· Explore and assess different remote access solutions.Assig.docx
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· Explore and assess different remote access solutions. Assignment Requirements Discuss with your peers which of the two remote access solutions, virtual private networks (VPNs) or hypertext transport protocol secure (HTTPS), you will rate as the best. You need to make a choice between the two remote access solutions based on the following features: · Identification, authentication, and authorization · Cost, scalability, reliability, and interoperability .
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guidelines will ensure:
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· You give credit to others in your work
Visit Strayer’s Academic Integrity Center for more information.
Winter 2019
https://pslogin.strayer.edu/?dest=academic-support/academic-integrity-center
Strayer University Writing Standards 2
� Include page numbers.
� Use 1-inch margins.
� Use Arial, Courier, Times New Roman.
· Please use Firefox for access to cronometer.com16 ye.docx
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Quesadilla
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· Submit Screen Shot for Nutrient report for assignment menu(s)
§ Right click to use “Take a screenshot” feature (Firefox only) on specific date you want to have screen shot to save/obtain.
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· The paper must include all required elements including
each
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G
roup
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Excess
:
· List
ALL
Nutrients that are
Over 100% (Except Amino Acids)
on Cronometer Nutrient report
· List
Food Items
on menu that may reflect excess nutrients on Cronometer Nutrient report
Deficit
:
· List
ALL
Nutrients that are
Less than 50% (Except Amino Acids)
on Cronometer Nutrient report
· List
Food Items
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Articles
Austen, B. (2012, July 23). The story of Steve Jobs: An inspiration or a cautionary tale? (Links to an external site.)Links to an external site.Wired. Retrieved fom http://www.wired.com/2012/07/ff_stevejobs/all/
Charan, R. (2006). Home Depot’s blueprint for culture change. Harvard Business Review. 84(4), 60-70. Retrieved from EBSCOhost database
Grow, B., Foust, D., Thornton, E., Farzad, R., McGregor, J., & Zegal, S. (2007). Out at home depot (Links to an external site.)Links to an external site.. Business Week.
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This week, we will explore risk management. Risk management is one of those areas in project management that separates good project managers from great project managers. A good project manager makes risk management an integral part of every phase of project work. Risks are identified, prioritized, and understood. There are clear responsibilities within the team as to whose is responsible for implementing a risk response to reduce the impact should it occur. So let's get started.
What is Risk?
*Risk: An uncertain event or condition that, if it occurs, has a positive or negative effect on one or more project objectives.
Risks can be positive, meaning beneficial to the project, or they can be negative, meaning detrimental to the project.
Many students have a difficult time visualizing positive risks. A positive risk is an opportunity that may increase the probability of success, the return on investment, or the benefits of the project. They may also be ways to reduce project costs or ways to complete the project early. There may even be methods to improve project quality or overall performance. These are all examples of positive risks.
A negative risk can be easier to understand. It is the possibility that something will go wrong, a threat to the success of the project. It is important to remember that a risk is a possibility, not a fact. It is a potential problem. At GettaByte Software, there is the potential that a power outage would occur during data transfer. The potential exists that a key resource could become unavailable due to some unforeseen circumstance, like illness. Those are threats to the success of the project.
When buying a house to renovate, there are potential risks with respect to plumbing, wiring, the foundation, and so on.
A project manager needs to consider trying to make positive risks happen while trying to prevent negative ones from occurring. To do this, a project manager can take a proactive approach to risk management. This means he or she plans a risk response should it look as though the risk will become a reality. In this way, everyone knows exactly how to prepare and respond to the risk once it does become an issue.
The Risk Management Process
A project has both good and bad risks, which are referred to as positive and negative risks or opportunities and threats. For positive risks or opportunities, the project manager can choose from a range of risk responses. For threats, a project manager has a similar range of choices. The following, as described in the PMBOK® Guide, are the risk management processes.
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Helen Petrakis Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly.
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· Common issue resolution and FAQ
.
· Focus on the identified client within your chosen case.· Analy.docx
· Focus on the identified client within your chosen case.
· Analyze the case using a systems approach, taking into consideration both family and community systems.
· Complete and submit the “Dissecting a Theory and Its Application to a Case Study” worksheet based on your analysis
Helen Petrakis Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly.
Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer.
Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community.
Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husba.
· Find current events regarding any issues in public health .docx
·
Find current events
regarding any issues in public health Anything about infectious diseases ( Don not pick one disease, you have you dig more infectious diseases)
· These current events can be articles, news reports, outbreaks, videos.
· Type down brief 2 sentences describing the event (don’t copy paste title)
· You should have
at least 7 diseases in
total
· No Malaria disease events, please
.
· FASB ASC & GARS Login credentials LinkUser ID AAA51628Pas.docx
· FASB ASC & GARS Login credentials
Link
User ID: AAA51628
Password: qc3A9WS
· FASB Codification Learning Guide
· COSO Login
User ID: aaa72751
Password: JhF3a2G
Copyright 2018 Governmental Accounting Standards Board
Foreword
This content collection contains all the original pronouncements that currently constitute the body of state and local governmental accounting and financial reporting standards and guidelines. Specifically, the content collection incorporates these pronouncements:
• Governmental Accounting Standards Board (GASB) Statements, Interpretations, Concepts Statements, Technical Bulletins, and Implementation Guides issued through December 31, 2018
• National Council on Governmental Accounting (NCGA) Statements and Interpretations currently in force and NCGA Concepts Statement 1
• American Institute of Certified Public Accountants (AICPA) 1974 Industry Audit Guide and related Statements of Position continued in force when the GASB began operations
• GASB Suggested Guidelines for Voluntary Reporting issued through December 31, 2018.
Unless otherwise noted, original pronouncements in this infobase are presented in their entirety, with the exception of appendices containing codification instructions, which have been omitted. Pronouncements may include one or more nonauthoritative sections. Authoritative guidance is presented in the main body of each pronouncement. Glossaries also are considered to be authoritative. All other appendices (for example, bases for conclusions and illustrations) and summaries are nonauthoritative. In addition, the entire Suggested Guidelines for Voluntary Reporting, SEA Performance Information, is nonauthoritative.
