Chapter 11 crisis management planCrisis management plan.docx
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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.
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Benchmark - Community Teaching Plan Community Teaching Work Plan Pr
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
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.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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 required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Attachments
NRS-427VN-RS3-CommunityTeachingWorkPlanProposal.docx
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal - Rubric
No of Criteria: 7 Achievement Levels: 5
CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory83.00 %Good94.00 %Excellent100.00 %Content80.0
Planning and Topic 30.0The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted. The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity. The teaching plan is based on an approved topi ...
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.
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.
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.
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.
Prepare a 12-15 slide PowerPoint presentation that outlines your p.docx
The document outlines the requirements for a 12-15 slide PowerPoint presentation proposing an organizational change plan to stakeholders. It must:
1) Present the prevailing pressures threatening organizational success.
2) Summarize strategies for implementing the change plan to address internal or external pressures.
3) Propose effective communication strategies, including what information needs disseminated to internal and external stakeholders and how, as well as the communication process.
4) Present a strategic plan for sustaining the change after implementation.
5) Predict potential obstacles and unintended consequences and recommend strategies to overcome them.
The assignment will be evaluated based on a detailed rubric assessing the content, presentation, language use, mechanics
Individual Work (75 points)Click here to refer to the i.docx
Individual Work (75 points):
Click
here
to refer to the instructions for the Unit 4 Lab tasks.
Please refer to the following for information about accessing and using LabSim
Getting Started with LabSim
This guide provides step-by-step instructions on the setup and usage of LabSim. In order to view this guide, click on the link entitled, ‘Getting Started - Student Accounts Not Activated by Teachers’. The link will open in the browser window.
LabSim Navigation
This guide will help you to learn about the navigation for LabSim. In order to view this guide, click on the link entitled, ‘Navigation’. This link will open in the browser window.
As you analyze any modern corporate setup, you will see that companies want to ensure that all users are aware of their own individual responsibility to help protect the enterprise. Social engineering (SE) is becoming a more prevalent threat at all levels of business. To combat it, you first need to understand it. Therefore, you must complete the following:
Describe what social engineering is and explain its existence and prevalence.
Explain why SE is an important part of an information technology security course.
Discuss employee and management responsibilities with regards to Information Security and combatting SE. Make sure your work clarifies your opinion as to who carries more responsibility for preventing SE, the employees or management? Provide examples to back up your statements.
Prepare a 1-page Word document that covers the above areas.
Group Work (135 points)
Your group is working for a global organization that handles highly classified intellectual property. In many situations and scenarios, the implementation and operations teams have been creating and setting up environments that violate your vision for security. After discussing the situation with various parties, they all admit they do not fully know or understand what is expected from them as they set up and configure the environment. To solve this situation, your group has been asked to create a network security policy for the organization.
Each group member will choose an element of the policy to design and the group will collaborate on what the overall design and outline should look like and include components from end user behavior and training plan, file and folder access, social engineering safeguards, bring your own device policies, use of external drives on company assets, security hardware, penetration testing, and affiliation of the information security department with law enforcement agencies. Students may either interview someone in the local FBI field office or research the FBI and DHS Web sites related to information sharing programs that the government offers, as this could be advantageous to the organization’s information security program.
To keep the scope narrow, your group should first describe what should be included and what should not be included in the policy (remember that a policy should clearly s.
Recommended
Benchmark - Community Teaching Plan Community Teaching Work Plan Pr
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
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.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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 required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Attachments
NRS-427VN-RS3-CommunityTeachingWorkPlanProposal.docx
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal - Rubric
No of Criteria: 7 Achievement Levels: 5
CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory83.00 %Good94.00 %Excellent100.00 %Content80.0
Planning and Topic 30.0The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted. The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity. The teaching plan is based on an approved topi ...
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.
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.
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.
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.
Prepare a 12-15 slide PowerPoint presentation that outlines your p.docx
The document outlines the requirements for a 12-15 slide PowerPoint presentation proposing an organizational change plan to stakeholders. It must:
1) Present the prevailing pressures threatening organizational success.
2) Summarize strategies for implementing the change plan to address internal or external pressures.
3) Propose effective communication strategies, including what information needs disseminated to internal and external stakeholders and how, as well as the communication process.
4) Present a strategic plan for sustaining the change after implementation.
5) Predict potential obstacles and unintended consequences and recommend strategies to overcome them.
The assignment will be evaluated based on a detailed rubric assessing the content, presentation, language use, mechanics
Individual Work (75 points)Click here to refer to the i.docx
Individual Work (75 points):
Click
here
to refer to the instructions for the Unit 4 Lab tasks.
Please refer to the following for information about accessing and using LabSim
Getting Started with LabSim
This guide provides step-by-step instructions on the setup and usage of LabSim. In order to view this guide, click on the link entitled, ‘Getting Started - Student Accounts Not Activated by Teachers’. The link will open in the browser window.
LabSim Navigation
This guide will help you to learn about the navigation for LabSim. In order to view this guide, click on the link entitled, ‘Navigation’. This link will open in the browser window.
As you analyze any modern corporate setup, you will see that companies want to ensure that all users are aware of their own individual responsibility to help protect the enterprise. Social engineering (SE) is becoming a more prevalent threat at all levels of business. To combat it, you first need to understand it. Therefore, you must complete the following:
Describe what social engineering is and explain its existence and prevalence.
Explain why SE is an important part of an information technology security course.
Discuss employee and management responsibilities with regards to Information Security and combatting SE. Make sure your work clarifies your opinion as to who carries more responsibility for preventing SE, the employees or management? Provide examples to back up your statements.
Prepare a 1-page Word document that covers the above areas.
Group Work (135 points)
Your group is working for a global organization that handles highly classified intellectual property. In many situations and scenarios, the implementation and operations teams have been creating and setting up environments that violate your vision for security. After discussing the situation with various parties, they all admit they do not fully know or understand what is expected from them as they set up and configure the environment. To solve this situation, your group has been asked to create a network security policy for the organization.
Each group member will choose an element of the policy to design and the group will collaborate on what the overall design and outline should look like and include components from end user behavior and training plan, file and folder access, social engineering safeguards, bring your own device policies, use of external drives on company assets, security hardware, penetration testing, and affiliation of the information security department with law enforcement agencies. Students may either interview someone in the local FBI field office or research the FBI and DHS Web sites related to information sharing programs that the government offers, as this could be advantageous to the organization’s information security program.
To keep the scope narrow, your group should first describe what should be included and what should not be included in the policy (remember that a policy should clearly s.
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.
...
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategi.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategic Plan Part 1: Overview80.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Plan20.0%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.Values and Culture20.0%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.Competitive Advantage20.0%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.Presentation of Content10.0%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 .
Chapter 11 crisis management planCrisis management plan.docx
The document outlines a crisis management plan with sections on initial response, notifications, roles and responsibilities, and essential plan elements. The plan provides guidelines for company leadership to respond effectively from the initial crisis notification through recovery efforts. Key aspects of the plan include identifying assembly points, communication strategies, notifying customers, and providing post-crisis counseling and support.
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 ...
This is a Collaborative Learning Community assignment.Special ed.docx
This is a Collaborative Learning Community assignment.
Special education professionals need to create, "safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions." (CEC Initial Preparation Standards with Elaborations, Element 2.1)
Create a digital presentation that addresses the following questions for the inclusive, resource, self-contained, and online environments:
1. What are the advantages for students with and without disabilities?
2. What are the disadvantages for students with and without disabilities?
3. How can you ensure students with disabilities can be successful in this type of classroom?
The presentation must include a title slide, a reference slide, and speaker’s notes that detail what you would be saying during the presentation.
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. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
LC- Education Environments Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Criteria
40.0 %Content
Not addressed.
Only 2 out of the 4 educational settings are discussed, or very minimal details are given to each, along with missing information from advantages, disadvantages, and ways to create success for students with disabilities.
Only 3 out of the 4 educational settings are discussed, or very minimal details are given to each, along with missing information from advantages, disadvantages, and ways to create success for students with disabilities.
All educational settings are discussed, but with not as much detail or one of the advantages, disadvantages, or creating success for students with disabilities is missing.
All educational settings are discussed thoroughly (inclusion, resource, self-contained, and online), with advantages, disadvantages for both disabled and non-disabled students, and ways to create success for students with disabilities.
30.0 %Presentation of Content
Not addressed.
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.
The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.
The content is written clearly and concisely. Ideas universally progress and ...
