Corporate GovernanceResourcesDiscussion and Participation Scor.docx
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Corporate Governance Resources Discussion and Participation Scoring Guide . Consider how hospitals and other health care providers police themselves. Then discuss the concept of corporate governance in health care organizations. Response Guidelines After your initial response to the discussion question, respond to at least two other learners posts by asking questions and adding comments that expand and deepen the conversation. Your responses are expected to be substantive in nature. .
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Continually in our changing society we are learning how to interact .docx
Continually in our changing society we are learning how to interact with people who have different beliefs, values, and attitudes. In 1-2 pages, describe a time when you had to learn about a new culture or way of life. (This could be another country, a different part of the USA, a new business, or a different school or family, and so on.) Using one theory from Module 02's reading and study, explain how the experience helped sharpen your communication skills. Explain how you were enriched by the experience.
If you quote an outside resource, please follow APA citation format.
.
Context There are four main categories of computer crimeComput.docx
Context:
There are four main categories of computer crime:
Computer as the target of criminals,
criminals using computers to commit crimes,
computers being incidental to a crime, and
crime being facilitated due to the vast numbers of computers and digital devices in use today.
It is important to distinguish between these categories of computer crime in order to realize the different ways that digital devices can be involved in criminal activity.
Task Description:
Search the Internet or the library and find a real-world example of each of the four types of computer crime. Write a 5 page (1800 words) paper using APA Style. Discuss the specific crime that you found in each category, its effects on the target, and the social and economic cost of recovering from the crime.
.
Continue to use the case study (A&D High Tech) and Risk Management .docx
Continue to use the case study (A&D High Tech) and Risk Management Plan Template to identify, evaluate, and assess risk. For this part of your risk plan, use qualitative and quantitative processes, such as:
Sensitivity analysis.
Expected monetary analysis.
Monte Carlo simulation.
Decision tree analysis.
PERT tree analysis.
Also, use compare and contrast techniques for identifying risks, such as:
Brainstorming.
The Delphi Technique.
Ishikawa diagrams.
Interviewing processes.
Include the following sections in your Risk Management Plan submission:
3.1 Determine the Risks
(Identify and evaluate the types of risk that the project may encounter.)
3.2 Evaluate and Assess the Risks
(Define the elements of the risk breakdown structure for use in evaluating project risk. Analyze the impact of risk on project outcomes. Integrate risk analysis techniques to create a risk breakdown structure).
3.3 Qualitative and Quantitative Processes
(Apply qualitative and quantitative risk analysis. Use sensitivity analysis, expected monetary analysis, decision tree analysis, Monte Carlo simulation, and/or the PERT tree analysis).
.
Continue to use the case study, evaluate, and assess risk. Use quali.docx
Continue to use the case study, evaluate, and assess risk. Use qualitative and quantitative processes, such as:
Sensitivity analysis.
Expected monetary analysis.
Monte Carlo simulation.
Decision tree analysis.
PERT tree analysis.
Also, use compare and contrast techniques for identifying risks, such as:
Brainstorming.
The Delphi Technique.
Ishikawa diagrams.
Interviewing processes.
Include the following sections:
Section 3—Risk Identification
3.1 Determine the Risks
(Identify and evaluate the types of risk that the project A&D may encounter.)
3.2 Evaluate and Assess the Risks
(Define the elements of the risk breakdown structure for use in evaluating project risk. Analyze the impact of risk on project outcomes. Integrate risk analysis techniques to create a risk breakdown structure).
3.3 Qualitative and Quantitative Processes
(Apply qualitative and quantitative risk analysis. Use sensitivity analysis, expected monetary analysis, decision tree analysis, Monte Carlo simulation, and/or the PERT tree analysis).
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CONTEXT ASSIGNMENT # 6For this assignment, we are going to take .docx
CONTEXT ASSIGNMENT # 6
For this assignment, we are going to take president Obama’s State-of the-Union speech
out of context
. You will go through the speech looking for phrases to spin out-of-context.
You will use at least three quotes from the speech. Please put the quotes in a
bold
font. Pay extra attention to how the quote is introduced. Make sure it flows. Make sure it is set up so that the quote
illustrates a point
. Also, pay extra attention to your rhetoric after the quote. Make sure it explains (or feeds off of) the quote you used.
Just like all the assignments in this portfolio, you will be developing points. The difference here is that your example / illustration will be a quote from the president.
ADDITIONAL REQUIREMENTS
1. Exactly 1 page long so the last word is the last word that can fit on the page.
2. No grammar errors!
3. Pay extra close attention to the way the quotes are introduced.
4. Make sure your writing is clear, direct, concise, and strong.
In other words, revise, proofread and edit your work.
Use the 5-editing techniques after you’ve written the first draft
eliminate redundancies
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use strong verbs
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Media and SocietyMedia HistoryJOHN DEWEY – 185.docx
Media and Society
Media History
JOHN DEWEY – 1859-1952
Harold A. Innis
1894-1952
Marshall McLuhan – 1911-1980
Walter J. Ong, S.J.
1912-2003
Robert W. McChesney – 1952-
Three Historical Narratives:
Oral to Electronic Culture
Oral Culture – all interactions take place in face-to-face discussions.
Written Culture – a shared system of inscription in a literate society exists so that communication can take place outside of face-to-face discussions across time and space.
Print Culture – an expansion of Written Culture that encompasses the consequent social and cultural changes that result from the proliferation of printer material.
Electronic Culture – communication transcends time and space.
There is a different sense of time in Oral Culture, according to Ong.
Since there are no records, memory cannot be recorded. History
can only reside in the present, in the telling of the story. Memory
is thematic and formulaic. The story may vary very little from telling to
telling over time, but the words and phrases used may differ.
Performance is the key to authorship. Every time a story is told or a work is
performed, it is shaped by the performer and provides a new model for future performances.
Oral cultures are relatively homogeneous with respect to knowledge and social norms but public and shared across generations.
Written Culture, according to McLuhan , has been the means of creating
‘civilized man.’
According to Innis, written communication allowed societies to persevere through time by creating durable texts which could be handed down and referred to. This allowed for control of knowledge by certain hierarchies and also allowed for centralized control to expand over a wider area.
Audiences could be remote in time and space, and the communicator could guarantee that the message received is identical to the one sent without having to rely on the memory of the messenger. The communicator could reach a wider and more disparate audience.
Print Culture – the ability to mechanically reproduce text freed writing
from its reliance on an elite group of individuals and guaranteed that
each copy of the text would be identical to every other copy.
Printing was instrumental in the development of a secular society and in the establishment of a democracy among the upper classes in early
modern Europe, according to historian, Elizabeth Eisenstein.
Printing reinforced the sense of individuality and privacy and makes
Introspection possible.
Printing enabled the emergence of the newspaper and the novel, and
altered the very structure of human consciousness and thought.
Electronic Culture – the telegraph reorganized people’s perception of space and time; it enabled the transmission of messages across space, and it fostered a rational reorganization of time. The telegraph also separated transportation from communication.
According to Innis, electronic culture allows for a new fo.
Coping with Terrorism Is the United States making progress in re.docx
Coping with Terrorism"
Is the United States making progress in reducing or preventing terrorism? Explain your answer.
If the United States is NOT making progress, what would have to happen to make the efforts against terrorism more effective?
If the United States IS making progress, to what do you attribute this success?
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MEDIA AND DIVERSITY IN CULTURECOM-530 MEDIA AND DIVE.docx
This document discusses key concepts related to microcultures and media, including media literacy, hyper-commercialism, critical culture approach, and stereotypes. It also discusses representations of microcultures in terms of identity, participation, community, and diversity. Finally, it addresses audience perception, critical culture and media approaches, and the importance of media literacy in developing strong critical thinking skills from a young age to understand different media messages and interpretations.
Recommended
Continually in our changing society we are learning how to interact .docx
Continually in our changing society we are learning how to interact with people who have different beliefs, values, and attitudes. In 1-2 pages, describe a time when you had to learn about a new culture or way of life. (This could be another country, a different part of the USA, a new business, or a different school or family, and so on.) Using one theory from Module 02's reading and study, explain how the experience helped sharpen your communication skills. Explain how you were enriched by the experience.
If you quote an outside resource, please follow APA citation format.
.
Context There are four main categories of computer crimeComput.docx
Context:
There are four main categories of computer crime:
Computer as the target of criminals,
criminals using computers to commit crimes,
computers being incidental to a crime, and
crime being facilitated due to the vast numbers of computers and digital devices in use today.
It is important to distinguish between these categories of computer crime in order to realize the different ways that digital devices can be involved in criminal activity.
Task Description:
Search the Internet or the library and find a real-world example of each of the four types of computer crime. Write a 5 page (1800 words) paper using APA Style. Discuss the specific crime that you found in each category, its effects on the target, and the social and economic cost of recovering from the crime.
.
Continue to use the case study (A&D High Tech) and Risk Management .docx
Continue to use the case study (A&D High Tech) and Risk Management Plan Template to identify, evaluate, and assess risk. For this part of your risk plan, use qualitative and quantitative processes, such as:
Sensitivity analysis.
Expected monetary analysis.
Monte Carlo simulation.
Decision tree analysis.
PERT tree analysis.
Also, use compare and contrast techniques for identifying risks, such as:
Brainstorming.
The Delphi Technique.
Ishikawa diagrams.
Interviewing processes.
Include the following sections in your Risk Management Plan submission:
3.1 Determine the Risks
(Identify and evaluate the types of risk that the project may encounter.)
3.2 Evaluate and Assess the Risks
(Define the elements of the risk breakdown structure for use in evaluating project risk. Analyze the impact of risk on project outcomes. Integrate risk analysis techniques to create a risk breakdown structure).
3.3 Qualitative and Quantitative Processes
(Apply qualitative and quantitative risk analysis. Use sensitivity analysis, expected monetary analysis, decision tree analysis, Monte Carlo simulation, and/or the PERT tree analysis).
.
Continue to use the case study, evaluate, and assess risk. Use quali.docx
Continue to use the case study, evaluate, and assess risk. Use qualitative and quantitative processes, such as:
Sensitivity analysis.
Expected monetary analysis.
Monte Carlo simulation.
Decision tree analysis.
PERT tree analysis.
Also, use compare and contrast techniques for identifying risks, such as:
Brainstorming.
The Delphi Technique.
Ishikawa diagrams.
Interviewing processes.
Include the following sections:
Section 3—Risk Identification
3.1 Determine the Risks
(Identify and evaluate the types of risk that the project A&D may encounter.)
3.2 Evaluate and Assess the Risks
(Define the elements of the risk breakdown structure for use in evaluating project risk. Analyze the impact of risk on project outcomes. Integrate risk analysis techniques to create a risk breakdown structure).
3.3 Qualitative and Quantitative Processes
(Apply qualitative and quantitative risk analysis. Use sensitivity analysis, expected monetary analysis, decision tree analysis, Monte Carlo simulation, and/or the PERT tree analysis).
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CONTEXT ASSIGNMENT # 6For this assignment, we are going to take .docx
CONTEXT ASSIGNMENT # 6
For this assignment, we are going to take president Obama’s State-of the-Union speech
out of context
. You will go through the speech looking for phrases to spin out-of-context.
You will use at least three quotes from the speech. Please put the quotes in a
bold
font. Pay extra attention to how the quote is introduced. Make sure it flows. Make sure it is set up so that the quote
illustrates a point
. Also, pay extra attention to your rhetoric after the quote. Make sure it explains (or feeds off of) the quote you used.
