Brazil1) General information on the country (such as geograp
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Brazil 1) General information on the country (such as geographic location, population, life expectancy, primary language(s), religion) 2) Government and history – several key historical events and current political system 3) Economy, including but not limited to GDP, average annual economic growth, per capita income, unemployment rate, inflation rate, and leading industries 4) Comparison of Hofstede's cultural dimensions - US and your selected country 5) Business practices, what’s it like to work in your selected country (business etiquette, communication, dress code, etc.,) and 6) When you go – identify three cultural sites/events you recommend every student see/do when they visit and discuss their importance. Missing or Does Not Meet Expectations 62% or below Needs Improvement 63-76% Meets Expectations 77-92% Superior Work 93-100% Introduction 5% The presentation does not capture the audience’s attention, and there is no clear focus of presentation or an introduction is missing. The presentation lacks a clear focus: Greeting, purpose, preview topics The topic has a clear focus: Greeting, purpose, preview topics Captures the audience’s attention, and the topic has a clear focus: Greeting, purpose, preview topics . Body of Presentation 40% Content areas are not addressed at the level of detail required. Several required content areas may be missing or some areas could be expanded upon. Content areas of general information, government and history, the economy, cultural dimensions, business practices and when you go are all adequately addressed. Content areas of general information, government and history, the economy, cultural dimensions, business practices and when you go are all addressed in great detail. Summary 5% Summary is missing. Does not reflect content of the presentation Adequately reflects content of the presentation Masterful reflection of the presentation’s content Presentation Design 10% No graphical elements. Slides are cluttered and the appropriate fonts and colors are not used. Lacks graphical elements. Slides are cluttered or the appropriate fonts and colors are not used. Appealing graphic elements are included appropriately. Some slides may be cluttered with varying fonts and colors or are difficult to read. Appealing graphic elements are included appropriately. Slides are easy to read and are not cluttered, appropriate fonts and colors. and background; use of graphics. Organization and Flow 10% Information is not organized in a clear, logical way. It is not easy to anticipate the next slide, no transitions Information is somewhat organized but difficult to follow. It is not easy to anticipate the next slide, little or no transitions Information is organized. It is easy to anticipate the next slide, good use of transitions Information is highly organized in a clear, logical way. I ...
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Prepare a 12-15 slide PowerPoint presentation that outlines your p.docx
Prepare a 12-15 slide PowerPoint presentation that outlines your proposal to the stakeholders who would approve or deny your plan. Include the following:
1. Present the prevailing pressure that threatens organizational success.
2. Summarize your strategies for successfully implementing the change plan in order to address the internal or external pressure.
3. Propose strategies for effectively communicating to internal and external stakeholders. Identify what information needs to be disseminated and to which stakeholders. Discuss the communication skills and language necessary to be effective with both internal and external stakeholders. Describe the communication process and the strategies used to disseminate information throughout the implementation process.
4. Present a strategic plan for sustaining the change after the plan has been implemented.
5. Predict potential obstacles or unintended consequences and recommend strategies to overcome or respond to them.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. (BELOW)
Top of Form
Benchmark: Presentation – Communicating and Sustaining Change
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
5.0 %Prevailing Pressures Presented
Environmental and organizational pressures are not presented.
At least one environmental or organizational pressure is referenced.
Environmental and organizational pressures are described generally.
Key environmental and organizational pressures are described.
Major and minor environmental and organizational pressures are described.
5.0 %Implementation Strategies Presented
Implementation strategies are not presented.
The specific steps needed to implement the change vision are missing. No strategies are described clearly.
General steps for implementation are presented. One or two key strategies are presented for implementing change.
The steps and strategies for implement are outlined.
The steps for implement are clearly described. Strong strategies for the implementation of each step are proposed.
10.0 %Effective Communication Strategies Presented 6.2: Evaluate methods for communicating and implementing change within organizations.
Communication strategies are not presented.
The need for communication is acknowledged, but clear communication strategies are not presented.
A general communication strategy is presented, but the process for disseminating information is unclear. Strategies do not include both internal and external stakeholders.
Strategies for communication are presented. A realistic process for dis.
Chapter 11 crisis management planCrisis management plan.docx
Chapter 11: crisis management plan
Crisis management plan
Describes the initial steps for dealing with an adverse situation
Provides guidelines for initial notifications
Plan roles and responsibilities
First point of contact
Facility manage
Executive team
Executive staff
Essential plan elements
Identify assembly points
Communications plan
Multiple calls list
Security
Executive staff response
Facilities
Executives
Legal
Corporate communications
Human resources
Dealing with injuries
Reassigning staff
Acquire additional personnel
Attendance in difficult times
Post traumatic counseling
Sales and purchasing
Notify customers
Provide assurance to customers/clients/vendors
Details of the plan
Section I – notification and initial triage
Section II – supporting the recovery team
summary
Company develops the situation from the first notification through the disaster declaration
Support from top down makes this plan effective
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECE-540ECE-540-O500Early Language Development85.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Infographic: Stages15.0%Not addressed.Infographic does not relate information on all the stages of typical and atypical oral language development, or does not include age ranges, definitions, and characteristics of each.Infographic minimally relates information on all the stages of typical and atypical oral language development, including some age ranges, definitions, and characteristics of each.Infographic clearly relates information on all the stages of typical and atypical oral language development, including most age ranges, definitions, and characteristics of each.Infographic proficiently relates information on all the stages of typical and atypical oral language development including all age ranges, definitions, and characteristics of each.Infographic: Environmental Factors15.0%Not addressed.Infographic presents irrelevant environmental influences that can affect oral language development with an explanation for each.Infographic presents overly simplistic environmental influences that can affect oral language development with an explanation for each.Infographic presents relevant environmental influences that can affect oral language development with an explanation for each.Infographic comprehensively presents environmental influences that affect oral language development with an explanation for each.Infographic: Visual Appearance5.0%Not addressed.Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present.Design is fairly clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message.Design is clean and audience is apparent. Purposeful integration of appr.
Rubic_Print_FormatCourse CodeClass CodeECS-570ECS-570-O500Developm.docx
Rubic_Print_FormatCourse CodeClass CodeECS-570ECS-570-O500Developmental Milestones Brochure100.0CriteriaPercentageNo submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Brochure Description: Oral Communication Developmental Milestones [CEC 7.1, 1.3; NAEYC 2c; InTASC 10(e)] 15.0%Not addressed.Brochure includes underdeveloped or inadequate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old.Brochure includes minimal descriptions of developmental milestones in the area of oral communication for children birth to 8 years old that may or may not be appropriate for the audience.Brochure includes clear, audience appropriate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old.Brochure includes comprehensive, thoughtful, and audience-appropriate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old.Brochure Description: Everyday Learning Strategies For Home [CEC S1.3, S2.2, S2.3, CEC 7.1, 1.3; NAEYC 2c; InTASC 10(e)] 15.0%Not addressed.Brochure describes ineffective or irrelevant strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure describes simplistic or somewhat unrealistic strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure describes sound strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure describes creative, effective strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure Description: Communication in Everyday Routines [CEC S1.3, S2.2, S2.3] 10.0%Not addressed.Brochure describes ineffective or irrelevant learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure includes minimal learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure contains clear learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure contains comprehensive, and effective learning opportunities that encourage communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure Description: Strategies for Students with Exceptionalities [InTASC 2(h); NAEYC 1a] 15.0%Not addressed.Brochure identifies ineffective or irrelevant strategies for developing oral commu.
Top of FormStrategic Plan Part 1 Overview 1Unsatisfactor.docx
Top of Form
Strategic Plan Part 1: Overview
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
20.0 %Description of Plan
A description of the type of plan including the vision, mission, and values of the organization is not included.
A description of the type of plan is included however a description of the vision, mission, or values of the organization is not included. Subject knowledge is unclear or inconsistent.
A description of the type of plan including the vision, mission, and values of the organization is included. Some subject knowledge is evident.
A description of the type of plan including the vision, mission, and values of the organization is included. Subject knowledge is competent.
A description of the type of plan including the vision, mission, and values of the organization is included. Description demonstrates comprehensive subject knowledge and understanding.
20.0 %Values and Culture
An explanation of how organizational values drive culture is not included. An explanation of the culture you intend to build or that currently exist is not included.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Subject knowledge is unclear or inconsistent.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Some subject knowledge is evident.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Detailed examples and evidence are included. Subject knowledge is competent.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.
20.0 %Competitive Advantage
An explanation of your competitive advantage is not included.
An explanation of your competitive advantage is included. Subject knowledge is unclear or inconsistent.
An explanation of your competitive advantage is included. Some subject knowledge is evident.
An explanation of your competitive advantage is included. Detailed examples and evidence are included. Subject knowledge is competent.
An explanation of your competitive advantage is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.
10.0 %Presentation of Content
The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.
...
Health Disparity, Target Population, and JustificationI decide.docx
Health Disparity, Target Population, and Justification
I decided to do Obesity among the age group 10 - 18 in Orlando, Florida (or Florida in general if possible). Looking at the data form a valuable source, Florida is rank the 8th place in 2018 for the state with obese children and teens between the age group of 10 - 18. The obese rate went from 12.6% in 2016 to 17.8% in 2018 which is a 5.2% increase.
Need for Health Promotion Program
· Obesity is a avoidable disorder
· The number of children and teens visiting doctors because of obesity can be reduced
· Obesity can lead to other diseases/disorders like diabetes and CVD
· Lack of physical programs could be part of the caused for the increase obese rate
Goal
By implementing a health program, our goal is to reduce the obesity rate among the age group of 10 - 18 in Florida and to promote a healthier lifestyle for this particular age group.
Community Organization to Interview
Healthiest Weight - Florida Health http://www.healthiestweightflorida.com/
Rationale for the Organization
The Healthiest Weight community purpose is to make the people of Florida aware of any obesity issues and alarm the people what will happen if nothing is done about it. The community also promote different obesity/weight loss programs to help promote children, teens, and adults to change their lifestyle for a healthier one.
Overview
Your project will provide an in-depth look at how a major multinational company operates overseas in two separate countries. The country comparison project is a 20-page paper that asks each STUDENT to compare and contrast laws and regulations, mandated compliance issues, demographics, culture, currency, economic and political stability, language, labor relations (unions), HRM policies and practices, HR trends, the likely effects, and the characteristics of the HR department or function of two separate countries. Each STUDENT may choose any two countries (within the seven regions listed below) to compare and contrast.
Provide as much insight into, and explanation of, the differences or similarities as possible. Use your understanding of the impact of the contextual factors (see below) on the HR policies and practices to estimate what a country's HR policies and practices are likely to be, just in case you can't find specific information on them. Use this understanding in your discussion of the HR policies and practices each STUDENT finds and the contextual factors of the countries. Make predictions about future trends toward possible convergence of HR policies and practices. Integrate research from online sources as well as our library to support your ideas and conclusions.
Each STUDENT will select a region of the world, and within your region, select two countries. For each country, select a target city to use in your analysis. The following is a list of the seven regions that you can choose from:
1. Middle East (i.e., cities in Egypt, Israel, Saudi Arabia)
2. Asia I (i.e., cities in I ...
Your abilities in international management have been recognize.docx
Your abilities in international management have been recognized, and your consulting assistance has been requested. The company Quasimoto Enterprises has been approached by a reputed Chinese firm that wants exclusive production and selling rights for one of its new high-tech products. The company has been looking for a strategic partner for the production of this product to reduce costs. Hence, Quasimoto Enterprises is very interested in exploring the possibility of developing relationships with this Chinese firm. This deal is very critical to growth of Quasimoto in the international market. Both parties are anxious and preparing for their first meeting in a month’s time to move this deal forward. This is the first time Quasimoto is doing business with China, and this is also the case with the Chinese firm.
The bold question below is my part of the project That i need you to complete. It has to be 5 double space written pages plus reference page Disregard the other two question and, its not my responsibility. I just added it to the email for you to have a full understanding of the what assignment is.
What does Quasimoto Enterprises need to know about Chinese bargaining behaviors to strike the best possible deal with this company? What should the Chinese firm know about American bargaining behaviors to strike the best possible deal with your company?
In your small group, develop a strategic plan for the negotiation and conflict resolution for Quasimoto's executive team for its first meeting with the Chinese. Also, develop a negotiation and conflict resolution plan for the Chinese firm for its first meeting with the Americans. Please note that because this is an important business deal for both companies, both of your plans should include the bargaining behaviors of both countries. Are there any similarities between their bargaining behaviors? Can they have a win-win deal?
APA format is mandatory (in text and in the reference section).
There are two main types of databases accessible in the library, through “FIND ARTICLES & BOOKS.” Keep in mind that the most popular databases are: ABI Inform Global, Academic Search Premier, and Business Source Premier. As a student, you must steer away from inferior Web sites with anonymous writers, articles found on consultant Web sites, materials on sites like QuickMBA.com, MarketingProfs.com, etc. Dictionaries and Encyclopedias most often repeat the information from your text. Acceptable Internet resources include among others government sites (especially for statistics). You are not permitted to use any open-source Web site in this course.
Present your findings as a 5 -7 pages Word document formatted in APA style.
Submitting your assignment in APA format means, at a minimum, you will need the following:
1. TITLE PAGE. Remember the Running head: AND TITLE IN ALL CAPITALS
2. ABSTRACT. A summary of your paper…not an introduction. Begin writing in third person voice.
3. BODY. The body of your paper begins on t.
RUNNING HEADER HCA430 Final Project1HCA430 Final Project4.docx
RUNNING HEADER: HCA430 Final Project 1
HCA430 Final Project 4
Title of your paper
Your name
Course information (HCA430 – Special Populations)
Instructor’s name (Jennifer Maves)
Date (i.e. February 2, 2015)
Final project details:
The directions state you are to prepare this paper using a persuasive tone. This means you are advocating for your vulnerable population and selling your idea to people like city and state leadership, other community business leaders, people who will be served by the project, and people who will be indirectly impacted by the presence of the service (think about people who live in the neighborhood where you want to place your business, but who may not want you there).
You will incorporate earlier work into final paper as required in the assignment directions. The description of needs, program description, continuum of care, and statistical data from the Week 2 and Week 3 assignments can be reused word-for-word. The remaining segments of this assignment are new material. **Please note: you may NOT use word-for-word material submitted to the discussions or other classes.
Introduction
Your information here.
Vulnerable population
Identify which vulnerable population you plan to assist in your community and why they need help.
Health services needs for the population
What are the services needed that are not currently present in your community? This means you must do research of the services in your community to determine what is and is not offered.
Statistical data
Statistical data from county and state health departments and/or other organizations. How many people are in the vulnerable population group in your community, in your state, and in the nation overall?
Description of program
Description of your community service or program. Include service(s) provided and how this will impact the chosen population.
Continuum of care: Is the program intended to help prevent further development of the disease or co-morbidities (education)? Is the program intended to provide assistance with treatment? Is the program intended to provide long-term care? How will your program’s services impact the chosen population?
Social and cultural norms
Identify the social and cultural factors that impact the population. Are there social and cultural expectations that increase the risk of becoming a member of the vulnerable population? How does your chosen population experience the health care system? For example, if your population is teenage parents, are they able to get to a doctor on their own and pay for the services? Do they understand the importance of regular healthcare? In what ways will your program assist the population in overcoming issues related to the social and cultural impacts?
Community partnership
Which other community organizations will partner with your organization to serve the needs of the vulnerable population? How will the organization help you deliver your services? What services do .
Recommended
Prepare a 12-15 slide PowerPoint presentation that outlines your p.docx
Prepare a 12-15 slide PowerPoint presentation that outlines your proposal to the stakeholders who would approve or deny your plan. Include the following:
1. Present the prevailing pressure that threatens organizational success.
2. Summarize your strategies for successfully implementing the change plan in order to address the internal or external pressure.
3. Propose strategies for effectively communicating to internal and external stakeholders. Identify what information needs to be disseminated and to which stakeholders. Discuss the communication skills and language necessary to be effective with both internal and external stakeholders. Describe the communication process and the strategies used to disseminate information throughout the implementation process.
4. Present a strategic plan for sustaining the change after the plan has been implemented.
5. Predict potential obstacles or unintended consequences and recommend strategies to overcome or respond to them.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. (BELOW)
Top of Form
Benchmark: Presentation – Communicating and Sustaining Change
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
5.0 %Prevailing Pressures Presented
Environmental and organizational pressures are not presented.
At least one environmental or organizational pressure is referenced.
Environmental and organizational pressures are described generally.
Key environmental and organizational pressures are described.
Major and minor environmental and organizational pressures are described.
5.0 %Implementation Strategies Presented
Implementation strategies are not presented.
The specific steps needed to implement the change vision are missing. No strategies are described clearly.
General steps for implementation are presented. One or two key strategies are presented for implementing change.
The steps and strategies for implement are outlined.
The steps for implement are clearly described. Strong strategies for the implementation of each step are proposed.
10.0 %Effective Communication Strategies Presented 6.2: Evaluate methods for communicating and implementing change within organizations.
Communication strategies are not presented.
