All of the sections of the assignments, written throughout this .docx
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All of the sections of the assignments, written throughout this course, come together to form the final paper. One (1) reference list should be used at the end of the final document comprising all of the references that were submitted in the assignments up to this point in the course. Jurisdiction Purpose Statement (elaborate upon the hazard or risk that you have determined needs more analysis preparation from the review of the selected emergency management document) The scope of the Threat or Hazard Situation Overview Planning Assumptions Specific Elaboration on the Hazard and/or Threat identified by the student as needing more elaboration Special Considerations for Preparing for and/or Mitigating Against this Threat or Hazard Other necessary information to be provided (the student may use this area for specific Hazard / Threat information provision particular to the jurisdiction that the student has selected Concept of Operations Organization and Assignment of Responsibilities Communications Funding for the Operations (the Grant Proposal Assignment below). The Grant Proposal should be attached as an appendix. .
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Discussion 1 what jurisdiction have you chosen to focus your rese
This document outlines the course requirements for an emergency management capstone course. It includes 6 writing assignments where students research and analyze emergency plans for selected jurisdictions. They write components of the basic emergency plan including hazard and risk assessments, as well as functional and hazard annexes. Students also develop a grant proposal. There are 2 presentations - a practice presentation and a final presentation of their completed emergency management plan to an advisory board. The final exam is the capstone project comprised of all written assignments integrated into a full emergency plan. Rubrics are provided for assignments and a final presentation.
DISASTER_NURSING_CORE_COMPETENCIES_and_DISASTER_EMERGENCY_DRILL.docx
This document outlines the core competencies and levels of nurses in disaster nursing. It discusses 3 levels of nurses: general professional nurses, advanced or specialized nurses, and highly trained disaster response nurses. The core competencies for each level are described. For example, general nurses focus on preparedness, policies and vulnerable populations, while advanced nurses plan drills and communicate roles. The document also provides details on planning and conducting a disaster drill in 4 phases: pre-planning, planning, exercise, and post-exercise evaluation. Key steps in each phase are identified, such as forming teams, setting objectives, developing scenarios and messages, and evaluating the drill.
Format Guide forWriting Hazard Specific Plan
Format Guide for
Writing Hazard Specific Plan
Hazard Specific Plan
XXXXX Hazard Specific Plan2019
For Official Use Only. Portions of this document are confidential and exempt from disclosure pursuant to Florida Stat. §119.071(3). Do not copy or distribute without the express written permission of the Director of the
Palm Beach County Division of Emergency Management
Page 2 of 14
This page intentionally left blank
Promulgation Statement
Submitted herein is the Severe Weather Hazard Specific Plan, which serves as a hazards specific plan in support of the Palm Beach County Comprehensive Emergency Management Plan (CEMP). This Hazard Specific Plan supersedes any previous plan promulgated for this purpose. This plan establishes the framework defining the implementation and coordination of incident objectives in response to a severe weather event, i.e., thunderstorms, lightning, hailstorms, and straight-line winds. The two (2) Severe Weather Hazards drought and extreme heat each have their own hazard specific plan and should be sought under separate cover.
This plan has been developed in support of the Palm Beach County CEMP, following the guidance of the State of Florida Comprehensive Emergency Management Plan, the National Response Framework, and the National Incident Management System. The efficient and effective implementation of this plan is the responsibility of the Emergency Management Director or his/her designee. A program of review and evaluation of this plan is essential to its overall effectiveness.
This plan is hereby promulgated as of the sign date below.
_______________________________________________ __________________________
John Smith Date
Director
Division of Emergency Management
This page intentionally left blank
Table of Contents
Introduction 7
Purpose 7
Scope 7
Planning Assumptions 7
Authorities and References 7
Plan Maintenance 7
Preparedness (Hazard Identification) 7
Hazard Analysis (Primary Reference to the LMS) 8
Threat and Risk Analysis 8
Training and Exercise 8
Critical Facilities Statements 8
Response 8
Concept of Operations 9
Alerts, Notifications, and Protective Actions 9
Resource Management 9
Continuity of Government 9
Recovery 9
Short Term Recovery Issues 9
Long Term Recovery Issues 10
Mitigation 10
Record of Revisions 11
Acronyms 12
Attachments 14
This page intentionally left blank
Introduction
The Introduction contains the purpose, scope, planning assumptions, in addition to the authorities and References. This is in paragraph form, and should contain at least two-three sentences for each idea (purpose, scope) while it may have to have bulleted lists for the planning assumptions in addition to the authorities and references.
The planning assumptions should list those factors that are unique to this hazard. Possibly one should consider the nature and timing of the incident caused by the hazard, as well as those fou ...
Project Risk Management(Project Name)Student N.docx
Project Risk Management
(Project Name)
Student Name
Walden University
Date
Table of Contents
Project Risk Management Approach1
Project Risk Identification1
Project Risk Assessment (Qualitative)1
Project Risk Assessment (Quantitative)1
Project Risk Response1
Risk Monitoring & Control2
Risk Register3
©2018 Walden University 2
Project Risk Management Approach
Project risk management planning involves deciding how risk management activities will be conducted over the life of a project. The output of project risk management planning is the project risk management plan. Risk management is an iterative process. The risk management plan should be updated when any substantial changes to the project are made and/or when a risk event occurs.
· Explain how risk management will be approached for the project. (3–4 paragraphs)Project Risk Identification
Once the approach and process for managing project risk have been determined, it is time to identify potential project risks and document them in a risk register. It is helpful to think about possible sources or categories of project risk as a way to organize the risk list. It may not be possible to identify every risk that could occur during the project but risk management is an iterative process. Over the life of the project, risks will be reviewed often and the risk register will be updated as needed.
· Describe the process you will use to identify risks. Who will you include? When will you conduct these activities? How will you document the results? (3-4 paragraphs)
· Describe the source of project risks that you plan to use, such as weather, vendor, staffing, technology, etc. (2-3 paragraphs)
· Document project risks in the risk register in columns A-F.
Project Risk Assessment (Qualitative)
Once project risks have been identified, the project team must analyze them to try to determine the likelihood (probability) of occurrence and the effect to the project (impact) should a given risk event occur. All risk analysis begins with qualitative analysis. To ensure accuracy and completeness, the project team should study both the risk event itself and the interactions between risk events.
· Explain how risk measurement scales will be developed. Will you use a standard organizational set of measurements or define your own? (2–3 paragraphs)
· Explain how risks will be prioritized based on the defined qualitative measurement scales. (2–3 paragraphs)
· Document risk measurement scales and their meaning in the project risk register (in columns H–J). For example:
· What does a “2” mean for probability? Is that 20% or 20–40%?
· What does a “4” mean for impact? Is it (a) Project fails to meet one objective, or (b) Project exceeds budget or timeline by 20%?
Project Risk Assessment (Quantitative)
Once project risks have been qualitatively assessed, the project team must review those with the highest risk factor scores (probability x impact) and further analyze them using quantitative risk analysis methods. ...
Assessment 3Disaster Plan With Guidelines for Implementation .docx
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
The student will create assignment covering the primary components i
The student has been asked to develop a 7-page assignment as an emergency manager for their university covering disaster mitigation and preparedness. The assignment must include sections on preparedness overview, enabling policies, government roles, required preparedness steps and programs, resiliency, hazards from various events, encouraging preparedness activities, and continuity of operations planning. It needs a table of contents and references using at least 5 sources in APA format.
1 Beacon International College Major Incident an
1
Beacon International College
Major Incident and Crisis Management (HLT5052)
Level 5.
COURSE OUTLINE AND ASSESSMENT BRIEF
Module: Major Incident and Crisis Management
Tutor: Mohan Balagopal ([email protected])
Assessment type: Individual written assignment (100% weighting)
Aims: This module will provide students with a significant understanding of Major
Incident and Crisis Management planning in an event context and how this
translates into a practical operational time sensitive plan involving the various key
stakeholders. Students will be able to identify the range of stakeholders involved in
such processes and the strategies and operational practices they are required to
implement in relation to major incidents and crises.
Learning outcomes: By the end of the module, students will be able to: -
1. Clarify what a major incident is and a typical sequence of events surrounding major incidents
2. Assess the practical benefits of Major Incident and Crisis Management
3. Discuss the roles and responsibilities of the range of stakeholders involved in major incident and crisis
management and understand the content of a Major Incident and Crisis Management plan
4. Research and develop an operational Major Incident and Crisis Management plan
5. Apply the content of an effective time sensitive Major Incident and Crisis Management plan to an event
scenario
Indicative content
Major incidents at events, exploring their effects and impacts
Event planning pre and post and damage limitation
Corporate identity and protection in crisis
Media - Management, operations and responsibilities
UK and European Health and Safety Legislation and regulations
Duty of Care and the social responsibility of the event and the management team
Stakeholder liaison, management, interactions and responsibilities
Table top planning, design, operation, planning and responsibilities
Management issues within the event sector
Major Incident and Crisis Management practical workshops & role play
Major Incident and Crisis Management plan and other supporting documentation
Environmental and sustainability issues in relation to Major Incident and Crisis Management
Required reading
‒ Bernstein, D. (2011) Manager's guide to Crisis Management. London: McGraw-Hill Education
Publishing.
‒ Crandall, W. (2013) Crisis management (2nd Edition). London: Sage.
‒ Fernandez, L; Merzer, M. (2003) Jane’s Crisis Communications Handbook. Surrey: Janes information
group. (Available as an E Book)
mailto:[email protected]
https://www.google.co.uk/search?client=safari&rls=en&q=%E2%80%A2+Bernstein,+DA.+(2011)+Manager's+guide+to+Crisis+Management+London+Silvers,+R.+(2008)+Risk+Management+for+Meetings+and+Events.+Oxford+(UK)+:+Elsevier+Butterworth-Heinemann+Publishing&spell=1&sa=X&ved=0ahUKEwjhsd-plpDKAhUDRhQKHVSKAr4QBQgaKAA
2
‒ Fagel, M. (2013) Crisis Management and Emergency Planning: ...
1 Beacon International College Major Incident an
1
Beacon International College
Major Incident and Crisis Management (HLT5052)
Level 5.
COURSE OUTLINE AND ASSESSMENT BRIEF
Module: Major Incident and Crisis Management
Tutor: Mohan Balagopal ([email protected])
Assessment type: Individual written assignment (100% weighting)
Aims: This module will provide students with a significant understanding of Major
Incident and Crisis Management planning in an event context and how this
translates into a practical operational time sensitive plan involving the various key
stakeholders. Students will be able to identify the range of stakeholders involved in
such processes and the strategies and operational practices they are required to
implement in relation to major incidents and crises.
Learning outcomes: By the end of the module, students will be able to: -
1. Clarify what a major incident is and a typical sequence of events surrounding major incidents
2. Assess the practical benefits of Major Incident and Crisis Management
3. Discuss the roles and responsibilities of the range of stakeholders involved in major incident and crisis
management and understand the content of a Major Incident and Crisis Management plan
4. Research and develop an operational Major Incident and Crisis Management plan
5. Apply the content of an effective time sensitive Major Incident and Crisis Management plan to an event
scenario
Indicative content
Major incidents at events, exploring their effects and impacts
Event planning pre and post and damage limitation
Corporate identity and protection in crisis
Media - Management, operations and responsibilities
UK and European Health and Safety Legislation and regulations
Duty of Care and the social responsibility of the event and the management team
Stakeholder liaison, management, interactions and responsibilities
Table top planning, design, operation, planning and responsibilities
Management issues within the event sector
Major Incident and Crisis Management practical workshops & role play
Major Incident and Crisis Management plan and other supporting documentation
Environmental and sustainability issues in relation to Major Incident and Crisis Management
Required reading
‒ Bernstein, D. (2011) Manager's guide to Crisis Management. London: McGraw-Hill Education
Publishing.