Describe how motivation and reinforcement would be used to influen
This document outlines a rubric for evaluating a social studies lesson plan. The rubric assesses several areas of the lesson plan, including how well it integrates students' backgrounds, whether its objectives align with standards, how it incorporates academic language and content vocabulary, how instruction is differentiated, how cross-disciplinary skills are developed, the appropriateness and alignment of assessments, the organization of the content, writing mechanics, and documentation of sources. Criteria are judged as unacceptable, needs improvement, competent, or exemplary. The total possible points are 100.
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 .
Research three critical financial issues that start-up or newly-ac.docx
Research three critical financial issues that start-up or newly-acquired businesses may face.
Describe potential resolutions for these issues.
Discuss the importance of financing to a new business, and describe best practices for handling working capital and cash flow for a new business.
Present the information with a 10- to 15-slide visual presentation with speaker notes.
https://youtu.be/ElVUqv0v1EE
Prepare: Learning a second language has so many benefits. Being bilingual increases job opportunities, allows one to earn more money, protects against Alzheimer’s and dementia, improves memory and attention span, and improves decision making, just to name a few. Along with all of those benefits, and many more, learning a second language is often accompanied by apprehension. Will I be able to do this now? The answer is, yes! You will be able to do it, but you must adopt a beginner’s mindset. That means you need to maintain a positive attitude and eagerness no matter how difficult the process becomes for you. Accept that mistakes are part of the process.
Reflect: Reflecting can help prepare for a mental journey. Watch the mindset video above, and think about your purpose and your goals for learning Spanish.
Write: Read through all of the questions below. Choose one question from each section to address in a minimum of three to five sentences. You will answer a total of four questions in your journal response.
Motivation, Goals, and Benefits
· What are the benefits of learning another language?
· What are my personal motivations to learn another language?
· How might learning a language open “doors of opportunity”?
Learning Process
· What language learning skills do I already have?
· What are “language patterns,” and how can they help me learn and use a new language?
· How do I best learn other skills, and what strategies can I apply to language learning?
· How do I figure out meaning when I do not understand particular words?
Communication
· Why isn't a dictionary enough, and what else is needed?
· How fluent do I need to be in speaking and/or writing a new language in order to be able to communicate effectively?
· What can I do when I do not have the words to say what I am thinking?
· How does body language complement the words, and how and when might it compete with them?
· What are the benefits of taking a chance in language, and what are the risks?
Culture and Language
· What is culture?
· Why study another culture?
· How does your language define you?
· How does language shape culture, and how does culture shape language?
https://youtu.be/ElVUqv0v1EE
Prepare:
Learning a second language has so many benefits. Being bilingual increases
job opportunities, allows one to earn more money, protects against Alzheimer’s and
dementia, improves memory and attention span, and improves decision making, just to
name a few. Al
ong with all of those benefits, and many more, learning a second
language is often accompanied by apprehension.
Will I ...
Assessment Rubrics Overall.docx
This document provides a rubric to evaluate students' performance on various professional learning outcomes (PLOs) related to ethics, critical thinking, global awareness, and business knowledge. For each PLO dimension, performance is rated as unsatisfactory, satisfactory, or highly satisfactory. The rubric defines the key criteria and expectations for reaching each performance level. For example, for the dimension of ethical consciousness, an unsatisfactory rating requires a failure to recognize key ethical concerns, while a satisfactory rating requires recognition of concerns but inability to provide justification. A highly satisfactory rating requires recognition of concerns and ability to provide correct justification.
Rubic_Print_FormatAssignment TitleBenchmark – Strategic Plan Part .docx
Rubic_Print_FormatAssignment TitleBenchmark – Strategic Plan Part 7: Executive Summary and Consolidated PlanCriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)Content100.0%Executive Summary: Thesis Development and Purpose15.0%Executive summary lacks any discernible overall purpose or organizing claim.Executive summary is insufficiently developed or vague. Purpose is not clear and lacks references to every component of the strategic plan.Executive summary is apparent and appropriate to purpose.Executive summary is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Executive summary is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear and serves as the foundation for a plan to achieve the stated vision.Executive Summary: Argument Logic and Construction10.0%Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.Executive Summary: Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0%Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.Consolidated Presentation: Details of Strategic Plan 3.4: Clearly and persuasively articulate business decisions to relevant stakeholders. 10.0%The consolidated presentation does not explain details of the strategic plan.The consolidated presentation explains details of the strategic plan. Speaker notes are .
One of the risks you anticipated for the project was the late delive.docx
One of the risks you anticipated for the project was the late delivery of the prototype from the vendor. You adjusted your project schedule to minimize the impact of the risk, built in a penalty for late delivery, and created action plans in case the vendor delivered late. You also identified a risk with the vendor that they have very little technical depth; if the key engineer is not available to your project, the risk of a delay is even greater. You determined how you would monitor the vendor's performance and ensure a timely delivery. You took a very risk-averse, protective approach to the relationship, but now, as the project is progressing, you are wondering if there is something you could do with the vendor to actually benefit the project instead of just protecting it.
Assignment Guidelines:
Create a 1-page addendum to your risk management plan that describes how you will modify the plans or create new plans relative to that vendor to create an opportunity that will result in lower costs, earlier delivery, higher quality, or other positive impacts.
Also, answer the following questions:
What can you change in your plans to create an opportunity?
What would that opportunity be?
What is the probability that this opportunity could occur? What is the impact?
What are the risks (adverse effect) that are introduced by this change in plans?
How will you communicate this change to the vendor?
Your submitted assignment (
175 points
) must include the following:
A compiled risk management plan with your 1-page addendum in it
A 2 to 3 page document answering the questions above
Submit both files as 1 zipped document to the drop box
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations:
Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria
Exemplary (A))
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
BUSINESS PROGRAM CONTENT
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 th.
Childrens StoryKnowing how to address a variety of situations in .docx
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
Part 1 create an argument outline….example is belowtopicis e
This document provides guidance for writing an argumentative essay on the topic of whether extreme parenting is effective. It includes an outline example arguing that extreme parenting is not effective due to lack of work-life balance and psychological damage to children. The document instructs the student to write a 650+ word essay using at least three cited sources, and includes rubric criteria such as describing curriculum models, identifying appropriate nursing education levels, and outlining advantages and disadvantages for learners and educators.
N3352 Legacy of the Family 8-2019 Allard 1 Disc.docx
N3352 Legacy of the Family
8-2019 Allard 1
Discussion Module 2-1 Family Health Promotion
Name: Date:
Post your initial response by 2359 Wednesday of Week 1.
Post your replies to peers by 2359 Saturday of Week 1.
TOPIC:
How do you see your role in Family Health Promotion?
Give an example of how you have promoted health in a family, as a
professionally or as a non-healthcare professional.
In our readings on page 208 promoting the health of the family as a unit and
“encouraging families to value and incorporate health promotion into their lifestyle are
seen as essential components of family nursing practice. Family health promotion refers
to the activities that families engage in to strengthen the family as a unit. Family health
promotion is defined as achieving maximum family well-being throughout the family life
course and includes the biological, emotional, physical, and spiritual realms for family
members and the family unit task of families is to teach health maintenance and health
promotion, regardless of age.”
(See the grading rubric on the next page.)
N3352 Legacy of the Family
8-2019 Allard 2
Rubric:
NOTE: All assignments must be submitted on time. Assignments submitted after the
deadline will be accepted up to 48 hours with 5 late points off per day. Assignments will
receive a grade of zero after 48 hours.
Instructions: Review the Rubric to guide your discussion
Discussion
Response
Target Acceptable Unacceptable
Submitted on
time (10
points)
Response is
posted by due
date/time for
each question
(10-9 points)
Response is
posted by due
date/time for
each question
(8-6 points)
Response is
NOT posted by
the due date
and time for
each question
(5-0 points)
Length of
Response (10
points)
Response is
75–100 words.
(10-9 points)
Response is a
minimum of 50
words. (8-6
points)
Response is
less than 50
words.
(5-0 points)
Incorporates
Key Concepts
(20 points)
Response is
substantive
and
incorporates
key concepts
and principles.
(20-19 points)
Response
refers to only
one key
concept or
principle.
(18-7 points)
Response
refers to no
key concepts
or principles.
(6-0 points)
Includes
Specific
Examples
(10 points)
Response
includes
specific,
personal, or
professional
examples.
(10-9 points)
Response
includes a
general,
personal, or
professional
example.
