing:
• https://www.youtube.com/watch?v=0efXawUgNZg
• https://www.youtube.com/watch?v=aViWX9I4BK8
• https://www.youtube.com/watch?v=DGV61XHtAXc
Configure RIPv2 and OSPF:
• https://www.youtube.com/watch?v=gljWJxOlSGU
• https://www.youtube.com/watch?v=FeerlZTd7xo
NAT:
• https://www.youtube.com/watch?v=xkCgYaJXDSk
Copyright © 2015-2018 VIT, All Rights Reserved.
https://www.youtube.com/watch?v=YdprN_CFVOo
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=Deq9Dq-Kc-k
https://www.youtube.com/watch?v=6wpnYAAfTFo
https://www.youtube.com/watch?v=Sa5XuO9H29M
https://www.youtube.com/watch?v=PtKsssg63-A
https://www.youtube.com/watch?v=PtKsssg63-A
https://www.youtube.com/watch?v=PtKsssg63-A
https://www.youtube.com/watch?v=0efXawUgNZg
https://www.youtube.com/watch?v=aViWX9I4BK8
https://www.youtube.com/watch?v=DGV61XHtAXc
https://www.youtube.com/watch?v=gljWJxOlSGU
https://www.youtube.com/watch?v=FeerlZTd7xo
https:.
1 Case Study #23 Is Yahoo!’s Business Model .docx
1
Case Study #23:
Is Yahoo!’s Business Model
Working in 2011 and Today?
BUS 189 - Prof. Larry Gee
Team # 5 - The A+ Students
Aimee Gohil - # 7260
Sean Luis - # 0283
PM - Karin Proven - # 7884
Krysta Sumabat - # 2199
Friday, December 4 2015
2
Table of Contents
Appendix 1: History, Development, and Growth ……….………………………………………. 3
Appendix 2: Internal Strengths and Weakness ….………………………………………………. 8
Appendix 3: Nature of External Environment …..……………………………………………... 11
Appendix 4: SWOT Analysis…………….………….…………………………………………. 12
Appendix 5: Corporate-Level Strategy ...………………………………………………………. 18
Appendix 6: Business- Level Strategy …………………………………………………………. 20
Appendix 7: Company Structure and Control Systems………...………………………………. 22
Appendix 8: Recommendations...………………………………………………………………. 24
Case Question 1 ……….………………………………………………………….…….……… 25
Case Question 2 ……….………………………………………………………………..……… 29
Case Question 3 ………………………………………………………………………..………. 32
Case Question 4 ……………………………………………………………………….….……. 36
Conclusion …………………………………………………………………………….….……. 38
Bibliography………………………………….………………….……………………….….…. 40
3
Appendix 1: The History, Development, and Growth
Yahoo! is a global technology company best known and recognized for their search
engine, web portals, email services, and similar technologies. Yahoo! is currently working hard
to stand out from competitors by executing several strategies, including corporate level strategies
such as acquisitions, horizontal and vertical integration. It is clear with the struggles Yahoo! has
faced over the past 7 years that they need to regain market share, expand their demographics,
improve innovation, and build brand loyalty to be profitable. The company’s past strategy of
acquisitions has been costly and has not produced the desired result.
Yahoo! was founded by David Filo and Jerry Yang and the company is based in the heart
of the Silicon Valley in Sunnyvale, California. (McCullough) In 1994, David and Jerry were
graduate students at Stanford University, studying to obtain their Ph.D. in Electrical
Engineering. The World Wide Web was a tool they used, but the user experience left them
extremely frustrated. Thousands of pages would appear which were random and unorganized,
making the tool overly cumbersome and difficult to use effectively. Realizing there was a better
way to organize the information, the pair found a way to manage all these websites by specific
content. What David and Jerry provided was a hierarchically organized index compared to an
index of pages. They named this organized hierarchy “David and Jerry’s Guide to The World
Wide Web” and published it in 1994.
Initially their site was used mainly by their friends and for their own personal
use. However, over time, more and more people came across the time saving website, spreading
the word about “David and .
06identifying exceptions and RECOGNIZING WINSWe can .docx
|06|identifying exceptions and
RECOGNIZING WINS
“We can always choose to
perceive things differently.