Just like all the assignments in this portfolio, you will be developing points. The difference here is that your example / illustration will be a quote from the president.
ADDITIONAL REQUIREMENTS
1. Exactly 1 page long so the last word is the last word that can fit on the page.
2. No grammar errors!
3. Pay extra close attention to the way the quotes are introduced.
4. Make sure your writing is clear, direct, concise, and strong.
In other words, revise, proofread and edit your work.
Use the 5-editing techniques after you’ve written the first draft
eliminate redundancies
avoid wordy expressions
cut awkward sentence openings
vary your sentence structure
use strong verbs
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Media and SocietyMedia HistoryJOHN DEWEY – 185.docx
Media and Society
Media History
JOHN DEWEY – 1859-1952
Harold A. Innis
1894-1952
Marshall McLuhan – 1911-1980
Walter J. Ong, S.J.
1912-2003
Robert W. McChesney – 1952-
Three Historical Narratives:
Oral to Electronic Culture
Oral Culture – all interactions take place in face-to-face discussions.
Written Culture – a shared system of inscription in a literate society exists so that communication can take place outside of face-to-face discussions across time and space.
Print Culture – an expansion of Written Culture that encompasses the consequent social and cultural changes that result from the proliferation of printer material.
Electronic Culture – communication transcends time and space.
There is a different sense of time in Oral Culture, according to Ong.
Since there are no records, memory cannot be recorded. History
can only reside in the present, in the telling of the story. Memory
is thematic and formulaic. The story may vary very little from telling to
telling over time, but the words and phrases used may differ.
Performance is the key to authorship. Every time a story is told or a work is
performed, it is shaped by the performer and provides a new model for future performances.
Oral cultures are relatively homogeneous with respect to knowledge and social norms but public and shared across generations.
Written Culture, according to McLuhan , has been the means of creating
‘civilized man.’
According to Innis, written communication allowed societies to persevere through time by creating durable texts which could be handed down and referred to. This allowed for control of knowledge by certain hierarchies and also allowed for centralized control to expand over a wider area.
Audiences could be remote in time and space, and the communicator could guarantee that the message received is identical to the one sent without having to rely on the memory of the messenger. The communicator could reach a wider and more disparate audience.
Print Culture – the ability to mechanically reproduce text freed writing
from its reliance on an elite group of individuals and guaranteed that
each copy of the text would be identical to every other copy.
Printing was instrumental in the development of a secular society and in the establishment of a democracy among the upper classes in early
modern Europe, according to historian, Elizabeth Eisenstein.
Printing reinforced the sense of individuality and privacy and makes
Introspection possible.
Printing enabled the emergence of the newspaper and the novel, and
altered the very structure of human consciousness and thought.
Electronic Culture – the telegraph reorganized people’s perception of space and time; it enabled the transmission of messages across space, and it fostered a rational reorganization of time. The telegraph also separated transportation from communication.
According to Innis, electronic culture allows for a new fo.
Coping with Terrorism Is the United States making progress in re.docx
Coping with Terrorism"
Is the United States making progress in reducing or preventing terrorism? Explain your answer.
If the United States is NOT making progress, what would have to happen to make the efforts against terrorism more effective?
If the United States IS making progress, to what do you attribute this success?
.
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Medeiros LNB de, Silva DR da, Guedes CDFS et al. .docx
Medeiros LNB de, Silva DR da, Guedes CDFS et al. Prevalence of pressure ulcers in intensive...
English/Portuguese
J Nurs UFPE on line., Recife, 11(7):2697-703, July., 2017 2697
ISSN: 1981-8963 ISSN: 1981-8963 DOI: 10.5205/reuol.10939-97553-1-RV.1107201707
PREVALENCE OF PRESSURE ULCERS IN INTENSIVE CARE UNITS
PREVALÊNCIA DE ÚLCERAS POR PRESSÃO EM UNIDADES DE TERAPIA INTENSIVA
PREVALENCIA DE ÚLCERAS POR PRESIÓN EN UNIDADES DE TERAPIA INTENSIVA
Luan Nogueira Bezerra de Medeiros1, Deyvisson Ribeiro da Silva2, Cintia Danielle Faustino da Silva Guedes3,
Thuanne Karla Carvalho de Souza4, Belisana Pinto de Abreu Araújo Neta5
ABSTRACT
Objective: to detect the prevalence of Pressure Ulcers (PUs) in patients admitted to Intensive Care Units
(ICUs). Method: cross-sectional, quantitative study, developed in an emergency and trauma reference
hospital in the State of Rio Grande do Norte located in the eastern sanitary district of Natal (RN), Brazil.
Results: the prevalence found of PUs was 69% in the four ICUs. Individually, the Cardiac ICU had an incidence
of 44.4%; the Bernadete ICU, 85.7%; the General ICU, 60%; and the Emergency ICU, 87.5%. Conclusion: It is
necessary to focus on a strategic planning for prevention and treatment measures to reduce the PU indexes in
the institution. Descriptors: Nursing; Pressure Ulcer; Intensive Care Units; Prevalence.
RESUMO
Objetivo: detectar a prevalência de Úlceras por Pressão (UPs) em pacientes internados em Unidades de
Terapia Intensiva (UTIs). Método: estudo transversal, de abordagem quantitativa, desenvolvido em um
hospital de referência para o estado do Rio Grande do Norte em urgência e trauma, situado no distrito
sanitário leste do município de Natal (RN), Brasil. Resultados: a prevalência encontrada de UPs foi de 69% nas
quatro UTIs. Individualmente, a UTI Cardiológica apresentou 44,4%; UTI Bernadete, 85,7%; UTI Geral, 60%; e
UTI do Pronto-Socorro, 87,5% de prevalência de UPs. Conclusão: é necessário nortear um planejamento
estratégico para medidas de prevenção e tratamento para redução dos índices de UPs na instituição.
Descritores: Enfermagem; Úlcera por Pressão; Unidades de Terapia Intensiva; Prevalência.
RESUMEN
Objetivo: detectar la prevalencia de Úlceras por Presión (UPs) en pacientes internados en Unidades de
Terapia Intensiva (UTIs). Método: estudio transversal, de enfoque cuantitativo, desarrollado en un hospital de
referencia para el estado de Rio Grande do Norte en urgencia y trauma, situado en el distrito sanitario este
del municipio de Natal (RN), Brasil. Resultados: la prevalencia encontrada de UPs fue de 69% en las cuatro
UTIs. Individualmente, la UTI Cardiológica presentó 44,4%; UTI Bernadete, 85,7%; UTI General, 60%; y UTI de
Pronto-Socorro, 87,5% de prevalencia de UPs. Conclusión: es necesario guiar un planeamiento estrategico
para medidas de prevención y tratamiento para reducción de los índices de U.
Measuring to Improve Medication Reconciliationin a Large Sub.docx
Measuring to Improve Medication Reconciliation
in a Large Subspecialty Outpatient Practice
Elizabeth Kern, MD, MS; Meg B. Dingae, MHSA; Esther L. Langmack, MD; Candace Juarez, MT; Gary Cott, MD;
Sarah K. Meadows, MS
Background: To assess performance in medication reconciliation (med rec)—the process of comparing and reconciling
patients’ medication lists at clinical transition points—and demonstrate improvement in an outpatient setting, sustainable
and valid measures are needed.
Methods: An interdisciplinary team at National Jewish Health (Denver) attempted to improve med rec in an ambulatory
practice serving patients with respiratory and related diseases. Interventions, which were aimed at physicians, nurses (RNs),
and medical assistants, involved changes in practice and changes in documentation in the electronic health record (EHR).
New measures designed to assess med rec performance, and to validate the measures, were derived from EHR data.
Results: Across 18 months, electronic attestation that med rec was completed at clinic visits increased from 9.8% to 91.3%
(p < 0.0001). Consistent with this improvement, patients with medication lists missing dose/frequency for at least one prescription-
type medication decreased from 18.1% to 15.8% (p < 0.0001). Patients with duplicate albuterol inhalers on their list decreased
from 4.0% to 2.6% (p < 0.0001). Percentages of patients increased for printing of the medication list at the visit (18.7% to
94.0%; p < 0.0001) and receipt of the printed medication list at the visit (52.3% to 67.0%; p = 0.0074). Documentation
that patient education handouts were offered increased initially then declined to an overall poor performance of 32.4% of
clinic visits. Investigation of this result revealed poor buy-in and a highly redundant process.
Conclusion: Deriving measures reflecting performance and quality of med rec from EHR data is feasible and sustainable
over the time periods necessary to demonstrate change. Concurrent, complementary measures may be used to support the
validity of summary measures.
Medication reconciliation (med rec) is the process of sys-tematically and comprehensively reviewing the
medications a patient is taking, to ensure that medications
added, changed, or discontinued are evaluated for poten-
tial safety concerns. One of the three current Joint
Commission National Patient Safety Goals (NPSGs) on med-
ication safety (Goal 3), concerns medication reconciliation,
which ambulatory care organizations have been expected to
perform since 2005. The current version of the goal
(NPSG.03.06.01), effective July 1, 2011, stipulates that am-
bulatory care organizations maintain and communicate
accurate patient medication information.1 One require-
ment is that the organization obtain the patient’s medication
information at the beginning of an episode of care, with the
information to be updated when the patient’s medications
change. Ideally, med rec should occur at each transition of
care or han.
Meaningfulness vs. S.docx
Meaningfulness vs. Statistical Significance
Meaningfulness vs. Statistical Significance
Program Transcript
MATT JONES: Statistical significance deals with the critical value of a statistic.
And in a certain philosophy, making a determination of whether the null
hypothesis is rejected or you fail to reject the null hypothesis. That is statistical
significance.
Meaningfulness is taking that statistic and determining it's applicability out in the
real world. So all too often, as researchers, we get caught up in chasing
statistical significance. And certainly while that's part of statistics, we also want to
focus on the tie back to the real world.
So while we might find statistical significance in a very large sample, once we
look at the effect that's present there, or the strength of the relationship, or the
magnitude of the difference, they all might be extremely small. So while we might
have quote unquote, "highly statistically significant results, the effect,
relationship, or differences are rather small and almost meaningless in the
applied real world."
It's important to understand the difference between statistical significance and
meaningfulness. Because as a critical consumer of research, when you're
evaluating claims, you want to match up the actual statistics with the claims
being made. So if a claim is being made of how large an effect was or how
important something is, you want to go back to the statistical analysis and see if
that is indeed the case.
So just because something says there was a statistically significant result doesn't
necessarily mean you can make claims about how profound an impact that it
might have out in the real world. Because that might be an overreach of what the
statistics were actually doing. Statistics will tell you only a small little piece of the
pie. It's up to us as researchers to put the results into a specific context and
understand that alignment between the statistics and the results with a possible
misalignment.
History has given us a lot of examples of where statistics and statements don't
necessarily match up. It's important to have a critical eye when it comes to
statistical significance and meaningfulness to evaluate results, not only of other
researchers, but also your own. And when you're making a claim about an effect
or a relationship or an intervention, we're able to make that claim with some
degree of authority. So just because you have statistical significance, i.e. a P
value below 0.01, that doesn't necessarily mean the magnitude of the effect was
strong where there's a large difference between two groups when in fact it might
be very small.
©2016 Laureate Education, Inc. 1
Meaningfulness vs. Statistical Significance
The danger in not understanding the difference between statistical significance
and meaningfulness is our potential to overreach with resul.