(8-6 points)
Response
does not
include a
personal or
professional
example
(5-0 points)
Replies to
Peers
Exceptional Acceptable Unacceptable
Quantity of
Replies
(10 points)
Robust and
comprehensive
replies are
posted to 1 or
more peer
comments
(10-9 points)
Only brief reply
is posted to 1
peer comment.
(18-7 points)
Reply is NOT
posted to a
peer’s
comments
(6-0 points)
Timely
Posting of
Replies (10
points)
Reply is
posted on time
(10-9 points ...
Persuasive speech rubric
This document provides a rubric for evaluating persuasive speeches. It rates speeches on a scale of 0 to 5 based on criteria such as the attention getter, thesis statement, connection with the audience, subject knowledge, organization, logical and emotional appeals, credibility, eye contact, body language, voice, and fluency. Speeches are assessed on how effectively they meet each criterion, with higher scores given for clear accomplishment of the criteria and lower scores for partial or no accomplishment.
Strategic Plan Part 5 Financials 1Unsatisfactory0.002.docx
Strategic Plan Part 5: Financials
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
40.0 %Questions
No response is given for each question.
A response is given to most of the questions but contains gaps. The responses do not forecast the impact of various implementation decisions. Subject knowledge is unclear or inconsistent.
A response is given to all of the questions with minimal detail but no gaps. The level of analysis included in most of the responses forecast the impact of various implementation decisions. Some subject knowledge is evident.
A response is given to all of the questions with detail. The level of analysis included in most of the responses forecast the impact of various implementation decisions. Subject knowledge is competent.
A response is given to all of the questions with detail. The level of analysis included in all of the responses forecast the impact of various implementation decisions. Rationale demonstrates comprehensive subject knowledge and understanding.
40.0 %Financials
The financial components are not provided.
The financial components are not provided however subject knowledge is unclear or inconsistent.
The financial components are provided and some subject knowledge is evident.
The financial components are provided and subject knowledge is competent.
The financial components are provided and demonstrates comprehensive subject knowledge and understanding.
10.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.
Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.
Language is appropriate to the targeted audience for the most part.
The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Slide errors are pervasive enough that they impede communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but they are not overly distracting to the reader.
Slides are largely free of mechanical errors, although a few may be present.
Writer is clearly in control of standard, written, academic English.
100 %Total Weightage
Strategic Plan Part 5: Financials
1
Unsatisfactory
0.00%
2
Less than
Satisfactory
74.00%
3
Satisfactor.
Assignment 5 · What are rto and rpo and why is it essential to d.docx
Assignment 5
· What are rto and rpo and why is it essential to define them early in the bc planning process
· List and describe the general crisis management critical success factors (10 points)
· Read the following article to write a summary (one paragraphs) on the significant progress the DHS has made to respond to a wide range of threats after 9/11. (10 Points)
http://www.dhs.gov/topic/disasters-results
Individual Project
Support your topic with at least 5 academic resources.
Presentations will be a minimum of 7 to 10 minutes.
Each person will turn in a written work cited page of the academic sources used in their project on the day of their presentation.
ATTRIBUTE
UNDEVELOPED
Points 0-9
EMERGING
Points 10-11
COMPETENT
Points 12-13
EXEMPLARY
Points 14 -16
VOICE
Points:
Work is flat, stiff. Anyone could have done it.
Presenter seems uninvolved. Indifferent. All tell, no show.
Personality, flavor, style of presenter shows sometimes. Pleasant, acceptable,earnest.
Confident, vital, honest style gives viewer a powerful sense of presenter’s convictions. Natural language amuses, provokes, delights.
THINKING
Points:
Depth of knowledge is missing from the presentation
Takes a routine approach to the subject. Little evidence of gaining new understandings.
Takes a successful but ordinary approach to the subject. Remains at knowledge level thinking.
Unique, insightful, or fresh approach. Analyzes, synthesizes, evaluates and applies new knowledge.
IDEA & CONTENT
Points:
Hard to follow. Ideas are not at all developed
Central idea is undeveloped. Strays from topic. Lacks details and examples.
Central idea with support is obvious. Stays on topic. Predictable.
Central idea is focused, clear, and specific. Fresh and original insights. Details keep viewers attention.
ORGANIZATION
Points:
Little to no organization
Order is confusing. Ideas, details, and events not shaped yet. The beginning and end are vague and undefined.
Order of presentation makes sense. Beginning, middle, and end are obvious. Most details are in the right place.
Clear direction moves audience through the presentation. Beginning gains attention. Details fit and build to main point. End provokes thought.
VISUAL or LITERARY CONTENT
Points:
The Visual content does not add any insight to the topic. Many mistakes
The literary content is vague. There are some mistakes in the project and the content is undefined.
The media and literary content supports the topic and adds to the overall project.
One or two mistakes
The media and literary content helps the audience gain insight on the topic.
CITING
Points:
The minimum requirements are missing. The sources exhibits numerous mechanical problems and citing problems.
The sources cited may be weak and do not add to the author’s ideas. Or the sources themselves are not cited correctly.
The citing method used is well done. There are a f ...
HSE 215 Milestone Two Guidelines and Rubric Program Evalua.docx
HSE 215 Milestone Two Guidelines and Rubric
Program Evaluation: Analysis Draft
When preparing this milestone, you will analyze the selected community or school-based program. Be consistent by focusing on your target age group, the
community or school-based program you selected, and the developmental needs of the target age group. What risk and resiliency factors are you going to focus
on regarding your targeted age group, and why? What interventions have been developed for the age group, and are they effective? How well do the
interventions address personal and social functioning, and how could they be improved? Keep in mind that some programs will focus on all domains of
development, but for this draft, you should focus on personal and social (socioemotional) functioning of the target age group. Also, keep in mind that some
programs incorporate evidence in their practices, while others may not. It is important that you consider the accumulation of evidence, as perhaps only one
study has supported an intervention to enhance personal and social functioning for the age group you are targeting. If so, is that enough evidence? Typically,
several studies are conducted to provide better evidence and to be considered research-based. One research study points to suggestions, but this is not usually
the final word for solid evidence-based practice. Try to find and examine at least three research studies for one intervention in this milestone.
We recommend using the NREPP website or similar scholarly database to begin your search.
Prompt: For this milestone, you will submit a draft of the analysis section (section II of the final project), including all critical elements as listed below. In writing
your draft, be sure to specify the chosen age group and their needs that will be addressed by the intervention that you are planning for section III of your
community program evaluation. Look for specific evidence-based practices that will support this target group and their development. Include some risk and
resiliency factors that you believe the interventions will address.
Specifically, the following critical elements must be addressed in this milestone:
II. Analysis
A. What are the most important needs of the selected age group with respect to the personal and social functioning targeted by the program?
What is the importance of addressing these needs? For example, why is learning to cooperate so important for infants?
B. In what ways are the program’s interventions tailored to the unique developmental needs and resiliency factors of the targeted age group? For
example, teaching cooperation should take different forms for different age groups. Why is this important?
C. In what ways are the program’s interventions not tailored to the unique developmental needs and resiliency factors of the targeted age group?
Are they too generalized, or more appropriate for a different age group?
D. What is the role this program an ...
Ezpeleta
This document provides feedback on a student presentation about teaching English as an additional language at the early childhood level. The feedback praised the organization, relevant ideas, and thoughtful reflections in the presentation. A few ideas were suggested to develop further, such as explaining how a child's first language may interfere with second language development. The design of the presentation enriched its message. Excellent use was made of graphics. The presentation supported a holistic view of language learning and considered children's individual needs and characteristics to foster learning. Some minor revisions were recommended, such as providing evidence to support ideas. Overall, the feedback was positive and encouraged the student.
BEHS220 Applied Final Project The Personal Action Plan for Diversit.docx
BEHS220 Applied Final Project: The Personal Action Plan for Diversity Consciousness
BEHS220 students are required to submit a final project. This project should reflect your highest level of work, bringing together all that you’ve learned this semester.
The Personal Action Plan for Diversity Consciousness
requires you to reflect on what you learned about diversity understanding, awareness and skills through a practical exercise, which culminates in a final 5 to 7 page promoting diversity at the individual, community, and even global level.
Because communication is a vital skill in promoting diversity awareness, this written project is expected to be thoughtful, well organized, and well written.
The personal Action Plan will consist of a written final product in which the following items are addressed:
-Personal Growth: 36%
·
Reasons for taking the course? (4%)
·
What are least two ways in which my “diversity awareness” has been affected by taking this class?