We can focus on what’s
wrong in our life, or we can
focus on what’s right.”
Marianne Williamson
RECOGNIZING WINS | 98
Where We Have Been
In the previous chapter, you learned the concept of neuroplasticity, the brain’s ability to be “plastic” or “changeable”
in nature by actually growing new neural pathways when tasked with creating new thinking patterns. You also
discovered that you cannot always trust your thoughts as they can get stuck in the habit of delivering faulty
information based on self-limiting and self-sabotaging beliefs. You were also introduced to the concept of cognitive
reframing, which highlights your ability to view the same information or experience through a different and more
productive frame of reference. And finally, we shared the narrative concept of externalizing problems; the concept
invited you to examine whether your self-concept was too closely defined by common problems like procrastination,
anxiety, or overwhelm. We further examined what steps to take to start to have a constructive relationship with
externalized problems by dialoguing with them as a way of escaping their impact.
Where We Are Going
In this chapter, we will dive deeply into the concept of finding exceptions to problem-saturated stories. Returning
again to Angela, we will use her story as a teaching tool as we bring into focus exactly how the narrative process is
engineered to discover these exceptions to problems. Highlighting her process will set the stage for you to highlight
your own as you begin inquiring into your own personal narrative in a way that draws on actual evidence from your
own life story thus far.
In this chapter, you will come to find that you, like us all, have unexamined exceptions to the problem-laden beliefs
that may be hard to abandon. Because of this, you will be taught how to explore the creative process of finding
exceptions—those times when despite all odds and the many neural pathways that have already been carved so
deeply to support the dominance of problems, something exceptional still occurred (Figure 1).
Gearing Up
» To develop a new relationship to your problem(s), now that you have learned to
externalize them
» To expand your non-cognitive vernacular (generate more words to convey the Big 7)
» To take cognitive reframing to the next level by learning how to find exceptions to your
problems (times the problem wasn’t in control)
» To understand the neuroscience behind asking the right questions and visualizing
yourself as successful in combating the effects of your problem(s)
» To see the importance of recognizing wins in your life
» To recognize that your wins are not context dependent, but “you” dependent
Figure 1. Exceptions can be found
anywhere, even in something as
simple as paying a bill on time
rather than letting the problem of
procrastination t.
08creating YOUR GAME PLANNothing will work unle.docx
|08|creating
YOUR GAME PLAN
“Nothing will work
unless you do.”
Maya Angelou
YOUR GAME PLAN | 135
Where Have We Been
In the previous chapter, we focused on the importance of cultivating courage as a necessary component in creating a
life that is aligned with your greatest gifts, values, and, of course, engaging in the exploratory process of uncovering
your personal “why.” You were encouraged to discover your “courage compass” and to use it as often as is helpful
and enjoyable, but particularly when fear comes knocking. You were also taught about the astonishing power of your
imagination and its ability to activate your unconscious mind’s internal GPS in helping you to move in the direction of
your desired future. Lastly, you learned how neuroscience relates to visualization, feeling and experiencing yourself
embody real or imagined moments in a sequence of events that aids the brain in believing them.
Where We Are Going
Well, you’ve made it to the end. This final chapter of the re:MIND methodology culminates into a process of
synthesizing all that you have learned in the previous chapters into very personalized “game plan” (Figure 1). We say
personalized because as we lead you through this process of creating a trustworthy game plan that can weather all the
storms of your life, we will focus on proactively anticipating and forecasting any challenges that might arise, so that they
do not derail your progress. You see, you will want to be at-the-ready and prepared when problems surface because, as
you learned in Chapter 7, your life and your legacy are too important to leave in the hands of self-doubt, or problems
like fear, guilt, or anxiety. But first, we’re going to look back on your journey. Without further ado, let’s get started.
Gearing Up
» To review all that you’ve learned in order to prepare you for the final step
» To re-visit the structure of positive self-talk
» To create your personal game plan
» To help you plan against multiple mindset problems
» To prepare you for future mindset problems outside your plan
Figure 1. Your game plan will prepare
you for what is to come.