A status page at the beginning of each pronouncement identifies subsequent changes (amendments and supersessions) to the pronouncement as well as the source of those changes. The status page also identifies (a) other pronouncements affected by that pronouncement, (b) interpretive pronouncements clarifying that pronouncement, (c) the effective date, and (d) the principal sections of the GASB Codification of Governmental Accounting and Financial Reporting Standards in which the pronouncement is incorporated.
Within each pronouncement, a shading technique is used to identify amended or superseded standards. All terms, sentences, and paragraphs that have been deleted or superseded by subsequent pronouncements are shaded. Sentences or paragraphs that have been amended by the addition of terms, sentences, or new footnotes are marked with a vertical solid bar ( | ) in the left margin alongside the amended material. When standards are amended or superseded, relevant nonauthoritative appendices are also modified to reflect those changes.
Appendix A is a reproduction of GASB Codification Appendix F, "Finding List of Original Pronouncements." It shows where each paragraph of each original pronouncement may be found in the Codification, or whether the paragraph contains.
· Due Sat. Sep. · Format Typed, double-spaced, sub.docx
·
Due:
Sat. Sep.
·
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point, text-weight font, 1-inch margins.
·
·
Length
: 850 - 1000 words (approx. 3-4 pages)
·
·
Overview
: In Unit 1 and Unit 2, we focused on ways that writers build ideas from personal memories and experiences into interesting narratives that convey significance and meaning to new audiences. In Unit 3, we have been discussing how writers invent ideas by interacting with other communities through firsthand observation and description. These relationships and discoveries can give writers insight into larger concepts or ideas that are valuable to specific communities. For this writing project, you will use firsthand observations and discoveries to write about people and the issues that are important to them. Your evidence will come from the details you observe as you investigate other people, places, and events.
Assignment
Write an ethnography essay focused on a particular group of people and the routines or practices that best reveal their unique significance as a group.
An ethnography is a written description of a particular cultural group or community. For the ethnography essay, you can follow the guidelines in the CEL, p. 110-112. Your ethnography should:
· Begin with your observations of a particular group. Plan to observe this group 2-3 times, so that you can get a better sense of their routines, habits, and practices.
o
Note: if you cannot travel to observe a group or community, plan to observe that community digitally through website documents, social media, and/or emails exchanged with group members.
· Convey insight into the characteristics that give the group unique significance.
· Provide context and background, including location, values, beliefs, histories, rituals, dialogue, and any other details that help convey the group's significance.
· Follow a deliberate organizational pattern that focuses on one or more insights about the group while also providing details and information about the group's culture and routine
As you look back over your observations and notes, remember that your essay should do more than simply relate details without any larger significance. Ethnographies also draw out the unique, interesting, and special qualities of a group or culture that help readers connect to their values or motivations. Note: Please keep in mind that writing in this class is public, and anything you write about may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community.
Assignment Components
In order to finish this project, we will work on the following parts together over the next few weeks:
Draft
: Include at least one pre-revised draft of your essay. The draft needs to meet the word count of 850 words and must also apply formatting requirements for the project—in other words it must be complete. Make sure that your.
· Expectations for Power Point Presentations in Units IV and V I.docx
· Expectations for Power Point Presentations in Units IV and V
I would like to provide information about what needs to be included in presentations. Please review the rubric prior to submitting any assignment. If you don't know where to find this, please contact me.
1. You need a title slide.
2. You need an overview of the presentation slide (slide after the title slide). This is how you would organize a presentation if you were presenting it at work.
3. You need a summary slide (before the reference slide); same reason as above.
4. Please do not forget to cite on slides where you are writing about something related to what you have read. Please consider each slide a paragraph. You can cite on the slides or in the notes. If you do not cite, you will not get credit for the slide.
- Direct quotes should not be used in this presentation as they are not analysis.
5. Remember, all I can evaluate is what you submit, so please consider using notes to explain what you are writing in further detail. Bullets are great and you can use these but then provide more detail in the notes.
6. Graphics - Please include graphics/charts/graphs as this is evaluated in the rubric (quality of the presentation).
7. References - For all references, you need citations. For all citations, you need references. They must match. All must be formatted using APA requirements. Please review the Quick Reference Guide that was posted in the announcements.
Please never hesitate to email me with any questions. If you need further clarification about feedback or if you do not agree with any of the feedback, please contact me. My door is always open.
Learning Preferences of Millennials in a Knowledge-Based
Environment
Giora Hadar
University of Groningen (RuG), The Netherlands
[email protected]
Abstract: This paper discusses how understanding intergenerational knowledge transfer can improve knowledge transfer in
large organizations. The U.S. Federal Aviation Administration (FAA) risks significant loss of institutional human capital as huge
numbers of senior controllers retire. To perform their job, air traffic controllers must develop in-depth knowledge, including
tacit knowledge typically acquired over many years, so they can quickly make accurate decisions while dealing with the many
air traffic control (ATC) situations that arise. The only pool available to replace the retiring controllers is the Millennials. This
group, the best educated ever, has its own attitudes toward life, work, and training as well as technology use. Because
knowledge transfer and training involve both technology and human interaction, this paper explores not only the role of
technology but also that of intergenerational communications in both the training and operational environments of a highly
technical workplace.
Keywords: knowledge transfer, training, tacit knowledge, mentoring, mobile smart devices, communications
1. Introduction
Intergenerational knowledge transfe.
· Due Friday by 1159pmResearch Paper--IssueTopic Ce.docx
·
Due
Friday by 11:59pm
Research Paper--
Issue/Topic:
Celebrity, Celebrity Culture and the effects on society
1500 or more words
MLA format
Must include research from
at least 4
scholarly sources (use HCC Library and GoogleScholar) I have attached 20 pdf with scholarly sources to choose from. 2 were provided from teacher Celebrity Culture Beneficial and The Culture of Celebrity. I have also attached a Word Document Research Paper Guide. Please read all the way to bottom more instructions at the bottom. Disregards Links and external cites those are the PDFs.