·
What are at least two ways in which my “diversity understanding” has been affected by taking this class?
·
What are at least two ways in which my “diversity skills” have been affected by taking this class?
·
What are at least two steps that I need to take to become a more diversity conscious individual?
·
-Diversity Benefits: 12%
What are least three specific benefits that I will gain from valuing diversity? Support your response with evidence from your text and/or other material (e.g. Discussion posts, in class presentations, external sources)
-Diversity Communication: 16%
·
What is the role of communication in promoting diversity awareness? Provide in text citations from your text and /or other external sources. Use APA format.
·
What are at least two ways in which I will improve my communication skills to help others work more productively with me?
·
-Diversity Goals: 8%
What at least two of my most important diversity goals for the future?
-Diversity Actions: 16%
·
What are three specific ways I will achieve my diversity goals and contribute to creating an environment that values diversity? (Specific whether contributions will have a personal, community or global impact)
·
What resources will I need to honor these commitments?
-Composition and Mechanics: 12%
·
Writing is clear, concise, and comprehensible
·
Errors in spelling, punctuation, capitalization, syntax, grammar, etc. are minimal and do not detract from the author’s meaning
·
In-text citations and references are properly cited using APA style (for assistance with APA style, consult information and Library Services)
.
CompetencyAnalyze how human resource standards and practices.docx
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docx
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
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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
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The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.
...
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategi.docx
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Chapter 11 crisis management planCrisis management plan.docx
The document outlines a crisis management plan with sections on initial response, notifications, roles and responsibilities, and essential plan elements. The plan provides guidelines for company leadership to respond effectively from the initial crisis notification through recovery efforts. Key aspects of the plan include identifying assembly points, communication strategies, notifying customers, and providing post-crisis counseling and support.
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 ...
This is a Collaborative Learning Community assignment.Special ed.docx
This is a Collaborative Learning Community assignment.
Special education professionals need to create, "safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions." (CEC Initial Preparation Standards with Elaborations, Element 2.1)
Create a digital presentation that addresses the following questions for the inclusive, resource, self-contained, and online environments:
1. What are the advantages for students with and without disabilities?
2. What are the disadvantages for students with and without disabilities?
3. How can you ensure students with disabilities can be successful in this type of classroom?
The presentation must include a title slide, a reference slide, and speaker’s notes that detail what you would be saying during the presentation.
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. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
LC- Education Environments Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Criteria
40.0 %Content
Not addressed.
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Only 3 out of the 4 educational settings are discussed, or very minimal details are given to each, along with missing information from advantages, disadvantages, and ways to create success for students with disabilities.
All educational settings are discussed, but with not as much detail or one of the advantages, disadvantages, or creating success for students with disabilities is missing.
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30.0 %Presentation of Content
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The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
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Describe how motivation and reinforcement would be used to influen
This document outlines a rubric for evaluating a social studies lesson plan. The rubric assesses several areas of the lesson plan, including how well it integrates students' backgrounds, whether its objectives align with standards, how it incorporates academic language and content vocabulary, how instruction is differentiated, how cross-disciplinary skills are developed, the appropriateness and alignment of assessments, the organization of the content, writing mechanics, and documentation of sources. Criteria are judged as unacceptable, needs improvement, competent, or exemplary. The total possible points are 100.
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 .
Research three critical financial issues that start-up or newly-ac.docx
Research three critical financial issues that start-up or newly-acquired businesses may face.
Describe potential resolutions for these issues.
Discuss the importance of financing to a new business, and describe best practices for handling working capital and cash flow for a new business.
Present the information with a 10- to 15-slide visual presentation with speaker notes.
https://youtu.be/ElVUqv0v1EE
Prepare: Learning a second language has so many benefits. Being bilingual increases job opportunities, allows one to earn more money, protects against Alzheimer’s and dementia, improves memory and attention span, and improves decision making, just to name a few. Along with all of those benefits, and many more, learning a second language is often accompanied by apprehension. Will I be able to do this now? The answer is, yes! You will be able to do it, but you must adopt a beginner’s mindset. That means you need to maintain a positive attitude and eagerness no matter how difficult the process becomes for you. Accept that mistakes are part of the process.
Reflect: Reflecting can help prepare for a mental journey. Watch the mindset video above, and think about your purpose and your goals for learning Spanish.
Write: Read through all of the questions below. Choose one question from each section to address in a minimum of three to five sentences. You will answer a total of four questions in your journal response.
Motivation, Goals, and Benefits
· What are the benefits of learning another language?
· What are my personal motivations to learn another language?
· How might learning a language open “doors of opportunity”?
Learning Process
· What language learning skills do I already have?
· What are “language patterns,” and how can they help me learn and use a new language?
· How do I best learn other skills, and what strategies can I apply to language learning?
· How do I figure out meaning when I do not understand particular words?
Communication
· Why isn't a dictionary enough, and what else is needed?
· How fluent do I need to be in speaking and/or writing a new language in order to be able to communicate effectively?
· What can I do when I do not have the words to say what I am thinking?
· How does body language complement the words, and how and when might it compete with them?
· What are the benefits of taking a chance in language, and what are the risks?
Culture and Language
· What is culture?
· Why study another culture?
· How does your language define you?
· How does language shape culture, and how does culture shape language?
https://youtu.be/ElVUqv0v1EE
Prepare:
Learning a second language has so many benefits. Being bilingual increases
job opportunities, allows one to earn more money, protects against Alzheimer’s and
dementia, improves memory and attention span, and improves decision making, just to
name a few. Al
ong with all of those benefits, and many more, learning a second
language is often accompanied by apprehension.
Will I ...
Assessment Rubrics Overall.docx
This document provides a rubric to evaluate students' performance on various professional learning outcomes (PLOs) related to ethics, critical thinking, global awareness, and business knowledge. For each PLO dimension, performance is rated as unsatisfactory, satisfactory, or highly satisfactory. The rubric defines the key criteria and expectations for reaching each performance level. For example, for the dimension of ethical consciousness, an unsatisfactory rating requires a failure to recognize key ethical concerns, while a satisfactory rating requires recognition of concerns but inability to provide justification. A highly satisfactory rating requires recognition of concerns and ability to provide correct justification.
Rubic_Print_FormatAssignment TitleBenchmark – Strategic Plan Part .docx
Rubic_Print_FormatAssignment TitleBenchmark – Strategic Plan Part 7: Executive Summary and Consolidated PlanCriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)Content100.0%Executive Summary: Thesis Development and Purpose15.0%Executive summary lacks any discernible overall purpose or organizing claim.Executive summary is insufficiently developed or vague. Purpose is not clear and lacks references to every component of the strategic plan.Executive summary is apparent and appropriate to purpose.Executive summary is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Executive summary is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear and serves as the foundation for a plan to achieve the stated vision.Executive Summary: Argument Logic and Construction10.0%Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Argument is clear and convincing and presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.Executive Summary: Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0%Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.Consolidated Presentation: Details of Strategic Plan 3.4: Clearly and persuasively articulate business decisions to relevant stakeholders. 10.0%The consolidated presentation does not explain details of the strategic plan.The consolidated presentation explains details of the strategic plan. Speaker notes are .
One of the risks you anticipated for the project was the late delive.docx
One of the risks you anticipated for the project was the late delivery of the prototype from the vendor. You adjusted your project schedule to minimize the impact of the risk, built in a penalty for late delivery, and created action plans in case the vendor delivered late. You also identified a risk with the vendor that they have very little technical depth; if the key engineer is not available to your project, the risk of a delay is even greater. You determined how you would monitor the vendor's performance and ensure a timely delivery. You took a very risk-averse, protective approach to the relationship, but now, as the project is progressing, you are wondering if there is something you could do with the vendor to actually benefit the project instead of just protecting it.
Assignment Guidelines:
Create a 1-page addendum to your risk management plan that describes how you will modify the plans or create new plans relative to that vendor to create an opportunity that will result in lower costs, earlier delivery, higher quality, or other positive impacts.
Also, answer the following questions:
What can you change in your plans to create an opportunity?
What would that opportunity be?
What is the probability that this opportunity could occur? What is the impact?
What are the risks (adverse effect) that are introduced by this change in plans?
How will you communicate this change to the vendor?
Your submitted assignment (
175 points
) must include the following:
A compiled risk management plan with your 1-page addendum in it
A 2 to 3 page document answering the questions above
Submit both files as 1 zipped document to the drop box
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations:
Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria
Exemplary (A))
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
BUSINESS PROGRAM CONTENT
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 th.