YOUR GAME PLAN | 136
Remembering Your Journey
Every step of this process has been leading you to this final outcome. The opportunity here lies in combining the
material in a way that makes the most sense for you given the challenges that you currently face, or that you anticipate
facing in the near future. By having a game plan, you will be armed with a coping strategy that is comprehensive,
reliable, and fully committed to your success. Before we dive into the game plan, let’s take a brief journey and review
what you’ve learned as a way of refreshing your mind and preparing you for this final step.
Self-Talk, Self-Doubt, and Your Personal Narrative
When you first started, you may not have had a clear sense as to where this journey was taking you. The process
started with three students tripping over both a l.
1 2Week 4 Evidence and Standards ACC49142020Week .docx
1
2
Week 4 Evidence and Standards ACC/491
4/20/20Week 4 Evidence and Standards
Comparison of Audit, Scientific and Legal Evidence Standards.
According to "Investopedia" (2020), generally accepted auditing standards (GAAS) are a set of systematic guidelines used by auditors when conducting audits on companies' financial records. GAAS helps to ensure the accuracy, consistency, and verifiability of auditors' actions and reports. The Auditing Standards Board (ASB) of the American Institute of Certified Public Accountants (AICPA) created GAAS. (para 1).
Scientific evidence is information gathered from scientific research, which takes a lot of time to conduct. But there are a few things that all this research needs to have in common to make it possible for businesses to accept it as "evidence" ("The Conversation," 2020).
Legal evidence is represented by what is lawful to be proven by law to be valid or invalid, true or untrue.
Consideration of Sample Sizes and Methods (random, haphazard, monetary unit sample, judgmental) and how sampling affects evidence.
Evidence gathered should be representative of the population. The chances that the sample taken is not representative of the population is sampling risk, which should be controlled by using proper sample size and appropriate selection. (Arens, Elder, & Beasley, 2014, p. 476)
The selection of a sample is made using the following methods: random, haphazard, monetary unit, and judgmental.
Random sample selection is made by giving all items in a population the same chance of being selected. Sample selection is used when there is no need to emphasize some items in the population. (Arens, Elder, & Beasley, 2014, p. 478)
Haphazard sample selection is made without any distinguishing characteristics such as size or source. (Arens, Elder, & Beasley, 2014, p. 480)
Monetary unit sampling is a statistical method used for testing details of balances. Samples are selected based on the probability proportional to size sample selection. (Arens, Elder, & Beasley, 2014, pp. 566-567)
Judgmental sampling is based on the auditor's decision on which items from the population to review. It's based on auditor's knowledge of the business and industry, as well as their experience in auditing.
Relevance, Reliability and Sufficiency of Evidence.
Our company's control over financial reporting is a process that's designed to assure the reliability of financial reporting and the preparation of financial statements for external purposes under generally accepted accounting principles. Management is responsible for establishing and maintaining internal control over financial reporting (as defined in Rule 13a-15(f) under the Exchange Act). They assess the effectiveness of the internal control over financial reporting based on the criteria that were set forth in the Internal Control-Integrated Framework that was issued by the Committee of Sponsoring Organizations of the Treadway Commission (2013 framework). Managem.
02.05 The Bill of Rights AssessmentAssessmentYou learne.docx
02.05 The Bill of Rights: Assessment
Assessment
You learned in the lesson that the Constitution protects individual rights that affect most citizens' daily lives. You also learned that the government must balance the rights and needs of individuals with the needs of the public. Limitations to individual rights are most obvious during a time of crisis.Imagine your area is in a state of emergency and you are concerned about the balance of liberty and security as people try to return to their normal lives, recover what was lost, and rebuild what was destroyed. Compose an email you could send to elected officials to voice your concerns. Your email should include positions on two of the potential issues related to civil liberties found below.
Steps
Use this
Template
for your email. Write an introductory paragraph for your email that explains why rights are not absolute. Include how the Constitution safeguards and limits individual rights.
Imagine that the following situations have occurred in your community following the disaster. Select two of the following situations to address and evaluate in your email:
????© 2012 BananaStock/ThinkstockThe government suspended the right of habeas corpus (the right to see a judge after arrest to determine if imprisonment is lawful).
The government forced people to evacuate from their homes.
The press accessed the disaster area and published a story in a national newspaper about the event.
The government allowed federal and state troops to be quartered in private residences to assist residents and protect order.
