Examine All Children Can Learn. Then, search the web for effec.docx
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Examine "All Children Can Learn" . Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners. First, provide five evidence-based strategies: Two instructional strategies (i.e., graphic organizers), Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.), One activity (e.g., Think-Pair-Share). Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation. .
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Examine how nature is discussed throughout The Open Boat.” Loo.docx
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine each of these items, which are available on the internet .docx
Examine each of these items, which are available on the internet:
1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it.
2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting?
3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again,
this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out?
After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what
YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism.
write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today.
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Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page.
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility.
Journal of Personality and Social Psychology, 8
(4), 377-383.
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups
.
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA style, including those in the Learning Resources.
.
Examine a current law, or a bill proposing a law, that has to do wit.docx
Examine a current law, or a bill proposing a law, that has to do with technology and criminal activity. The law can be at the state or federal level. Identify the law or bill, where it comes from, and its purpose or intent. Next, identify positive outcomes if the law is successful. Finally, identify at least two unintended consequences that the law could bring about. . . DUE 4/18, 2021
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Exam IT 505Multiple Choice (20 questions , 2 points each)Pleas.docx
Exam IT 505
Multiple Choice (20 questions , 2 points each)
Please Submit a word document of your exam. Please DO NOT repeat the questions. Only submit your answers for example 1.A, 2. B……Ect
1. Which of the following is NOT one of the typical characteristics of back-end networks?
A. high data rate B. high-speed interface
C. distributed access D. extended distance
2. Problems with using a single Local Area Network (LAN) to interconnect devices
on a premise include:
A. insufficient reliability, limited capacity, and inappropriate network
interconnection devices
B. insufficient reliability, limited capacity, and limited distances
C. insufficient reliability, limited distances, and inappropriate network
interconnection devices
D. limited distances, limited capacity, and inappropriate network
interconnection devices
3. Which of following is NOT one of the designs that determines data rate and
distance?
A. the number of senders B. the number of receivers
C. transmission impairment D. bandwidth
4. The fact that signal strength falls off with distance is called ________________.
A. bandwidth B. attenuation
C. resistance D. propagation
5. Which of the following is NOT one of the distinguishing characteristics for optical
fiber cables compared with twisted pair or coaxial cables?
A. greater capacity B. lower attenuation
C. electromagnetic isolation D. heavier weight
6.________ is a set of function and call programs that allow clients and servers to intercommunicate.
A. IaaS B. SQL C. API D. Middleware
7. A computer that houses information for manipulation by networked clients is a __________.
A. server B. minicomputer C. PaaS D. broker
8. ________ is software that improves connectivity between a client application and a server.
A. SQL B. API C. Middleware D. SAP
9. The inability of frame relay to do hop by hop error control is offset by:
A. its gigabit speeds B. its high overhead
C. the extensive use of in-band signaling D. the increasing reliability of networks
10. All Frame Relay nodes contain which of the following protocols?
A. LAPB B. LAPD
C. LAPF Core D. LAPF Control
11. The technique employed by Frame Relay is called __________.
A. inband signaling B. outband signaling
C. common channel signaling D. open shortest path first routing
12. In ATM, the basic transmission unit is the ________.
A. frame B. cell
C. packet D. segment
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A. less work is needed to set a virtual path
B. the network architecture is simplified
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EXAMEstructura 8.1 - Miniprueba AVerbosCom.docx
EXAM
Estructura 8.1 - Miniprueba A
Verbos
Complete the chart with the correct verb forms.
infinitivo
seguir
(1) [removed]
yo
(2) [removed]
morí
tú
seguiste
(3) [removed]
nosotras
seguimos
(4) [removed]
ellos
(5) [removed]
murieron
Completar
Fill in the blanks with the correct preterite forms of the verbs in parentheses.
Diego y Javier [removed] (conseguir) un mapa.
Esta mañana usted [removed] (despedirse) de los estudiantes.
Tú [removed] (sentirse) mal ayer.
La semana pasada yo no [removed] (dormir) bien.
Amparo [removed] (preferir) comer en casa.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
Edgar / preferir / pollo asado
Edgar prefirió el pollo asado.
Álvaro y yo / servir / los entremeses
[removed]
¿quién / repetir / las instrucciones?
[removed]
ayer / yo / despedirse / de / mis sobrinos
[removed]
ustedes / dormirse / a las diez
[removed]
La cena
Fill in the blanks with the preterite form of the appropriate verbs from the list. Four verbs will not be used.
abrir
conseguir
escoger
leer
mirar
pedir
preferir
probar
repetir
sentirse
servir
vestirse
Anoche Jorge, Iván y yo salimos a cenar a Mi Tierra, un restaurante guatemalteco. Nosotros
(1) [removed]
este lugar porque Jorge
(2) [removed]
una reseña (
review
) en Internet que decía (
said
) que la comida es auténtica y muy sabrosa. No es un restaurante elegante; entonces nosotros
(3) [removed]
de bluejeans. De verdad, en Mi Tierra mis amigos y yo
(4) [removed]
como (
like
) en casa. El camarero que nos
(5) [removed]
fue muy amable. Para empezar, Jorge e Iván
(6) [removed]
tamales, pero yo
(7) [removed]
esperar el plato principal: carne de res con arroz y frijoles. Comimos tanto (
so much
) que no
(8) [removed]
nada de postre (
dessert
). ¡Fue una cena deliciosa!
.
Examine current practice guidelines related to suicide screeni.docx
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understandin.
Recommended
Examine how nature is discussed throughout The Open Boat.” Loo.docx
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine each of these items, which are available on the internet .docx
Examine each of these items, which are available on the internet:
1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it.
2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting?
3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again,
this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out?
After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what
YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism.
write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today.
.
Examine a web browser interface and describe the various forms .docx
Examine a web browser interface and describe the various forms of analogy and composite interface metaphors that have been used in its design. What familiar knowledge has been combined with new functionality? need a couple of paragraphs.. and one reference
need this in the next 4 hours..
.
Examine a scenario that includes an inter-group conflict. In this sc.docx
Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page.
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility.
Journal of Personality and Social Psychology, 8
(4), 377-383.
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups
.
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA style, including those in the Learning Resources.
.
Examine a current law, or a bill proposing a law, that has to do wit.docx
Examine a current law, or a bill proposing a law, that has to do with technology and criminal activity. The law can be at the state or federal level. Identify the law or bill, where it comes from, and its purpose or intent. Next, identify positive outcomes if the law is successful. Finally, identify at least two unintended consequences that the law could bring about. . . DUE 4/18, 2021
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Exam IT 505Multiple Choice (20 questions , 2 points each)Pleas.docx
Exam IT 505
Multiple Choice (20 questions , 2 points each)
Please Submit a word document of your exam. Please DO NOT repeat the questions. Only submit your answers for example 1.A, 2. B……Ect
1. Which of the following is NOT one of the typical characteristics of back-end networks?
A. high data rate B. high-speed interface
C. distributed access D. extended distance
2. Problems with using a single Local Area Network (LAN) to interconnect devices
on a premise include:
A. insufficient reliability, limited capacity, and inappropriate network
interconnection devices
B. insufficient reliability, limited capacity, and limited distances
C. insufficient reliability, limited distances, and inappropriate network
interconnection devices
D. limited distances, limited capacity, and inappropriate network
interconnection devices
3. Which of following is NOT one of the designs that determines data rate and
distance?
A. the number of senders B. the number of receivers
C. transmission impairment D. bandwidth
4. The fact that signal strength falls off with distance is called ________________.
A. bandwidth B. attenuation
C. resistance D. propagation
5. Which of the following is NOT one of the distinguishing characteristics for optical
fiber cables compared with twisted pair or coaxial cables?
A. greater capacity B. lower attenuation
C. electromagnetic isolation D. heavier weight
6.________ is a set of function and call programs that allow clients and servers to intercommunicate.
A. IaaS B. SQL C. API D. Middleware
7. A computer that houses information for manipulation by networked clients is a __________.
A. server B. minicomputer C. PaaS D. broker
8. ________ is software that improves connectivity between a client application and a server.
A. SQL B. API C. Middleware D. SAP
9. The inability of frame relay to do hop by hop error control is offset by:
A. its gigabit speeds B. its high overhead
C. the extensive use of in-band signaling D. the increasing reliability of networks
10. All Frame Relay nodes contain which of the following protocols?
A. LAPB B. LAPD
C. LAPF Core D. LAPF Control
11. The technique employed by Frame Relay is called __________.
A. inband signaling B. outband signaling
C. common channel signaling D. open shortest path first routing
12. In ATM, the basic transmission unit is the ________.
A. frame B. cell
C. packet D. segment
13. When using ATM, which of the following is NOT one of the advantages for the
use of virtual paths?
A. less work is needed to set a virtual path
B. the network architecture is simplified
C.
EXAMEstructura 8.1 - Miniprueba AVerbosCom.docx
EXAM
Estructura 8.1 - Miniprueba A
Verbos
Complete the chart with the correct verb forms.
infinitivo
seguir
(1) [removed]
yo
(2) [removed]
morí
tú
seguiste
(3) [removed]
nosotras
seguimos
(4) [removed]
ellos
(5) [removed]
murieron
Completar
Fill in the blanks with the correct preterite forms of the verbs in parentheses.
Diego y Javier [removed] (conseguir) un mapa.
Esta mañana usted [removed] (despedirse) de los estudiantes.
Tú [removed] (sentirse) mal ayer.
La semana pasada yo no [removed] (dormir) bien.
Amparo [removed] (preferir) comer en casa.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
Edgar / preferir / pollo asado
Edgar prefirió el pollo asado.
Álvaro y yo / servir / los entremeses
[removed]
¿quién / repetir / las instrucciones?