‒ Crandall, W. (2013) Crisis management (2nd Edition). London: Sage.
‒ Fernandez, L; Merzer, M. (2003) Jane’s Crisis Communications Handbook. Surrey: Janes information
group. (Available as an E Book)
mailto:[email protected]
https://www.google.co.uk/search?client=safari&rls=en&q=%E2%80%A2+Bernstein,+DA.+(2011)+Manager's+guide+to+Crisis+Management+London+Silvers,+R.+(2008)+Risk+Management+for+Meetings+and+Events.+Oxford+(UK)+:+Elsevier+Butterworth-Heinemann+Publishing&spell=1&sa=X&ved=0ahUKEwjhsd-plpDKAhUDRhQKHVSKAr4QBQgaKAA
2
‒ Fagel, M. (2013) Crisis Management and Emergency Planning: ...
Recommended
Discussion 1 what jurisdiction have you chosen to focus your rese
This document outlines the course requirements for an emergency management capstone course. It includes 6 writing assignments where students research and analyze emergency plans for selected jurisdictions. They write components of the basic emergency plan including hazard and risk assessments, as well as functional and hazard annexes. Students also develop a grant proposal. There are 2 presentations - a practice presentation and a final presentation of their completed emergency management plan to an advisory board. The final exam is the capstone project comprised of all written assignments integrated into a full emergency plan. Rubrics are provided for assignments and a final presentation.
DISASTER_NURSING_CORE_COMPETENCIES_and_DISASTER_EMERGENCY_DRILL.docx
This document outlines the core competencies and levels of nurses in disaster nursing. It discusses 3 levels of nurses: general professional nurses, advanced or specialized nurses, and highly trained disaster response nurses. The core competencies for each level are described. For example, general nurses focus on preparedness, policies and vulnerable populations, while advanced nurses plan drills and communicate roles. The document also provides details on planning and conducting a disaster drill in 4 phases: pre-planning, planning, exercise, and post-exercise evaluation. Key steps in each phase are identified, such as forming teams, setting objectives, developing scenarios and messages, and evaluating the drill.
Format Guide forWriting Hazard Specific Plan
Format Guide for
Writing Hazard Specific Plan
Hazard Specific Plan
XXXXX Hazard Specific Plan2019
For Official Use Only. Portions of this document are confidential and exempt from disclosure pursuant to Florida Stat. §119.071(3). Do not copy or distribute without the express written permission of the Director of the
Palm Beach County Division of Emergency Management
Page 2 of 14
This page intentionally left blank
Promulgation Statement
Submitted herein is the Severe Weather Hazard Specific Plan, which serves as a hazards specific plan in support of the Palm Beach County Comprehensive Emergency Management Plan (CEMP). This Hazard Specific Plan supersedes any previous plan promulgated for this purpose. This plan establishes the framework defining the implementation and coordination of incident objectives in response to a severe weather event, i.e., thunderstorms, lightning, hailstorms, and straight-line winds. The two (2) Severe Weather Hazards drought and extreme heat each have their own hazard specific plan and should be sought under separate cover.
This plan has been developed in support of the Palm Beach County CEMP, following the guidance of the State of Florida Comprehensive Emergency Management Plan, the National Response Framework, and the National Incident Management System. The efficient and effective implementation of this plan is the responsibility of the Emergency Management Director or his/her designee. A program of review and evaluation of this plan is essential to its overall effectiveness.
This plan is hereby promulgated as of the sign date below.
_______________________________________________ __________________________
John Smith Date
Director
Division of Emergency Management
This page intentionally left blank
Table of Contents
Introduction 7
Purpose 7
Scope 7
Planning Assumptions 7
Authorities and References 7
Plan Maintenance 7
Preparedness (Hazard Identification) 7
Hazard Analysis (Primary Reference to the LMS) 8
Threat and Risk Analysis 8
Training and Exercise 8
Critical Facilities Statements 8
Response 8
Concept of Operations 9
Alerts, Notifications, and Protective Actions 9
Resource Management 9
Continuity of Government 9
Recovery 9
Short Term Recovery Issues 9
Long Term Recovery Issues 10
Mitigation 10
Record of Revisions 11
Acronyms 12
Attachments 14
This page intentionally left blank
Introduction
The Introduction contains the purpose, scope, planning assumptions, in addition to the authorities and References. This is in paragraph form, and should contain at least two-three sentences for each idea (purpose, scope) while it may have to have bulleted lists for the planning assumptions in addition to the authorities and references.
The planning assumptions should list those factors that are unique to this hazard. Possibly one should consider the nature and timing of the incident caused by the hazard, as well as those fou ...
Project Risk Management(Project Name)Student N.docx
Project Risk Management
(Project Name)
Student Name
Walden University
Date
Table of Contents
Project Risk Management Approach1
Project Risk Identification1
Project Risk Assessment (Qualitative)1
Project Risk Assessment (Quantitative)1
Project Risk Response1
Risk Monitoring & Control2
Risk Register3
©2018 Walden University 2
Project Risk Management Approach
Project risk management planning involves deciding how risk management activities will be conducted over the life of a project. The output of project risk management planning is the project risk management plan. Risk management is an iterative process. The risk management plan should be updated when any substantial changes to the project are made and/or when a risk event occurs.
· Explain how risk management will be approached for the project. (3–4 paragraphs)Project Risk Identification
Once the approach and process for managing project risk have been determined, it is time to identify potential project risks and document them in a risk register. It is helpful to think about possible sources or categories of project risk as a way to organize the risk list. It may not be possible to identify every risk that could occur during the project but risk management is an iterative process. Over the life of the project, risks will be reviewed often and the risk register will be updated as needed.
· Describe the process you will use to identify risks. Who will you include? When will you conduct these activities? How will you document the results? (3-4 paragraphs)
· Describe the source of project risks that you plan to use, such as weather, vendor, staffing, technology, etc. (2-3 paragraphs)
· Document project risks in the risk register in columns A-F.
Project Risk Assessment (Qualitative)
Once project risks have been identified, the project team must analyze them to try to determine the likelihood (probability) of occurrence and the effect to the project (impact) should a given risk event occur. All risk analysis begins with qualitative analysis. To ensure accuracy and completeness, the project team should study both the risk event itself and the interactions between risk events.
· Explain how risk measurement scales will be developed. Will you use a standard organizational set of measurements or define your own? (2–3 paragraphs)
· Explain how risks will be prioritized based on the defined qualitative measurement scales. (2–3 paragraphs)
· Document risk measurement scales and their meaning in the project risk register (in columns H–J). For example:
· What does a “2” mean for probability? Is that 20% or 20–40%?
· What does a “4” mean for impact? Is it (a) Project fails to meet one objective, or (b) Project exceeds budget or timeline by 20%?
Project Risk Assessment (Quantitative)
Once project risks have been qualitatively assessed, the project team must review those with the highest risk factor scores (probability x impact) and further analyze them using quantitative risk analysis methods. ...
Assessment 3Disaster Plan With Guidelines for Implementation .docx
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
The student will create assignment covering the primary components i
The student has been asked to develop a 7-page assignment as an emergency manager for their university covering disaster mitigation and preparedness. The assignment must include sections on preparedness overview, enabling policies, government roles, required preparedness steps and programs, resiliency, hazards from various events, encouraging preparedness activities, and continuity of operations planning. It needs a table of contents and references using at least 5 sources in APA format.
1 Beacon International College Major Incident an
1
Beacon International College
Major Incident and Crisis Management (HLT5052)
Level 5.
COURSE OUTLINE AND ASSESSMENT BRIEF
Module: Major Incident and Crisis Management
Tutor: Mohan Balagopal ([email protected])
Assessment type: Individual written assignment (100% weighting)
Aims: This module will provide students with a significant understanding of Major
Incident and Crisis Management planning in an event context and how this
translates into a practical operational time sensitive plan involving the various key
stakeholders. Students will be able to identify the range of stakeholders involved in
such processes and the strategies and operational practices they are required to
implement in relation to major incidents and crises.
Learning outcomes: By the end of the module, students will be able to: -
1. Clarify what a major incident is and a typical sequence of events surrounding major incidents
2. Assess the practical benefits of Major Incident and Crisis Management
3. Discuss the roles and responsibilities of the range of stakeholders involved in major incident and crisis
management and understand the content of a Major Incident and Crisis Management plan
4. Research and develop an operational Major Incident and Crisis Management plan
5. Apply the content of an effective time sensitive Major Incident and Crisis Management plan to an event
scenario
Indicative content
Major incidents at events, exploring their effects and impacts
Event planning pre and post and damage limitation
Corporate identity and protection in crisis
Media - Management, operations and responsibilities
UK and European Health and Safety Legislation and regulations
Duty of Care and the social responsibility of the event and the management team
Stakeholder liaison, management, interactions and responsibilities
Table top planning, design, operation, planning and responsibilities
Management issues within the event sector
Major Incident and Crisis Management practical workshops & role play
Major Incident and Crisis Management plan and other supporting documentation
Environmental and sustainability issues in relation to Major Incident and Crisis Management
Required reading
‒ Bernstein, D. (2011) Manager's guide to Crisis Management. London: McGraw-Hill Education
Publishing.
‒ Crandall, W. (2013) Crisis management (2nd Edition). London: Sage.
‒ Fernandez, L; Merzer, M. (2003) Jane’s Crisis Communications Handbook. Surrey: Janes information
group. (Available as an E Book)
mailto:[email protected]
https://www.google.co.uk/search?client=safari&rls=en&q=%E2%80%A2+Bernstein,+DA.+(2011)+Manager's+guide+to+Crisis+Management+London+Silvers,+R.+(2008)+Risk+Management+for+Meetings+and+Events.+Oxford+(UK)+:+Elsevier+Butterworth-Heinemann+Publishing&spell=1&sa=X&ved=0ahUKEwjhsd-plpDKAhUDRhQKHVSKAr4QBQgaKAA
2
‒ Fagel, M. (2013) Crisis Management and Emergency Planning: ...
1 Beacon International College Major Incident an
1
Beacon International College
Major Incident and Crisis Management (HLT5052)
Level 5.
COURSE OUTLINE AND ASSESSMENT BRIEF
Module: Major Incident and Crisis Management
Tutor: Mohan Balagopal ([email protected])
Assessment type: Individual written assignment (100% weighting)
Aims: This module will provide students with a significant understanding of Major
Incident and Crisis Management planning in an event context and how this
translates into a practical operational time sensitive plan involving the various key
stakeholders. Students will be able to identify the range of stakeholders involved in
such processes and the strategies and operational practices they are required to
implement in relation to major incidents and crises.