Citizens were denied the right to bring legally owned firearms to storm shelters.
The government made certain dangerous areas off-limits, which prevented residents from accessing their homes and personal property.
Prisoners were kept in prisons that lacked power, supplies, and plumbing during the emergency.
The federal and state courts postponed scheduled criminal and civil trials due to the emergency.
The government prevented the press from publishing graphic photos of victims of the natural disaster to protect the privacy of the victim’s family.
The federal government stated that local and state governments are solely responsible for the disaster recovery efforts and that it will not be providing assistance.
Once you have chosen the concerns you wish to address, compose a well-written response to each situation with the following information:
the Constitutional amendment that relates to the situation
arguments that could be made for or against the action that took place
your position on the situation and the reasons you think officials should agree with you
Save your email and check it for spelling and grammar.
.
0091-4169049501-0001THE JOURNAL OF CRIMINAL LAW & CRIMINOL.docx
0091-4169/04/9501-0001
THE JOURNAL OF CRIMINAL LAW & CRIMINOLOGY Vol. 95, No. I
Copyright © 2004 by Northwestern Utliversity, School of Law Primed in U.S.A.
CRIMINAL LAW
COMMUNITY POLICING AND YOUTH AS
ASSETS
JAMES FORMAN, JR.
INTRODUCTION
Over a decade afiter it was first introduced, community policing
remains the most important innovation in American policing today. Called
"the most significant era in police organizational change since the
introduction ofthe telephone, automobile, and two way radio,"' community
policing has been supported by the past three Presidents, Congress, every
major police organization, and much ofthe public? A broad cross-section
Associate Professor of Law, Georgetown University Law Center. I presented an earlier
version of this paper to the law faculties at Columbia University, Fordham University,
Georgetown University, New York University, University of Michigan, and Yale University,
and am grateful for the comments I received. 1 would like to thank Akhil Amar, Michael
Barr, David Cole, Arthur Evenchik, Jeff Fagan, Owen Fiss, Sam Gross, Don Herzog, Dan
Kahan, Jerry Kang, Randy Kennedy, Steve Mastrofski, Jim Ryan, Mike Seidman, Reva
Siegel, Gerry Spann, Bill Stuntz, Susan Sturm, and Adrien Wing for helpful comments, and
Edeanna Johnson-Chebbi for help with the manuscript. Margaret Rodgers, Tamaria Kai
Perry, Nicole Devero, Kristen Johnson, and Om Kakani provided first-rate research
assistance.
' Edward R. Maguire & William Wells, Community Policing as Communication Reform,
in LAW ENFORCEMENT, COMMUNICATION AND COMMUNITY 33,33 (Howard Giles ed., 2002).
^ Edward R. Maguire & Charles M. Katz, Community Policing, Loose Coupling, and
Sensemaking in American Police Agencies, 19 JuST. Q. 503, 504 (2002); see also Wesley G.
Skogan, Preface to COMMUNITY POLICING: CAN IT WORK?, at xii (Wesley Skogan ed., 2004)
(community policing "is so widely known and popular with the public and city councils that
it is hard to fmd a police chief that does not claim that his or her department is on board
because they have adopted this or that community-friendly program");WESLEY G. SKOGAN
ET AL., O N THE BEAT: POLICE AND COMMUNITY PROBLEM SOLVING 21 (1999) (reporting that
by 1997, fifty-four percent of police departments had adopted some type of community
1
2 JAMES FORMAN, JR. [Vol.95
of the legal academy also endorses community policing. Those who seek
new ways for inner-city communities to mobilize against disorder and
crime support it,̂ as do others whose principal concem is reducing police
abuse of minorities.'*
In this Article, I will argue both that there is much to be said for
community policing and that it has not reached its potential. The flaw, I
suggest, is that a critical group—youth and young adults—has largely been
left out of the new policing model. Community policing rejects the
discredited "warrior" approach to policing, in which inner-city communities
were viewed as implacably hostile to the policing enterp.
.,Discuss power, authority, and violenceDifferentiate between .docx
.,Discuss power, authority, and violence
Differentiate between the different types of governments around the world
A response to the initial question(s) below
Responses to at least two other students' posts
Step 1
Conduct research on the Internet.
