A Case Study of Data Acquisition and Reporting
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Module 4 Assignment #1
A Case Study of Data Acquisition and Reporting
Learning Outcomes:
2. Competently advocate, identify, and evaluate essentials for effective leadership, particularly for school counselor roles in multidisciplinary teams, leaders, advocates, and systemic change agents in P-12 schools on all related assignments/assessments at an 85% passing rate.
5. Conceptualize how current models of school counseling programs help school counselors utilize interventions to promote academic development and strategies for curriculum design, equity, classroom management, lesson plans, and differentiated instruction on all related assignments/assessments at an 85% passing rate.
9. Use methods (i.e. technology and research/evidence-based) of accountability and data to inform decision making, advocate for programs and students, and identifies characteristics, risk factors, warning signs of students at risk for mental health and behavioral disorders on all related assignments/assessments at an 85% passing rate.
Assignment Instructions:
Reviewing and reporting results from data collected are essential in determining the needs of students, interventions, and to effectively evaluate a comprehensive school counseling program. This assignment requires the results from the survey you designed in module three and the data tracker provided in the resource section.
Case Study. Prior to printing an electronic copy for your school counselor’s use, update the dates along the left side of the tracker. Please select a campus school counselor to track their activities beginning on Monday (day one) of this week and collected through the end of day Thursday (day four). Counselors should hand write the number of hours spent (.5= half an hour; 1=full hour). Take time to discuss the tracker with the school counselor (see Section IV for detailed data tracker information).
Check in daily to see how the tracking process is going. In order to know how the comprehensive program is operating, tracking these efforts on a daily basis is necessary. On Thursday, be sure to pick up the paper copy so you can manually input this information.
Putting it Together. Prepare a power point presentation for your administrative team. This presentation should reveal the outcomes of the survey administered in week three and the data tracker. One graphic or chart should be included in the presentation (Hatch chapter 10-11). Research should be infused throughout your presentation.
Create a title for your presentation and include your name, title, and campus name. It should be a minimum of 10 slides. You will want to reveal the response rate for the survey- how many you actually obtained, and conceptualize/articulate the results. Additionally, report the programs balance, and the percentages of time spent in d.
1
Assessment Brief
Module Name:
Module Code Level Credit Value Module Leader STRM059 7 30
Assessment title:
Research Project Report (7500 words)
Weighting: 100%
Submission dates: 7 Jan 2023
Feedback and
Grades due:
Please see NILE under Assessment Information
Please read this assessment brief in its entirety before starting work on the Assessment Task.
Purpose of Assessment
The purpose of this assignment is to enable learners to develop advanced-level independent
research and critical problem-solving skills within a business context. Learners will develop
knowledge of, proficiency in, and application of a range of management research
methodologies including qualitative and quantitative research methods resulting in proposals/
recommendations.
The Assessment Task
In the current international economic environment, entrepreneurs and managers are
frequently required to undertake business planning, project and consultancy work in addition
to their core responsibilities. Frequently, these projects are focused upon investigating new
business opportunities or potential strategic changes in order to create, retain and extend
competitive position.
The assessment task is to produce a 7500 words (±10%) research project report based on an
independent research, which investigates a business/organisational or management problem,
2
issue or challenge, applies appropriate research techniques and analysis, and consequently
informs the development of a business plan and/ or results in recommendations for change.
Where the submission exceeds the stipulated word limit by more than 10%, the submission will
only be marked up to and including the additional 10%. Anything over this will not be included
in the final grade for the assessment item. Abstracts, bibliographies, reference lists, appendices
and footnotes are excluded from any word limit requirements.
Where a submission is notably under the word limit, the full submission will be marked on the
extent to which the requirements of the assessment brief have been met.
Additional Guidance
Projects should be submitted with the UoN Faculty of Business & Law Ethics Form which has
been signed by your project supervisor. The blank Ethics Form, sample Participant Information
and Consent Forms/ Templates are available at the end of this assignment brief. Please see
NILE for additional guidance about appendices.
Learning Outcomes
On successful completion of this assessment, you will be able to:
Subject-Specific Knowledge, Understanding & Application
a) Critically assess and apply theoretical concepts, constructs and models required to analyse
business-related problems, plans and issues.
b) Evaluate and implement appropriate research methodologies to examine management and
business-related issues.
c) Enact appropriate ethical standards and use suitable tools to collect quantitative and
qualitative data.
d) Demonstrate the ability to link question formulation or research aim and objectives to data
analyses, interpretations.
Social Work Research Planning a Program EvaluationJoan is a soc.docxsamuel699872
Social Work Research: Planning a Program Evaluation
Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.
The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.
Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.
Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.
(Plummer 66-67)
Plummer, Sara-Beth, Sara Makris, Sally Brocksen. Social Work Case Studies: Concentration Year. Laureate Publishing, 10/21/13. VitalBook file.
The citation provided is a guideline. Please check each citation for accuracy before use.
Content.
InstructionsPurposeThis project is the second of four projec.docxLaticiaGrissomzz
Instructions
Purpose
This project is the second of four projects. It also represents the second part of the external environmental analysis part of a strategic management plan. You will use the tools and apply concepts learned in this and previous business courses to demonstrate an understanding of how organizations develop and manage strategies to establish, safeguard and sustain their competitive position in the 21st century (rapidly evolving/shifting/changing), uncertain hyper-competitive business environment.
Monitoring competitors’ performance is a key aspect of performing an external environment analysis. This project provides you with the opportunity to evaluate the competitive position of your assigned company and integrate that information in a partial SWOT (OT), Porter's Five Forces, External Factor Evaluation (EFE) matrix, and Competitive Profile Matrices (CPM).
In this project, you are presenting a report document. The expectation is that the report provides details to help the audience grasp the main topics and to understand and complete the External Environmental Analysis.
"Analysis" is the operative word. In analyzing the external environment, you are expected to thoroughly research the company. As part of this effort, you will need to take that research and break it into small parts to understand better what is happening in the external environment of the business. In researching an industry, it is important to understand that every company within an industry is different, so gathering information on one company does not mean that the collected information is relevant to other companies. When researching, parsing the material is critical to an accurate analysis. Avoid presenting just any information as that may lead to using irrelevant information.
You will then write the report in your own words to share the external analysis. You are expected to present information and support the ideas and reasoning using the course material and your research. You will not lift any information from source documents without properly citing and referencing. For the technical analysis aspect of the project, you must create the technique on your own and may not use any source material that you happen to find. No work from a clearinghouse or similar website may be used or cited as a credible source.
Outcomes Met With This Project
Utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically;
Integrate ideas, concepts, and theories from previously taken functional courses including accounting, finance, market, business, and human resource management;
Analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies to revise a current plan or write a new plan and present a strategic plan.
Instructions
Step 1
Specific Company for All Four Projects ( Company is Exxon Mobile Corporation)
The company that your I.
COMM1190 Industry-based Assessment 1 Individual Report - R Studio QuestionAjeet Singh
About the task:
The leadership team is seeking to explore the factors that are associated with
voluntary superannuation contribution of users on the RoundUps app. Moneysoft has
contracted you as a data analyst to investigate these factors. The company has
provided you with the data, on the user’s demographic information (e.g., age, gender,
employment) and application usage information (e.g., number of transactions, number
of sessions per month). A detailed description of each attribute of the dataset is
presented in the Data Dictionary, which will be shared separately.
Moneysoft requires you to:
1. conduct descriptive analytics to identify the factors that are associated with
voluntary superannuation contribution. Note that Descriptive Analytics refers to
statistics and visualization techniques. As an example, a box plot and a bar
chart are considered as two different techniques.
2. provide recommendations to its leadership team about how to improve
voluntary superannuation contributions, and more generally, user engagement
on application based on the descriptive analytics results.
Solution: https://www.slideshare.net/AjeetSingh829694/r-studio-assignment-sample-online-download-free
Outcomes Assessed Evaluate the tools used for the pro.docxgerardkortney
Outcomes Assessed
Evaluate the tools used for the professional management of an organization.
Use technology and information resources to research issues in management and growth of entrepreneurship business.
Grading Rubric for Assignment 4 — The Prefect Manager
Criteria
0
Unacceptable
40
Developing
60
Competent
80
Exemplary
1. Describe the characteristics of the perfect manager to see a company through all stages of organizational growth.
Did not complete the assignment or did not describe the characteristics of the perfect manager to see a company through all stages of organizational growth; omitted key information and/or included irrelevant information. Completed with less than 60% accuracy, thoroughness, and logic.
Partially described the characteristics of the perfect manager to see a company through all stages of organizational growth; omitted some key information. Completed with 60-79% accuracy, thoroughness, and logic.
Sufficiently described the characteristics of the perfect manager to see a company through all stages of organizational growth. Completed with 80-89% accuracy, thoroughness, and logic.
Fully described the characteristics of the perfect manager to see a company through all stages of organizational growth. Completed with 90-100% accuracy, thoroughness, and logic.
Criteria
0
Unacceptable
10
Developing
15
Competent
20
Exemplary
2. Clarity.
Did not complete the assignment, or explanations are unclear and not organized.
(Major issues)
Explanations generally unclear and not well organized.
(Many issues)
Explanations generally clear and/or organized. (Minor issues)
Explanations very clear and well organized.
(Added helpful details)
3. Writing – Grammar, sentence structure, paragraph structure, spelling, punctuation, APA usage.
Did not complete the assignment or had 8 or more different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Major issues)
Had 6–7 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Many issues)
Had 4–5 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Minor issues)
Had 0–3 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage.
HTH 2307, ICD-10-CM 1
Course Description
This course provides overview of ICD-10-CM. Emphasis will be placed on the principles, theories, concepts and
applications required to code diseases and procedures using the International Classification of Diseases, Tenth Revision,
Clinical Modification (ICD-10-CM) Classification System. Chapter-specific guidelines are considered and students are
given an opportunity to practice coding in a variety of medical scenarios.
Course Textbook
Buck, C. J. (2013). Step-by-step medical coding. St. Louis, MO: Saunders.
Buck, C. J. (2013) Step-by-step medical coding workbook. St. Louis, MO: Sau.
Academic Year 201920Assessment GuideTerm .docxdaniahendric
Academic Year 2019/20
Assessment Guide
Term 2 20th January 2020 - 08th April 2020
Module Leader
Name: Dr Lazarus T. Mabvira
Email: [email protected]
Room: US2.33
Student Hours: Monday 15-1700hrs
Wednesday 14-1600hrs
Other Tutors
Kwabena AGYEMANG-BADU
Igbekele OSINUBI
Aini SHAHAR
Hatem ELFEITURI
Nurat AJIBADE
Assessment
Individual Coursework
10th April 2020 @ 2359hrs
This assignment accounts for 50% of the module marks.
Your Task:
The Fleet Highlands Café is a company that prepares meals for tourists and citizens in its kitchen located next to the local airport. The company’s planning and actual budgets for March appears below:
The Fleet Highlands Café
Planning and actual budgets for the month ended March 31, 2019
PLANNING ACTUAL
Budgeted meals quantity (q)20 000 18 000
Revenues (£5.00q) £100 000 £90 000
Expenses:
Raw material (£2.50q) 50 000 45 000
Wages and salaries (£5 500+£0.25q) 10 500 10 000
Utilities (£2 500 + £0.05q) 3 500 3 400
Facility rent 5 000 5 500
Insurance 2 800 3 200
Fuel 2 500 2 800
Net Operating Income£25 700 £20 100
Required:
a) What is the objective of preparing a budget for Fleet Highlands Café? (10 marks)
b) Prepare a report showing the company’s revenue and spending variance for March? (20 marks)
c) Which variances should be of concern to management? Explain (40 marks)
d) Advise the Fleet Highlands Café on what they need to do to maintain their profitability and sustainability going forward. (20 marks)
The word count for this assignment is 1,500 words and will not include the title page, executive summary, contents page or bibliography.
It is important that you show knowledge of key debates within the wider literature. Also, it is strongly advised that you are critical in your writing and ensure a good level of integration and coherence in applying theories. Please work on, and ensure an excellent level of criticality, coherence, and flow of your report. This will require effective discussion and clarity.
Please note that a significant amount of the marks is awarded based on wider reading, critical and logical presentation, quality of argument, referencing, academic integrity and academic writing conventions. Please see Assessment Criteria on the Moodle.
Reassessment
The reassessment will be a resubmission of this report, with tracked changes made in response to the feedback given. The date for Reassessment is 30th May 2020.
The Learning Outcomes assessed by this assessment are:
Knowledge
1. Demonstrate an understanding of different markets and sources of finance; and the role of budgeting in an organisation.
2. Be able to assess budgets based financial data to support organisational objectives (CMI Los 2).
Thinking skills
3. Analyse the information contained in a company’s annual report; and appraise finance and investment decision.
Skills for life and work (general skills)
4. ...
1
Assessment Brief
Module Name:
Module Code Level Credit Value Module Leader STRM059 7 30
Assessment title:
Research Project Report (7500 words)
Weighting: 100%
Submission dates: 7 Jan 2023
Feedback and
Grades due:
Please see NILE under Assessment Information
Please read this assessment brief in its entirety before starting work on the Assessment Task.
Purpose of Assessment
The purpose of this assignment is to enable learners to develop advanced-level independent
research and critical problem-solving skills within a business context. Learners will develop
knowledge of, proficiency in, and application of a range of management research
methodologies including qualitative and quantitative research methods resulting in proposals/
recommendations.
The Assessment Task
In the current international economic environment, entrepreneurs and managers are
frequently required to undertake business planning, project and consultancy work in addition
to their core responsibilities. Frequently, these projects are focused upon investigating new
business opportunities or potential strategic changes in order to create, retain and extend
competitive position.
The assessment task is to produce a 7500 words (±10%) research project report based on an
independent research, which investigates a business/organisational or management problem,
2
issue or challenge, applies appropriate research techniques and analysis, and consequently
informs the development of a business plan and/ or results in recommendations for change.
Where the submission exceeds the stipulated word limit by more than 10%, the submission will
only be marked up to and including the additional 10%. Anything over this will not be included
in the final grade for the assessment item. Abstracts, bibliographies, reference lists, appendices
and footnotes are excluded from any word limit requirements.
Where a submission is notably under the word limit, the full submission will be marked on the
extent to which the requirements of the assessment brief have been met.
Additional Guidance
Projects should be submitted with the UoN Faculty of Business & Law Ethics Form which has
been signed by your project supervisor. The blank Ethics Form, sample Participant Information
and Consent Forms/ Templates are available at the end of this assignment brief. Please see
NILE for additional guidance about appendices.
Learning Outcomes
On successful completion of this assessment, you will be able to:
Subject-Specific Knowledge, Understanding & Application
a) Critically assess and apply theoretical concepts, constructs and models required to analyse
business-related problems, plans and issues.
b) Evaluate and implement appropriate research methodologies to examine management and
business-related issues.
c) Enact appropriate ethical standards and use suitable tools to collect quantitative and
qualitative data.
d) Demonstrate the ability to link question formulation or research aim and objectives to data
analyses, interpretations.
Social Work Research Planning a Program EvaluationJoan is a soc.docxsamuel699872
Social Work Research: Planning a Program Evaluation
Joan is a social worker who is currently enrolled in a social work PhD program. She is planning to conduct her dissertation research project with a large nonprofit child welfare organization where she has worked as a site coordinator for many years. She has already approached the agency director with her interest, and the leadership team of the agency stated that they would like to collaborate on the research project.
The child welfare organization at the center of the planned study has seven regional centers that operate fairly independently. The primary focus of work is on foster care; that is, recruiting and training foster parents and running a regular foster care program with an emphasis on family foster care. The agency has a residential program as well, but it will not participate in the study. Each of the regional centers services about 45–50 foster parents and approximately 100 foster children. On average, five to six new foster families are recruited at each center on a quarterly basis. This number has been consistent over the past 2 years.
Recently it was decided that a new training program for incoming foster parents would be used by the organization. The primary goals of this new training program include reducing foster placement disruptions, improving the quality of services delivered, and increasing child well-being through better trained and skilled foster families. Each of the regional centers will participate and implement the new training program. Three of the sites will start the program immediately, while the other four centers will not start until 12 months from now. The new training program consists of six separate 3-hour training sessions that are typically conducted in a biweekly format. It is a fairly proceduralized training program; that is, a very detailed set of manuals and training materials exists. All trainings will be conducted by the same two instructors. The current training program that it will replace differs considerably in its focus, but it also uses a 6-week, 3-hour format. It will be used by those sites not immediately participating until the new program is implemented.
Joan has done a thorough review of the foster care literature and has found that there has been no research on the training program to date, even though it is being used by a growing number of agencies. She also found that there are some standardized instruments that she could use for her study. In addition, she would need to create a set of Likert-type scales for the study. She will be able to use a group design because all seven regional centers are interested in participating and they are starting the training at different times.
(Plummer 66-67)
Plummer, Sara-Beth, Sara Makris, Sally Brocksen. Social Work Case Studies: Concentration Year. Laureate Publishing, 10/21/13. VitalBook file.
The citation provided is a guideline. Please check each citation for accuracy before use.
Content.
InstructionsPurposeThis project is the second of four projec.docxLaticiaGrissomzz
Instructions
Purpose
This project is the second of four projects. It also represents the second part of the external environmental analysis part of a strategic management plan. You will use the tools and apply concepts learned in this and previous business courses to demonstrate an understanding of how organizations develop and manage strategies to establish, safeguard and sustain their competitive position in the 21st century (rapidly evolving/shifting/changing), uncertain hyper-competitive business environment.
Monitoring competitors’ performance is a key aspect of performing an external environment analysis. This project provides you with the opportunity to evaluate the competitive position of your assigned company and integrate that information in a partial SWOT (OT), Porter's Five Forces, External Factor Evaluation (EFE) matrix, and Competitive Profile Matrices (CPM).
In this project, you are presenting a report document. The expectation is that the report provides details to help the audience grasp the main topics and to understand and complete the External Environmental Analysis.