Childrens StoryKnowing how to address a variety of situations in .docx
Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
Describe how you will create an effective partnership with parents to address the discipline or guidance scenario.
Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
Part 1 create an argument outline….example is belowtopicis e
This document provides guidance for writing an argumentative essay on the topic of whether extreme parenting is effective. It includes an outline example arguing that extreme parenting is not effective due to lack of work-life balance and psychological damage to children. The document instructs the student to write a 650+ word essay using at least three cited sources, and includes rubric criteria such as describing curriculum models, identifying appropriate nursing education levels, and outlining advantages and disadvantages for learners and educators.
N3352 Legacy of the Family 8-2019 Allard 1 Disc.docx
N3352 Legacy of the Family
8-2019 Allard 1
Discussion Module 2-1 Family Health Promotion
Name: Date:
Post your initial response by 2359 Wednesday of Week 1.
Post your replies to peers by 2359 Saturday of Week 1.
TOPIC:
How do you see your role in Family Health Promotion?
Give an example of how you have promoted health in a family, as a
professionally or as a non-healthcare professional.
In our readings on page 208 promoting the health of the family as a unit and
“encouraging families to value and incorporate health promotion into their lifestyle are
seen as essential components of family nursing practice. Family health promotion refers
to the activities that families engage in to strengthen the family as a unit. Family health
promotion is defined as achieving maximum family well-being throughout the family life
course and includes the biological, emotional, physical, and spiritual realms for family
members and the family unit task of families is to teach health maintenance and health
promotion, regardless of age.”
(See the grading rubric on the next page.)
N3352 Legacy of the Family
8-2019 Allard 2
Rubric:
NOTE: All assignments must be submitted on time. Assignments submitted after the
deadline will be accepted up to 48 hours with 5 late points off per day. Assignments will
receive a grade of zero after 48 hours.
Instructions: Review the Rubric to guide your discussion
Discussion
Response
Target Acceptable Unacceptable
Submitted on
time (10
points)
Response is
posted by due
date/time for
each question
(10-9 points)
Response is
posted by due
date/time for
each question
(8-6 points)
Response is
NOT posted by
the due date
and time for
each question
(5-0 points)
Length of
Response (10
points)
Response is
75–100 words.
(10-9 points)
Response is a
minimum of 50
words. (8-6
points)
Response is
less than 50
words.
(5-0 points)
Incorporates
Key Concepts
(20 points)
Response is
substantive
and
incorporates
key concepts
and principles.
(20-19 points)
Response
refers to only
one key
concept or
principle.
(18-7 points)
Response
refers to no
key concepts
or principles.
(6-0 points)
Includes
Specific
Examples
(10 points)
Response
includes
specific,
personal, or
professional
examples.
(10-9 points)
Response
includes a
general,
personal, or
professional
example.
(8-6 points)
Response
does not
include a
personal or
professional
example
(5-0 points)
Replies to
Peers
Exceptional Acceptable Unacceptable
Quantity of
Replies
(10 points)
Robust and
comprehensive
replies are
posted to 1 or
more peer
comments
(10-9 points)
Only brief reply
is posted to 1
peer comment.
(18-7 points)
Reply is NOT
posted to a
peer’s
comments
(6-0 points)
Timely
Posting of
Replies (10
points)
Reply is
posted on time
(10-9 points ...
Persuasive speech rubric
This document provides a rubric for evaluating persuasive speeches. It rates speeches on a scale of 0 to 5 based on criteria such as the attention getter, thesis statement, connection with the audience, subject knowledge, organization, logical and emotional appeals, credibility, eye contact, body language, voice, and fluency. Speeches are assessed on how effectively they meet each criterion, with higher scores given for clear accomplishment of the criteria and lower scores for partial or no accomplishment.
Strategic Plan Part 5 Financials 1Unsatisfactory0.002.docx
Strategic Plan Part 5: Financials
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
40.0 %Questions
No response is given for each question.
A response is given to most of the questions but contains gaps. The responses do not forecast the impact of various implementation decisions. Subject knowledge is unclear or inconsistent.
A response is given to all of the questions with minimal detail but no gaps. The level of analysis included in most of the responses forecast the impact of various implementation decisions. Some subject knowledge is evident.
A response is given to all of the questions with detail. The level of analysis included in most of the responses forecast the impact of various implementation decisions. Subject knowledge is competent.
A response is given to all of the questions with detail. The level of analysis included in all of the responses forecast the impact of various implementation decisions. Rationale demonstrates comprehensive subject knowledge and understanding.
40.0 %Financials
The financial components are not provided.
The financial components are not provided however subject knowledge is unclear or inconsistent.
The financial components are provided and some subject knowledge is evident.
The financial components are provided and subject knowledge is competent.
The financial components are provided and demonstrates comprehensive subject knowledge and understanding.
10.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.
Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.
Language is appropriate to the targeted audience for the most part.
The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.
The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Slide errors are pervasive enough that they impede communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but they are not overly distracting to the reader.
Slides are largely free of mechanical errors, although a few may be present.
Writer is clearly in control of standard, written, academic English.
100 %Total Weightage
Strategic Plan Part 5: Financials
1
Unsatisfactory
0.00%
2
Less than
Satisfactory
74.00%
3
Satisfactor.
Assignment 5 · What are rto and rpo and why is it essential to d.docx
Assignment 5
· What are rto and rpo and why is it essential to define them early in the bc planning process
· List and describe the general crisis management critical success factors (10 points)
· Read the following article to write a summary (one paragraphs) on the significant progress the DHS has made to respond to a wide range of threats after 9/11. (10 Points)
http://www.dhs.gov/topic/disasters-results
Individual Project
Support your topic with at least 5 academic resources.
Presentations will be a minimum of 7 to 10 minutes.
Each person will turn in a written work cited page of the academic sources used in their project on the day of their presentation.
ATTRIBUTE
UNDEVELOPED
Points 0-9
EMERGING
Points 10-11
COMPETENT
Points 12-13
EXEMPLARY
Points 14 -16
VOICE
Points:
Work is flat, stiff. Anyone could have done it.
Presenter seems uninvolved. Indifferent. All tell, no show.
Personality, flavor, style of presenter shows sometimes. Pleasant, acceptable,earnest.
Confident, vital, honest style gives viewer a powerful sense of presenter’s convictions. Natural language amuses, provokes, delights.
THINKING
Points:
Depth of knowledge is missing from the presentation
Takes a routine approach to the subject. Little evidence of gaining new understandings.
Takes a successful but ordinary approach to the subject. Remains at knowledge level thinking.
Unique, insightful, or fresh approach. Analyzes, synthesizes, evaluates and applies new knowledge.
IDEA & CONTENT
Points:
Hard to follow. Ideas are not at all developed
Central idea is undeveloped. Strays from topic. Lacks details and examples.
Central idea with support is obvious. Stays on topic. Predictable.
Central idea is focused, clear, and specific. Fresh and original insights. Details keep viewers attention.
ORGANIZATION
Points:
Little to no organization
Order is confusing. Ideas, details, and events not shaped yet. The beginning and end are vague and undefined.
Order of presentation makes sense. Beginning, middle, and end are obvious. Most details are in the right place.
Clear direction moves audience through the presentation. Beginning gains attention. Details fit and build to main point. End provokes thought.
VISUAL or LITERARY CONTENT
Points:
The Visual content does not add any insight to the topic. Many mistakes
The literary content is vague. There are some mistakes in the project and the content is undefined.
The media and literary content supports the topic and adds to the overall project.
One or two mistakes
The media and literary content helps the audience gain insight on the topic.
CITING
Points:
The minimum requirements are missing. The sources exhibits numerous mechanical problems and citing problems.
The sources cited may be weak and do not add to the author’s ideas. Or the sources themselves are not cited correctly.
The citing method used is well done. There are a f ...