The need for communication is acknowledged, but clear communication strategies are not presented.
A general communication strategy is presented, but the process for disseminating information is unclear. Strategies do not include both internal and external stakeholders.
Strategies for communication are presented. A realistic process for dis.
Chapter 11 crisis management planCrisis management plan.docx
Chapter 11: crisis management plan
Crisis management plan
Describes the initial steps for dealing with an adverse situation
Provides guidelines for initial notifications
Plan roles and responsibilities
First point of contact
Facility manage
Executive team
Executive staff
Essential plan elements
Identify assembly points
Communications plan
Multiple calls list
Security
Executive staff response
Facilities
Executives
Legal
Corporate communications
Human resources
Dealing with injuries
Reassigning staff
Acquire additional personnel
Attendance in difficult times
Post traumatic counseling
Sales and purchasing
Notify customers
Provide assurance to customers/clients/vendors
Details of the plan
Section I – notification and initial triage
Section II – supporting the recovery team
summary
Company develops the situation from the first notification through the disaster declaration
Support from top down makes this plan effective
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECE-540ECE-540-O500Early Language Development85.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Infographic: Stages15.0%Not addressed.Infographic does not relate information on all the stages of typical and atypical oral language development, or does not include age ranges, definitions, and characteristics of each.Infographic minimally relates information on all the stages of typical and atypical oral language development, including some age ranges, definitions, and characteristics of each.Infographic clearly relates information on all the stages of typical and atypical oral language development, including most age ranges, definitions, and characteristics of each.Infographic proficiently relates information on all the stages of typical and atypical oral language development including all age ranges, definitions, and characteristics of each.Infographic: Environmental Factors15.0%Not addressed.Infographic presents irrelevant environmental influences that can affect oral language development with an explanation for each.Infographic presents overly simplistic environmental influences that can affect oral language development with an explanation for each.Infographic presents relevant environmental influences that can affect oral language development with an explanation for each.Infographic comprehensively presents environmental influences that affect oral language development with an explanation for each.Infographic: Visual Appearance5.0%Not addressed.Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present.Design is fairly clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message.Design is clean and audience is apparent. Purposeful integration of appr.
Rubic_Print_FormatCourse CodeClass CodeECS-570ECS-570-O500Developm.docx
Rubic_Print_FormatCourse CodeClass CodeECS-570ECS-570-O500Developmental Milestones Brochure100.0CriteriaPercentageNo submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Brochure Description: Oral Communication Developmental Milestones [CEC 7.1, 1.3; NAEYC 2c; InTASC 10(e)] 15.0%Not addressed.Brochure includes underdeveloped or inadequate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old.Brochure includes minimal descriptions of developmental milestones in the area of oral communication for children birth to 8 years old that may or may not be appropriate for the audience.Brochure includes clear, audience appropriate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old.Brochure includes comprehensive, thoughtful, and audience-appropriate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old.Brochure Description: Everyday Learning Strategies For Home [CEC S1.3, S2.2, S2.3, CEC 7.1, 1.3; NAEYC 2c; InTASC 10(e)] 15.0%Not addressed.Brochure describes ineffective or irrelevant strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure describes simplistic or somewhat unrealistic strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure describes sound strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure describes creative, effective strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure Description: Communication in Everyday Routines [CEC S1.3, S2.2, S2.3] 10.0%Not addressed.Brochure describes ineffective or irrelevant learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure includes minimal learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure contains clear learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure contains comprehensive, and effective learning opportunities that encourage communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure Description: Strategies for Students with Exceptionalities [InTASC 2(h); NAEYC 1a] 15.0%Not addressed.Brochure identifies ineffective or irrelevant strategies for developing oral commu.
Top of FormStrategic Plan Part 1 Overview 1Unsatisfactor.docx
Top of Form
Strategic Plan Part 1: Overview
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
20.0 %Description of Plan
A description of the type of plan including the vision, mission, and values of the organization is not included.
A description of the type of plan is included however a description of the vision, mission, or values of the organization is not included. Subject knowledge is unclear or inconsistent.
A description of the type of plan including the vision, mission, and values of the organization is included. Some subject knowledge is evident.
A description of the type of plan including the vision, mission, and values of the organization is included. Subject knowledge is competent.
A description of the type of plan including the vision, mission, and values of the organization is included. Description demonstrates comprehensive subject knowledge and understanding.
20.0 %Values and Culture
An explanation of how organizational values drive culture is not included. An explanation of the culture you intend to build or that currently exist is not included.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Subject knowledge is unclear or inconsistent.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Some subject knowledge is evident.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Detailed examples and evidence are included. Subject knowledge is competent.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.
20.0 %Competitive Advantage
An explanation of your competitive advantage is not included.
An explanation of your competitive advantage is included. Subject knowledge is unclear or inconsistent.
An explanation of your competitive advantage is included. Some subject knowledge is evident.
An explanation of your competitive advantage is included. Detailed examples and evidence are included. Subject knowledge is competent.
An explanation of your competitive advantage is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.
10.0 %Presentation of Content
The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.
...
Health Disparity, Target Population, and JustificationI decide.docx
Health Disparity, Target Population, and Justification
I decided to do Obesity among the age group 10 - 18 in Orlando, Florida (or Florida in general if possible). Looking at the data form a valuable source, Florida is rank the 8th place in 2018 for the state with obese children and teens between the age group of 10 - 18. The obese rate went from 12.6% in 2016 to 17.8% in 2018 which is a 5.2% increase.
Need for Health Promotion Program
· Obesity is a avoidable disorder
· The number of children and teens visiting doctors because of obesity can be reduced
· Obesity can lead to other diseases/disorders like diabetes and CVD
· Lack of physical programs could be part of the caused for the increase obese rate
Goal
By implementing a health program, our goal is to reduce the obesity rate among the age group of 10 - 18 in Florida and to promote a healthier lifestyle for this particular age group.
Community Organization to Interview
Healthiest Weight - Florida Health http://www.healthiestweightflorida.com/
Rationale for the Organization
The Healthiest Weight community purpose is to make the people of Florida aware of any obesity issues and alarm the people what will happen if nothing is done about it. The community also promote different obesity/weight loss programs to help promote children, teens, and adults to change their lifestyle for a healthier one.
Overview
Your project will provide an in-depth look at how a major multinational company operates overseas in two separate countries. The country comparison project is a 20-page paper that asks each STUDENT to compare and contrast laws and regulations, mandated compliance issues, demographics, culture, currency, economic and political stability, language, labor relations (unions), HRM policies and practices, HR trends, the likely effects, and the characteristics of the HR department or function of two separate countries. Each STUDENT may choose any two countries (within the seven regions listed below) to compare and contrast.
Provide as much insight into, and explanation of, the differences or similarities as possible. Use your understanding of the impact of the contextual factors (see below) on the HR policies and practices to estimate what a country's HR policies and practices are likely to be, just in case you can't find specific information on them. Use this understanding in your discussion of the HR policies and practices each STUDENT finds and the contextual factors of the countries. Make predictions about future trends toward possible convergence of HR policies and practices. Integrate research from online sources as well as our library to support your ideas and conclusions.
Each STUDENT will select a region of the world, and within your region, select two countries. For each country, select a target city to use in your analysis. The following is a list of the seven regions that you can choose from:
1. Middle East (i.e., cities in Egypt, Israel, Saudi Arabia)
2. Asia I (i.e., cities in I ...
Your abilities in international management have been recognize.docx
Your abilities in international management have been recognized, and your consulting assistance has been requested. The company Quasimoto Enterprises has been approached by a reputed Chinese firm that wants exclusive production and selling rights for one of its new high-tech products. The company has been looking for a strategic partner for the production of this product to reduce costs. Hence, Quasimoto Enterprises is very interested in exploring the possibility of developing relationships with this Chinese firm. This deal is very critical to growth of Quasimoto in the international market. Both parties are anxious and preparing for their first meeting in a month’s time to move this deal forward. This is the first time Quasimoto is doing business with China, and this is also the case with the Chinese firm.
The bold question below is my part of the project That i need you to complete. It has to be 5 double space written pages plus reference page Disregard the other two question and, its not my responsibility. I just added it to the email for you to have a full understanding of the what assignment is.
What does Quasimoto Enterprises need to know about Chinese bargaining behaviors to strike the best possible deal with this company? What should the Chinese firm know about American bargaining behaviors to strike the best possible deal with your company?
In your small group, develop a strategic plan for the negotiation and conflict resolution for Quasimoto's executive team for its first meeting with the Chinese. Also, develop a negotiation and conflict resolution plan for the Chinese firm for its first meeting with the Americans. Please note that because this is an important business deal for both companies, both of your plans should include the bargaining behaviors of both countries. Are there any similarities between their bargaining behaviors? Can they have a win-win deal?
APA format is mandatory (in text and in the reference section).
There are two main types of databases accessible in the library, through “FIND ARTICLES & BOOKS.” Keep in mind that the most popular databases are: ABI Inform Global, Academic Search Premier, and Business Source Premier. As a student, you must steer away from inferior Web sites with anonymous writers, articles found on consultant Web sites, materials on sites like QuickMBA.com, MarketingProfs.com, etc. Dictionaries and Encyclopedias most often repeat the information from your text. Acceptable Internet resources include among others government sites (especially for statistics). You are not permitted to use any open-source Web site in this course.
Present your findings as a 5 -7 pages Word document formatted in APA style.
Submitting your assignment in APA format means, at a minimum, you will need the following:
1. TITLE PAGE. Remember the Running head: AND TITLE IN ALL CAPITALS
2. ABSTRACT. A summary of your paper…not an introduction. Begin writing in third person voice.
3. BODY. The body of your paper begins on t.
RUNNING HEADER HCA430 Final Project1HCA430 Final Project4.docx
RUNNING HEADER: HCA430 Final Project 1
HCA430 Final Project 4
Title of your paper
Your name
Course information (HCA430 – Special Populations)
Instructor’s name (Jennifer Maves)
Date (i.e. February 2, 2015)
Final project details:
The directions state you are to prepare this paper using a persuasive tone. This means you are advocating for your vulnerable population and selling your idea to people like city and state leadership, other community business leaders, people who will be served by the project, and people who will be indirectly impacted by the presence of the service (think about people who live in the neighborhood where you want to place your business, but who may not want you there).
You will incorporate earlier work into final paper as required in the assignment directions. The description of needs, program description, continuum of care, and statistical data from the Week 2 and Week 3 assignments can be reused word-for-word. The remaining segments of this assignment are new material. **Please note: you may NOT use word-for-word material submitted to the discussions or other classes.
Introduction
Your information here.
Vulnerable population
Identify which vulnerable population you plan to assist in your community and why they need help.
Health services needs for the population
What are the services needed that are not currently present in your community? This means you must do research of the services in your community to determine what is and is not offered.
Statistical data
Statistical data from county and state health departments and/or other organizations. How many people are in the vulnerable population group in your community, in your state, and in the nation overall?
Description of program
Description of your community service or program. Include service(s) provided and how this will impact the chosen population.
Continuum of care: Is the program intended to help prevent further development of the disease or co-morbidities (education)? Is the program intended to provide assistance with treatment? Is the program intended to provide long-term care? How will your program’s services impact the chosen population?
Social and cultural norms
Identify the social and cultural factors that impact the population. Are there social and cultural expectations that increase the risk of becoming a member of the vulnerable population? How does your chosen population experience the health care system? For example, if your population is teenage parents, are they able to get to a doctor on their own and pay for the services? Do they understand the importance of regular healthcare? In what ways will your program assist the population in overcoming issues related to the social and cultural impacts?
Community partnership
Which other community organizations will partner with your organization to serve the needs of the vulnerable population? How will the organization help you deliver your services? What services do .
Week 10 Assignment Investing in My FutureFinance is exciting!.docx
Week 10 Assignment: Investing in My Future
Finance is exciting! In this course, we learned how money can grow through the use of compounding and interest rates and your growth strategies may now be different. What are your new financial goals? Would you like to become more liquid, to save more for your retirement, or to start a new business? Whatever your goals, finance is right at the core. Think about what you learned in this course regarding investing to complete this assignment.
Write a two (2) page paper in which you:
1. Describe (3) ways you will invest in your future based on the principles of finance discussed in this course. Include terminology from the course and use citations as necessary to support your explanation of the terminology.
2. Discuss one of the (3) ways you feel most confident as a way to invest in your future. Explain your level of confidence.
3. Of the (3) ways you will invest in your future, discuss the one you perceive might be the most challenging. Then, discuss how you might overcome some of those challenges.
The specific course learning outcomes associated with this assignment are:
· Describe the many different investment opportunities available using terminology learned in this course.
· Use technology and information resources to determine the best personal investment strategies.
· Write clearly and concisely about finance using proper writing mechanics.
Week 10 Assignment: Investing in My Future
Finance is exciting! In this course,
we learned how money can grow through the use of
compounding and interest rates and your growth strategies may now be different. What are your
new financial goals? Would you like to become more liquid, to save more for your retirement, or
to start a new bu
siness? Whatever your goals, finance is right at the core. Think about what you
learned in this course regarding investing to complete this assignment.
Write a two
(2
) page paper in which you:
1.
Describe (3) wa
ys you will invest in your future based on the principles of finance
discussed in this course. Include terminology from the course and use citations as
necessary to support your explanation of the terminology.
2.
Discuss one of the (3) ways you feel most conf
ident as a way to invest in your future.
Explain your level of confidence.
3.
Of the (3) ways you will invest in your future, discuss the one you perceive might be the
most challenging. Then, discuss how you might overcome some of those challenges.
The speci
fic course learning outcomes associated with this assignment are:
·
Describe the many different investment opportunities available using terminology learned
in this course.
·
Use technology and information resources to determine the best personal investment
st
rategies.
·
Write clearly and concisely about finance using proper writing mechanics.
Week 10 Assignment: Investing in My Future
Finance is exciting! In this course, we learned how money can grow through the use of
compou ...
Compare eight common dimensions of culture using CultureWizard’s c.docx
Compare eight common dimensions of culture using CultureWizard’s cultural self-survey and multicultural comparison tool. Consider the differences between the candidates and compared to the United States. Within each cell, briefly annotate key differences you uncovered between each country candidate and the industry’s U.S. or home culture.
Cultural Dimension
Scoring (# cubes), Annotate U.S. Differentiation
Country A (Advanced)
Country B (Emerging)
United States
(comparison score only)
Your Culture
Hierarchical vs. Egalitarian
Group vs. Individual
Interpersonal vs. Transactional Relationships
Indirect vs. Direct Communication
Fluid vs. Controlled Time
Internal vs. External Control
Formal vs. Informal
Balance vs. Status Motivation
Use this space for additional notes:
Using CultureWizard, CultureGrams: World Edition or similar resource, help your new U.S. expats get “off on the right foot” (a cultural idiom) in the candidate countries. For each country, provide tips in at least five different areas of business etiquette that address unfamiliar cultural norms, behaviors, and expectations they will encounter in the professional environment.
Business Etiquette Category
(at least 5 areas)
Etiquette Details
Country A (Advanced)
Country B (Emerging)
Title Area 1 Here
Title Area 2 Here
Title Area 3 Here
Title Area 4 Here
Title Area 5 Here
Optional
Optional
Which foreign business environment is your expat is likely to feel more comfortable entering for the first time?
What are the communication challenges your U.S. expats will face in the candidate countries? Describe the potential verbal and nonverbal communication dynamics you expect to face in each country that differentiate it from the United States. Try using the eLinquistic.net’s quantitative linguistic proximity calculator to establish the “genetic distance” between English and your host countries’ languages.
Communication Types
Unique Attributes, U.S. Comparison, and Linguistic Distance (score)
Country A (Advanced)
Country B (Emerging)
Verbal
Nonverbal
eLinguistics Language Difference Score
Using the latest edition of the World Values Survey (WVS), identify the general sentiment of each candidate’s citizens toward these issues. Note: The WVS question number is listed in each row to expedite your research).
Cultural Values and Beliefs (WVS)
Attitudes and Mind-Set
(Responses to survey questions: Record value and annotate if significant difference)
Country A (Advanced)
Country B (Emerging)
United States
Gender Equality
(WVS V36 to V54, V139)
Tolerance of non-natives (others) (e.g., language, race, immigration, religion, sexual preference) (WVS V36- to V44+)
Relative satisfaction or “happiness” with their lives (WVS asks in many ways, also “happiness” indexes elsewhere)
Nationalistic sentiment (WVS V211-V216)
Sustainability vs. economic growth-minded (WVS 81)
Respect for individual human rights (WVS 142)
Im ...
MKT200– Principle of Marketing Unit 7 Assignment E
MKT200– Principle of Marketing
Unit 7 Assignment: Event Flyer
© 2021 Post University, Waterbury, CT
ALL RIGHTS RESERVED
Due Date: Sunday 11:59 pm EST day of Unit 7
Points: 100
Overview:
Internet marketing practices have raised a number of ethical and legal
questions. Some direct marketers have been accused of taking unfair
advantage of buyers. Fraudulent schemes such as investment scams and
phone charity collections have grown exponentially over the past few years.