"Analysis" is the operative word. In analyzing the external environment, you are expected to thoroughly research the company. As part of this effort, you will need to take that research and break it into small parts to understand better what is happening in the external environment of the business. In researching an industry, it is important to understand that every company within an industry is different, so gathering information on one company does not mean that the collected information is relevant to other companies. When researching, parsing the material is critical to an accurate analysis. Avoid presenting just any information as that may lead to using irrelevant information.
You will then write the report in your own words to share the external analysis. You are expected to present information and support the ideas and reasoning using the course material and your research. You will not lift any information from source documents without properly citing and referencing. For the technical analysis aspect of the project, you must create the technique on your own and may not use any source material that you happen to find. No work from a clearinghouse or similar website may be used or cited as a credible source.
Outcomes Met With This Project
Utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically;
Integrate ideas, concepts, and theories from previously taken functional courses including accounting, finance, market, business, and human resource management;
Analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies to revise a current plan or write a new plan and present a strategic plan.
Instructions
Step 1
Specific Company for All Four Projects ( Company is Exxon Mobile Corporation)
The company that your I.
COMM1190 Industry-based Assessment 1 Individual Report - R Studio QuestionAjeet Singh
About the task:
The leadership team is seeking to explore the factors that are associated with
voluntary superannuation contribution of users on the RoundUps app. Moneysoft has
contracted you as a data analyst to investigate these factors. The company has
provided you with the data, on the user’s demographic information (e.g., age, gender,
employment) and application usage information (e.g., number of transactions, number
of sessions per month). A detailed description of each attribute of the dataset is
presented in the Data Dictionary, which will be shared separately.
Moneysoft requires you to:
1. conduct descriptive analytics to identify the factors that are associated with
voluntary superannuation contribution. Note that Descriptive Analytics refers to
statistics and visualization techniques. As an example, a box plot and a bar
chart are considered as two different techniques.
2. provide recommendations to its leadership team about how to improve
voluntary superannuation contributions, and more generally, user engagement
on application based on the descriptive analytics results.
Solution: https://www.slideshare.net/AjeetSingh829694/r-studio-assignment-sample-online-download-free
Outcomes Assessed Evaluate the tools used for the pro.docxgerardkortney
Outcomes Assessed
Evaluate the tools used for the professional management of an organization.
Use technology and information resources to research issues in management and growth of entrepreneurship business.
Grading Rubric for Assignment 4 — The Prefect Manager
Criteria
0
Unacceptable
40
Developing
60
Competent
80
Exemplary
1. Describe the characteristics of the perfect manager to see a company through all stages of organizational growth.
Did not complete the assignment or did not describe the characteristics of the perfect manager to see a company through all stages of organizational growth; omitted key information and/or included irrelevant information. Completed with less than 60% accuracy, thoroughness, and logic.
Partially described the characteristics of the perfect manager to see a company through all stages of organizational growth; omitted some key information. Completed with 60-79% accuracy, thoroughness, and logic.
Sufficiently described the characteristics of the perfect manager to see a company through all stages of organizational growth. Completed with 80-89% accuracy, thoroughness, and logic.
Fully described the characteristics of the perfect manager to see a company through all stages of organizational growth. Completed with 90-100% accuracy, thoroughness, and logic.
Criteria
0
Unacceptable
10
Developing
15
Competent
20
Exemplary
2. Clarity.
Did not complete the assignment, or explanations are unclear and not organized.
(Major issues)
Explanations generally unclear and not well organized.
(Many issues)
Explanations generally clear and/or organized. (Minor issues)
Explanations very clear and well organized.
(Added helpful details)
3. Writing – Grammar, sentence structure, paragraph structure, spelling, punctuation, APA usage.
Did not complete the assignment or had 8 or more different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Major issues)
Had 6–7 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Many issues)
Had 4–5 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage. (Minor issues)
Had 0–3 different errors in grammar, sentence structure, paragraph structure, spelling, punctuation, or APA usage.
HTH 2307, ICD-10-CM 1
Course Description
This course provides overview of ICD-10-CM. Emphasis will be placed on the principles, theories, concepts and
applications required to code diseases and procedures using the International Classification of Diseases, Tenth Revision,
Clinical Modification (ICD-10-CM) Classification System. Chapter-specific guidelines are considered and students are
given an opportunity to practice coding in a variety of medical scenarios.
Course Textbook
Buck, C. J. (2013). Step-by-step medical coding. St. Louis, MO: Saunders.
Buck, C. J. (2013) Step-by-step medical coding workbook. St. Louis, MO: Sau.
Academic Year 201920Assessment GuideTerm .docxdaniahendric
Academic Year 2019/20
Assessment Guide
Term 2 20th January 2020 - 08th April 2020
Module Leader
Name: Dr Lazarus T. Mabvira
Email: [email protected]
Room: US2.33
Student Hours: Monday 15-1700hrs
Wednesday 14-1600hrs
Other Tutors
Kwabena AGYEMANG-BADU
Igbekele OSINUBI
Aini SHAHAR
Hatem ELFEITURI
Nurat AJIBADE
Assessment
Individual Coursework
10th April 2020 @ 2359hrs
This assignment accounts for 50% of the module marks.
Your Task:
The Fleet Highlands Café is a company that prepares meals for tourists and citizens in its kitchen located next to the local airport. The company’s planning and actual budgets for March appears below:
The Fleet Highlands Café
Planning and actual budgets for the month ended March 31, 2019
PLANNING ACTUAL
Budgeted meals quantity (q)20 000 18 000
Revenues (£5.00q) £100 000 £90 000
Expenses:
Raw material (£2.50q) 50 000 45 000
Wages and salaries (£5 500+£0.25q) 10 500 10 000
Utilities (£2 500 + £0.05q) 3 500 3 400
Facility rent 5 000 5 500
Insurance 2 800 3 200
Fuel 2 500 2 800
Net Operating Income£25 700 £20 100
Required:
a) What is the objective of preparing a budget for Fleet Highlands Café? (10 marks)
b) Prepare a report showing the company’s revenue and spending variance for March? (20 marks)
c) Which variances should be of concern to management? Explain (40 marks)
d) Advise the Fleet Highlands Café on what they need to do to maintain their profitability and sustainability going forward. (20 marks)
The word count for this assignment is 1,500 words and will not include the title page, executive summary, contents page or bibliography.
It is important that you show knowledge of key debates within the wider literature. Also, it is strongly advised that you are critical in your writing and ensure a good level of integration and coherence in applying theories. Please work on, and ensure an excellent level of criticality, coherence, and flow of your report. This will require effective discussion and clarity.
Please note that a significant amount of the marks is awarded based on wider reading, critical and logical presentation, quality of argument, referencing, academic integrity and academic writing conventions. Please see Assessment Criteria on the Moodle.
Reassessment
The reassessment will be a resubmission of this report, with tracked changes made in response to the feedback given. The date for Reassessment is 30th May 2020.
The Learning Outcomes assessed by this assessment are:
Knowledge
1. Demonstrate an understanding of different markets and sources of finance; and the role of budgeting in an organisation.
2. Be able to assess budgets based financial data to support organisational objectives (CMI Los 2).
Thinking skills
3. Analyse the information contained in a company’s annual report; and appraise finance and investment decision.
Skills for life and work (general skills)
4. ...
Academic Year 201920Assessment GuideTerm .docxSALU18
Academic Year 2019/20
Assessment Guide
Term 2 20th January 2020 - 08th April 2020
Module Leader
Name: Dr Lazarus T. Mabvira
Email: [email protected]
Room: US2.33
Student Hours: Monday 15-1700hrs
Wednesday 14-1600hrs
Other Tutors
Kwabena AGYEMANG-BADU
Igbekele OSINUBI
Aini SHAHAR
Hatem ELFEITURI
Nurat AJIBADE
Assessment
Individual Coursework
10th April 2020 @ 2359hrs
This assignment accounts for 50% of the module marks.
Your Task:
The Fleet Highlands Café is a company that prepares meals for tourists and citizens in its kitchen located next to the local airport. The company’s planning and actual budgets for March appears below:
The Fleet Highlands Café
Planning and actual budgets for the month ended March 31, 2019
PLANNING ACTUAL
Budgeted meals quantity (q)20 000 18 000
Revenues (£5.00q) £100 000 £90 000
Expenses:
Raw material (£2.50q) 50 000 45 000
Wages and salaries (£5 500+£0.25q) 10 500 10 000
Utilities (£2 500 + £0.05q) 3 500 3 400
Facility rent 5 000 5 500
Insurance 2 800 3 200
Fuel 2 500 2 800
Net Operating Income£25 700 £20 100
Required:
a) What is the objective of preparing a budget for Fleet Highlands Café? (10 marks)
b) Prepare a report showing the company’s revenue and spending variance for March? (20 marks)
c) Which variances should be of concern to management? Explain (40 marks)
d) Advise the Fleet Highlands Café on what they need to do to maintain their profitability and sustainability going forward. (20 marks)
The word count for this assignment is 1,500 words and will not include the title page, executive summary, contents page or bibliography.
It is important that you show knowledge of key debates within the wider literature. Also, it is strongly advised that you are critical in your writing and ensure a good level of integration and coherence in applying theories. Please work on, and ensure an excellent level of criticality, coherence, and flow of your report. This will require effective discussion and clarity.
Please note that a significant amount of the marks is awarded based on wider reading, critical and logical presentation, quality of argument, referencing, academic integrity and academic writing conventions. Please see Assessment Criteria on the Moodle.
Reassessment
The reassessment will be a resubmission of this report, with tracked changes made in response to the feedback given. The date for Reassessment is 30th May 2020.
The Learning Outcomes assessed by this assessment are:
Knowledge
1. Demonstrate an understanding of different markets and sources of finance; and the role of budgeting in an organisation.
2. Be able to assess budgets based financial data to support organisational objectives (CMI Los 2).
Thinking skills
3. Analyse the information contained in a company’s annual report; and appraise finance and investment decision.
Skills for life and work (general skills)
4..
Title of PaperYour nameHCA375– Continuous Quality Monito.docxjuliennehar
Title of Paper
Your name
HCA375– Continuous Quality Monitoring and Accreditation
Type Instructor Name Here
Type Date
HCA375 - WEEK 4 ASSIGNMENT
PART 1 – DETAIL OF THE ADVERSE EVENT CHOSEN
Refer to the instructions in the Week 4 Assignment of your online course to understand what is expected in each row. This completed template should be between eight to ten pages in length. Include APA citations within the description row where appropriate. List your references in APA format according to the Ashford Writing Center guidelines on the last page of this template.
CONTENT
DESCRIPTION
ADVERSE EVENT
HISTORICAL BACKGROUND
LEGAL & ACCREDITING AGENCY REQUIREMENTS
CQI TEAM COMMUNICATION
OPERATIONAL OR SAFETY PROCESSES
IMPACT OF THIS EVENT
WEEK 4 ASSIGNMENT
PART 2 - GRAPH THE DATA
You are tasked with graphing the data in Excel for your chosen event. The data is located in the classroom under the Week 4 Assignment Directions. Make sure to use only the data for your chosen event. The directions identify which columns of information to use depending on the chosen adverse event. Once you complete the graph in Excel, copy/paste your graph below.
Include an analysis of the data in paragraph format.
Discuss the frequency of the adverse event as compared to the increase or decrease of patient discharges.
What is the data telling you?
What possible factors in your opinion could be attributed to the change?
WEEK 4 ASSIGNMENT
PART 3 – CQI TOOL
· Choose one of the CQI Tools listed below to illustrate the use of the tool with your chosen Adverse Event.
· You will be responsible for creating the CQI Tool, completing the tool, taking a screenshot, and copying/pasting the screenshot into the space below. If you are unfamiliar with these tools, please refer to the recommended readings, specifically the article from Week 2, which is listed below. You can locate the article in the Ashford Library.
· In addition, as a learning resource, the CQI tools listed below are hyperlinked to the Institute for Health Care Improvement website, which discusses and illustrates examples of each type of tool.
Siriwardena, A. (2009). Using quality improvement methods for evaluating health care. Quality in Primary Care, 17(3), 155-159. ISSN: 1479-1072 PMID: 19622265
· Choose a CQI Tool that best suits your chosen Adverse Event from the following list.
· Fishbone (Cause and Effect) Diagram
· Flowchart
· Pareto Diagram
WEEK 4 ASSIGNMENT
PART 4 - FUTURE PREVENTION
APPLYING PDSA - Worksheet
PHASE
PHASE ACTIVITIES
EXPLANATION
PLAN
Problem
Objective
Team members
Communication
Data collected
Pilot phase
DO
Three possible solutions
One solution to implement
Result of pilot (create own scenario)
Methods of communication
STUDY
Summarize data
Observations and problems
Comparison of pilot plan to pilot results
Revisions needed to meet objective
ACT
Revised improvement plan
How to Implement the plan hospital wide
Plan for monitoring the improvemen ...
Scanned by CamScannerTechnical Writing Week V Asses.docxkenjordan97598
Scanned by CamScanner
Technical Writing: Week V Assessment
1. You are hosting an office picnic at your house this year. Using proper memo formats,
and Figure 6-2 of the textbook, provide directions to your house. Make note of anything
confusing and any appropriate warnings or cautions. Use word processing software,
such as Microsoft Word, to create your memo.
Your response should be at least 200 words in length. You are required to use at least
your textbook as source material for your response. All sources used, including the
textbook, must be referenced; paraphrased and quoted material must have accompanying
citations
2. Your employer is pleased with your desire to further your education and would like you
to inform other employees about the process of online education; however, she still has
questions about applying. Using proper memo formats, and Figure 6-1 of the textbook,
explain the process of applying for a degree at CSU. Use word processing software, such
as Microsoft Word, to create your memo.
Your response should be at least 200 words in length. You are required to use at least
your textbook as source material for your response. All sources used, including the
textbook, must be referenced; paraphrased and quoted material must have accompanying
citations.
3. Choose a task that you perform every day: It can be whatever you like, provided that
there is a minimum of eight steps. Using proper memo formats, and Figure 6-2 of the
textbook, provide instructions for that task to the appropriate audience. Use word
processing software, such as Microsoft Word, to create your memo.
Your response should be at least 200 words in length. You are required to use at least
your textbook as source material for your response. All sources used, including the
textbook, must be referenced; paraphrased and quoted material must have accompanying
citations.
4. You have been tasked with organizing the telecommuters in your office. Part of your job
consists of ensuring they understand how to set up the Internet at their homes. Using
proper memo formats, and Figure 6-1 of the textbook, describe the process of setting up
the Internet at a private home. Use word processing software, such as Microsoft Word,
to create your memo.
Technical Writing: Week V Assessment
Your response should be at least 200 words in length. You are required to use at least
your textbook as source material for your response. All sources used, including the
textbook, must be referenced; paraphrased and quoted material must have accompanying
citations.
Career Objective
To obtain gainful and secure employment where I can apply my education and knowledge of People and
Organizational Development, Operations Management, and Safety.
Summary of Experience:
Business and Operations Management
Performance Improvement & Process Implementation
Safety Management & Compliance
Organizational, Le.
PART 1 OVERVIEWIn this project you are asked to conduct your own.docxsherni1
PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word.
PART 1 OVERVIEWIn this project you are asked to conduct your own.docxkarlhennesey
PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word ...
The Buzz About the Standards Alignment Processccpc
CAST (Collaborative Alignment Support Team)
How does a group of educators and industry professionals come together effectively in the process of aligning curriculum with their individual standards? This session will demonstrate how to use a Collaborative Alignment Template and how this template is designed to align instructional units with the Model Curriculum Standards – both Academic Content Standards and Career Technical Education Standards. During this session participants will also work through the process that allows for building of future curriculum utilizing the Collaborative Alignment Template. Flash drives with the template, the California Standards and Framework, as well as aligned curriculum samples and other resources will be handed out to participants.
772015 Case - MGT509 Human Resource Management (JUN2015FT-1).docxevonnehoggarth79783
7/7/2015 Case - MGT509 Human Resource Management (JUN2015FT-1)
https://tlc.trident.edu/content/enforced/55058-MGT509-JUN2015FT-1/DW4Mod%20-%20Codes/EMPTY%204-MODULE%20HTML%20DOCS/Modules/Module3… 1/4
Module 3 Case
PERFORMANCE MANAGEMENT; TALENT MANAGEMENT;
ORGANIZATIONAL DEVELOPMENT
Assignment Overview
Click The King Company Background to review information on the Company.
HUMAN RESOURCE DEVELOPMENT
The HRD division at The King Company is managed by training director
Karmen Scholl, who supervises two other employees: a trainer and an
administrative assistant, who coordinate the logistics of King’s training
programs. Recognizing the continuous dynamics of the hightech industry,
King has been a strong supporter of employee development.
With approval of the immediate supervisor, King encourages employees to
attend training seminars, and tuition reimbursement is available for college
level courses that are related to the employee’s job. Inhouse training is
conducted regularly to ensure all employees are uptodate on sexual
harassment and safety procedures. Other training is made available as the
need arises. Whenever possible, training programs are developed and
facilitated by inhouse staff members. When that is not practicable, a request
for proposal is generated and King hires outside facilitators.
Since the labor problem a few years back, Scholl aggressively trained
management employees with particular emphasis on skills for firstline
supervisors. She wants to see improvement in people skills and consistent
implementation of King’s policies across department lines. Unfortunately, her
efforts are not universally well received. Some managers grumble that HR just
gets in the way and ties their hands when dealing with difficult employees. All
too often Smith hears managers say that there is the “classroom way” and the
“shop floor way.” She sees training for King managers as an ongoing process.
Last year’s strategic planning process identified knowledge management as
an area for organizationwide improvement. King has a history of employees
working in silos, with little communication across functions. Hoping to bridge
the gap and encourage collaborative exchange, Scholl established
“communities of practice,” where individuals could meet to problem solve and
exchange ideas. Her first communityofpractice group consisted of individuals
from research and development, engineering and production. A number of
other communities have since been established. More informally, Scholl
https://tlc.trident.edu/content/enforced/55058-MGT509-JUN2015FT-1/THE%20KING%20COMPANY%20BACKGROUND.docx?_&d2lSessionVal=7aew7fG36mSnLOep4Nez6M9J2&ou=55058
7/7/2015 Case - MGT509 Human Resource Management (JUN2015FT-1)
https://tlc.trident.edu/content/enforced/55058-MGT509-JUN2015FT-1/DW4Mod%20-%20Codes/EMPTY%204-MODULE%20HTML%20DOCS/Modules/Module3… 2/4
encourages “snack and chat” meetings on Friday afternoons, where
employees can drop by for a snac.
