The Solutions Support Center contains instructional resources like lesson plans, research lists, videos and tutorials to help teachers align database content to their curriculum. Resources are organized into sections for getting started, classroom activities, and professional development. The support center also provides guidance on exporting research lists, accessing lesson plans, and using research tutorials and wizards to support students' writing.
Ash edu 650 week 3 assignment different school models newchrishjennies
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Resource: Appendix D of Reading Diagnosis and Improvement.
Consider the characteristics of struggling readers and the factors that predispose students to reading difficulties.
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Resource: Appendix D of Reading Diagnosis and Improvement.
Consider the characteristics of struggling readers and the factors that predispose students to reading difficulties.
MGMT 1120 Course Project InstructionsInstructions You will be comp.docxandreecapon
MGMT 1120 Course Project InstructionsInstructions
You will be completing Parts 1 through 4 in small groups and submitting a written report. The report will include an introduction, a conclusion, and headings for each of the (4) parts. One report will be submitted for each group.
To complete this project, you will be reading and analyzing the following case, Harlequin Enterprises: Assessing e-books. For more instructions regarding retrieving the case study, please go to the end of this document.
Your group will act as consultants to the organization presented in the case. To help this organization, you will 1) identify the major problem/decision facing the organization, 2) complete internal and external analyses that you have learned in the course to make sure you understand and can apply important information from the case that relates to solving this problem, 3) identify three feasible alternatives to solving the problem/decision, 4) make a recommendation for how the organization should solve the problem (or make their decision), including an action plan that includes specific steps.
At the conclusion of the project, each student will submit his or her own individual reflection for Part 5, on the same day that the group project is due.
Here is a more detailed breakdown of each of the parts:
Part 1: Identify the problem that management needs to solve. What priority decision needs to be made? Make sure you describe the nature of the problem and why it is important; i.e., what impact will this decision have on the organization and other stakeholders?
Part 2: Perform some analyses to help you determine what factors are important for management to consider in making this decision:
a. SWOT analysis
b. NPEST analysis
c. Porter’s 5-Force Analysis
d. Stakeholder analysis
For each of these analyses, present the analyses (use a table or lists if this helps to make the information more clear). Then, write a brief paragraph after each analysis summarizing the highlights of that analysis that you think are most relevant to this decision. You will need more information about this particular industry or about environmental factors, so you will have to do some research. You will need at least 5 (five) sources (Wikipedia and the Dictionary do not count as sources.)
Part 3: Based on your analyses, identify 3 (three) possible decisions you might make. In other words, what are three reasonable alternatives that management might choose to pursue to help solve this problem? (Don’t forget to consult Chapter 7 as you consider strategic options.)
For each of these three options, identify what you perceive to be the pros and cons of pursuing that particular alternative. Use the information you discovered in your analyses and course concepts to guide you, and try to list as many as you can think of. Resist the urge to make a decision too soon!!! Try to remain objective as you consider each alternative.
Part 4: Make a decision and create an action plan for 1 ( ...
KnowledgeNET Teacher Essentials is introduces teachers to the basic principals of web design and takes them though the process of planning, designing and developing a Web-enhanced learning programme . It provides practical exercises to help teachers plan the overall architecture of their Web-enhanced course and focuses on empowering teachers to create differentiated learning environments for students.
A step by step guide to report writing Step 1 Choose your top.docxannetnash8266
A step by step guide to report writing
Step 1 Choose your topic
If you are given a list of topics from which to choose, select the one that interests you the most or that may have relevance to your chosen career.
If you are allowed to create your own report topic choose a subject that you want to learn more about and that interests you or is a current problem in your workplace that you wish to address.
Step 2 Read the instructions relating to your assessments as set down in your Course Guide
Always check your course guide to ensure that you are clear about what you are required to do.
• When is the report due?
• How long is it?
• What is the format?
• What is the structure?
• How does this topic relate to the course?
• How does this topic relate to the current area being studied?
Step 3 Analyse the topic
Break the topic into its component parts to understand what the main issue is that must be addressed.
Report topics can usually be divided into three sections:
• Content What is the issue or problem to be addressed?
• Instruction What have you been asked to do in relation to the topic?
• Scope How has the topic been limited – is there a focus on particular organisations/ countries /year(s)?
Underline key words and draw circles around the action/instruction words.
It is really important that you understand what the instruction words are telling you to do.
Step 4 Brain storm – what do you already know about the issue?
A brainstorm is the beginning of a mind map – these random ideas can be organised into a structured mind map that will provide you with a guide for your research and your writing.
• Using your reading, lectures and your own experiences think about what you already know about the problem/issue.
• On a blank piece of paper, write down all the ideas that you think might be related to the subject under review
• Write down where you think you need to go to get information other than from books, journals websites etc. Think about who you know in business who you might be able to interview.
Step 5 Starting your research
Although you are required to read and research widely, it is better to gain an overview of the topic by firstly reading the recommended texts – don’t go straight online unless instructed to do so by your lecturer or tutor.