Learning outcomes: By the end of the module, students will be able to: -
1. Clarify what a major incident is and a typical sequence of events surrounding major incidents
2. Assess the practical benefits of Major Incident and Crisis Management
3. Discuss the roles and responsibilities of the range of stakeholders involved in major incident and crisis
management and understand the content of a Major Incident and Crisis Management plan
4. Research and develop an operational Major Incident and Crisis Management plan
5. Apply the content of an effective time sensitive Major Incident and Crisis Management plan to an event
scenario
Indicative content
Major incidents at events, exploring their effects and impacts
Event planning pre and post and damage limitation
Corporate identity and protection in crisis
Media - Management, operations and responsibilities
UK and European Health and Safety Legislation and regulations
Duty of Care and the social responsibility of the event and the management team
Stakeholder liaison, management, interactions and responsibilities
Table top planning, design, operation, planning and responsibilities
Management issues within the event sector
Major Incident and Crisis Management practical workshops & role play
Major Incident and Crisis Management plan and other supporting documentation
Environmental and sustainability issues in relation to Major Incident and Crisis Management
Required reading
‒ Bernstein, D. (2011) Manager's guide to Crisis Management. London: McGraw-Hill Education
Publishing.
‒ Crandall, W. (2013) Crisis management (2nd Edition). London: Sage.
‒ Fernandez, L; Merzer, M. (2003) Jane’s Crisis Communications Handbook. Surrey: Janes information
group. (Available as an E Book)
mailto:[email protected]
https://www.google.co.uk/search?client=safari&rls=en&q=%E2%80%A2+Bernstein,+DA.+(2011)+Manager's+guide+to+Crisis+Management+London+Silvers,+R.+(2008)+Risk+Management+for+Meetings+and+Events.+Oxford+(UK)+:+Elsevier+Butterworth-Heinemann+Publishing&spell=1&sa=X&ved=0ahUKEwjhsd-plpDKAhUDRhQKHVSKAr4QBQgaKAA
2
‒ Fagel, M. (2013) Crisis Management and Emergency Planning: ...
1 beacon international college major incident an
This document provides an outline for a course module on Major Incident and Crisis Management. The module aims to provide an understanding of planning for major incidents and crises in event contexts. Students will learn about identifying stakeholders, developing management strategies and operational plans. They will complete an individual written assignment to develop an operational crisis management plan for a hypothetical event scenario. The plan must address communication strategies, roles and responsibilities of stakeholders, and contingency plans for different types of potential crises. Students will be assessed based on the comprehensiveness of their plan, research, referencing, and application of course concepts.
(OSH 3651, Total Environm.docx
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Course Description
A comprehensive study of the essential component needed in developing an effective safety management system. Examines the cultural aspects of integrating total safety management into all levels of an operation.
Course Textbook
Manuele, F. A. (2008). Advanced safety management focusing on Z10 and serious injury prevention. Hoboken, N.J: John Wiley & Sons.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Describe the characteristics of an effective safety management system.
2. Discuss the importance of management commitment in establishing a safety culture.
3. Develop effective safety management policy statements, goals, and objectives.
4. Discuss the need for employee involvement in the development and execution of an effective safety management system.
5. Recognize the importance of clear assignment of safety responsibilities.
6. Establish safety accountability and develop related performance measures.
7. Describe the components of a hazard prevention and control system.
8. Apply risk management principles to reduce the impact of workplace hazards.
9. Explain various incident causation theories and use these theories to conduct an incident investigation.
10. Identify safety and health training needs.
11. Apply continuous improvement principles to safety management concepts.
12. Assess the effectiveness of an existing safety management system.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lessons: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Supplemental Readings are provided in the unit study guides to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay
particular attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all Waldorf courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains seven Unit Assessments, one to be completed at the end of Units I-VII. Assessments are composed of multiple choice and written response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III, IV, V, and VII. ...
Students will work together as a group to produce a baseline risk ma.docx
Students will work together as a group to produce a baseline risk management plan for the project.
The team has chosen one of the projects created in the first assignment.
They will then do a risk analysis, identifying and classifying risks to the completion of the project.
Based on their analysis, the team will develop controls, monitoring and processes to manage the identified risks.
The team will prepare and submit a risk management
strategy and plan
.
Use an appropriate researched template.
As a part of the plan they should provide convincing arguments for management to
accept any changes to the project to account for the risks assessed.
Risk Management Plan must contain all output element categories; methodology, roles & responsibilities, budgeting, timing, risk categories, etc. Additionally, the overall plan and strategy must be included.
HINT: Always remember all project documents MUST contain the original project overview and scope information to support the current project document information.
Refer to PMBOK 11.1.3.1 for Risk Management output requirements, 11.2 for Risk Identification and LG text Chap 7 for plan content and strategy elements.
Ensure proper APA citations and references. Include a References page at end of document.
.
Project Name Risk Management PlanVersion 1.0 Error! Unkno.docx
<Project Name> Risk Management Plan
Version: 1.0 Error! Unknown document property name.<Project Name>Risk Management Plan
Version Number: 1.0
Version Date: <mm/dd/yyyy>
Notes to the Author
[This document is a template of a Risk Management Plan document for a project. The template includes instructions to the author, boilerplate text, and fields that should be replaced with the values specific to the project.
· Blue italicized text enclosed in square brackets ([text]) provides instructions to the document author, or describes the intent, assumptions and context for content included in this document.
· Blue italicized text enclosed in angle brackets (<text>) indicates a field that should be replaced with information specific to a particular project.
· Text and tables in black are provided as boilerplate examples of wording and formats that may be used or modified as appropriate to a specific project. These are offered only as suggestions to assist in developing project documents; they are not mandatory formats.
When using this template, the following steps are recommended:
1. Replace all text enclosed in angle brackets (e.g., <Project Name>) with the correct field document values. These angle brackets appear in both the body of the document and in headers and footers. To customize fields in Microsoft Word (which display a gray background when selected) select File->Properties->Summary and fill in the appropriate fields within the Summary and Custom tabs.
After clicking OK to close the dialog box, update all fields throughout the document selecting Edit>Select All (or Ctrl-A) and pressing F9. Or you can update each field individually by clicking on it and pressing F9.
These actions must be done separately for any fields contained with the document’s Header and Footer.
2. Modify boilerplate text as appropriate for the specific project.
3. To add any new sections to the document, ensure that the appropriate header and body text styles are maintained. Styles used for the Section Headings are Heading 1, Heading 2 and Heading 3. Style used for boilerplate text is Body Text.
4. To update the Table of Contents, right-click on it and select “Update field” and choose the option - “Update entire table”.
5. Before submission of the first draft of this document, delete this instruction section “Notes to the Author” and all instructions to the author throughout the entire document.VERSION HISTORY
[Provide information on how the development and distribution of the Risk Management Plan will be controlled and tracked. Use the table below to provide the version number, the author implementing the version, the date of the version, the name of the person approving the version, the date that particular version was approved, and a brief description of the reason for creating the revised version.]
Version
Number
Implemented
By
Revision
Date
Approved
By
Approval
Date
Description of
Change
1.0
<Author name>
<mm/dd/yyyy>
<name>
<mm/dd/yy>
<description of ...
Internship report format
The document provides guidelines for BBA students at Bahria University on writing their internship reports. It outlines the required format and content, including: a title page, table of contents, executive summary, company overview, position description and duties, organizational analysis, recommendations, learning outcomes, references, and annexures. Students must follow the specified format and include all required sections in their 14-16 page reports. The reports allow students to demonstrate analytical and observational skills developed during their internship experience.
BUSI 730Real World Application Planning and Decision Making A
BUSI 730
Real World Application: Planning and Decision Making Assignment Instructions
Overview
This assignment provides students with an opportunity to utilize their knowledge of planning and decision making by applying a specific cost technique / concept to a selected organization. Students will combine knowledge obtained from the textbook, peer-reviewed journal articles, and Discussion: Planning and Decision Making in applying the selected technique / concept to the organization and showing how it improves / impacts the organizations strategic allocation of financial resources.
Instructions
Select 1 of the 2 techniques/concepts discussedin yourDiscussion: Planning and Decision Making thread and develop a real-world application paper. Select a company that you work for now or have worked for in the past, or a company in your community of which you have sufficient knowledge. Show how the selected technique/concept would be applied to that particular business in its strategic allocation of financial resources. Your paper must be in current APA format and must include references from at least 7 peer-reviewed journal articles. The paper must be at least 5–6 pages, not including the title page and reference page.
Submit your Real World Application: Planning and Decision Making Assignment by 11:59 p.m. (ET) on Sunday of Module 4.
1) The title slide does not count as a content slide- you need 5 full slides (and that is only a minimum - why not go the extra mile and do 6 slides to be sure to do well) plus your reference slide
2) When covering a geographic region that means you should include information on the entire region- not only 1 country. Here is an excellent example of a slide that focuses on a region for MCH from a student in your class:
3) Peer reviews must be done in the RUBRIC- per assignment guidance and notices in order for Canvas to record them. You can get help on this from Canvas support if you can't follow the guidance.
4) Answer ALL of the questions/ focus on all areas detailed in the assignment guidance- see here:
· Slides 1-2) the country and regional disease rates: morbidity and mortality due to the disease
· Slide 2-3) the realities of programming to address the disease burden: What programs are implemented? What are their impact?;
· Slide 3) the political landscape and multiple perspectives regarding the disease burden: What do Ministers of Health, Politicians, Doctors think of the disease and the health system or country's ability to address it ;
· Slide 4- 5) health technologies to reduce the disease burden; and, national and global level implications around that disease burden. (what will happen with the disease in the future? Will it spread or increase morbidity and mortality in the next 5 years, in 10 years? What is the potential for it to increase in more countries due to global travel? Is it a threat to national security in some countries?
· Slide 6) minimum 5 numbered references and links to original sources of ...
8-10 pages, APA formatThe Federal Response to Hurricane Katr.docx
8-10 pages, APA format
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You.
The Federal Response to Hurricane Katrina Lessons Learned (F.docx
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
1. Report contentThe report should demonstrate your understa.docx
1. Report content
The report should demonstrate your understanding of good project management and health and safety management as appropriate within the context of your chosen project and event.
The report will present the context/background of the chosen project, describe the project, and present student’s critical reflection and thoughts on the management of one particular event/issue of project. The impacts of the event/issue on (1) people, (2) cost, (3) time, (4) health and safety, (5) sustainability, and (6) Ethics will be explored. Using the theory and tools presented in the lectures across the module as well as their own independent research, students should suggest and discuss solutions to (1) overcome the challenges and manage the risks associated with the event/issue, and (2) improve the efficiency, sustainability and ethics of the management of the event/issue.
Appendices and references must be used to demonstrate study that has been undertaken and to provide sources for points made in the body of the report. This will include copies of any individual or group student work undertaken during the module.
The student should refer to the learning materials and readings provided across the module, but are also recommended to give appropriate regard to any additional useful material available online in terms of theory and practice.
.
Introduce your presentation here. 1Use the design .docx
This document provides an overview of key concepts for an emergency management course unit on disaster response and recovery. It discusses the response phase, which aims to minimize risk and provide emergency assistance in the initial disaster period. Recovery has short-term efforts to restore minimum operations within two weeks and longer-term recovery over 30-90 days depending on the disaster. The document also outlines challenges for emergency managers, like coordination between agencies and acquiring financial resources, and stresses the importance of planning, communication, and stakeholder involvement in both response and recovery phases.
D.Q1Information System and Enterprise Systems· Identify.docx
D.Q1:
"Information System and Enterprise Systems"
· Identify the key factors that companies should consider when deciding whether to buy or to build their own information systems. Explain your rationale.
· Select one (1) type of the four (4) enterprise systems (i.e., supply chain management, customer relationship management, knowledge management systems, and enterprise resource planning), and speculate on the main issues that companies may encounter when implementing the type of enterprise system that you have selected. Next, suggest two or three (2 or 3) general techniques that companies could use in order to mitigate the issues in question.