Zoe is a second grader with autism spectrum disorders. Zoe’s father .docxransayo
Zoe is a second grader with autism spectrum disorders. Zoe’s father recently passed away in a tragic car accident. Zoe, her mom, and two older brothers have temporarily relocated from out-of-state and are now living in her grandparents’ house in a small, rural community.
Because the family had been living out-of state, Zoe has never interacted with her grandparents. She has challenges responding to social cues, including her name and in understanding gestures. She also engages in repetitive body movements. She is fond of her set of dolls and likes lining them up. When Zoe is agitated, her mother plays Mozart, which seems to have a calming effect. Zoe also enjoys macaroni and cheese.
Her grandparents do not understand Zoe’s attempts at communicating. Zoe does not respond well to crowded and noisy environments. Zoe’s mom is working outside the home for the first time.
Because of the move, Zoe has transferred to a new school, which does not currently have any students with ASD. Although her mom is generally very involved with Zoe’s education, she is away from the home much of the time due to a long commute for her new job is a neighboring city.
Zoe’s grandparents are eager and willing to help in any way they can.
Imagine you are serving as an ASD consultant at Zoe’s new school. Using the COMPASS model, create a COMPASS Action Plan for Zoe by complete the following tasks:
Identify the personal challenges for Zoe;
Identify the environmental challenges for Zoe;
Identify potential supports; and
Identify and prioritize teaching goals.
In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.
.
Zlatan Ibrahimović – Sports Psychology
Outline
Introduction:
· General Info
· Nationality, Birthplace, Parents
· Childhood What he wanted to do growing up?
· When did he start playing professionally?
· Which teams did he play for?
· Give some of his career statistics and maybe records?
· What trophies has he won with club football and national team of Sweden?
· Style of Play
· What is his personality like? How do people see him in the media?\
·
Body Paragraphs
Connect the following Sports Psychology Concepts (or even those not listed) to Zlatan Ibrahimović
What is his personality type? Type A, B C, or D?
Give examples through research of where he shows this.
CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE
· Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.
· Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.
· The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U
HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?
· Anxiety: is a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body
· Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
· Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)
· Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt
· Concentration Disruption: the degree to which one typically has concentration disruption during competition
People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn't view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than.
Zia 2Do You Choose to AcceptYour mission, should you choose.docxransayo
Zia 2
Do You Choose to Accept?
Your mission, should you choose to accept it, is to go out and see Mission: Impossible-Fallout. As I sat back in my red-cushioned seat, accompanied by my brothers, I knew I was in for something special. The film takes place two years after two-thousand fifteens hit movie, Mission: Impossible-Rogue Nation. While I had no clue what to expect, I knew I was going to be in for an incredible ride as soon as the movie began with the intense dialogue between Ethan Hunt (Tom Cruise) and Solomon Lane (Sean Harris). From beginning to end, Mission: Impossible- Fallout delivers crazy action-thriller scenes, inventive special effects, and creative cinematography.
Mission: Impossible-Fallout is based on a story of an American agent who must retrieve nuclear weapons from an enemy terrorist organization with help of his specialized IMF team. The film was consistent the first hour with it involving the audience in the mission of the secret organization and trying to figure out the next move of the evil organization known as the Apostles. However, towards the middle of the movie it was revealed that one of the CIA agents was playing the role of a double spy and was on the side of the Apostles. The plot delivered intense action-packed scenes between the opposing groups that personally had me at the edge of my seat. Whether it was a chase on motorcycles, cars, speedboats, or helicopters, each scene had Ethan Hunt running for his life to save the world. Even though I was only viewing the movie from a comfortable movie theater, Hunt zigzagging through the traffic of France on a motorcycle had my fists clenched and adrenaline pumping. However, that was not even the best thriller of the movie. Ethan Hunt trailing Agent Walker in a helicopter with heavy rounds of artillery being fired at each other through the snowcapped mountains of Kashmir may very well be one of the best action scenes in cinematic history. Mission: Impossible-Fallout can be appreciated and enjoyed by all audiences because of its action-packed scenes that keep everyone extremely engaged in the plot.
Mission: Impossible-Fallout brilliantly illustrates the amazing special effects that serve to create the theme and style of the film. From creating bloody wounds to spectacular backgrounds, special effects are abundant throughout the movie. For instance, as Hunt is jumping off an airplane, the special effects of this scene include wind, rain, thunder, and clouds that make the film visually appealing and almost realistic. The thunder striking him as he is skydiving had my jaw wide open simply because of how incredible the illusion was displayed. In almost every fight between Hunt’s team and the Apostles, multiple types of special effects were utilized. Fighting sequences with Hunt angrily running towards Lane and delivering devastating punches accompanied by “POWs” and “AAAHs” seemed so realistic that it had me feeling queasy in my stomach. The gunfire during these fight.
Ziyao LiIAS 3753Dr. Manata HashemiWorking Title The Edu.docxransayo
Ziyao Li
IAS 3753
Dr. Manata Hashemi
Working Title:
The Education Gap
Research Question:
How did the youth of Iran make up the education gap resulted from the Cultural Revolution from 1980 to 1982?
This is a critical question because it involves both education and the youth of Iran. Education and the youth are both very fundamental perspectives for a society to thrive. During the cultural revolution, the education system was shut down, which would undermine the overall quality of a generation. Research of this issue will lead us to the methods used to make up the education gap. It is possible to help other countries suffering similar issues.
Thesis Statement:
After the Iran’s cultural revolution during 1980 to 1982, the youth of Iran made up the education gap caused during the revolution by promoting student movements.
Outline:
· Introduction:
· Cultural Revolution happened in Iran during 1980 to 1982. The education institutions like universities were shut down for the 3-year period. And this gap in education brought significant influence on the youth of Iran at that time. However, the education gap was made up successfully after the revolution.
· State the thesis statement:
· The education gap is made up by the youth in Iran. They promoted the student movement to help the society recover from the revolution.
· The scars left from the revolution
· The revolution lasted 3 years, young people who were supposed to be students had to quit school. The government forced schools to close. The chain of delivering knowledge was broken. And young people cannot find proper things to do when quitting school.
· Student movements
· After the cultural revolution, people in Iran realized they need to correct the current education situation recover the damages resulted from the revolution. Since Iran’s youth has a great number in the society, their power was not to be ignored. They started to fight for their own rights and profits. They were looking for ways to make up the damage has been down. Then the student movement eventually worked for recovering Iran’s education level.
· Conclusion
· The cultural revolution in Iran hurt its education continuity. However, the youth of Iran managed to make up for the damage caused by the cultural revolution. Student movements played the dominant role in this recovering process.
Bibliography:
Khosrow Sobhe (1982) Education in Revolution: is Iran duplicating the Chinese Cultural Revolution?, Comparative Education, 18:3, 271-280, DOI: 10.1080/0305006820180304
Mashayekhi M. The Revival of the Student Movement in Post-Revolutionary Iran. International Journal of Politics, Culture & Society. 2001;15(2):283. doi:10.1023/A:1012977219524.
Razavi, R. (2009). The Cultural Revolution in Iran, with Close Regard to the Universities, and its Impact on the Student Movement. Middle Eastern Studies, 45(1), 1–17. https://doi-org.ezproxy.lib.ou.edu/10.1080/00263200802547586
ZABARDAST, S. (2015). Flourishing of Occid.
Ziyan Huang (Jerry)
Assignment 4
Brand Positioning
Professor Gaur
Target audience:
HR in Ping An Bank Co., Ltd. HRs (interviewers who hire people) from Ping An Bank are usually female, aged 30-40, who look friendly and easy-going. They are sophisticated and skeptic when checking people’s resumes and asking questions during interview. Usually, HRs care about four things: 1. Graduate school ranking. 2. Working experience in bank 3. Oral expression. 4. Personal character. They prefer people who are enthusiastic, energetic and hard-working.
Q1:
Compared to other people who also look for jobs in Ping An Bank, my points of parity would be: 1. I have earned a master degree in a Top 40 U.S. graduate school. 2. I have some intern experience in another bank. My points of differentiation would be: 1. I am confidence in speaking and self-expression. I can serve both Chinese and American clients because I speak fluent Mandarin and English. 2. I am energetic and hard-working. I always have passion in learning something new, which is a key for me to develop working skills.
Q2:
My brand essence: “Energetic, hard-working and modest.”
Q3:
Positioning statement:
Ziyan Huang is for employers from bank,
Who look for excellent employees.
Ziyan Huang is an energetic, hard-working NYU graduate student,
That has passion in developing new working skills.
Because he can speak fluent Mandarin and English,
And have one year working experience in China Merchant Bank,
So that employers can trust him as a reliable candidate.
.
Zhtavius Moye
04/19/2019
BUSA 4126
SWOT Analysis
Dr. Setliff
PORSCHE
Strengths
· Brand Recognition
Not only a brand, but a status symbol for wealth and luxury
· Lean Factory Production
Manpower is low compared to the use of raw materials and supplies
· High Profit Share
The reputation is well-known for good treatment
Weaknesses
· Small automotive manufacture
Porsche has offered the same line of cars for years before extending.
· Limited Customer Sector
Not everyone can afford a Porsche
· Location
Since beginning of time, Porsche has been in Stuttgart, Germany. No space to expand
Opportunities
· Expansion
Deliveries increased in China by 12% but needs more in Asia, Japan, and Indonesia.
· Electric Mobility
A chance to expand Porsche name to many more industries and markets with top competitors such as Tesla.
· S1, O2: Brand recognition extends the range for profitability for the 2020 fully electric Porsche Taycan.
· S3, O1: The annual profitability of the company will encourage others to become a part of the business.
· S2, O1: The cost of a Porsche effects expansion, but by expanding to China could significantly increase rates.
· S3, O1: The location in Germany is a problem for expansion due to limited space of Stuttgart.
Threats
· Technology
Modern technology is advancing to lower cost vehicles.
· Market Competition
Vehicles with similar characteristics at lower cost.
· S3, O2: Weighing heavily on the market Porsche’s reputation will continue to stand abroad its competitors.
· S2, O1: Limited labor will call for more software developers in the more modern technology, especially introducing the fully electric Porsche Taycan.
· S1, O1: Porsche is a company that believes in staying at its classic and luxury perception to their buyers. Still giving all newly updated technology certain things such as an automatic start engine will not be an asset.
· S2, O2: Combined leaves Porsche at a limitation of customers making it hard to expand the market.
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 1
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 2
Violation of Civil Rights Act in Elections
Jake Bookard
Savannah State University
Violation of Civil Rights Act in Elections
Introduction
Despite the assurance of minority voter’s rights by the constitution and the fourteenth amendment, cases of rights violation with regards to the voting process are still on the rise in the US. Minority groups are often discriminated or blocked from participating in the voting process both in ways that they can discern and through cunning plans that can involve the voting process. Some of the main reasons why minorities’ constitutional rights are violated include racial discrimination by majority races, and to manipulate the outcome of the elections so as to keep minority groups out of the political leadership structure. The fourteenth amendment and the constitution do not sufficiently safeguard the rights of minority groups during elections beca.
Zichun Gao Professor Karen Accounting 1AIBM FInancial Stat.docxransayo
Zichun Gao Professor Karen Accounting 1A
IBM FInancial Statement Analysis
Financial Ratios 2019 2018 Formula
Current Ratio 1.02 1.29 CA/CL
Profit Margin 12.22% 12.35% Net Income/Total Revenue
Receiveables Turnover 9.80 10.71 Revenue/Average AR
Average Collection Period 36.72 33.62 365/Receiveables Turnover
Inventory Turnover 25.11 25.36 COST/Average Inventory
Days in Inventory 14.53 14.39 365/Inventory Turnover
Debts to Asset Ratio 0.86 0.86 Total Debts/Total Assets
IBM's days in inventory is around two weeks and this means that goods in the inventory
as efficnetly distributed and that there is a consitantly good inventory control for the
company.
The company's debts to assets ratio is the same for two years and this means that the
company has less debt than asset. However, it is still a relatively poor ratio because this
might show that there are potential problems for the company to generate sufficient
revenue.
The current ratio of the company has decreased over the year, and this means that the
company has less liquid assets to cover its short term liabilities. Since the ratio is
currently approaching 1, the company might be having liquidation problem.
The profit margin for IBM is very stable and it has been about 12% for two years. The
company is performing the profit-generating ability at an average level and it is having
an average profit margin in the industry.
The receiveables turnover is good for the company while between these two years, there
is a decline. As the company is collecting its accounts receiveables around 10 times per
year, the collection is frequent.
The company has been collecting money from customers on credit sales approximately
once every month, and the company usually has fast credit collection, which means that
the risk for credit sales is relatively low.
Inventory turnover measures how many times a company sells and replaces inventory
during a year and for IBM, the number of times is stable and it is constantly around 25.
This means that the company has an efficient control of its goods in the inventory.
Free Cash Flow 11.90 11.90 CF_Operation-Capital Expenditures
Return on Assets 0.06 0.08 Net Income/Total Assets
Asset Turnover 0.51 0.65 Revenue/Assets
Figures From Financial Statement
From Income Statement pg.68
Net Income 9431 9828
Total Revenue 77147 79591
Cost 40657 42655
From Consolidated Balance Sheet pg.70
Current Assets 38420 49146
Current Liabilities 37701 38227
Accounts Receiveables 7870 7432
Inventory 1619 1682
Total Assets 152186 123382
Total Liabilities 131202 106452
From Cash Flow Overview pg.59
Net Cash From Op 14.3 15.6
Capital expenditures 2.4 3.7
The company currently has 11.9 billion dollars free cash flow for two years and this is a
relatively high level of free cash flow. With the high free cash flow, the company can
have more oportunity to expand, invest in new projects, pay dividends, or invest the
money into Resea.
Zheng Hes Inscription This inscription was carved on a stele erec.docxransayo
Zheng He's Inscription
This inscription was carved on a stele erected at a temple to the goddess the Celestial Spouse at Changle in Fujian province in 1431. Message written before his last voyage.
The Imperial Ming Dynasty unifying seas and continents, surpassing the three dynasties even goes beyond the Han and Tang dynasties. The countries beyond the horizon and from the ends of the earth have all become subjects and to the most western of the western or the most northern of the northern countries, however far they may be, the distance and the routes may be calculated. Thus the barbarians from beyond the seas, though their countries are truly distant, "have come to audience bearing precious objects and presents.
The Emperor, approving of their loyalty and sincerity, has ordered us (Zheng) He and others at the head of several tens of thousands of officers and flag-troops to ascend (use) more than one hundred large ships to go and confer presents on them in order to make manifest (make it happen) the transforming power of the (imperial) virtue and to treat distant people with kindness. From the third year of Yongle (1405) till now we have seven times received the commission (official permission) of ambassadors to countries of the western ocean. The barbarian countries which we have visited are: by way of Zhancheng (Champa Cambodia), Zhaowa (Java), Sanfoqi (Palembang- Indonesia) and Xianlo (Siam/Thailand) crossing straight over to Xilanshan (Ceylon- Sri Lanka) in South India, Guli (Calicut) [India], and Kezhi (Cochin India), we have gone to the western regions Hulumosi (Hormuz Between Oman and Iran), Adan (Aden), Mugudushu (Mogadishu- Somalia), altogether more than thirty countries large and small. We have traversed more than one hundred thousand li (distance of 500 meters) of immense water spaces and have beheld in the ocean huge waves like mountains rising sky-high, and we have set eyes on barbarian regions far away hidden in a blue transparency of light vapours, while our sails loftily unfurled like clouds day and night continued their course (rapid like that) of a star, traversing those savage waves as if we were treading a public thoroughfare. Truly this was due to the majesty and the good fortune of the Court and moreover we owe it to the protecting virtue of the divine Celestial Spouse.
The power of the goddess having indeed been manifested in previous times has been abundantly revealed in the present generation. When we arrived in the distant countries we captured alive those of the native kings who were not respectful and exterminated those barbarian robbers who were engaged in piracy, so that consequently the sea route was cleansed and pacified (to make someone or something peaceful) and the natives put their trust in it. All this is due to the favours of the goddess.
We have respectfully received an Imperial commemorative composition (essay/piece of writing) exalting the miraculous favours, which is the highest recompense and.
Zhou 1Time and Memory in Two Portal Fantasies An Analys.docxransayo
Zhou 1
Time and Memory in Two Portal Fantasies: An Analysis of Alice’s Adventure in Wonderland and "Windeye"
Life is a collection of moments, and some memories last forever. Brian Evenson
demonstrated this in “Windeye,”a story of a man who faces mental challenges because of the
life-long memory of his sister. In spite of the fact that his mother insists that the sister did not
exist, the protagonist stuck to this belief until his old age. The basis of the protagonist’s
problems is the intense love and unforgettable memories he shared with his imagined sister.
A great portion of his childhood memories is centered around his sister and their exploration
of the windeye. Windeye, the corruption of the word window, is a portal that causes the
disappearance of the protagonist’s sister. The popular portal fantasy, Alice’s Adventure in Wonderland, illustrates a similar story in the same sub-genre where a girl travels through a
rabbit hole and experiences a fantasy world which chronicles her changes from naive child-
like responses to more adult-like problem solving reactions. In “Windeye,” Brian Evenson
utilizes the portal trope to develop conflict and outcomes while exploring the themes of time
and memory. In both stories, the use of the portal trope creates a distinct world that is
separate from reality; however, the outcomes are different, and ultimately, Alice’s Adventure in Wonderland presents the theme of growth while “Windeye” explores time and memories.