[removed]
ayer / yo / despedirse / de / mis sobrinos
[removed]
ustedes / dormirse / a las diez
[removed]
La cena
Fill in the blanks with the preterite form of the appropriate verbs from the list. Four verbs will not be used.
abrir
conseguir
escoger
leer
mirar
pedir
preferir
probar
repetir
sentirse
servir
vestirse
Anoche Jorge, Iván y yo salimos a cenar a Mi Tierra, un restaurante guatemalteco. Nosotros
(1) [removed]
este lugar porque Jorge
(2) [removed]
una reseña (
review
) en Internet que decía (
said
) que la comida es auténtica y muy sabrosa. No es un restaurante elegante; entonces nosotros
(3) [removed]
de bluejeans. De verdad, en Mi Tierra mis amigos y yo
(4) [removed]
como (
like
) en casa. El camarero que nos
(5) [removed]
fue muy amable. Para empezar, Jorge e Iván
(6) [removed]
tamales, pero yo
(7) [removed]
esperar el plato principal: carne de res con arroz y frijoles. Comimos tanto (
so much
) que no
(8) [removed]
nada de postre (
dessert
). ¡Fue una cena deliciosa!
.
Examine current practice guidelines related to suicide screeni.docx
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understandin.
Examine Case Study Pakistani Woman with Delusional Thought Processe.docx
Examine Case Study: Pakistani Woman with Delusional Thought Processes.
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
BACKGROUND
The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month.
Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit.
During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so.
She currently weighs .
Examination of Modern LeadershipModule 1 Leadership History, F.docx
Examination of Modern Leadership
Module 1: Leadership: History, Fundamentals, and the Modern Context
Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development.
Learning Outcomes
1. Compare and contrast historical leadership concepts against modern and postmodern organization needs.
2. Analyze leadership approaches using a critical framework.
3. Construct a personal leadership biography.
For Your Success & Readings
A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce.
Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success.
In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory.
Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study.
Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity!
Required
· Introduction and Chapters 1 & 2 in Leadership: A Critical Text
· Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31.
· Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203
· Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224.
· Blom, M. .
Examine current international OB issues that challenge organizat.docx
Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others.
(1) identify the key organizational behavior issues facing management,
(2) what impact the international environment has on these issues,
(3) strategies management should use to overcome these issues,
(4) how these strategies will impact the overall organizational operations, and
(5) identify the potential costs and risks to the organizations of implementing the newly developed strategies.
Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work.
APA format, Times New Roman (12), 20-25 pages, No plagiarism.
.
Executive Program Practical Connection Assignment .docx
Executive Program Practical Connection Assignment
Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score
Assignment
Requirements
Student completed all required
portions of the assignment
Completed portions of the
assignment
Did not complete the required
assignment.
Writing Skills,
Grammar, and APA
Formatting
Assignment strongly demonstrates
graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas
are well developed and explained.
Demonstrates strong writing skills.
Student paid close attention to spelling
and punctuation. Sentences and
paragraphs are grammatically correct.
Proper use of APA formatting. Properly
and explicitly cited outside resources.
Reference list matches citations.
Assignment demonstrates graduate-
level proficiency in organization,
grammar, and style.
Assignment is effectively
communicated, but some sections
lacking clarity. Student paid some
attention to spelling and
punctuation, but there are errors
within the writing. Needs attention
to proper writing skills.
Use of APA formatting and citations
of outside resources, but has a few
instances in which proper citations
are missing.
Assignment does not demonstrate
graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and
confusing. Ideas are not
communicated effectively. Student
paid no attention to spelling and
punctuation. Demonstrates poor
writing skills.
The assignment lacks the use of APA
formatting and does not provide
proper citations or includes no
citations.
Maintains
purpose/focus
Submission is well organized and has a
tight and cohesive focus that is
integrated throughout the document
Submissions has an organizational
structure and the focus is clear
throughout.
Submission lacks focus or contains
major drifts in focus
Understanding of
Course Content
Student demonstrates understand of
course content and knowledge.
Student demonstrates some
understanding of course content
and knowledge.
Student does not demonstrate
understanding of course content and
knowledge.
Work Environment
Application
Student strongly demonstrates the
practical application, or ability to apply,
of course objectives within a work
environment.
Student demonstrates some
practical application, or ability to
apply, of course objectives within a
work environment.
Student does not demonstrate the
practical application, or ability to
apply, of course objectives within a
work environment.
Executive Program Practical Connection Assignment
At UC, it is a priority that students are provided with strong educational programs and courses that
allow them to be servant-leaders in their disciplines and communities, linking research with practice and
kn.
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
.
Executive Program Group Project Assignment Component Profi.docx
Executive Program Group Project Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
Criteria Excellent Satisfactory Less than Satisfactory Not Completed
Log
Completion
4 points
Food logs are
complete with detailed
food/beverage items
3 points
Food logs are
complete but lack
some detail on
food/beverage items
(3 pts)
2 points
Food logs are
complete are missing
substantial detail on
food/beverage items
0 points
Student did not
complete this
component of the
project.
/ 4
Por.
Executive Practical Connection Activityit is a priority that stu.docx
Executive Practical Connection Activity
it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
· Provide a 500 word (or 2 pages double spaced) minimum reflection.
· Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
· Share a personal connection that identifies specific knowledge and theories from this course.
· Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
· You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
MY ROLE: BIGDATA/KAFKA ADMIN
Need Plagiarism report for this Assignement.
****Directions
Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information.
1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus).
2. Describe the type of healthcare policy you would advocate for in an effort to change this issue.
3. What type of campaign would you need to launch in order to gather a network of support?
4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise.
1. NR708HealthPol Retweeted
Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele
#NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter …
Helping Vulnerable People Before Disasters Strike | Campaign for Action
Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year
campaignforaction.org
13h
·
·
2. NR708HealthPol Retweeted
Diana Mason@djmasonrn
By @AmyAnderso.
Executive FunctionThe Search for an Integrated AccountMari.docx
Executive Function
The Search for an Integrated Account
Marie T. Banich
Department of Psychology & Neuroscience, and Institute of Cognitive Science, University of Colorado at Boulder;
Department of Psychiatry, University of Colorado Denver
ABSTRACT—In general, executive function can be thought
of as the set of abilities required to effortfully guide be-
havior toward a goal, especially in nonroutine situations.
Psychologists are interested in expanding the under-
standing of executive function because it is thought to be a
key process in intelligent behavior, it is compromised in a
variety of psychiatric and neurological disorders, it varies
across the life span, and it affects performance in compli-
cated environments, such as the cockpits of advanced
aircraft. This article provides a brief introduction to the
concept of executive function and discusses how it is
assessed and the conditions under which it is compromised.
A short overview of the diverse theoretical viewpoints re-
garding its psychological and biological underpinnings is
also provided. The article concludes with a consideration
of how a multilevel approach may provide a more inte-
grated account of executive function than has been previ-
ously available.
KEYWORDS—executive function; frontal lobe; prefrontal
cortex; inhibition; task switching; working memory; atten-
tion; top-down control
Like other psychological constructs, such as memory, executive
function is multidimensional. As such, there exists a variety of
models that provide varying viewpoints as to its basic component
processes. Nonetheless, common across most of them is the idea
that executive function is a process used to effortfully guide
behavior toward a goal, especially in nonroutine situations.
Various functions or abilities are thought to fall under the rubric
of executive function. These include prioritizing and sequencing
behavior, inhibiting familiar or stereotyped behaviors, creating
and maintaining an idea of what task or information is most
relevant for current purposes (often referred to as an attentional
or mental set), providing resistance to information that is dis-
tracting or task irrelevant, switching between task goals, uti-
lizing relevant information in support of decision making,
categorizing or otherwise abstracting common elements across
items, and handling novel information or situations. As can be
seen from this list, the functions that fall under the category of
executive function are indeed wide ranging.
ASSESSING EXECUTIVE FUNCTION
The very nature of executive function makes it difficult to
measure in the clinic or the laboratory; it involves an individual
guiding his or her behavior, especially in novel, unstructured,
and nonroutine situations that require some degree of judgment.
In contrast, standard testing situations are structured—partic-
ipants are explicitly told what the task is, given rules for per-
forming the task, and provide.
Executive Compensation and IncentivesMartin J. ConyonEx.docx
Executive Compensation and Incentives
Martin J. Conyon*
Executive Overview
The objective of a properly designed executive compensation package is to attract, retain, and motivate
CEOs and senior management. The standard economic approach for understanding executive pay is the
principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms
between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes
in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that
boards and compensation committees have become more independent over time. In addition, we demonstrate
that compensation committees containing affiliated directors do not set greater pay or fewer incentives.
Introduction
E
xecutive compensation is a complex and con-
troversial subject. For many years, academics,
policymakers, and the media have drawn atten-
tion to the high levels of pay awarded to U.S.
chief executive officers (CEOs), questioning
whether they are consistent with shareholder in-
terests.1 Some academics have further argued that
flaws in CEO pay arrangements and deviations
from shareholders’ interests are widespread and
considerable.2 For example, Lucian Bebchuk and
Jesse Fried provide a lucid account of the mana-
gerial power view and accompanying evidence.3
Marianne Bertrand and Sendhil Mullainathan too
provide an analysis of the ‘skimming view’ of CEO
pay.4 In contrast, John Core et al. present an
economic contracting approach to executive pay
and incentives, assessing whether CEOs receive
inefficient pay without performance.5 In this pa-
per, we show what has happened to CEO pay in
the United States. We do not claim to distinguish
between the contracting and managerial power
views of executive pay. Instead, we document the
pattern of executive pay and incentives in the
United States, investigating whether this pattern
is consistent with economic theory.
The Context: Who Sets Executive Pay?