Celebrity
is a
popular cultural Links to an external site.
phenomenon surrounding a well-known person. Though many
celebritiesLinks to an external site.
became famous as a result of their achievements or experiences, a person who obtains celebrity status does not necessarily need to have accomplished anything significant beyond being widely recognized by the public. Some celebrities use their
fameLinks to an external site.
to reach the upper levels of social status. Popular celebrities can wield significant influence over their fans and followers. Cultural historian and film critic Neal Gabler has described the phenomenon of celebrity as a process similar to performance art in which the celebrity builds intrigue and allure by presenting a manufactured image to the public. This image is reinforced through
advertisingLinks to an external site.
endorsements, appearances at high-profile events, tabloid gossip, and
social mediaLinks to an external site.
presence.
In previous decades, celebrity status was mainly reserved for film stars,
televisionLinks to an external site.
personalities,
entertainersLinks to an external site.
, politicians, and
athletesLinks to an external site.
. Contemporary celebrities come from diverse fields ranging from astrophysics to auto mechanics, or they may simply be famous for their lifestyle or
InternetLinks to an external site.
antics. Social media platforms such as YouTube, Twitter, and Instagram provide the means for previously unknown individuals to cultivate a significant following.
Celebrification
is the process by which someone or something previously considered ordinary obtains stardom. Previously commonplace activities, such as practicing
vegetarianismLinks to an external site.
or wearing white t-shirts, can undergo celebrification when associated with a famous person or major event.
Celebrity culture
exists when stardom becomes a pervasive part of the social order,
commodified
as a commercial brand. Celebrities’ personal lives are recast as products for consumption, with a dedicated fan base demanding information and unlimited access to the celebrity’s thoughts and activities. A niche community such as a fan base can be monetized through effective marketing that links brand loyalty to the consumer’s identity. Fans may be more likely to purchase a product or attend an event if they feel that doing so strengthens their.
· Drawing the EyeThis assignments provide a deeper understanding.docx
· Drawing the Eye
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=s0opKw7RfXk&feature=youtu.be
Based on the video, when the artist describes his process, he states that he is “drawing the eye without drawing the eye,” what do you think he meant by this idea? Why do you think this process, going from basic or general towards the specific or detailed, is a good way to draw?
· Cindy Sherman, Untitled Film Still #21, 1978
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=0fPwsLeH8fA
According to the video, how has the artist, Cindy Sherman, explored the theme of identity in her work? Why is photography a good medium to explore these ideas?
· Gaudí, Church of the Sagrada Família, 1882
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=SMqERP-J2tQ&feature=youtu.be
According to the commenters in the video, Gaudi’s Church of the Sagrada Familia is an inventive synthesis of very eclectic elements and structures. Can you describe at least three of these elements and structures?
· Botticelli, The Birth of Venus, 1483-85
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=tdp22elrY7s&feature=youtu.be&list=PLAAEFE618A27E29D2
According to the presenters in the video, what are two ways Botticelli’s The Birth of Venus is different than other paintings from the Renaissance period?
· Olmec Mask
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=D9uJxXnDTU8&feature=youtu.be
According to the video, what is one way the Aztecs dealt with artifacts older than their culture that is similar to how we deal with ours? What is one way that it is different?
· Duchamp's Shovel: Art as Concept
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=MRv20I13vqM&feature=youtu.be
From watching the video discussion on Marcel Duchamp’s In Advance of the Broken Arm, how do you think this art challenges our idea of what art can be? Also, the narrator says he thinks Duchamp failed. What was Duchamp trying to do that he apparently was not able to do?
Based on images form.
· Discussion Question 1 Do you feel that nurses believe t.docx
·
Discussion Question 1:
Do you feel that nurses believe that there are ethical concerns related to nursing informatics?
·
Discussion Question 2:
Discuss how the use of health information (HI) technology has influenced your current nursing practice. Give examples.
they are 2 separate questions a page each
references should not be older than 2014
.
· Discussing about vendor management (cloud based,akami authenti.docx
· Discussing about vendor management (cloud based,akami authentication/access-based vendors)
· PAAS/SAAS/IAAS
What are the causes or what will be the expected causes (Risk associated) for vendor managed application
· Data risk
· Auditing risk
· Financial risk
· Operational Risk
· etc
.
· DIS 1Trace the evolution and development of art through the pe.docx
· DIS 1
Trace the evolution and development of art through the periods of the Early Renaissance to the High Renaissance.
· Explain what primarily distinguishes Renaissance art in general from the prior period.
· Compare and contrast the work of an Italian Renaissance artist with a work done by a northern European Renaissance artist, considering style, content, and form.
· Include a discussion of the different concerns and heritages of the Italian and Northern Renaissance artists and how these resulted in different characteristics in the art work of each region. Be sure to use the new art vocabulary you are learning as you describe the artworks.
· DIS 2
Compare and contrast two works of art done in two different eras/styles. Select one of the following pairs of eras/styles: Medieval and Renaissance, Baroque and Rococo, or Rococo and Neoclassical. Give a detailed overview of the period and style and situate your comparison within the stylistic characteristics of each style.
Include:
· an overview of what primarily distinguishes the art work of each era, and then indicate specific formal or thematic aspects of each work that typify its era
· a discussion of the role of changing cultural and political climates in influencing the shift from on style to the next.
· a comparative analysis of the form, style and content of an artwork from each era (each artwork should be of the same medium and genre, for example two portraits or two figural sculptures).
Be sure to use the terminology regarding elements of art and principles of design that we studied in Week I as you proceed in your discussion. Be sure to make a true comparison of the works - don't just discuss each one on its own.