The use of time factors allows the reader to travel back to the origin of the story in “Windeye” and experience the beginning of the central conflict. It is in his past that the
protagonist develops strong childhood memories of a sister, which is the cause of his future
mental challenges. In the present, the narrator is old and rickety as he uses a cane to walk but
is still reminiscent of the past (Evenson). He holds firm to the belief that he might have a
chance of meeting his sister again and thus contemplates the future and the sister’s
appearance. The plot of “Windeye” is composed of distinctive life moments: the past, the
present, and the future, which offer a clear and complete description of the events. The theme
Zhou 2
of time allows the reader to understand why the protagonist profoundly feels that his sister exists. In essence, it is time travel that gives the story a picture of the events that lead to the current situation.
The portal fantasy is a fictional literary device where a character enters into a
fantastical world through a portal or a hole. In Alice’s Adventures in Wonderland, Carroll
uses a rabbit hole as a physical portal to move through time. Comparably, Evenson utilizes
the windeye, a window that can only be seen from one side, as a physical portal. When the
sister touches the windeye, her brother believes that she enters into another reality through
the portal as Alice does. In contrast, the protagonist also experiences a new reality as he is.
Zhang 1
Yixiang Zhang
Tamara Kuzmenkov
English 101
June 2, 2020
Comparing Gas-Powered Cars and Electric Cars
Electric cars have become increasingly popular in the past century. These cars use
electric motors instead of conventional gasoline engines. Electric cars pollute less and utilize
energy more efficiently than gas-powered vehicles; therefore, modern research is focusing on
improving electric vehicles, such as increasing the storage capacity of the batteries. This essay
seeks to identify the differences and similarities between the two types of cars focusing on their
performance, price, and convenience.
An electric car is a car that is primarily powered by electricity. The conventional gas-
powered cars require diesel or gasoline to power the engines. These cars have gas tanks that store
fuel and the engine converts the gas to the energy that powers the motor. Similarly, electric cars
have batteries, or fuel cells that store and convert electricity to energy used to propel electric
motors (What Are Electric Cars?). Four components present in electric cars distinguish it from
the gas-powered cars (Alternative Fuels Data Center: How Do All-Electric Cars Work?). The
first is the charge port. Since electricity powers an electric car, there has to be a port to connect
to an external power source when charging the battery. The second is an electric traction motor
that propels the vehicle. The third is a traction battery pack. This battery serves the same purpose
as the gas tank; thus, it stocks electric power to propel the motor. The forth is a direct current
converter. This component converts the current to low voltage power that is needed to power the
electric engine.
Tamara Kuzmenkov
90000001730094
You need to watch the panapto session for this paper assignment and FOLLOW the instructions I give there. Your topic sentence must follow the patterns set forth by your thesis. So, this first paragraph must have a topic sentence about GAS POWERED cars and PRICE. That is what you have set forth in your thesis. Watch the panapto session. And ask me questions if you do not understand what I mean.
Tamara Kuzmenkov
90000001730094
No, you cannot 'announce' what your essay will do. And this is NOT the thesis I approved. What I approved:"Both gas-powered cars and electric cars are now in use, but their price, performance and convenience may vary, which may influence people's decisions about which type to use."
Zhang 2
Differences between gas-powered cars and electric cars
The initial purchase price of an electric car is much higher than that of a gas-powered car.
Consumers intending to own a vehicle have the option of buying or leasing. The initial cost of a
car depends on an individual's disposable income and savings. Knez et al. noted that "When it
comes to financial features, the most important thing seems to be the total price of the vehicle"
(55). The difference in price between electr.
Zhang �1
Nick Zhang
Mr. Bethea
Lyric Peotry
13 November 2018
Reputation by Taylor Swift
After Taylor Swift fell into disrepute, she was truly reborn. As a creative singer
who reveals a lot of real life emotions and details in her works, she constantly refines
and shares her emotional connection with her audience. In her new album, people find
resonance in her work, connect it with their own lives. "Reputation" is not only the
original efforts of Taylor Swift, but also means that she turned gorgeously and
dominated. This album is like a swearing word from her to the world. Revenge fantasy,
sweet love, painful growth... all the good and bad things that happened in these stages
of life, her music seems to have gone through with us all over again.
But last August, the now 28-year-old singer declared that "the old Taylor is
dead" in her eerie single "Look What You Made Me Do," the beginning of a new era for
Swift (Weatherby). The disclosure of the society, the accusations of rumor makers,
these straight-forward lyrics shred the ugly face of those unscrupulous people. Taylor
Swift did not endure the rumors in the society, but created this rock album after the
silence. If 1989 is still what Taylor hopes to gain the understanding of the public, this
album is really a matter of opening up the past concerns, saying goodbye to the past
as well as being a true Taylor Swift. No longer caring about the so-called "reputation ",
preferring to be burned to death by those ridiculous "images." This air of newfound
jadedness is one of the many ways in which Swift broadcasts her long-overdue loss of
Zhang �2
innocence on “Reputation,” an album that captures the singer during the most
turbulent but commercially successful period of her career. (Primeau)
The cover is black and white, the picture is Taylor's head, and the side is the
newspaper's article and title words. The cover of the album may be a metaphor, it
reveals that Taylor can no longer stand the report of the gossip media, and the chain on
the neck represents depression and breathlessness. The theme and style of the album
are all refined from their own lives. The emotions and themes interpreted in her songs
make the audience feel more deeply that her album is her life. Without even using any
real words, fans can surmise what this means — a reference to the endless headlines
and stories the singer has spurred in recent years. (Primeau) Reputation, come to diss
the past and all opponents.
The lyrics and MV are full of real stalks in Taylor Swift's life , with Taylor's
resentment for circles and industry since his debut. In the era of streaming singles, she
is the rare young star who still worships at the altar of the album, an old-fashioned
instinct that serves her surprisingly well. (Battan) "Look What You Made Me Do" is a
counterattack against Kanye West and Kim Kardashian, Katy Perry and numerous
online "black mold". And .
Zero trust is a security stance for networking based on not trusting.docxransayo
Zero trust is a security stance for networking based on not trusting any users, devices, or applications by default, even those that are already on the network. The zero trust model uses identity and access management (IAM) as a foundation for an organization’s security program. For this assignment:
Research the zero trust model.
Write a report that describes the following:
The purpose of zero trust and what differentiates it from other security models
An overview of how zero trust works in a network environment
How zero trust incorporates least privilege access through role-based access control (RBAC) and/or attribute-based access control (ABAC)
Need 2 pages around 600 words
.
Zero plagiarism4 referencesNature offers many examples of sp.docxransayo
Zero plagiarism
4 references
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.
In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.
Post
a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.
.
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Academic Year 201920Assessment GuideTerm .docxSALU18
Academic Year 2019/20
Assessment Guide
Term 2 20th January 2020 - 08th April 2020
Module Leader
Name: Dr Lazarus T. Mabvira
Email: [email protected]
Room: US2.33
Student Hours: Monday 15-1700hrs
Wednesday 14-1600hrs
Other Tutors
Kwabena AGYEMANG-BADU
Igbekele OSINUBI
Aini SHAHAR
Hatem ELFEITURI
Nurat AJIBADE
Assessment
Individual Coursework
10th April 2020 @ 2359hrs
This assignment accounts for 50% of the module marks.
Your Task:
The Fleet Highlands Café is a company that prepares meals for tourists and citizens in its kitchen located next to the local airport. The company’s planning and actual budgets for March appears below:
The Fleet Highlands Café
Planning and actual budgets for the month ended March 31, 2019
PLANNING ACTUAL
Budgeted meals quantity (q)20 000 18 000
Revenues (£5.00q) £100 000 £90 000
Expenses:
Raw material (£2.50q) 50 000 45 000
Wages and salaries (£5 500+£0.25q) 10 500 10 000
Utilities (£2 500 + £0.05q) 3 500 3 400
Facility rent 5 000 5 500
Insurance 2 800 3 200
Fuel 2 500 2 800
Net Operating Income£25 700 £20 100
Required:
a) What is the objective of preparing a budget for Fleet Highlands Café? (10 marks)
b) Prepare a report showing the company’s revenue and spending variance for March? (20 marks)
c) Which variances should be of concern to management? Explain (40 marks)
d) Advise the Fleet Highlands Café on what they need to do to maintain their profitability and sustainability going forward. (20 marks)
The word count for this assignment is 1,500 words and will not include the title page, executive summary, contents page or bibliography.
It is important that you show knowledge of key debates within the wider literature. Also, it is strongly advised that you are critical in your writing and ensure a good level of integration and coherence in applying theories. Please work on, and ensure an excellent level of criticality, coherence, and flow of your report. This will require effective discussion and clarity.
Please note that a significant amount of the marks is awarded based on wider reading, critical and logical presentation, quality of argument, referencing, academic integrity and academic writing conventions. Please see Assessment Criteria on the Moodle.
Reassessment
The reassessment will be a resubmission of this report, with tracked changes made in response to the feedback given. The date for Reassessment is 30th May 2020.
The Learning Outcomes assessed by this assessment are:
Knowledge
1. Demonstrate an understanding of different markets and sources of finance; and the role of budgeting in an organisation.
2. Be able to assess budgets based financial data to support organisational objectives (CMI Los 2).
Thinking skills
3. Analyse the information contained in a company’s annual report; and appraise finance and investment decision.
Skills for life and work (general skills)
4..
Title of PaperYour nameHCA375– Continuous Quality Monito.docxjuliennehar
Title of Paper
Your name
HCA375– Continuous Quality Monitoring and Accreditation
Type Instructor Name Here
Type Date
HCA375 - WEEK 4 ASSIGNMENT
PART 1 – DETAIL OF THE ADVERSE EVENT CHOSEN
Refer to the instructions in the Week 4 Assignment of your online course to understand what is expected in each row. This completed template should be between eight to ten pages in length. Include APA citations within the description row where appropriate. List your references in APA format according to the Ashford Writing Center guidelines on the last page of this template.
CONTENT
DESCRIPTION
ADVERSE EVENT
HISTORICAL BACKGROUND
LEGAL & ACCREDITING AGENCY REQUIREMENTS
CQI TEAM COMMUNICATION
OPERATIONAL OR SAFETY PROCESSES
IMPACT OF THIS EVENT
WEEK 4 ASSIGNMENT
PART 2 - GRAPH THE DATA
You are tasked with graphing the data in Excel for your chosen event. The data is located in the classroom under the Week 4 Assignment Directions. Make sure to use only the data for your chosen event. The directions identify which columns of information to use depending on the chosen adverse event. Once you complete the graph in Excel, copy/paste your graph below.
Include an analysis of the data in paragraph format.
Discuss the frequency of the adverse event as compared to the increase or decrease of patient discharges.
What is the data telling you?
What possible factors in your opinion could be attributed to the change?
WEEK 4 ASSIGNMENT
PART 3 – CQI TOOL
· Choose one of the CQI Tools listed below to illustrate the use of the tool with your chosen Adverse Event.
· You will be responsible for creating the CQI Tool, completing the tool, taking a screenshot, and copying/pasting the screenshot into the space below. If you are unfamiliar with these tools, please refer to the recommended readings, specifically the article from Week 2, which is listed below. You can locate the article in the Ashford Library.
· In addition, as a learning resource, the CQI tools listed below are hyperlinked to the Institute for Health Care Improvement website, which discusses and illustrates examples of each type of tool.
Siriwardena, A. (2009). Using quality improvement methods for evaluating health care. Quality in Primary Care, 17(3), 155-159. ISSN: 1479-1072 PMID: 19622265
· Choose a CQI Tool that best suits your chosen Adverse Event from the following list.
· Fishbone (Cause and Effect) Diagram
· Flowchart
· Pareto Diagram
WEEK 4 ASSIGNMENT
PART 4 - FUTURE PREVENTION
APPLYING PDSA - Worksheet
PHASE
PHASE ACTIVITIES
EXPLANATION
PLAN
Problem
Objective
Team members
Communication
Data collected
Pilot phase
DO
Three possible solutions
One solution to implement
Result of pilot (create own scenario)
Methods of communication
STUDY
Summarize data
Observations and problems
Comparison of pilot plan to pilot results
Revisions needed to meet objective
ACT
Revised improvement plan
How to Implement the plan hospital wide
Plan for monitoring the improvemen ...
Scanned by CamScannerTechnical Writing Week V Asses.docxkenjordan97598
Scanned by CamScanner
Technical Writing: Week V Assessment
1. You are hosting an office picnic at your house this year. Using proper memo formats,
and Figure 6-2 of the textbook, provide directions to your house. Make note of anything
confusing and any appropriate warnings or cautions. Use word processing software,
such as Microsoft Word, to create your memo.
Your response should be at least 200 words in length. You are required to use at least
your textbook as source material for your response. All sources used, including the
textbook, must be referenced; paraphrased and quoted material must have accompanying
citations
2. Your employer is pleased with your desire to further your education and would like you
to inform other employees about the process of online education; however, she still has
questions about applying. Using proper memo formats, and Figure 6-1 of the textbook,
explain the process of applying for a degree at CSU. Use word processing software, such
as Microsoft Word, to create your memo.
Your response should be at least 200 words in length. You are required to use at least
your textbook as source material for your response. All sources used, including the
textbook, must be referenced; paraphrased and quoted material must have accompanying
citations.
3. Choose a task that you perform every day: It can be whatever you like, provided that
there is a minimum of eight steps. Using proper memo formats, and Figure 6-2 of the
textbook, provide instructions for that task to the appropriate audience. Use word
processing software, such as Microsoft Word, to create your memo.
Your response should be at least 200 words in length. You are required to use at least
your textbook as source material for your response. All sources used, including the
textbook, must be referenced; paraphrased and quoted material must have accompanying
citations.
4. You have been tasked with organizing the telecommuters in your office. Part of your job
consists of ensuring they understand how to set up the Internet at their homes. Using
proper memo formats, and Figure 6-1 of the textbook, describe the process of setting up
the Internet at a private home. Use word processing software, such as Microsoft Word,
to create your memo.
Technical Writing: Week V Assessment
Your response should be at least 200 words in length. You are required to use at least
your textbook as source material for your response. All sources used, including the
textbook, must be referenced; paraphrased and quoted material must have accompanying
citations.
Career Objective
To obtain gainful and secure employment where I can apply my education and knowledge of People and
Organizational Development, Operations Management, and Safety.
Summary of Experience:
Business and Operations Management
Performance Improvement & Process Implementation
Safety Management & Compliance
Organizational, Le.
PART 1 OVERVIEWIn this project you are asked to conduct your own.docxsherni1
PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word.
PART 1 OVERVIEWIn this project you are asked to conduct your own.docxkarlhennesey
PART 1 OVERVIEW
In this project you are asked to conduct your own research into two variables that interest you. This project will give you an opportunity to apply the skills and techniques you learn in this class and to produce a professional report using appropriate technology. This is a MAJOR, on-going assignment and is worth 15% of your grade; the equivalent of one unit exam grade.
Your projects will be graded in stages (Part 1, Part 2, Part 3) according to the attached rubrics.
To be successful on your project you must:
· Read and follow instructions carefully.
· Work according to the timeline provided and submit work on time.
· 10% will be deducted for each calendar day the project is submitted after the due date. A project is considered “submitted” when it is available for the professor to view on Canvas. No credit is given after 5 days late.
· Students who fail to submit earlier parts of the project may still submit later parts of the project as long as their topic has been approved by their instructor and as long as they collect their own data. Points will still be taken away for lack of completeness unless those prior sections are completed and included.
· Write clearly, using appropriate terminology and accurate mathematical notation. College-level writing is expected, as is the use of correct grammar.
· If you need help with writing, feel free to use the HCC Writing Center: For further information, see the HCC Web page under the heading “Writing Center” or call the Writing Center at (443) 518-4101. PGCC students at the Laurel College Center should see the PGCC Writing Center for assistance.
· Submit a neat, professional report typed using your choice of word processing software (including a mathematical notation package) and including printouts and diagrams from your choice of statistical software/technology.
· In particular, embedded graphs or charts and/or computer printouts will be expected as part of the report. Hand-drawn graphs are not acceptable.
· Please note: Excel should be used only with caution as it does not consistently follow accepted statistical practices.
· Original work is expected. This means that students who are repeating the course are expected to create an entirely new project using two new variables of interest.
· For example, you might watch a YouTube video on how to use StatCrunch or have a peer show you how to create a histogram using a different data set (not the one in your project), then try it yourself with your data set. You might consult your textbook or your instructor about a concept, but then put the explanation into your own words.
· Getting Help:
· For this project, you may consult any resource for general help and advice (including your instructor, tutors (LAC, HR230), classmates, or the internet) provided that your write-up (computations, explanations, and embedded diagrams) are your own work.
· Submission guidelines:
· You should submit your project via the Canvas link as a PDF or Word ...
The Buzz About the Standards Alignment Processccpc
CAST (Collaborative Alignment Support Team)
How does a group of educators and industry professionals come together effectively in the process of aligning curriculum with their individual standards? This session will demonstrate how to use a Collaborative Alignment Template and how this template is designed to align instructional units with the Model Curriculum Standards – both Academic Content Standards and Career Technical Education Standards. During this session participants will also work through the process that allows for building of future curriculum utilizing the Collaborative Alignment Template. Flash drives with the template, the California Standards and Framework, as well as aligned curriculum samples and other resources will be handed out to participants.
772015 Case - MGT509 Human Resource Management (JUN2015FT-1).docxevonnehoggarth79783
7/7/2015 Case - MGT509 Human Resource Management (JUN2015FT-1)
https://tlc.trident.edu/content/enforced/55058-MGT509-JUN2015FT-1/DW4Mod%20-%20Codes/EMPTY%204-MODULE%20HTML%20DOCS/Modules/Module3… 1/4
Module 3 Case
PERFORMANCE MANAGEMENT; TALENT MANAGEMENT;
ORGANIZATIONAL DEVELOPMENT
Assignment Overview
Click The King Company Background to review information on the Company.
HUMAN RESOURCE DEVELOPMENT
The HRD division at The King Company is managed by training director
Karmen Scholl, who supervises two other employees: a trainer and an
administrative assistant, who coordinate the logistics of King’s training
programs. Recognizing the continuous dynamics of the hightech industry,
King has been a strong supporter of employee development.