B
efore examining the empirical evidence pre-
sented in this paper, it is important to consider
the pay-setting process and who sets executive
pay. The standard economic theory of executive
compensation is the principal-agent model.6 The
theory maintains that firms seek to design the most
efficient compensation packages possible in order to
attract, retain, and motivate CEOs, executives, and
managers.7 In the agency model, shareholders set
pay. In practice, however, the compensation com-
mittee of the board determines pay on behalf of
shareholders. A principal (shareholder) designs a
contract and makes an offer to an agent (CEO/
manager). Executive compensation ameliorates a
moral hazard problem (i.e., manager opportunism)
arising from low firm ownership. By using stock
options, restricted stock, and long-term contracts,
shareholders motivate the CEO to maximize firm
value. In other words, shareholders try to design
optimal compensation packages .
Executing the StrategyLearning ObjectivesAfter reading.docx
Executing the Strategy
Learning Objectives
After reading this chapter, you should be able to:
• Distinguish good operational plans from weak ones.
• Detail the value of tracking progress on all operational plans.
• Discuss why emergent strategies occur and how they might affect an organization’s
current strategy.
• Implement the ten basic steps of a generic strategic formulation process.
• Manage, improve, and evaluate an existing strategic management process.
Chapter 9
Neil Webb/Ikon Images/Getty Images
spa81202_09_c09.indd 247 1/16/14 10:08 AM
CHAPTER 9Section 9.1 Managing Operational Plans
Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across
a calm pond on a sunny day, but rather like crossing from one bank of a raging river to
the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the
way. While it is not impossible to reach the other bank (the goal), the task often becomes
one of overcoming obstacles and making constant adjustments without losing sight of the
goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot
be implemented.
This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted
to assessing, improving, and managing the strategy formulation process itself.
9.1 Managing Operational Plans
The process for obtaining board approval of operational plans is covered in this chapter.
Exactly what is it that gets approved? An operational plan is a document that specifies the
projects or tasks that must be accomplished to achieve particular operational objectives.
Many of these plans will contain activities that are ongoing. Some will include plans for
enhanced or new services. Details specified in operational plans include the names of those
who will be involved and the indi-
vidual responsible for each one, what
equipment will be needed, when each
will start and end, and the estimated
costs for each activity. Given the level
of detail required, it should come as
no surprise that an operational plan
for a large functional unit, such as the
nursing department in a hospital, can
run to many pages, as there are lots of
activities to be detailed. Operational
plans for small HSOs such as physi-
cian clinics and community health
centers may be just a few pages long
unless new strategic initiatives are to
be undertaken.
It takes contributions from everyone
who will be involved in that HSO’s
operations to create such plans. They
will make sure that continuing cur-
rent operations are included in the plans, which is easily done. What adds a level of com-
plexity and difficulty is incorporating additional tasks demanded by a change in strategy.
Consider the following scenarios, which illustrate the difficulty in creating operational
plans that involve more than simply repeating what was done the previous year:
Javier Larrea/age fotostock/Getty Ima.
Executing Strategies in a Global Environment Examining the Case of .docx
Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages
Requirements:
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Exclussively For KIN WOODS ONLYQUESTION1Discuss how the social.docx
Exclussively For KIN WOODS ONLY
QUESTION1
Discuss how the social growth and development in infancy are related to the development of the five senses (hearing, sight, taste, smell, and touch) and speech. [300 word count, 2 References, 2 Citations, Original Academic Writing only]
QUESTION 2
Analyze the significant developments of each substage in Piaget’s stage of Sensorimotor development; explain in terms of object permanence and imitation. Contrast these with information-processing perspectives. [300 word count, 2 References, 2 Citations, Original Academic Writing only]
.
Exchange-Traded FundsZhiyuan Zhou, Yulin Wang, Xiuqian Lin, .docx
Exchange-Traded Funds
Zhiyuan Zhou, Yulin Wang,
Xiuqian Lin, Chen Chen
What are Exchange-Traded Funds?
Exchange-traded funds are investment securities traded in a similar manner to shares and stocks. Exchange-traded funds track the performance of share indices, commodities, assets, and bonds among others.
Cost-effective and tax efficient
ETF provide investors with an opportunity to speculate on the income they would receive at the end of their investment period.
ETF provide hedging platform
What are Exchange-Traded Funds?
Exchange-traded funds also provide diversification options for investors. Diversification ensures that investors can trade in separate investment securities simultaneously. The ability of exchange-traded funds to track the performance of various investment securities provides a platform for investors to diversify their investments.
When and why did these funds develop?
ETF was first occurred in 1990 in Toronto Stock Exchange.
The development of ETF due to the increased interest by the public to invest in funds that tracked a wide variety of asset classes.
After the successful launched in Canada, the United States launched its first ETF in 1993, and continue to become mature.
The full development of ETF means that more new funds will have to gain market share based on relatively narrow and more creative market.
How large is the Exchage-Traded Funds market?
ETF grew to 102 from 1993 to 2002. It grew at a rate of 10% every year.
In 2009, ETF reached a high of almost 1000 in less than 10 years.
The development of the high technology has driven the rise of the ETF.
The gradual growth of about 10% in the 1990’s rose to about 100% in the early 2000’s, and the funds reached 1400 in 2011.
ETF has developed rapidly in the North American stock market. There are nearly 3000 products in the market as of January 2018.
According to the data, more than 465 billion US dollars of new funds flowed into the US listed ETF as of the end of 2017.
Replace traditional mutual funds
Exchange-traded funds trade throughout the day, unlike mutual funds that trade at the end of the day.
Exchange-traded funds have low operational costs compared to mutual funds.
Exchange-traded funds do not require minimum investments
Exchange-traded funds enjoy tax efficiency and capital gains
Reference
https://zhuanlan.zhihu.com/p/38545877
Ben-David, I., Franzoni, F., & Moussawi, R. (2017). Exchange-traded funds. Annual Review of Financial Economics, 9, 169-189.
Da, Z., & Shive, S. (2018). Exchange traded funds and asset return correlations. European Financial Management, 24(1), 136-168.
Madhavan, A., & Sobczyk, A. (2016). Price dynamics and liquidity of exchange-traded funds. Journal of Investment Management, 14(2): 1–17
Meziani, A. S., & Meziani. (2016). Exchange-traded funds. Palgrave Macmillan.
Sheet19/30/169/29/1717 vs.169/28/1810/5/1810/12/1810/18/1810/25/1811/1/1811/8/1811/15/1811/22/1811/29/189/28 vs. 11/29RateRa.
Exchange Program Opportunity for Secondary School Educators (T.docx
Exchange Program Opportunity for Secondary School Educators (Teachers).
The U.S. Embassy is pleased to announce the competition to select highly qualified candidates for summer 2019 Study of the United States Institutes (SUSI) for Secondary School Educators. These institutes are for secondary school teachers. Please note that the Institutes for teachers focus on content and materials about the US rather than teaching methods and pedagogy. Prospective applicants are encouraged to visit the link exchanges.state.gov/susi to obtain general information about the Institutes.
The program is designed to provide foreign secondary educators the opportunity to deepen their understanding of U.S. society, culture, values, and institutions. The ultimate goal of these Institutes is to strengthen curricula and to enhance the quality of teaching about the U.S. in secondary schools and other academic institutions abroad.
Candidates are requested to provide in English a curriculum vitae with contact information as well as a one page (250 words) personal statement describing their interest, what they expect to gain from the program, what qualities they bring to the program, and how they plan to use the knowledge acquired.
Page | 368
10The AmericasEugene Berger
10.1 CHRONOLOGY
18,000 – 15,000 BCE First humans migrate to the Americas
c. 13,000 BCE Big game hunters inhabit the Great Plains
c. 10,000 BCE Mesoamericans begin to cultivate squash
10,000 – 3,500 BCE Paleo-Indian Period
5600 – 3000 BCE Early Plains Archaic Period
2000 BCE – 250 CE Preclassic or Formative period in Mesoamerica
c. 1900 BCE Mesoamericans begin to make pottery
1800 – 800 BCE Late Initial Period in Peru
1500 – 400 BCE Middle Formative Period in Mesoamerica. Peak of Olmec statue carving
c. 1000 BCE Maize becomes widespread in North America
400 BCE – 100 CE Late Formative Period in Mesoamerica
200 BCE The Moche begin their conquest of Peru’s north coast
200 BCE – 400 CE The Hopewell culture flourishes in North America
100 BCE – 600 CE The Nazca culture flourishes in Peru
400s CE Tiwankau founded
550 CE Teotihuacán reaches 125,000 residents
700 CE The Huari Empire reaches its height
700 – 1400 CE Cahokia
750 CE Tikal reaches 80,000 residents
800 CE The Toltec city of Tula reaches a population of 35,000
1000 CE The Chimu establish the capital city of Chan Chan
1050 CE The population of Chaco Canyon’s five great pueblos reaches 5,000
inhabitants
1325 CE Tenochtitlán founded
1471 CE Death of Inca Pachacuti
Page | 369
CHAPTER 10: THE AMERICAS
10.2 INTRODUCTION
This city has many public squares, in which are situated the markets and other places
for buying and selling. There is one square twice as large as that of the city of Salamanca,
surrounded by porticoes, where are daily assembled more than sixty thousand souls,
engaged in buying, and selling; and where are found all kinds of merchandise that the
world affords, embracing the necessaries of life, as for instance ar.
Excerpts taken from Lucas, S.E. (12th ed.) (2015). The Art .docx
Excerpts taken from: Lucas, S.E. (12th ed.) (2015). The Art of Public Speaking. New York, NY:
McGraw Hill.
Tap, Tap, Tap
Excerpts taken from: Lucas, S.E. (12th ed.) (2015). The Art of Public Speaking. New York, NY:
McGraw Hill.