Pick three countries from around the world that have different political systems than the United States. Explore their characteristics in terms of power and authority.
Step 2
Write a post answering following questions.
How does the political system work in each of these countries?
Who are the power holders? Are they elected?
Do they have governments?
Answer the questions in paragraphs and please add sociology references to each paragraph.
.
. Why is understanding the fundamentals of persuasion and argume.docx
. Why is understanding the fundamentals of persuasion and argumentation necessary in technical writing?
2. In analyzing the audience for a persuasive document, what broader goals is the write hoping to achieve?
3. In planning a persuasive document, what constraints must the writer consider? Please be precise.
4. What are the elements of a persuasive argument? Briefly explain each.
5. A successful persuasive document must avoid logical fallacies, name them.
6. What is persona? What characteristics would help a writer to demonstrate, as well as establish, an attractive persona to his or her audience when preparing a persuasive document?
7. What are the elements of a coherent paragraph?
.
09-15 PRACTICAL EXERCISE PE 4-04-1 TITL.docx
09-15
PRACTICAL EXERCISE: PE 4-04-1
TITLE: Project PRT
INTRODUCTION:
Many situations will occur during your tours, which test your ability to solve complex problems.
When we are faced with solving a problem the first and most critical step is identifying the
problem. Often times we try to fix symptoms of the problem instead of the problem itself.
INFORMATION:
Upon graduating the SEA, you report to your new squadron. During your check-in brief with the
Command Master Chief, you discover the collateral duty of Command Fitness Leader (CFL) is
vacant. You have the training and interest in this program and willingly volunteer. Your
Commanding Officer’s welcome aboard interview goes well and he appears very satisfied of
your eagerness to accept duties as CFL. During the interview he mentions the number one
complaint from the crew is their inability to perform PT during the workday. His concern is the
high number of failures among the younger members of the crew during the previous PFA cycle
(13 percent of Sailors fewer than 24 years old failed the run portion and seven percent of the
command failed the body composition portion of the previous cycle’s PFA). The current
command instruction requires personnel to PT after normal working hours. The Captain wants
to make the PT program a part of the workday and asks you to develop a schedule where
everyone will have an opportunity to meet the CNO’s directives (one hour per day/three times
per week).
When you meet the Maintenance Master Chief, you mention the concern of the Captain over the
Command PT program. The Master Chief is aware of the crew’s complaints regarding the
requirement to PT after normal working hours. He doesn’t see the importance of the program
when weighed against the amount of daily mission-essential maintenance required on “his”
aircraft. Three of the six department heads seem satisfied with the current program and do not
see a need for change. You find the CPOs are not happy with the current program (because of
the high failure rate on the previous PFA) and fully support a change. They are unwilling to defy
the Maintenance Master Chief. The Command Master Chief pledges his full support of any
reasonable plan you and the Chiefs develop as long as each department maintains no less than a
supervisor, collateral duty inspector (supervisor can dual hat as CDI), and three workers. Your
plan must have PT for everyone.
ASSIGNMENT- Post your answer on the discussion board:
1. Identify the problem.
2. Write a problem statement.
3. Explain why you believe the problem you identified is the root cause and not a symptom.
Assignment 3: Project Proposal – Execution, Control, and Closure
Due Week 10 and worth 150 points
Note: This is the third of three assignments which, as a whole, will cover all aspects of the project life cycle relevant to your selected project. THIS ASSIGNMENT IS BASED .
0Running Head NON-VERBAL COMMUNICATIONS 10NON-VERBAL C.docx
0
Running Head: NON-VERBAL COMMUNICATIONS 1
0
NON-VERBAL COMMUNICATION
Contributor, N. T. (2019, December 23). Communication skills 3: non-verbal communication. Retrieved from https://www.nursingtimes.net/clinical-archive/assessment-skills/communication-skills-3-non-verbal-communication-15-01-2018/
Non-verbal communication is primarily about body language, but other factors such as the layout or decoration of a room, or someone’s clothing or appearance, can also communicate messages. Non-verbal communication can be a supplemental for verbal communication and can reinforce or substitute a spoken message. The non-verbal communication can be different in each situation and each encounter. It is affected by the patient’s sensitivities, how one is regarded and the situation itself. it is very important to facilitate the positive non-verbal interactions in the health care settings. Body language can be crucial as it aids in communication and also helps to decode and react appropriately to other people’s visual and cues. Also, the cultural differences can affect the non-verbal communication as some non-verbal communication can be considered appropriate in some cultures. Thus, it is required to have some knowledge regarding cultural differences and cultural competence.