Contributing to the Team’s Work Score 20 pts.20 - 25 pts..docx
Contributing to the Team’s Work
Score : 20 pts.
20 - 25 pts.
Feedback:
High contribution
Interacting with Teammates
Score : 19 pts.
13 - 23 pts.
Feedback:
Moderate level of interaction
Keeping the Team on Track
Score : 23 pts.
20 - 25 pts.
Feedback:
Highly skilled at keeping on track
Expecting Quality
Score : 14 pts.
12 - 15 pts.
Feedback:
High quality expectations
Having Relevant Knowledge, Skills, and Abilities (KSAs)
Score : 9 pts.
8 - 10 pts.
Feedback:
Highly relevant knowledge and skills
Feedback score:
Score : 85 pts.
Range-based Feedback:
84 - 105 pts.
Feedback:
Highly effective team member
Complete
the "Evaluate Team Member Effectiveness" self-assessment.
Write
a 700- to 1,050-word paper in which you address the following:
Do you agree with your results?
Based on your self-assessment, what do you see as your strengths and weaknesses regarding working on a team?
Have you ever engaged in social loafing while on a team? Why or why not?
How does working effectively on a team give you an advantage in the workplace?
How do groups normally develop?
How does the effectiveness of the team members influence the group's development process?
Format
your paper consistent with APA guidelines.
.
Measuring Performance at Intuit A Value-Added Component in ERM Pr.docx
Measuring Performance at Intuit: A Value-Added Component in ERM Programs
ABC Organization is looking to improve on their Enterprise Risk Management (ERM) program. A board member saw Intuit’s ERM Performance Measurement Model case study. As with any ERM program, Intuit’s program has continued to evolve since 2009.
Intuit’s ERM program began with the company's practice of risk management on an ad hoc basis. When a problem occurred, team were formed to address the issue. When it was over, it was back to business as usual. In the late 2000’s, Intuit’s ERM program focused on building a sustainable risk management capability. The program provided leadership with current and emerging risks to help them make strategic decisions. Intuit built the program using a ERM maturity model to get the right foundation. It was realized that executive leadership needed to measure the performance of the program. So key risk indicators (KRIs) were used to understand the potential emerging risks and any trends that may impact current risks. Also, key performance indicators (KPIs) can help in understanding and manage current risks. By identifying these KRIs and KPIs in the, the case study reader should gain an understanding of the importance of and the need to incorporate these indicators.
As risk manager, you are responsible for ensuring your organization minimizes its risks. Your board became aware of this case study and has asked you to create a presentation for the next board meeting where you will present information about this case study and the effects of implementing KPIs and KRIs at Intuit.
Create a PowerPoint® narration report of at least 20 slides based on your findings about this case study along with the message that is delivered based upon this case (not including the cover page and reference page). If you do not own a copy of Microsoft PowerPoint use a comparable slide software or Google Slides (free and accessible from Google.com). In the presentation, address the following from the Intuit ERM program:
· What represents the key performance indicators of the ERM program?
· What represents the key risk indicators of the ERM program?
· What improvements would you make?
· Does this represent an effective risk management program? If not, what is missing? (Support your response with details from the case study and properly cited references.)
· Would this program work for a publicly traded corporation of similar size?
· How important do you view alignment and accountability among a management team?
Make sure to provide a reference slide that provides APA citations of any sources used in the PowerPoint presentation. This slide does not require narration. Written Parameters/Expectations:
· At least 20 slides in length, with each slide having a written narration in Standard English explaining the key ideas in each slide.
· The written narrative presentation should have a highly developed and sustained viewpoint and purpose.
· The written communication.
Controversial Issue in Microbiology Assignment Use of antibacte.docx
Controversial Issue in Microbiology Assignment
:
Use of antibacterial soaps. Are they helpful? Are they potentially harmful?
Assignment due (uploaded to Acorn) on: Oct 16
Format: Essay (1-2 pages, double spaced plus references)
The assignment should include:
- a discussion of a controversial issue in microbiology (in list provided or propose an idea to me)
- literature supporting / denying the controversial issue
- your ideas on the issue
- the real world relevance of the issue
- a list of references (primary literature should be the majority of your sources and each idea mentioned should be cited)
.
Control measures for noncommunicable disease may start with basic sc.docx
Control measures for noncommunicable disease may start with basic screening initiatives and end with the development and implementation of preventive population-based measures and activities.
As a newly trained Epidemic Intelligence Service (EIS) officer, you are asked to develop a population-based prevention program for a chronic disease.
Identify a chronic disease that can be detected through screening. Describe how screening influences and enhances prevention. Discuss how and where you would implement a screening initiative and who would be the core or target population.
.
Contrasting Africa and Europes economic development.Why did Europ.docx
Contrasting Africa and Europe's economic development.
Why did Europe develop more quickly than Africa?
Using the text book and/or lecture notes:
list and explain 5 advantages Europe possessed that Africa lacked in its economic development.
Minimum requirement 1 (one) page, typed, doubled spaced.
due 10/26 noon LAtime
.
Measure the dependence of the resistance in the spinel Lu2V2O7 on .docx
Measure the dependence of the resistance in the spinel Lu2V2O7 on ionic liquid doping
"I Have a Dream," Address Delivered at the March on Washington for Jobs and Freedom
Author:
King, Martin Luther, Jr. (Southern Christian Leadership Conference)
Date:
August 28, 1963
Location:
Washington, D.C.
Genre:
Audio
Speech
Topic:
March on Washington for Jobs and Freedom, 1963
Audio:
Listen to Audio
Details
In his iconic speech at the Lincoln Memorial for the 1963 March on Washington for Jobs and Freedom, King urged America to "make real the promises of democracy." King synthesized portions of his earlier speeches to capture both the necessity for change and the potential for hope in American society.
I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. [applause]
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves [Audience:] (Yeah) who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. (Hmm)
But one hundred years later (All right), the Negro still is not free. (My Lord, Yeah) One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. (Hmm) One hundred years later (All right), the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later (My Lord) [applause], the Negro is still languished in the corners of American society and finds himself in exile in his own land. (Yes, yes) And so we’ve come here today to dramatize a shameful condition.
In a sense we’ve come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence (Yeah), they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men (My Lord), would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. (My Lord) Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked insufficient funds. [enthusiastic applause] (My Lord, Lead on, Speech, speech)
But we refuse to believe that the bank of justice is bankrupt. (My Lord) [laughter] (No, no) We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. (Sure enough) And so we’ve come to cash this check (Yes), a check that will give us upon demand the riches of freedom (Yes) and the security of justice. (Yes Lord) [enthusiastic applause]
.
Measures of Similaritv and Dissimilaritv 65the comparison .docx
The document discusses measures of similarity and dissimilarity between data objects. It defines similarity and dissimilarity, and how they are related. It describes how to measure proximity between objects with a single attribute, including nominal, ordinal, interval and ratio attributes. It also discusses various dissimilarity measures between data objects with multiple attributes, including distances like Euclidean distance.
MDS 4100 Communication Law Case Study Privacy CASE .docx
MDS 4100 Communication Law
Case Study: Privacy
CASE STUDY: PRIVACY
You are a reporter for WKRN-TV, covering local police activity as part of your beat. Your editor
tells you to get over to McGavock High School as quickly as possible. An anonymous caller,
saying she lives across the street from the public school, told a news editor she heard four or
five gunshots coming from the school building as she was outside walking her dog. Within
seconds, she says, students were running outside and screaming. A listen to the police band
receiver in the newsroom indicates something is up at the school.
You take a videographer and arrive on the scene about 1:30 p.m. Five or six Metro police cars
are parked near the school, and an ambulance arrives seconds later as you get out of your car.
The entrance to the school building is blocked off and police are guarding the area, admitting no
one except authorities into the building.
After questioning police, you confirm the fact there has been a shooting, but that’s as far as you
get. You begin asking bystanders for more information. A number of McGavock students have
remained at the scene. Several tell you a student was shot in a first-floor restroom. A girl who
claims to be a friend of the victim says his name is James DeVore, a freshman. She said she
thinks he is 14 years old. Another student says DeVore recently turned 15.
No one present knows who is responsible for the shooting. Minutes later police escort a young
man, handcuffed, from the school building. They place him in a squad car and drive away. You
ask people in the crowd if anyone can identify the alleged suspect. At least four tell you he is
Brian Samuels, a sophomore. You ask police at the scene to confirm this information, but no one
will reply.
Your videographer tells you she got footage of the boy being placed in the squad car. While
talking to her, you hear screams in the background. You run around the side of the building to
the loading dock area. Police have taped off the immediate area but you can see what’s going
on. EMTs are wheeling the covered body of the victim to an ambulance waiting near the dock.
Some students are crying. The videographer gets shots of the body being placed into the
ambulance and close-ups of crying students.
You approach several police officers standing near a squad car, hoping to get more facts. Inside
the squad car an officer is radioing into police headquarters. You hear him saying “the victim is
James DeVore, age 15.” The officer radios that the suspect, Samuels, has admitted to the
shooting. You also hear the following: “Samuels said it was it was payback, that DeVore had
sexually assaulted Samuels’ 6-year-old sister.” Because you are under deadline, you decide not
to interview the officers personally and head back to the station.
When you get back to the station, a colleague tells you he covered a story two years ago on
another in.
MDDtoDOC - GSS2018 Ballot 1 - English Table Of Contents.docx
MDDtoDOC - GSS2018 Ballot 1 - English
Table Of Contents
SU_ID: Text .......................................................................................................................................... 35
BALLOT: Text ....................................................................................................................................... 35
VERXY: Text ......................................................................................................................................... 35
RANDOM: Text .................................................................................................................................... 36
VIGVER18: Text ................................................................................................................................... 36
ADDRESS: Text .................................................................................................................................... 36
APRTMNT: Text ................................................................................................................................... 36
CITY: Text ............................................................................................................................................ 36
STATE: Text ......................................................................................................................................... 36
ZIP: Text............................................................................................................................................... 36
SKIPTOEND: Categorical (Single) ......................................................................................................... 37
QUEXLANG: Categorical (Single) ......................................................................................................... 39
SkipSection: Categorical (Single) ......................................................................................................... 40
HANDCARD: Info ................................................................................................................................. 41
SEX: Categorical (Single)...................................................................................................................... 41
HLTHSTRT: Categorical (Single) ........................................................................................................... 42
PRECONSENT: Info .............................................................................................................................. 42
CONSENT: Categorical (Single) ............................................................................................................ 42
ACONFIRM: Categorical (Single) ......................................................................................................... 43
NATSPAC: Categorical (Single) ......................................................
McGraw-HillIrwin .docx
McGraw-Hill/Irwin ©2009 The McGraw-Hill Companies, All Rights Reserved
Chapter 5: The Five Generic Competitive Strategies
Screen graphics created by:
Jana F. Kuzmicki, Ph.D.
Troy University
*
McGraw-Hill/Irwin ©2009 The McGraw-Hill Companies, All Rights Reserved
“Competitive strategy is about being different. It means deliberately choosing to perform activities differently or to perform different activities than rivals to deliver a unique mix of value.”
*
McGraw-Hill/Irwin ©2009 The McGraw-Hill Companies, All Rights Reserved
“Winners in business play
rough and don’t apologize for
it. The nicest part of playing hardball is watching your competitors squirm.”
*
1-*
Chapter Learning Objectives
Gain command of how each of the five generic competitive strategies lead to competitive advantage and deliver superior value to customers.
Learn why some of the five generic strategies work better in certain kinds of industry and competitive conditions than in others.