D.Q2:
"Management Support Systems"
· Review the main management support systems discussed in Chapter 12 of the textbook. Next, select one (1) such system, and describe its key components, capabilities, and the overall manner in which an organization could benefit from it. Include one (1) example of such application and related benefit(s) to support your response.
· Recommend two (2) strategies for designing a successful management support system for an organization. Provide a rationale to support your response.
D.Q3
"Expert Systems and Intelligent Agents"
· Use the Internet or the Strayer Library to research articles on expert systems and companies which use them. Next, select two (2) companies that currently use expert systems. Then, discuss the fundamental advantages and disadvantages of using expert systems instead of human expertise within the companies that you have selected. Provide a rationale to support your response.
· Select one (1) of the four (4) categories of intelligent agents, as discussed in Chapter 13 of the textbook, that is currently available. Identify the main risks of using intelligent agents in the category that you have selected. Next, speculate on one (1) way which you would use in order to mitigate the risks in question. Justify your response.
D.Q4
Collecting Cost and Schedule Performance Metrics" Please respond to the following:
· From the first and second e-Activities, develop one (1) innovative way to track key project costs (e.g., labor hours) for a complex project that lasts for two (2) years and involves more than fifty (50) resources. Be as creative as you like, and provide one (1) example which shows the significant ways in which your innovation would work in a real-world situation.
· Using the hotel project from Week 6 discussion, determine the best practice for conducting an earned value analysis for the project in question. Provide a rationale for your determination and one (1) specific example which illustrates the significant ways in which the best practice in question would work in real life.
D.Q5
"Steering Future Performance Back Toward the Baseline" Please respond to the following:
· Determine the fundamental impact of not using a project management tool which clearly displays the effect of delays in delivering work packages, as required per your project.
American History paper on Explain what transcendentalism is and how .docx
Transcendentalism was a philosophical movement in the 19th century that emphasized intuition, spirituality, and nature. Writers like Thoreau and Emerson were influential transcendentalists whose writings explored living simply in nature and following one's inner spirit. Their works promoted ideals of non-conformity and independent thinking that influenced later social reformers and cultural movements in American history.
AMobile devices have become the de facto standard for communic.docx
A
Mobile devices have become the de facto standard for communication. Almost all adults in first world countries use one or more mobile devices for work, entertainment, and communication. This means that there are many more devices on a given network and the Internet as a whole, further establishing the fact that there are many more opportunities for hackers to gain access to personal and private information. Mobile devices come with their own ways of protecting personal resources. Describe at least four different types of network security defenses that mobile operating systems provide in order to keep personal data safeguarded. Also, answer the question of who is ultimately responsible for securing personal data: the operating system vendor, or those who own the device hosting the operating system?
B
With mobile operating system attacks on the rise, it is going to be necessary to develop new solutions to mitigate cybersecurity threats. Most solutions that exist take on the form of pre-existing solutions that were meant to be used with desktop and server type operating systems. Thus, embedded operating systems are only just now starting to see their own utilities and solutions being born out of necessity. Describe some of the tools used to protect embedded operating system assets, and add your own personal opinion of how you feel embedded operating system security should be handled in the future.
.
Amy Tan is an American writer whose novels examine family rela.docx
Amy Tan is an American writer whose novels examine family relationships, especially those of mothers and
daughters. She has written several bestselling novels, such as The Joy Luck Club and The Kitchen God’s Wife.
Tan has a BA and MA from San Jose State University.
Mother Tongue
by Amy Tan
I am not a scholar of English or literature. I cannot give you much more than personal
opinions on the English language and its variations in this country or others. I am a writer. And
by that definition, I am someone who has always loved language. I am fascinated by
language in daily life. I spend a great deal of my time thinking about the power of language—the
way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the
tool of my trade. And I use them all—all the Englishes I grew up with.
Recently, I was made keenly aware of the different Englishes I do use. I was giving a talk
to a large group of people, the same talk I had already given to half a dozen other groups. The
nature of the talk was about my writing, my life, and my book, The Joy Luck Club. The talk was
going along well enough, until I remembered one major difference that made the whole talk
sound wrong. My mother was in the room. And it was perhaps the first time she had heard me
give a lengthy speech, using the kind of English I have never used with her. I was saying things
like, “The intersection of memory upon imagination” and “There is an aspect of my fiction that
relates to thus-and-thus”—a speech filled with carefully wrought grammatical phrases, burdened,
it suddenly seemed to me, with nominalized forms, past perfect tenses, conditional phrases, all
the forms of standard English that I had learned in school and through books, the forms of
English I did not use at home with my mother.
Just last week, I was walking down the street with my mother, and I again found myself
conscious of the English I was using, the English I do use with her. We were talking about the
price of new and used furniture and I heard myself saying this: “Not waste money that way.” My
husband was with us as well, and he didn't notice any switch in my English. And then I realized
why. It’s because over the twenty years we’ve been together, I’ve often used that same kind of
English with him, and sometimes he even uses it with me. It has become our language of
intimacy, a different sort of English that relates to family talk, the language I grew up with.
So you'll have some idea of what this family talk I heard sounds like, I’ll quote what my
mother said during a recent conversation which I videotaped and then transcribed. During this
conversation, my mother was talking about a political gangster in Shanghai who had the same
last name as her family's, Du, and how the gangster in his early years wanted to be adopted by
her family, which was rich by comparison. Later, the gangster became more powerful, far richer.
America” by Claude McKay and We Wear the Mask” by Paul Laurence D.docx
“America” by Claude McKay and “We Wear the Mask” by Paul Laurence Dunbar
Analyze the writers’ use of extended metaphors to discuss racial prejudice and the struggle for equality in each poem. Compare/contrast their views on the topic.
1. Your essay must cover the topic you are writing about.
2. Your essay must have a central idea (stated in your thesis) that governs its development.
3. Your essay must be organized so that every part contributes something to the reader’s understanding of the central idea.
4. Your essay must be between 1000 - 1250 words in MLA format.
.
American Police Departments have evolved through several eras in whi.docx
American Police Departments have evolved through several eras in which the police had different orientations or emphasized different aspects of their overall mission. The 9/11 terrorist attacks have substantially changed policing. However it has been several years since the attacks and the United States has not experienced another significant attack.
In what direction do you this the American police should proceed? How much emphasis should the police place on homeland security given that citizens and communities have numerous expectations that must be met?
Sources.
.
American Greed AnalysisPrepare both a presentation (PowerPoint).docx
American Greed Analysis:
Prepare both a presentation (PowerPoint) and a written 3-page paper, based on an episode of
American Greed
. Both the presentation and the paper are to be posted on Canvas.
The following information is required:
1. Date episode was originally aired
2. Name of the episode
3. Name of the business, product, or service that was being sold
4. Problems the business was having? Or how was the scam be operated? Detailed
explanation required.
5. How could the public have known that fraud was being perpetrated?
6. How did the business hide the fraud from its clients/the public?
7. What were the reactions from the owner/owners?
8. How much was invested/lost by the clients? Were there any special conditions?
9. Where did the business start to unfold/unravel?
10. How was the fraud eventually discovered?
11. What were the legal results?
12. What is the Christian World View surrounding this business/fraud? What is the
biblical justification for either the business or its clients?
13. Conclusions: Include any theory or principles learned in the course.
Your paper should be written using complete paragraphs in response to the above questions.
You may include photos or graphics from the show. It should be written in the APA Style.
.
American Management Association • www.amanet.orgHas this.docx
American Management Association • www.amanet.org
H
as this ever happened to you? You are embroiled in an argument
about a matter that is important to you and also to an employ-
ee. After several back-and-forth exchanges, you finally say,
“Okay, then, we’ll do it your way.” You do what you can to give that
employee exactly what he is asking for, only to find out later that he is
still ticked off. You are left wondering, “What is his problem? Isn’t he
ever satisfied?”
On the other hand, you may have had another experience as well. An
employee storms into your office, upset about a policy that, as far as she
is concerned, just isn’t working. You listen. She continues talking; you
continue to listen. In the back of your mind, though, you are thinking, “I
don’t know what we can do to fix that. It is what it is … nobody else has
complained.” She keeps talking and you keep listening. Finally she looks
at you with relief and says, “Thanks for listening. I feel better. I’ll talk to
you later.” You didn’t do anything, and somehow the situation is now
okay. You are left wondering what happened.
Usually in a conflict or disagreement, as we look for an acceptable
solution, we focus on the substance of the outcome. Everyone wants
39
What We Need:The
Satisfaction Triangle
C H A P T E R 3
www.amanet.org
40 UNDERSTANDING THE DYNAMICS OF CONFLICT
American Management Association • www.amanet.org
something. The conventional wisdom tells us that getting that something
means that the conflict is dissolved. Did you get what you asked for?
If so, then you are happy. If you did not get what you wanted, then
you are not happy. In the first scenario, your expectation is that, when
you finally decide on a solution, the employee will be satisfied. In the
second scenario, you do not expect the employee to leave your office
satisfied unless you take some action that is acceptable to her. But the
reality is often more complex than that. Just as important—sometimes
more important—are the other two sides of the satisfaction triangle,
shown in Figure 3-1: process satisfaction and emotional satisfaction.
Understanding all three sides of the satisfaction triangle can provide
managers with a more extensive set of tools for resolving conflicts.
Figure 3-1. Satisfaction triangle.
The head of the Finance Office sent an urgent e-mail to therest of the members of the executive leadership team. With
only three months left in the fiscal year, the agency was facing a
serious budget crisis, a $9 million shortfall. First, the team need-
ed to understand where the money had gone; then, they would
have to make hard decisions about how to reallocate funds to
cover critical needs. For three weeks, they were in and out of
meetings, gathering numbers, analyzing reports, looking for solu-
tions. The meetings were long and the tensions ran high as each
person protected his or her own department’s priorities and
looked for ways to cut back on expenditures. Keeping the goals of
the age.
Ambush Predation of Stingless Bees (Tetragoniscaangustula) b.docx
1) The ant Ectatomma tuberculatum was observed employing an ambush predation strategy on the nest guards of the stingless bee Tetragonisca angustula.
2) E. tuberculatum would stand motionless near the nest entrance in a waiting posture for periods of time, then rapidly lunge to capture hovering or standing guards that came too close.
3) Over observation periods totaling 4 hours, E. tuberculatum captured 3 prey items including 2 aerial captures of guards, representing a success rate of about 1 capture per 50 minutes spent in ambush posture.
Amazon HQ2 Research Project, BUS 163Professor Cuadra, Tacoma Commu.docx
Amazon HQ2 Research Project, BUS 163
Professor Cuadra, Tacoma Community CollegeResearch Assignment, Part 2:
Be sure to read through all of the questions, completely, before beginning your research. You don’t want to have to keep going back to the same subject. However, you may have to do that to some degree – that is one of things about research. That is why it is critical to keep track of your source.
Please research the following questions/areas for your assigned city. BE SURE TO KEEP TRACK OF YOUR SOURCES. You will have to provide a list of references, and in-text citations, in submitted research. Every fact or piece of information you provide must have a citation and the full reference for that source included at the end in a reference list.
This set of research is the briefest one and should not take you too much time.