The texts will give you a broad understanding of .the main ideas, writers and theories associated with the issue.
By familiarising yourself with the key concepts, the next stage of your investigation will be more targeted.
Step 6 Mind mapping
A mind map is a visual way of gathering your ideas about a particular topic.
Mind maps help you to identify the main ideas and what research needs to be conducted to provide the evidence that supports these ideas.
Your mind map is a good time management resource. It will help you focus your search for information more efficiently and to organise your ideas into a coherent and logical structure when you write your .
ECON 2028Homework 6Dr. Grammy1. List and describe .docxSALU18
ECON 2028
Homework 6
Dr. Grammy
1. List and describe three functions of money.
- barter the direct exchange of goods and service for other goods and service.
- medium of exchange, or means of payment what sellers generally accept and buyers generally use to pay for goods and services.
- store of value an asset that can be used to transport purchasing power from one time period to another.
2. Kirk Deposits $3,000 in dollar bills in his checking account at Bank A. Find the change in
a. M1 =
b. M2 =
3. Mary deposits $1,500 in dollar bills in her saving account at Bank B. Find the change in
c. M1 = 0
d. M2 = 1,500
4. Use the following data to calculate M1 and M2.
Money market accounts = 190
Credit card balances = 800
Stock market holdings = 1,000
Checking account deposits = 950
Coins and bills held outside banks = 560
Money market mutual funds = 450
United States saving bonds = 700
Travelers’ checks = 150
Other checking account deposits = 380
Saving account deposits = 900
Treasury notes = 650
United States oil reserves= 900
United States gold reserves = 870
a. M1 =
b. M2 =
5. Mr. Smith deposits $2,400 in her checking account at Bank C. Given a required reserve ratio of 3%, find the bank’s
a. RR =
b. ER =
c. The maximum amount of new loans by Bank C =
6. First Union Bank has $8,000,000 in reserves and $15,000,000 in checking deposits. With a required reserve ratio of 5%, calculate
a. RR =
b. ER =
c. The maximum amount of loans First Union Bank =
d. Money Multiplier =
e. The maximum amount by loans by all banks =
Instructions
Show your calculations and give detailed answers to earn full credit. Type your answers in MS Word. Name your answer file Homewrok-6. Attach your file to an E-mail message within Blackboard by 11:00 P.M. Wednesday, March 29, 2017. Late homework assignments and homework assignments not written in Word or not received in Blackboard will not be graded.
Submit your homework to:
Elizabeth Fernandez (Grader)
Breanna Young (Grader)
Note:
This is an individual assignment; it is not a team/group assignment.
See me or an ECON tutor if you need assistance.
Course Syllabus
Course Description
Presents the fundamentals of business principles and practices. Business strategies emphasized are decision-making and
planning, teamwork, technology, and communication. Topics include analysis of the business environment, starting a new
business, managing business and employees, marketing, accounting, and finance.
Course Textbook(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify basic business concepts.
2. Examine the different environments in which businesses operate, to include social, technological, economic, legal,
and market.
3. Explain management functions of planning, organizing, leading, and controlling.
4. Identify the basic principles of marketing.
5. Determine the ...
Course SyllabusCourse DescriptionPresents the fundamen.docxvanesaburnand
Course Syllabus
Course Description
Presents the fundamentals of business principles and practices. Business strategies emphasized are decision-making and
planning, teamwork, technology, and communication. Topics include analysis of the business environment, starting a new
business, managing business and employees, marketing, accounting, and finance.
Course Textbook(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify basic business concepts.
2. Examine the different environments in which businesses operate, to include social, technological, economic, legal,
and market.
3. Explain management functions of planning, organizing, leading, and controlling.
4. Identify the basic principles of marketing.
5. Determine the function and role of human resources, including key aspects of human resource management.
6. Discuss the importance of ethics and social responsibility in business.
7. Evaluate concepts associated with entrepreneurship.
8. Explain how outsourcing, offshoring, and foreign entities affect the operation of businesses in the United States.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provide students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
7. Unit Quizzes: This course contains Unit Quizzes. It is suggested that the quizzes be completed before students
complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit
material.
8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of
the course. These tests may come in many different forms, ranging from multiple choice to written response
questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about a.
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
Russian anarchist and anti-war movement in the third year of full-scale warAntti Rautiainen
Anarchist group ANA Regensburg hosted my online-presentation on 16th of May 2024, in which I discussed tactics of anti-war activism in Russia, and reasons why the anti-war movement has not been able to make an impact to change the course of events yet. Cases of anarchists repressed for anti-war activities are presented, as well as strategies of support for political prisoners, and modest successes in supporting their struggles.