HSE 215 Milestone Two Guidelines and Rubric Program Evalua.docx
HSE 215 Milestone Two Guidelines and Rubric
Program Evaluation: Analysis Draft
When preparing this milestone, you will analyze the selected community or school-based program. Be consistent by focusing on your target age group, the
community or school-based program you selected, and the developmental needs of the target age group. What risk and resiliency factors are you going to focus
on regarding your targeted age group, and why? What interventions have been developed for the age group, and are they effective? How well do the
interventions address personal and social functioning, and how could they be improved? Keep in mind that some programs will focus on all domains of
development, but for this draft, you should focus on personal and social (socioemotional) functioning of the target age group. Also, keep in mind that some
programs incorporate evidence in their practices, while others may not. It is important that you consider the accumulation of evidence, as perhaps only one
study has supported an intervention to enhance personal and social functioning for the age group you are targeting. If so, is that enough evidence? Typically,
several studies are conducted to provide better evidence and to be considered research-based. One research study points to suggestions, but this is not usually
the final word for solid evidence-based practice. Try to find and examine at least three research studies for one intervention in this milestone.
We recommend using the NREPP website or similar scholarly database to begin your search.
Prompt: For this milestone, you will submit a draft of the analysis section (section II of the final project), including all critical elements as listed below. In writing
your draft, be sure to specify the chosen age group and their needs that will be addressed by the intervention that you are planning for section III of your
community program evaluation. Look for specific evidence-based practices that will support this target group and their development. Include some risk and
resiliency factors that you believe the interventions will address.
Specifically, the following critical elements must be addressed in this milestone:
II. Analysis
A. What are the most important needs of the selected age group with respect to the personal and social functioning targeted by the program?
What is the importance of addressing these needs? For example, why is learning to cooperate so important for infants?
B. In what ways are the program’s interventions tailored to the unique developmental needs and resiliency factors of the targeted age group? For
example, teaching cooperation should take different forms for different age groups. Why is this important?
C. In what ways are the program’s interventions not tailored to the unique developmental needs and resiliency factors of the targeted age group?
Are they too generalized, or more appropriate for a different age group?
D. What is the role this program an ...
Ezpeleta
This document provides feedback on a student presentation about teaching English as an additional language at the early childhood level. The feedback praised the organization, relevant ideas, and thoughtful reflections in the presentation. A few ideas were suggested to develop further, such as explaining how a child's first language may interfere with second language development. The design of the presentation enriched its message. Excellent use was made of graphics. The presentation supported a holistic view of language learning and considered children's individual needs and characteristics to foster learning. Some minor revisions were recommended, such as providing evidence to support ideas. Overall, the feedback was positive and encouraged the student.
BEHS220 Applied Final Project The Personal Action Plan for Diversit.docx
BEHS220 Applied Final Project: The Personal Action Plan for Diversity Consciousness
BEHS220 students are required to submit a final project. This project should reflect your highest level of work, bringing together all that you’ve learned this semester.
The Personal Action Plan for Diversity Consciousness
requires you to reflect on what you learned about diversity understanding, awareness and skills through a practical exercise, which culminates in a final 5 to 7 page promoting diversity at the individual, community, and even global level.
Because communication is a vital skill in promoting diversity awareness, this written project is expected to be thoughtful, well organized, and well written.
The personal Action Plan will consist of a written final product in which the following items are addressed:
-Personal Growth: 36%
·
Reasons for taking the course? (4%)
·
What are least two ways in which my “diversity awareness” has been affected by taking this class?
·
What are at least two ways in which my “diversity understanding” has been affected by taking this class?
·
What are at least two ways in which my “diversity skills” have been affected by taking this class?
·
What are at least two steps that I need to take to become a more diversity conscious individual?
·
-Diversity Benefits: 12%
What are least three specific benefits that I will gain from valuing diversity? Support your response with evidence from your text and/or other material (e.g. Discussion posts, in class presentations, external sources)
-Diversity Communication: 16%
·
What is the role of communication in promoting diversity awareness? Provide in text citations from your text and /or other external sources. Use APA format.
·
What are at least two ways in which I will improve my communication skills to help others work more productively with me?
·
-Diversity Goals: 8%
What at least two of my most important diversity goals for the future?
-Diversity Actions: 16%
·
What are three specific ways I will achieve my diversity goals and contribute to creating an environment that values diversity? (Specific whether contributions will have a personal, community or global impact)
·
What resources will I need to honor these commitments?
-Composition and Mechanics: 12%
·
Writing is clear, concise, and comprehensible
·
Errors in spelling, punctuation, capitalization, syntax, grammar, etc. are minimal and do not detract from the author’s meaning
·
In-text citations and references are properly cited using APA style (for assistance with APA style, consult information and Library Services)
.
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Describe how motivation and reinforcement would be used to influen
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Benchmark - Community Teaching Plan Community Presentation The .docx
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Research three critical financial issues that start-up or newly-ac.docx
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Part 1 create an argument outline….example is belowtopicis e
Part 1 create an argument outline….example is belowtopicis e
N3352 Legacy of the Family 8-2019 Allard 1 Disc.docx
N3352 Legacy of the Family 8-2019 Allard 1 Disc.docx
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More from bartholomeocoombs
CompetencyAnalyze how human resource standards and practices.docx
Competency
Analyze how human resource standards and practices within the healthcare field support organizational mission, visions, and values.
Scenario
Wynn Regional Medical Center (WRMC) is the premier hospital in your area. The hospital has been in your city for over 100 years. Over the past decade, the hospital has been losing money for various reasons, though primarily due to uncompensated care. You were recently hired as the Vice President for Human Resources at WRMC, and part of your responsibilities include presenting historical information to participants of the new employee orientation.
Instructions
Create a PowerPoint presentation detailing the changing nature of the healthcare workforce. The presentation should contain speaker notes for each slide or voiceover narration. The presentation should address the following topics and questions:
Historical information on the changing healthcare workforce
How have legislation and policies changed in the past decade?
How have patient demographics changed in the past decade (baby boomers, generation X, millennials, ethnicities)?
How have patient centric approaches changed in the past decade (use of the Internet and social media to gather health information)?
Challenges associated with the changing healthcare workforce
What are some of the challenges associated with the policy and legislative changes?
What are some challenges associated with demographic changes?
What are some of the challenges associated with patients “researching” their own health instead of going to the doctor?
Current state of healthcare
What have been some of the improvements to the healthcare system over the last decade?
Resources
This
link
has information for creating a PowerPoint presentation.
Here is a
link
to information about adding speaker notes.
Here is a
link
to information about creating a voiceover narration using Screencast-O-Matic.
GRADING RUBRICS:
1.Clear and thorough explanation of the history of the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
2. Clear and thorough discussion of the challenges associated with the changing healthcare workforce. Includes comprehensive descriptions with multiple supporting examples for each of the SUB-BULLET POINTS.
3. Comprehensive analysis of the current state of healthcare.
Includes a clear and thorough assessment of improvements to the healthcare system over the last decade and supports assertions with multiple supporting examples.
.
CompetencyAnalyze financial statements to assess performance.docx
Competency
Analyze financial statements to assess performance and to ensure organizational improvement and long-term viability
.
Scenario
In an ongoing effort to explore the feasibility of expanding services into rural areas of the state, leadership at Memorial Hospital has determined that conducting a review of its financial condition will be essential to ensuring the organization’s ability to successfully achieve its expansion goals.
Instructions
The CFO has provided you with a copy of the organization’s
financial statements
. This information will be critical in evaluating the organization’s financial capacity to support the proposed expansion of services into the rural areas of the state.
You are asked to review these financial statements (which include the Income Statement, Statement of Cash Flows, and the Balance Sheet) and prepare an executive summary outlining the financial strength of the organization and evidence to support the expansion. Your executive summary should include the following:
An overview of the issue.
A review of critical financial ratios (Liquidity, Solvency, Profitability, and Efficiency) based on financial statements.
Inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios.
Provide a recommendation based on ration analysis.
Resources
This
link
has information for creating an executive summary.
Grading Rubric:
1.
Comprehensive identification of summary of the issue. Includes multiple examples or supporting details.
2. Clear and thorough review of critical financial ratios--Liquidity, Solvency, Profitability, and Efficiency--based on financial statements. Includes multiple examples or supporting details per topic.
3. Clear and thorough inferences of forecasts, estimates, interpretations, and conclusions based on the key ratios. Includes multiple examples or supporting details per topic.
4. Comprehensive recommendation, based on ration analysis. Includes multiple examples or supporting details.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare.docx
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required. APA help is available
here.
.
CompetencyAnalyze ethical and legal dilemmas that healthcare wor.docx
Competency
Analyze ethical and legal dilemmas that healthcare workers may encounter in the medical field.
Instructions
You have recently been promoted to Health Services Manager at Three Mountains Regional Hospital, a small hospital located in a mid-size city in the Midwest. Three Mountains is a general medical and surgical facility with 400 beds. Last year there were approximately 62,000 emergency visits and 15,000 admissions. More than 6,000 outpatient and 10,000 inpatient surgeries were performed.