How has the coronavirus affected the airline industry? In a 15-page paper explain in great detail and be creative. Discuss their new practices and how they affect us now and will affect us in the future. How would you change these practices, or would you leave them the same?
.
· Develop diagnoses for clients receiving psychotherapy· Analyz.docx
· Develop diagnoses for clients receiving psychotherapy*
· Analyze legal and ethical implications of counseling clients with psychiatric disorders*
Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:
· Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
· Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client.
· Explain any legal and/or ethical implications related to counseling this client.
· Support your approach with evidence-based literature.
PATIENT DATA:
· Data:
Met with pt to complete biopsychosocial assessment.
Pt presents as a 23-year-old male, DOC is cocaine. Pt unsure of the amount that he was using. Pt reports smoking crack 3-4 times per week and marijuana 3-4 times per week. Pt denies any seizures, DT's, blackouts, or OD's. Pt reports that he has been extremely bothered by cravings to use in the past month. Pt was at CBH in December 2018. Pt reports that 3 weeks ago he had 2 months clean. Pt reports that his cousin struggles with substance use and mental health issues. Pt denies SI, HI, and SH.
Pt reports dangerous behavior, including buying drugs in dangerous areas. Pt reports that he is unemployed and that it is due to substance use. Pt reports that he has no financial income. Pt plans to return to sober living after treatment. Pt does not have any children. Pt reports that he will not be impacts by religion/spirituality during recovery. Pt signed ROI for mom.
· Assessment:
AD1: Pt reports drowsiness, body aches, and difficulty sleeping. Pt rates cravings to use as 3/10.
AD2: Pt denies any medical issues.
AD3: Pt reports feelings of depression and anxiety. Pt rates depression as 7/10 and anxiety as 5/10. Pt reports a history of anxiety, depression, and bipolar diagnoses but was unsure when he was diagnosed. Pt reports being prescribed Lithium, Strattera, and Prolixin. Pt denies SI, HI, and SH.
AD4: Pt presents in the precontemplation stage of change. Pt reported "I guess so" when questioned about if he wants to stop using or not. Pt reports that giving up using is difficult because he just likes to get high.
AD5: Pt is unable to identify any triggers for him to use. Pt reports that sleeping is the only thing that helps him stay sober. Pt lacks insight into relapse prevention skills or any coping skills to manage uncomfortable feeling.
AD6: Pt report that he was living at a sober living facility and plans to return there after treatment. Pt has a history of AA/NA attendance but nothing recent. Pt reports that he is unemployed. Pt reports that he has a history of arrest but refused to elaborate.
· Plan:
PT will follow up with patient advocate regarding pt legal issues. PT will follow up with patient on 4/22/19 to discuss goals for pts treatment plan.
© The Grain & Feed Tr.
· Persuasive essay rubicExemplaryProficientNeeds Improvement.docx
· Persuasive essay rubic
Exemplary
Proficient
Needs Improvement
Not Evident
Introduction and Claim/Thesis Statement
Well-developed introduction and thesis statement. They engage the reader and create interest. They clearly state the topic being analyzed and the persuasive argument.
The introduction and thesis statement are fairly well developed. But they are not very engaging or creative, but they do introduce the persuasive topic.
The introduction and thesis statement include the topic being analyzed, but they do not give a reason for the persuasive argument.
The introduction and thesis statement do not include what is being analyzed, and there is no apparent basis for persuasion.
Main Points and Organization
Main points in the essay are concrete and specific, and they effectively support the persuasive topic. The main points are organized and built upon the persuasive situation.
Main points are concrete and specific, but they are not engaging and interesting. There are sufficient details for the persuasion, but they could be clearer. The structure of the argument is confusing.
There are details, but they are either not concrete and specific, or there are not enough of them to adequately create a persuasive situation. One or more main points are not given sufficient space or details. The structure of the argument is unclear.
Main points are either wrong or lacking, or they are not related to the topic sentence or the analysis. There is no clearly defined structure or organization.
Research and Integration
The required number of resources are used and provide meaningful evidence to support assertions. Quotes are directly related to the argument. There is a strong alignment between argument and research.
The required number of resources are used and most quotes provide evidence to support assertions. Most of the quotes are related to the argument and an attempt has been made to align research and argument.
The required number of resources are not used. The minimum research used provides some support to the assertions. There is an insufficient development of ideas and research and argument are not aligned.
There are no resources used in this paper. It is a persuasive paper based on opinion and insufficient support.
Conclusion
The concluding paragraph effectively unifies the essay around the thesis statement. The reason for the analysis is clearly re-stated and the results are effectively summed-up.
The concluding paragraph unifies the essay around the thesis statement. The reason for the analysis is evident and results are presented as valid.
The concluding paragraph re-states the reason for the analysis, but it does little to unify the essay around the thesis statement.
There is no concluding paragraph, or it does not unify or restate the reason for the analysis.
Writing Mechanics
Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Consistent and appropriate tone and word choice is used throu.
· Peer Assessment ED 504 SP20 OL1 Rubric· Your Name· Name.docx
· Peer Assessment ED 504 SP20 OL1 Rubric
· Your Name:
· Name of Classmate Who Wrote This Signature Project Stage 1:
· Date:
· Directions: Submit your Signature Project Stage 1 Chapters 1, 2, 3, and Reference list in Discussion Board. In Discussion Board locate the Signature Project Stage 1 you have been assigned to assess. Your professor will make the assignment. Use the attached rubric to complete your Peer Assessment. Upload the completed Peer Assessment in the tab named Peer Assessment. This assignment is worth 20 points.