Be sure to check out the BUS 163 Library Guide on the left side of your Canvas screen and use the resources listed there to help you with your research.Income/Wages (50 points)
1. Try to find the average area salaries for:
a. Executives (this one will vary widely, and you may get a huge range. If so, just put in the range)
b. Software development engineers/software engineers
c. Accountants – you may find pay rates for a wide variety of accounting jobs. You might find information for some of these:
i. Accounts payable
ii. Accounts receivable
iii. Payroll specialists
iv. Controller
d. Human resource specialists (sometimes listed as HR managers)
e. Non-executive management positions (project managers, program managers, supervisors)
f. Administrative assistants
2. Area minimum wage (you may be surprised how low it is in some areas).
3. Overall prevailing wage – this may be hard to find. What it means is what the labor department and/or unions require to be paid. For instance, if you are doing construction work on a highway, your company has to pay you and your employees the “prevailing wage” for that work. In this area, people who pour concrete and do paving get $52/hour because that is the prevailing wage.
a. Try looking at several sources, but if you cannot find the information, just list where you looked and say you could not find it.
4. Find out the median income for your city/area.
5. Find out the average household size. It is good to check out the US Census Bureau site for this kind of information.
6. Look and see if you can find out if your city/area has required sick leave, like we do in Washington now. If so, what are the details?
7. What is the average home price in the area? What is the range of home prices?
Your information can just be bullet points for this.
Be sure to use AT LEAST three different sources. You might want to see what different information you get for any one category. If you get different information, please note that. A good practice is to look into the source for your source – where did THEY get this information. Also, check the dates and you will likely want to use the most recent informatio.
Always Fresh allows external users, such as vendors and business par.docx
Always Fresh allows external users, such as vendors and business partners, to access the Always Fresh Windows environment. You have noticed a marked increase in malware activity in the test environment that seems to originate from external users. After researching the likely source of new malware, you conclude that allowing external users to connect to your environment using compromised computers exposes Always Fresh to malware vulnerabilities.
(please see attachment and and follow all requirements)
.
Alvin Ailey Revelations AnalysisThe purpose of this assignment.docx
Alvin Ailey "Revelations" Analysis
The purpose of this assignment is to view Alvin Ailey's iconic choreography "Revelations" and identify themes expressed in the work that reflect life events/emotions. Dance comes from life, as we have been exploring in class, and this piece illustrates how themes in pre-history continue to be relevant throughout time.
Please watch the entire video that we started viewing in class:
https://www.youtube.com/watch?v=RrPJ4kt3a64&t=1647s
Revelations is a 3 part suite. Each of the three sections contains various scenes. You may use this listing of the musical pieces to guide you in identifying the scenes.
Music
PILGRIM OF SORROW
I Been 'Buked - Music arranged by Hall Johnson*
Didn't My Lord Deliver Daniel - Music arranged by James Miller+
Fix Me, Jesus - Music arranged by Hall Johnson*
TAKE ME TO THE WATER
Processional/Honor, Honor - Music adapted and arranged by Howard A. Roberts
Wade in the Water - Music adapted and arranged by Howard A. Roberts
"Wade in the Water" sequence by Ella Jenkins / "A Man Went Down to the River" is an original composition by Ella Jenkins
I Wanna Be Ready - Music arranged by James Miller+
MOVE, MEMBERS, MOVE
Sinner Man - Music adapted and arranged by Howard A. Roberts
The Day is Past and Gone - Music arranged by Howard A. Roberts and Brother John Sellers
You May Run On - Music arranged by Howard A. Roberts and Brother John Sellers
Rocka My Soul in the Bosom of Abraham - Music adapted and arranged by Howard A. Roberts
For this assignment, please identify the themes expressed in each of the three sections, 1)Pilgrim of Sorrow, 2)Take me to the Water, 3)Move, Members, Move
Describe how these themes are developed in the scenes that comprise each section. Include descriptions of costuming, lighting, music, and composition (solo, duet, trio, ensemble, etc) that help create these themes.
Use the listing above as a guide to organize your paper. Create a document in Word, 12pt font, 1"margins, no more than two pages, double spaced. Separate title page, please.
Please view the video and begin your assignment. You can bring any questions regarding this assignment to our next class.
.
More Related Content
Similar to All of the sections of the assignments, written throughout this .docx
1 beacon international college major incident an
This document provides an outline for a course module on Major Incident and Crisis Management. The module aims to provide an understanding of planning for major incidents and crises in event contexts. Students will learn about identifying stakeholders, developing management strategies and operational plans. They will complete an individual written assignment to develop an operational crisis management plan for a hypothetical event scenario. The plan must address communication strategies, roles and responsibilities of stakeholders, and contingency plans for different types of potential crises. Students will be assessed based on the comprehensiveness of their plan, research, referencing, and application of course concepts.
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Course Description
A comprehensive study of the essential component needed in developing an effective safety management system. Examines the cultural aspects of integrating total safety management into all levels of an operation.
Course Textbook
Manuele, F. A. (2008). Advanced safety management focusing on Z10 and serious injury prevention. Hoboken, N.J: John Wiley & Sons.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Describe the characteristics of an effective safety management system.
2. Discuss the importance of management commitment in establishing a safety culture.
3. Develop effective safety management policy statements, goals, and objectives.
4. Discuss the need for employee involvement in the development and execution of an effective safety management system.
5. Recognize the importance of clear assignment of safety responsibilities.
6. Establish safety accountability and develop related performance measures.
7. Describe the components of a hazard prevention and control system.
8. Apply risk management principles to reduce the impact of workplace hazards.
9. Explain various incident causation theories and use these theories to conduct an incident investigation.
10. Identify safety and health training needs.
11. Apply continuous improvement principles to safety management concepts.
12. Assess the effectiveness of an existing safety management system.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and knowledge students should gain upon completion of the unit.
2. Unit Lessons: Each unit contains a Unit Lesson, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook. Supplemental Readings are provided in the unit study guides to aid students in their course of study.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I-VIII to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay
particular attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all Waldorf courses. Information and specifications regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
7. Unit Assessments: This course contains seven Unit Assessments, one to be completed at the end of Units I-VII. Assessments are composed of multiple choice and written response questions.
8. Unit Assignments: Students are required to submit for grading Unit Assignments in Units III, IV, V, and VII. ...
Students will work together as a group to produce a baseline risk ma.docx
Students will work together as a group to produce a baseline risk management plan for the project.
The team has chosen one of the projects created in the first assignment.
They will then do a risk analysis, identifying and classifying risks to the completion of the project.
Based on their analysis, the team will develop controls, monitoring and processes to manage the identified risks.
The team will prepare and submit a risk management
strategy and plan
.
Use an appropriate researched template.
As a part of the plan they should provide convincing arguments for management to
accept any changes to the project to account for the risks assessed.
Risk Management Plan must contain all output element categories; methodology, roles & responsibilities, budgeting, timing, risk categories, etc. Additionally, the overall plan and strategy must be included.
HINT: Always remember all project documents MUST contain the original project overview and scope information to support the current project document information.
Refer to PMBOK 11.1.3.1 for Risk Management output requirements, 11.2 for Risk Identification and LG text Chap 7 for plan content and strategy elements.
Ensure proper APA citations and references. Include a References page at end of document.
.
Project Name Risk Management PlanVersion 1.0 Error! Unkno.docx
<Project Name> Risk Management Plan
Version: 1.0 Error! Unknown document property name.<Project Name>Risk Management Plan
Version Number: 1.0
Version Date: <mm/dd/yyyy>
Notes to the Author
[This document is a template of a Risk Management Plan document for a project. The template includes instructions to the author, boilerplate text, and fields that should be replaced with the values specific to the project.
· Blue italicized text enclosed in square brackets ([text]) provides instructions to the document author, or describes the intent, assumptions and context for content included in this document.
· Blue italicized text enclosed in angle brackets (<text>) indicates a field that should be replaced with information specific to a particular project.
· Text and tables in black are provided as boilerplate examples of wording and formats that may be used or modified as appropriate to a specific project. These are offered only as suggestions to assist in developing project documents; they are not mandatory formats.
When using this template, the following steps are recommended:
1. Replace all text enclosed in angle brackets (e.g., <Project Name>) with the correct field document values. These angle brackets appear in both the body of the document and in headers and footers. To customize fields in Microsoft Word (which display a gray background when selected) select File->Properties->Summary and fill in the appropriate fields within the Summary and Custom tabs.
After clicking OK to close the dialog box, update all fields throughout the document selecting Edit>Select All (or Ctrl-A) and pressing F9. Or you can update each field individually by clicking on it and pressing F9.
These actions must be done separately for any fields contained with the document’s Header and Footer.
2. Modify boilerplate text as appropriate for the specific project.
3. To add any new sections to the document, ensure that the appropriate header and body text styles are maintained. Styles used for the Section Headings are Heading 1, Heading 2 and Heading 3. Style used for boilerplate text is Body Text.
4. To update the Table of Contents, right-click on it and select “Update field” and choose the option - “Update entire table”.
5. Before submission of the first draft of this document, delete this instruction section “Notes to the Author” and all instructions to the author throughout the entire document.VERSION HISTORY
[Provide information on how the development and distribution of the Risk Management Plan will be controlled and tracked. Use the table below to provide the version number, the author implementing the version, the date of the version, the name of the person approving the version, the date that particular version was approved, and a brief description of the reason for creating the revised version.]
Version
Number
Implemented
By
Revision
Date
Approved
By
Approval
Date
Description of
Change
1.0
<Author name>
<mm/dd/yyyy>
<name>
<mm/dd/yy>
<description of ...
Internship report format
The document provides guidelines for BBA students at Bahria University on writing their internship reports. It outlines the required format and content, including: a title page, table of contents, executive summary, company overview, position description and duties, organizational analysis, recommendations, learning outcomes, references, and annexures. Students must follow the specified format and include all required sections in their 14-16 page reports. The reports allow students to demonstrate analytical and observational skills developed during their internship experience.
BUSI 730Real World Application Planning and Decision Making A
BUSI 730
Real World Application: Planning and Decision Making Assignment Instructions
Overview
This assignment provides students with an opportunity to utilize their knowledge of planning and decision making by applying a specific cost technique / concept to a selected organization. Students will combine knowledge obtained from the textbook, peer-reviewed journal articles, and Discussion: Planning and Decision Making in applying the selected technique / concept to the organization and showing how it improves / impacts the organizations strategic allocation of financial resources.
Instructions
Select 1 of the 2 techniques/concepts discussedin yourDiscussion: Planning and Decision Making thread and develop a real-world application paper. Select a company that you work for now or have worked for in the past, or a company in your community of which you have sufficient knowledge. Show how the selected technique/concept would be applied to that particular business in its strategic allocation of financial resources. Your paper must be in current APA format and must include references from at least 7 peer-reviewed journal articles. The paper must be at least 5–6 pages, not including the title page and reference page.
Submit your Real World Application: Planning and Decision Making Assignment by 11:59 p.m. (ET) on Sunday of Module 4.
1) The title slide does not count as a content slide- you need 5 full slides (and that is only a minimum - why not go the extra mile and do 6 slides to be sure to do well) plus your reference slide
2) When covering a geographic region that means you should include information on the entire region- not only 1 country. Here is an excellent example of a slide that focuses on a region for MCH from a student in your class:
3) Peer reviews must be done in the RUBRIC- per assignment guidance and notices in order for Canvas to record them. You can get help on this from Canvas support if you can't follow the guidance.