An important aspect of the provider/patient relationship pertains to open communication and trust. Patients want to know that their doctors and the support staff associated with their care understand their wishes and will abide by them. Ideally, these conversations happen well before an emergency or procedure takes place; however, often times this information is missing from a patient's file. As part of Three Mountains' initiative to build trust with their patients, an increased emphasis has been placed on obtaining living wills from the patient as part of the intake process to ensure that the healthcare team has written directives of the patient's wishes in case of incapacitation. You will be creating a living will for a patient and provide educational information as to why the patient should fill it out during the admission process before a procedure.
Introduction:
Explain the definition of a living will and its key components. This section will provide an educational overview of the document for the patient.
Living Will Template:
Create a living will that can serve as a template to the patients. This should cover the basic treatment issues such as resuscitation, feeding tubes, ventilation, organ and tissue donations, etc. Provide instructions in the template that can be easily altered, depending on each patient's wishes.
Summary:
In this section, you will discuss the importance of this document and encourage patients to complete it. Address how this document ensures that a patient's wishes are known and followed by the healthcare team.
NOTE
- APA formatting and proper grammar, punctuation, and form required.
.
CompetencyAnalyze collaboration tools to support organizatio.docx
Competency
Analyze collaboration tools to support organizational goals.
Scenario
You are a new manager at Elliot Building Supplies International who has seen huge success in managing your global team remotely. This success has been shown in the team outcomes/production and employee satisfaction and engagement. Senior leadership has taken notice of your success and has asked you to create a presentation to share with your peers, who also manage remotely, that explains the best collaboration tools for remote teams. Also, you will explain the best way to manage effectively and create a motivating and satisfying work environment that supports collaboration.
Instructions
You will need to include the following in your PowerPoint presentation.
Presentation welcome/introduction slide.
Collaboration tools that you have used to be successful.
This should include at least 4 different types of tools.
Each type should be explained in detail, along with the benefits it provides.
Critical skills to successfully manage remote employees.
Closing slide to share final thoughts and ideas.
.
Competency Checklist and Professional Development Resources .docx
Competency Checklist and Professional Development Resources
An important and yet often overlooked function of leadership in an early childhood program is the ability to positively influence the people in the program. For this group assignment, consider the characteristics of a leader who can support and lead teachers in reflective teaching. This type of self-reflection is the first step to understanding how a supervisor supports teachers to accomplish their goals through mentoring. For this assignment, your group will need to address the following two components:
Part 1
: Consider the following question as your group completes the competency checklist below: What might be evidence that a teacher leader possesses the competence to also be a mentor? You are encouraged to evenly divide the competencies among your group, so that each member contributes to providing brief examples of interactions while highlighting the characteristic(s) that demonstrates each competency. While this portion can be completed independently, you should then collaborate to ensure that each group member provides feedback before submitting the full collaborative document.
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when acting as a teacher)
Describe an example of a teacher-leader with adults (when acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the other person
Is able to wait for others to discover solutions, form own ideas, and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others
Is aware of how others’ reactions affect a process of dialogue and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and places
Is flexible and available
Is able to form trusting relationships
Part 2:
Professional Development Resources Document
–Early childhood programs have numerous curriculum options which may contribute to a need to support teachers and staff in a curriculum context they are not familiar with. Therefore, as we prepare to support protégés, we can refer to the National Association of the Education of Young Children core standards for professional development, to promote the use of best practices. These six core standards, briefly describe what early childhood professionals should know and be able to do. After reading each of the
NAEYC Standards for Early Childhood Professional Preparation Programs (Links to an external site.)
, focus on the first four standards:
STANDARD 1.
PROMOTING CHILD DEVELOPMENT AND LEARNING
STANDARD 2.
BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
STANDARD 3.
OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES
STANDARD 4.
US.
Competency 6 Enagage with Communities and Organizations (3 hrs) (1 .docx
This document discusses competency 6 which focuses on engaging with communities and organizations during the COVID-19 situation. Students are asked to explore how their community is addressing citizen needs during the pandemic by consulting with community leaders and organizations. They then need to provide a detailed account of the community needs they identified and how they participated at the community level to help address those needs.
Competency 2 Examine the organizational behavior within busines.docx
Competency 2: Examine the organizational behavior within business systems
Provide the name of the corporation you will be using as the basis for this project.
Provide the organization’s purpose or mission statement.
Describe the organization's industry.
Provide the name and position of the person interviewed during this portion of the assignment (indicate as much pertinent information (e.g., length of service with company, previous roles in the company, educational background, etc.).
Provide the list of interview questions you asked the manager/executive.
Indicate which two - three of the following concepts from this competency that you intend to evaluate the organization/team on and describe the company’s/team’s current situation with each topic you’ve selected:
Motivational theories
Psychological contract
Job design
Use of evaluation, feedback and rewards
Misbehavior
Individual or organizational stress
Provide citations in APA format for any references
.
CompetenciesEvaluate the challenges and benefits of employ.docx
Competencies
Evaluate the challenges and benefits of employing a diverse workforce.
Design a plan for conducting business and managing employees in a global society.
Critique the actions of organizations as they integrate diverse perspectives into their cultures.
Evaluate the role of identity, diverse segments, and cultural backgrounds within organizations.
Attribute different cultural perspectives to current social-cultural dimensions.
Analyze the importance of managing a diverse workforce.
Scenario Information
Your company has been nominated for a national diversity award associated with your efforts and dedication to diversity initiatives in the workplace and their impact on the organization and community. You have been asked to summarize your efforts for the year in a slide presentation for the diversity committee who selects the winner. Be sure to include details of the changes you made in your organization and the impact the changes made.
Instructions
As part of your nomination, you have been asked to create a slide presentation including a voice recording for your entry (Voice Recording not needed). Remember your audience when giving your presentation and include the following slides:
Title slide
Highlighting the importance of workplace diversity
Discussing the points that were included in your diversity plan
Describing how culture and inclusion impact your organization
Providing examples of how diverse workgroups work together in the workplace
Gives examples of strategies used to incorporate Hofstede's cultural dimensions in a global workforce
Provides best practices for managers associated with managing a diverse, global workforce
Conclusion slide that includes a summary of why you should win this award
Any additional, relevant information
References
.
CompetenciesDescribe the supply chain management principle.docx
Competencies
Describe the supply chain management principles through the flow of information, materials, services, and resources.
Analyze the external and internal drivers that influence supply chain principles.
Evaluate supply chain management operational best practices.
Compare the nature of logistics operations and services in both international and domestic contexts.
Apply strategic supply chain management to logistics systems.
Analyze different software systems and technology strategies used in supply chain management.
Scenario
You have just been promoted to Senior Analyst at Mitchell Consulting, a firm that specializes in providing managerial expertise in supply chain management. After completing many assignments under the supervision of a Senior Analyst, your role now allows you to make selections for clients. You are assigned a new client, Scent
Solution
s. Your new manager, Partner Ronda Anderson, has directed you to work on this case and provide analysis and options to resolve the problems directly to the client.
Scent
.
CompetenciesABCDF1.1 Create oral, written, or visual .docx
Competencies
A
B
C
D
F
1.1: Create oral, written, or visual communications appropriate to the audience, purpose, and context.
4 points
Key Criteria: Tailors communication to purpose, context, and target audience. Clearly articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Provides smooth transitions and leaves no awkward gaps from point to point. Shows coherent progress from the introduction to the conclusion with no unnecessary sections.
3 points
Key Criteria: Tailors communication to purpose, context, and target audience. Articulates the thesis and purpose, and supports the thesis and purpose with authentic and appropriate evidence. Generally provides smooth transitions and leaves few awkward gaps from point to point. Shows identifiable progress from the introduction to the conclusion with no unnecessary sections.
2 points
Key Criteria: Considers the purpose, context, and target audience. Articulates the thesis and purpose, and shows some evidence supporting both. Some transitions are not smooth, and there are occasional gaps or awkward connections from point to point. There is a sense of progress from the introduction through the conclusion, but the organization may not be completely clear.
1 point
Key Criteria: Does not tailor communication well in terms of purpose, context, and target audience. Provides a weak thesis, unclear purpose, and little or no evidence to support points. Transitions may be rough or nonexistent, and there are significant gaps or connections between points that leave sections incomprehensible. Progress from the introduction through the conclusion is difficult to decipher, and there may be some material that is unrelated to thesis and purpose.