Learn the major avenues for achieving a competitive advantage based on lower costs.
Learn the major avenues for developing a competitive advantage based on differentiating a company’s product or service offering from the offerings of rivals in ways that better satisfy buyer needs and preferences.
*
1-*
Chapter RoadmapThe Five Competitive StrategiesLow-Cost Provider StrategiesBroad Differentiation StrategiesBest-Cost Provider StrategiesFocused (or Market Niche) StrategiesThe Contrasting Features of the Five Generic Competitive Strategies: A Summary
*
1-*
Strategy and Competitive AdvantageCompetitive advantage exists when a firm’s strategy gives it an edge inAttracting customers andDefending against competitive forces
Convince customers firm’s product / service offers superior valueA good product at a low priceA superior product worth paying more forA best-value product
Key to Gaining a Competitive Advantage
1-*
What Is Competitive Strategy?Deals exclusively with a
company’s business plans
to compete successfullySpecific efforts to please customersOffensive and defensive moves
to counter maneuvers of rivalsResponses to prevailing market conditionsInitiatives to strengthen its market positionNarrower in scope than business strategy
1-*
Figure 5.1: The Five Generic Competitive Strategies
*
1-*
Low-Cost Provider StrategiesMake achievement of meaningful
lower costs than rivals the theme
of firm’s strategyInclude features and services in product
offering that buyers consider essentialFind approaches to achieve a cost advantage in ways difficult for rivals to copy or match
Keys to Success
Low-cost leadership means low overall costs, not just low manufacturing or production costs!
*
1-*
Option 1: Use lower-cost edge to
under-price competitors and attract
price-sensitive buyers.
MCIS 6163 Assignment 1MCIS 6163 Assignment 1.pdfAssignmen.docx
MCIS 6163 Assignment 1/MCIS 6163 Assignment 1.pdf
Assignment 1 – MCIS 6163
Building a Simple Web Client and a Multithreaded Web Server
Objectives
To understand client-server communication via sockets.
To gain exposure to the basic operations of a Web server and client.
To explore basic structures of HTTP messages.
Due: April 14, 2020 11:59pm
Project Description
In this project, you will be developing a multithreaded Web server and a simple web client. The Web
server and Web client communicate using a text-based protocol called HTTP (Hypertext Transfer
Protocol).
Requirements for the Web server
The server is able to handle multiple requests concurrently. This means the implementation is
multithreaded. In the main thread, the server listens to a specified port, e.g., 8080. Upon receiving an
HTTP request, the server sets up a TCP connection to the requesting client and serves the request in a
separate thread. After sending the response back to the client, it closes the connection.
The server is assumed to work with HTTP GET messages. If the requested file exists, the server
responds with “HTTP/1.1 200 OK” together with the requested page to the client, otherwise it sends a
corresponding error message, e.g., “HTTP/1.1 404 Not Found” or “HTTP/1.1 400 Bad Request”.
If running the server program using command line, the syntax should be:
server_code_name [<port_number>]
where the optional <port_number> is the port on which the server is listening to connections from
clients. If the port number is not entered, the default port 8080 is used.
You can test your Web server implementation on your local machine using a Web browser, e.g.,
Internet Explorer, Firefox, or Chrome. You need to specify the used port number within the URL, for
example,
http://localhost:8080/index.htm
If omitting the port number portion, i.e., 8080, the browser will use the default port 80.
The server should response with a default page when users do not enter a specific page in the URL,
for example,
http://localhost:8080/
It should also work when the request includes a path to the requested file, for example,
http://localhost:8080/path/to/file/example.htm
You should display/log the request and header lines of request messages on the server for the purpose
of debugging.
Requirements for the simple Web client
The client is able to connect to the server via a socket and to request a page on the server.
Upon receipt of the response message from the server, the client extracts and displays/logs the
message status, and then retrieves the page content from the message body.
If running the client program using command line, the syntax should be:
client_code_name <server_IPaddress/name> [<port_number>] [<requested_file_name>]
where the <server_IPaddress/name> is the IP address or name of the Web server, e.g., 127.0.0.1 or
localhost for the server running on the local machine. The optional <.
McDonald 6Name Sonja McDonaldCourse Name ENG 111-2902.docx
McDonald 6
Name: Sonja McDonald
Course Name: ENG 111-2902
Institution: Fayetteville Technical Community College
Instructor: Professor Stephanie High
Date: 17 July 2019
Child Abuse
Introduction
This research paper will involve the reviewing of the issue of child abuse. Child abuse is an issues that has been happening in the society since the ancient times. However, in the modern world, the categorization and the definition of child abuse has changed. Definition of child abuse will involve the inclusion of the different forms of the abuse, common modes of child abuse and the interventions that can be used for addressing of the issues of child abuse. There are different reasons as to why the research study about child abuse is important in the current world, due to the fact that the gathering of data and information about child abuse will help in the devising of strategies and ways of addressing this crisis. According to reports by different organizations such as World Health Organization(WHO), most of the cases of child abuse can be avoided or even treated. Forms of child abuse such as physical, sexual, neglect and even emotional or psychological abuse can be prevented through understanding them.
Rationale for the selection of the topic of child abuse as a research paper is to pass information to the people about the adverse effects associated with child abuse, interventions which can be used for addressing the issue of child abuse and the possible reasons for the increase in the cases of child abuse in the modern world. Consequently, researching on this topic of child abuse helps in the minimization of cots that would have been incurred fostering care, counselling in the family as well medical care. Rationally, most people still have the mentality and perception that child abuse is characterized by the old definitions of working in farms and factories as well as plantations. However, in the current world, child abuse has been revolutionized as well. Issues of sexual abuse and exploitation, such as trafficking, rape and commercial sex are emerging issues in child abuse. Adverse effects of child abuse are normally evident due to the fact that some aspects of child abuse such as emotional hardly heal (Jud, Andreas, Jörg M. Fegert, and David Finkelhor, 17). Due to the fact that issues of child abuse have been ignored in the society, analysis and research on this issue will help in the addressing and handling of this issue.
Background
Different definitions and forms of child abuse have been suggested by both scholars and researchers. Basically, child abuse or even child maltreatment involves the previously identified forms, that is sexual, emotional, neglect and physical. Most of the countries have been sensitizing on the issue of child abuse, with these four notable forms of child abuse having penalties and custody depending on the seriousness of the case. Different perceptions and ideas have been presented with regard to corporal punishmen.
McDonald’s CorporationBy Frank T. Rothaermel & John KimSeptemb.docx
McDonald’s Corporation
By Frank T. Rothaermel & John Kim
September 1, 2017. Steve Easterbrook walked into his office in the McDonald’s corporate headquar-ters in Oak Brook, Illinois. Now two and a half years into the job of McDonald’s CEO, he is starting to see some of his early turnaround initiatives show results.
His thoughts turned to Don Thompson, his predecessor and friend. Thompson was in the top job for less than three years, overseeing a more than four percent decline in customer traffic in 2014. In spring 2015, Thompson retired. Easterbrook hoped to avoid this fate. They had both started their careers at McDonald’s early in the 1990s and had climbed the corporate ladder together. Easterbrook had not taken personal joy in seeing either his friend and mentor, or the company they both loved, struggle. Rather, he had hoped to take the helm at the company at its peak and then take it to new heights—not inheriting the corporate giant in a turnaround situation.
The company’s troubles had snowballed quickly. In 2011, McDonald’s had outperformed nearly all its competitors while benefitting from the fallout of the great recession (2008–2010) as more custom-ers flocked to its low-cost meal options. In fact, McDonald’s was the number-one performing stock in the Dow 30 with a 34.7 percent total shareholder return.1 But in 2012, McDonald’s dropped to number 30 in the Dow 30 with a –10.75 percent annual return. The company went from first to last in twelve brief months. In 2012, McDonald’s’ sales growth dropped by 1.8 percent, the first monthly decline since 2003.2 Annual system-wide sales growth in 2012 barely met the minimum three percent goal, while operating income growth was just one percent compared to a goal of six to seven percent.3
Things went from bad to worse. Sales continued to decline over the next two years. Net income in 2014 fell almost 15 percent to $4.76 billion, representing the company’s first annual drop in “like-for-like” sales since 2002.4 By early 2015, McDonald’s shares had dropped below their 2012 price point, while the overall market was up by 50 percent.5
Things were not much better overseas. The weak global economy was a further drain on domestic sales.6 When the dollar was relatively weak, it had been an asset for the company to generate almost 70 percent of its revenues from other countries, but the dollar’s current strength made McDonald’s trademark products even more expensive for its international consumers.7 Asian sales were still recovering from a 2014 scandal, where a major Chinese meat supplier had been accused of selling expired meat to McDonald’s restaurants. European sales were also soft due to political problems in Russia. Several McDonald’s outlets had “failed” inspection and been shut down in retaliation for U.S. sanctions against Russia.
Thompson had already tried revitalizing the menu (e.g., with the McWrap), eliminating poorly selling items, increasing customization, and restructuring U.S. operati.
MBAMultiparty NegotiationMultiparty Negotiatio.docx
MBA
Multiparty Negotiation
Multiparty NegotiationMany negotiation situations involve more than two partiesA group of students doing a group projectA group of experts designing a houseInternational forumsUnited NationsClimate change
ConceptsBuilding Blocks
Primary Parties (individuals, groups, nations)
Coalitions (Cooperative and non-cooperative)
Third Party (Agent, consultant, mediator)
Entities supporting the Primary PartyBoundariesLeast complex (e.g., 3-party)Most complex (e.g., GATT Uruguay Round)
Multiparty NegotiationMultipartyCoalitionsPrincipal-AgentTeamsConstituencies
Three Key ChallengesDealing with CoalitionsPotential for coalitionsFormulating TradeoffCircularReciprocal Voting and Majority RuleArrow’s “Impossibility theorem”
Strategies for Multiparty NegotiationManage InformationInformation overloadUse BrainstormingAfter solitary writingAssign Process RulesAvoid Equal Share BiasStay at the Table
Coalitions
A coalition is a subgroup of two or more individuals who join together in using their resources to affect the outcome of a decision in a mixed-motive situation involving at least three parties.
Challenges Posed by CoalitionsOptimal SizeCoalition MaintenanceA function of cost and rewardDistribution ProblemComplexA normative method of fair distribution does not exist.
Strategies for Maximizing Coalition EffectivenessMake your contact early.Make agreementSeek verbal commitmentTrust and follow-throughAllocate resources among coalition members fairlyIf unfair unstable coalition
Principal-Agent Relationship
One individual (the principal) delegates authority to another (the agent) to act on his/her behalf and whose decisions impact the principal’s welfare.
If differing interests and can’t determine agent’s action = moral hazard
opportunistic behavior
Principal-Agent in NegotiationAdvantagesProvide substantive knowledge, expertiseEmotional detachment DisadvantagesShrinking bargaining zoneCommunication distortionLoss of controlGetting to “yes’ bias
*
ConstituentChallenges for constituent relationshipAccountabilityConflicts of interestStrategies for Improving Constituent RelationshipUnderstand your constituentsDon’t expect homogeneity of viewsEducate your constituent on your role and limitations
Team Negotiation
A small group of people, with complementary skills, who work toward common goals for which they hold joint responsibility and accountability.