Criteria
Unacceptable
Revisions Required
Target
Your Feedback
1. Signature Project Stage 1: Are the focus and purpose clear?
1 Points
Missing thesis; confusion about or misunderstanding of topic; no sense of purpose
2 Points
Simplistic and unfocused ideas; limited sense of purpose
3 Points
Developed thesis; represents sound understanding of the assigned topic; focused
2. Signature Project Stage 1: Are ideas clear and well supported?
1 Points
Absence of support for main points
2 Points
Support is provided, but is not specific; support is only loosely relevant to the main points
3 Points
Ideas sufficiently supported; support is sound, valid, and logical
3. Signature Project Stage 1: Is the writing structured and well organized?
1 Points
No paragraph structure; or single, rambling paragraph; or series of isolated paragraphs
2 Points
Organization is confusing or disjointed; weak paragraph structure; transitions are missing or inappropriate
3 Points
Clear organizational structure; easily followed; includes transitions; structured format
4. Signature Project Stage 1: Did the writer consider audience and tone?
1 Points
No awareness of appropriate audience for assignment; tone is inappropriate
2 Points
Lacks awareness of appropriate audience for the assignment; tone is inconsistent
3 Points
Effective and accurate awareness of audience; tone is appropriate for audience and assignment
5. Signature Project Stage 1: Do appendices include necessary documentation?
1 Points
Most items required in the appendices are not presented in the appendices; the plan and necessary steps to protect human subjects in research are not clear.
2 Points
Most required items are presented in the appendices; items and a plan somewhat demonstrate ethical practices in protection of human subjects.
3 Points
All required items are presented in the appendices; items clearly demonstrate ethical practices in protection of human subjects.
6. Signature Project Stage 1: Are proper mechanics utilized? Is correct sentence structure utilized?
1 Points
Frequent errors in spelling and capitalization; intrusive and/or inaccurate punctuation; communication is hindered. Contains multiple and serious errors of sentence structure: i.e. fragments, run-ons. Unable to write simple sentences.
2 Points
Contains several punctuation, spelling, and/or capitalization errors (up to 6); errors interfere with meaning; formulaic senten.
· Personal Learning Challenge Reflective Practice· Learning De.docx
· Personal Learning Challenge / Reflective Practice
· Learning Design Blueprint
· Interactive Learning Resource
· Cooperative Group Assessment
· Interactive Learning Resource Peer Review
· Grading Standards and the SOLO Taxonomy
Personal Learning Challenge/Reflective Practice (Individual) - 5 posts @ 7% = 35%
Beginning in the second week of the course, you will embark on a personal learning challenge where you will challenge yourself to learn a new skill. You are free to identify any safe and legal activity which you would like to learn and you will have four weeks to practice.
Skills which may interest you include:
· playing a musical instrument
· riding a bicycle or unicycle
· juggling
· cooking, baking, or grilling (!) a series of more challenging recipes
· breaking or starting a habit
You are encouraged to complete the learning portion of this activity with other people, either within the class or in your local community. For example, if there are several people who want to learn an instrument, you may want to work together, form a band, and learn a particular song.
The main point of the activity isn't for you to become perfectly proficient at your chosen skill, but for you to experience the challenges associated with literally changing your brain in order to learn something and then to reflect on those challenges and successes to share what you have learned with the rest of the class in relation to what you are learning about designing learning experiences.
In order to reflect on your experience, you will need to document your learning somehow. Data might include the ratio of successful to unsuccessful attempts, time spent practicing, subjective ratings of confidence in your ability, reports of others related to the quality of your performance, pictures, videos, audio recordings, etc. Once you have gathered some data, look for patterns. What time of day is best for you to practice? Was there a 'breakthrough' moment where everything came together? What was most difficult? What was easiest?
Sharing your experience will be based on the data that you gather and will take place on your blog. Please narrate your experience for the rest of the class. Tell us about your process. How did you plan your learning? How did you work through challenges? Is is better to practice alone or with someone else? If you practice with someone else, is it more helpful if they are more skilled than you? Share your data with us! You don't need to become a YouTube or Instagram influencer through this process, so don't worry too much if the media you share isn't sparkly and slickly produced. It is expected that this will be a formative process, meaning you will be really bad at the beginning, and more skilled at the end.
The most important part of this activity is for you to connect your learning process to what you are learning in this class about learning and learning design. It's all very meta.
Each of your 5 graded blog posts (due at the end of weeks 1-4 and 6) .
· Minimum of 1 scholarly sourceIntroductionSocial contract the.docx
· Minimum of 1 scholarly source
Introduction
Social contract theorists say that morality consists of a set of rules governing how people should treat one another that rational beings will agree to accept for their mutual benefit, on the condition that others agree to follow these rules as well.
Hobbes runs the logic like this in the form of a logical syllogism:
1. We are all self-interested.
2. Each of us needs to have a peaceful and cooperative social order to pursue our interests.
3. We need moral rules in order to establish and maintain a cooperative social order.
4. Therefore, self-interest motivates us to establish moral rules.
Hobbes looked to the past to observe a primitive “State of Nature” in which there is no such thing as morality, and that this self-interested human nature was "nasty, brutish, and short" – a kind of perpetual state of warfare.
Locke disagreed, and set forth the view that the state exists to preserve the natural rights of its citizens. When governments fail in that task, citizens have the right – and sometimes the duty – to withdraw their support and even to rebel. Locke addressed Hobbes's claim that the state of nature was the state of war, though he attribute this claim to "some men" not to Hobbes. He refuted it by pointing to existing and real historical examples of people in a state of nature. For this purpose he regarded any people who are not subject to a common judge to resolve disputes, people who may legitimately take action themselves to punish wrong doers, as in a state of nature.
Initial Post Instructions
For the initial post, address the following:
· Which philosophy do you espouse?
· How much authority should be granted to governments (e.g., the right to kill (death penalty/capital punishment/use of deadly force)? How much would you give up in return for safety?
· If you side with Hobbes, do you support at any point recourse if the government violates its own contract (if so, you probably have a bit of Locke in your thinking)?
.
The Challenger.pdf DNHS Official Publication
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
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total of 5 employees
· How did you get your idea or concept for the business?