Liu, Calvo, A., R., Lim, & Renee. (2016, June 7). Improving Medical Students' Awareness of Their Non-Verbal Communication through Automated Non-Verbal Behavior Feedback. Retrieved from https://www.frontiersin.org/articles/10.3389/fict.2016.00011/full
The non-verbal communication of clinicians has an impact on patients’ satisfaction and health outcomes. Yet medical students are not receiving enough training on the appropriate non-verbal behaviors in clinical consultations. Computer vision techniques have been used for detecting different kinds of non-verbal behaviors, and they can be incorporated in educational systems that help medical students to develop communication skills. We describe EQClinic, a system that combines a tele-health platform with automated non-verbal behavior recognition. The system aims to help medical students improve their communication skills through a combination of human and automatically generated feedback. EQClinic provides fully automated calendaring and video conferencing features for doctors or medical students to interview patients. We describe a pilot (18 dyadic interactions) in which standardized patients (SPs) (i.e., someone acting as a real patient) were interviewed by medical students and provided assessments and comments about their performance. After the interview, computer vision and audio processing algorithms were used to recognize students’ non-verbal behaviors known to influence the quality of a medical consultation: including turn taking, speaking ratio, sound volume, sound pitch, smiling, frowning, head leaning, head tilting, nodding, shaking, face-touch gestures and overall body movements. The results showed that students’ awareness.
... all men are created equal ... they are endowed by their Cre.docx
"... all men are created equal ... they are endowed by their Creator with certain unalienable Rights, ... among these are Life, Liberty, and the pursuit of Happiness." – Preamble to the Declaration of Independence (National Archives, 2020)
Imagine that you are Thomas Jefferson during the eventful days of 1776 (the year the Declaration of Independence was signed), when protest and revolt energized the air.
If Thomas Jefferson looked into the future, he might not have realized just how important and revered the Declaration of Independence would become. The Declaration is studied and admired all over the world, and its importance continues to grow.
Read more about the Declaration and its importance in this article
.
For your Discussion Board post complete the following:
Explain why you think the Declaration has become the revered document that it is.
Discuss whether you think the Declaration of Independence is relevant in your life today and why
.
-Extended definition of AI and contextual overview.-Detailed d.docx
-Extended definition of AI and contextual overview.
-Detailed discussion of two or three uses of AI – what it can do and reasons why it is likely to be beneficial.
-Analysis of any problems arising from these uses of AI.
Harvard references style
.
1 CDU APA 6th Referencing Style Guide (Febru.docx
This document provides guidelines for referencing and citing sources using the APA (American Psychological Association) style. It includes information on formatting reference lists, citing sources in text, and examples of how to reference different source types such as books, journal articles, web pages, and more. Key elements such as author names, publication dates, titles, and publisher information are outlined.
1 How to Overcome Public Perception Issues on Potable R.docx
1
How to Overcome Public Perception Issues on Potable Reuse Projects
Michael R. Markus, P.E., Orange County Water District, Fountain Valley, CA
Eleanor Torres, Orange County Water District, Fountain Valley, CA
Abstract
The purpose of this paper is to provide an overview of how the Orange County Water District
(the District; OCWD) was able to insulate itself from public opposition to its potable reuse
project, the Groundwater Replenishment System (GWRS).
To understand what challenges the District would be facing it is important to first understand
what was happening with other projects that were being developed at the same time in
Southern California. Second, it is important to understand the process by which the outreach
program was developed and how it was executed. That program was ongoing and changed
with the project to help anticipate and react to various issues that developed. Finally, it will be
shown how important it is to continue the outreach efforts and outline the various steps the
District has taken to educate people on the benefits of reuse.