Third-Culture Kid
Round 2 - 2020
Sim ID Z78285_16
High Level Overview
Team Name Andrews Baldwin Chester Digby Erie Ferris Average
Sales $31,449 $68,809 $45,913 $80,152 $41,262 $48,168 $52,626
Profit $880 $6,002 $3,259 $8,211 $3,031 $3,279 $4,110
Contribution
Margin
23.9% 27.4% 27.3% 29.4% 29.2% 28.5% 27.6%
Emergency Loan $8,375 $0 $0 $0 $0 $0 $0
Stock Price $9.09 $22.09 $16.65 $27.95 $15.32 $18.62 $18.29
Market Share 10.0% 21.8% 14.5% 25.4% 13.1% 15.3% 16.7%
Research and Development
Use the Customer Buying Criteria, Product List and Perceptual Map to help you design products for your
customers and analyze where your products are positioned relative to your competition.
Customer Buying Criteria
Low Tech
Customer Buying Criteria Importance
Price $15.00 - $35.00 41%
Age 3 Years 29%
Reliability 14,000 - 20,000
Hours
21%
Positioning Performance 5.8
Size 14.2
9%
High Tech
Customer Buying
Criteria Importance
Positioning Performance 8.8
Size 11.2
33%
Age 0 Years 29%
Price $25.00 - $45.00 25%
Reliability 17,000 - 23,000
Hours
13%
Perceptual Map
Performance
S
iz
e
0 2 4 6 8 10 12 14 16 18 20
0
2
4
6
8
10
12
14
16
18
20
Product List
Name Pfmn. Size Reliability Age Revision Date
Able 7.6 13.6 21100 2.7 15-Aug-2020
Baker 6.5 14.1 19800 2.1 8-Mar-2020
Bold 7.1 11.7 22400 0.6 15-May-2020
Cake 5.7 14.2 17000 3.3 19-Jan-2020
Cent - - - - 7-May-2021
Daze 6.6 13.6 19500 2.1 22-Apr-2020
Dabble 8 12.4 22000 0.6 11-May-2020
Eat 6 14.4 16500 3.3 15-Jan-2020
East - - - - 16-Mar-2021
Fast 8.5 11.6 22000 1.7 14-Oct-2020
Feast - - - - 23-May-2021
Marketing
Look at each segment to assess how your products fit in the market. View how many units each product sold
and their projected sales, and compare your product's price, promo & sales budget to the competition. The
Customer Satisfaction Score tells you what your customers think of each product.
Name Price Units Sold
Potential
Sold
Stock Out
Sales
Budget
Customer
Accessibility
Promo
Budget
Customer
Awareness
Customer
Satisfaction
Able $38.25 567 557 No $1,900 37% $350 34% 10
Baker $33.40 1,235 1,309 Yes $1,350 43% $1,350 77% 22
Bold $42.35 30 42 Yes $550 43% $550 33% 1
Cake $28.95 1,360 1,335 No $925 29% $925 56% 20
Daze $35.00 1,208 1,187 No $1,450 48% $1,450 83% 19
Eat $29.30 1,212 1,190 No $875 28% $875 54% 18
Fast $38.50 485 479 No $1,275 28% $1,500 85% 1
Low Tech Segment
Buying Criteria Importance
Price $15.00 - $35.00 41%
Age 3 Years 29%
Reliability 14,000 - 20,000 Hours 21%
Positioning Performance 5.8 Size 14.2 9%
Demand Information
Market Size 6,098
Units Sold 6,098
Growth Rate 10%
Market Share
Andrews (9.3%) Baldwin (20.7%)
Chester (22.3%) Digby (19.8%)
Er.
EXCERPT FROM HERODOTUS57. Moreover, I think that the women were .docx
EXCERPT FROM HERODOTUS
57. Moreover, I think that the women were called doves by the people of Dodona for the reason that they were Barbarians and because it seemed to them that they uttered voice like birds; but after a time (they say) the dove spoke with human voice, that is when the woman began to speak so that they could understand; but so long as she spoke a Barbarian tongue she seemed to them to be uttering voice like a bird: for had it been really a dove, how could it speak with human voice? And in saying that the dove was black, they indicate that the woman was Egyptian. The ways of delivering oracles too at Thebes in Egypt and at Dodona closely resemble one another, as it happens, and also the method of divination by victims has come from Egypt.
58. Moreover, it is true also that the Egyptians were the first of men who made solemn assemblies 55 and processions and approaches to the temples, 56 and from them the Hellenes have learnt them, and my evidence for this is that the Egyptian celebrations of these have been held from a very ancient time, whereas the Hellenic were introduced 57 but lately.
59. The Egyptians hold their solemn assemblies not once in the year but often, especially and with the greatest zeal and devotion 58 at the city of Bubastis for Artemis, and next at Busiris for Isis; for in this last-named city there is a very great temple of Isis, and this city stands in the middle of the Delta of Egypt; now Isis is in the tongue of the Hellenes Demeter: thirdly, they have a solemn assembly at the city of Saïs for Athene, fourthly at Heliopolis for the Sun (Helios), fifthly at the city of Buto in honour of Leto, and sixthly at the city of Papremis for Ares.
60. Now, when they are coming to the city of Bubastis they do as follows:—they sail men and women together, and a great multitude of each sex in every boat; and some of the women have rattles and rattle with them, while some of the men play the flute during the whole time of the voyage, and the rest, both women and men, sing and clap their hands; and when as they sail they come opposite to any city on the way they bring the boat to land, and some of the women continue to do as I have said, others cry aloud and jeer at the women in that city, some dance, and some stand up and pull up their garments. This they do by every city along the river-bank; and when they come to Bubastis they hold festival celebrating great sacrifices, and more wine of grapes is consumed upon that festival than during the whole of the rest of the year. To this place (so say the natives) they come together year by year 59 even to the number of seventy myriads 5901 of men and women, besides children.
61. Thus it is done here; and how they celebrate the festival in honour of Isis at the city of Busiris has been told by me before: 60 for, as I said, they beat themselves in mourning after the sacrifice, all of them both men and women, very many myriads of people; but for whom they beat themselves it is n.
Excerpts from Textbook· Page 88 from text book· Page.docx
Excerpts from Textbook
· Page 88 from text book
· Page 142-143 from Text Book Strategic Positions
· Page 148-149 from Text Book Types of Risks
Running Head: SWOT ANALYSIS 2
Title: SWOT Analysis
Student’s Name:
Professor’s Name:
Date:
Pure NAB Company SWOT Analysis
Opportunities
The company is investing heavily in the market expansion whereby it is aiming at setting up more branches in various countries across the globe. The few branches the company has are performing well and this is encouraging the company’s management to expand its market base. In so doing, its sales will dramatically increase thus resulting in an increase in revenue. Some of the places that the company is aiming to open its business doors are in Europe and Africa. After extensive market research and analysis, the company has found out that people from these two continents are the largest consumers of non-alcoholic beverages.
Technological innovations and developments are also providing an ideal opportunity for the growth of the company. The company is embracing the use of the modern and advanced technology in its production, distribution, and promotion of its products. This is economic, efficient and effective and given the company an upper over its rivals in the market. To fully meet customers demand, the company has embraced mass production strategies.
Threats
The most endangering threat that the company is facing is stiff competition from its rivals. The market is saturated and there are countless companies manufacturing beverages. Both the existing and new-comers companies are posing a serious threat to Pure NAB Company. Strategic plans are urgently needed to be put in place to withstand the competition or else, the company will unable to achieve its short and long goals.
Economic setbacks such as inflation are also unavoidable threats for the company. The current economy is dynamic and ever fluctuating and inflation is becoming commonplace in the current business arena. Cost of production may sometimes dramatically rise due to the increase of the price of the raw materials which results in the decrease of revenue and profit to the company.
References
Bhattacharya, A. K. (1977). The Asian dollar market: International offshore financing. New York: Praeger.
Einzig, P. (1952). Inflation. London: Chatto and Windus.
Karlsson, C. (2014). Innovation, technology, and knowledge. London: Routledge.
Sheet1Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.Points: 100Assignment 1: Company Description and SWOT AnalysisCriteriaUnacceptableFairProficientExemplaryBelow 70% F70-79% C80-89% B90-100% A1. Create your revised NAB company name and explain its significance.Did not submit or incompletely created your revised NAB company name and did not submit or incompletely explained its significance.Partially created your revised N.
Excerpted from The Emerging Healthcare Leader A Field Guide, .docx
Excerpted from The Emerging Healthcare Leader: A Field Guide,
by Laurie Baedke and Natalie Lamberton (Health Administration Press, 2015).
127
C H A P T E R 8
Bounce Back from Failure
“Mistakes are the usual bridge between
inexperience and wisdom.”
—Phyllis Theroux, Essayist
Reading Points
• Managing Failure
• Taking and Handling Criticism
• Persevering Through the Nos
• Trying New Things
• Forgetting
• Michael Jordan was cut from his high school basketball
team.
• Walt Disney was fired from a newspaper for “lacking
imagination” and “having no original ideas.”
• Steve Jobs was unceremoniously removed from the
company he started.
Copying and distributing this content is prohibited without written permission. For permission,
please contact Copyright Clearance Center at [email protected] or visit www.copyright.com.
The Emerging Healthcare Leader128
• Oprah Winfrey was demoted from her job as a news
anchor because she “wasn’t fit for television.”
• The Beatles were rejected by a recording studio, which
said, “We don’t like their sound, they have no future in
show business.”
This list coul d go on and on, but our point is this: Fail-
ures happen to everyone, even to very talented, famous people. As
we’ve said, failures are a matter of when, never a matter of if. All
we can do is hope for the best, but plan for the worst.
Don’t define your career in this constantly changing, high-
stress, high-stakes healthcare industry by the number of times
you failed or made a mistake. Doing so is unfair, and it dimin-
ishes the countless things you’ve accomplished, contributed, and
improved. Instead, see failure for what it is—an inevitable and
scary occurrence that you can bounce back and learn from and
you can prevent. How you overcome or rebound from adversity is
what should define your career, because that’s tough work that not
only requires but also shows your strength of character—whether
you’re tenacious, resilient, committed, disciplined, progress ori-
ented, and so on.