0 points
Key Criteria: Does not tailor communication in terms of purpose, context, and target audience. Lacks a good thesis and has little or no evidence to support a thesis. Transitions are rough or nonexistent, and there are few discernable connections from point to point. There is no identifiable progress from the introduction through the conclusion, and/or there is substantial material that is unrelated to thesis and purpose.
1.2: Communicate using appropriate writing conventions, including spelling, grammar, mechanics, word choice, and format.
4 points
Uses a format that is highly appropriate to the writing task and carefully tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
3 points
Uses a format that is appropriate to the writing task and tailors the style and tone to the specific audience. Aligns both the writing style and grammar usage to standards appropriate to the task.
2 points
Generally has a clear purpose, but there may be a gap between the format used and the writing task. Fails to fully align the style and tone to the audience, or fails to fully define the audience for the writing task. Has some style or grammar.
COMPETENCIES734.3.4 Healthcare Utilization and Finance.docx
COMPETENCIES
734.3.4
:
Healthcare Utilization and Finance
The graduate analyzes financial implications related to healthcare delivery, reimbursement, access, and national initiatives.
INTRODUCTION
It is essential that nurses understand the issues related to healthcare financing, including local, state, and national healthcare policies and initiatives that affect healthcare delivery. As a patient advocate, the professional nurse is in a position to work with patients and families to access available resources to meet their healthcare needs.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:
1. Identify
one
country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.
2. Compare access between the
two
healthcare systems for children, people who are unemployed, and people who are retired.
a. Discuss coverage for medications in the two healthcare systems.
b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.
c. Discuss coverage for preexisting conditions in the two healthcare systems.
3. Explain
two
financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:COUNTRY TO COMPARE
NOT EVIDENT
A country for comparison is not identified.
APPROACHING COMPETENCE
The identified country for comparison is not from the given list.
COMPETENT
The identified country for comparison is from the given list.
A2:ACCESS
NOT EVIDENT
A comparison of healthcare system access is not provided.
APPROACHING COMPETENCE
The comparison does not acc.
Competencies and KnowledgeWhat competencies were you able to dev.docx
Competencies and Knowledge
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the assignments (Units 1–4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management
.
Competencies and KnowledgeThis assignment has 2 parts.docx
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competencies and KnowledgeThis assignment has 2 partsWhat.docx
Competencies and Knowledge
This assignment has 2 parts:
What competencies were you able to develop in researching and writing the course Comprehensive Project? How did you leverage knowledge gained in the intellipath assignments (Units 1- 4) in completing the Comprehensive Project? How will these competencies and knowledge support your career advancement in management?
Discuss the similarities and differences between shareholder wealth maximization and stakeholder wealth maximization.
.
Competences, Learning Theories and MOOCsRecent Developments.docx
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Compensation & Benefits Class 700 words with referencesA stra.docx
Compensation & Benefits Class 700 words with references
A strategic purpose for a well-blended compensation program, one that includes various types of direct compensation, is gaining employee commitment and productivity. One of the most effective tactics for this strategy is designing a process for linking individual achievement to organizational goals.
Prepare a report to senior leaders addressing the following:
·
Explain the concept of tying performance to organizational goals.
·
Describe the different types of individual and group-level performance measurements.
·
What are the advantages and disadvantages of individual versus group-level performance recognition?
·
Discuss the options an organization has to link individual or group monetary rewards to organizational success.
·
Develop recommendations for how to implement, monitor, and evaluate such a program.
.
Compensation, Benefits, Reward & Recognition Plan for V..docx
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Learning Team B
HRM 595
December 19, 2017
Rosalie M. Lopez
Running head: COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
1
COMPENSATION, BENEFITS, REWARD & RECOGNITION PLAN
2
Compensation, Benefits, Reward & Recognition Plan for V.P. Operations
Introduction
Base Salary Range
For the position of VP of Operations, the National Average Salary is $122,624. In San Francisco, the average is higher and placed at $155,946. This amount is 16% higher than the National Average (Payscale, 2016). The reason for this increase is because of experience and geography. These are the two prime factors that impact the pay scale. Another major factor is the employer. Most employers base their decision to hire an individual on the experience they bring with them. Of course, with more experience, higher pay is required. With our company cutting cost a less experienced individual would be the best fit for the position.
Standard Employee Benefit
In many cases, your employee benefits could be the turning point for a prospective employee. This benefit is a vital portion of any employee packet. These valuable benefits are used as a blanket of security in the case of any sickness, injury, unemployment, old age, or death (Gomez-Mejia, Balkin & Cardy, 2015, p. 362). There is a significant difference between incentives and benefits: benefits are financial and nonfinancial compensations that are indirect to the employee. To have a competitive strategy Blossoms Up! must align their profits with the compensation package that has been already put in place. This action will help provide flexibility to the amount and the benefits available (Gomez-Mejia et al., 2015).
There are also some benefits that most companies are legally obligated to provide. Three benefits are required regardless of the number of employees that the company has. These interests involve social security, workers compensation, and unemployment insurance (Gomez-Mejia et al., 2015). Other laws must be adhered to when dealing with a certain number of individuals. When a company has 50 or more employee they must have the Family and Medical Leave Act in place and since its induction in 2015 the Affordable Care Act for Health Insurance for companies with 20 or more employees. For the health insurance to be considered standard medical, vision and dental plans must be made available to the business. These programs that must be regarded as being under the Health Maintenance Organization (HMO) or a Preferred Provider Organization (PPO) (Gomez-Mejia et al., 2015).
There are some voluntary benefits that we can include. We are already looking into adding a pension package using the Defined Contribution Plan as well as the 401(K) plan (Gomez-Mejia et al., 2015). Life insurance is another excellent benefit that could be added to the package as well as short-term and long-term disability insurance. Adding Vacation and PTO, and Holiday pay is .
Compete the following tablesTheoryKey figuresKey concepts o.docx
Compete the following tables:
Theory
Key figures
Key concepts of personality formation
Explanation of the disordered personality
Scientific credibility
Comprehensiveness
Applicability
Attachment
Complete the following...200-300 words..
Is Freud's theory a viable theory for this century?
Provide reasons for
your
view.
.
Compensation Strategy for Knowledge WorkersTo prepare for this a.docx
The document discusses the importance of physical security for computer and network security. It notes that physical access negates all other security measures, as an attacker can directly access systems if they have physical proximity. It outlines several ways an attacker could exploit physical access, such as using bootable media like LiveCDs to access tools and directly image hard drives. The document emphasizes that physical security is foundational and must be carefully designed and implemented to protect against unauthorized access to systems and data.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
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واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
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Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
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https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpHow to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Chapter 11 crisis management planCrisis management plan.docx
- 1. 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
- 2. Essential plan elements Identify assembly points Communications plan Multiple calls list Security Executive staff response Facilities Executives Legal Corporate communications
- 3. 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
- 4. 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,
- 5. 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 appropriate objects, charts, and/or graphs supports the message and enhance the presentation.Design is professional, visually appealing, and compellingly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation.Letter: Relationship to Reading10.0%Not addressed.Early language development is insufficiently related to reading fluency and comprehension in later years.Early language development is vaguely related to reading fluency and comprehension in later years.Early language development is clearly related to reading fluency and comprehension in later years.Early language development is insightfully related to reading fluency and comprehension in later years.Letter: Atypical Development10.0%Not addressed.Atypical language development in young children and methods to identify atypical development are inaccurately described. Importance of early intervention is illogically explained.Atypical language development in young children and methods to identify atypical development are vaguely described. Importance of early intervention is superficially explained.Atypical language
- 6. development in young children and methods to identify atypical development are accurately described. Importance of early intervention is competently explained.Atypical language development in young children and methods to identify atypical development are proficiently described. Importance of early intervention is thoroughly explained.Letter: At-Home Strategies15.0%Not addressed.Unrealistic at-home reading development strategies ineffectively address atypical language development.Underdeveloped at-home reading development strategies marginally address atypical language development.Appropriate at-home reading development strategies capably address atypical language development.Innovative at-home reading development strategies expertly address atypical language development.Organization15.0%Not addressed.An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other.The content may not be adequately organized even though it provides the audience with a sense of the main idea.The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea.Mechanics of Writing (includes spelling, punctuation, grammar, language use)15.0%Not addressed.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present.Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language.Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech.Writer is clearly in command of standard, written academic English.Total Weightage100%