Your company is conducting a seminar to inform employees about Internet
security and privacy concerns at your firm. You have been asked to create a
flyer, pamphlet, or brochure advertising the seminar. Your goal is to entice
employees to attend this seminar so be creative!
Instructions:
Items to include in your flyer:
• The event name. Include a catchy slogan.
• The main topics covered in the seminar including privacy concerns, Internet
security issues, ethical concerns associated with online marketing at your
company, why employees should attend, what they will get out of it, how it will
help them at their job, etc.
• The event information (time, date, location, etc.).
Requirements:
References are not required for this assignment but if you use resources from another
source, you need to include them in your flyer.
How to Design a Flyer in Word:
• In Word, open the File tab and select New from the menu.
• Under the search bar, select Flyers. ...
© 2021 Post University, Waterbury, CT
ALL RIGHTS RESERVED
• Browse through the free flyer templates Word displays, until you find a design
you like.
• Click on it, then click Create.
• Clear and professional writing is required.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Evaluation Rubric for Unit 7 Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0-5 Points 6-7 Points 8-9 Points 10 Points
Event Name
with a Catchy
Slogan
The event
name and
slogan are
missing or
poorly
presented.
The event and
slogan name
are present but
missing key
details.
The event and
slogan name
are present but
missing minor
details.
The event and
slogan name
catches the
readers
attention.
0-20 Points 21-27 Points 28-34 Points 35 Points
Main Topics The main
topics are
missing or
poorly
presented.
The main
topics are
present but are
missing key
details.
The main
topics are
present but are
missing minor
details.
Main topics are
fully and
thoughtfully
addressed.
Event
Information
The event
information is
missing or
poorly
presented.
The event
information is
present but
missing key
details.
The event
information is
present but
missing minor
details.
Event
information is
fully
addressed.
0-5 Points 6-7 Points 8-9 Points 10 Points
Overall
Appearance
The creativity
of the flyer
design is ...
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmar.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmark – Strategic Plan Part 2: External and Internal Assessment100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Environmental Scan15.0%A description of what you learned about the industry and your organization is not included.A description of what you learned about the industry and your organization is included, but lacks sufficient detail. Subject knowledge is unclear or inconsistent.A description of what you learned about the industry and your organization is included. Some subject knowledge is evident.A description of what you learned about the industry and your organization is included. Subject knowledge is competent.A description of what you learned about the industry and your organization is included. Description demonstrates comprehensive subject knowledge and understanding. External and Internal Assessment Tools15.0%Appendix of external and internal assessment tools is not included. An explanation of how you applied the results of your internal and external assessment tools is not included. Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included, yet does not include sufficient detail to support claims or findings. Subject knowledge is unclear or inconsistent.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. Some subject knowledge is evident.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. Detailed examples and evidence are included. Subject knowledge is competent.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. External and internal assessment includes relevant examples and applicable insight and demonstrates comprehensive subject knowledge and understanding.Key Issues15.0%An explanation of how what you learned has challenges or supports your original vision/concept is not included. An explanation of what has emerged from your learning is not included.An explanation of how what you learned has challenges or supports your original vision/concept is included. An explanation of what has emerged from your learning is included, however, the explanation lacks clarity. Subject knowledge is unclear or inconsistent.An explanation of how what you learned has challenges or supports your original vision/concept is included. An explanation of what is has emerged from your learning is included. Some subject knowledge is evident.An explanation of how what you learned has challenges or supports y.
Professional Philosophy and Development Plan RubricBEGINNING -.docx
Professional Philosophy and Development Plan Rubric
BEGINNING - 7
DEVELOPING - 15
PROFICIENT - 25
Commitment to profession
(25 points)
· States ideas about profession and learning that are unlikely to support successful growth.
· Fails to indicate a commitment to professional growth.
· States or implies a self-satisfaction with current status and has little awareness or commitment to future growth and self-improvement.
· States ideas about profession and learning that reflect a sound and reasonable platform for a successful career.
· Implies a general commitment to professional growth.
· Indicates openness to learning and development and a general willingness to learn and change in the future.
· States mature ideas about profession and learning that reflect a deep understanding,
· Expresses a realistic understanding of the profession and provides a clear and specific personal commitment to this role.
· Shows openness to learning and development, a deep commitment to future professional growth, and a specific understanding of how to make that growth possible.
BEGINNING - 7
DEVELOPING - 15
PROFICIENT - 25
Professional knowledge and literacy
(25 points)
· Evidences either a lack of the value of professional knowledge or reveals important limitations in own professional knowledge.
· Does not use terminology specific to professional discourse on philosophical, social, and historical issues in chosen field.
· Little evidence of understanding of the scope of the profession.
· Acknowledges the general importance of various aspects of professional knowledge, but without evidence or depth of understanding or specific connection to successful outcomes.
· Minimal or imprecise use of relevant professional language.
· Some understanding of the scope of the profession and the complexities of structures and decision-making bodies and processes.
· Shows a deep understanding of the value of professional knowledge and can reflect on the role this plays in successful professional practice.
· Significant and appropriate use of relevant professional language.
· Demonstrates in-depth understanding of the scope of the profession and the complexities of structures and decision-making bodies and processes.
BEGINNING - 5
DEVELOPING - 12
PROFICIENT - 20
Understanding of Theory and Philosophy
(20 points)
· No reference to specific theories or theorists
· Speaks in vague generalizations about the importance of the profession.
· No recognition of controversy or differences in human services.
· Minimal or imprecise references to theories/theorists
· Minimal recognition of diverse philosophies
· Little recognition of need to take a stand.
· Makes clear and appropriate reference to major theories/theorists to student's own philosophy
· Clearly recognizes that different and contradictory philosophies exist.
· Articulates either a tentative stand on a major philosophical issue or expresses a desire to reach such a stand through future s.
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
MGM316-1401B-01Quesadra D. GoodrumClass Discussion Phase2.docx
MGM316-1401B-01
Quesadra D. Goodrum
Class Discussion Phase2
Colorado Technical University
Professor: Edmund Winters
4/07/2014
In an ever-changing world, intercultural business communication is one of the most vital aspects of carrying out business in foreign countries. We are set up to fail if we enter into foreign business agreements blindly. In the absence of proper communication skills, cultural awareness comes into play knowing the culture in which we are dealing. All of your concepts you may have grown up with and ideas that you have formed beforehand need to be thrown away and cast to the side. Your concepts and ideas in these business meetings will only be as effective as your communication skills. If your communications skills are weak so will be your presentation of your projected business plan. If I was going to develop a training program on the same, my lesson plan would look as illustrated below:
I. Class Objectives: The goals or objectives for class include understanding how language affects intercultural business communications and learning about different cultures and how they communicate when conducting business activities.
II. Connection to Course Goals: The class’s daily objectives will connect to the overall course goals by dealing with one topic at a time.
III. Anticipatory Set: What is usually involved in intercultural business communication and how should one behave if relocated to foreign countries such as United Arab Emirates, Mexico, China and Israel?
IV. Cultural Awareness
V. High vs. Low Context Cultures
VI. Language: Verbal vs. Non-Verbal
VII. Conversational Taboos
VIII. Interaction: Ethical/Unethical awareness
IX. Conclusion: connecting the objectives
My developed training program will help my students target and grasp the importance of the concepts listed and how they connect to one another. You will need to know a number of things regarding Cultural Awareness, High vs. Low Context Cultures, and Verbal vs. Non-Verbal, Conversational Taboos, and Interaction Ethical/Unethical awareness, and connecting the objectives. “Low context language is where things are fully spelled out or made explicit where there is also considerable dependence on what is actually being said or written (Gibson, 2002).” Western cultures tend to be inclined more toward low context language while Eastern and
Southern cultures are more inclined to use high context language (LeBaron, 2003).“High context language is whereby communicators assume a great deal of commonality of opinions and knowledge so that not much is made explicit (Novinger, 2001).” In other words, communication is in indirect ways. It is of crucial importance for business individuals venturing overseas to learn more about the business culture and etiquette present in countries such as Mexico, China, United Arab Emirates and Israel as they are not the same as the American business culture.
International Business Communication
Understanding other cultures tend to greatly enh ...
Content out of 70MetCommentsCreate a short Microsoft® .docx
Content: % out of 70%
Met?
Comments
Create a short Microsoft® PowerPoint® presentation or video that includes the following:
· personal background of the person interviewed (10%)
· where the person have lived (10%)
· any intersting cultural facts in the person’s history (15%)
· any experiences this person had adapting to new cultures (15%)
· a comparison of your cultural experiences with those of the individual interviewed (20%)
Style: % out of 10%
Did your slides utilize white space and avoid having too dense text?
Were your slides designed to be visually pleasing?
Mechanics: % out of 20%
Did you include speaker’s notes in your PowerPoint? They should be the majority of your presentation
Rules of grammar, usage, and punctuation are followed.
Spelling is correct.
Total: % out of 100%
Points Possible: 20 x % =
Content: 80%
Comments on the assignment will include points off per question.
Were all the questions answered in complete, grammatically correct sentences?
Were answers fully explained?
Was information from the video used in the interpretation of the pictures when the photo was unclear?
Were the appropriate concepts used in the answers?
Was it clear that the author understood the concepts?
Were words spelled correctly?
Application of concepts from the text: 20%
Were nonverbal communication codes from the text referenced in the appropriate questions?
· Body movement & posture
· Emblems
· Illustrators
· Affect displays
· Regulators
· Eye contact
· Facial expression
· Vocal cues
· Personal space
· Territory
· Touch
· Appearance
Were nonverbal skills & strategies from the text referenced in the appropriate questions?
· Consider nonverbal cues in context
· Look for clusters of nonverbal cues
· Consider past experience when interpreting nonverbal cues
· Check your perception with others
Were cultural barriers from the text referenced in the appropriate questions?
· Ethnocentrism
· Different communication codes
· Stereotyping & prejudice
· Assuming similarities
· Assuming differences
· Sex & gender
· Sexual orientation
· Race & Ethnicity
· Age
· Social class
Points Possible: 50 points x % =
Nonverbal Communication Codes
BSCOM/234 Version 1
5
University of Phoenix Material
Nonverbal Communication Codes
1. What nonverbal messages are being sent in this image?
2. What type of nonverbal communication codes are being used to deliver the messages?
3. What effect does each message have on the other people in the image?
4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation?
1. What cultural barriers are seen in this image?
2. What type of nonverbal communication codes are being used to deliver the messages?
3. What effect does each message have on the other people in the image?
4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation?
1. What nonverbal mess.
Benchmark - Community Teaching Plan Community Presentation The .docx
Benchmark - Community Teaching Plan: Community Presentation
The benchmark assesses the following competencies:
3.3 Provide individualized education to diverse patient populations in a variety of health care settings.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
PowerPoint presentation – no more than 30 minutes
Pamphlet presentation – 1 to 2 pages
Poster presentation
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
Public health clinic
Community health center
Long-term care facility
Transitional care facility
Home health center
University/School health center
Church community
Adult/Child care center
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the "Community Teaching Experience Approval Form." Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
General Requirements
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Benchmark - Community Teaching Plan: Community Presentation - Rubric
No of Criteria: 7 Achievement Levels: 5
CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory79.00 %Good89.00 %Excellent100.00 %Content100.0
Presentation Based on Teaching Work Plan and Provider Feedback20.0Presentation is not based on a Teaching Work Plan. Presentation partially based on a Teaching Work Plan. Documented provider feedback is not integrated. Major aspects are incomplete. More information is needed.Presentation is generally based on Teaching Work Plan and any documented provider feedback. Some aspects are unclear. There are minor inconsistencies with Teaching .
Presentation One of the best ways to learn something is to .pdf
Presentation: One of the best ways to learn something is to teach the material to someone eise.
Since that is not always possible-especially given time constraints or an online learning
experiences-what we are going to do in this class is each student will be required to create a
formal presentation on a developing country. These presentations should reference the following
topics: What policies has the country (or other countries) used to help satisfy the goals of
development? 1. To increase the availability and widen the distribution of basic life-sustaining
goods (sustenance). 2. To raise levels of living by increasing incomes, availability of jobs, better
education, and a greater attention to cultural and human values. This will increase individual and
national self-esteem. 3. Expand the economic and social choices available to individuals by
freeing them from servitude and dependence on others. What are the characteristics of your
developing country? 1. The size of the country (area, population, and income) 2. Its historical and
colonial background 3. Endowment of physical a human resource 4. Ethnic and religious
composition 5. Importance of its public relative to private sectors 6. Nature of its industrial
structure 7. Dependence on external economic and political forces 8. Distribution of power and the
institutional and political structure within the nation How are they doing on the areas of
development that a lot of countries face? Are they doing well in some areas and poor in others? 1.
Low levels of living. low income, inequality, poor health, and inadequate education. 2. Low levels
of production. 3. High rates of population and dependency burdens. 4. Dependency on agriculture
production. 5. Imperfect markets and limited information. 6. Dominance, dependence, and
vulnerability in international relations. This presentation should be in your own words, but you are
able to cite other sources that you find. You can create the presentation using Zoom, OBS studios,
or whatever source you are comfortable with and upload it to canvas. You will be graded on the
content of the presentation, its ability to "teach- the material, and ultimately your understanding of
the material and demonstrating that you are achieving the course objectives. These presentations
should be limited to less than 20 minutes..
CLC - Health Promotion and Community Resource Teaching Project .docx
CLC - Health Promotion and Community Resource Teaching Project
1
Unsatisfactory 0% - 71%
0.00%
2
Less than Satisfactory 72% - 75%
75.00%
3
Satisfactory 76% - 79%
79.00%
4
Good 80% - 89%
89.00%
5
Excellent 90% - 100%
100.00%
40.0 %Content
7.0 %Objective of Presentation Stated. Healthy People 2020 Focus Area and Rational for Its Selection
Stated objective of presentation and/or the selected Healthy People 2020 focus area, along with the rationale for selection of the specific focus area, are not stated.
Stated objective of presentation and the selected Healthy People 2020 focus area, along with the rationale for selection of the specific focus area, are offered, but they are incomplete, lacking relevant information.
Stated objective of presentation and the selected Healthy People 2020 focus area, along with the rationale for selection of the specific focus area, are offered at a basic level with limited detail.
Stated objective of presentation and the selected Healthy People 2020 focus area, along with the rationale for selection of the specific focus area, are offered in detail.
Stated objective of presentation and the selected Healthy People 2020 focus area, along with the rationale for selection of the specific focus area, are offered in detail, providing insight and/or reflection.
7.0 %Explanation of the Selected Focus Area as It Relates to All Age Groups Throughout the Life Span
Explanation of the selected focus area as it relates to all age groups throughout the life span is not offered.
Explanation of the selected focus area as it relates to all age groups throughout the life span is offered, but it is incomplete, lacking relevant information.
Explanation of the selected focus area as it relates to all age groups throughout the life span is accurate.
Explanation of the selected focus area as it relates to all age groups throughout the life span is accurate and offered in detail.
Explanation of the selected focus area as it relates to all age groups throughout the life span is accurate and offered in detail, while offering insight and/or reflection.
7.0 %Identification of Ways to Enhance or Optimize Health in the Selected Healthy People 2020 Focus Area Using Evidence-Based Research With a Minimum of Three Peer-Reviewed Articles
Identification of ways to enhance or optimize health in the selected Healthy People 2020 focus area using evidence-based research, using a minimum of three peer reviewed articles is not offered.
Identification of ways to enhance or optimize health in the selected Healthy People 2020 focus area using evidence-based research, using a minimum of three peer reviewed articles is offered, but it is incomplete, lacking relevant information.
Identification of ways to enhance or optimize health in the selected Healthy People 2020 focus area using evidence-based research, using a minimum of three peer reviewed articles is offered at a basic level with limited detail.
Identification of ways to enhance or optimize ...
OL 751 Milestone Three Rubric Proposal ContentOverview Thi.docx
OL 751 Milestone Three Rubric: Proposal Content
Overview: This milestone continues your detailed HR proposal, which should include, on the whole, a combination of the concepts that you have learned during your time in the Human Resource Management program. You will receive feedback from your instructor regarding the cover letter. Implement this feedback into your final version of the human resource strategy proposal.
Prompt: For this milestone, submit a draft of your detailed HR proposal, which should highlight how the HR department, under your leadership, will operate as an effective business partner. The following strategies should be considered and incorporated into your proposal:
· Methods of advancing the organization’s vision and mission through effective leadership and critical evaluation and decision making
· A global outlook and cross-cultural approach in the interest of improving cultural responsiveness and capitalizing on diversity
· Organizational development efforts to foster collaboration and guide the organization through changes
· Application of performance management and total rewards programs to attract, inspire, and retain a highly skilled and effective workforce
· A plan of how to effectively build stronger relationships with all stakeholders through trust, teamwork, and direct communication
· Evaluation of how the department will continue protecting the integrity of the business, its employees, and its management practices through appropriate risk management and legal and ethical practices
Support your ideas and strategy with outside resources to provide a summary of viewpoints on this matter and explain how your strategy is the best choice.