Many of us were schooled to believe that failure is bad. But
that’s only true if you let it stop you from trying again. In fact,
failure is good because it provides learning and growth opportu-
nities. It also promotes taking risks by applying new approaches
to old or existing processes. The corporate giant 3M, for example,
has a company-wide philosophy that encourages employees to
fail—and do so regularly (Kalb 2013). If employees aren’t fail-
ing 95 percent of the time, the company reasons, then they likely
aren’t trying anything fresh and current. Although we elevate our
chances of falling flat on our faces if the new techniques don’t
work, the fact that we ventured out to test new waters is valu-
able. It expands not only our skills but also our professional and
personal horizons.
Copying and distributing this content is prohibited without written permission. For permission,
please contact Copyright Clearance Center at [emai.
Exam 4 Programs 10-13; Chaps. 2, 11, 12 and 15 # 1.1(1 pts.) Ro.docx
Exam 4: Programs 10-13; Chaps. 2, 11, 12 and 15
# 1.1
(1 pts.) Roger is experiencing a memory loss that may be related to recently contracting herpes. Which of the following diagnoses would best fit his condition?
A) dissociative amnesia
B) retrograde amnesia
C) amnestic disorder due to a general medical condition
D) substance-induced amnestic disorder
# 1.2
(1 pts.) Ed, who suffers from dementia, has enormous difficulty getting dressed in the morning because he cannot plan and organize the behaviors necessary to complete the task. Ed's difficulty is in the area of
A) executive function.
B) agnosia.
C) apraxia.
D) aphasia.
# 1.3
(1 pts.) Michael is in the late stages of AIDS and has become increasing forgetful, incoherent, and at times unresponsive. Which of the following DSM diagnoses would best characterize Michael's cognitive deficits?
A) dementia due to HIV disease
B) dementia due to multiple etiologies
C) multi-infarct dementia
D) delirium due to a general medical condition
# 1.4
(1 pts.) Stanley has had multiple “mini”-strokes that have damaged his frontal lobes. This damage has produced a variety of problems for Stanley including difficulty communicating and making judgments. Additionally he has a difficult time remembering and processing new information. Stanley is suffering from
A) vascular dementia.
B) Pick's disease.
C) Alzheimer's disease.
D) Parkinson's disease.
# 1.5
(1 pts.) Sally, a client with Alzheimer's disease, is being taught a variety of ways to adapt to her memory loss. Her daily living activities are arranged around various cues intended to prompt certain activities. For example, to help her remember to brush, her toothbrush holder is attached to her bathroom door so the first thing she sees as she enters the bathroom is her toothbrush. This cueing technique is derived from which theory?
A) behavioral
B) humanistic
C) cognitive
D) psychodynamic
# 1.6
(1 pts.) A stroke patient suffers damage to Broca's area in the left hemisphere. Based on this information, which of the following would this client be unable to do?
A) remember events prior to the stroke
B) remember things after the stroke
C) understand everyday speech
D) speak fluently
# 1.7
(1 pts.) Ginny has been diagnosed with Alzheimer's disease and has come to the doctor's office complaining that her son is trying to kill her. Which subtype of Alzheimer's might she have?
A) with delirium
B) with delusions
C) with depressed mood
D) uncomplicated type
# 1.8
(1 pts.) Margaret was a mild-mannered and reserved bank teller. Recently though, her personality has changed radically. Although she is in her mid-eighties, she has become very impulsive and socially disinhibited. With what organic disorder might she be suffering?
A) Alzheimer's disease
B) Parkinson’s disease
C) Huntingdon's disease
D) Pick's disease
# 1.9
(1 pts.) How might a clinician differentiate between the cognitive impairment .
Exceptional Children2015, Vol. 81(3) 329 –349© 2015 The Au.docx
Exceptional Children
2015, Vol. 81(3) 329 –349
© 2015 The Author(s)
DOI: 10.1177/0014402914563703
ec.sagepub.com
Article
Equipping students with disabilities for
postsecondary education and meaningful
employment stands as a central purpose of spe-
cial education and transition services (i.e., Indi-
viduals With Disabilities Education Act, 2006;
see 34 C.F.R. $ 300). Indeed, the outcomes these
students attain in the early years after leaving
high school serve as a leading measure of the
effectiveness of the educational services and
supports provided during secondary school. As
students served within special education under
the autism label graduate, however, almost every
available metric suggests many leave school
without the skills, experiences, supports, and
linkages that will prepare them well for college
and future careers (e.g., Carter, Austin, &
Trainor, 2012; Shattuck et al., 2012). For exam-
ple, up to 4 years after leaving high school, only
57% of young adults with autism spectrum dis-
order (ASD) have ever enrolled in any type of
postsecondary education, only 47% are cur-
rently employed, only 11% live independently,
and just 59% see friends outside of work or
school at least weekly (Newman, Wagner, Cam-
eto, & Knokey, 2009). Reflection on these post-
school outcomes is driving the field to consider
how secondary and transition services might be
optimally designed and delivered to meet the
needs of these adolescents.
Accompanying these calls has been grow-
ing recognition of the need for comprehensive
563703ECXXXX10.1177/0014402914563703Exceptional ChildrenKucharczyk et al.
research-article2015
1University of North Carolina, Chapel Hill
2University of Texas at Austin
3Vanderbilt University
Corresponding Author:
Suzanne Kucharczyk, EdD, University of North
Carolina, Chapel Hill, Frank Porter Graham Child
Development Institute, Campus Box 8040, Chapel Hill,
NC 27599-8040, USA.
E-mail: [email protected]
Addressing the Needs of
Adolescents With Autism
Spectrum Disorder: Considerations
and Complexities for High School
Interventions
Suzanne Kucharczyk1, Colleen K. Reutebuch2,
Erik W. Carter3, Susan Hedges1, Farah El Zein2,
Hannah Fan3, and Jenny R. Gustafson3
Abstract
The outcomes of students with autism spectrum disorder (ASD) are driving the field to address
how secondary education might be optimally designed and delivered. We conducted 28 focus
groups across four states to explore the contexts, considerations, and complexities associated
with delivering and combining evidence-based interventions to meet the needs of adolescents
with ASD from the vantage point of 152 practitioners, parents, and other key stakeholders.
Participants emphasized the inadequacy of prevailing intervention approaches in secondary
schools, underscored the importance of attending to feasibility and alignment with the diverse
needs of students with ASD, and stressed the need for broader awareness and training effo.
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...
GIÁO ÁN DẠY THÊM (KẾ HOẠCH BÀI BUỔI 2) - TIẾNG ANH 8 GLOBAL SUCCESS (2 CỘT) N...Nguyen Thanh Tu Collection
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instances in which proper citations
are missing.
Assignment does not demonstrate
graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and
confusing. Ideas are not
communicated effectively. Student
paid no attention to spelling and
punctuation. Demonstrates poor
writing skills.
The assignment lacks the use of APA
formatting and does not provide
proper citations or includes no
citations.
Maintains
purpose/focus
Submission is well organized and has a
tight and cohesive focus that is
integrated throughout the document
Submissions has an organizational
structure and the focus is clear
throughout.
Submission lacks focus or contains
major drifts in focus
Understanding of
Course Content
Student demonstrates understand of
course content and knowledge.
Student demonstrates some
understanding of course content
and knowledge.
Student does not demonstrate
understanding of course content and
knowledge.
Work Environment
Application
Student strongly demonstrates the
practical application, or ability to apply,
of course objectives within a work
environment.
Student demonstrates some
practical application, or ability to
apply, of course objectives within a
work environment.
Student does not demonstrate the
practical application, or ability to
apply, of course objectives within a
work environment.
Executive Program Practical Connection Assignment
At UC, it is a priority that students are provided with strong educational programs and courses that
allow them to be servant-leaders in their disciplines and communities, linking research with practice and
kn.
Executive Program Practical Connection Assignment Component .docx
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
.
Executive Program Group Project Assignment Component Profi.docx
Executive Program Group Project Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
Criteria Excellent Satisfactory Less than Satisfactory Not Completed
Log
Completion
4 points
Food logs are
complete with detailed
food/beverage items
3 points
Food logs are
complete but lack
some detail on
food/beverage items
(3 pts)
2 points
Food logs are
complete are missing
substantial detail on
food/beverage items
0 points
Student did not
complete this
component of the
project.
/ 4
Por.
Executive Practical Connection Activityit is a priority that stu.docx
Executive Practical Connection Activity
it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
· Provide a 500 word (or 2 pages double spaced) minimum reflection.
· Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
· Share a personal connection that identifies specific knowledge and theories from this course.
· Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
· You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
MY ROLE: BIGDATA/KAFKA ADMIN
Need Plagiarism report for this Assignement.
****Directions
Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information.
1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus).
2. Describe the type of healthcare policy you would advocate for in an effort to change this issue.
3. What type of campaign would you need to launch in order to gather a network of support?
4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise.
1. NR708HealthPol Retweeted
Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele
#NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter …
Helping Vulnerable People Before Disasters Strike | Campaign for Action
Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year
campaignforaction.org
13h
·
·
2. NR708HealthPol Retweeted
Diana Mason@djmasonrn
By @AmyAnderso.
Executive FunctionThe Search for an Integrated AccountMari.docx
Executive Function
The Search for an Integrated Account
Marie T. Banich
Department of Psychology & Neuroscience, and Institute of Cognitive Science, University of Colorado at Boulder;
Department of Psychiatry, University of Colorado Denver
ABSTRACT—In general, executive function can be thought
of as the set of abilities required to effortfully guide be-
havior toward a goal, especially in nonroutine situations.
Psychologists are interested in expanding the under-
standing of executive function because it is thought to be a
key process in intelligent behavior, it is compromised in a
variety of psychiatric and neurological disorders, it varies
across the life span, and it affects performance in compli-
cated environments, such as the cockpits of advanced
aircraft. This article provides a brief introduction to the
concept of executive function and discusses how it is
assessed and the conditions under which it is compromised.