With approval of the immediate supervisor, King encourages employees to
attend training seminars, and tuition reimbursement is available for college
level courses that are related to the employee’s job. Inhouse training is
conducted regularly to ensure all employees are uptodate on sexual
harassment and safety procedures. Other training is made available as the
need arises. Whenever possible, training programs are developed and
facilitated by inhouse staff members. When that is not practicable, a request
for proposal is generated and King hires outside facilitators.
Since the labor problem a few years back, Scholl aggressively trained
management employees with particular emphasis on skills for firstline
supervisors. She wants to see improvement in people skills and consistent
implementation of King’s policies across department lines. Unfortunately, her
efforts are not universally well received. Some managers grumble that HR just
gets in the way and ties their hands when dealing with difficult employees. All
too often Smith hears managers say that there is the “classroom way” and the
“shop floor way.” She sees training for King managers as an ongoing process.
Last year’s strategic planning process identified knowledge management as
an area for organizationwide improvement. King has a history of employees
working in silos, with little communication across functions. Hoping to bridge
the gap and encourage collaborative exchange, Scholl established
“communities of practice,” where individuals could meet to problem solve and
exchange ideas. Her first communityofpractice group consisted of individuals
from research and development, engineering and production. A number of
other communities have since been established. More informally, Scholl
https://tlc.trident.edu/content/enforced/55058-MGT509-JUN2015FT-1/THE%20KING%20COMPANY%20BACKGROUND.docx?_&d2lSessionVal=7aew7fG36mSnLOep4Nez6M9J2&ou=55058
7/7/2015 Case - MGT509 Human Resource Management (JUN2015FT-1)
https://tlc.trident.edu/content/enforced/55058-MGT509-JUN2015FT-1/DW4Mod%20-%20Codes/EMPTY%204-MODULE%20HTML%20DOCS/Modules/Module3… 2/4
encourages “snack and chat” meetings on Friday afternoons, where
employees can drop by for a snac.
Similar to A Case Study of Data Acquisition and ReportingAttached Files.docx (9)
Zoe is a second grader with autism spectrum disorders. Zoe’s father .docxransayo
Zoe is a second grader with autism spectrum disorders. Zoe’s father recently passed away in a tragic car accident. Zoe, her mom, and two older brothers have temporarily relocated from out-of-state and are now living in her grandparents’ house in a small, rural community.
Because the family had been living out-of state, Zoe has never interacted with her grandparents. She has challenges responding to social cues, including her name and in understanding gestures. She also engages in repetitive body movements. She is fond of her set of dolls and likes lining them up. When Zoe is agitated, her mother plays Mozart, which seems to have a calming effect. Zoe also enjoys macaroni and cheese.
Her grandparents do not understand Zoe’s attempts at communicating. Zoe does not respond well to crowded and noisy environments. Zoe’s mom is working outside the home for the first time.
Because of the move, Zoe has transferred to a new school, which does not currently have any students with ASD. Although her mom is generally very involved with Zoe’s education, she is away from the home much of the time due to a long commute for her new job is a neighboring city.
Zoe’s grandparents are eager and willing to help in any way they can.
Imagine you are serving as an ASD consultant at Zoe’s new school. Using the COMPASS model, create a COMPASS Action Plan for Zoe by complete the following tasks:
Identify the personal challenges for Zoe;
Identify the environmental challenges for Zoe;
Identify potential supports; and
Identify and prioritize teaching goals.
In addition, include a 250-500-word rationale that explains how your action plan for Zoe demonstrates collaboration in a respectful, culturally responsive way while promoting understanding, resolving conflicts, and building consensus around her interventions.
.
Zlatan Ibrahimović – Sports Psychology
Outline
Introduction:
· General Info
· Nationality, Birthplace, Parents
· Childhood What he wanted to do growing up?
· When did he start playing professionally?
· Which teams did he play for?
· Give some of his career statistics and maybe records?
· What trophies has he won with club football and national team of Sweden?
· Style of Play
· What is his personality like? How do people see him in the media?\
·
Body Paragraphs
Connect the following Sports Psychology Concepts (or even those not listed) to Zlatan Ibrahimović
What is his personality type? Type A, B C, or D?
Give examples through research of where he shows this.
CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE
· Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.
· Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.
· The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U
HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?
· Anxiety: is a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body
· Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
· Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)
· Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt
· Concentration Disruption: the degree to which one typically has concentration disruption during competition
People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn't view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than.
Zia 2Do You Choose to AcceptYour mission, should you choose.docxransayo
Zia 2
Do You Choose to Accept?
Your mission, should you choose to accept it, is to go out and see Mission: Impossible-Fallout. As I sat back in my red-cushioned seat, accompanied by my brothers, I knew I was in for something special. The film takes place two years after two-thousand fifteens hit movie, Mission: Impossible-Rogue Nation. While I had no clue what to expect, I knew I was going to be in for an incredible ride as soon as the movie began with the intense dialogue between Ethan Hunt (Tom Cruise) and Solomon Lane (Sean Harris). From beginning to end, Mission: Impossible- Fallout delivers crazy action-thriller scenes, inventive special effects, and creative cinematography.
Mission: Impossible-Fallout is based on a story of an American agent who must retrieve nuclear weapons from an enemy terrorist organization with help of his specialized IMF team. The film was consistent the first hour with it involving the audience in the mission of the secret organization and trying to figure out the next move of the evil organization known as the Apostles. However, towards the middle of the movie it was revealed that one of the CIA agents was playing the role of a double spy and was on the side of the Apostles. The plot delivered intense action-packed scenes between the opposing groups that personally had me at the edge of my seat. Whether it was a chase on motorcycles, cars, speedboats, or helicopters, each scene had Ethan Hunt running for his life to save the world. Even though I was only viewing the movie from a comfortable movie theater, Hunt zigzagging through the traffic of France on a motorcycle had my fists clenched and adrenaline pumping. However, that was not even the best thriller of the movie. Ethan Hunt trailing Agent Walker in a helicopter with heavy rounds of artillery being fired at each other through the snowcapped mountains of Kashmir may very well be one of the best action scenes in cinematic history. Mission: Impossible-Fallout can be appreciated and enjoyed by all audiences because of its action-packed scenes that keep everyone extremely engaged in the plot.
Mission: Impossible-Fallout brilliantly illustrates the amazing special effects that serve to create the theme and style of the film. From creating bloody wounds to spectacular backgrounds, special effects are abundant throughout the movie. For instance, as Hunt is jumping off an airplane, the special effects of this scene include wind, rain, thunder, and clouds that make the film visually appealing and almost realistic. The thunder striking him as he is skydiving had my jaw wide open simply because of how incredible the illusion was displayed. In almost every fight between Hunt’s team and the Apostles, multiple types of special effects were utilized. Fighting sequences with Hunt angrily running towards Lane and delivering devastating punches accompanied by “POWs” and “AAAHs” seemed so realistic that it had me feeling queasy in my stomach. The gunfire during these fight.
Ziyao LiIAS 3753Dr. Manata HashemiWorking Title The Edu.docxransayo
Ziyao Li
IAS 3753
Dr. Manata Hashemi
Working Title:
The Education Gap
Research Question:
How did the youth of Iran make up the education gap resulted from the Cultural Revolution from 1980 to 1982?
This is a critical question because it involves both education and the youth of Iran. Education and the youth are both very fundamental perspectives for a society to thrive. During the cultural revolution, the education system was shut down, which would undermine the overall quality of a generation. Research of this issue will lead us to the methods used to make up the education gap. It is possible to help other countries suffering similar issues.
Thesis Statement:
After the Iran’s cultural revolution during 1980 to 1982, the youth of Iran made up the education gap caused during the revolution by promoting student movements.
Outline:
· Introduction:
· Cultural Revolution happened in Iran during 1980 to 1982. The education institutions like universities were shut down for the 3-year period. And this gap in education brought significant influence on the youth of Iran at that time. However, the education gap was made up successfully after the revolution.
· State the thesis statement:
· The education gap is made up by the youth in Iran. They promoted the student movement to help the society recover from the revolution.
· The scars left from the revolution
· The revolution lasted 3 years, young people who were supposed to be students had to quit school. The government forced schools to close. The chain of delivering knowledge was broken. And young people cannot find proper things to do when quitting school.
· Student movements
· After the cultural revolution, people in Iran realized they need to correct the current education situation recover the damages resulted from the revolution. Since Iran’s youth has a great number in the society, their power was not to be ignored. They started to fight for their own rights and profits. They were looking for ways to make up the damage has been down. Then the student movement eventually worked for recovering Iran’s education level.
· Conclusion
· The cultural revolution in Iran hurt its education continuity. However, the youth of Iran managed to make up for the damage caused by the cultural revolution. Student movements played the dominant role in this recovering process.
Bibliography:
Khosrow Sobhe (1982) Education in Revolution: is Iran duplicating the Chinese Cultural Revolution?, Comparative Education, 18:3, 271-280, DOI: 10.1080/0305006820180304
Mashayekhi M. The Revival of the Student Movement in Post-Revolutionary Iran. International Journal of Politics, Culture & Society. 2001;15(2):283. doi:10.1023/A:1012977219524.
Razavi, R. (2009). The Cultural Revolution in Iran, with Close Regard to the Universities, and its Impact on the Student Movement. Middle Eastern Studies, 45(1), 1–17. https://doi-org.ezproxy.lib.ou.edu/10.1080/00263200802547586
ZABARDAST, S. (2015). Flourishing of Occid.
Ziyan Huang (Jerry)
Assignment 4
Brand Positioning
Professor Gaur
Target audience:
HR in Ping An Bank Co., Ltd. HRs (interviewers who hire people) from Ping An Bank are usually female, aged 30-40, who look friendly and easy-going. They are sophisticated and skeptic when checking people’s resumes and asking questions during interview. Usually, HRs care about four things: 1. Graduate school ranking. 2. Working experience in bank 3. Oral expression. 4. Personal character. They prefer people who are enthusiastic, energetic and hard-working.
Q1:
Compared to other people who also look for jobs in Ping An Bank, my points of parity would be: 1. I have earned a master degree in a Top 40 U.S. graduate school. 2. I have some intern experience in another bank. My points of differentiation would be: 1. I am confidence in speaking and self-expression. I can serve both Chinese and American clients because I speak fluent Mandarin and English. 2. I am energetic and hard-working. I always have passion in learning something new, which is a key for me to develop working skills.
Q2:
My brand essence: “Energetic, hard-working and modest.”
Q3:
Positioning statement:
Ziyan Huang is for employers from bank,
Who look for excellent employees.
Ziyan Huang is an energetic, hard-working NYU graduate student,
That has passion in developing new working skills.
Because he can speak fluent Mandarin and English,
And have one year working experience in China Merchant Bank,
So that employers can trust him as a reliable candidate.
.
Zhtavius Moye
04/19/2019
BUSA 4126
SWOT Analysis
Dr. Setliff
PORSCHE
Strengths
· Brand Recognition
Not only a brand, but a status symbol for wealth and luxury
· Lean Factory Production
Manpower is low compared to the use of raw materials and supplies
· High Profit Share
The reputation is well-known for good treatment
Weaknesses
· Small automotive manufacture
Porsche has offered the same line of cars for years before extending.
· Limited Customer Sector
Not everyone can afford a Porsche
· Location
Since beginning of time, Porsche has been in Stuttgart, Germany. No space to expand
Opportunities
· Expansion
Deliveries increased in China by 12% but needs more in Asia, Japan, and Indonesia.
· Electric Mobility
A chance to expand Porsche name to many more industries and markets with top competitors such as Tesla.
· S1, O2: Brand recognition extends the range for profitability for the 2020 fully electric Porsche Taycan.
· S3, O1: The annual profitability of the company will encourage others to become a part of the business.
· S2, O1: The cost of a Porsche effects expansion, but by expanding to China could significantly increase rates.
· S3, O1: The location in Germany is a problem for expansion due to limited space of Stuttgart.
Threats
· Technology
Modern technology is advancing to lower cost vehicles.
· Market Competition
Vehicles with similar characteristics at lower cost.
· S3, O2: Weighing heavily on the market Porsche’s reputation will continue to stand abroad its competitors.
· S2, O1: Limited labor will call for more software developers in the more modern technology, especially introducing the fully electric Porsche Taycan.
· S1, O1: Porsche is a company that believes in staying at its classic and luxury perception to their buyers. Still giving all newly updated technology certain things such as an automatic start engine will not be an asset.
· S2, O2: Combined leaves Porsche at a limitation of customers making it hard to expand the market.
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 1
VIOLATION OF CIVIL RIGHTS ACT IN ELECTIONS 2
Violation of Civil Rights Act in Elections
Jake Bookard
Savannah State University
Violation of Civil Rights Act in Elections
Introduction
Despite the assurance of minority voter’s rights by the constitution and the fourteenth amendment, cases of rights violation with regards to the voting process are still on the rise in the US. Minority groups are often discriminated or blocked from participating in the voting process both in ways that they can discern and through cunning plans that can involve the voting process. Some of the main reasons why minorities’ constitutional rights are violated include racial discrimination by majority races, and to manipulate the outcome of the elections so as to keep minority groups out of the political leadership structure. The fourteenth amendment and the constitution do not sufficiently safeguard the rights of minority groups during elections beca.
Zichun Gao Professor Karen Accounting 1AIBM FInancial Stat.docxransayo
Zichun Gao Professor Karen Accounting 1A
IBM FInancial Statement Analysis
Financial Ratios 2019 2018 Formula
Current Ratio 1.02 1.29 CA/CL
Profit Margin 12.22% 12.35% Net Income/Total Revenue
Receiveables Turnover 9.80 10.71 Revenue/Average AR
Average Collection Period 36.72 33.62 365/Receiveables Turnover
Inventory Turnover 25.11 25.36 COST/Average Inventory
Days in Inventory 14.53 14.39 365/Inventory Turnover
Debts to Asset Ratio 0.86 0.86 Total Debts/Total Assets
IBM's days in inventory is around two weeks and this means that goods in the inventory
as efficnetly distributed and that there is a consitantly good inventory control for the
company.
The company's debts to assets ratio is the same for two years and this means that the
company has less debt than asset. However, it is still a relatively poor ratio because this
might show that there are potential problems for the company to generate sufficient
revenue.
The current ratio of the company has decreased over the year, and this means that the
company has less liquid assets to cover its short term liabilities. Since the ratio is
currently approaching 1, the company might be having liquidation problem.
The profit margin for IBM is very stable and it has been about 12% for two years. The
company is performing the profit-generating ability at an average level and it is having
an average profit margin in the industry.
The receiveables turnover is good for the company while between these two years, there
is a decline. As the company is collecting its accounts receiveables around 10 times per
year, the collection is frequent.
The company has been collecting money from customers on credit sales approximately
once every month, and the company usually has fast credit collection, which means that
the risk for credit sales is relatively low.
Inventory turnover measures how many times a company sells and replaces inventory
during a year and for IBM, the number of times is stable and it is constantly around 25.
This means that the company has an efficient control of its goods in the inventory.
Free Cash Flow 11.90 11.90 CF_Operation-Capital Expenditures
Return on Assets 0.06 0.08 Net Income/Total Assets
Asset Turnover 0.51 0.65 Revenue/Assets
Figures From Financial Statement
From Income Statement pg.68
Net Income 9431 9828
Total Revenue 77147 79591
Cost 40657 42655
From Consolidated Balance Sheet pg.70
Current Assets 38420 49146
Current Liabilities 37701 38227
Accounts Receiveables 7870 7432
Inventory 1619 1682
Total Assets 152186 123382
Total Liabilities 131202 106452
From Cash Flow Overview pg.59
Net Cash From Op 14.3 15.6
Capital expenditures 2.4 3.7
The company currently has 11.9 billion dollars free cash flow for two years and this is a
relatively high level of free cash flow. With the high free cash flow, the company can
have more oportunity to expand, invest in new projects, pay dividends, or invest the
money into Resea.
Zheng Hes Inscription This inscription was carved on a stele erec.docxransayo
Zheng He's Inscription
This inscription was carved on a stele erected at a temple to the goddess the Celestial Spouse at Changle in Fujian province in 1431. Message written before his last voyage.
The Imperial Ming Dynasty unifying seas and continents, surpassing the three dynasties even goes beyond the Han and Tang dynasties. The countries beyond the horizon and from the ends of the earth have all become subjects and to the most western of the western or the most northern of the northern countries, however far they may be, the distance and the routes may be calculated. Thus the barbarians from beyond the seas, though their countries are truly distant, "have come to audience bearing precious objects and presents.
The Emperor, approving of their loyalty and sincerity, has ordered us (Zheng) He and others at the head of several tens of thousands of officers and flag-troops to ascend (use) more than one hundred large ships to go and confer presents on them in order to make manifest (make it happen) the transforming power of the (imperial) virtue and to treat distant people with kindness. From the third year of Yongle (1405) till now we have seven times received the commission (official permission) of ambassadors to countries of the western ocean. The barbarian countries which we have visited are: by way of Zhancheng (Champa Cambodia), Zhaowa (Java), Sanfoqi (Palembang- Indonesia) and Xianlo (Siam/Thailand) crossing straight over to Xilanshan (Ceylon- Sri Lanka) in South India, Guli (Calicut) [India], and Kezhi (Cochin India), we have gone to the western regions Hulumosi (Hormuz Between Oman and Iran), Adan (Aden), Mugudushu (Mogadishu- Somalia), altogether more than thirty countries large and small. We have traversed more than one hundred thousand li (distance of 500 meters) of immense water spaces and have beheld in the ocean huge waves like mountains rising sky-high, and we have set eyes on barbarian regions far away hidden in a blue transparency of light vapours, while our sails loftily unfurled like clouds day and night continued their course (rapid like that) of a star, traversing those savage waves as if we were treading a public thoroughfare. Truly this was due to the majesty and the good fortune of the Court and moreover we owe it to the protecting virtue of the divine Celestial Spouse.