Guidelines for Submission: The proposal should be of sufficient length to communicate your strategies listed above. Your proposal content draft should be in a professional format to include all necessary elements that one would find in a proposal, such as a title page, table of contents, and professional bibliography using APA format. The document should use double spacing, 12-point Times New Roman font, and one-inch margins.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions.
Critical Elements
Proficient (100%)
Not Proficient (0%)
Value
Timeliness
Submits detailed draft of project proposal by deadline
Does not submit detailed draft of project proposal by deadline
5
Vision and Mission
Introduces methods of advancing the organization’s vision and mission through effective leadership and critical evaluation and decision making
Does not introduce methods of advancing the organization’s vision or mission through effective leadership or critical evaluation and decision making
15
Outlook and Approach
Includes a global outlook and cross-cultural approach in the interest of improving cultural responsiveness and capitalizing on diversity
Does not includ.
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docx
ASSIGNEMENT:
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
Create a 12‐15 slide digital presentation intended to be shown to elementary general education classroom teachers within a professional development setting.
Address the following within your presentation:
· Describe the scope and importance of reading education history in the U.S.
· Discuss the importance of literacy in Grades K‐3 and the educational effects on students in their later academic years.
· Provide an overview of the Big 5 components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
· Describe how the brain is involved in the Big 5 components of reading instruction and how the sequential order of each component is important for cognitive processing and reading instruction .
· Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for students to use at home .
· Include a title slide, reference slide, and presenter notes.
Support your presentation with 3‐5 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
PLEASE MAKE SURE:
You create a check list to make sure you covered all points.
The book can be used as a source.
Use details and cite sources the correct way.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Digital Presentation: The Importance of Literacy30.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Reading Education History20.0%Not addressed.Provides incomplete or inadequate examples of the importance of reading education history in the U.S.Provides sufficient examples of the importance of reading education history in the U.S.Provides descriptive and appropriate examples of the importance of reading education history in the U.S.Provides comprehensive examples that demonstrate the importance of reading education history in the U.S.Literacy in Grades K-315.0%Not addressed.Underdeveloped or missing details of literacy in Grades K-3 and its educational effect on later academi.
1 Graduate Program Rubric—MASTER OF BUSINESS ADMINISTRATI.docx
1
Graduate Program Rubric—MASTER OF BUSINESS ADMINISTRATION
Expectations: Student work at the graduate level is expected to focus on mastery of advanced discipline-specific frameworks, professional practices, and tools.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
BUSINESS PROGRAM CONTENT
PROFESSIONAL MASTERY AND
KNOWLEDGE
ACQUISITION/MANAGEMENT
Functional areas include, where
applicable:
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
All requirements of
the assignment are
included in the
response.
Demonstrates sound or
accomplished mastery
of content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
EFFECTIVE COMMUNICATION
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format, Presentation
and Delivery (where applicable)
Demonstrates
outstanding or
exemplary application of
written, visual, or oral
skills.
Demonstrates
outstanding expression
of topic, main idea, and
purpose.
Audience is addressed
appropriately.
Language clearly and
effectively
communicates ideas and
content relevant to the
assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Demonstrates sound or
accomplished application
of written, visual, or oral
skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, but
do not distract.
Organization is apparent
Demonstrates adequate
or proficient application
of written, visual, or oral
skills.
Demonstrates adequate ...
Running Head W2 Case StudiesW2 Case Studies2.docx
Running Head: W2: Case Studies
W2: Case Studies
2
Bismit Pratapsingh
University of the Cumberland’s
ITS-531-09 Business Intelligence
Professor: Dr. Michael Jones
1st Nov 2019
Table of Contents
Introduction2
Application case 2
1. Description of the benefits of implementation of continental go forward strategy2
2. Explanation of the reason for which it is important to use a real time data warehouse2
4. Strategic advantage of using real time system rather than using a traditional information system3
Application case4
1. Premier 4
2. Primary challenges of premier to achieve the vision4
3.
Solution
provided by IBM and other partner4
4. Results and other benefits5
Conclusion5
Introduction
Airlines domain has a number of critical aspects that are required to be integrated within the account. It can be stated that all the significant management of this study are required to be managed in such a way the accountability is maximized. It is quite critical to understand that the essential elements are required to be managed extensively within the business domain. This study includes aspects such as go forward strategy and real time dta warehousing. Application case
1. Description of the benefits of implementation of continental go forward strategy
Go forward strategy refers to a critical element that is associated with four interrelated parts within the same time limit that relates as a strong apparatus for setting the association with in the right choice. The advantages in this domain are dynamic in nature. The primary advantages in this domain can be identified below.
· Go forward strategy have helped the continental airlines for setting up a range of noteworthy approaches for modifying the industry status from first to top selection
· The discovery as well as innovation has reformed as progressively based for supporting the specific activities.
· The strategy is extremely vital in terms of quality management
· Cost reduction is another prime benefit in relation to the continental go forward strategy
· Disposal of fraud is another critical element that is incorporated within the beneficiary account.
2. Explanation of the reason for which it is important to use a real time data warehouse
Real time data warehouse is extremely critical to be implemented by airlines. It can be identified that the airlines have multiple domains that are required to be taken into account by the airlines. A number of critical alignments are associated with it. Data warehousing is one of the primary aspects within the context of airlines domain. It is quite evident that all the systematic management in this domain are required to be integrated in such a manner that the accountability is maximized. It is quite important to understand that all the situational perspectives are required to be integrated within this domain for the betterment of the organization. The refresh rate of real time data warehousing is extremely high. As a result of that, RDW is ext.
Running head VENICE FAMILY CLINIC 1VENICE FAMILY CLINIC.docx
Running head: VENICE FAMILY CLINIC 1
VENICE FAMILY CLINIC 4
Venice Family Clinic
Introduction
Venice Family Clinic (VFC) is well‐known for giving quality wellbeing services to populaces deprived through a powerful volunteer model. Established in 1970, it has a long history of volunteerism, which has been coordinated into the way of life of the association. There is great leadership involvement in the model just as an internal framework set up to enlist and support volunteer doctors, including clinic space, systems for scheduling patients, and a full‐time volunteer organizer. Additionally, VFC has longstanding relationships with private healthcare facilities in the region.
A department likely to exist within the organization
VFC has a unit that offers psychiatric health services that incorporates counseling, mental services, and psychosocial support identified with the social stress of poverty, homelessness, joblessness, and aggressive behavior at home. Services include emergency intercession just as an individual, family, and group treatment. Albeit, once in a while, challenges make it difficult to pick an ideal setting; it is significant as well, where conceivable, think about privacy. VFC thinks about confidentiality as one of the keys to excellent communication, as the client is probably going to reveal data of a private and sensitive nature (Carroll & Richardson, 2016).
The financial condition of the Clinic
Venice's family clinic financial report of 2012 current liabilities is 3,398, 342, while the total existing assets total up to 9,913,386. Therefore, 2.89 is the current ratio of the clinic. This ratio is somewhat high, which implies, the clinic is not using its financial capabilities resourcefully. The clinic, however, is in a position to meet its short-term financial obligation because it has good liquidity. Conversely, 0.21 is the debt to equity ratio, which means the facility can manage its daily operations without getting help from financiers. At the beginning of the year, net resources remain at 20,690,947, while toward the end of the year, the net resource was 18,876, 692, which suggests that the facility has a net loss of 1,841,255. This clearly shows the medical clinic will experience financial constraints in sustaining its operations. Therefore, the clinic needs to control its cost to avoid losing the money (Carroll & Richardson, 2016).
Healthcare trends likely to affect the Clinic
Today, health care systems are determined to provide a patient-centered treatment, which is a trend brought about due to technology proliferation. Most health centers are integrating technology in their operation, clinical aspects, as well as administrative. As healthcare transform to becoming more goals focused and systemic, they are coming up with approaches and techniques aimed to improve the patient’s experience. Analytics are also involved in helping hospitals foresee future trends and guide decision making.
In Venice Fami.
More Related Content
Similar to Brazil1) General information on the country (such as geograp
Week 10 Assignment Investing in My FutureFinance is exciting!.docx
Week 10 Assignment: Investing in My Future
Finance is exciting! In this course, we learned how money can grow through the use of compounding and interest rates and your growth strategies may now be different. What are your new financial goals? Would you like to become more liquid, to save more for your retirement, or to start a new business? Whatever your goals, finance is right at the core. Think about what you learned in this course regarding investing to complete this assignment.
Write a two (2) page paper in which you:
1. Describe (3) ways you will invest in your future based on the principles of finance discussed in this course. Include terminology from the course and use citations as necessary to support your explanation of the terminology.
2. Discuss one of the (3) ways you feel most confident as a way to invest in your future. Explain your level of confidence.
3. Of the (3) ways you will invest in your future, discuss the one you perceive might be the most challenging. Then, discuss how you might overcome some of those challenges.
The specific course learning outcomes associated with this assignment are:
· Describe the many different investment opportunities available using terminology learned in this course.
· Use technology and information resources to determine the best personal investment strategies.
· Write clearly and concisely about finance using proper writing mechanics.
Week 10 Assignment: Investing in My Future
Finance is exciting! In this course,
we learned how money can grow through the use of
compounding and interest rates and your growth strategies may now be different. What are your
new financial goals? Would you like to become more liquid, to save more for your retirement, or
to start a new bu
siness? Whatever your goals, finance is right at the core. Think about what you
learned in this course regarding investing to complete this assignment.
Write a two
(2
) page paper in which you:
1.
Describe (3) wa
ys you will invest in your future based on the principles of finance
discussed in this course. Include terminology from the course and use citations as
necessary to support your explanation of the terminology.
2.
Discuss one of the (3) ways you feel most conf
ident as a way to invest in your future.
Explain your level of confidence.
3.
Of the (3) ways you will invest in your future, discuss the one you perceive might be the
most challenging. Then, discuss how you might overcome some of those challenges.
The speci
fic course learning outcomes associated with this assignment are:
·
Describe the many different investment opportunities available using terminology learned
in this course.
·
Use technology and information resources to determine the best personal investment
st
rategies.
·
Write clearly and concisely about finance using proper writing mechanics.
Week 10 Assignment: Investing in My Future
Finance is exciting! In this course, we learned how money can grow through the use of
compou ...
Compare eight common dimensions of culture using CultureWizard’s c.docx
Compare eight common dimensions of culture using CultureWizard’s cultural self-survey and multicultural comparison tool. Consider the differences between the candidates and compared to the United States. Within each cell, briefly annotate key differences you uncovered between each country candidate and the industry’s U.S. or home culture.
Cultural Dimension
Scoring (# cubes), Annotate U.S. Differentiation
Country A (Advanced)
Country B (Emerging)
United States
(comparison score only)
Your Culture
Hierarchical vs. Egalitarian
Group vs. Individual
Interpersonal vs. Transactional Relationships
Indirect vs. Direct Communication
Fluid vs. Controlled Time
Internal vs. External Control
Formal vs. Informal
Balance vs. Status Motivation
Use this space for additional notes:
Using CultureWizard, CultureGrams: World Edition or similar resource, help your new U.S. expats get “off on the right foot” (a cultural idiom) in the candidate countries. For each country, provide tips in at least five different areas of business etiquette that address unfamiliar cultural norms, behaviors, and expectations they will encounter in the professional environment.
Business Etiquette Category
(at least 5 areas)
Etiquette Details
Country A (Advanced)
Country B (Emerging)
Title Area 1 Here
Title Area 2 Here
Title Area 3 Here
Title Area 4 Here
Title Area 5 Here
Optional
Optional
Which foreign business environment is your expat is likely to feel more comfortable entering for the first time?
What are the communication challenges your U.S. expats will face in the candidate countries? Describe the potential verbal and nonverbal communication dynamics you expect to face in each country that differentiate it from the United States. Try using the eLinquistic.net’s quantitative linguistic proximity calculator to establish the “genetic distance” between English and your host countries’ languages.
Communication Types
Unique Attributes, U.S. Comparison, and Linguistic Distance (score)
Country A (Advanced)
Country B (Emerging)
Verbal
Nonverbal
eLinguistics Language Difference Score
Using the latest edition of the World Values Survey (WVS), identify the general sentiment of each candidate’s citizens toward these issues. Note: The WVS question number is listed in each row to expedite your research).
Cultural Values and Beliefs (WVS)
Attitudes and Mind-Set
(Responses to survey questions: Record value and annotate if significant difference)
Country A (Advanced)
Country B (Emerging)
United States
Gender Equality
(WVS V36 to V54, V139)
Tolerance of non-natives (others) (e.g., language, race, immigration, religion, sexual preference) (WVS V36- to V44+)
Relative satisfaction or “happiness” with their lives (WVS asks in many ways, also “happiness” indexes elsewhere)
Nationalistic sentiment (WVS V211-V216)
Sustainability vs. economic growth-minded (WVS 81)
Respect for individual human rights (WVS 142)
Im ...
MKT200– Principle of Marketing Unit 7 Assignment E
MKT200– Principle of Marketing
Unit 7 Assignment: Event Flyer
© 2021 Post University, Waterbury, CT
ALL RIGHTS RESERVED
Due Date: Sunday 11:59 pm EST day of Unit 7
Points: 100
Overview:
Internet marketing practices have raised a number of ethical and legal
questions. Some direct marketers have been accused of taking unfair
advantage of buyers. Fraudulent schemes such as investment scams and
phone charity collections have grown exponentially over the past few years.
Your company is conducting a seminar to inform employees about Internet
security and privacy concerns at your firm. You have been asked to create a
flyer, pamphlet, or brochure advertising the seminar. Your goal is to entice
employees to attend this seminar so be creative!
Instructions:
Items to include in your flyer:
• The event name. Include a catchy slogan.
• The main topics covered in the seminar including privacy concerns, Internet
security issues, ethical concerns associated with online marketing at your
company, why employees should attend, what they will get out of it, how it will
help them at their job, etc.
• The event information (time, date, location, etc.).
Requirements:
References are not required for this assignment but if you use resources from another
source, you need to include them in your flyer.
How to Design a Flyer in Word:
• In Word, open the File tab and select New from the menu.
• Under the search bar, select Flyers. ...
© 2021 Post University, Waterbury, CT
ALL RIGHTS RESERVED
• Browse through the free flyer templates Word displays, until you find a design
you like.
• Click on it, then click Create.
• Clear and professional writing is required.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Evaluation Rubric for Unit 7 Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
0-5 Points 6-7 Points 8-9 Points 10 Points
Event Name
with a Catchy
Slogan
The event
name and
slogan are
missing or
poorly
presented.
The event and
slogan name
are present but
missing key
details.
The event and
slogan name
are present but
missing minor
details.
The event and
slogan name
catches the
readers
attention.
0-20 Points 21-27 Points 28-34 Points 35 Points
Main Topics The main
topics are
missing or
poorly
presented.
The main
topics are
present but are
missing key
details.
The main
topics are
present but are
missing minor
details.
Main topics are
fully and
thoughtfully
addressed.
Event
Information
The event
information is
missing or
poorly
presented.
The event
information is
present but
missing key
details.
The event
information is
present but
missing minor
details.
Event
information is
fully
addressed.
0-5 Points 6-7 Points 8-9 Points 10 Points
Overall
Appearance
The creativity
of the flyer
design is ...
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmar.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmark – Strategic Plan Part 2: External and Internal Assessment100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Environmental Scan15.0%A description of what you learned about the industry and your organization is not included.A description of what you learned about the industry and your organization is included, but lacks sufficient detail. Subject knowledge is unclear or inconsistent.A description of what you learned about the industry and your organization is included. Some subject knowledge is evident.A description of what you learned about the industry and your organization is included. Subject knowledge is competent.A description of what you learned about the industry and your organization is included. Description demonstrates comprehensive subject knowledge and understanding. External and Internal Assessment Tools15.0%Appendix of external and internal assessment tools is not included. An explanation of how you applied the results of your internal and external assessment tools is not included. Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included, yet does not include sufficient detail to support claims or findings. Subject knowledge is unclear or inconsistent.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. Some subject knowledge is evident.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. Detailed examples and evidence are included. Subject knowledge is competent.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. External and internal assessment includes relevant examples and applicable insight and demonstrates comprehensive subject knowledge and understanding.Key Issues15.0%An explanation of how what you learned has challenges or supports your original vision/concept is not included. An explanation of what has emerged from your learning is not included.An explanation of how what you learned has challenges or supports your original vision/concept is included. An explanation of what has emerged from your learning is included, however, the explanation lacks clarity. Subject knowledge is unclear or inconsistent.An explanation of how what you learned has challenges or supports your original vision/concept is included. An explanation of what is has emerged from your learning is included. Some subject knowledge is evident.An explanation of how what you learned has challenges or supports y.
Professional Philosophy and Development Plan RubricBEGINNING -.docx
Professional Philosophy and Development Plan Rubric
BEGINNING - 7
DEVELOPING - 15
PROFICIENT - 25
Commitment to profession
(25 points)
· States ideas about profession and learning that are unlikely to support successful growth.
· Fails to indicate a commitment to professional growth.