4) Answer ALL of the questions/ focus on all areas detailed in the assignment guidance- see here:
· Slides 1-2) the country and regional disease rates: morbidity and mortality due to the disease
· Slide 2-3) the realities of programming to address the disease burden: What programs are implemented? What are their impact?;
· Slide 3) the political landscape and multiple perspectives regarding the disease burden: What do Ministers of Health, Politicians, Doctors think of the disease and the health system or country's ability to address it ;
· Slide 4- 5) health technologies to reduce the disease burden; and, national and global level implications around that disease burden. (what will happen with the disease in the future? Will it spread or increase morbidity and mortality in the next 5 years, in 10 years? What is the potential for it to increase in more countries due to global travel? Is it a threat to national security in some countries?
· Slide 6) minimum 5 numbered references and links to original sources of ...
8-10 pages, APA formatThe Federal Response to Hurricane Katr.docx
8-10 pages, APA format
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You.
The Federal Response to Hurricane Katrina Lessons Learned (F.docx
The
Federal Response to Hurricane Katrina Lessons Learned
(February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training.
The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of
linked
and
integrated
? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well.
The following illustration should clarify this benefit:
Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course.
Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.
1. Report contentThe report should demonstrate your understa.docx
1. Report content
The report should demonstrate your understanding of good project management and health and safety management as appropriate within the context of your chosen project and event.
The report will present the context/background of the chosen project, describe the project, and present student’s critical reflection and thoughts on the management of one particular event/issue of project. The impacts of the event/issue on (1) people, (2) cost, (3) time, (4) health and safety, (5) sustainability, and (6) Ethics will be explored. Using the theory and tools presented in the lectures across the module as well as their own independent research, students should suggest and discuss solutions to (1) overcome the challenges and manage the risks associated with the event/issue, and (2) improve the efficiency, sustainability and ethics of the management of the event/issue.
Appendices and references must be used to demonstrate study that has been undertaken and to provide sources for points made in the body of the report. This will include copies of any individual or group student work undertaken during the module.
The student should refer to the learning materials and readings provided across the module, but are also recommended to give appropriate regard to any additional useful material available online in terms of theory and practice.
.
Introduce your presentation here. 1Use the design .docx
This document provides an overview of key concepts for an emergency management course unit on disaster response and recovery. It discusses the response phase, which aims to minimize risk and provide emergency assistance in the initial disaster period. Recovery has short-term efforts to restore minimum operations within two weeks and longer-term recovery over 30-90 days depending on the disaster. The document also outlines challenges for emergency managers, like coordination between agencies and acquiring financial resources, and stresses the importance of planning, communication, and stakeholder involvement in both response and recovery phases.
D.Q1Information System and Enterprise Systems· Identify.docx
D.Q1:
"Information System and Enterprise Systems"
· Identify the key factors that companies should consider when deciding whether to buy or to build their own information systems. Explain your rationale.
· Select one (1) type of the four (4) enterprise systems (i.e., supply chain management, customer relationship management, knowledge management systems, and enterprise resource planning), and speculate on the main issues that companies may encounter when implementing the type of enterprise system that you have selected. Next, suggest two or three (2 or 3) general techniques that companies could use in order to mitigate the issues in question.
D.Q2:
"Management Support Systems"
· Review the main management support systems discussed in Chapter 12 of the textbook. Next, select one (1) such system, and describe its key components, capabilities, and the overall manner in which an organization could benefit from it. Include one (1) example of such application and related benefit(s) to support your response.
· Recommend two (2) strategies for designing a successful management support system for an organization. Provide a rationale to support your response.
D.Q3
"Expert Systems and Intelligent Agents"
· Use the Internet or the Strayer Library to research articles on expert systems and companies which use them. Next, select two (2) companies that currently use expert systems. Then, discuss the fundamental advantages and disadvantages of using expert systems instead of human expertise within the companies that you have selected. Provide a rationale to support your response.
· Select one (1) of the four (4) categories of intelligent agents, as discussed in Chapter 13 of the textbook, that is currently available. Identify the main risks of using intelligent agents in the category that you have selected. Next, speculate on one (1) way which you would use in order to mitigate the risks in question. Justify your response.
D.Q4
Collecting Cost and Schedule Performance Metrics" Please respond to the following:
· From the first and second e-Activities, develop one (1) innovative way to track key project costs (e.g., labor hours) for a complex project that lasts for two (2) years and involves more than fifty (50) resources. Be as creative as you like, and provide one (1) example which shows the significant ways in which your innovation would work in a real-world situation.
· Using the hotel project from Week 6 discussion, determine the best practice for conducting an earned value analysis for the project in question. Provide a rationale for your determination and one (1) specific example which illustrates the significant ways in which the best practice in question would work in real life.
D.Q5
"Steering Future Performance Back Toward the Baseline" Please respond to the following:
· Determine the fundamental impact of not using a project management tool which clearly displays the effect of delays in delivering work packages, as required per your project.
Similar to All of the sections of the assignments, written throughout this .docx (11)
Students will work together as a group to produce a baseline risk ma.docx
Students will work together as a group to produce a baseline risk ma.docx
Project Name Risk Management PlanVersion 1.0 Error! Unkno.docx
Project Name Risk Management PlanVersion 1.0 Error! Unkno.docx
BUSI 730Real World Application Planning and Decision Making A
BUSI 730Real World Application Planning and Decision Making A
8-10 pages, APA formatThe Federal Response to Hurricane Katr.docx
8-10 pages, APA formatThe Federal Response to Hurricane Katr.docx
The Federal Response to Hurricane Katrina Lessons Learned (F.docx
The Federal Response to Hurricane Katrina Lessons Learned (F.docx
1. Report contentThe report should demonstrate your understa.docx
1. Report contentThe report should demonstrate your understa.docx
Introduce your presentation here. 1Use the design .docx
Introduce your presentation here. 1Use the design .docx
D.Q1Information System and Enterprise Systems· Identify.docx
D.Q1Information System and Enterprise Systems· Identify.docx
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American History paper on Explain what transcendentalism is and how .docx
Transcendentalism was a philosophical movement in the 19th century that emphasized intuition, spirituality, and nature. Writers like Thoreau and Emerson were influential transcendentalists whose writings explored living simply in nature and following one's inner spirit. Their works promoted ideals of non-conformity and independent thinking that influenced later social reformers and cultural movements in American history.
AMobile devices have become the de facto standard for communic.docx
A
Mobile devices have become the de facto standard for communication. Almost all adults in first world countries use one or more mobile devices for work, entertainment, and communication. This means that there are many more devices on a given network and the Internet as a whole, further establishing the fact that there are many more opportunities for hackers to gain access to personal and private information. Mobile devices come with their own ways of protecting personal resources. Describe at least four different types of network security defenses that mobile operating systems provide in order to keep personal data safeguarded. Also, answer the question of who is ultimately responsible for securing personal data: the operating system vendor, or those who own the device hosting the operating system?
B
With mobile operating system attacks on the rise, it is going to be necessary to develop new solutions to mitigate cybersecurity threats. Most solutions that exist take on the form of pre-existing solutions that were meant to be used with desktop and server type operating systems. Thus, embedded operating systems are only just now starting to see their own utilities and solutions being born out of necessity. Describe some of the tools used to protect embedded operating system assets, and add your own personal opinion of how you feel embedded operating system security should be handled in the future.
.
Amy Tan is an American writer whose novels examine family rela.docx
Amy Tan is an American writer whose novels examine family relationships, especially those of mothers and
daughters. She has written several bestselling novels, such as The Joy Luck Club and The Kitchen God’s Wife.
Tan has a BA and MA from San Jose State University.
Mother Tongue
by Amy Tan
I am not a scholar of English or literature. I cannot give you much more than personal
opinions on the English language and its variations in this country or others. I am a writer. And
by that definition, I am someone who has always loved language. I am fascinated by
language in daily life. I spend a great deal of my time thinking about the power of language—the
way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the
tool of my trade. And I use them all—all the Englishes I grew up with.
Recently, I was made keenly aware of the different Englishes I do use. I was giving a talk
to a large group of people, the same talk I had already given to half a dozen other groups. The
nature of the talk was about my writing, my life, and my book, The Joy Luck Club. The talk was
going along well enough, until I remembered one major difference that made the whole talk
sound wrong. My mother was in the room. And it was perhaps the first time she had heard me
give a lengthy speech, using the kind of English I have never used with her. I was saying things
like, “The intersection of memory upon imagination” and “There is an aspect of my fiction that
relates to thus-and-thus”—a speech filled with carefully wrought grammatical phrases, burdened,
it suddenly seemed to me, with nominalized forms, past perfect tenses, conditional phrases, all
the forms of standard English that I had learned in school and through books, the forms of
English I did not use at home with my mother.
Just last week, I was walking down the street with my mother, and I again found myself
conscious of the English I was using, the English I do use with her. We were talking about the
price of new and used furniture and I heard myself saying this: “Not waste money that way.” My
husband was with us as well, and he didn't notice any switch in my English. And then I realized
why. It’s because over the twenty years we’ve been together, I’ve often used that same kind of
English with him, and sometimes he even uses it with me. It has become our language of
intimacy, a different sort of English that relates to family talk, the language I grew up with.
So you'll have some idea of what this family talk I heard sounds like, I’ll quote what my
mother said during a recent conversation which I videotaped and then transcribed. During this
conversation, my mother was talking about a political gangster in Shanghai who had the same
last name as her family's, Du, and how the gangster in his early years wanted to be adopted by
her family, which was rich by comparison. Later, the gangster became more powerful, far richer.
America” by Claude McKay and We Wear the Mask” by Paul Laurence D.docx
“America” by Claude McKay and “We Wear the Mask” by Paul Laurence Dunbar
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1. Your essay must cover the topic you are writing about.
2. Your essay must have a central idea (stated in your thesis) that governs its development.
3. Your essay must be organized so that every part contributes something to the reader’s understanding of the central idea.
4. Your essay must be between 1000 - 1250 words in MLA format.
.
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American Police Departments have evolved through several eras in which the police had different orientations or emphasized different aspects of their overall mission. The 9/11 terrorist attacks have substantially changed policing. However it has been several years since the attacks and the United States has not experienced another significant attack.
In what direction do you this the American police should proceed? How much emphasis should the police place on homeland security given that citizens and communities have numerous expectations that must be met?
Sources.
.
American Greed AnalysisPrepare both a presentation (PowerPoint).docx
American Greed Analysis:
Prepare both a presentation (PowerPoint) and a written 3-page paper, based on an episode of
American Greed
. Both the presentation and the paper are to be posted on Canvas.
The following information is required:
1. Date episode was originally aired
2. Name of the episode
3. Name of the business, product, or service that was being sold
4. Problems the business was having? Or how was the scam be operated? Detailed
explanation required.
5. How could the public have known that fraud was being perpetrated?
6. How did the business hide the fraud from its clients/the public?
7. What were the reactions from the owner/owners?
8. How much was invested/lost by the clients? Were there any special conditions?
9. Where did the business start to unfold/unravel?
10. How was the fraud eventually discovered?
11. What were the legal results?
12. What is the Christian World View surrounding this business/fraud? What is the
biblical justification for either the business or its clients?
13. Conclusions: Include any theory or principles learned in the course.
Your paper should be written using complete paragraphs in response to the above questions.
You may include photos or graphics from the show. It should be written in the APA Style.
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American Management Association • www.amanet.orgHas this.docx
American Management Association • www.amanet.org
H
as this ever happened to you? You are embroiled in an argument
about a matter that is important to you and also to an employ-
ee. After several back-and-forth exchanges, you finally say,
“Okay, then, we’ll do it your way.” You do what you can to give that
employee exactly what he is asking for, only to find out later that he is
still ticked off. You are left wondering, “What is his problem? Isn’t he
ever satisfied?”