Challenges that Face Negotiating TeamsPicking your teammatesHow many on the team?Communication within the teamTeam Cohesion
Strategies for Improving Team NegotiationsPrepare togetherPlan scheduled breaksRole-play with each otherAssess accountability
Inter-group NegotiationWalton and McKersie Model
Distributive Bargaining
Integrative Bargaining
Attitudinal Restructuring
Intra-organizational Bargaining
Case Study: MIT-TLONita Nelson – Director of TLODifferent stakeholders – balancing needsProcess transformation .
MBA6808Business Negotiation &Alternative Dispute Res.docx
MBA6808
Business Negotiation
&
Alternative Dispute Resolution
Win-Win NegotiationCases where win-win negotiation is appropriate:
Long-term relationship
Goal compatibility
Intangible benefits
Concession
Constituency
Win-Win NegotiationFor most people, negotiation A win-lose enterpriseTaught to think that wayEven if they think of it as win-win,Money left on the tableNeed to be hyper-vigilantTo create and maximize value
What is a win-win negotiation?To many people, it meansCompromiseEven splitFeeling goodBuilding a relationshipWasted resources; money left on the table.However, win-win negotiation isAll creative opportunities are exploitedNo resources are left on the table
Signs of Win-Win PotentialIn most negotiation, win-win potentialHow to discover?Is there more than a single issue?Can other issues be brought in?Can side deals be made?Do parties have different priorities?
A Pyramid Model of Win-Win NegotiationThree levels of integrative agreements
Agreement is better than no agreement
Agreements that are good for both parties
Agreements that are impossible to improve uponPareto OptimalityOnly 25% reach this levelOf this, 50% do so by chance
Pareto Optimality Condition
“The community becomes better off if one individual becomes better off and none worse off.”
A state of a given system is Pareto optimal, and thus efficient, if and only if there is no feasible alternative state of that system in which at least one person is better and no one is worse off.
A Pyramid Model
of Integrative Agreements
Level 3: Pareto-optimal
Level 2: Settlement demonstrably superior to other feasible settlements
Level 1: Mutual settlement (positive bargaining zone)
What Prevents People from Reaching this?Two key problems
False Conflict
Believe in incompatible interest
Lose-lose effect: failure to capitalize on compatible interest
Fixed-pie Perception
Faulty assumptions
Perception that other party’s interests are completely opposed
What to do?Be aware of the fixed-pie perceptionAvoid making premature concessionsHave accurate understanding of the other partyRealize that most negotiations are mixed-motive
Strategies That Don’t WorkCommitment to reach a win-win agreementCompromiseAdopting a cooperative OrientationFocusing on a long-term relationshipTaking Extra time to negotiate
Strategies for Win-Win NegotiationPerspective TakingDifferent from empathySee the world through counterparty’s eyesAsk Diagnostic QuestionsUnderlying interests and priorities as well as justificationLead to more interaction and receptivityHave a high epistemic motivationDiscover where the value is (Frank McKenna case)
Frank McKenna of New Brunswick
“We had to know what was a “win” for the other party because if you don’t know what that is, you can’t meet it. When we negotiated to get call centers to come into our province, we had to know about their interests as .
MBA548-IT Management and InnovationReport 2Managing IS for Bus.docx
MBA548-IT Management and Innovation
Report 2
Managing IS for Business and Sustainability Value
Fall- 2019
Points: 100
Deadline: Sunday, Dec 11, 2019, 11:59pm. D2L Assignment folder
==========================================
For our class, you will conduct a research project examining IT and IT-enabled innovation management issues surrounding a focal company. We will break this project into two reports. The first report will examine issues relevant to the first half of the class (first six topics), and is due halfway through the semester. The second report will examine issues relevant to the second half of the class (the remaining six topics).
First, you will need to choose a company for your research project. Since you will need access to data on the company’s business operation and performance, it is recommended that you choose a publicly traded company for your study, which will allow you to get access to the companies’ multiple reports, including annual reports, financial statements, Global Reporting Initiatives reports, etc. for your research.
I have the assignment sheets for both reports available on D2L. Please take a look at both assignment sheets to have an idea of what you will need to do for your research project. This will help you in identifying the focal company for your research. Please feel free to contact the professor if you have questions in choosing a company for your project.
==========================================
Report 2 requirements:
For the second report, you will examine the focal company’s IS management strategy. The questions below tie directly to topics 7 to 12.
Task: Use knowledge and materials we have covered this semester to write a report (around 2000 words, not including reference list) to assess a company’s current IT/IS management strategy and recommend a way forward for the company with IT/IS. The targeted audience of your report is the general business audience.
For your research, you could examine the company’s publicly available information (website, last 3 years of annual reports, 10-K reports, Global Reporting Initiative (GRI) reports etc.). You could search these reports using the search terms such as IT, Information Technology, Information Systems, etc.
The report MUST include the following sections, each section will address the questions listed below:
1) Current IT/IS infrastructure and strategic plan (Topic 7): (10 points)
· What is the company’s IT strategic vision? Generally, what is your perception of the company’s view of IS/IT in enabling its business operation and competition? E.g. Does IS/IT play a more supporting role? Or does IS/IT play a more strategic driving role? Does the company see IT as a competitive necessity, or a competitive advantage?
· Examine the companies’ report to find some examples of IT-enabled initiatives. Discuss how they are related to the companies’ overarching IT vision.
2) IT/IS budget, IT-enabled initiatives, and IT Impacts (Topic 8): (15 po.
MBA 705 Milestone Six Guidelines and Rubric Overview F.docx
MBA 705 Milestone Six Guidelines and Rubric
Overview: For the capstone assessment, you will create a business implementation plan and audiovisual presentation for the product, service, or idea you have
been developing throughout your MBA coursework.
In Milestone Six, you will submit an audiovisual presentation (such as a webcam presentation or PowerPoint with audio) designed to pitch your concept to
potential financial backers or senior executives. Your presentation should highlight the key elements of your business concept and implementation plan that are
most likely to convince your audience to support the idea moving forward. Remember that while your audience wants to know you have thoroughly researched
and planned out your idea, including implementation, they do not want a verbatim or lengthy repetition of the information in the business implementation plan
when you pitch the idea. Instead, you should strategically select the information you will present and in how much detail based on your intended audience. You
should bear in mind the key information they will want to know and the types of concerns they are likely to have, and anticipate the types of questions they are
likely to ask.
Also bear in mind that financial or managerial support for a project often has as much to do with the individuals leading the project as with the concept. Backers
need to be convinced of project leaders’ and key staff’s ability to be the face and drivers of the idea, as well as of their honesty and integrity. Since you are
presumably one of the key team members, how you present is just as important as what you present in building audience trust. Be sure to communicate clearly
and professionally throughout.
Note: If you plan to use a presentation software other than PowerPoint, please check in with your instructor to make sure your instructor can access the software
you plan to use.
Critical Elements:
Highlight the key elements of your business concept and implementation plan that are most likely to convince your audience to support the idea.
Strategically select the information you will present and the level of detail based on your intended audience.
Anticipate the key information the audience will want to know, the types of concerns they are likely to have, and the types of questions they are likely to
ask.
Highlight the project leaders’ and key staff’s ability to be the face and drivers of the idea.
Your presentation should be clear, professional, and engaging to a diverse business audience.
Rubric
Guidelines for Submission: Your audiovisual presentation should be approximately 30 minutes (or roughly the equivalent of 25 slides) with sufficient audio to
give the audience a clear, but concise, understanding of the concept and its eventual implementation. Cite your sources within the text of your slides and on a
reference slide.
Critical Elements Proficient (100%) Not Proficient (0%) Value
Ke.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
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Medeiros LNB de, Silva DR da, Guedes CDFS et al. Prevalence of pressure ulcers in intensive...
English/Portuguese
J Nurs UFPE on line., Recife, 11(7):2697-703, July., 2017 2697
ISSN: 1981-8963 ISSN: 1981-8963 DOI: 10.5205/reuol.10939-97553-1-RV.1107201707
PREVALENCE OF PRESSURE ULCERS IN INTENSIVE CARE UNITS
PREVALÊNCIA DE ÚLCERAS POR PRESSÃO EM UNIDADES DE TERAPIA INTENSIVA
PREVALENCIA DE ÚLCERAS POR PRESIÓN EN UNIDADES DE TERAPIA INTENSIVA
Luan Nogueira Bezerra de Medeiros1, Deyvisson Ribeiro da Silva2, Cintia Danielle Faustino da Silva Guedes3,
Thuanne Karla Carvalho de Souza4, Belisana Pinto de Abreu Araújo Neta5
ABSTRACT
Objective: to detect the prevalence of Pressure Ulcers (PUs) in patients admitted to Intensive Care Units
(ICUs). Method: cross-sectional, quantitative study, developed in an emergency and trauma reference
hospital in the State of Rio Grande do Norte located in the eastern sanitary district of Natal (RN), Brazil.
Results: the prevalence found of PUs was 69% in the four ICUs. Individually, the Cardiac ICU had an incidence
of 44.4%; the Bernadete ICU, 85.7%; the General ICU, 60%; and the Emergency ICU, 87.5%. Conclusion: It is
necessary to focus on a strategic planning for prevention and treatment measures to reduce the PU indexes in
the institution. Descriptors: Nursing; Pressure Ulcer; Intensive Care Units; Prevalence.
RESUMO
Objetivo: detectar a prevalência de Úlceras por Pressão (UPs) em pacientes internados em Unidades de
Terapia Intensiva (UTIs). Método: estudo transversal, de abordagem quantitativa, desenvolvido em um
hospital de referência para o estado do Rio Grande do Norte em urgência e trauma, situado no distrito
sanitário leste do município de Natal (RN), Brasil. Resultados: a prevalência encontrada de UPs foi de 69% nas
quatro UTIs. Individualmente, a UTI Cardiológica apresentou 44,4%; UTI Bernadete, 85,7%; UTI Geral, 60%; e
UTI do Pronto-Socorro, 87,5% de prevalência de UPs. Conclusão: é necessário nortear um planejamento
estratégico para medidas de prevenção e tratamento para redução dos índices de UPs na instituição.
Descritores: Enfermagem; Úlcera por Pressão; Unidades de Terapia Intensiva; Prevalência.
RESUMEN
Objetivo: detectar la prevalencia de Úlceras por Presión (UPs) en pacientes internados en Unidades de
Terapia Intensiva (UTIs). Método: estudio transversal, de enfoque cuantitativo, desarrollado en un hospital de
referencia para el estado de Rio Grande do Norte en urgencia y trauma, situado en el distrito sanitario este
del municipio de Natal (RN), Brasil. Resultados: la prevalencia encontrada de UPs fue de 69% en las cuatro
UTIs. Individualmente, la UTI Cardiológica presentó 44,4%; UTI Bernadete, 85,7%; UTI General, 60%; y UTI de
Pronto-Socorro, 87,5% de prevalencia de UPs. Conclusión: es necesario guiar un planeamiento estrategico
para medidas de prevención y tratamiento para reducción de los índices de U.
Measuring to Improve Medication Reconciliationin a Large Sub.docx
Measuring to Improve Medication Reconciliation
in a Large Subspecialty Outpatient Practice
Elizabeth Kern, MD, MS; Meg B. Dingae, MHSA; Esther L. Langmack, MD; Candace Juarez, MT; Gary Cott, MD;
Sarah K. Meadows, MS
Background: To assess performance in medication reconciliation (med rec)—the process of comparing and reconciling
patients’ medication lists at clinical transition points—and demonstrate improvement in an outpatient setting, sustainable
and valid measures are needed.