· CLEAR is a reflection by transparency, manifest and understood, our product is new in the market, and it follows the international fashion style that suits every lady,
· A bag represents you, bags are women priority, and its something women can't go outside without, our bags differ by other bags is that its clear, which is the new form of fashion style, we also made customization on bags so it is a remarkable tool that can lead to higher profit through increased customer satisfaction and loyalty, although it brings for our small factory a lot of work, the good work pays off, we entered these industry because there are no locals designer in it and we started in2016 and hope to reach a global position.
· What do you look for in an employee? (the most important things)
- helping customers on their choice
-stylist
- team work spirit
- deciplant & committed to work ethics
- Good Communication skills
- Ability to manage the conflict
- Is the company socially responsible?
Yes , we try our best to make some of sell go for the charity and especially to help poor people get new clothes , we donate 5% yearly in our total sales .
· What made you choose your current location?
Main criterias for selecting current location :
1- Close to the residence areas , meliha road, near the university of Sharjah
2- Easy access to the visiting customers
3- Its in a big avenue that has many designers and clothing brands
4- Easy to pick up from the shop
5- Serve a big segmentation
· What are your responsibilities as a business owner?
the main responsibility of the Business owner is to maintain the successful of the business, but in order to achieve this have to do so many tasks like:
1- Hire and manage the staff
2- Oversees the financial status , weekly and monthly .
3- Create marketing plans of how the business will be in a year
4- Update the website and chick the system
5- Rent fees
6- Make sure how customers are satisfied by the product
7- Make sure about product quality and chick up
8- Maintain a healthy work environment
9- Develop and fine tune the business according to the market situation
· How do you motivate your employees?
We follow different methods for motivations
1- Personal appreciation for individuals for hard work or personal achievements
2- Kind words
3- Flexible working hours
4- Daily bonus if achieved the daily sales targets
5- Giving the new collection bags as a gift before dropping it to the market , it makes them feel appreciated and special
· Can you give me an example of any challenges or problems that you faced with your shop and employees?
Hiring the right employee is always challenge, last Ramadan we had a huge unread massage for eid orders as well, our customer started to get angry and write under the inestgram comments that there was no respond for online shopping , we struggl.
· How should the risks be prioritized· Who should do the priori.docx
· How should the risks be prioritized?
· Who should do the prioritization of the project risks?
· How should project risks be monitored and controlled?
· Who should develop risk responses and contingency plans?
· Who should own these responses and plans?
Introduction
This week, we will explore risk management. Risk management is one of those areas in project management that separates good project managers from great project managers. A good project manager makes risk management an integral part of every phase of project work. Risks are identified, prioritized, and understood. There are clear responsibilities within the team as to whose is responsible for implementing a risk response to reduce the impact should it occur. So let's get started.
What is Risk?
*Risk: An uncertain event or condition that, if it occurs, has a positive or negative effect on one or more project objectives.
Risks can be positive, meaning beneficial to the project, or they can be negative, meaning detrimental to the project.
Many students have a difficult time visualizing positive risks. A positive risk is an opportunity that may increase the probability of success, the return on investment, or the benefits of the project. They may also be ways to reduce project costs or ways to complete the project early. There may even be methods to improve project quality or overall performance. These are all examples of positive risks.
A negative risk can be easier to understand. It is the possibility that something will go wrong, a threat to the success of the project. It is important to remember that a risk is a possibility, not a fact. It is a potential problem. At GettaByte Software, there is the potential that a power outage would occur during data transfer. The potential exists that a key resource could become unavailable due to some unforeseen circumstance, like illness. Those are threats to the success of the project.
When buying a house to renovate, there are potential risks with respect to plumbing, wiring, the foundation, and so on.
A project manager needs to consider trying to make positive risks happen while trying to prevent negative ones from occurring. To do this, a project manager can take a proactive approach to risk management. This means he or she plans a risk response should it look as though the risk will become a reality. In this way, everyone knows exactly how to prepare and respond to the risk once it does become an issue.
The Risk Management Process
A project has both good and bad risks, which are referred to as positive and negative risks or opportunities and threats. For positive risks or opportunities, the project manager can choose from a range of risk responses. For threats, a project manager has a similar range of choices. The following, as described in the PMBOK® Guide, are the risk management processes.
Plan Risk Management:
· Risk Strategy
· Defines the general approach to managing risk on the project
· Methodology
· Defines the specific, tools, .
· How does the distribution mechanism control the issues address.docx
· How does the distribution mechanism control the issues addressed in Music and TV, when in regards to race/ethnicity?
· Determine who controls the distribution of Music and TV, when in regards to race/ethnicity?
· In what ways does the controller of distribution affect the shared experience of the audience and community? Keep in mind that a community may be local, regional, national, or global. Be specific in your discussion.
.
· Helen Petrakis Identifying Data Helen Petrakis is a 5.docx
·
Helen Petrakis Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly.
Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer.
Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community.
Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husband and kids, she wanted the helper to come in more often, but John said they could not afford it. The money they now pay to the helper is coming out of the couple’s vacation savings. Caring for Magda makes Helen think she is failing as a wife and mother because she no longer ha.
· Global O365 Tenant Settings relevant to SPO, and recommended.docx
· Global O365 Tenant Settings relevant to SPO, and recommended settings
Multi Factor Authentication
Sign In Page customization
External Sharing
· Global SPO settings and recommended settings
Manage External Sharing
Site Creation Settings
· Information Architecture and Hub Site Management
Site Structure
Create and manage Hub Site
· Site Administration
Create Sites
Delete Sites
Restored Deleted Sites
Manage Site Admins
Manage Site creation
Manage Site Storage limits
Change Site Address
· Managed Metadata (Term Store)
Introduction
Setup new term group sets
Create and manage Terms
Assign roles and permission to Manage term sets
· Search
Search Content
Search Center
Crawl Site content
Remove Search results
Search Results
Manage Search Query
Manage Query Rules
Manage Query Suggestion
Manage result sources
Manage search dictionaries
· Security (identity – internal / external, and authorization – management of platform level)
Control Access of Unmanaged devices
Control Access of Network location
Authentication
Safeguarding Data
Sign out inactive users
· Governance – e.g. labels, retention, etc.