The power of the goddess having indeed been manifested in previous times has been abundantly revealed in the present generation. When we arrived in the distant countries we captured alive those of the native kings who were not respectful and exterminated those barbarian robbers who were engaged in piracy, so that consequently the sea route was cleansed and pacified (to make someone or something peaceful) and the natives put their trust in it. All this is due to the favours of the goddess.
We have respectfully received an Imperial commemorative composition (essay/piece of writing) exalting the miraculous favours, which is the highest recompense and.
Zhou 1Time and Memory in Two Portal Fantasies An Analys.docxransayo
Zhou 1
Time and Memory in Two Portal Fantasies: An Analysis of Alice’s Adventure in Wonderland and "Windeye"
Life is a collection of moments, and some memories last forever. Brian Evenson
demonstrated this in “Windeye,”a story of a man who faces mental challenges because of the
life-long memory of his sister. In spite of the fact that his mother insists that the sister did not
exist, the protagonist stuck to this belief until his old age. The basis of the protagonist’s
problems is the intense love and unforgettable memories he shared with his imagined sister.
A great portion of his childhood memories is centered around his sister and their exploration
of the windeye. Windeye, the corruption of the word window, is a portal that causes the
disappearance of the protagonist’s sister. The popular portal fantasy, Alice’s Adventure in Wonderland, illustrates a similar story in the same sub-genre where a girl travels through a
rabbit hole and experiences a fantasy world which chronicles her changes from naive child-
like responses to more adult-like problem solving reactions. In “Windeye,” Brian Evenson
utilizes the portal trope to develop conflict and outcomes while exploring the themes of time
and memory. In both stories, the use of the portal trope creates a distinct world that is
separate from reality; however, the outcomes are different, and ultimately, Alice’s Adventure in Wonderland presents the theme of growth while “Windeye” explores time and memories.
The use of time factors allows the reader to travel back to the origin of the story in “Windeye” and experience the beginning of the central conflict. It is in his past that the
protagonist develops strong childhood memories of a sister, which is the cause of his future
mental challenges. In the present, the narrator is old and rickety as he uses a cane to walk but
is still reminiscent of the past (Evenson). He holds firm to the belief that he might have a
chance of meeting his sister again and thus contemplates the future and the sister’s
appearance. The plot of “Windeye” is composed of distinctive life moments: the past, the
present, and the future, which offer a clear and complete description of the events. The theme
Zhou 2
of time allows the reader to understand why the protagonist profoundly feels that his sister exists. In essence, it is time travel that gives the story a picture of the events that lead to the current situation.
The portal fantasy is a fictional literary device where a character enters into a
fantastical world through a portal or a hole. In Alice’s Adventures in Wonderland, Carroll
uses a rabbit hole as a physical portal to move through time. Comparably, Evenson utilizes
the windeye, a window that can only be seen from one side, as a physical portal. When the
sister touches the windeye, her brother believes that she enters into another reality through
the portal as Alice does. In contrast, the protagonist also experiences a new reality as he is.
Zhang 1
Yixiang Zhang
Tamara Kuzmenkov
English 101
June 2, 2020
Comparing Gas-Powered Cars and Electric Cars
Electric cars have become increasingly popular in the past century. These cars use
electric motors instead of conventional gasoline engines. Electric cars pollute less and utilize
energy more efficiently than gas-powered vehicles; therefore, modern research is focusing on
improving electric vehicles, such as increasing the storage capacity of the batteries. This essay
seeks to identify the differences and similarities between the two types of cars focusing on their
performance, price, and convenience.
An electric car is a car that is primarily powered by electricity. The conventional gas-
powered cars require diesel or gasoline to power the engines. These cars have gas tanks that store
fuel and the engine converts the gas to the energy that powers the motor. Similarly, electric cars
have batteries, or fuel cells that store and convert electricity to energy used to propel electric
motors (What Are Electric Cars?). Four components present in electric cars distinguish it from
the gas-powered cars (Alternative Fuels Data Center: How Do All-Electric Cars Work?). The
first is the charge port. Since electricity powers an electric car, there has to be a port to connect
to an external power source when charging the battery. The second is an electric traction motor
that propels the vehicle. The third is a traction battery pack. This battery serves the same purpose
as the gas tank; thus, it stocks electric power to propel the motor. The forth is a direct current
converter. This component converts the current to low voltage power that is needed to power the
electric engine.
Tamara Kuzmenkov
90000001730094
You need to watch the panapto session for this paper assignment and FOLLOW the instructions I give there. Your topic sentence must follow the patterns set forth by your thesis. So, this first paragraph must have a topic sentence about GAS POWERED cars and PRICE. That is what you have set forth in your thesis. Watch the panapto session. And ask me questions if you do not understand what I mean.
Tamara Kuzmenkov
90000001730094
No, you cannot 'announce' what your essay will do. And this is NOT the thesis I approved. What I approved:"Both gas-powered cars and electric cars are now in use, but their price, performance and convenience may vary, which may influence people's decisions about which type to use."
Zhang 2
Differences between gas-powered cars and electric cars
The initial purchase price of an electric car is much higher than that of a gas-powered car.
Consumers intending to own a vehicle have the option of buying or leasing. The initial cost of a
car depends on an individual's disposable income and savings. Knez et al. noted that "When it
comes to financial features, the most important thing seems to be the total price of the vehicle"
(55). The difference in price between electr.
Zhang �1
Nick Zhang
Mr. Bethea
Lyric Peotry
13 November 2018
Reputation by Taylor Swift
After Taylor Swift fell into disrepute, she was truly reborn. As a creative singer
who reveals a lot of real life emotions and details in her works, she constantly refines
and shares her emotional connection with her audience. In her new album, people find
resonance in her work, connect it with their own lives. "Reputation" is not only the
original efforts of Taylor Swift, but also means that she turned gorgeously and
dominated. This album is like a swearing word from her to the world. Revenge fantasy,
sweet love, painful growth... all the good and bad things that happened in these stages
of life, her music seems to have gone through with us all over again.
But last August, the now 28-year-old singer declared that "the old Taylor is
dead" in her eerie single "Look What You Made Me Do," the beginning of a new era for
Swift (Weatherby). The disclosure of the society, the accusations of rumor makers,
these straight-forward lyrics shred the ugly face of those unscrupulous people. Taylor
Swift did not endure the rumors in the society, but created this rock album after the
silence. If 1989 is still what Taylor hopes to gain the understanding of the public, this
album is really a matter of opening up the past concerns, saying goodbye to the past
as well as being a true Taylor Swift. No longer caring about the so-called "reputation ",
preferring to be burned to death by those ridiculous "images." This air of newfound
jadedness is one of the many ways in which Swift broadcasts her long-overdue loss of
Zhang �2
innocence on “Reputation,” an album that captures the singer during the most
turbulent but commercially successful period of her career. (Primeau)
The cover is black and white, the picture is Taylor's head, and the side is the
newspaper's article and title words. The cover of the album may be a metaphor, it
reveals that Taylor can no longer stand the report of the gossip media, and the chain on
the neck represents depression and breathlessness. The theme and style of the album
are all refined from their own lives. The emotions and themes interpreted in her songs
make the audience feel more deeply that her album is her life. Without even using any
real words, fans can surmise what this means — a reference to the endless headlines
and stories the singer has spurred in recent years. (Primeau) Reputation, come to diss
the past and all opponents.
The lyrics and MV are full of real stalks in Taylor Swift's life , with Taylor's
resentment for circles and industry since his debut. In the era of streaming singles, she
is the rare young star who still worships at the altar of the album, an old-fashioned
instinct that serves her surprisingly well. (Battan) "Look What You Made Me Do" is a
counterattack against Kanye West and Kim Kardashian, Katy Perry and numerous
online "black mold". And .
Zero trust is a security stance for networking based on not trusting.docxransayo
Zero trust is a security stance for networking based on not trusting any users, devices, or applications by default, even those that are already on the network. The zero trust model uses identity and access management (IAM) as a foundation for an organization’s security program. For this assignment:
Research the zero trust model.
Write a report that describes the following:
The purpose of zero trust and what differentiates it from other security models
An overview of how zero trust works in a network environment
How zero trust incorporates least privilege access through role-based access control (RBAC) and/or attribute-based access control (ABAC)
Need 2 pages around 600 words
.
Zero plagiarism4 referencesNature offers many examples of sp.docxransayo
Zero plagiarism
4 references
Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.
In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.
Post
a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.
.
Zero plagiarism4 referencesLearning ObjectivesStudents w.docxransayo
Zero plagiarism
4 references
Learning Objectives
Students will:
Develop diagnoses for clients receiving psychotherapy*
Analyze legal and ethical implications of counseling clients with psychiatric disorders*
* The Assignment related to this Learning Objective is introduced this week and
submitted
in
Week 4
.
Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:
Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
Using the
Diagnostic and Statistical Manual of Mental Health Disorders
, 5th edition (DSM-5), explain and justify your diagnosis for this client.
Explain any legal and/or ethical implications related to counseling this client.
Support your approach with evidence-based literature.
.
Zero Plagiarism or receive a grade of a 0.Choose one important p.docxransayo
Zero Plagiarism or receive a grade of a 0.
Choose one important police function: Law enforcement, order maintenance or service, etc.
OR
Choose one important police strategy: Traditional Policing, Community Policing, Data Driven Policing, etc.
Write a research paper describing the strateugy or function in detail and discussing the significance of the strategy or function with respect to the roles in society.
Format: Title Page, Outline, Text, and References
Must have 3 sources
You can use your textbook: Cox, Steven M., et al. (2020). Introduction to Policing. Fourth Edition. Thousand Oaks, CA: SAGE Publications, Inc.
Paper must by 6 pages long
APA Style
.
ZACHARY SHEMTOB AND DAVID LATZachary Shemtob, formerly editor in.docxransayo
ZACHARY SHEMTOB AND DAVID LAT
Zachary Shemtob, formerly editor in chief of the Georgetown Law Review, is a clerk in the US District Court for the Southern District of New York. David Lat is a former federal prosecutor. Their essay originally appeared in the New York Times in 2011.
Executions Should Be Televised
Earlier this month, Georgia conducted its third execution this year. This would have passed relatively unnoticed if not for a controversy surrounding its videotaping. Lawyers for the condemned inmate, Andrew Grant DeYoung, had persuaded a judge to allow the recording of his last moments as part of an effort to obtain evidence on whether lethal injection caused unnecessary suffering.
Though he argued for videotaping, one of Mr. DeYoung’s defense lawyers, Brian Kammer, spoke out against releasing the footage to the public. “It’s a horrible thing that Andrew DeYoung had to go through,” Mr. Kammer said, “and it’s not for the public to see that.”
We respectfully disagree. Executions in the United States ought to be made public.
Right now, executions are generally open only to the press and a few select witnesses. For the rest of us, the vague contours are provided in the morning paper. Yet a functioning democracy demands maximum accountability and transparency. As long as executions remain behind closed doors, those are impossible. The people should have the right to see what is being done in their name and with their tax dollars.
This is particularly relevant given the current debate on whether specific methods of lethal injection constitute cruel and unusual punishment and therefore violate the Constitution.
There is a dramatic difference between reading or hearing of such an event and observing it through image and sound. (This is obvious to those who saw the footage of Saddam Hussein’s hanging in 2006 or the death of Neda Agha-Soltan during the protests in Iran in 2009.) We are not calling for opening executions completely to the public — conducting them before a live crowd — but rather for broadcasting them live or recording them for future release, on the web or TV.
When another Georgia inmate, Roy Blankenship, was executed in June, the prisoner jerked his head, grimaced, gasped, and lurched, according to a medical expert’s affidavit. The Atlanta Journal-Constitution reported that Mr. DeYoung, executed in the same manner, “showed no violent signs in death.” Voters should not have to rely on media accounts to understand what takes place when a man is put to death.
Cameras record legislative sessions and presidential debates, and courtrooms are allowing greater television access. When he was an Illinois state senator, President Obama successfully pressed for the videotaping of homicide interrogations and confessions. The most serious penalty of all surely demands equal if not greater scrutiny.
Opponents of our proposal offer many objections. State lawyers argued that making Mr. DeYoung’s execution public raised safety concerns..
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Zeng Jiawen ZengChenxia Zhu English 3001-015292017Refl.docxransayo
Zeng
Jiawen Zeng
Chenxia Zhu
English 3001-01
5/29/2017
Reflective Essay
Becoming a good writer is a challenging and continuous process that need to constantly improving your writing skills in different area as same as constructive reflection for identification of both progress and directions for further development. My writing competence has improved significantly during the ten weeks of English 3001 Writing Proficiency course in such areas as grammar, use of verb tenses, and content quality.
The most serious problems I faced in writing process previously were grammar issues and poor content of the essays. To be more precise, I used to lack empirical competence in proper use of verb tenses. My confusions of tense forms destroyed all the sense of the essay, and often improper sentence structure made the result of the writing process insufficient to meet the University Writing Skills Requirements. Initially, when I tried to improve my skills in the given area, I only paid attention to the highlighted mistakes and comments of the tutor. Nonetheless, I realized it was not enough. Therefore, I changed this strategy to a more constructive one. To be more precise, I started reading more books in English and wrote essays diverse topics apart from the course tasks. It was an effective type of training since in several weeks my essays revealed particular progress which I took into consideration and continued.
I realize that it does not suffice to finally meet the University Writing Skills Requirements since this is only a fraction of real competence in writing. The next step of self-improvement the given sphere is editing that also has numerous issues and challenges to be dealt with. It means that there are two domains within the notion of writing competence, and both of them have no limits and require constant self-improvement. Therefore, my goal to meet academic requirements is only one more step in the course of acquisition of linguistic competence and capacity to master English in terms of writing essays and academic papers.
Moreover, I know that currently I need to focus more on content issues, persuasive capacity and proper use of diverse materials employed to support evidence which are crucial elements of writing papers per University requirements. On the other hand, I see that all the core problems with linguistic competence which I have faced earlier, are solved, which means that I need to focus on further self-improvement and keep constructive work in order to achieve my next targets in the field of concern. Furthermore, I have considerable progress in such important dimensions of academic paper construction as thesis development, use of testimony and personal observations, and alignment of different ideas into a coherent, justified and credible academic entity. Now I do not permit run-ons, excessive use of articles or comma splices to emerge in my works. It means that flaws of basic and medium level are dealt with, and further self-de.
zClass 44.8.19§ Announcements§ Go over quiz #1.docxransayo
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Class 4
4.8.19
§ Announcements
§ Go over quiz #1
§ Practice listening quiz
§ Lecture on social organization of Hindustani music
z
Announcements
§ Aashish Khan recital on April 28
§ Assignment #1 will be posted this week
§ Summer course on Indian rhythm
z
Practice listening quiz
z
Terms
§ Socio-musical identity – the connection of social rank to musical
status; prevalent throughout musical communities in South and
Central Asia
§ Soloist – the lead musical role
§ Accompanist – the supporting musical role(s)
§ Heterophony – style of music in which a melody is closely
imitated by another instrument or voice
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Questions to keep in mind
§ What does social class have to do with music performance?
§ How is authority created and controlled?
§ How is it challenged?
§ What is the relationship between soloist and accompanist?
§ How does this affect music performance?
§ What is the relationship between student and teacher?
z
Social class and caste in South Asia
§ Societies were stratified in a social hierarchy
§ High caste – rulers, priests, elite
§ Low caste – manual laborers
§ Dalits – “untouchables”
§ Caste specialization of artisan trades common among Muslim communities
§ Carpentry, pastoralism, leather making, jewelry making, and music!
§ The community to which you were born determined your social rank and the
opportunities that would be available to you
§ People could ”change” their class through certain strategies
§ Marriage, contesting the hegemony of the upper classes
z
Organization of specialist knowledge
§ Music is a practice of specialized communities
§ Music is your life!
§ No word for “musician”
§ Rather, terms denoting the specialty of the performer are used
§ This categorization indicates musical identity (the instrument one
performs) as well as that person’s social rank and roles
z
Organization of specialist knowledge
§ Dhrupadiya – singer of dhrupad
§ Gawaiya – vocalist
§ Binkar – bin (veena) player
§ Khayalia – singer of khyāl
§ Sitariya – sitar player
§ Sarodiya – sarod player
§ Tabliya – tabla player
§ Sarangiya – sarangi player
§ Rubabi – rubab player
§ Qawwal - singer of Qawwali
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Instrument association
Soloist
Vocal
Sitar
Rudra veena
Sarod
Dance
Rubab
Surbahar
Bansuri
Accompanist
Sarangi
Tabla
Harmonium
z
Social roles and ranks
§ Relationship between occupation and social identity is very
close
§ Soloists are venerated and have great prestige
§ Accompanists have lower social and musical status
§ They are subservient to soloists in both roles
z
Performance structure
§ Soloist (Dhrupad, khyāl, thumri, ghazal
§ Vocal
§ Instrumental
§ Accompanist
§ Melodic
§ Sarangi
§ Harmonium
§ Student
§ Heterophony
§ Rhythmic
§ Tabla
§ Dholak
§ Drone
§ Tanpura
z
Social roles and ranks
§ Soloists and accompanists belonged to different social class
§ Never intermarried
§ Cousin marriages
§ Soloist class – kalawant
§ Accompanist classes – mirasi, dhari (dhadhi).
zClass 185.13.19§ Announcements§ Review of last .docxransayo
z
Class 18
5.13.19
§ Announcements
§ Review of last class
§ Finish lecture on Qawwali, begin intro to Pakistan
z
Announcements
§ Keshav Batish senior recital, June 5 – Extra credit
§ Exam #1 results posted
§ 2 perfect scores, 25 A’s, 46 B’s, 37 C’s, 17 D and lower
§ Summer course on Indian rhythm (second session)
§ Learn tabla and dholak!