Thumbnail picture is by MediaZona, you may read their report on anti-war arson attacks in Russia here: https://en.zona.media/article/2022/10/13/burn-map
Links:
Autonomous Action
http://Avtonom.org
Anarchist Black Cross Moscow
http://Avtonom.org/abc
Solidarity Zone
https://t.me/solidarity_zone
Memorial
https://memopzk.org/, https://t.me/pzk_memorial
OVD-Info
https://en.ovdinfo.org/antiwar-ovd-info-guide
RosUznik
https://rosuznik.org/
Uznik Online
http://uznikonline.tilda.ws/
Russian Reader
https://therussianreader.com/
ABC Irkutsk
https://abc38.noblogs.org/
Send mail to prisoners from abroad:
http://Prisonmail.online
YouTube: https://youtu.be/c5nSOdU48O8
Spotify: https://podcasters.spotify.com/pod/show/libertarianlifecoach/episodes/Russian-anarchist-and-anti-war-movement-in-the-third-year-of-full-scale-war-e2k8ai4
What is the point of small housing associations.pptxPaul Smith
Given the small scale of housing associations and their relative high cost per home what is the point of them and how do we justify their continued existance
Many ways to support street children.pptxSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
1. Strengthen 21st-Century Research, Teaching,
and Learning with the Solutions Support Center
With lesson plans and research lists aligned to the Common Core State Standards, videos, tutorials, interactive
wizards, as well as activities that promote critical thinking, the Support Center contains everything you need to
seamlessly align database content to instruction. Enjoy the wealth of instructional resources and tools available
to you in the following Support Center sections:
Getting Started
A collection of helpful how-to and key feature videos and user guides
to ensure that you fully understand and utilize all components of the
ABC-CLIO Solutions databases.
Classroom Activities
Fully integrate ABC-CLIO resources into your curriculum with
standards aligned lesson plans, research lists, and inquiry-based
activities.
Resources for Success
Continue your professional growth with ABC-CLIO eBooks on topics of relevance to 21st-century educators and
librarians. Enhance students’ learning experiences through interactive wizards and tutorials.
Logging into the Solutions Support Center:
1. From within one of the ABC-CLIO databases (not the Multiproduct Home Page), click on the Staff Edition
link in the upper right-hand corner of the screen.
2. Login with your administrative login credentials.
a. Note: If you do not know your login credentials, contact techsupport@abc-clio.com.
3. Click on the Support Center link on the lower left-hand side of the screen.
Exporting a Research List:
A research list provides users of ABC-CLIO Solutions with a collection of articles and primary sources that are
relevant to the topic being taught or explored. Pre-created research lists can easily be exported for instructional use
by following these steps:
1. Once in Support Center, click on the Classroom Activities tab.
2. Search for a research list either by Topic or by Common Core State Standard.
3. Click on the title of the desired research list.
4. Click on the Export this List link in the upper right-hand corner of screen.
a. Note: If the Export link does not appear, you do not subscribe to the associated database.
5. Scroll down to Step 4, and type your name as you would like it to appear to the Solutions User.
6. Click on the Post button to save the current list and post it to the corresponding database.
7. Select an End Date, enter a Password and click on Submit.
• Students can now access the list by clicking on the Research Lists link (located on upper and lower right
corners of the home screen) in the appropriate database.
ABC-CLIO
SOLUTIONS
www.abc-clio.com | 1.800.368.6868
2. • Note: The research list is exported into the database that is listed at the top of the research list within the
Support Center. To edit the list after posting, login to the Staff Edition of the database in which is was
posted, click on the Research Lists link on the left side of the screen, then click on the Edit link to the left
of the research list title.
E-mailing & Printing Lesson Plans:
Integrating database content into daily learning activities is a powerful way to provide students with the knowledge
and skills needed for success in college and careers. With this in mind, the Solutions Support Center provides a ro-
bust collection of standards-aligned, ready-to-use lesson plans. Simply follow these steps.
1. Once in the Support Center, click on the Classroom Activities tab.
2. Search for a lesson plan by Topic or by Common Core State Standard.
a. Note: To filter your search results down to lesson plans, click on the Category link at the top of the list.
3. Click on the title of the desired lesson plan.
4. Click on the Print this Document or E-mail this Document link in the upper right-hand corner.
5. The corresponding student Activity is available on the left-hand side of the screen. This is ideal to share with
students who were not in class on the day the lesson was delivered.
Accessing Research Tutors & Wizards:
These interactive tools walk students through key steps in composing a proficient piece of inquiry-based writing,
from making a compelling argument, to quoting primary sources, to ensuring that plagiarism is avoided.
1. Once in the Support Center, click on the Resources for Success tab.
2. Click on the Student Resources link on the left-hand side of the screen.
3. Click on the Research Tutors link to access a series of short, informative videos that provide tips for
composing a non-fiction piece of writing.
4. Click on the Research Wizards link to access a series of interactive activities that walk students through
essential steps in composing non-fiction writing.
A Library
A Textbook
Perspectives
ABC-CLIO integrates three essential
resources into each one of its online
databases for middle and high
school students.
ABC-CLIO
SOLUTIONS
www.abc-clio.com | 1.800.368.6868