Data Classification
Create and Manage labels
· Data loss prevention
· Create and Manage security policies
· Devices Security policies
· App permission policies
· Data Governance
· Retention Policies
· Monitoring and alerting
Create and Manage Alerts
Alert Policies
· SharePoint Migration Tool
Overview
· Operational tasks for managing the health of the environment, alerting, etc.
File Activity report
Site usage report
Message Center
Service Health
· Common issue resolution and FAQ
.
· Focus on the identified client within your chosen case.· Analy.docx
· Focus on the identified client within your chosen case.
· Analyze the case using a systems approach, taking into consideration both family and community systems.
· Complete and submit the “Dissecting a Theory and Its Application to a Case Study” worksheet based on your analysis
Helen Petrakis Identifying Data: Helen Petrakis is a 52-year-old, Caucasian female of Greek descent living in a four-bedroom house in Tarpon Springs, FL. Her family consists of her husband, John (60), son, Alec (27), daughter, Dmitra (23), and daughter Althima (18). John and Helen have been married for 30 years. They married in the Greek Orthodox Church and attend services weekly.
Presenting Problem: Helen reports feeling overwhelmed and “blue.” She was referred by a close friend who thought Helen would benefit from having a person who would listen. Although she is uncomfortable talking about her life with a stranger, Helen says that she decided to come for therapy because she worries about burdening friends with her troubles. John has been expressing his displeasure with meals at home, as Helen has been cooking less often and brings home takeout. Helen thinks she is inadequate as a wife. She states that she feels defeated; she describes an incident in which her son, Alec, expressed disappointment in her because she could not provide him with clean laundry. Helen reports feeling overwhelmed by her responsibilities and believes she can’t handle being a wife, mother, and caretaker any longer.
Family Dynamics: Helen describes her marriage as typical of a traditional Greek family. John, the breadwinner in the family, is successful in the souvenir shop in town. Helen voices a great deal of pride in her children. Dmitra is described as smart, beautiful, and hardworking. Althima is described as adorable and reliable. Helen shops, cooks, and cleans for the family, and John sees to yard care and maintaining the family’s cars. Helen believes the children are too busy to be expected to help around the house, knowing that is her role as wife and mother. John and Helen choose not to take money from their children for any room or board. The Petrakis family holds strong family bonds within a large and supportive Greek community.
Helen is the primary caretaker for Magda (John’s 81-year-old widowed mother), who lives in an apartment 30 minutes away. Until recently, Magda was self-sufficient, coming for weekly family dinners and driving herself shopping and to church. Six months ago, she fell and broke her hip and was also recently diagnosed with early signs of dementia. Helen and John hired a reliable and trusted woman temporarily to check in on Magda a couple of days each week. Helen would go and see Magda on the other days, sometimes twice in one day, depending on Magda’s needs. Helen would go food shopping for Magda, clean her home, pay her bills, and keep track of Magda’s medications. Since Helen thought she was unable to continue caretaking for both Magda and her husba.
· Find current events regarding any issues in public health .docx
·
Find current events
regarding any issues in public health Anything about infectious diseases ( Don not pick one disease, you have you dig more infectious diseases)
· These current events can be articles, news reports, outbreaks, videos.
· Type down brief 2 sentences describing the event (don’t copy paste title)
· You should have
at least 7 diseases in
total
· No Malaria disease events, please
.
· FASB ASC & GARS Login credentials LinkUser ID AAA51628Pas.docx
· FASB ASC & GARS Login credentials
Link
User ID: AAA51628
Password: qc3A9WS
· FASB Codification Learning Guide
· COSO Login
User ID: aaa72751
Password: JhF3a2G
Copyright 2018 Governmental Accounting Standards Board
Foreword
This content collection contains all the original pronouncements that currently constitute the body of state and local governmental accounting and financial reporting standards and guidelines. Specifically, the content collection incorporates these pronouncements:
• Governmental Accounting Standards Board (GASB) Statements, Interpretations, Concepts Statements, Technical Bulletins, and Implementation Guides issued through December 31, 2018
• National Council on Governmental Accounting (NCGA) Statements and Interpretations currently in force and NCGA Concepts Statement 1
• American Institute of Certified Public Accountants (AICPA) 1974 Industry Audit Guide and related Statements of Position continued in force when the GASB began operations
• GASB Suggested Guidelines for Voluntary Reporting issued through December 31, 2018.
Unless otherwise noted, original pronouncements in this infobase are presented in their entirety, with the exception of appendices containing codification instructions, which have been omitted. Pronouncements may include one or more nonauthoritative sections. Authoritative guidance is presented in the main body of each pronouncement. Glossaries also are considered to be authoritative. All other appendices (for example, bases for conclusions and illustrations) and summaries are nonauthoritative. In addition, the entire Suggested Guidelines for Voluntary Reporting, SEA Performance Information, is nonauthoritative.
A status page at the beginning of each pronouncement identifies subsequent changes (amendments and supersessions) to the pronouncement as well as the source of those changes. The status page also identifies (a) other pronouncements affected by that pronouncement, (b) interpretive pronouncements clarifying that pronouncement, (c) the effective date, and (d) the principal sections of the GASB Codification of Governmental Accounting and Financial Reporting Standards in which the pronouncement is incorporated.
Within each pronouncement, a shading technique is used to identify amended or superseded standards. All terms, sentences, and paragraphs that have been deleted or superseded by subsequent pronouncements are shaded. Sentences or paragraphs that have been amended by the addition of terms, sentences, or new footnotes are marked with a vertical solid bar ( | ) in the left margin alongside the amended material. When standards are amended or superseded, relevant nonauthoritative appendices are also modified to reflect those changes.