· States or implies a self-satisfaction with current status and has little awareness or commitment to future growth and self-improvement.
· States ideas about profession and learning that reflect a sound and reasonable platform for a successful career.
· Implies a general commitment to professional growth.
· Indicates openness to learning and development and a general willingness to learn and change in the future.
· States mature ideas about profession and learning that reflect a deep understanding,
· Expresses a realistic understanding of the profession and provides a clear and specific personal commitment to this role.
· Shows openness to learning and development, a deep commitment to future professional growth, and a specific understanding of how to make that growth possible.
BEGINNING - 7
DEVELOPING - 15
PROFICIENT - 25
Professional knowledge and literacy
(25 points)
· Evidences either a lack of the value of professional knowledge or reveals important limitations in own professional knowledge.
· Does not use terminology specific to professional discourse on philosophical, social, and historical issues in chosen field.
· Little evidence of understanding of the scope of the profession.
· Acknowledges the general importance of various aspects of professional knowledge, but without evidence or depth of understanding or specific connection to successful outcomes.
· Minimal or imprecise use of relevant professional language.
· Some understanding of the scope of the profession and the complexities of structures and decision-making bodies and processes.
· Shows a deep understanding of the value of professional knowledge and can reflect on the role this plays in successful professional practice.
· Significant and appropriate use of relevant professional language.
· Demonstrates in-depth understanding of the scope of the profession and the complexities of structures and decision-making bodies and processes.
BEGINNING - 5
DEVELOPING - 12
PROFICIENT - 20
Understanding of Theory and Philosophy
(20 points)
· No reference to specific theories or theorists
· Speaks in vague generalizations about the importance of the profession.
· No recognition of controversy or differences in human services.
· Minimal or imprecise references to theories/theorists
· Minimal recognition of diverse philosophies
· Little recognition of need to take a stand.
· Makes clear and appropriate reference to major theories/theorists to student's own philosophy
· Clearly recognizes that different and contradictory philosophies exist.
· Articulates either a tentative stand on a major philosophical issue or expresses a desire to reach such a stand through future s.
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
MGM316-1401B-01Quesadra D. GoodrumClass Discussion Phase2.docx
MGM316-1401B-01
Quesadra D. Goodrum
Class Discussion Phase2
Colorado Technical University
Professor: Edmund Winters
4/07/2014
In an ever-changing world, intercultural business communication is one of the most vital aspects of carrying out business in foreign countries. We are set up to fail if we enter into foreign business agreements blindly. In the absence of proper communication skills, cultural awareness comes into play knowing the culture in which we are dealing. All of your concepts you may have grown up with and ideas that you have formed beforehand need to be thrown away and cast to the side. Your concepts and ideas in these business meetings will only be as effective as your communication skills. If your communications skills are weak so will be your presentation of your projected business plan. If I was going to develop a training program on the same, my lesson plan would look as illustrated below:
I. Class Objectives: The goals or objectives for class include understanding how language affects intercultural business communications and learning about different cultures and how they communicate when conducting business activities.
II. Connection to Course Goals: The class’s daily objectives will connect to the overall course goals by dealing with one topic at a time.
III. Anticipatory Set: What is usually involved in intercultural business communication and how should one behave if relocated to foreign countries such as United Arab Emirates, Mexico, China and Israel?
IV. Cultural Awareness
V. High vs. Low Context Cultures
VI. Language: Verbal vs. Non-Verbal
VII. Conversational Taboos
VIII. Interaction: Ethical/Unethical awareness
IX. Conclusion: connecting the objectives
My developed training program will help my students target and grasp the importance of the concepts listed and how they connect to one another. You will need to know a number of things regarding Cultural Awareness, High vs. Low Context Cultures, and Verbal vs. Non-Verbal, Conversational Taboos, and Interaction Ethical/Unethical awareness, and connecting the objectives. “Low context language is where things are fully spelled out or made explicit where there is also considerable dependence on what is actually being said or written (Gibson, 2002).” Western cultures tend to be inclined more toward low context language while Eastern and
Southern cultures are more inclined to use high context language (LeBaron, 2003).“High context language is whereby communicators assume a great deal of commonality of opinions and knowledge so that not much is made explicit (Novinger, 2001).” In other words, communication is in indirect ways. It is of crucial importance for business individuals venturing overseas to learn more about the business culture and etiquette present in countries such as Mexico, China, United Arab Emirates and Israel as they are not the same as the American business culture.
International Business Communication
Understanding other cultures tend to greatly enh ...
Content out of 70MetCommentsCreate a short Microsoft® .docx
Content: % out of 70%
Met?
Comments
Create a short Microsoft® PowerPoint® presentation or video that includes the following:
· personal background of the person interviewed (10%)
· where the person have lived (10%)
· any intersting cultural facts in the person’s history (15%)
· any experiences this person had adapting to new cultures (15%)
· a comparison of your cultural experiences with those of the individual interviewed (20%)
Style: % out of 10%
Did your slides utilize white space and avoid having too dense text?
Were your slides designed to be visually pleasing?
Mechanics: % out of 20%
Did you include speaker’s notes in your PowerPoint? They should be the majority of your presentation
Rules of grammar, usage, and punctuation are followed.
Spelling is correct.
Total: % out of 100%
Points Possible: 20 x % =
Content: 80%
Comments on the assignment will include points off per question.
Were all the questions answered in complete, grammatically correct sentences?
Were answers fully explained?
Was information from the video used in the interpretation of the pictures when the photo was unclear?
Were the appropriate concepts used in the answers?
Was it clear that the author understood the concepts?
Were words spelled correctly?
Application of concepts from the text: 20%
Were nonverbal communication codes from the text referenced in the appropriate questions?
· Body movement & posture
· Emblems
· Illustrators
· Affect displays
· Regulators
· Eye contact
· Facial expression
· Vocal cues
· Personal space
· Territory
· Touch
· Appearance
Were nonverbal skills & strategies from the text referenced in the appropriate questions?
· Consider nonverbal cues in context
· Look for clusters of nonverbal cues
· Consider past experience when interpreting nonverbal cues
· Check your perception with others
Were cultural barriers from the text referenced in the appropriate questions?
· Ethnocentrism
· Different communication codes
· Stereotyping & prejudice
· Assuming similarities
· Assuming differences
· Sex & gender
· Sexual orientation
· Race & Ethnicity
· Age
· Social class
Points Possible: 50 points x % =
Nonverbal Communication Codes
BSCOM/234 Version 1
5
University of Phoenix Material
Nonverbal Communication Codes
1. What nonverbal messages are being sent in this image?
2. What type of nonverbal communication codes are being used to deliver the messages?
3. What effect does each message have on the other people in the image?
4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation?
1. What cultural barriers are seen in this image?
2. What type of nonverbal communication codes are being used to deliver the messages?
3. What effect does each message have on the other people in the image?
4. What nonverbal communication skills and strategies could be used to communicate effectively in this situation?
1. What nonverbal mess.
Benchmark - Community Teaching Plan Community Presentation The .docx
Benchmark - Community Teaching Plan: Community Presentation
The benchmark assesses the following competencies:
3.3 Provide individualized education to diverse patient populations in a variety of health care settings.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
PowerPoint presentation – no more than 30 minutes
Pamphlet presentation – 1 to 2 pages
Poster presentation
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
Public health clinic
Community health center
Long-term care facility
Transitional care facility
Home health center
University/School health center
Church community
Adult/Child care center
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the "Community Teaching Experience Approval Form." Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
General Requirements
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Benchmark - Community Teaching Plan: Community Presentation - Rubric
No of Criteria: 7 Achievement Levels: 5
CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory79.00 %Good89.00 %Excellent100.00 %Content100.0
Presentation Based on Teaching Work Plan and Provider Feedback20.0Presentation is not based on a Teaching Work Plan. Presentation partially based on a Teaching Work Plan. Documented provider feedback is not integrated. Major aspects are incomplete. More information is needed.Presentation is generally based on Teaching Work Plan and any documented provider feedback. Some aspects are unclear. There are minor inconsistencies with Teaching .
Presentation One of the best ways to learn something is to .pdf
Presentation: One of the best ways to learn something is to teach the material to someone eise.
Since that is not always possible-especially given time constraints or an online learning
experiences-what we are going to do in this class is each student will be required to create a
formal presentation on a developing country. These presentations should reference the following
topics: What policies has the country (or other countries) used to help satisfy the goals of
development? 1. To increase the availability and widen the distribution of basic life-sustaining
goods (sustenance). 2. To raise levels of living by increasing incomes, availability of jobs, better
education, and a greater attention to cultural and human values. This will increase individual and
national self-esteem. 3. Expand the economic and social choices available to individuals by
freeing them from servitude and dependence on others. What are the characteristics of your
developing country? 1. The size of the country (area, population, and income) 2. Its historical and
colonial background 3. Endowment of physical a human resource 4. Ethnic and religious
composition 5. Importance of its public relative to private sectors 6. Nature of its industrial
structure 7. Dependence on external economic and political forces 8. Distribution of power and the
institutional and political structure within the nation How are they doing on the areas of
development that a lot of countries face? Are they doing well in some areas and poor in others? 1.
Low levels of living. low income, inequality, poor health, and inadequate education. 2. Low levels
of production. 3. High rates of population and dependency burdens. 4. Dependency on agriculture
production. 5. Imperfect markets and limited information. 6. Dominance, dependence, and
vulnerability in international relations. This presentation should be in your own words, but you are
able to cite other sources that you find. You can create the presentation using Zoom, OBS studios,
or whatever source you are comfortable with and upload it to canvas. You will be graded on the
content of the presentation, its ability to "teach- the material, and ultimately your understanding of
the material and demonstrating that you are achieving the course objectives. These presentations
should be limited to less than 20 minutes..
CLC - Health Promotion and Community Resource Teaching Project .docx
CLC - Health Promotion and Community Resource Teaching Project
1
Unsatisfactory 0% - 71%
0.00%
2
Less than Satisfactory 72% - 75%
75.00%
3
Satisfactory 76% - 79%
79.00%
4
Good 80% - 89%
89.00%
5
Excellent 90% - 100%
100.00%
40.0 %Content
7.0 %Objective of Presentation Stated. Healthy People 2020 Focus Area and Rational for Its Selection
Stated objective of presentation and/or the selected Healthy People 2020 focus area, along with the rationale for selection of the specific focus area, are not stated.
Stated objective of presentation and the selected Healthy People 2020 focus area, along with the rationale for selection of the specific focus area, are offered, but they are incomplete, lacking relevant information.
Stated objective of presentation and the selected Healthy People 2020 focus area, along with the rationale for selection of the specific focus area, are offered at a basic level with limited detail.
Stated objective of presentation and the selected Healthy People 2020 focus area, along with the rationale for selection of the specific focus area, are offered in detail.
Stated objective of presentation and the selected Healthy People 2020 focus area, along with the rationale for selection of the specific focus area, are offered in detail, providing insight and/or reflection.
7.0 %Explanation of the Selected Focus Area as It Relates to All Age Groups Throughout the Life Span
Explanation of the selected focus area as it relates to all age groups throughout the life span is not offered.
Explanation of the selected focus area as it relates to all age groups throughout the life span is offered, but it is incomplete, lacking relevant information.
Explanation of the selected focus area as it relates to all age groups throughout the life span is accurate.
Explanation of the selected focus area as it relates to all age groups throughout the life span is accurate and offered in detail.
Explanation of the selected focus area as it relates to all age groups throughout the life span is accurate and offered in detail, while offering insight and/or reflection.
7.0 %Identification of Ways to Enhance or Optimize Health in the Selected Healthy People 2020 Focus Area Using Evidence-Based Research With a Minimum of Three Peer-Reviewed Articles
Identification of ways to enhance or optimize health in the selected Healthy People 2020 focus area using evidence-based research, using a minimum of three peer reviewed articles is not offered.
Identification of ways to enhance or optimize health in the selected Healthy People 2020 focus area using evidence-based research, using a minimum of three peer reviewed articles is offered, but it is incomplete, lacking relevant information.
Identification of ways to enhance or optimize health in the selected Healthy People 2020 focus area using evidence-based research, using a minimum of three peer reviewed articles is offered at a basic level with limited detail.
Identification of ways to enhance or optimize ...
OL 751 Milestone Three Rubric Proposal ContentOverview Thi.docx
OL 751 Milestone Three Rubric: Proposal Content
Overview: This milestone continues your detailed HR proposal, which should include, on the whole, a combination of the concepts that you have learned during your time in the Human Resource Management program. You will receive feedback from your instructor regarding the cover letter. Implement this feedback into your final version of the human resource strategy proposal.
Prompt: For this milestone, submit a draft of your detailed HR proposal, which should highlight how the HR department, under your leadership, will operate as an effective business partner. The following strategies should be considered and incorporated into your proposal:
· Methods of advancing the organization’s vision and mission through effective leadership and critical evaluation and decision making
· A global outlook and cross-cultural approach in the interest of improving cultural responsiveness and capitalizing on diversity
· Organizational development efforts to foster collaboration and guide the organization through changes
· Application of performance management and total rewards programs to attract, inspire, and retain a highly skilled and effective workforce
· A plan of how to effectively build stronger relationships with all stakeholders through trust, teamwork, and direct communication
· Evaluation of how the department will continue protecting the integrity of the business, its employees, and its management practices through appropriate risk management and legal and ethical practices
Support your ideas and strategy with outside resources to provide a summary of viewpoints on this matter and explain how your strategy is the best choice.
Guidelines for Submission: The proposal should be of sufficient length to communicate your strategies listed above. Your proposal content draft should be in a professional format to include all necessary elements that one would find in a proposal, such as a title page, table of contents, and professional bibliography using APA format. The document should use double spacing, 12-point Times New Roman font, and one-inch margins.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions.
Critical Elements
Proficient (100%)
Not Proficient (0%)
Value
Timeliness
Submits detailed draft of project proposal by deadline
Does not submit detailed draft of project proposal by deadline
5
Vision and Mission
Introduces methods of advancing the organization’s vision and mission through effective leadership and critical evaluation and decision making
Does not introduce methods of advancing the organization’s vision or mission through effective leadership or critical evaluation and decision making
15
Outlook and Approach
Includes a global outlook and cross-cultural approach in the interest of improving cultural responsiveness and capitalizing on diversity
Does not includ.
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docx
ASSIGNEMENT:
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
Create a 12‐15 slide digital presentation intended to be shown to elementary general education classroom teachers within a professional development setting.
Address the following within your presentation:
· Describe the scope and importance of reading education history in the U.S.
· Discuss the importance of literacy in Grades K‐3 and the educational effects on students in their later academic years.
· Provide an overview of the Big 5 components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
· Describe how the brain is involved in the Big 5 components of reading instruction and how the sequential order of each component is important for cognitive processing and reading instruction .
· Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for students to use at home .
· Include a title slide, reference slide, and presenter notes.
Support your presentation with 3‐5 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
PLEASE MAKE SURE:
You create a check list to make sure you covered all points.
The book can be used as a source.
Use details and cite sources the correct way.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Digital Presentation: The Importance of Literacy30.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Reading Education History20.0%Not addressed.Provides incomplete or inadequate examples of the importance of reading education history in the U.S.Provides sufficient examples of the importance of reading education history in the U.S.Provides descriptive and appropriate examples of the importance of reading education history in the U.S.Provides comprehensive examples that demonstrate the importance of reading education history in the U.S.Literacy in Grades K-315.0%Not addressed.Underdeveloped or missing details of literacy in Grades K-3 and its educational effect on later academi.
1 Graduate Program Rubric—MASTER OF BUSINESS ADMINISTRATI.docx
1
Graduate Program Rubric—MASTER OF BUSINESS ADMINISTRATION
Expectations: Student work at the graduate level is expected to focus on mastery of advanced discipline-specific frameworks, professional practices, and tools.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
BUSINESS PROGRAM CONTENT
PROFESSIONAL MASTERY AND
KNOWLEDGE
ACQUISITION/MANAGEMENT
Functional areas include, where
applicable:
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
All requirements of
the assignment are
included in the
response.
Demonstrates sound or
accomplished mastery
of content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
EFFECTIVE COMMUNICATION
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format, Presentation
and Delivery (where applicable)
Demonstrates
outstanding or
exemplary application of
written, visual, or oral
skills.
Demonstrates
outstanding expression
of topic, main idea, and
purpose.
Audience is addressed
appropriately.
Language clearly and
effectively
communicates ideas and
content relevant to the
assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Demonstrates sound or
accomplished application
of written, visual, or oral
skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, but
do not distract.
Organization is apparent
Demonstrates adequate
or proficient application
of written, visual, or oral
skills.
Demonstrates adequate ...