Methods: An interdisciplinary team at National Jewish Health (Denver) attempted to improve med rec in an ambulatory
practice serving patients with respiratory and related diseases. Interventions, which were aimed at physicians, nurses (RNs),
and medical assistants, involved changes in practice and changes in documentation in the electronic health record (EHR).
New measures designed to assess med rec performance, and to validate the measures, were derived from EHR data.
Results: Across 18 months, electronic attestation that med rec was completed at clinic visits increased from 9.8% to 91.3%
(p < 0.0001). Consistent with this improvement, patients with medication lists missing dose/frequency for at least one prescription-
type medication decreased from 18.1% to 15.8% (p < 0.0001). Patients with duplicate albuterol inhalers on their list decreased
from 4.0% to 2.6% (p < 0.0001). Percentages of patients increased for printing of the medication list at the visit (18.7% to
94.0%; p < 0.0001) and receipt of the printed medication list at the visit (52.3% to 67.0%; p = 0.0074). Documentation
that patient education handouts were offered increased initially then declined to an overall poor performance of 32.4% of
clinic visits. Investigation of this result revealed poor buy-in and a highly redundant process.
Conclusion: Deriving measures reflecting performance and quality of med rec from EHR data is feasible and sustainable
over the time periods necessary to demonstrate change. Concurrent, complementary measures may be used to support the
validity of summary measures.
Medication reconciliation (med rec) is the process of sys-tematically and comprehensively reviewing the
medications a patient is taking, to ensure that medications
added, changed, or discontinued are evaluated for poten-
tial safety concerns. One of the three current Joint
Commission National Patient Safety Goals (NPSGs) on med-
ication safety (Goal 3), concerns medication reconciliation,
which ambulatory care organizations have been expected to
perform since 2005. The current version of the goal
(NPSG.03.06.01), effective July 1, 2011, stipulates that am-
bulatory care organizations maintain and communicate
accurate patient medication information.1 One require-
ment is that the organization obtain the patient’s medication
information at the beginning of an episode of care, with the
information to be updated when the patient’s medications
change. Ideally, med rec should occur at each transition of
care or han.
Meaningfulness vs. S.docx
Meaningfulness vs. Statistical Significance
Meaningfulness vs. Statistical Significance
Program Transcript
MATT JONES: Statistical significance deals with the critical value of a statistic.
And in a certain philosophy, making a determination of whether the null
hypothesis is rejected or you fail to reject the null hypothesis. That is statistical
significance.
Meaningfulness is taking that statistic and determining it's applicability out in the
real world. So all too often, as researchers, we get caught up in chasing
statistical significance. And certainly while that's part of statistics, we also want to
focus on the tie back to the real world.
So while we might find statistical significance in a very large sample, once we
look at the effect that's present there, or the strength of the relationship, or the
magnitude of the difference, they all might be extremely small. So while we might
have quote unquote, "highly statistically significant results, the effect,
relationship, or differences are rather small and almost meaningless in the
applied real world."
It's important to understand the difference between statistical significance and
meaningfulness. Because as a critical consumer of research, when you're
evaluating claims, you want to match up the actual statistics with the claims
being made. So if a claim is being made of how large an effect was or how
important something is, you want to go back to the statistical analysis and see if
that is indeed the case.
So just because something says there was a statistically significant result doesn't
necessarily mean you can make claims about how profound an impact that it
might have out in the real world. Because that might be an overreach of what the
statistics were actually doing. Statistics will tell you only a small little piece of the
pie. It's up to us as researchers to put the results into a specific context and
understand that alignment between the statistics and the results with a possible
misalignment.
History has given us a lot of examples of where statistics and statements don't
necessarily match up. It's important to have a critical eye when it comes to
statistical significance and meaningfulness to evaluate results, not only of other
researchers, but also your own. And when you're making a claim about an effect
or a relationship or an intervention, we're able to make that claim with some
degree of authority. So just because you have statistical significance, i.e. a P
value below 0.01, that doesn't necessarily mean the magnitude of the effect was
strong where there's a large difference between two groups when in fact it might
be very small.
©2016 Laureate Education, Inc. 1
Meaningfulness vs. Statistical Significance
The danger in not understanding the difference between statistical significance
and meaningfulness is our potential to overreach with resul.
Contributing to the Team’s Work Score 20 pts.20 - 25 pts..docx
Contributing to the Team’s Work
Score : 20 pts.
20 - 25 pts.
Feedback:
High contribution
Interacting with Teammates
Score : 19 pts.
13 - 23 pts.
Feedback:
Moderate level of interaction
Keeping the Team on Track
Score : 23 pts.
20 - 25 pts.
Feedback:
Highly skilled at keeping on track
Expecting Quality
Score : 14 pts.
12 - 15 pts.
Feedback:
High quality expectations
Having Relevant Knowledge, Skills, and Abilities (KSAs)
Score : 9 pts.
8 - 10 pts.
Feedback:
Highly relevant knowledge and skills
Feedback score:
Score : 85 pts.
Range-based Feedback:
84 - 105 pts.
Feedback:
Highly effective team member
Complete
the "Evaluate Team Member Effectiveness" self-assessment.
Write
a 700- to 1,050-word paper in which you address the following:
Do you agree with your results?
Based on your self-assessment, what do you see as your strengths and weaknesses regarding working on a team?
Have you ever engaged in social loafing while on a team? Why or why not?
How does working effectively on a team give you an advantage in the workplace?
How do groups normally develop?
How does the effectiveness of the team members influence the group's development process?
Format
your paper consistent with APA guidelines.
.
Measuring Performance at Intuit A Value-Added Component in ERM Pr.docx
Measuring Performance at Intuit: A Value-Added Component in ERM Programs
ABC Organization is looking to improve on their Enterprise Risk Management (ERM) program. A board member saw Intuit’s ERM Performance Measurement Model case study. As with any ERM program, Intuit’s program has continued to evolve since 2009.
Intuit’s ERM program began with the company's practice of risk management on an ad hoc basis. When a problem occurred, team were formed to address the issue. When it was over, it was back to business as usual. In the late 2000’s, Intuit’s ERM program focused on building a sustainable risk management capability. The program provided leadership with current and emerging risks to help them make strategic decisions. Intuit built the program using a ERM maturity model to get the right foundation. It was realized that executive leadership needed to measure the performance of the program. So key risk indicators (KRIs) were used to understand the potential emerging risks and any trends that may impact current risks. Also, key performance indicators (KPIs) can help in understanding and manage current risks. By identifying these KRIs and KPIs in the, the case study reader should gain an understanding of the importance of and the need to incorporate these indicators.
As risk manager, you are responsible for ensuring your organization minimizes its risks. Your board became aware of this case study and has asked you to create a presentation for the next board meeting where you will present information about this case study and the effects of implementing KPIs and KRIs at Intuit.
Create a PowerPoint® narration report of at least 20 slides based on your findings about this case study along with the message that is delivered based upon this case (not including the cover page and reference page). If you do not own a copy of Microsoft PowerPoint use a comparable slide software or Google Slides (free and accessible from Google.com). In the presentation, address the following from the Intuit ERM program:
· What represents the key performance indicators of the ERM program?
· What represents the key risk indicators of the ERM program?
· What improvements would you make?
· Does this represent an effective risk management program? If not, what is missing? (Support your response with details from the case study and properly cited references.)
· Would this program work for a publicly traded corporation of similar size?
· How important do you view alignment and accountability among a management team?
Make sure to provide a reference slide that provides APA citations of any sources used in the PowerPoint presentation. This slide does not require narration. Written Parameters/Expectations:
· At least 20 slides in length, with each slide having a written narration in Standard English explaining the key ideas in each slide.
· The written narrative presentation should have a highly developed and sustained viewpoint and purpose.
· The written communication.
Controversial Issue in Microbiology Assignment Use of antibacte.docx
Controversial Issue in Microbiology Assignment
:
Use of antibacterial soaps. Are they helpful? Are they potentially harmful?
Assignment due (uploaded to Acorn) on: Oct 16
Format: Essay (1-2 pages, double spaced plus references)
The assignment should include:
- a discussion of a controversial issue in microbiology (in list provided or propose an idea to me)
- literature supporting / denying the controversial issue
- your ideas on the issue
- the real world relevance of the issue
- a list of references (primary literature should be the majority of your sources and each idea mentioned should be cited)
.
Control measures for noncommunicable disease may start with basic sc.docx
Control measures for noncommunicable disease may start with basic screening initiatives and end with the development and implementation of preventive population-based measures and activities.
As a newly trained Epidemic Intelligence Service (EIS) officer, you are asked to develop a population-based prevention program for a chronic disease.
Identify a chronic disease that can be detected through screening. Describe how screening influences and enhances prevention. Discuss how and where you would implement a screening initiative and who would be the core or target population.
.
Contrasting Africa and Europes economic development.Why did Europ.docx
Contrasting Africa and Europe's economic development.
Why did Europe develop more quickly than Africa?
Using the text book and/or lecture notes:
list and explain 5 advantages Europe possessed that Africa lacked in its economic development.
Minimum requirement 1 (one) page, typed, doubled spaced.
due 10/26 noon LAtime
.
Measure the dependence of the resistance in the spinel Lu2V2O7 on .docx
Measure the dependence of the resistance in the spinel Lu2V2O7 on ionic liquid doping
"I Have a Dream," Address Delivered at the March on Washington for Jobs and Freedom
Author:
King, Martin Luther, Jr. (Southern Christian Leadership Conference)
Date:
August 28, 1963
Location:
Washington, D.C.
Genre:
Audio
Speech
Topic:
March on Washington for Jobs and Freedom, 1963
Audio:
Listen to Audio
Details
In his iconic speech at the Lincoln Memorial for the 1963 March on Washington for Jobs and Freedom, King urged America to "make real the promises of democracy." King synthesized portions of his earlier speeches to capture both the necessity for change and the potential for hope in American society.
I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. [applause]
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves [Audience:] (Yeah) who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. (Hmm)
But one hundred years later (All right), the Negro still is not free. (My Lord, Yeah) One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. (Hmm) One hundred years later (All right), the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later (My Lord) [applause], the Negro is still languished in the corners of American society and finds himself in exile in his own land. (Yes, yes) And so we’ve come here today to dramatize a shameful condition.
In a sense we’ve come to our nation’s capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence (Yeah), they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men (My Lord), would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. (My Lord) Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked insufficient funds. [enthusiastic applause] (My Lord, Lead on, Speech, speech)
But we refuse to believe that the bank of justice is bankrupt. (My Lord) [laughter] (No, no) We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. (Sure enough) And so we’ve come to cash this check (Yes), a check that will give us upon demand the riches of freedom (Yes) and the security of justice. (Yes Lord) [enthusiastic applause]
.
Measures of Similaritv and Dissimilaritv 65the comparison .docx
The document discusses measures of similarity and dissimilarity between data objects. It defines similarity and dissimilarity, and how they are related. It describes how to measure proximity between objects with a single attribute, including nominal, ordinal, interval and ratio attributes. It also discusses various dissimilarity measures between data objects with multiple attributes, including distances like Euclidean distance.
MDS 4100 Communication Law Case Study Privacy CASE .docx
MDS 4100 Communication Law
Case Study: Privacy
CASE STUDY: PRIVACY
You are a reporter for WKRN-TV, covering local police activity as part of your beat. Your editor
tells you to get over to McGavock High School as quickly as possible. An anonymous caller,
saying she lives across the street from the public school, told a news editor she heard four or
five gunshots coming from the school building as she was outside walking her dog. Within
seconds, she says, students were running outside and screaming. A listen to the police band
receiver in the newsroom indicates something is up at the school.