A short overview of the diverse theoretical viewpoints re-
garding its psychological and biological underpinnings is
also provided. The article concludes with a consideration
of how a multilevel approach may provide a more inte-
grated account of executive function than has been previ-
ously available.
KEYWORDS—executive function; frontal lobe; prefrontal
cortex; inhibition; task switching; working memory; atten-
tion; top-down control
Like other psychological constructs, such as memory, executive
function is multidimensional. As such, there exists a variety of
models that provide varying viewpoints as to its basic component
processes. Nonetheless, common across most of them is the idea
that executive function is a process used to effortfully guide
behavior toward a goal, especially in nonroutine situations.
Various functions or abilities are thought to fall under the rubric
of executive function. These include prioritizing and sequencing
behavior, inhibiting familiar or stereotyped behaviors, creating
and maintaining an idea of what task or information is most
relevant for current purposes (often referred to as an attentional
or mental set), providing resistance to information that is dis-
tracting or task irrelevant, switching between task goals, uti-
lizing relevant information in support of decision making,
categorizing or otherwise abstracting common elements across
items, and handling novel information or situations. As can be
seen from this list, the functions that fall under the category of
executive function are indeed wide ranging.
ASSESSING EXECUTIVE FUNCTION
The very nature of executive function makes it difficult to
measure in the clinic or the laboratory; it involves an individual
guiding his or her behavior, especially in novel, unstructured,
and nonroutine situations that require some degree of judgment.
In contrast, standard testing situations are structured—partic-
ipants are explicitly told what the task is, given rules for per-
forming the task, and provide.
Executive Compensation and IncentivesMartin J. ConyonEx.docx
Executive Compensation and Incentives
Martin J. Conyon*
Executive Overview
The objective of a properly designed executive compensation package is to attract, retain, and motivate
CEOs and senior management. The standard economic approach for understanding executive pay is the
principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms
between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes
in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that
boards and compensation committees have become more independent over time. In addition, we demonstrate
that compensation committees containing affiliated directors do not set greater pay or fewer incentives.
Introduction
E
xecutive compensation is a complex and con-
troversial subject. For many years, academics,
policymakers, and the media have drawn atten-
tion to the high levels of pay awarded to U.S.
chief executive officers (CEOs), questioning
whether they are consistent with shareholder in-
terests.1 Some academics have further argued that
flaws in CEO pay arrangements and deviations
from shareholders’ interests are widespread and
considerable.2 For example, Lucian Bebchuk and
Jesse Fried provide a lucid account of the mana-
gerial power view and accompanying evidence.3
Marianne Bertrand and Sendhil Mullainathan too
provide an analysis of the ‘skimming view’ of CEO
pay.4 In contrast, John Core et al. present an
economic contracting approach to executive pay
and incentives, assessing whether CEOs receive
inefficient pay without performance.5 In this pa-
per, we show what has happened to CEO pay in
the United States. We do not claim to distinguish
between the contracting and managerial power
views of executive pay. Instead, we document the
pattern of executive pay and incentives in the
United States, investigating whether this pattern
is consistent with economic theory.
The Context: Who Sets Executive Pay?
B
efore examining the empirical evidence pre-
sented in this paper, it is important to consider
the pay-setting process and who sets executive
pay. The standard economic theory of executive
compensation is the principal-agent model.6 The
theory maintains that firms seek to design the most
efficient compensation packages possible in order to
attract, retain, and motivate CEOs, executives, and
managers.7 In the agency model, shareholders set
pay. In practice, however, the compensation com-
mittee of the board determines pay on behalf of
shareholders. A principal (shareholder) designs a
contract and makes an offer to an agent (CEO/
manager). Executive compensation ameliorates a
moral hazard problem (i.e., manager opportunism)
arising from low firm ownership. By using stock
options, restricted stock, and long-term contracts,
shareholders motivate the CEO to maximize firm
value. In other words, shareholders try to design
optimal compensation packages .
Executing the StrategyLearning ObjectivesAfter reading.docx
Executing the Strategy
Learning Objectives
After reading this chapter, you should be able to:
• Distinguish good operational plans from weak ones.
• Detail the value of tracking progress on all operational plans.
• Discuss why emergent strategies occur and how they might affect an organization’s
current strategy.
• Implement the ten basic steps of a generic strategic formulation process.
• Manage, improve, and evaluate an existing strategic management process.
Chapter 9
Neil Webb/Ikon Images/Getty Images
spa81202_09_c09.indd 247 1/16/14 10:08 AM
CHAPTER 9Section 9.1 Managing Operational Plans
Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across
a calm pond on a sunny day, but rather like crossing from one bank of a raging river to
the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the
way. While it is not impossible to reach the other bank (the goal), the task often becomes
one of overcoming obstacles and making constant adjustments without losing sight of the
goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot
be implemented.
This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted
to assessing, improving, and managing the strategy formulation process itself.
9.1 Managing Operational Plans
The process for obtaining board approval of operational plans is covered in this chapter.
Exactly what is it that gets approved? An operational plan is a document that specifies the
projects or tasks that must be accomplished to achieve particular operational objectives.
Many of these plans will contain activities that are ongoing. Some will include plans for
enhanced or new services. Details specified in operational plans include the names of those
who will be involved and the indi-
vidual responsible for each one, what
equipment will be needed, when each
will start and end, and the estimated
costs for each activity. Given the level
of detail required, it should come as
no surprise that an operational plan
for a large functional unit, such as the
nursing department in a hospital, can
run to many pages, as there are lots of
activities to be detailed. Operational
plans for small HSOs such as physi-
cian clinics and community health
centers may be just a few pages long
unless new strategic initiatives are to
be undertaken.
It takes contributions from everyone
who will be involved in that HSO’s
operations to create such plans. They
will make sure that continuing cur-
rent operations are included in the plans, which is easily done. What adds a level of com-
plexity and difficulty is incorporating additional tasks demanded by a change in strategy.
Consider the following scenarios, which illustrate the difficulty in creating operational
plans that involve more than simply repeating what was done the previous year:
Javier Larrea/age fotostock/Getty Ima.
Executing Strategies in a Global Environment Examining the Case of .docx
Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages
Requirements:
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Exclussively For KIN WOODS ONLYQUESTION1Discuss how the social.docx
Exclussively For KIN WOODS ONLY
QUESTION1
Discuss how the social growth and development in infancy are related to the development of the five senses (hearing, sight, taste, smell, and touch) and speech. [300 word count, 2 References, 2 Citations, Original Academic Writing only]
QUESTION 2
Analyze the significant developments of each substage in Piaget’s stage of Sensorimotor development; explain in terms of object permanence and imitation. Contrast these with information-processing perspectives. [300 word count, 2 References, 2 Citations, Original Academic Writing only]
.
Exchange-Traded FundsZhiyuan Zhou, Yulin Wang, Xiuqian Lin, .docx
Exchange-Traded Funds
Zhiyuan Zhou, Yulin Wang,
Xiuqian Lin, Chen Chen
What are Exchange-Traded Funds?
Exchange-traded funds are investment securities traded in a similar manner to shares and stocks. Exchange-traded funds track the performance of share indices, commodities, assets, and bonds among others.
Cost-effective and tax efficient
ETF provide investors with an opportunity to speculate on the income they would receive at the end of their investment period.
ETF provide hedging platform
What are Exchange-Traded Funds?
Exchange-traded funds also provide diversification options for investors. Diversification ensures that investors can trade in separate investment securities simultaneously. The ability of exchange-traded funds to track the performance of various investment securities provides a platform for investors to diversify their investments.
When and why did these funds develop?
ETF was first occurred in 1990 in Toronto Stock Exchange.
The development of ETF due to the increased interest by the public to invest in funds that tracked a wide variety of asset classes.
After the successful launched in Canada, the United States launched its first ETF in 1993, and continue to become mature.
The full development of ETF means that more new funds will have to gain market share based on relatively narrow and more creative market.
How large is the Exchage-Traded Funds market?
ETF grew to 102 from 1993 to 2002. It grew at a rate of 10% every year.
In 2009, ETF reached a high of almost 1000 in less than 10 years.
The development of the high technology has driven the rise of the ETF.
The gradual growth of about 10% in the 1990’s rose to about 100% in the early 2000’s, and the funds reached 1400 in 2011.
ETF has developed rapidly in the North American stock market. There are nearly 3000 products in the market as of January 2018.
According to the data, more than 465 billion US dollars of new funds flowed into the US listed ETF as of the end of 2017.
Replace traditional mutual funds
Exchange-traded funds trade throughout the day, unlike mutual funds that trade at the end of the day.
Exchange-traded funds have low operational costs compared to mutual funds.
Exchange-traded funds do not require minimum investments
Exchange-traded funds enjoy tax efficiency and capital gains
Reference
https://zhuanlan.zhihu.com/p/38545877
Ben-David, I., Franzoni, F., & Moussawi, R. (2017). Exchange-traded funds. Annual Review of Financial Economics, 9, 169-189.
Da, Z., & Shive, S. (2018). Exchange traded funds and asset return correlations. European Financial Management, 24(1), 136-168.
Madhavan, A., & Sobczyk, A. (2016). Price dynamics and liquidity of exchange-traded funds. Journal of Investment Management, 14(2): 1–17
Meziani, A. S., & Meziani. (2016). Exchange-traded funds. Palgrave Macmillan.
Sheet19/30/169/29/1717 vs.169/28/1810/5/1810/12/1810/18/1810/25/1811/1/1811/8/1811/15/1811/22/1811/29/189/28 vs. 11/29RateRa.
Exchange Program Opportunity for Secondary School Educators (T.docx
Exchange Program Opportunity for Secondary School Educators (Teachers).