On the other hand, you may have had another experience as well. An
employee storms into your office, upset about a policy that, as far as she
is concerned, just isn’t working. You listen. She continues talking; you
continue to listen. In the back of your mind, though, you are thinking, “I
don’t know what we can do to fix that. It is what it is … nobody else has
complained.” She keeps talking and you keep listening. Finally she looks
at you with relief and says, “Thanks for listening. I feel better. I’ll talk to
you later.” You didn’t do anything, and somehow the situation is now
okay. You are left wondering what happened.
Usually in a conflict or disagreement, as we look for an acceptable
solution, we focus on the substance of the outcome. Everyone wants
39
What We Need:The
Satisfaction Triangle
C H A P T E R 3
www.amanet.org
40 UNDERSTANDING THE DYNAMICS OF CONFLICT
American Management Association • www.amanet.org
something. The conventional wisdom tells us that getting that something
means that the conflict is dissolved. Did you get what you asked for?
If so, then you are happy. If you did not get what you wanted, then
you are not happy. In the first scenario, your expectation is that, when
you finally decide on a solution, the employee will be satisfied. In the
second scenario, you do not expect the employee to leave your office
satisfied unless you take some action that is acceptable to her. But the
reality is often more complex than that. Just as important—sometimes
more important—are the other two sides of the satisfaction triangle,
shown in Figure 3-1: process satisfaction and emotional satisfaction.
Understanding all three sides of the satisfaction triangle can provide
managers with a more extensive set of tools for resolving conflicts.
Figure 3-1. Satisfaction triangle.
The head of the Finance Office sent an urgent e-mail to therest of the members of the executive leadership team. With
only three months left in the fiscal year, the agency was facing a
serious budget crisis, a $9 million shortfall. First, the team need-
ed to understand where the money had gone; then, they would
have to make hard decisions about how to reallocate funds to
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person protected his or her own department’s priorities and
looked for ways to cut back on expenditures. Keeping the goals of
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Ambush Predation of Stingless Bees (Tetragoniscaangustula) b.docx
1) The ant Ectatomma tuberculatum was observed employing an ambush predation strategy on the nest guards of the stingless bee Tetragonisca angustula.
2) E. tuberculatum would stand motionless near the nest entrance in a waiting posture for periods of time, then rapidly lunge to capture hovering or standing guards that came too close.
3) Over observation periods totaling 4 hours, E. tuberculatum captured 3 prey items including 2 aerial captures of guards, representing a success rate of about 1 capture per 50 minutes spent in ambush posture.
Amazon HQ2 Research Project, BUS 163Professor Cuadra, Tacoma Commu.docx
Amazon HQ2 Research Project, BUS 163
Professor Cuadra, Tacoma Community CollegeResearch Assignment, Part 2:
Be sure to read through all of the questions, completely, before beginning your research. You don’t want to have to keep going back to the same subject. However, you may have to do that to some degree – that is one of things about research. That is why it is critical to keep track of your source.
Please research the following questions/areas for your assigned city. BE SURE TO KEEP TRACK OF YOUR SOURCES. You will have to provide a list of references, and in-text citations, in submitted research. Every fact or piece of information you provide must have a citation and the full reference for that source included at the end in a reference list.
This set of research is the briefest one and should not take you too much time.
Be sure to check out the BUS 163 Library Guide on the left side of your Canvas screen and use the resources listed there to help you with your research.Income/Wages (50 points)
1. Try to find the average area salaries for:
a. Executives (this one will vary widely, and you may get a huge range. If so, just put in the range)
b. Software development engineers/software engineers
c. Accountants – you may find pay rates for a wide variety of accounting jobs. You might find information for some of these:
i. Accounts payable
ii. Accounts receivable
iii. Payroll specialists
iv. Controller
d. Human resource specialists (sometimes listed as HR managers)
e. Non-executive management positions (project managers, program managers, supervisors)
f. Administrative assistants
2. Area minimum wage (you may be surprised how low it is in some areas).
3. Overall prevailing wage – this may be hard to find. What it means is what the labor department and/or unions require to be paid. For instance, if you are doing construction work on a highway, your company has to pay you and your employees the “prevailing wage” for that work. In this area, people who pour concrete and do paving get $52/hour because that is the prevailing wage.
a. Try looking at several sources, but if you cannot find the information, just list where you looked and say you could not find it.
4. Find out the median income for your city/area.
5. Find out the average household size. It is good to check out the US Census Bureau site for this kind of information.
6. Look and see if you can find out if your city/area has required sick leave, like we do in Washington now. If so, what are the details?
7. What is the average home price in the area? What is the range of home prices?
Your information can just be bullet points for this.
Be sure to use AT LEAST three different sources. You might want to see what different information you get for any one category. If you get different information, please note that. A good practice is to look into the source for your source – where did THEY get this information. Also, check the dates and you will likely want to use the most recent informatio.
Always Fresh allows external users, such as vendors and business par.docx
Always Fresh allows external users, such as vendors and business partners, to access the Always Fresh Windows environment. You have noticed a marked increase in malware activity in the test environment that seems to originate from external users. After researching the likely source of new malware, you conclude that allowing external users to connect to your environment using compromised computers exposes Always Fresh to malware vulnerabilities.
(please see attachment and and follow all requirements)
.
Alvin Ailey Revelations AnalysisThe purpose of this assignment.docx
Alvin Ailey "Revelations" Analysis
The purpose of this assignment is to view Alvin Ailey's iconic choreography "Revelations" and identify themes expressed in the work that reflect life events/emotions. Dance comes from life, as we have been exploring in class, and this piece illustrates how themes in pre-history continue to be relevant throughout time.
Please watch the entire video that we started viewing in class:
https://www.youtube.com/watch?v=RrPJ4kt3a64&t=1647s
Revelations is a 3 part suite. Each of the three sections contains various scenes. You may use this listing of the musical pieces to guide you in identifying the scenes.
Music
PILGRIM OF SORROW
I Been 'Buked - Music arranged by Hall Johnson*
Didn't My Lord Deliver Daniel - Music arranged by James Miller+
Fix Me, Jesus - Music arranged by Hall Johnson*
TAKE ME TO THE WATER
Processional/Honor, Honor - Music adapted and arranged by Howard A. Roberts
Wade in the Water - Music adapted and arranged by Howard A. Roberts
"Wade in the Water" sequence by Ella Jenkins / "A Man Went Down to the River" is an original composition by Ella Jenkins
I Wanna Be Ready - Music arranged by James Miller+
MOVE, MEMBERS, MOVE
Sinner Man - Music adapted and arranged by Howard A. Roberts
The Day is Past and Gone - Music arranged by Howard A. Roberts and Brother John Sellers
You May Run On - Music arranged by Howard A. Roberts and Brother John Sellers
Rocka My Soul in the Bosom of Abraham - Music adapted and arranged by Howard A. Roberts
For this assignment, please identify the themes expressed in each of the three sections, 1)Pilgrim of Sorrow, 2)Take me to the Water, 3)Move, Members, Move
Describe how these themes are developed in the scenes that comprise each section. Include descriptions of costuming, lighting, music, and composition (solo, duet, trio, ensemble, etc) that help create these themes.
Use the listing above as a guide to organize your paper. Create a document in Word, 12pt font, 1"margins, no more than two pages, double spaced. Separate title page, please.
Please view the video and begin your assignment. You can bring any questions regarding this assignment to our next class.
.
AMMS company they have an issue with closing petty cash every month .docx
AMMS company they have an issue with closing petty cash every month
some petty cash its take a long time to git bill
Example :
AMMS company they have a metro project, the budget is 10,000$ per month maximum
the budget report must send a monthly update
Q1- need a plan to how to spend petty cash, close monthly budget, explain than on excel sheet
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AmicableDeviousDissonanceEffaceGarrulousImmutabl.docx
This document contains a list of 30 words in no particular order. The words cover a wide range of topics and meanings, from personality traits like garrulous and diffident to broader concepts like anarchy, authoritarian, and turbulence.
An American psychologistRobert V. Guthrie, one of the most inf.docx
An 'American psychologist'
Robert V. Guthrie, one of the most influential and multifaceted African-American scholars of the century, wants to be remembered only as 'an American psychologist.' In an interview with the Monitor, he recollects the barriers he overcame to claim that title.
By EILEEN M. O'CONNOR
Monitor
Staff
November 2001, Vol 32, No. 10
In 1955, when Robert Guthrie, PhD, enrolled in a master's program at the University of Kentucky, he was a singular dark face against a backdrop of white.
"I remember one of my white professors eyeing me as if I were an anthropological specimen and remarking, 'You are from one of our Negro schools,'" Guthrie recalls.
His fellow white students didn't offer much support, either, he says, though he once attended a football game after a white student begged him. But when the band played "My Ol' Kentucky Home," a song that at the time included favorable portrayals of slavery, Guthrie knew he had to "get my education, then get the hell off campus."
Despite the discomfort and frustration he felt, however, Guthrie always knew he had a right to be there. That sense of confidence is what propelled him to pursue a degree in psychology when few blacks could, to go on to teach at the University of Pittsburgh, to study multicultural issues as a senior research psychologist in Washington, D.C., and to pen the now-classic tome, "Even the Rat Was White: A Historical View of Psychology."
Last spring, the National Archives of American Psychology honored Guthrie as the first African-American psychologist to deposit his papers there. Asking Guthrie to contribute was a natural choice for the archives because he has worn almost every one of psychology's hats, from research to teaching to government service, says director David Baker, PhD.
"We know almost nothing about the development of psychology at historically black colleges and universities, and only Bob Guthrie's work examines this in detail," Baker explains. "African Americans have much to be proud about their struggle against adversity, like the fact that in my lifetime they were not allowed to attend many grad schools simply because of their race. There are stories of inspiration, courage and strength, and also of anger, frustration and hurt."
First chapters
Guthrie and his twin brother were born in Chicago on Feb. 14, 1932. Weeks later, his father, a school principal, picked up the family and moved to Richmond, Ky., then to Lexington, Ky., towns in great need of teachers for African-American schools.
Growing up in the segregated South left an indelible mark on Guthrie's career outlook. "I did not think I would have an outstanding career," he says. "I was simply growing up in segregated Kentucky, and as at that time black colleges were training teachers to operate primarily in the Southern schools, I figured I might be a public school teacher. I did not know much about psychology. No one did."
He was able to attend Florida A&M University in 1948 by.
Amazon is one of the worlds most popular online retailers. The co.docx
Amazon is one of the world's most popular online retailers. The corporation provides its services on an online platform that enables many users in many parts of the world to have access to these services. Amazone company has undertaken massive investments in technology innovations. Amazone has a large base of customers who access the online service offered by the corporation. A large number of online users require that the company adopts the use of cloud computing and ERP systems in its operations.
Modern business organizations heavily rely on cloud computing technology in their operations. Cloud computing refers to the process of delivering computer services, which are on-demand from storage applications. Cloud computing happens both over the internet and also on a pay as you go basis. Companies in the modern world prefer not to have their computing infrastructure. They opt to rent access to anything from the use of applications to the storage capacity from a cloud service provider. It is costly for companies to own their cloud computing services. The Maintenace of the infrastructure is expensive too. Companies save operational expenses by renting the infrastructure.