§ Enrollment open now!
z
Last class review
§ Qawwali – “Food for the soul”
§ Sufi devotional poetry set to music
§ Performed at dargah
§ ‘Urs
z
Terms
§ Mehfil – small, intimate gatherings that involve entertainment of
various sorts, including music, poetry, dance etc.
z
Tum Ek Gorakh Dhandha Ho
§ “You are a baffling puzzle”
§ Written by Naz Khialvi (1947-2010)
§ Pakistani lyricist and radio broadcaster
§ Popularized by Ustad Nusrat Fateh Ali Khan (1948-1997)
z
Tum Ek Gorakh Dhandha Ho
kabhi yahaan tumhein dhoonda
kabhi wahaan pohancha
tumhaari deed ki khaatir kahaan
kahaan pohancha
ghareeb mit gaye paamaal ho
gaye lekin
kisi talak na tera aaj tak nishaan
pohancha
ho bhi naheen aur har ja ho
tum ik gorakh dhanda ho
At times I searched for you here,
at times I traveled there
For the sake of seeing You, how
far I have come!
Similar wanderers wiped away
and ruined, but
Your sign has still not reached
anyone
You are not, yet You are
everywhere
You are a baffling puzzle
z
Bhar Do Jholi Meri
§ Traditional song
§ Popularized in movie “Bajrangi Bhaijaan” (2015)
z
Bhar Do Jholi Meri
Tere Darbaar Mein
Dil Thaam Ke Woh Aata Hai
Jisko Tu Chaahe
Hey Nabi Tu Bhulata Hai
Tere Dar Pe Sar Jhukaaye
Main Bhi Aaya Hoon
Jiski Bigdi Haye
Nabi Chaahe Tu Banata Hai
Bhar Do Jholi Meri Ya Mohammad
Lautkar Main Naa Jaunga Khaali
They come into Your court
clenching their hearts
Those people whom You desire to
see , O Prophet!
I’ve also come to Your door with
my head bowed down
You’re the One who can fix
broken fates, O Prophet!
Please fill my lap, O Prophet!
I won’t go back empty handed
z
Ustad Nusrat Fateh Ali Khan
(1948-1997)
§ Pakistani vocalist
§ Sang classical (khyāl) but more famous as a Qawwali singer
§ Brought classical performance techniques to Qawwali
§ Visiting artist at University of Washington from 1992-93
§ Legacy carried on through his nephew, Rahat Fateh Ali Khan
z
Introduction to Pakistan
Badshahi Mosque, Lahore
Built in 1671 by Emperor Aurangzeb
z
Pakistan
§ Prominent Bronze Age (3000-1500BCE) settlements of Mohenjo
Daro and Harrapa along Indus River Valley
§ Hinduism widespread during Vedic Age (1500-500BCE)
§ Ruled by series of Hindu, Buddhist, and eventually Muslim
(Persian) dynasties
§ Islam introduced by Sufi missionaries from 7th to 13th centuries
§ Ethnically and linguistically diverse
z
Indus Valley civilization
z
Pakistan ethnicities
z
Modern India and Pakistan
§ By the end of 19th century British rule was in effect over much of
old Mughal Empire territory
§ The Hindu and Muslim divide among this territory was be.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Case Study of Data Acquisition and ReportingAttached Files.docx
1. A Case Study of Data Acquisition and Reporting
Attached Files:
·
A Case Study of Data Acquisition and Reporting.pdf (454.606
KB)
·
PSC Data Report - Updated.xlsx
(205.04 KB)
Module 4 Assignment #1
A Case Study of Data Acquisition and Reporting
Learning Outcomes:
2. Competently advocate, identify, and evaluate essentials for
effective leadership, particularly for school counselor roles in
multidisciplinary teams, leaders, advocates, and systemic
change agents in P-12 schools on all related
assignments/assessments at an 85% passing rate.
5. Conceptualize how current models of school counseling
programs help school counselors utilize interventions to
promote academic development and strategies for curriculum
design, equity, classroom management, lesson plans, and
differentiated instruction on all related assignments/assessments
at an 85% passing rate.
9. Use methods (i.e. technology and research/evidence-based) of
accountability and data to inform decision making, advocate for
programs and students, and identifies characteristics, risk
factors, warning signs of students at risk for mental health and
behavioral disorders on all related assignments/assessments at
an 85% passing rate.
Assignment Instructions:
2. Reviewing and reporting results from data collected are
essential in determining the needs of students, interventions,
and to effectively evaluate a comprehensive school counseling
program. This assignment requires the results from the survey
you designed in module three and the data tracker provided in
the resource section.
Case Study. Prior to printing an electronic copy for your school
counselor’s use, update the dates along the left side of the
tracker. Please select a campus school counselor to track their
activities beginning on Monday (day one) of this week and
collected through the end of day Thursday (day four).
Counselors should hand write the number of hours spent (.5=
half an hour; 1=full hour). Take time to discuss the tracker with
the school counselor (see Section IV for detailed data tracker
information).
Check in daily to see how the tracking process is going. In order
to know how the comprehensive program is operating, tracking
these efforts on a daily basis is necessary. On Thursday, be sure
to pick up the paper copy so you can manually input this
information.
Putting it Together. Prepare a power point presentation for your
administrative team. This presentation should reveal the
outcomes of the survey administered in week three and the data
tracker. One graphic or chart should be included in the
presentation (Hatch chapter 10-11). Research should be infused
throughout your presentation.
Create a title for your presentation and include your name, title,
and campus name. It should be a minimum of 10 slides. You
will want to reveal the response rate for the survey- how many
you actually obtained, and conceptualize/articulate the results.
Additionally, report the programs balance, and the percentages
of time spent in delivery components. Finally, create a
conclusion slide that integrates all data collection efforts and
implications or take-a-ways for your administrative team. You
must submit the electronic data tracker along with the
PowerPoint.
3. Copyrighted Material: In order to protect the integrity of this
data tracker, it is copy-righted and permission has been granted
to Dr. Wines to use only in the context of the course. If you
choose to use this at a later time, you must email the individual
responsible for the creation of this tracker- who can be located
at the University of Texas at San Antonio.
Assignment Research Criteria
Include a minimum of five journal articles (cited in both the
text and listed on the reference page) found in the Lamar
University Library, Montana Journal of School Counseling
(jsc.montana.edu), or Professional School Counseling Journal
(Available with ASCA Membership). Other peer-reviewed
journals available on the internet are allowed. However, non-
peer reviewed sources, such as WIKIPEDIA is unacceptable.
Your textbooks from this course and other courses are
acceptable, but are additions to the five journal article
requirement and should not appear to be the majority of your in-
text citations.
APA Criteria
All criteria from the APA manual should be followed. Do not
copy nor paste from internet examples- you must type out each
reference and citation in its correct format. Please review both
videos, take notes, and download the APA Information
document found under the course policies, procedures, and
requirements link in Blackboard. This is the standard set for
papers submitted in this and future courses.
Safe-Assign Score Policy
Reducing your safe assign score is easy by using original
written-text, not borrowed from a peer nor circulated from a
previous course you took; use peer-reviewed journal articles
from different publishers/journals; and stay away from
including verbiage from internet websites. Scores above 30%
will be flagged, and graded as a “zero” by the Instructional
Associate. You will then be referred to the Professor of Record
for further intervention.
Due by day seven of module four at 11:59 p.m.
4. Assignment: 75 points
AugustGuidance Curriculum Individual PlanningResponsive
Services System SupportNon-Guidance Parent Workshops /
Presentations / Meetings you facilitated Presentations /
Workshops to Staff you facilitated "Individual" Counseling
Sessions conductedProfessional Development Events that you
attended Small Groups you conductedIndividual
Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
development activitiesDateClassroom GuidanceSmall Group
GuidanceAdvisory GuidanceEducational: Academic,
Postsecondary planningPersonal - Social planningIndividual
CounselingCrisis InterventionSmall-Group CounselingSchool
related/ AcademicSubstance relatedRelationship/mediationProf.
Dev. /CollaborationSupervision Received /
DeliveredConsultation: Staff, Admin, ParentCommunity
Outreach/Parent Edu.Advisory Councils /
CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
/TestingOther/DutyWednesday, August 05, 2015Thursday,
August 06, 2015Friday, August 07, 2015Saturday, August 08,
2015Sunday, August 09, 2015Monday, August 10,
2015Tuesday, August 11, 2015Wednesday, August 12,
2015Thursday, August 13, 2015Friday, August 14,
2015Saturday, August 15, 2015Sunday, August 16,
2015Monday, August 17, 2015Tuesday, August 18,
2015Wednesday, August 19, 2015Thursday, August 20,
2015Friday, August 21, 2015Saturday, August 22, 2015Sunday,
August 23, 2015Monday, August 24, 2015Tuesday, August 25,
2015Wednesday, August 26, 2015Thursday, August 27,
2015Friday, August 28, 2015Saturday, August 29, 2015Sunday,
August 30, 2015Monday, August 31,
2015Total000000000000000000000000000000Total000000Perc
entageERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERRO
R:#DIV/0!ERROR:#DIV/0!My DataRecommendations Guidance
5. CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
School Name
Professional School Counselor
My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
SeptemberGuidance Curriculum Individual PlanningResponsive
Services System SupportNon-Guidance Parent Workshops /
Presentations / Meetings you facilitated Presentations /
Workshops to Staff you facilitated "Individual" Counseling
Sessions conductedProfessional Development Events that you
attended Small Groups you conductedIndividual
Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
development activitiesDateClassroom GuidanceSmall Group
GuidanceAdvisory GuidanceEducational: Academic,
Postsecondary planningPersonal - Social planningIndividual
CounselingCrisis InterventionSmall-Group CounselingSchool
related/ AcademicSubstance relatedRelationship/mediationProf.
Dev. /CollaborationSupervision Received /
6. DeliveredConsultation: Staff, Admin, ParentCommunity
Outreach/Parent Edu.Advisory Councils /
CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
/TestingOther/DutyTuesday, September 01, 2015Wednesday,
September 02, 2015Thursday, September 03, 2015Friday,
September 04, 2015Saturday, September 05, 2015Sunday,
September 06, 2015Monday, September 07, 2015Tuesday,
September 08, 2015Wednesday, September 09, 2015Thursday,
September 10, 2015Friday, September 11, 2015Saturday,
September 12, 2015Sunday, September 13, 2015Monday,
September 14, 2015Tuesday, September 15, 2015Wednesday,
September 16, 2015Thursday, September 17, 2015Friday,
September 18, 2015Saturday, September 19, 2015Sunday,
September 20, 2015Monday, September 21, 2015Tuesday,
September 22, 2015Wednesday, September 23, 2015Thursday,
September 24, 2015Friday, September 25, 2015Saturday,
September 26, 2015Sunday, September 27, 2015Monday,
September 28, 2015Tuesday, September 29, 2015Wednesday,
September 30,
2015Total000000000000000000000000000000Total000000Perc
entageERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERRO
R:#DIV/0!ERROR:#DIV/0!My DataRecommendations Guidance
CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
Judson ISD Professional School Counselor
7. My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Judson ISD Professional School Counselor
OctoberGuidance Curriculum Individual PlanningResponsive
Services System SupportNon-Guidance Parent Workshops /
Presentations / Meetings you facilitated Presentations /
Workshops to Staff you facilitated "Individual" Counseling
Sessions conductedProfessional Development Events that you
attended Small Groups you conductedIndividual
Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
development activitiesDateClassroom GuidanceSmall Group
GuidanceAdvisory GuidanceEducational: Academic,
Postsecondary planningPersonal - Social planningIndividual
CounselingCrisis InterventionSmall-Group CounselingSchool
related/ AcademicSubstance relatedRelationship/mediationProf.
Dev. /CollaborationSupervision Received /
DeliveredConsultation: Staff, Admin, ParentCommunity
Outreach/Parent Edu.Advisory Councils /
CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
/TestingOther/DutyThursday, October 01, 2015Friday, October
02, 2015Saturday, October 03, 2015Sunday, October 04,
2015Monday, October 05, 2015Tuesday, October 06,
2015Wednesday, October 07, 2015Thursday, October 08,
2015Friday, October 09, 2015Saturday, October 10,
2015Sunday, October 11, 2015Monday, October 12,
8. 2015Tuesday, October 13, 2015Wednesday, October 14,
2015Thursday, October 15, 2015Friday, October 16,
2015Saturday, October 17, 2015Sunday, October 18,
2015Monday, October 19, 2015Tuesday, October 20,
2015Wednesday, October 21, 2015Thursday, October 22,
2015Friday, October 23, 2015Saturday, October 24,
2015Sunday, October 25, 2015Monday, October 26,
2015Tuesday, October 27, 2015Wednesday, October 28,
2015Thursday, October 29, 2015Friday, October 30,
2015Saturday, October 31,
2015Total000000000000000000000000000000Total000000Perc
entageERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERRO
R:#DIV/0!ERROR:#DIV/0!My DataRecommendations Guidance
CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
Judson ISD Professional School Counselor
My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Judson ISD Professional School Counselor
9. NovemberGuidance Curriculum Individual PlanningResponsive
Services System SupportNon-Guidance Parent Workshops /
Presentations / Meetings you facilitated Presentations /
Workshops to Staff you facilitated "Individual" Counseling
Sessions conductedProfessional Development Events that you
attended Small Groups you conductedIndividual
Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
development activitiesDateClassroom GuidanceSmall Group
GuidanceAdvisory GuidanceEducational: Academic,
Postsecondary planningPersonal - Social planningIndividual
CounselingCrisis InterventionSmall-Group CounselingSchool
related/ AcademicSubstance relatedRelationship/mediationProf.
Dev. /CollaborationSupervision Received /
DeliveredConsultation: Staff, Admin, ParentCommunity
Outreach/Parent Edu.Advisory Councils /
CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
/TestingOther/DutySunday, November 01, 2015Monday,
November 02, 2015Tuesday, November 03, 2015Wednesday,
November 04, 2015Thursday, November 05, 2015Friday,
November 06, 2015Saturday, November 07, 2015Sunday,
November 08, 2015Monday, November 09, 2015Tuesday,
November 10, 2015Wednesday, November 11, 2015Thursday,
November 12, 2015Friday, November 13, 2015Saturday,
November 14, 2015Sunday, November 15, 2015Monday,
November 16, 2015Tuesday, November 17, 2015Wednesday,
November 18, 2015Thursday, November 19, 2015Friday,
November 20, 2015Saturday, November 21, 2015Sunday,
November 22, 2015Monday, November 23, 2015Tuesday,
November 24, 2015Wednesday, November 25, 2015Thursday,
November 26, 2015Friday, November 27, 2015Saturday,
November 28, 2015Sunday, November 29, 2015Monday,
November 30,
10. 2015Total000000000000000000000000000000Total000000Perc
entageERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERRO
R:#DIV/0!ERROR:#DIV/0!My DataRecommendations Guidance
CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
Judson ISD Professional School Counselor
My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Judson ISD Professional School Counselor
DecemberGuidance Curriculum Individual PlanningResponsive
Services System SupportNon-Guidance Parent Workshops /
Presentations / Meetings you facilitated Presentations /
Workshops to Staff you facilitated "Individual" Counseling
Sessions conductedProfessional Development Events that you
attended Small Groups you conductedIndividual
Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
11. development activitiesDateClassroom GuidanceSmall Group
GuidanceAdvisory GuidanceEducational: Academic,
Postsecondary planningPersonal - Social planningIndividual
CounselingCrisis InterventionSmall-Group CounselingSchool
related/ AcademicSubstance relatedRelationship/mediationProf.
Dev. /CollaborationSupervision Received /
DeliveredConsultation: Staff, Admin, ParentCommunity
Outreach/Parent Edu.Advisory Councils /
CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
/TestingOther/DutyTuesday, December 01, 2015Wednesday,
December 02, 2015Thursday, December 03, 2015Friday,
December 04, 2015Saturday, December 05, 2015Sunday,
December 06, 2015Monday, December 07, 2015Tuesday,
December 08, 2015Wednesday, December 09, 2015Thursday,
December 10, 2015Friday, December 11, 2015Saturday,
December 12, 2015Sunday, December 13, 2015Monday,
December 14, 2015Tuesday, December 15, 2015Wednesday,
December 16, 2015Thursday, December 17, 2015Friday,
December 18, 2015Saturday, December 19, 2015Sunday,
December 20, 2015Monday, December 21, 2015Tuesday,
December 22, 2015Wednesday, December 23, 2015Thursday,
December 24, 2015Friday, December 25, 2015Saturday,
December 26, 2015Sunday, December 27, 2015Monday,
December 28, 2015Tuesday, December 29, 2015Wednesday,
December 30, 2015Thursday, December 31,
2015Total000000000000000000000000000000Total000000Perc
entageERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERRO
R:#DIV/0!ERROR:#DIV/0!My DataRecommendations Guidance
CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
12. Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
Judson ISD Professional School Counselor
My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Judson ISD Professional School Counselor
JanuaryGuidance Curriculum Individual PlanningResponsive
Services System SupportNon-Guidance Parent Workshops /
Presentations / Meetings you facilitated Presentations /
Workshops to Staff you facilitated "Individual" Counseling
Sessions conductedProfessional Development Events that you
attended Small Groups you conductedIndividual
Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
development activitiesDateClassroom GuidanceSmall Group
GuidanceAdvisory GuidanceEducational: Academic,
Postsecondary planningPersonal - Social planningIndividual
CounselingCrisis InterventionSmall-Group CounselingSchool
related/ AcademicSubstance relatedRelationship/mediationProf.