The U.S. Embassy is pleased to announce the competition to select highly qualified candidates for summer 2019 Study of the United States Institutes (SUSI) for Secondary School Educators. These institutes are for secondary school teachers. Please note that the Institutes for teachers focus on content and materials about the US rather than teaching methods and pedagogy. Prospective applicants are encouraged to visit the link exchanges.state.gov/susi to obtain general information about the Institutes.
The program is designed to provide foreign secondary educators the opportunity to deepen their understanding of U.S. society, culture, values, and institutions. The ultimate goal of these Institutes is to strengthen curricula and to enhance the quality of teaching about the U.S. in secondary schools and other academic institutions abroad.
Candidates are requested to provide in English a curriculum vitae with contact information as well as a one page (250 words) personal statement describing their interest, what they expect to gain from the program, what qualities they bring to the program, and how they plan to use the knowledge acquired.
Page | 368
10The AmericasEugene Berger
10.1 CHRONOLOGY
18,000 – 15,000 BCE First humans migrate to the Americas
c. 13,000 BCE Big game hunters inhabit the Great Plains
c. 10,000 BCE Mesoamericans begin to cultivate squash
10,000 – 3,500 BCE Paleo-Indian Period
5600 – 3000 BCE Early Plains Archaic Period
2000 BCE – 250 CE Preclassic or Formative period in Mesoamerica
c. 1900 BCE Mesoamericans begin to make pottery
1800 – 800 BCE Late Initial Period in Peru
1500 – 400 BCE Middle Formative Period in Mesoamerica. Peak of Olmec statue carving
c. 1000 BCE Maize becomes widespread in North America
400 BCE – 100 CE Late Formative Period in Mesoamerica
200 BCE The Moche begin their conquest of Peru’s north coast
200 BCE – 400 CE The Hopewell culture flourishes in North America
100 BCE – 600 CE The Nazca culture flourishes in Peru
400s CE Tiwankau founded
550 CE Teotihuacán reaches 125,000 residents
700 CE The Huari Empire reaches its height
700 – 1400 CE Cahokia
750 CE Tikal reaches 80,000 residents
800 CE The Toltec city of Tula reaches a population of 35,000
1000 CE The Chimu establish the capital city of Chan Chan
1050 CE The population of Chaco Canyon’s five great pueblos reaches 5,000
inhabitants
1325 CE Tenochtitlán founded
1471 CE Death of Inca Pachacuti
Page | 369
CHAPTER 10: THE AMERICAS
10.2 INTRODUCTION
This city has many public squares, in which are situated the markets and other places
for buying and selling. There is one square twice as large as that of the city of Salamanca,
surrounded by porticoes, where are daily assembled more than sixty thousand souls,
engaged in buying, and selling; and where are found all kinds of merchandise that the
world affords, embracing the necessaries of life, as for instance ar.
Excerpts taken from Lucas, S.E. (12th ed.) (2015). The Art .docx
Excerpts taken from: Lucas, S.E. (12th ed.) (2015). The Art of Public Speaking. New York, NY:
McGraw Hill.
Tap, Tap, Tap
Excerpts taken from: Lucas, S.E. (12th ed.) (2015). The Art of Public Speaking. New York, NY:
McGraw Hill.
Third-Culture Kid
Round 2 - 2020
Sim ID Z78285_16
High Level Overview
Team Name Andrews Baldwin Chester Digby Erie Ferris Average
Sales $31,449 $68,809 $45,913 $80,152 $41,262 $48,168 $52,626
Profit $880 $6,002 $3,259 $8,211 $3,031 $3,279 $4,110
Contribution
Margin
23.9% 27.4% 27.3% 29.4% 29.2% 28.5% 27.6%
Emergency Loan $8,375 $0 $0 $0 $0 $0 $0
Stock Price $9.09 $22.09 $16.65 $27.95 $15.32 $18.62 $18.29
Market Share 10.0% 21.8% 14.5% 25.4% 13.1% 15.3% 16.7%
Research and Development
Use the Customer Buying Criteria, Product List and Perceptual Map to help you design products for your
customers and analyze where your products are positioned relative to your competition.
Customer Buying Criteria
Low Tech
Customer Buying Criteria Importance
Price $15.00 - $35.00 41%
Age 3 Years 29%
Reliability 14,000 - 20,000
Hours
21%
Positioning Performance 5.8
Size 14.2
9%
High Tech
Customer Buying
Criteria Importance
Positioning Performance 8.8
Size 11.2
33%
Age 0 Years 29%
Price $25.00 - $45.00 25%
Reliability 17,000 - 23,000
Hours
13%
Perceptual Map
Performance
S
iz
e
0 2 4 6 8 10 12 14 16 18 20
0
2
4
6
8
10
12
14
16
18
20
Product List
Name Pfmn. Size Reliability Age Revision Date
Able 7.6 13.6 21100 2.7 15-Aug-2020
Baker 6.5 14.1 19800 2.1 8-Mar-2020
Bold 7.1 11.7 22400 0.6 15-May-2020
Cake 5.7 14.2 17000 3.3 19-Jan-2020
Cent - - - - 7-May-2021
Daze 6.6 13.6 19500 2.1 22-Apr-2020
Dabble 8 12.4 22000 0.6 11-May-2020
Eat 6 14.4 16500 3.3 15-Jan-2020
East - - - - 16-Mar-2021
Fast 8.5 11.6 22000 1.7 14-Oct-2020
Feast - - - - 23-May-2021
Marketing
Look at each segment to assess how your products fit in the market. View how many units each product sold
and their projected sales, and compare your product's price, promo & sales budget to the competition. The
Customer Satisfaction Score tells you what your customers think of each product.
Name Price Units Sold
Potential
Sold
Stock Out
Sales
Budget
Customer
Accessibility
Promo
Budget
Customer
Awareness
Customer
Satisfaction
Able $38.25 567 557 No $1,900 37% $350 34% 10
Baker $33.40 1,235 1,309 Yes $1,350 43% $1,350 77% 22
Bold $42.35 30 42 Yes $550 43% $550 33% 1
Cake $28.95 1,360 1,335 No $925 29% $925 56% 20
Daze $35.00 1,208 1,187 No $1,450 48% $1,450 83% 19
Eat $29.30 1,212 1,190 No $875 28% $875 54% 18
Fast $38.50 485 479 No $1,275 28% $1,500 85% 1
Low Tech Segment
Buying Criteria Importance
Price $15.00 - $35.00 41%
Age 3 Years 29%
Reliability 14,000 - 20,000 Hours 21%
Positioning Performance 5.8 Size 14.2 9%
Demand Information
Market Size 6,098
Units Sold 6,098
Growth Rate 10%
Market Share
Andrews (9.3%) Baldwin (20.7%)
Chester (22.3%) Digby (19.8%)
Er.
EXCERPT FROM HERODOTUS57. Moreover, I think that the women were .docx
EXCERPT FROM HERODOTUS
57. Moreover, I think that the women were called doves by the people of Dodona for the reason that they were Barbarians and because it seemed to them that they uttered voice like birds; but after a time (they say) the dove spoke with human voice, that is when the woman began to speak so that they could understand; but so long as she spoke a Barbarian tongue she seemed to them to be uttering voice like a bird: for had it been really a dove, how could it speak with human voice? And in saying that the dove was black, they indicate that the woman was Egyptian. The ways of delivering oracles too at Thebes in Egypt and at Dodona closely resemble one another, as it happens, and also the method of divination by victims has come from Egypt.
58. Moreover, it is true also that the Egyptians were the first of men who made solemn assemblies 55 and processions and approaches to the temples, 56 and from them the Hellenes have learnt them, and my evidence for this is that the Egyptian celebrations of these have been held from a very ancient time, whereas the Hellenic were introduced 57 but lately.
59. The Egyptians hold their solemn assemblies not once in the year but often, especially and with the greatest zeal and devotion 58 at the city of Bubastis for Artemis, and next at Busiris for Isis; for in this last-named city there is a very great temple of Isis, and this city stands in the middle of the Delta of Egypt; now Isis is in the tongue of the Hellenes Demeter: thirdly, they have a solemn assembly at the city of Saïs for Athene, fourthly at Heliopolis for the Sun (Helios), fifthly at the city of Buto in honour of Leto, and sixthly at the city of Papremis for Ares.
60. Now, when they are coming to the city of Bubastis they do as follows:—they sail men and women together, and a great multitude of each sex in every boat; and some of the women have rattles and rattle with them, while some of the men play the flute during the whole time of the voyage, and the rest, both women and men, sing and clap their hands; and when as they sail they come opposite to any city on the way they bring the boat to land, and some of the women continue to do as I have said, others cry aloud and jeer at the women in that city, some dance, and some stand up and pull up their garments. This they do by every city along the river-bank; and when they come to Bubastis they hold festival celebrating great sacrifices, and more wine of grapes is consumed upon that festival than during the whole of the rest of the year. To this place (so say the natives) they come together year by year 59 even to the number of seventy myriads 5901 of men and women, besides children.
61. Thus it is done here; and how they celebrate the festival in honour of Isis at the city of Busiris has been told by me before: 60 for, as I said, they beat themselves in mourning after the sacrifice, all of them both men and women, very many myriads of people; but for whom they beat themselves it is n.
Excerpts from Textbook· Page 88 from text book· Page.docx
Excerpts from Textbook
· Page 88 from text book
· Page 142-143 from Text Book Strategic Positions
· Page 148-149 from Text Book Types of Risks
Running Head: SWOT ANALYSIS 2
Title: SWOT Analysis
Student’s Name:
Professor’s Name:
Date:
Pure NAB Company SWOT Analysis
Opportunities
The company is investing heavily in the market expansion whereby it is aiming at setting up more branches in various countries across the globe. The few branches the company has are performing well and this is encouraging the company’s management to expand its market base. In so doing, its sales will dramatically increase thus resulting in an increase in revenue. Some of the places that the company is aiming to open its business doors are in Europe and Africa. After extensive market research and analysis, the company has found out that people from these two continents are the largest consumers of non-alcoholic beverages.