Cloud computing enables companies to incur expenses of the only service they use, and they can pay for it only at the instance of use. The companies which engage in the provision of cloud computing services, in turn, make profits from the sale of the services to many users. (Yang et al, 2017). Cloud computing offers a wide range of services today. Through computer networking, companies can get storage space for their information and data. Cloud computing also enables networking and enhances processing power through the use of computer languages and artificial intelligence. Cloud computing also offers ideal office applications. The services do not require the users to be at the computer hardware physically. Individuals today make use of cloud computing technology.
Cloud is a term that could, in other words, mean the internet. The information stored in the cloud is information stored on the internet. There are three main models of cloud computing. The first model is the Infrastructure-as-a-service. This term refers to the units that build up the computer service that is possible to lend, such as the storage service, networking service, virtual, or even physical servers. The second model is Platform-as-a-service. The building blocks that makeup Cloud computing are in layers. The next layer up and the layer underlying is what is referred to as platform-as-a-service.
Amazon uses Enterprise resource technologies. Enterprise resource planning allows Amazon to integrate various business practices. ERP provides ideal solutions to various organizations. It will enable Amazon Corporation to optimize the use of resources with more significant innovation. Regardless of the size of the organization, ERP helps to reduce the waste of time. ERP heavily makes use of modern technology in enhan.
American Academy of Political and Social Science Woun.docx
American Academy of Political and Social Science
Wounded: Life after the Shooting
Author(s): JOOYOUNG LEE
Source: The Annals of the American Academy of Political and Social Science, Vol. 642,
Bringing Fieldwork Back In: Contemporary Urban Ethnographic Research (July 2012), pp.
244-257
Published by: Sage Publications, Inc. in association with the American Academy of
Political and Social Science
Stable URL: http://www.jstor.org/stable/23218475
Accessed: 01-10-2017 09:45 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Sage Publications, Inc., American Academy of Political and Social Science are
collaborating with JSTOR to digitize, preserve and extend access to The Annals of the
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This content downloaded from 129.81.226.78 on Sun, 01 Oct 2017 09:45:53 UTC
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Wounded: Life
after the
Shooting
By
JOOYOUNG LEE
Most gunshot victims do not die. In some estimates, 80
percent live to see another day. Yet social scientists
continue to focus on gun homicide. What happens to
individuals who get shot and survive? How do they
experience life after the shooting? This article examines
how gunshot injuries transform the lives of victims. In
practical ways, gunshot injuries complicate sleeping,
eating, working, and other previously taken-for-granted
activities. These disruptions also have much larger exis
tential significance to victims. Indeed, daily experiences
with a wounded body become subjective reminders that
individuals are no longer who they used to be. Ironically,
in some interactions, being wounded becomes attrac
tive and advantageous to victims. Together, these
themes illustrate the need for more sustained ethno
graphic work on the foreground of violent crime vic
timization.
Keywords: gun violence; health; identity; injury; crime
Jooyoung Lee is an assistant professor of sociologi) at
the University of Toronto. He conducted this research
as a Robert Wood Johnson Foundation Health 6
Society Scholar at the University of Pennsylvania. He is
currently writing two books. The first is an ethno
graphic study on the careers of aspiring rappers from
Los Angeles. The second is an ethnographic study on
the individual- and community-health effects of gun
shot victimization in Philadelphia.
NOTE: This research was funded by the Robert Wood
Johnson Foundation when I was a Health & Society
Scholar at the University of Pennsylvania; the project
received a grant from die Research & Education Fund. I
.
American Apparel Submit your completed strategy and change ma.docx
American Apparel:
Submit your completed strategy and change management plan. It should include all critical elements of the final project, incorporating all feedback and knowledge gained in the course.
1 Assignment:Economic Environment
In 2018 I worked in a soft drinks company where they adopted the recent technology in the production to increase the production rates and the accuracy of the quality of the products. After the introduction of the technology in the company, a large number of people lost their jobs since the tech replaced the labour and was cheaper than the manual production that involved individuals directly. The technological factors are one of the external factors that are increasingly affecting the business organization. The business changes relate to the presence and the development of technology.
The technology increases the supply of the products. The increase in the supply enables the company to keep up with the demand for the soft drinks. The technology enables the company to increase the productivity and the communication between the suppliers and the consumers. The company can cut down the waste as well as keep up with the demands due to technological advancement. The technology also increased the accuracy in production due to the machinery that was more accurate than the human labour and the company was able to cut down the waste again. The company reduced its expenditure in terms of the losses incurred due to poor production.
It is important to consider the environment while thinking about the strategy change. The supply and demand within the business affect organizational ability. The demand and the supply stimulate each other impacting the prices of the goods and services in the budget. The customer's interest in specific products exhausts the supply available and increases demand. The demand and supply of goods and services have a high influence in determining the prices of goods and services. The prices of the product are likely to fall if the supply keeps on growing and if the supply keeps on decreasing the prices are likely to keep on growing (Becker, 2017). However, with the market economy, the interest consumers, as well as the companies, produce limits product that matches the demand and the supply and it is used in determining the product development and production.
References
Becker, G. S. (2017).
Economic theory
. Routledge.
Introduction to Economics; Market Equilibrium and Market Forces
Macroeconomics: Crash Course Economics #5
2 Assignment: American Apparel
American Apparel Company is a clothing Manufactures Company. The company designs its clothing distributes and markets its products. It is situated in North America. It is one of the largest marketing companies situated in Northern America. The mission declaration of American Apparel Firm declares that the company is dedicated to high-quality yields, underling care, confines in the business and art, project and tech. The missi.
American Government Policy PaperThis project is an opportuni.docx
American Government Policy Paper
This project is an opportunity to carefully examine a contemporary foreign policy issue between the United States government and one other foreign government.
Completing this activity is a mandatory component of this course. It serves as the standard course assessment for all GOVT 2305 students and is a college requirement. Failure to submit and complete this project in its entirety will result in a failing grade for the course.
There are four steps to completing this project:
Step 1 – Identifying the Issue
The policy paper will address a US foreign policy concern toward a country or specific topic.
Only
one of the topics listed below may be selected. Pick one and begin your research immediately:
• The future of the NATO alliance
• Deforestation of the Amazon
• Political development in Afghanistan
• The use of sanctions as an effective tool of diplomacy
• Political development in Venezuela
• The threat of nuclear proliferation
• The status of Palestinian refugees
• Nigerian political instability
• Economic development in El Salvador
• Support for Saudi Arabia in light of human rights concerns
• Military aid to Egypt
• Military aid to Ukraine
• Turkey’s membership in NATO
Step 2 - Gathering Sources
Conduct research to locate
three academic journal articles
(aka: peer-reviewed or scholarly sources) that specifically address issues within the foreign policy relationship you selected and meet the following criteria:
•
The articles must be no more than ten (10) years old
.
•
The article must have more than five (5) pages of actual content (without graphs, charts, footnotes, citations, etc.).
•
Books will not count toward the scholarly source minimum requirements.
• Carefully choose sources that provide a variety of perspectives on your selected topic.
• In addition to the minimum research requirements, you should use high quality sources for essential current events information relevant to your topic. These may include academic sources that are not peer-reviewed (position papers), newspaper articles, magazine articles, and other quality or reputable sources.
• The course textbook, encyclopedias (including Wikipedia), and almanacs, are reference materials and are
not to be listed as sources on the collegiate level
.
Step 3 – The Proposal
Submit a one to two page proposal to the appropriate dropbox by the date specified in the course calendar. The proposal must:
• Identify the topic in one or two paragraphs:
Summarize the foreign policy topic you will be addressing
Describe the current status of the policy or topic
Describe why this policy is important to the United States
Cite each of your academic journal articles at least once in the paragraph using correct MLA in-text citations.
• Include the Works Cited or Reference section with the three (at a minimum) peer-reviewed academic journal articles that will .
American Greetings Case1. What is going on at American Greetin.docx
American Greetings Case
1. What is going on at American Greetings?
a. Discuss the competitiveness of the industry.
b. Discuss the factors that drive the fundamental value of American Greetings.
2. The shares of American Greetings are currently trading at an EBITDA multiple that is at the bottom of its peer group. Do you think a 3.5 times multiple is appropriate for American Greetings? If not, what multiple of EBITDA do you think is justified? What is the implied share price that corresponds to that multiple?
3. Using a marginal tax rate of 40% and a market risk premium of 5%, what is your estimate of the appropriate discount rate for the free cash flow forecast? Please explain your results and the implication for American Greetings. Based on a discounted cash flow model, what is your best estimate of the implied enterprise value of American Greetings and the corresponding implied share price? Explain your results and the implication for American Greetings. Use the following table to model the free cash flows for American Greetings for fiscal years 2012 through 2015. Forecast the Steady State cash flows in order to determine the Terminal Value. I have provided guidance for identifying the 2011 actual values and the forecasted values.
2011A
2012
2013
2014
2015
SS
Revenue Growth
5.3%
1.0%
1.5%
2.0%
2.5%
3.0%
Operating Margin
9.4%
9.0%
9.0%
9.0%
9.0%
9.0%
NWC Turnover
5.02
6.00
6.50
7.00
7.50
7.50
FA Turnover
1.95
1.95
1.95
1.95
1.95
1.95
WACC
9.1%
Tax Rate
40%
Revenue
Exhibit 2
EBIT
Exhibit 2
NWC
Exhibit 3
=Revenue/NWC TO
Fixed Assets
Exhibit 3
=Revenue/FA TO
ROC
=EBIT*(1-T)/(NWC+FA)
NOPAT
- Change in NWC
- Change in NFA
FCF
TV
DCF
PV
Debt
Exhibit 6
Equity
Shares
Exhibit 6
Implied Price
4. What are the key drivers of value in your model? Do you recommend repurchasing shares?
1
Title PageThis spreadsheet supports STUDENT analysis of the case “American Greetings” (UVA-F-1693).This spreadsheet was prepared by Michael J. Schill, Associate Professor of Business Administration. Copyright © 2013 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights reserved. For customer service inquiries, send an e-mail [email protected] No part of this publication may be reproduced, stored in a retrieval system, posted to the Internet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation. Rev. Feb. 11, 2016
Exh 1Exhibit 1AMERICAN GREETINGSAmerican Greetings Share Price (Monthly Close)Closing Adjusted Price for American Greetings SharesDec-09$21Jan-10$17Feb-10$18Mar-10$20Apr-10$23May-10$22Jun-10$18Jul-10$20Aug-10$18Sep-10$18Oct-10$19Nov-10$19Dec-10$22Jan-11$21Feb-11$21Mar-11$23Apr-11.
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.
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All of the sections of the assignments, written throughout this .docx
- 1. All of the sections of the assignments, written throughout this course, come together to form the final paper. One (1) reference list should be used at the end of the final document comprising all of the references that were submitted in the assignments up to this point in the course. Jurisdiction Purpose Statement (elaborate upon the hazard or risk that you have determined needs more analysis preparation from the review of the selected emergency management document) The scope of the Threat or Hazard Situation Overview Planning Assumptions Specific Elaboration on the Hazard and/or Threat identified by the student as needing more elaboration Special Considerations for Preparing for and/or Mitigating Against this Threat or Hazard Other necessary information to be provided (the student may use this area for specific Hazard / Threat information provision particular to the jurisdiction that the student has selected Concept of Operations Organization and Assignment of Responsibilities
- 2. Communications Funding for the Operations (the Grant Proposal Assignment below). The Grant Proposal should be attached as an appendix.