Dev. /CollaborationSupervision Received /
DeliveredConsultation: Staff, Admin, ParentCommunity
Outreach/Parent Edu.Advisory Councils /
CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
13. /TestingOther/DutyFriday, January 01, 2016Saturday, January
02, 2016Sunday, January 03, 2016Monday, January 04,
2016Tuesday, January 05, 2016Wednesday, January 06,
2016Thursday, January 07, 2016Friday, January 08,
2016Saturday, January 09, 2016Sunday, January 10,
2016Monday, January 11, 2016Tuesday, January 12,
2016Wednesday, January 13, 2016Thursday, January 14,
2016Friday, January 15, 2016Saturday, January 16,
2016Sunday, January 17, 2016Monday, January 18,
2016Tuesday, January 19, 2016Wednesday, January 20,
2016Thursday, January 21, 2016Friday, January 22,
2016Saturday, January 23, 2016Sunday, January 24,
2016Monday, January 25, 2016Tuesday, January 26,
2016Wednesday, January 27, 2016Thursday, January 28,
2016Friday, January 29, 2016Saturday, January 30,
2016Sunday, January 31,
2016Total000000000000000000000000000000Total000000Perc
entageERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERRO
R:#DIV/0!ERROR:#DIV/0!My DataRecommendations Guidance
CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
Judson ISD Professional School Counselor
My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
14. 0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Judson ISD Professional School Counselor
FebruaryGuidance Curriculum Individual PlanningResponsive
Services System SupportNon-Guidance Parent Workshops /
Presentations / Meetings you facilitated Presentations /
Workshops to Staff you facilitated "Individual" Counseling
Sessions conductedProfessional Development Events that you
attended Small Groups you conductedIndividual
Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
development activitiesDateClassroom GuidanceSmall Group
GuidanceAdvisory GuidanceEducational: Academic,
Postsecondary planningPersonal - Social planningIndividual
CounselingCrisis InterventionSmall-Group CounselingSchool
related/ AcademicSubstance relatedRelationship/mediationProf.
Dev. /CollaborationSupervision Received /
DeliveredConsultation: Staff, Admin, ParentCommunity
Outreach/Parent Edu.Advisory Councils /
CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
/TestingOther/DutyMonday, February 01, 2016Tuesday,
February 02, 2016Wednesday, February 03, 2016Thursday,
February 04, 2016Friday, February 05, 2016Saturday, February
06, 2016Sunday, February 07, 2016Monday, February 08,
2016Tuesday, February 09, 2016Wednesday, February 10,
2016Thursday, February 11, 2016Friday, February 12,
2016Saturday, February 13, 2016Sunday, February 14,
2016Monday, February 15, 2016Tuesday, February 16,
2016Wednesday, February 17, 2016Thursday, February 18,
2016Friday, February 19, 2016Saturday, February 20,
15. 2016Sunday, February 21, 2016Monday, February 22,
2016Tuesday, February 23, 2016Wednesday, February 24,
2016Thursday, February 25, 2016Friday, February 26,
2016Saturday, February 27, 2016Sunday, February 28,
2016Total000000000000000000000000000000Total000000Perc
entageERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERRO
R:#DIV/0!ERROR:#DIV/0!My DataRecommendations Guidance
CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
Judson ISD Professional School Counselor
My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Judson ISD Professional School Counselor
MarchGuidance Curriculum Individual PlanningResponsive
Services System SupportNon-Guidance Parent Workshops /
Presentations / Meetings you facilitated Presentations /
Workshops to Staff you facilitated "Individual" Counseling
16. Sessions conductedProfessional Development Events that you
attended Small Groups you conductedIndividual
Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
development activitiesDateClassroom GuidanceSmall Group
GuidanceAdvisory GuidanceEducational: Academic,
Postsecondary planningPersonal - Social planningIndividual
CounselingCrisis InterventionSmall-Group CounselingSchool
related/ AcademicSubstance relatedRelationship/mediationProf.
Dev. /CollaborationSupervision Received /
DeliveredConsultation: Staff, Admin, ParentCommunity
Outreach/Parent Edu.Advisory Councils /
CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
/TestingOther/DutyTuesday, March 01, 2016Wednesday, March
02, 2016Thursday, March 03, 2016Friday, March 04,
2016Saturday, March 05, 2016Sunday, March 06, 2016Monday,
March 07, 2016Tuesday, March 08, 2016Wednesday, March 09,
2016Thursday, March 10, 2016Friday, March 11, 2016Saturday,
March 12, 2016Sunday, March 13, 2016Monday, March 14,
2016Tuesday, March 15, 2016Wednesday, March 16,
2016Thursday, March 17, 2016Friday, March 18, 2016Saturday,
March 19, 2016Sunday, March 20, 2016Monday, March 21,
2016Tuesday, March 22, 2016Wednesday, March 23,
2016Thursday, March 24, 2016Friday, March 25, 2016Saturday,
March 26, 2016Sunday, March 27, 2016Monday, March 28,
2016Tuesday, March 29, 2016Wednesday, March 30,
2016Thursday, March 31,
2016Total000000000000000000000000000000Total000000Perc
entageERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERRO
R:#DIV/0!ERROR:#DIV/0!My DataRecommendations Guidance
CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
17. Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
Judson ISD Professional School Counselor
My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Judson ISD Professional School Counselor
AprilGuidance Curriculum Individual PlanningResponsive
Services System SupportNon-Guidance Parent Workshops /
Presentations / Meetings you facilitated Presentations /
Workshops to Staff you facilitated "Individual" Counseling
Sessions conductedProfessional Development Events that you
attended Small Groups you conductedIndividual
Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
development activitiesDateClassroom GuidanceSmall Group
GuidanceAdvisory GuidanceEducational: Academic,
Postsecondary planningPersonal - Social planningIndividual
CounselingCrisis InterventionSmall-Group CounselingSchool
related/ AcademicSubstance relatedRelationship/mediationProf.
Dev. /CollaborationSupervision Received /
DeliveredConsultation: Staff, Admin, ParentCommunity
Outreach/Parent Edu.Advisory Councils /
18. CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
/TestingOther/DutyFriday, April 01, 2016Saturday, April 02,
2016Sunday, April 03, 2016Monday, April 04, 2016Tuesday,
April 05, 2016Wednesday, April 06, 2016Thursday, April 07,
2016Friday, April 08, 2016Saturday, April 09, 2016Sunday,
April 10, 2016Monday, April 11, 2016Tuesday, April 12,
2016Wednesday, April 13, 2016Thursday, April 14, 2016Friday,
April 15, 2016Saturday, April 16, 2016Sunday, April 17,
2016Monday, April 18, 2016Tuesday, April 19,
2016Wednesday, April 20, 2016Thursday, April 21, 2016Friday,
April 22, 2016Saturday, April 23, 2016Sunday, April 24,
2016Monday, April 25, 2016Tuesday, April 26,
2016Wednesday, April 27, 2016Thursday, April 28, 2016Friday,
April 29, 2016Saturday, April 30,
2016Total000000000000000000000000000000Total000000Perc
entageERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERRO
R:#DIV/0!ERROR:#DIV/0!My DataRecommendations Guidance
CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
Judson ISD Professional School Counselor
My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
19. Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Judson ISD Professional School Counselor
MayGuidance Curriculum Individual PlanningResponsive
Services System SupportNon-Guidance Parent Workshops /
Presentations / Meetings you facilitated Presentations /
Workshops to Staff you facilitated "Individual" Counseling
Sessions conductedProfessional Development Events that you
attended Small Groups you conductedIndividual
Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
development activitiesDateClassroom GuidanceSmall Group
GuidanceAdvisory GuidanceEducational: Academic,
Postsecondary planningPersonal - Social planningIndividual
CounselingCrisis InterventionSmall-Group CounselingSchool
related/ AcademicSubstance relatedRelationship/mediationProf.
Dev. /CollaborationSupervision Received /
DeliveredConsultation: Staff, Admin, ParentCommunity
Outreach/Parent Edu.Advisory Councils /
CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
/TestingOther/DutySunday, May 01, 2016Monday, May 02,
2016Tuesday, May 03, 2016Wednesday, May 04, 2016Thursday,
May 05, 2016Friday, May 06, 2016Saturday, May 07,
2016Sunday, May 08, 2016Monday, May 09, 2016Tuesday, May
10, 2016Wednesday, May 11, 2016Thursday, May 12,
2016Friday, May 13, 2016Saturday, May 14, 2016Sunday, May
15, 2016Monday, May 16, 2016Tuesday, May 17,
2016Wednesday, May 18, 2016Thursday, May 19, 2016Friday,
May 20, 2016Saturday, May 21, 2016Sunday, May 22,
2016Monday, May 23, 2016Tuesday, May 24, 2016Wednesday,
May 25, 2016Thursday, May 26, 2016Friday, May 27,
20. 2016Saturday, May 28, 2016Sunday, May 29, 2016Monday,
May 30, 2016Tuesday, May 31,
2016Total000000000000000000000000000000Total000000Perc
entageERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERRO
R:#DIV/0!ERROR:#DIV/0!My DataRecommendations Guidance
CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
Judson ISD Professional School Counselor
My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Judson ISD Professional School Counselor
JuneGuidance Curriculum Individual PlanningResponsive
Services System SupportNon-Guidance Parent Workshops /
Presentations / Meetings you facilitated Presentations /
Workshops to Staff you facilitated "Individual" Counseling
Sessions conductedProfessional Development Events that you
attended Small Groups you conductedIndividual
21. Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
development activitiesDateClassroom GuidanceSmall Group
GuidanceAdvisory GuidanceEducational: Academic,
Postsecondary planningPersonal - Social planningIndividual
CounselingCrisis InterventionSmall-Group CounselingSchool
related/ AcademicSubstance relatedRelationship/mediationProf.
Dev. /CollaborationSupervision Received /
DeliveredConsultation: Staff, Admin, ParentCommunity
Outreach/Parent Edu.Advisory Councils /
CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
/TestingOther/DutyWednesday, June 01, 2016Thursday, June
02, 2016Friday, June 03, 2016Saturday, June 04, 2016Sunday,
June 05, 2016Monday, June 06, 2016Tuesday, June 07,
2016Wednesday, June 08, 2016Thursday, June 09, 2016Friday,
June 10,
2016Total000000000000000000000000000000Total000000Perc
entageERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERRO
R:#DIV/0!ERROR:#DIV/0!My DataRecommendations Guidance
CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
Judson ISD Professional School Counselor
My Data Guidance Curriculum Individual Student Planning
22. Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Judson ISD Professional School Counselor
Year to DateGuidance Curriculum Individual
PlanningResponsive Services System SupportNon-Guidance
Parent Workshops / Presentations / Meetings you facilitated
Presentations / Workshops to Staff you facilitated "Individual"
Counseling Sessions conductedProfessional Development
Events that you attended Small Groups you conductedIndividual
Planning/Registration meetings you heldClassroom Guidance
SessionsBullying Prevention ActivitiesPostsecondary
development activitiesYear to Date SummaryClassroom
GuidanceSmall Group GuidanceAdvisory GuidanceEducational:
Academic, Postsecondary planningPersonal - Social
planningIndividual CounselingCrisis InterventionSmall-Group
CounselingSchool related/ AcademicSubstance
relatedRelationship/mediationProf. Dev.
/CollaborationSupervision Received / DeliveredConsultation:
Staff, Admin, ParentCommunity Outreach/Parent Edu.Advisory
Councils / CommitteesProgramManagement ActivitiesData
Analysis/ReportDisciplineSection 504
/TestingOther/DutyAugust
2015000000000000000000000000000000September
2015000000000000000000000000000000October
2015000000000000000000000000000000November
20150000000000000000000000000000000December
2015000000000000000000000000000000January
2016000000000000000000000000000000February
20160000000000000000000000000000000March
20160000000000000000000000000000000April
23. 2016000000000000000000000000000000May
2016000000000000000000000000000000June
2016000000000000000000000000000000Total00000000000000
0000000000000000Total000000PercentageERROR:#DIV/0!ERR
OR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!
My DataRecommendations Guidance
CurriculumERROR:#DIV/0!40.00%Individual Student
PlanningERROR:#DIV/0!7.50%Responsive
ServicesERROR:#DIV/0!35.00%System
SupportERROR:#DIV/0!12.50%Non
GuidanceERROR:#DIV/0!0.00%Recommendations Guidance
Curriculum40%Individual Student Planning8%Responsive
Services35%System Support13%Non Guidance0%Middle High
Guidance Curriculum35-4015-25Individual Student Planning15-
2525-35Responsive Services30-4025-35System Support10-
1515-20Non Guidance00
Judson ISD Professional School Counselor
My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Judson ISD Professional School Counselor
% in Component AreaMy DataRecommendations Guidance
CurriculumERROR:#DIV/0!40%Individual Student
PlanningERROR:#DIV/0!8%Responsive
ServicesERROR:#DIV/0!35%System
SupportERROR:#DIV/0!13%Non
24. GuidanceERROR:#DIV/0!0%Reccommended
PercentagesElementary Middle High Guidance Curriculum35-
4535-4015-25Individual Student Planning5-1015-2525-
35Responsive Services30-4030-4025-35System Support10-
1510-1515-20Non Guidance000
My Data Guidance Curriculum Individual Student Planning
Responsive Services System Support Non Guidance 0
0 0 0 0 Recommendations Guidance
Curriculum Individual Student Planning Responsive
Services System Support Non Guidance 0.4
7.4999999999999997E-2 0.35 0.125 0
Instructions & Goals
Instructions for monthly reports:
1) Click on the tab for the month where data will be tracked
2) Enter the amount of time (minutes), per day, that are spent
within each component area
a) for a reminder of the component descriptions click on
the hyperlinked title
3) NEW! - next to the daily time analysis there is a grid with
the types of services provided. Enter the total number of
contacts under each service area for the day.
4)Submit report dates:
September report is due October 1
October report is due November 2
Nov. report is due December 1
December report is due January 7
January report is due February 1
February report is due March 1
March report is due April 1
April report is due May 2
May report is due June 1
5) Reports are to be emailed to [email protected] and
[email protected]
Department of Guidance and Counseling:
25. 2015-2016 Program Goals
../15-16%20Department%20Goals.docx
Guidance Curriculum
Guidance Curriculum
The purpose of the guidance curriculum component is to help all
students develop basic life skills. It is the foundation of a
developmental guidance program. In Texas, seven areas (Texas
7) have been identified for the guidance curriculum:
1. Self-confidence Development
2. Motivation to Achieve
3. Decision-making, Goal-setting, Planning, and Problem-
solving Skills
4. Interpersonal Effectiveness
5. Communication Skills
6. Cross-cultural Effectiveness
7. Responsible Behavior
The guidance curriculum is taught in units, through learning
activities in the classroom with planned lessons for small or
classroom-sized groups of students. The curriculum is designed
for the use of materials and other resources, and requires
evaluation strategies.
Other GC
Parent Workshops and Instruction – PSC’s conduct workshops
and informational sessions for parents or guardians to address
the needs of the school community and/or to reflect the
student’s school guidance curriculum.
Groups and/or Group Activities – PSC’s conduct planned small
groups outside of the classroom to respond to the students
identified needs or interests.
Individual Planning
Individual Planning
The purpose of the individual planning system is to guide all
students as they plan, monitor, and manage their own
educational, career, and personal-social development. Schools
26. can systematically use a variety of resources-staff, information,
and activities-and to focus resources toward the students and to
assist individual students to develop and implement
personalized plans. Through the individual planning system,
students can:
• Set challenging educational, career, and personal-social goals
that are based on self-knowledge and information about school,
the world of work, and their society;
• Make plans for achieving short-, intermediate-, and long-term
goals;
• Analyze how their strengths and weaknesses enhance or hinder
the achievement of their goals;
• Assess their current progress toward their goals; and
• Make decisions that reflect their plans.
As part of the developmental guidance program, the individual
planning system includes:
• Age-appropriate, objective-based activities;
• Relevant, accurate, and unbiased information; and
• Coordinated advisement procedures to facilitate appropriate
placement decisions by students and their parents.
(Individual meetings, analyzing abilities, interests and/or skills,
advising – personal/social, career, post-secondary, test taking
job shadowing)
Responsive Services
Responsive Services
The purpose of the responsive services component is to
intervene on behalf of those students whose immediate personal
concerns or problems put their continued personal-social,
career, and/or educational development at risk. Although
counselors respond to any concerns presented by students, some
topics have been identified as having high priority and/or
relevance within the school setting. (Consultation,
27. Individual/Small Group Counseling, Crisis
Counseling/Response, Referrals, Peer Facilitation).
Topics of priority in Texas include:
• Academic success
• Adolescent and child suicide
• Child abuse and neglect
• School drop-outs
• Severe stress
• Substance abuse
• School-age pregnancy
• Gang pressures/involvement
• Harassment issues
In addition to the topics identified at the state level, school
districts have identified some recurrent topics presented for
responsive services, including:
School based issues, such as:
• Attendance
• School attitudes and behaviors
• peer relationships
• study skills
• being new to the school
• Emergent issues in intervention or postvention of a traumatic
event; and
• Violence on campus (school safety)
Personal issues, such as
• Career indecision
• Financial aid
• College choice
• Death of a family member or friend
• Family divorce
• Family abuse
• Harassment issues, and
• Suicide prevention
28. Family Code §32.004 authorize counseling without parental
consent for: suicide prevention, chemical addiction or
dependency, or sexual, physical or emotional abuse.
System Support
System Support
Whereas the three components previously described serve
students directly, the system support component describes
services and management activities which indirectly benefit
students. The services include:
• Consultation with teachers;
• Support for the parent education program and community
relations efforts;
• Participation in the campus-based school improvement plans
and goals;
• Implementation of the state and local standardized testing
program;
• Cooperation with relevant research projects; and
• Provision of input from the students’ perspective to policy-
makers and instructional/curriculum planners.
Management activities are required to assure the delivery of a
high quality guidance program. These activities include:
• Program development and management;
• Counselor staff development;
• Community outreach; and
• Development of appropriate written policies, procedures and
guidelines.
(Professional development, supervision, partnering, community
outreach, advisory councils, committees, management, data
analysis)
Responsibility of PSC
The primary responsibility of a school counselor is to counsel
29. students to fully develop each student’s academic, career,
personal, and social abilities.
Additionally, the counselor shall:
• participate in planning, implementing, and evaluating a
comprehensive, developmental guidance program to serve all
students and to address the special needs of students who are:
• at risk of dropping out of school, becoming substance abusers,
participating in gang activity, or committing suicide; or
• in need of modified instructional strategies;
• consult with a student’s parent or guardian and make referrals
as appropriate in consultation with the student’s parent or
guardian;
• consult with school staff, parents, and other community
members to help them increase the effectiveness of student
education and promote student success;
• coordinate people and resources in the school, home, and
community;
•with the assistance of school staff, interpret standardized test
results and other assessment data that help a student make
educational and career plans; and
• deliver classroom guidance activities or serve as a consultant
to teachers conducting lessons based on the school’s guidance
curriculum.