Similar to Brazil1) General information on the country (such as geograp (20)
Week 10 Assignment Investing in My FutureFinance is exciting!.docx
Week 10 Assignment Investing in My FutureFinance is exciting!.docx
Compare eight common dimensions of culture using CultureWizard’s c.docx
Compare eight common dimensions of culture using CultureWizard’s c.docx
MKT200– Principle of Marketing Unit 7 Assignment E
MKT200– Principle of Marketing Unit 7 Assignment E
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmar.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmar.docx
Professional Philosophy and Development Plan RubricBEGINNING -.docx
Professional Philosophy and Development Plan RubricBEGINNING -.docx
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
MGM316-1401B-01Quesadra D. GoodrumClass Discussion Phase2.docx
MGM316-1401B-01Quesadra D. GoodrumClass Discussion Phase2.docx
Content out of 70MetCommentsCreate a short Microsoft® .docx
Content out of 70MetCommentsCreate a short Microsoft® .docx
Benchmark - Community Teaching Plan Community Presentation The .docx
Benchmark - Community Teaching Plan Community Presentation The .docx
Presentation One of the best ways to learn something is to .pdf
Presentation One of the best ways to learn something is to .pdf
CLC - Health Promotion and Community Resource Teaching Project .docx
CLC - Health Promotion and Community Resource Teaching Project .docx
OL 751 Milestone Three Rubric Proposal ContentOverview Thi.docx
OL 751 Milestone Three Rubric Proposal ContentOverview Thi.docx
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docx
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docx
1 Graduate Program Rubric—MASTER OF BUSINESS ADMINISTRATI.docx
1 Graduate Program Rubric—MASTER OF BUSINESS ADMINISTRATI.docx
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Running Head: W2: Case Studies
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Bismit Pratapsingh
University of the Cumberland’s
ITS-531-09 Business Intelligence
Professor: Dr. Michael Jones
1st Nov 2019
Table of Contents
Introduction2
Application case 2
1. Description of the benefits of implementation of continental go forward strategy2
2. Explanation of the reason for which it is important to use a real time data warehouse2
4. Strategic advantage of using real time system rather than using a traditional information system3
Application case4
1. Premier 4
2. Primary challenges of premier to achieve the vision4
3.
Solution
provided by IBM and other partner4
4. Results and other benefits5
Conclusion5
Introduction
Airlines domain has a number of critical aspects that are required to be integrated within the account. It can be stated that all the significant management of this study are required to be managed in such a way the accountability is maximized. It is quite critical to understand that the essential elements are required to be managed extensively within the business domain. This study includes aspects such as go forward strategy and real time dta warehousing. Application case
1. Description of the benefits of implementation of continental go forward strategy
Go forward strategy refers to a critical element that is associated with four interrelated parts within the same time limit that relates as a strong apparatus for setting the association with in the right choice. The advantages in this domain are dynamic in nature. The primary advantages in this domain can be identified below.
· Go forward strategy have helped the continental airlines for setting up a range of noteworthy approaches for modifying the industry status from first to top selection
· The discovery as well as innovation has reformed as progressively based for supporting the specific activities.
· The strategy is extremely vital in terms of quality management
· Cost reduction is another prime benefit in relation to the continental go forward strategy
· Disposal of fraud is another critical element that is incorporated within the beneficiary account.
2. Explanation of the reason for which it is important to use a real time data warehouse
Real time data warehouse is extremely critical to be implemented by airlines. It can be identified that the airlines have multiple domains that are required to be taken into account by the airlines. A number of critical alignments are associated with it. Data warehousing is one of the primary aspects within the context of airlines domain. It is quite evident that all the systematic management in this domain are required to be integrated in such a manner that the accountability is maximized. It is quite important to understand that all the situational perspectives are required to be integrated within this domain for the betterment of the organization. The refresh rate of real time data warehousing is extremely high. As a result of that, RDW is ext.
Running head VENICE FAMILY CLINIC 1VENICE FAMILY CLINIC.docx
Running head: VENICE FAMILY CLINIC 1
VENICE FAMILY CLINIC 4
Venice Family Clinic
Introduction
Venice Family Clinic (VFC) is well‐known for giving quality wellbeing services to populaces deprived through a powerful volunteer model. Established in 1970, it has a long history of volunteerism, which has been coordinated into the way of life of the association. There is great leadership involvement in the model just as an internal framework set up to enlist and support volunteer doctors, including clinic space, systems for scheduling patients, and a full‐time volunteer organizer. Additionally, VFC has longstanding relationships with private healthcare facilities in the region.
A department likely to exist within the organization
VFC has a unit that offers psychiatric health services that incorporates counseling, mental services, and psychosocial support identified with the social stress of poverty, homelessness, joblessness, and aggressive behavior at home. Services include emergency intercession just as an individual, family, and group treatment. Albeit, once in a while, challenges make it difficult to pick an ideal setting; it is significant as well, where conceivable, think about privacy. VFC thinks about confidentiality as one of the keys to excellent communication, as the client is probably going to reveal data of a private and sensitive nature (Carroll & Richardson, 2016).
The financial condition of the Clinic
Venice's family clinic financial report of 2012 current liabilities is 3,398, 342, while the total existing assets total up to 9,913,386. Therefore, 2.89 is the current ratio of the clinic. This ratio is somewhat high, which implies, the clinic is not using its financial capabilities resourcefully. The clinic, however, is in a position to meet its short-term financial obligation because it has good liquidity. Conversely, 0.21 is the debt to equity ratio, which means the facility can manage its daily operations without getting help from financiers. At the beginning of the year, net resources remain at 20,690,947, while toward the end of the year, the net resource was 18,876, 692, which suggests that the facility has a net loss of 1,841,255. This clearly shows the medical clinic will experience financial constraints in sustaining its operations. Therefore, the clinic needs to control its cost to avoid losing the money (Carroll & Richardson, 2016).
Healthcare trends likely to affect the Clinic
Today, health care systems are determined to provide a patient-centered treatment, which is a trend brought about due to technology proliferation. Most health centers are integrating technology in their operation, clinical aspects, as well as administrative. As healthcare transform to becoming more goals focused and systemic, they are coming up with approaches and techniques aimed to improve the patient’s experience. Analytics are also involved in helping hospitals foresee future trends and guide decision making.
In Venice Fami.
Running head VIGNETTE ONEVIGNETTE ONE 2VIGNETTE ONE .docx
Running head: VIGNETTE ONE
VIGNETTE ONE
2
VIGNETTE ONE
2
Vignette One
California Southern University
Vignette One
Question 1
Jack is unwilling association with women is due to his fear to get trapped in their love. This is a result of his mother’s unconditional love. His mother consistently gave him a warm, unconditional love. She constantly attempted to draw Jack under the care of her while securing him. She didn't give Jack time to act naturally and to communicate. Jack was limited to a life with instructions and reliance to his parents. Jack may have built up his character further from the time he began lacking parental control because of his folks' separation. He likewise built up an existence of self-will in his connections with the people around him. Jack lack of self-will made him feel less worth. Several drives might have originated to explain Jack’s view of his life as just an image and nothing more than that. Such drives include a feeling of anger and resentment. He was too reliant on his parent’s instructions thus lacking an opportunity to grow as an independent individual. Jack has chronic worry emanating from ruminative thoughts and an anticipation to failure.
The most probable explanation to his condition is presence of an aggressive drive. Aggression is basically a typical psychological feature in males. The organizing feature in males results from hormones within their body (Parsons & Zhang, 2014). Male species always feel the urge to control and organize issues around them. Jack’s mother did not allow him to experience control thus slow development of anger. Aggression might be resulting from a response to hardships, threats and injuries. Jack developed a hostile aggression that developed from fear, anger, frustrations, feeling of loneliness and pain. He developed a character of unwillingness to become vulnerable to people surrounding him. Jack lacked enough parental care since the divorce withdrew his mother’s unconditional love. The divorce did not stop her from loving him. Explain. These experiences are related to Jack’s current relationship with women. He relates lack of love to all women using his mother as a reference. Jack struggles to be independent since his mother overprotected him.
Question 2
Jack describes his father as a controlling and cruel person who had archaic ideas. Jack’s rejection of his father has a number of underlying psychological aspects. The feeling of hate towards his father is apparent and it resurfaces in Jack’s adult life. He deals with sadness, anger and rejection. Jack felt the need to escape from his father’s control thus creating a defense mechanism. He developed a defense mechanism of defiance. At the end, he ended up becoming the exact opposite of what his father wanted him to be. An over controlling father led to anxiety symptoms and thus Jack feels the urge to rebel. There are certain psychological factors and aspects involved in the way Jack rejects his father’s wishes. The .
Running Head VIGNETTE ONE2VIGNETTE ONE ANALYSIS.docx
Running Head: VIGNETTE ONE
2
VIGNETTE ONE ANALYSIS
Vignette Analysis One
John Doe
California Southern University
<The vignette is located on the last page of this document. Do not include the vignette in your assignment>
Narrative Therapy
A narrative therapist would listen respectfully to John and Mary’s stories, and to understand the influence that these stories have had on their lives (Corey, 2013). “Because of the power of dominant culture narratives, individuals tend to internalize the messages from these dominant discourses, which often work against the life opportunity of the individual” (p. 410). Growing up in a culture where he may have experienced racism and prejudice, John may have internalized a story that children must toughen up to the world. “Within the family, African-American parents use a number of disciplinary actions that prepare children to live in a racist environment where unfairness and discrimination are common. In that vein, respect for authority is typically nonnegotiable in African-American families; children who are disrespectful receive the most severe forms of punishment-usually physical” (Evans, 2013, p.65). Thus, the heavy-handed discipline John experienced himself as a child may be an acceptable cultural narrative of his own parenting style with his sons today. John’s view of the school of hard knox may represent his narrative that his sons should attend school where they will learn to, cope with racism, which includes developing a tough skin. Mary may have internalized a story from her own childhood where traditional African-American mothers raise daughters to be empowered and independent but for their sons, independence is not stressed as strongly and punishment is not as severe, often enabling their male children (Evans, 2013). This could explain her desire to protect and her sons from harmful aspects of life and John’s harsh disciplinary measures. The therapist must be aware of stereotyping and learn how to recognize diversity issues and work with John and Mary in the context of their worldview. It is an ethical obligation for counselors to develop sensitivity to cultural differences (Corey, 2013). While John’s style of discipline may be culture-laden, the therapist must look at his or her own professional obligation according to the legal and ethical code of the state in which they work.
Listening with an Open Mind
Narrative therapists must listen to clients without judgment or blame, affirming and valuing them. This might be difficult for the therapist in the vignette since there is already a judgment on John through problematic narratives of the therapist’s own father. The therapist may have difficulty working with John without imposing their value systems and interpretations. The therapist must listen to this couple’s problem-saturated stories without getting stuck (Core.
Running head UNIT 6 ANNOTATED BIBLIOGRAPHY ASSIGNMENT 1 U.docx
Running head: UNIT 6 ANNOTATED BIBLIOGRAPHY ASSIGNMENT 1
Unit 6 Annotated Bibliography Assignment
Kacey Smith
Purdue University Global
Please note that this is a sample Unit 6 Assignment to help inspire and guide your own
original writing of the assignment. Be sure to review the assignment instructions and grading
rubric, complete each task in the instructions, and contact the instructor with any questions.
Commented [S1]: The title page and document
are properly formatted in APA 6th edition style.
For tips on formatting, see the Writing Center’s
Citation Guides page:
https://library.purdueglobal.edu/writingcenter/cita
tionguides
https://library.purdueglobal.edu/writingcenter/citationguides
https://library.purdueglobal.edu/writingcenter/citationguides
UNIT 6 ANNOTATED BIBLIOGRAPHY ASSIGNMENT 2
Unit 6 Annotated Bibliography Assignment
Thesis statement: Despite assertions that bullying is just kids being kids, the behavior actually
comes from not understanding differences, disabilities, and specialness – a problem parents,
educators, and others who work with children can use fiction to solve.
Constantinescu, C. & Samuels, C. A. (2016, September 6). Studies flag potential downside to
inclusion. Education Week. Retrieved from www.edweek.org.
Constantinescu and Samuels review studies that suggest inclusion of special education
students with typical peers can be problematic, particularly for younger children. In fact, several
studies indicated that typical children in kindergarten and first grade who have special needs
peers in their classes are more likely to have behavior issues, problems with social skills, and
lower scores in reading and math (2016). The article describes the experience of one education
teacher who expressed concern that inclusion of special needs students in the classroom
negatively influences the behavior of other students by precipitating and increasing incidents of
verbal and/or physical conflict between the students (Constantinescu & Samuels, 2016).
Education Week has been publishing since 1981, and they cover different angles on an
array of education-related issues. The authors have published other articles in Education Week
and elsewhere. The topics are all about education, but not all are focused on inclusion or special
needs students, which helped me conclude that they do not have a biased agenda. Within the
article, they cite research studies to support their ideas, and this article was published in 2016,
making it recent.
This article could be seen as a challenge to my argument. Clearly, the described situation
is unacceptable, but inclusion is not the problem; it is a lack of strategies and support to teach all
Commented [S2]: Don’t forget to include your
revised thesis statement!
Commented [S3]: Place the citation (using the
hanging indent) before the annotation.
Commented [S4]: The annotations need to
include a s.
Running head VULNARABE POPULATION 1VULNARABLE POPULATION .docx
Running head: VULNARABE POPULATION 1
VULNARABLE POPULATION 7
People diagnosed with HIV/AIDS
Student
Tutor
Course
Date
HIV/AIDS is one of the many factors that are usually affecting the world. Research shows that a total number of 1.1 million people are living with HIV, and 75% of the population in amerce don’t know that they get infected with the virus (Burkholder & Nash, Special populations in health care, 2013). HIV/AIDS affects people from all genders, races, and ethnic age. Today the most significant population of people living with HIV/AIDS are more affected in terms of Medicare and Medicaid. Healthcare facility though they offer antiretroviral which helps prolong patients with HIV it’s not sufficient enough to a permanent solution.
HIV/AIDS is more severe among the young generation. The youth are more likely to get HIV/AIDS than the old due to so many activities to which they indulge. When it comes to age HIV/AIDs, the young are more like to survive longer if they engage early with the treatment procedure and healthier factor than the old. When the old generation gets infected with HIV/AIDS that creates a crisis in the next generation in terms of survival, those affected are more likely to lose jobs, education, and health care to discrimination and end up relying on aid. The reliance on welfare is more likely to happen among those with HIV/AIDS as well to help mitigate their health condition.
According to research, those populations with HIV/AIDS are more likely to spend most of their incomes on healthcare than other items. HIV/AIDS populations are more like not to get hired on a job due to health issues and risk poverty lines. When a country has a large population of people with HIV/AIDS the country is headed in crisis and is likely to lead under a financial crisis to healthcare management. Infrastructure development and other beneficial programs that might benefit the country are halted to stop epidemic rise of HIV/AIDS in the country. There are no special jobs designed for those with HIV/AIDS, thus forcing the broad population into poverty. To mitigate the income crisis the government and private parties should work together and find way to help create specific jobs and cheap healthcare programs.
Analyze the intersection of social, political, and economic factors affecting vulnerability (must address all three factors)
Social factors that affect the population with HIV/AIDS. Communities with a higher living among poverty line is more affected with HIV/AIDS than those community among the wealthy status. Those based on the poverty line spend the little they have in healthcare; the more the population is affected by healthcare problems, the likelier infrastructure and development get halted. Those, however, living in wealthy communities they have enough money to pay for healthcare and support infrastructure and other development as well. Social factor have a significant role in how they treat and mitigate the spread of .
Running head UNDERSTANDING THE TARGET MARKETS .docx
Running head: UNDERSTANDING THE TARGET MARKETS 5
The following research is of a marketing plan for Apple Inc.’s iPhone. An accurate report of numerous factors, which enlighten Apple Inc.’s iPhone, along with the demographics of customers who buy the product. Some of the crucial components created in this paper consist of client analysis, opportunities of Apple Inc., and their main threat, and awareness on the targeted market.
Understanding Target Markets
Client Analysis
It is distinct that the desire for innovation and technology motivates the customers to purchase Apple iPhones. Apple is a corporation that has put its emphasis on technology innovation; therefore, it has become a favorable choice of purchase from the consumers. A majority of Apple’s clientele are fascinated by the fact that the organization can uphold its position concerning their innovative values as well as their leadership. The market of the Apple iPhone comprises of the customers in the high-social class (Khan et al., 2015).
Regarding this state, the customer’s pay rate permits them to buy the merchandise. Another thing, which observed is that many of Apple’s clientele are young adults who spend cash on such items and relish on having extravagances like an iPhone. Similarly, Apple Inc. can control the fascination of its clienteles by steadily improving the technology associated with the iPhone.
Opportunities
the organization has the opportunity of increasing its market section and proliferating sales of the phones in the market if it only makes use of the following commendations:
1. with a focus on the Asian and African markets, the middle-class persons in Africa are vexing to shift their class and have a better status; hence, they are chasing high-end gadgets that will display their anticipated level (Khan et al., 2015).
2. The Asian market is growing to be important in Apple Inc. Asian nations have gotten financial solidity over the previous years, signifying that the inhabitants are more enthusiastic about buying high-end merchandise like the Apple iPhone. Also, the Asian market is one of the best markets that Apple Inc. ought to survey since they will have the capability of selling their products.