You take a videographer and arrive on the scene about 1:30 p.m. Five or six Metro police cars
are parked near the school, and an ambulance arrives seconds later as you get out of your car.
The entrance to the school building is blocked off and police are guarding the area, admitting no
one except authorities into the building.
After questioning police, you confirm the fact there has been a shooting, but that’s as far as you
get. You begin asking bystanders for more information. A number of McGavock students have
remained at the scene. Several tell you a student was shot in a first-floor restroom. A girl who
claims to be a friend of the victim says his name is James DeVore, a freshman. She said she
thinks he is 14 years old. Another student says DeVore recently turned 15.
No one present knows who is responsible for the shooting. Minutes later police escort a young
man, handcuffed, from the school building. They place him in a squad car and drive away. You
ask people in the crowd if anyone can identify the alleged suspect. At least four tell you he is
Brian Samuels, a sophomore. You ask police at the scene to confirm this information, but no one
will reply.
Your videographer tells you she got footage of the boy being placed in the squad car. While
talking to her, you hear screams in the background. You run around the side of the building to
the loading dock area. Police have taped off the immediate area but you can see what’s going
on. EMTs are wheeling the covered body of the victim to an ambulance waiting near the dock.
Some students are crying. The videographer gets shots of the body being placed into the
ambulance and close-ups of crying students.
You approach several police officers standing near a squad car, hoping to get more facts. Inside
the squad car an officer is radioing into police headquarters. You hear him saying “the victim is
James DeVore, age 15.” The officer radios that the suspect, Samuels, has admitted to the
shooting. You also hear the following: “Samuels said it was it was payback, that DeVore had
sexually assaulted Samuels’ 6-year-old sister.” Because you are under deadline, you decide not
to interview the officers personally and head back to the station.
When you get back to the station, a colleague tells you he covered a story two years ago on
another in.
MDDtoDOC - GSS2018 Ballot 1 - English Table Of Contents.docx
MDDtoDOC - GSS2018 Ballot 1 - English
Table Of Contents
SU_ID: Text .......................................................................................................................................... 35
BALLOT: Text ....................................................................................................................................... 35
VERXY: Text ......................................................................................................................................... 35
RANDOM: Text .................................................................................................................................... 36
VIGVER18: Text ................................................................................................................................... 36
ADDRESS: Text .................................................................................................................................... 36
APRTMNT: Text ................................................................................................................................... 36
CITY: Text ............................................................................................................................................ 36
STATE: Text ......................................................................................................................................... 36
ZIP: Text............................................................................................................................................... 36
SKIPTOEND: Categorical (Single) ......................................................................................................... 37
QUEXLANG: Categorical (Single) ......................................................................................................... 39
SkipSection: Categorical (Single) ......................................................................................................... 40
HANDCARD: Info ................................................................................................................................. 41
SEX: Categorical (Single)...................................................................................................................... 41
HLTHSTRT: Categorical (Single) ........................................................................................................... 42
PRECONSENT: Info .............................................................................................................................. 42
CONSENT: Categorical (Single) ............................................................................................................ 42
ACONFIRM: Categorical (Single) ......................................................................................................... 43
NATSPAC: Categorical (Single) ......................................................
McGraw-HillIrwin .docx
McGraw-Hill/Irwin ©2009 The McGraw-Hill Companies, All Rights Reserved
Chapter 5: The Five Generic Competitive Strategies
Screen graphics created by:
Jana F. Kuzmicki, Ph.D.
Troy University
*
McGraw-Hill/Irwin ©2009 The McGraw-Hill Companies, All Rights Reserved
“Competitive strategy is about being different. It means deliberately choosing to perform activities differently or to perform different activities than rivals to deliver a unique mix of value.”
*
McGraw-Hill/Irwin ©2009 The McGraw-Hill Companies, All Rights Reserved
“Winners in business play
rough and don’t apologize for
it. The nicest part of playing hardball is watching your competitors squirm.”
*
1-*
Chapter Learning Objectives
Gain command of how each of the five generic competitive strategies lead to competitive advantage and deliver superior value to customers.
Learn why some of the five generic strategies work better in certain kinds of industry and competitive conditions than in others.
Learn the major avenues for achieving a competitive advantage based on lower costs.
Learn the major avenues for developing a competitive advantage based on differentiating a company’s product or service offering from the offerings of rivals in ways that better satisfy buyer needs and preferences.
*
1-*
Chapter RoadmapThe Five Competitive StrategiesLow-Cost Provider StrategiesBroad Differentiation StrategiesBest-Cost Provider StrategiesFocused (or Market Niche) StrategiesThe Contrasting Features of the Five Generic Competitive Strategies: A Summary
*
1-*
Strategy and Competitive AdvantageCompetitive advantage exists when a firm’s strategy gives it an edge inAttracting customers andDefending against competitive forces
Convince customers firm’s product / service offers superior valueA good product at a low priceA superior product worth paying more forA best-value product
Key to Gaining a Competitive Advantage
1-*
What Is Competitive Strategy?Deals exclusively with a
company’s business plans
to compete successfullySpecific efforts to please customersOffensive and defensive moves
to counter maneuvers of rivalsResponses to prevailing market conditionsInitiatives to strengthen its market positionNarrower in scope than business strategy
1-*
Figure 5.1: The Five Generic Competitive Strategies
*
1-*
Low-Cost Provider StrategiesMake achievement of meaningful
lower costs than rivals the theme
of firm’s strategyInclude features and services in product
offering that buyers consider essentialFind approaches to achieve a cost advantage in ways difficult for rivals to copy or match
Keys to Success
Low-cost leadership means low overall costs, not just low manufacturing or production costs!
*
1-*
Option 1: Use lower-cost edge to
under-price competitors and attract
price-sensitive buyers.
MCIS 6163 Assignment 1MCIS 6163 Assignment 1.pdfAssignmen.docx
MCIS 6163 Assignment 1/MCIS 6163 Assignment 1.pdf
Assignment 1 – MCIS 6163
Building a Simple Web Client and a Multithreaded Web Server
Objectives
To understand client-server communication via sockets.
To gain exposure to the basic operations of a Web server and client.
To explore basic structures of HTTP messages.
Due: April 14, 2020 11:59pm
Project Description
In this project, you will be developing a multithreaded Web server and a simple web client. The Web
server and Web client communicate using a text-based protocol called HTTP (Hypertext Transfer
Protocol).
Requirements for the Web server
The server is able to handle multiple requests concurrently. This means the implementation is
multithreaded. In the main thread, the server listens to a specified port, e.g., 8080. Upon receiving an
HTTP request, the server sets up a TCP connection to the requesting client and serves the request in a
separate thread. After sending the response back to the client, it closes the connection.
The server is assumed to work with HTTP GET messages. If the requested file exists, the server
responds with “HTTP/1.1 200 OK” together with the requested page to the client, otherwise it sends a
corresponding error message, e.g., “HTTP/1.1 404 Not Found” or “HTTP/1.1 400 Bad Request”.
If running the server program using command line, the syntax should be:
server_code_name [<port_number>]
where the optional <port_number> is the port on which the server is listening to connections from
clients. If the port number is not entered, the default port 8080 is used.
You can test your Web server implementation on your local machine using a Web browser, e.g.,
Internet Explorer, Firefox, or Chrome. You need to specify the used port number within the URL, for
example,
http://localhost:8080/index.htm
If omitting the port number portion, i.e., 8080, the browser will use the default port 80.
The server should response with a default page when users do not enter a specific page in the URL,
for example,
http://localhost:8080/
It should also work when the request includes a path to the requested file, for example,
http://localhost:8080/path/to/file/example.htm
You should display/log the request and header lines of request messages on the server for the purpose
of debugging.
Requirements for the simple Web client
The client is able to connect to the server via a socket and to request a page on the server.
Upon receipt of the response message from the server, the client extracts and displays/logs the
message status, and then retrieves the page content from the message body.
If running the client program using command line, the syntax should be:
client_code_name <server_IPaddress/name> [<port_number>] [<requested_file_name>]
where the <server_IPaddress/name> is the IP address or name of the Web server, e.g., 127.0.0.1 or
localhost for the server running on the local machine. The optional <.
McDonald 6Name Sonja McDonaldCourse Name ENG 111-2902.docx
McDonald 6
Name: Sonja McDonald
Course Name: ENG 111-2902
Institution: Fayetteville Technical Community College
Instructor: Professor Stephanie High
Date: 17 July 2019
Child Abuse
Introduction
This research paper will involve the reviewing of the issue of child abuse. Child abuse is an issues that has been happening in the society since the ancient times. However, in the modern world, the categorization and the definition of child abuse has changed. Definition of child abuse will involve the inclusion of the different forms of the abuse, common modes of child abuse and the interventions that can be used for addressing of the issues of child abuse. There are different reasons as to why the research study about child abuse is important in the current world, due to the fact that the gathering of data and information about child abuse will help in the devising of strategies and ways of addressing this crisis. According to reports by different organizations such as World Health Organization(WHO), most of the cases of child abuse can be avoided or even treated. Forms of child abuse such as physical, sexual, neglect and even emotional or psychological abuse can be prevented through understanding them.
Rationale for the selection of the topic of child abuse as a research paper is to pass information to the people about the adverse effects associated with child abuse, interventions which can be used for addressing the issue of child abuse and the possible reasons for the increase in the cases of child abuse in the modern world. Consequently, researching on this topic of child abuse helps in the minimization of cots that would have been incurred fostering care, counselling in the family as well medical care. Rationally, most people still have the mentality and perception that child abuse is characterized by the old definitions of working in farms and factories as well as plantations. However, in the current world, child abuse has been revolutionized as well. Issues of sexual abuse and exploitation, such as trafficking, rape and commercial sex are emerging issues in child abuse. Adverse effects of child abuse are normally evident due to the fact that some aspects of child abuse such as emotional hardly heal (Jud, Andreas, Jörg M. Fegert, and David Finkelhor, 17). Due to the fact that issues of child abuse have been ignored in the society, analysis and research on this issue will help in the addressing and handling of this issue.
Background
Different definitions and forms of child abuse have been suggested by both scholars and researchers. Basically, child abuse or even child maltreatment involves the previously identified forms, that is sexual, emotional, neglect and physical. Most of the countries have been sensitizing on the issue of child abuse, with these four notable forms of child abuse having penalties and custody depending on the seriousness of the case. Different perceptions and ideas have been presented with regard to corporal punishmen.
McDonald’s CorporationBy Frank T. Rothaermel & John KimSeptemb.docx
McDonald’s Corporation
By Frank T. Rothaermel & John Kim
September 1, 2017. Steve Easterbrook walked into his office in the McDonald’s corporate headquar-ters in Oak Brook, Illinois. Now two and a half years into the job of McDonald’s CEO, he is starting to see some of his early turnaround initiatives show results.
His thoughts turned to Don Thompson, his predecessor and friend. Thompson was in the top job for less than three years, overseeing a more than four percent decline in customer traffic in 2014. In spring 2015, Thompson retired. Easterbrook hoped to avoid this fate. They had both started their careers at McDonald’s early in the 1990s and had climbed the corporate ladder together. Easterbrook had not taken personal joy in seeing either his friend and mentor, or the company they both loved, struggle. Rather, he had hoped to take the helm at the company at its peak and then take it to new heights—not inheriting the corporate giant in a turnaround situation.