Introduction
The Orange County Water District manages a very large groundwater basin (basin) in central
and north Orange County in the state of California, U.S.A. It was created by the State
Legislature in 1933 for that purpose and is governed by a 10-member Board of Directors that
sets policy, establishes the amount of pumping out of the basin and sets tariffs. The District
currently has set the amount of groundwater that can be pumped out of the basin at 77% of the
total water demands for its 19 retail agencies which serve 2.5 million people. The remaining
23% of its water supply is dependent on water that is imported into the region.
The Southern California region has a semi-arid climate, which receives approximately 355 mm
of rainfall per year. Most of its water is imported from two primary outside sources, the
Colorado River and the Sacramento-San Joaquin Delta (the Delta) in Northern California. The
Metropolitan Water District of Southern California (MWD) built a 320 km aqueduct in the
1930’s bringing water from the Colorado River into Southern California and then participated in
the building of a 640 km aqueduct in the 1960’s from Northern California to bring water from
the Delta to Southern California. These supplies are enough to meet the water demands in
most years, but they are variable and the amount of water through these systems is dependent
on hydrology and certainly in the future, climate change.
Groundwater basins provide an important source of supplemental supply to the imported water
provided by MWD. A sustainably managed basin can provide a reliable source of low-cost
water, with groundwater costing half as much as imported water. The Orange County Water
District relies on rainfall, stormwater capture, Santa Ana River flows, untreated imported water
and recycled water for refilling its basin. This amount of water.
. Thoroughly complete each part of the prewriting process.. .docx
. Thoroughly complete each part of the prewriting process.
. Create a strong thesis statement.
. Analyze quotations and supporting evidence.
Remember that the purpose of researched information is to prove your own point--not to make that point for
Include strong supporting evidence, if required.
Once you've done some research, you'll probablAll essays must have a main ide
) Is my name clearly on the assignment EXACTLY the way it is documented in StraighterLine’s system? (E.g., if your middle initial is in the system, is it on your paper?)
2.) If applicable, have I used one of the required topics for the paper?
3.) Am I uploading the correct assignment?
4.) Have I met the minimum word requirement?
5.) Have I submitted
my own work
? Plagiarized essays WILL BE FLAGGED and you will need to resubmit a revised version.
6.) Have I used both in-text
and
bibliographic citations as appropriate?
7.) Have I saved my paper in a format Turn It In can open?
8.) Have I removed any previous comments I got from tutors?
DRAF1): Descriptive Paragraph (Optional)
7(2)
FINAL: Descriptive Paragraph (Required)
d
(3)Annotated Bibliograph
y (Required
, 8(4)
DRAFT: Compare/Contrast
(Optional)
(5)
FINAL: Compare/Contrast (Required
(6)
DRAFT: Personal Narrative (Optional)
(7)
FINAL: Personal Narrative (Required)
0
D(8)RAFT: Persuasive (Optional
0(9)
FINAL: Persuasive (Required)
12/13/18, 1:051
0
5
(Required)
1
REQUIRED DRAFT: Researc
0
1(12)4
FINAL: Research (Required)
(12)
d)
1
Descriptive Paragraph (Optional)
Descriptive Paragraph
(
(1)
Annotated Bibliography
(
: (3)Compare/Contrast (Optional)
L: C ompare/Contrast (Required)
,
T: Personal Narrative (Optional
L: Personal Narrative
Persuas
:
Persuasive (Required)
T: Argumentative (Optional)
,
L: Argumentative (Required
0
11
REQUIRED DRAFT: Research
: Research (Required)
.
. Research Paper Give a behaviorists response to the charge t.docx
. Research Paper
Give a behaviorist's response to the charge that:
a. Behavior therapists ignore the past.
b. Behavior therapy is coercive.
c. Rewarding behavior causes children to refuse to do anything unless a reward follows.
d. If one child is reinforced, another child might increase his negative behavior to get a reward.
Address each one of these charges separately, and give research evidence to support your statements and arguments. the doc must have 5 minimum page length.
.
-QuestionsDiscuss how Adam vision was formedHow did he deve.docx
-Questions:
Discuss how Adam vision was formed
How did he develop compassion for the outsider and marginalized?
Is compassion inborn or learned?
How does humor fit into health care delivery?
Why aren’t there more people like Adams?
Explain how Sr Adams fits into either an opt group or in group
Format:
3-5 pages
times new roman 12
1 inch margins
double spaced
.
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