Present Threats
Chinese organizations display a strong presence in similar market section as Apple Inc. Apple will require to do a lot concerning advertising the iPhone. The probabilities of trades in China duplicating Apple Inc.’s merchandise are high, meaning Apple ought to have the capability to make the iPhone striking to the developing market (Blenko et al., 2016). Furthermore, Apple Inc.ought to persist in growing its market as well as product to the precise target audience in order to remain competitive. Apple Inc. should be dependent on increasing technology and staying advanced; this will assist them in becoming and remaining an essential product in overseas markets. Generally, Apple Inc. has bo.
Running head VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEM.docx
Running head: VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEMS 1
VETERANS PTSD CAUSES, TREATMENTS, AND SUPPORT SYSTEMS 3
Veterans PTSD Causes, Treatments, and Support systems
Veterans PTSD Causes, Treatments, and Support systems
Evaluations on Post Traumatic Stress Disorder (PTSD) among veterans is imperative for a positive health outcome. The evaluations and analysis of the results ensure that barriers to treatment are addressed and have access to the available support systems. Studies carried out have depicted the successes of the treatments and support programs in the health systems to veterans. Modifications on the systems have also been recommended to combat and control PTSD. Alternative approaches such as computerized systems, natural treatment methods, and home-based systems are also essential in providing a holistic approach in PTSD treatments. Treatment methods success ensures that veterans do not fall victim to depression, which can result in chronic diseases. This can be as a result of negative health behaviors and lifestyles. Understanding the consequences of PTSD among veterans will ensure that approaches utilized offer not only treatment methods but also offer support systems for general wellbeing.
The first source focuses on the treatment and success of three-week outpatient program by “evaluating patterns and predictors of symptom change during a three-week intensive outpatient treatment for veterans with PTSD.” The study is evidence-based on statistics drawn from the program and modifications for optimal success rates. 191 veterans were the participants in the research comprising of a daily group and individual Cognitive Processing Therapy (Zalta et al., 2018). The data was analyzed from the sample cohorts in accordance with military and demographic characteristics. Measures in the study involved treatment engagement as well as comparison of pre-treatment and post-treatment changes (Zalta et al., 2018). The results showed progress in the evaluation of predictors and patterns in treatment changes. Procedures utilized involved group sessions with daily activities for the development of the treatment program. Self-report metrics were also applied in the procedures as control groups were challenging in the study. Modified and intensive outpatient (IOP) treatment to veterans showed high success levels in the program (Zalta et al., 2018).
The second source examines a new treatment in exploring the feasibility of computerized, placebo-controlled, and home-based executive function training (EFT) on psychological and neuropsychological functions. The source titled “Computer-based executive function training for combat veterans with PTSD” shows trials in assessing feasibility and predictors output. The study shows how the functions can be useful in brain activation combating PTSD in veterans. Symptoms experienced after treatment on PTSD cases are stimulated through neural and cognition reactivity, which can be contr.
Running head UNITED STATES COAST GUARD1UNITED STATES COAST G.docx
Running head: UNITED STATES COAST GUARD 1
UNITED STATES COAST GUARD 9
United States Coast Guard
Jovan Padia
SEC/481
December 2, 2019
Overview
The US Coast Guard is the main organization recognized by the state and tasked with the role of providing security, and navigation guidance in the marine areas of the US ports and waterways. The Coast Guard defends more than 100,000 miles along the coast of the US and inland water routes. It also protects the Exclusive Economic Zone (EEZ), which comprises 4.5m miles2, which covers from above the Arctic Circle to below the equator, which is from Puerto Rico to Guam (United States Coast Guard 2016). The area covered is comprised of nine time zones, and this makes it the biggest EEZ.
The Coast Guard is part of the defence forces in the US and the only military branch in the Department of Homeland Security. It is not only part of the defence forces tasked with protection, but it is also the first respondent in disasters. The Coasts Guards are the first to respond and offer humanitarian help during distress, especially during natural and human-made disasters onshore and in the sea. The Coast Guard is also a law enforcement agency and a member of the intelligence community that has the regulatory role as well. The Coast Guard has a legal mandate on issues that revolve around maritime transportation, the shipping in and out of hazardous material, oil spillage responses, administering bridges, piloting, and operation of vessels and the building of vessels (United States Coast Guard 2016). Although the Coast Guard is usually under Homeland Security, it can be moved temporarily to the Navy, especially during cases of war.
Roles and Missions of The US Coast Guard/ Strengths of US Coast Guard
The US Coast Guard has several strengths when it comes to its roles and missions. One of the strong points of the Coastal Guard is maintaining maritime safety. In maintaining maritime safety, the Coastal Guard works towards eliminating deaths, injuries, and property damage that may occur in the course of transport, fishing, recreation, and any other activities on the water. The Coastal Guard also conducts missions such as investigations, preventing disasters from happening, and responding when disasters happen. They make sure that all the people operating vessels in the sea are licensed. They also conduct ice patrol to ensure that vessels do not run into the areas that are frozen.
The other strength of the Coastal Guard is that they participate in national defence. The Coastal Guard supports the National Security Strategy. Often, they operate under Homeland Security, but in instances of war, they are shifted to operate under the Navy. In national defense, the Coastal Guard is supposed to conduct maritime military interceptions, respond to military distress calls, secure ports, engage in peacetime military engagements, and oversee the coastal sea control operations.
The other strong role played by the Coast.
Running head VALUES AND NORMS INSIDE A TATTOO PARLORVALUES AND .docx
Running head: VALUES AND NORMS INSIDE A TATTOO PARLOR
VALUES AND NORMS INSIDE A TATTOO PARLOR 2
Values and Norms Inside a Tattoo Parlor
An Observational Study
Cascadia Community College
Introduction:
I have chosen to research the values and norms of the subculture surrounding tattoos. While many cultures the world over have had a reverent and traditional relationship with tattooing and other body modifications for generations, western culture has only become more accepting of this form of artwork in the past couple of decades. I was interested in studying this subculture because of the still-evolving shift of opinions about body modification. As mainstream culture becomes increasingly accepting of tattoos, the spaces where they are obtained are, in turn, more popular. Just over a decade after the turn of the twenty-first century, about 40% of Americans between 26 and 40 years old are tattooed (Larsen, Markham, & Patterson 2014), and even television shows centered on tattoos have become successful. However, there is still a fair amount of misunderstanding between mainstream western culture and tattoo culture. At present, there are still individuals and groups, usually who are more conservative, that look down on tattoos, not only on the grounds of relation to criminal activity, but also that the very act of getting tattooed is unsanitary and dangerous. Even in more accepting spaces, people with several visible tattoos are exoticized and can be subjected to repetitive and invasive questions surrounding their body art. In observing a tattoo parlor, I hoped to answer the following questions: In what ways can the process of tattooing be considered dangerous, if any? In what ways do the norms and values of this subculture differ from those of the western mainstream?
Literature Review:
In their review, Larsen, Markham, and Patterson (2014) share various studies reflecting a historically negative public opinion – a “stigma of deviance” – surrounding tattoos in western culture, dating as far back as the ancient Greeks. Deviance, as defined by McIntyre, is “the flip side of conformity” (2014), and the sanctions placed to prevent it from infiltrating the mainstream can have serious consequences. Tattoos represented the “other” in terms of social status and were even given involuntarily as a means of visually differentiating the tattooed person from the rest of society. Later, voluntary tattoos in the west were sought out mainly by criminals, or by those in the military. Tattooed people were not only avoided socially but could also be barred from employment in many spaces. While the twentieth century saw tattoos gain traction as a means of carving out identity, or a form of postmodernist self-expression, they describe a “tattoo Renaissance” taking place in the relatively recent 1980s. At this time, there was a growing focus on the artistry and creativity of tattooing, rather than the denouncement of the “type” of person who would seek it. The stigm.
Running Head VIGNETTE ONE5VIGNETTE ONE ANALYSIS.docx
Running Head: VIGNETTE ONE
5
VIGNETTE ONE ANALYSIS
Vignette Analysis One
John Doe
California Southern University
<The vignette is located on the last page of this document. Do not include the vignette in your assignment>
Narrative Therapy
A narrative therapist would listen respectfully to John and Mary’s stories, and to understand the influence that these stories have had on their lives (Corey, 2013). “Because of the power of dominant culture narratives, individuals tend to internalize the messages from these dominant discourses, which often work against the life opportunity of the individual” (p. 410). Growing up in a culture where he may have experienced racism and prejudice, John may have internalized a story that children must toughen up to the world. “Within the family, African-American parents use a number of disciplinary actions that prepare children to live in a racist environment where unfairness and discrimination are common. In that vein, respect for authority is typically nonnegotiable in African-American families; children who are disrespectful receive the most severe forms of punishment-usually physical” (Evans, 2013, p.65). Thus, the heavy-handed discipline John experienced himself as a child may be an acceptable cultural narrative of his own parenting style with his sons today. John’s view of the school of hard knox may represent his narrative that his sons should attend school where they will learn to, cope with racism, which includes developing a tough skin. Mary may have internalized a story from her own childhood where traditional African-American mothers raise daughters to be empowered and independent but for their sons, independence is not stressed as strongly and punishment is not as severe, often enabling their male children (Evans, 2013). This could explain her desire to protect and her sons from harmful aspects of life and John’s harsh disciplinary measures. The therapist must be aware of stereotyping and learn how to recognize diversity issues and work with John and Mary in the context of their worldview. It is an ethical obligation for counselors to develop sensitivity to cultural differences (Corey, 2013). While John’s style of discipline may be culture-laden, the therapist must look at his or her own professional obligation according to the legal and ethical code of the state in which they work.
Listening with an Open Mind
Narrative therapists must listen to clients without judgment or blame, affirming and valuing them. This might be difficult for the therapist in the vignette since there is already a judgment on John through problematic narratives of the therapist’s own father. The therapist may have difficulty working with John without imposing their value systems and interpretations. The therapist must listen to this couple’s problem-saturated stories without getting stuck (Core.
Running head USING IT TO MODEL BEHAVIOR FOR POLICY MAKING .docx
Running head: USING IT TO MODEL BEHAVIOR FOR POLICY MAKING 1
USING IT TO MODEL BEHAVIOR FOR POLICY MAKING 9
Using IT to Model Behaviour for Policy Making
Naga Devika Cheekati
University of The Cumberlands
Annotated Bibliography
Li, W., & Zhang, X. (2014). Simulation of the smart grid communications: Challenges, techniques, and future trends. Computers & Electrical Engineering, 40(1), 270-288.
Li and Zhang (2014), investigate how technology can be used in a simulation that would aid in determining how effectively smart grid technology can be implemented. The successful implementation of smart grid technology requires the combination of several different frameworks that rely on information communication technology to aid in the regulation of power created and supplied. A simulation of possible communication networks that can be used is made in the study as a way of testing the viability of a smart grid system and its application in reality. The paper successfully identifies various simulation frameworks that can be used to successfully gauge how the system can be created. The findings show that information technology can play an integral role in creating simulations that can support policymaking.
Sarabando, C., Cravino, J. P., & Soares, A. A. (2014). Contribution of a computer simulation to students' learning of the physics concepts of weight and mass. Procedia Technology, 13, 112-121.
Sarabando, Cravino, and Soares (2014) investigate the use of computer simulation to analyse how students learn key concepts of physics. Software is used to analyse common learning processes used in teaching physics. Students in the sample population were asked to carry out learning activities ordinarily on the traditional learning environment. The results were then compared to learning activities that were carried out using computer software. The findings showed that the use of computer simulation in learning improved the retention rate, while the language used by teachers also impacted the speed of learning. The findings of the study can be used in the formulation of learning policies, which shows that IT simulation can be successfully used in the formulation of public policy.
Mensah, P., Merkuryev, Y., & Longo, .. F. (2015). Using ICT in Developing a Resilient Supply Chain Strategy. Procedia Computer Science, 43, 101-108.
Mensah, Merkuryev, and Longo (2015) analyse how simulation can be used to improve supply chain performance. According to the study, many different factors impact on the performance of a supply chain, some of which are not taken into consideration when designing supply chain activities. Through simulation aided by information technology, all key factors that influence the performance of the supply chain can be analysed in-depth and included in simulation models. The models are then used to analyse how a supply chain will perform under different c.
Running head USING BENTONITE TO EXTRACT CU2+1USING BENTONITE.docx
Running head: USING BENTONITE TO EXTRACT CU2+1
USING BENTONITE TO EXTRACT CU2+15
Using Bentonite to Extract Cu2+
Name
Institution
Abstract
This study was aimed at determining and comparing the potential of various weights of activated bentonite (BN). BN is an essential adsorbent used to remove copper sulfate in aqueous systems. This bentonite composes of 1M ammonium chloride i.e. NH3CL ratio; 1:1, w/w. The investigation of the adsorption ability of the naturally activated material (BN) to adsorb copper sulfate (CUSO4.5H2O) was investigated using UV-VIS spectrophotometry. Raw BN (unheated) has the adsorption ability and thus eliminates copper (II) ions from this aqueous solution. BN has approximately 62% efficiency of eliminating Cu2+ from copper sulfate. Various studies have determined that the removal efficiency of copper (II) ions increase with the rise in temperature of BN with temperatures not exceeding 200 C having about 69% efficiency. The percentage was seen to rise to close to 90% when BN was treated thermally. The optimal values of the removal rate of Cu2+ resulted when the BN dosage was 0.4g/100mL.
1.0 Introduction
The existence of heavy metals in most of the aquatic systems has raised significant concern owing to their high toxicity. The contamination of water with heavy metals results from daily human activities. It has been observed that lead concentration in areas inhabited by people is 20 times higher than in regions that are not influenced directly by the actions of people. As a result, various regulations and laws have been enacted to control effluence with these heavy metals. Thus, the Environmental Protection Agency, an institution set by the federal government to adjust and observe pollutants discharge in the environment, has set the allowable limits of massive metal emissions as copper 1.3 ppm, mercury two ppb, cadmium 5ppb, lead 15 ppb and chromium 100 ppb (EPA). Copper is one of the conventional metal as it is used in metal mechanic manufactories, industrial plant, and also in food production. Although many laws have set limits of allowable copper emissions, excess of its compounds are prevalent in water bodies. Therefore, it has become necessary to find ways of safely removing copper from aqueous solutions.
This study is aimed at investigating the efficiency of an adsorbent material BN in adsorption of CuSO4 from aqueous solutions. The investigation was conducted using the usages rates of BN, the influence of BN dose, and results from other batch adsorption studies.2.0 Literature Review
In the last few decades, contamination of water resources with ions from heavy metals has increased, becoming a global concern. Studies have shown that some metals are toxic to the ecological environment and human lives. Copper sulfate is a compound of copper and sulfur which forms a heavy metal precipitate in water bodies. However, copper in controlled amounts is essential in life forms due to its extensive role in the ge.
Running Head UNIT 6 ASSIGNMENT 1 .docx
Running Head: UNIT 6 ASSIGNMENT 1 1
UNIT 6 ASSIGNMENT 1 9
Xavier Williams
Unit 6 Assignment 1
Introduction
This course is designed for the department of engineering. In this engineering course, I will teach the learners about water resource engineering. They will learn Integrated Water Resources Development (IWRD) and Integrated Water Resources Management (IWRM) as a general framework for Water Resources Engineering. The students will mention water challenges experienced in their locality. This will be done in groups of five students with the aim of stating challenges of water and how to solve them. At the end of each lesson the teacher will lead in demonstration of various water resources and how water from the sources can be harnessed. The following will be the student learning goals; Learners will be able to understand elements integrated water resources management. Learners will be able to know erosion and deposition in rivers, Learners will be able to learn laws governing water in their country and internationally, Learners will be able to know erosion and deposition in rivers, Learners will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to conduct a practical experience. Learners play an active role and engage more during practical exercises than in theoretical practices. During practical exercises, students get a chance to utilize what they learnt in class and build confidence while at it to deal with real world situations. Allowing students to have discussions in groups’ plays a great role in learning experience by enhancing democratic learning, complements reflective learning and accommodates individual difference. Therefore, I aim to mix the low-ability learners with the high ability learners and help in leading discussions to ensure achievement of learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to achieve as a result of a successful completion of the teaching experience. It could be at the end of a program, a course or learning experience. A course learning goal explains what the students will be capable to perform at the end of a course while program goal is what the student is capable of achieving at the end of their degree or diploma certificate. A well state learning goals should state the outcomes (Marzano, 2010). This is basically what the student will be in a position to do after they successfully complete the course. They should be simple and clear such that everyone comprehends them. They should focu.
Running head UNIT 2 ASSIGNMENT 1 Unit 2 Assignment St.docx
Running head: UNIT 2 ASSIGNMENT 1
Unit 2 Assignment
Student Name
Purdue University Global
Please note that this is a sample Unit4 Assignment to help inspire and guide your own
original writing of the assignment. Be sure to review the assignment instructions and grading
rubric, complete each task in the instructions, and contact the instructor with any questions.
Commented [S1]: The title page and document
are properly formatted in APA 6th edition style.