The company’s troubles had snowballed quickly. In 2011, McDonald’s had outperformed nearly all its competitors while benefitting from the fallout of the great recession (2008–2010) as more custom-ers flocked to its low-cost meal options. In fact, McDonald’s was the number-one performing stock in the Dow 30 with a 34.7 percent total shareholder return.1 But in 2012, McDonald’s dropped to number 30 in the Dow 30 with a –10.75 percent annual return. The company went from first to last in twelve brief months. In 2012, McDonald’s’ sales growth dropped by 1.8 percent, the first monthly decline since 2003.2 Annual system-wide sales growth in 2012 barely met the minimum three percent goal, while operating income growth was just one percent compared to a goal of six to seven percent.3
Things went from bad to worse. Sales continued to decline over the next two years. Net income in 2014 fell almost 15 percent to $4.76 billion, representing the company’s first annual drop in “like-for-like” sales since 2002.4 By early 2015, McDonald’s shares had dropped below their 2012 price point, while the overall market was up by 50 percent.5
Things were not much better overseas. The weak global economy was a further drain on domestic sales.6 When the dollar was relatively weak, it had been an asset for the company to generate almost 70 percent of its revenues from other countries, but the dollar’s current strength made McDonald’s trademark products even more expensive for its international consumers.7 Asian sales were still recovering from a 2014 scandal, where a major Chinese meat supplier had been accused of selling expired meat to McDonald’s restaurants. European sales were also soft due to political problems in Russia. Several McDonald’s outlets had “failed” inspection and been shut down in retaliation for U.S. sanctions against Russia.
Thompson had already tried revitalizing the menu (e.g., with the McWrap), eliminating poorly selling items, increasing customization, and restructuring U.S. operati.
MBAMultiparty NegotiationMultiparty Negotiatio.docx
MBA
Multiparty Negotiation
Multiparty NegotiationMany negotiation situations involve more than two partiesA group of students doing a group projectA group of experts designing a houseInternational forumsUnited NationsClimate change
ConceptsBuilding Blocks
Primary Parties (individuals, groups, nations)
Coalitions (Cooperative and non-cooperative)
Third Party (Agent, consultant, mediator)
Entities supporting the Primary PartyBoundariesLeast complex (e.g., 3-party)Most complex (e.g., GATT Uruguay Round)
Multiparty NegotiationMultipartyCoalitionsPrincipal-AgentTeamsConstituencies
Three Key ChallengesDealing with CoalitionsPotential for coalitionsFormulating TradeoffCircularReciprocal Voting and Majority RuleArrow’s “Impossibility theorem”
Strategies for Multiparty NegotiationManage InformationInformation overloadUse BrainstormingAfter solitary writingAssign Process RulesAvoid Equal Share BiasStay at the Table
Coalitions
A coalition is a subgroup of two or more individuals who join together in using their resources to affect the outcome of a decision in a mixed-motive situation involving at least three parties.
Challenges Posed by CoalitionsOptimal SizeCoalition MaintenanceA function of cost and rewardDistribution ProblemComplexA normative method of fair distribution does not exist.
Strategies for Maximizing Coalition EffectivenessMake your contact early.Make agreementSeek verbal commitmentTrust and follow-throughAllocate resources among coalition members fairlyIf unfair unstable coalition
Principal-Agent Relationship
One individual (the principal) delegates authority to another (the agent) to act on his/her behalf and whose decisions impact the principal’s welfare.
If differing interests and can’t determine agent’s action = moral hazard
opportunistic behavior
Principal-Agent in NegotiationAdvantagesProvide substantive knowledge, expertiseEmotional detachment DisadvantagesShrinking bargaining zoneCommunication distortionLoss of controlGetting to “yes’ bias
*
ConstituentChallenges for constituent relationshipAccountabilityConflicts of interestStrategies for Improving Constituent RelationshipUnderstand your constituentsDon’t expect homogeneity of viewsEducate your constituent on your role and limitations
Team Negotiation
A small group of people, with complementary skills, who work toward common goals for which they hold joint responsibility and accountability.
Challenges that Face Negotiating TeamsPicking your teammatesHow many on the team?Communication within the teamTeam Cohesion
Strategies for Improving Team NegotiationsPrepare togetherPlan scheduled breaksRole-play with each otherAssess accountability
Inter-group NegotiationWalton and McKersie Model
Distributive Bargaining
Integrative Bargaining
Attitudinal Restructuring
Intra-organizational Bargaining
Case Study: MIT-TLONita Nelson – Director of TLODifferent stakeholders – balancing needsProcess transformation .
MBA6808Business Negotiation &Alternative Dispute Res.docx
MBA6808
Business Negotiation
&
Alternative Dispute Resolution
Win-Win NegotiationCases where win-win negotiation is appropriate:
Long-term relationship
Goal compatibility
Intangible benefits
Concession
Constituency
Win-Win NegotiationFor most people, negotiation A win-lose enterpriseTaught to think that wayEven if they think of it as win-win,Money left on the tableNeed to be hyper-vigilantTo create and maximize value
What is a win-win negotiation?To many people, it meansCompromiseEven splitFeeling goodBuilding a relationshipWasted resources; money left on the table.However, win-win negotiation isAll creative opportunities are exploitedNo resources are left on the table
Signs of Win-Win PotentialIn most negotiation, win-win potentialHow to discover?Is there more than a single issue?Can other issues be brought in?Can side deals be made?Do parties have different priorities?
A Pyramid Model of Win-Win NegotiationThree levels of integrative agreements
Agreement is better than no agreement
Agreements that are good for both parties
Agreements that are impossible to improve uponPareto OptimalityOnly 25% reach this levelOf this, 50% do so by chance
Pareto Optimality Condition
“The community becomes better off if one individual becomes better off and none worse off.”
A state of a given system is Pareto optimal, and thus efficient, if and only if there is no feasible alternative state of that system in which at least one person is better and no one is worse off.
A Pyramid Model
of Integrative Agreements
Level 3: Pareto-optimal
Level 2: Settlement demonstrably superior to other feasible settlements
Level 1: Mutual settlement (positive bargaining zone)
What Prevents People from Reaching this?Two key problems
False Conflict
Believe in incompatible interest
Lose-lose effect: failure to capitalize on compatible interest
Fixed-pie Perception
Faulty assumptions
Perception that other party’s interests are completely opposed
What to do?Be aware of the fixed-pie perceptionAvoid making premature concessionsHave accurate understanding of the other partyRealize that most negotiations are mixed-motive
Strategies That Don’t WorkCommitment to reach a win-win agreementCompromiseAdopting a cooperative OrientationFocusing on a long-term relationshipTaking Extra time to negotiate
Strategies for Win-Win NegotiationPerspective TakingDifferent from empathySee the world through counterparty’s eyesAsk Diagnostic QuestionsUnderlying interests and priorities as well as justificationLead to more interaction and receptivityHave a high epistemic motivationDiscover where the value is (Frank McKenna case)
Frank McKenna of New Brunswick
“We had to know what was a “win” for the other party because if you don’t know what that is, you can’t meet it. When we negotiated to get call centers to come into our province, we had to know about their interests as .
MBA548-IT Management and InnovationReport 2Managing IS for Bus.docx
MBA548-IT Management and Innovation
Report 2
Managing IS for Business and Sustainability Value
Fall- 2019
Points: 100
Deadline: Sunday, Dec 11, 2019, 11:59pm. D2L Assignment folder
==========================================
For our class, you will conduct a research project examining IT and IT-enabled innovation management issues surrounding a focal company. We will break this project into two reports. The first report will examine issues relevant to the first half of the class (first six topics), and is due halfway through the semester. The second report will examine issues relevant to the second half of the class (the remaining six topics).
First, you will need to choose a company for your research project. Since you will need access to data on the company’s business operation and performance, it is recommended that you choose a publicly traded company for your study, which will allow you to get access to the companies’ multiple reports, including annual reports, financial statements, Global Reporting Initiatives reports, etc. for your research.
I have the assignment sheets for both reports available on D2L. Please take a look at both assignment sheets to have an idea of what you will need to do for your research project. This will help you in identifying the focal company for your research. Please feel free to contact the professor if you have questions in choosing a company for your project.
==========================================
Report 2 requirements:
For the second report, you will examine the focal company’s IS management strategy. The questions below tie directly to topics 7 to 12.
Task: Use knowledge and materials we have covered this semester to write a report (around 2000 words, not including reference list) to assess a company’s current IT/IS management strategy and recommend a way forward for the company with IT/IS. The targeted audience of your report is the general business audience.
For your research, you could examine the company’s publicly available information (website, last 3 years of annual reports, 10-K reports, Global Reporting Initiative (GRI) reports etc.). You could search these reports using the search terms such as IT, Information Technology, Information Systems, etc.
The report MUST include the following sections, each section will address the questions listed below:
1) Current IT/IS infrastructure and strategic plan (Topic 7): (10 points)
· What is the company’s IT strategic vision? Generally, what is your perception of the company’s view of IS/IT in enabling its business operation and competition? E.g. Does IS/IT play a more supporting role? Or does IS/IT play a more strategic driving role? Does the company see IT as a competitive necessity, or a competitive advantage?
· Examine the companies’ report to find some examples of IT-enabled initiatives. Discuss how they are related to the companies’ overarching IT vision.
2) IT/IS budget, IT-enabled initiatives, and IT Impacts (Topic 8): (15 po.
MBA 705 Milestone Six Guidelines and Rubric Overview F.docx
MBA 705 Milestone Six Guidelines and Rubric
Overview: For the capstone assessment, you will create a business implementation plan and audiovisual presentation for the product, service, or idea you have
been developing throughout your MBA coursework.
In Milestone Six, you will submit an audiovisual presentation (such as a webcam presentation or PowerPoint with audio) designed to pitch your concept to
potential financial backers or senior executives. Your presentation should highlight the key elements of your business concept and implementation plan that are
most likely to convince your audience to support the idea moving forward. Remember that while your audience wants to know you have thoroughly researched
and planned out your idea, including implementation, they do not want a verbatim or lengthy repetition of the information in the business implementation plan
when you pitch the idea. Instead, you should strategically select the information you will present and in how much detail based on your intended audience. You
should bear in mind the key information they will want to know and the types of concerns they are likely to have, and anticipate the types of questions they are
likely to ask.
Also bear in mind that financial or managerial support for a project often has as much to do with the individuals leading the project as with the concept. Backers
need to be convinced of project leaders’ and key staff’s ability to be the face and drivers of the idea, as well as of their honesty and integrity. Since you are
presumably one of the key team members, how you present is just as important as what you present in building audience trust. Be sure to communicate clearly
and professionally throughout.
Note: If you plan to use a presentation software other than PowerPoint, please check in with your instructor to make sure your instructor can access the software
you plan to use.
Critical Elements:
Highlight the key elements of your business concept and implementation plan that are most likely to convince your audience to support the idea.
Strategically select the information you will present and the level of detail based on your intended audience.
Anticipate the key information the audience will want to know, the types of concerns they are likely to have, and the types of questions they are likely to
ask.
Highlight the project leaders’ and key staff’s ability to be the face and drivers of the idea.
Your presentation should be clear, professional, and engaging to a diverse business audience.
Rubric
Guidelines for Submission: Your audiovisual presentation should be approximately 30 minutes (or roughly the equivalent of 25 slides) with sufficient audio to
give the audience a clear, but concise, understanding of the concept and its eventual implementation. Cite your sources within the text of your slides and on a
reference slide.
Critical Elements Proficient (100%) Not Proficient (0%) Value
Ke.
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