Technological innovations and developments are also providing an ideal opportunity for the growth of the company. The company is embracing the use of the modern and advanced technology in its production, distribution, and promotion of its products. This is economic, efficient and effective and given the company an upper over its rivals in the market. To fully meet customers demand, the company has embraced mass production strategies.
Threats
The most endangering threat that the company is facing is stiff competition from its rivals. The market is saturated and there are countless companies manufacturing beverages. Both the existing and new-comers companies are posing a serious threat to Pure NAB Company. Strategic plans are urgently needed to be put in place to withstand the competition or else, the company will unable to achieve its short and long goals.
Economic setbacks such as inflation are also unavoidable threats for the company. The current economy is dynamic and ever fluctuating and inflation is becoming commonplace in the current business arena. Cost of production may sometimes dramatically rise due to the increase of the price of the raw materials which results in the decrease of revenue and profit to the company.
References
Bhattacharya, A. K. (1977). The Asian dollar market: International offshore financing. New York: Praeger.
Einzig, P. (1952). Inflation. London: Chatto and Windus.
Karlsson, C. (2014). Innovation, technology, and knowledge. London: Routledge.
Sheet1Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.Points: 100Assignment 1: Company Description and SWOT AnalysisCriteriaUnacceptableFairProficientExemplaryBelow 70% F70-79% C80-89% B90-100% A1. Create your revised NAB company name and explain its significance.Did not submit or incompletely created your revised NAB company name and did not submit or incompletely explained its significance.Partially created your revised N.
Excerpted from The Emerging Healthcare Leader A Field Guide, .docx
Excerpted from The Emerging Healthcare Leader: A Field Guide,
by Laurie Baedke and Natalie Lamberton (Health Administration Press, 2015).
127
C H A P T E R 8
Bounce Back from Failure
“Mistakes are the usual bridge between
inexperience and wisdom.”
—Phyllis Theroux, Essayist
Reading Points
• Managing Failure
• Taking and Handling Criticism
• Persevering Through the Nos
• Trying New Things
• Forgetting
• Michael Jordan was cut from his high school basketball
team.
• Walt Disney was fired from a newspaper for “lacking
imagination” and “having no original ideas.”
• Steve Jobs was unceremoniously removed from the
company he started.
Copying and distributing this content is prohibited without written permission. For permission,
please contact Copyright Clearance Center at [email protected] or visit www.copyright.com.
The Emerging Healthcare Leader128
• Oprah Winfrey was demoted from her job as a news
anchor because she “wasn’t fit for television.”
• The Beatles were rejected by a recording studio, which
said, “We don’t like their sound, they have no future in
show business.”
This list coul d go on and on, but our point is this: Fail-
ures happen to everyone, even to very talented, famous people. As
we’ve said, failures are a matter of when, never a matter of if. All
we can do is hope for the best, but plan for the worst.
Don’t define your career in this constantly changing, high-
stress, high-stakes healthcare industry by the number of times
you failed or made a mistake. Doing so is unfair, and it dimin-
ishes the countless things you’ve accomplished, contributed, and
improved. Instead, see failure for what it is—an inevitable and
scary occurrence that you can bounce back and learn from and
you can prevent. How you overcome or rebound from adversity is
what should define your career, because that’s tough work that not
only requires but also shows your strength of character—whether
you’re tenacious, resilient, committed, disciplined, progress ori-
ented, and so on.
Many of us were schooled to believe that failure is bad. But
that’s only true if you let it stop you from trying again. In fact,
failure is good because it provides learning and growth opportu-
nities. It also promotes taking risks by applying new approaches
to old or existing processes. The corporate giant 3M, for example,
has a company-wide philosophy that encourages employees to
fail—and do so regularly (Kalb 2013). If employees aren’t fail-
ing 95 percent of the time, the company reasons, then they likely
aren’t trying anything fresh and current. Although we elevate our
chances of falling flat on our faces if the new techniques don’t
work, the fact that we ventured out to test new waters is valu-
able. It expands not only our skills but also our professional and
personal horizons.
Copying and distributing this content is prohibited without written permission. For permission,
please contact Copyright Clearance Center at [emai.
Exam 4 Programs 10-13; Chaps. 2, 11, 12 and 15 # 1.1(1 pts.) Ro.docx
Exam 4: Programs 10-13; Chaps. 2, 11, 12 and 15
# 1.1
(1 pts.) Roger is experiencing a memory loss that may be related to recently contracting herpes. Which of the following diagnoses would best fit his condition?
A) dissociative amnesia
B) retrograde amnesia
C) amnestic disorder due to a general medical condition
D) substance-induced amnestic disorder
# 1.2
(1 pts.) Ed, who suffers from dementia, has enormous difficulty getting dressed in the morning because he cannot plan and organize the behaviors necessary to complete the task. Ed's difficulty is in the area of
A) executive function.
B) agnosia.
C) apraxia.
D) aphasia.
# 1.3
(1 pts.) Michael is in the late stages of AIDS and has become increasing forgetful, incoherent, and at times unresponsive. Which of the following DSM diagnoses would best characterize Michael's cognitive deficits?
A) dementia due to HIV disease
B) dementia due to multiple etiologies
C) multi-infarct dementia
D) delirium due to a general medical condition
# 1.4
(1 pts.) Stanley has had multiple “mini”-strokes that have damaged his frontal lobes. This damage has produced a variety of problems for Stanley including difficulty communicating and making judgments. Additionally he has a difficult time remembering and processing new information. Stanley is suffering from
A) vascular dementia.
B) Pick's disease.
C) Alzheimer's disease.
D) Parkinson's disease.
# 1.5
(1 pts.) Sally, a client with Alzheimer's disease, is being taught a variety of ways to adapt to her memory loss. Her daily living activities are arranged around various cues intended to prompt certain activities. For example, to help her remember to brush, her toothbrush holder is attached to her bathroom door so the first thing she sees as she enters the bathroom is her toothbrush. This cueing technique is derived from which theory?
A) behavioral
B) humanistic
C) cognitive
D) psychodynamic
# 1.6
(1 pts.) A stroke patient suffers damage to Broca's area in the left hemisphere. Based on this information, which of the following would this client be unable to do?
A) remember events prior to the stroke
B) remember things after the stroke
C) understand everyday speech
D) speak fluently
# 1.7
(1 pts.) Ginny has been diagnosed with Alzheimer's disease and has come to the doctor's office complaining that her son is trying to kill her. Which subtype of Alzheimer's might she have?
A) with delirium
B) with delusions
C) with depressed mood
D) uncomplicated type
# 1.8
(1 pts.) Margaret was a mild-mannered and reserved bank teller. Recently though, her personality has changed radically. Although she is in her mid-eighties, she has become very impulsive and socially disinhibited. With what organic disorder might she be suffering?
A) Alzheimer's disease
B) Parkinson’s disease
C) Huntingdon's disease
D) Pick's disease
# 1.9
(1 pts.) How might a clinician differentiate between the cognitive impairment .
Exceptional Children2015, Vol. 81(3) 329 –349© 2015 The Au.docx
Exceptional Children
2015, Vol. 81(3) 329 –349
© 2015 The Author(s)
DOI: 10.1177/0014402914563703
ec.sagepub.com
Article
Equipping students with disabilities for
postsecondary education and meaningful
employment stands as a central purpose of spe-
cial education and transition services (i.e., Indi-
viduals With Disabilities Education Act, 2006;
see 34 C.F.R. $ 300). Indeed, the outcomes these
students attain in the early years after leaving
high school serve as a leading measure of the
effectiveness of the educational services and
supports provided during secondary school. As
students served within special education under
the autism label graduate, however, almost every
available metric suggests many leave school
without the skills, experiences, supports, and
linkages that will prepare them well for college
and future careers (e.g., Carter, Austin, &
Trainor, 2012; Shattuck et al., 2012). For exam-
ple, up to 4 years after leaving high school, only
57% of young adults with autism spectrum dis-
order (ASD) have ever enrolled in any type of
postsecondary education, only 47% are cur-
rently employed, only 11% live independently,
and just 59% see friends outside of work or
school at least weekly (Newman, Wagner, Cam-
eto, & Knokey, 2009). Reflection on these post-
school outcomes is driving the field to consider
how secondary and transition services might be
optimally designed and delivered to meet the
needs of these adolescents.
Accompanying these calls has been grow-
ing recognition of the need for comprehensive
563703ECXXXX10.1177/0014402914563703Exceptional ChildrenKucharczyk et al.
research-article2015
1University of North Carolina, Chapel Hill
2University of Texas at Austin
3Vanderbilt University
Corresponding Author:
Suzanne Kucharczyk, EdD, University of North
Carolina, Chapel Hill, Frank Porter Graham Child
Development Institute, Campus Box 8040, Chapel Hill,
NC 27599-8040, USA.
E-mail: [email protected]
Addressing the Needs of
Adolescents With Autism
Spectrum Disorder: Considerations
and Complexities for High School
Interventions
Suzanne Kucharczyk1, Colleen K. Reutebuch2,
Erik W. Carter3, Susan Hedges1, Farah El Zein2,
Hannah Fan3, and Jenny R. Gustafson3
Abstract
The outcomes of students with autism spectrum disorder (ASD) are driving the field to address
how secondary education might be optimally designed and delivered. We conducted 28 focus
groups across four states to explore the contexts, considerations, and complexities associated
with delivering and combining evidence-based interventions to meet the needs of adolescents
with ASD from the vantage point of 152 practitioners, parents, and other key stakeholders.
Participants emphasized the inadequacy of prevailing intervention approaches in secondary
schools, underscored the importance of attending to feasibility and alignment with the diverse
needs of students with ASD, and stressed the need for broader awareness and training effo.
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