For tips on formatting, see the Writing Center’s
Citation Guides page:
https://library.purdueglobal.edu/writingcenter/cita
tionguides
https://library.purdueglobal.edu/writingcenter/citationguides
https://library.purdueglobal.edu/writingcenter/citationguides
UNIT 2 ASSIGNMENT 2
Unit 2 Assignment
One of the most interesting aspects of persuasion is that it can apply to so many different
areas in life, from the personal to the professional to the academic. A few months ago, I had an
opportunity to use persuasive writing on Facebook to help my cousin reach an important
decision. She had posted about wanting to adopt a cat but mentioned that she didn’t like having
to fill out the lengthy application that her local shelter required. She posted a little rant about this
and ended it with, “Maybe I should just buy a kitty at the pet store. It’d be a lot less
complicated!” As someone who has several rescue animals, I have strong feelings about this
subject, and I wanted to address this in a message to her. I told her about my experience adopting
my pets and how rewarding it was to know that these surrendered animals had found a loving
home with me. I even did a little research and shared some statistics I found: Over three million
unwanted cats are brought to shelters each year, and a significant percentage of them end up
getting euthanized (ASPCA, 2018). Since my cousin is a very down-to-earth person, I wrote
about all this in a way that I knew would speak to her: factually and straightforward, with a little
humor thrown in (I included some funny stories about Tippy, my newest rescue). She ended up
thanking me profusely for the message, and not two weeks later she was back on Facebook
again, posting pictures of the beautiful domestic shorthair cat she adopted from the shelter.
Another equally important area of persuasive communication is that which occurs in a
professional context. As a future psychologist, I will likely be responsible for proposing
treatment plans and collaborating on treatment plans in a team setting as well. For the time being,
I am working in a call center, and I recently had a firsthand experience with persuasive
workplace communication. My coworkers and I had been talking among ourselves about how
nice it would be to have “Casual Fridays” where we could have the option of wearing jeans to
Commented [S2]: This is a specific example of
persuasive writing in a personal context.
Commented.
Running head Uber Case Study2Uber Case Study.docx
Running head: Uber Case Study
2
Uber Case Study
Uber Case Study
XXX Student Name
June 30, 2018
I. Overview of Uber
Uber is a ride sharing company that was launched in San Francisco in 2010 when UberCab connected its first rider with a town car for a ride across the city (Uber.com). The company was designed to allow consumers to hail a ride from local drivers with the simple push of a button (using an app), and has since disrupted the taxi cab industry. The inception of Uber brought new technology and ideas into a transportation sector historically lacking in innovation and customer service. The company’s founders saw an opportunity to use technologies such as smartphones, GPS and Google Maps to improve transportation and the result has been a more convenient, faster and cheaper service.
Uber is headquartered in San Francisco, California and operates by charging consumers for rides. This is primarily how the company generates revenue (although they do participate in some advertising on their website). The Uber app facilitates the location of a driver and the transfer of funds. The fare is then charged to the consumer’s credit card (Investopedia.com, 2018). Uber quickly raised money and launched operations in hundreds of cities; it is now in over 65 countries and cities worldwide. Last year, Uber announced it had completed 4 billion trips (15 million trips are completed each day) (Uber.com).
Since 2010, Uber’s service offerings have become quite expansive. Although they initially offered only full service luxury vehicles, now when hailing a ride consumers have choices such as Uber Pool, Uber X, Uber XL and Uber Black. These choices were non-existent previously with taxi cab companies. More recently, Uber has entered other markets such as the food delivery business. They now offer services such as UberEATs which delivers food from local restaurants (Ubereats.com, 2018).
To understand Uber’s main competitors and market structure, it is important to understand some of the history behind taxi companies, especially in major cities. Taxi cab drivers had a monopoly prior to Uber entering in many cities such as New York. In 1937, New York City passed the Haas Act which established a licensing system to influence supply. The system required taxi drivers to purchase a medallion in order to operate. The government sells limited numbers of medallions which allows them to control competition and entry into the market. This is at the expense of consumers since it restricts supply and keeps costs high. Despite a growing population, the number of available medallions has remained partially fixed, only increasing marginally. Taxi drivers with a medallion enjoy high profits and have fewer incentives to ensure satisfaction. Today, the number of medallions in New York City remains capped, maintaining a barrier to entry.
After Uber launched in New York City, the prices of medallions dropped significantly; this has be.
Running Head Unit I1Running Head Unit IUnit I.docx
Running Head: Unit I
1
Running Head: Unit I
Unit I Scholarly Activity
Student Name
Institution
Attitude refers to the tendency of positively or negatively responding to a particular situation, idea, person, or object. An individual's attitude affects the choices they make, as well as how they respond to rewards, incentives, and challenges. Abortion, on the other hand, refers to the termination of a pregnancy by removing an embryo or fetus before its survival in the environment outside the uterus. When an abortion happens without intervention is known as a miscarriage. Induced abortion is what happens when there are intentional steps and procedures put in place to end a pregnancy. There are different attitudes toward abortion among various groups of people (Fabrigar & Wegener, 2010).
A significant percentage of women have a positive attitude towards abortion and support it if the pregnancy was unplanned. Women desire to terminate an unwanted pregnancy. Some women also argue that abortion should be legalized while another portion is against the idea of legalizing it. Most of those who support its legalization have practiced or have helped others abort. Most people who believe in God do not support abortion because they think only God has permission to terminate one's life. They view abortion breaking the commandment, which states that thou shall not kill. Many religious leaders are also not in support of abortion since it is a way of murdering an innocent soul (Doran & Nancarrow, 2015). In most countries, abortion under the law is illegal except when the life of the mother is in danger, and the only way of saving the life of that mother would be by terminating the pregnancy.
Attitude affects the daily decision in my life as well of those around me. For example, my negative attitude towards a certain meal makes me avoid making it when it's my turn to prepare food at home. This causes chaos at home since my not liking the meal does not necessarily mean that the other members of the family do not like it. Also, sometimes, a day doesn't always go the way I wanted. This makes my moods and reactions for the rest of the day change, which profoundly affects those around me. This is due to most of the choices I make will be negative based on how the day has been.
My research about abortion has affected my view of the abortion issue. I have learned that it is not always that abortion is deliberate since sometimes miscarriage can occur without the consent of the pregnant woman. Sometimes it is understandable for the abortion to be affected, especially if the life of the mother is in danger. For example, if the child has died while still in the womb, the only way to save the mother's life would be by inducing them so that the child is removed.
Choosing the topic of abortion might lead to cropping up of different issues such as debates on whether abortion should be accepted or not as well as counseling issues. Counseling on pregnancy mig.
Running Head TYPOLOGY 1 TYPOLOGY 5 Typology The s.docx
Running Head: TYPOLOGY 1
TYPOLOGY 5
Typology
The social justice case in Cortez Multimedia results to diverse counsellors increasing
their assertiveness and awareness of the vulnerabilities which place people at risk of
like in the case of Paula Cortez. 1 For instance, counsellors might use activities which
are mindfulness-based such as body awareness exercises and body scans to aid
clients to be able to differentiate between past and current experiences. In such a
case, I would use group therapy to help her feel better about herself and know that
she is not the only one undergoing the difficult moments (Toseland, et.al, 2017).
1 In addition, group therapy is essential in establishing support as well as rapport
and helps in guaranteeing motivation among different members in a given group in a
therapy among victims of thinking about suicidal concerns. The kind of therapy
entails of joining the purposes of the miscellaneous people of the group and
therapists or rather counsellors who have dealt with such specific individuals. A
group therapist is anticipated to be unequivocal and reassuring as well as places
stress and puts augmented concentration towards the progress and development of
the upcoming of different people, especially like in our case of Paula Cortez, who
might have gone through a lot.Also, according to Carl Rogers’s, “person-centered
group therapy and the democratic leadership style would be a better fit in that
person-centered group therapy is distinguished by the conditions of the group as
impacted by the leader” (Berg et.al, 2018).
2 There are several fields that are addressed by internet-based-psychological-
interventions (IBPI). These include; 2 substance and alcohol abuse, self-help
therapies for addiction, sex disorders, anxieties and many other mental and
behavioral issues or disorders that consist of self-imaging/eating, sleeping disorders,
and smoking cessation.Most of these internet interventions are cognitive
programmers of behavior who get proposed as guided self-help programmers on the
internet. Also, these system analysts are pure self-help database critics while others
https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport?attemptId=68a7a93b-0671-4f3e-adbf-c9c81e5fbbb6&includeDeleted=true&course_id=_16598286_1
https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport?attemptId=68a7a93b-0671-4f3e-adbf-c9c81e5fbbb6&includeDeleted=true&course_id=_16598286_1
https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport?attemptId=68a7a93b-0671-4f3e-adbf-c9c81e5fbbb6&includeDeleted=true&course_id=_16598286_1
https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport?attemptId=68a7a93b-0671-4f3e-adbf-c9c81e5fbbb6&includeDeleted=true&course_id=_16598286_1
https://class.waldenu.edu/webapps/mdb-sa-BBLEARN/originalityReport?attemptId=68a7a93b-0671-4f3e-adbf-c9c81e5fbbb6&includeDeleted=true&course_id=_16598286_1
https://class.waldenu.edu/.
Running head U.S. HEALTHCARE EXECUTIVES 1U.S. HEALTHCARE EX.docx
Running head: U.S. HEALTHCARE EXECUTIVES
1
U.S. HEALTHCARE EXECUTIVES
7
Week 2 Assignment-Operational challenges, trends and issues for the U.S. Healthcare Executives
Student’s Name
Institutional Affiliation
Introduction
A healthcare system is an organization of funds, individuals, and institutions which provide healthcare to satisfy the health requirements of a society. Globally, healthcare systems vary depending on the specific healthcare needs of particular states. Nevertheless, the common aspects of public and private care are often similar (Drummond, Sculpher, Claxton, Stoddart & Torrance, 2015). Over the years, we have witnessed the systems evolving, and with this constant change, it is vital to analyze operational challenges, trends, and issues for the U.S. healthcare executives. In this paper, the main areas that will be discussed are operational challenges, trends, and problems experienced in the United States health care executives.
Challenges experienced in the healthcare workplace
Various problems have been experienced in the healthcare workplace relating to healthcare provision in the United States. Financial difficulties are one of the main challenges being experienced in the healthcare workplace in the United States. The vital financial problems arise due to lack of enough finances for implementation of new technologies to improve healthcare delivery process (Mayes, 2017). Most healthcare facilities lack adequate funds to implement advanced technologies that can be used to increase the quality of healthcare delivery. As a result, this has reduced healthcare quality improvement plans in the United States. Therefore, there is a need for federal governments to meek proper arrangements to fund all healthcare activities to improve services delivery in the health sector.
Besides, healthcare professionals to comply with federal requirements for electronic health records is another challenge that has been experienced in the United States healthcare workplace. For the past year, some healthcare professionals have failed to comply with federal government guidelines regarding health care delivery (Mayes, 2017). Furthermore, the increasing number of patients who cannot pay for health care services is a significant challenge that has been experienced in the United States healthcare delivery systems. These finance challenges adversely affect healthcare delivery system in the United States.
Work overload is another major challenge that has been experienced in the United States health sectors (Mayes, 2017). Observations for past years reveal that work overload at the workplace affects the performance of health care professionals in the United States. Most healthcare professionals are assigned many responsibilities at workplaces, which reduces their efficiency.
Another cause of the rising cost of healthcare is the introduction of government programs. For example, Medicare assists those without insurance, which led to an incre.
Running head TYPE THE TITLE OF YOUR PAPER HERE1TYPE THE T.docx
Running head: TYPE THE TITLE OF YOUR PAPER HERE
1
TYPE THE TITLE OF YOUR PAPER HERE
2
Add Title Here, up to 12 Words, on One to Two Lines
Author Name(s), First M. Last, Omit Titles and Degrees
Institutional Affiliation(s)Author Note
Include any grant/funding information and a complete correspondence address.
START TYPING YOUR PAPER HERE
Ident the first line.
Make sure that you keep typing your paepr here…
Prof. Martin Hyatt
ENGLISH COMPOSITION I
Essay 2
The following essay is based on the poetry selections from the textbook or the short story,“Cathedral,” by Raymond Carver.
Please choose one of the following topics.
Complete a 2-3 page (500-750 word) essay on your chosen topic. This essay is due Week 12, of the semester. The essay should be typed, double-spaced using 12 point font. You should use Times New Roman or Courier font.
Do not use “I” in the paper.
NO LATE PAPERS WILL BE ACCEPTED.
Topics (CHOOSE ONLY ONE)
You can choose to write about Fences or about “Cathedral.”
Poetry Selections
1. Choose one of the poems we read. What is the main idea of this poem? (Remember, the main idea is the theme.) Why is the theme important to the poem and to society as a whole?
2. Compare and contrast two of the poems. What makes these two poems similar and different? Why are these two poems considered to be important? What can we learn from them?
“Cathedral”
1. How does the narrator of “Cathedral” change throughout the story? What does this narrator learn?
2. What does this story tell us about transformation? What does the story tell us about the way in which we see others in society?
1
Cathedral
By Raymond Carver (1981)
This blind man, an old friend of my wife’s, he was on his way to
spend the night. His wife had died. So he was visiting the dead wife’s
relatives in Connecticut. He called my wife from his in-law’s. Arrangements
were made. He would come by train, a five-hour trip, and my wife would
meet him at the station. She hadn’t seen him since she worked for him one
summer in Seattle ten years ago. But she and the blind man had kept in
touch. They made tapes and mailed them back and forth. I wasn’t
enthusiastic about his visit. He was no one I knew. And his being blind
bothered me. My idea of blindness came from the movies. In the movies, the
blind moved slowly and never laughed. Sometimes they were led by seeing-
eye dogs. A blind man in my house was not something I looked forward to.
That summer in Seattle she had needed a job. She didn’t have any
money. The man she was going to marry at the end of the summer was in
officers’ training school. He didn’t have any money, either. But she was in
love with the guy, and he was in love with her, etc. She’d seen something in
the paper: HELP WANTED—Reading to Blind Man, and a telephone
number. She phoned and went over, was hired on the spot. She worked with
this blind man all summer. She read stuff to him, case studies, reports, that
sort of thing..
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Brazil1) General information on the country (such as geograp
- 1. Brazil 1) General information on the country (such as geographic location, population, life expectancy, primary language(s), religion) 2) Government and history – several key historical events and current political system 3) Economy, including but not limited to GDP, average annual economic growth, per capita income, unemployment rate, inflation rate, and leading industries 4) Comparison of Hofstede's cultural dimensions - US and your selected country 5) Business practices, what’s it like to work in your selected country (business etiquette, communication, dress code, etc.,) and 6) When you go – identify three cultural sites/events you recommend every student see/do when they visit and discuss their importance. Missing or Does Not Meet Expectations
- 2. 62% or below Needs Improvement 63-76% Meets Expectations 77-92% Superior Work 93-100% Introduction 5% The presentation does not capture the audience’s attention, and there is no clear focus of presentation or an introduction is missing. The presentation lacks a clear focus: Greeting, purpose, preview topics
- 3. The topic has a clear focus: Greeting, purpose, preview topics Captures the audience’s attention, and the topic has a clear focus: Greeting, purpose, preview topics . Body of Presentation 40% Content areas are not addressed at the level of detail required. Several required content areas may be missing or some areas could be expanded upon. Content areas of general information, government and history, the economy, cultural dimensions, business practices and when you go are all adequately addressed. Content areas of general information, government and history, the economy, cultural dimensions, business practices and when you go are all addressed in great detail.
- 4. Summary 5% Summary is missing. Does not reflect content of the presentation Adequately reflects content of the presentation Masterful reflection of the presentation’s content Presentation Design 10% No graphical elements. Slides are cluttered and the appropriate fonts and colors are not used. Lacks graphical elements. Slides are cluttered or the appropriate fonts and colors are not used. Appealing graphic elements are included appropriately. Some slides may be cluttered with
- 5. varying fonts and colors or are difficult to read. Appealing graphic elements are included appropriately. Slides are easy to read and are not cluttered, appropriate fonts and colors. and background; use of graphics. Organization and Flow 10% Information is not organized in a clear, logical way. It is not easy to anticipate the next slide, no transitions Information is somewhat organized but difficult to follow. It is not easy to anticipate the next slide, little or no transitions Information is organized. It is easy to anticipate the next slide, good use of transitions Information is highly organized in a clear, logical way. It is easy to anticipate the next slide, excellent use of transitions. Communication 20%
- 6. Does not communicate effectively to show competency of oral communication with targeted audience. Body language, gestures, or eye contact are lacking. Somewhat communicates effectively demonstrating limited competency in oral communication with targeted audience or body language, gestures, or eye contact may be lacking. Communicates effectively demonstrating competency of oral communication with targeted audience. Also includes appropriate body language, gestures, and eye contact. Communicates effectively demonstrating mastery of oral communication with targeted audience. Also includes exemplary body language, gestures, and eye contact. Professionalism 10% Lack of business casual dress and presentation falls well short of minimum 8 minutes. Lack of business casual dress or presentation falls short of minimum 8 minutes.
- 7. Business casual dress and within 8-12 minute timeframe. Business professional dress and within 8-12 minute timeframe.