Appendix A is a reproduction of GASB Codification Appendix F, "Finding List of Original Pronouncements." It shows where each paragraph of each original pronouncement may be found in the Codification, or whether the paragraph contains.
· Due Sat. Sep. · Format Typed, double-spaced, sub.docx
·
Due:
Sat. Sep.
·
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point, text-weight font, 1-inch margins.
·
·
Length
: 850 - 1000 words (approx. 3-4 pages)
·
·
Overview
: In Unit 1 and Unit 2, we focused on ways that writers build ideas from personal memories and experiences into interesting narratives that convey significance and meaning to new audiences. In Unit 3, we have been discussing how writers invent ideas by interacting with other communities through firsthand observation and description. These relationships and discoveries can give writers insight into larger concepts or ideas that are valuable to specific communities. For this writing project, you will use firsthand observations and discoveries to write about people and the issues that are important to them. Your evidence will come from the details you observe as you investigate other people, places, and events.
Assignment
Write an ethnography essay focused on a particular group of people and the routines or practices that best reveal their unique significance as a group.
An ethnography is a written description of a particular cultural group or community. For the ethnography essay, you can follow the guidelines in the CEL, p. 110-112. Your ethnography should:
· Begin with your observations of a particular group. Plan to observe this group 2-3 times, so that you can get a better sense of their routines, habits, and practices.
o
Note: if you cannot travel to observe a group or community, plan to observe that community digitally through website documents, social media, and/or emails exchanged with group members.
· Convey insight into the characteristics that give the group unique significance.
· Provide context and background, including location, values, beliefs, histories, rituals, dialogue, and any other details that help convey the group's significance.
· Follow a deliberate organizational pattern that focuses on one or more insights about the group while also providing details and information about the group's culture and routine
As you look back over your observations and notes, remember that your essay should do more than simply relate details without any larger significance. Ethnographies also draw out the unique, interesting, and special qualities of a group or culture that help readers connect to their values or motivations. Note: Please keep in mind that writing in this class is public, and anything you write about may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community.
Assignment Components
In order to finish this project, we will work on the following parts together over the next few weeks:
Draft
: Include at least one pre-revised draft of your essay. The draft needs to meet the word count of 850 words and must also apply formatting requirements for the project—in other words it must be complete. Make sure that your.
· Expectations for Power Point Presentations in Units IV and V I.docx
· Expectations for Power Point Presentations in Units IV and V
I would like to provide information about what needs to be included in presentations. Please review the rubric prior to submitting any assignment. If you don't know where to find this, please contact me.
1. You need a title slide.
2. You need an overview of the presentation slide (slide after the title slide). This is how you would organize a presentation if you were presenting it at work.
3. You need a summary slide (before the reference slide); same reason as above.
4. Please do not forget to cite on slides where you are writing about something related to what you have read. Please consider each slide a paragraph. You can cite on the slides or in the notes. If you do not cite, you will not get credit for the slide.
- Direct quotes should not be used in this presentation as they are not analysis.
5. Remember, all I can evaluate is what you submit, so please consider using notes to explain what you are writing in further detail. Bullets are great and you can use these but then provide more detail in the notes.
6. Graphics - Please include graphics/charts/graphs as this is evaluated in the rubric (quality of the presentation).
7. References - For all references, you need citations. For all citations, you need references. They must match. All must be formatted using APA requirements. Please review the Quick Reference Guide that was posted in the announcements.
Please never hesitate to email me with any questions. If you need further clarification about feedback or if you do not agree with any of the feedback, please contact me. My door is always open.
Learning Preferences of Millennials in a Knowledge-Based
Environment
Giora Hadar
University of Groningen (RuG), The Netherlands
[email protected]
Abstract: This paper discusses how understanding intergenerational knowledge transfer can improve knowledge transfer in
large organizations. The U.S. Federal Aviation Administration (FAA) risks significant loss of institutional human capital as huge
numbers of senior controllers retire. To perform their job, air traffic controllers must develop in-depth knowledge, including
tacit knowledge typically acquired over many years, so they can quickly make accurate decisions while dealing with the many
air traffic control (ATC) situations that arise. The only pool available to replace the retiring controllers is the Millennials. This
group, the best educated ever, has its own attitudes toward life, work, and training as well as technology use. Because
knowledge transfer and training involve both technology and human interaction, this paper explores not only the role of
technology but also that of intergenerational communications in both the training and operational environments of a highly
technical workplace.
Keywords: knowledge transfer, training, tacit knowledge, mentoring, mobile smart devices, communications
1. Introduction
Intergenerational knowledge transfe.
· Due Friday by 1159pmResearch Paper--IssueTopic Ce.docx
·
Due
Friday by 11:59pm
Research Paper--
Issue/Topic:
Celebrity, Celebrity Culture and the effects on society
1500 or more words
MLA format
Must include research from
at least 4
scholarly sources (use HCC Library and GoogleScholar) I have attached 20 pdf with scholarly sources to choose from. 2 were provided from teacher Celebrity Culture Beneficial and The Culture of Celebrity. I have also attached a Word Document Research Paper Guide. Please read all the way to bottom more instructions at the bottom. Disregards Links and external cites those are the PDFs.
Celebrity
is a
popular cultural Links to an external site.
phenomenon surrounding a well-known person. Though many
celebritiesLinks to an external site.
became famous as a result of their achievements or experiences, a person who obtains celebrity status does not necessarily need to have accomplished anything significant beyond being widely recognized by the public. Some celebrities use their
fameLinks to an external site.
to reach the upper levels of social status. Popular celebrities can wield significant influence over their fans and followers. Cultural historian and film critic Neal Gabler has described the phenomenon of celebrity as a process similar to performance art in which the celebrity builds intrigue and allure by presenting a manufactured image to the public. This image is reinforced through
advertisingLinks to an external site.
endorsements, appearances at high-profile events, tabloid gossip, and
social mediaLinks to an external site.
presence.
In previous decades, celebrity status was mainly reserved for film stars,
televisionLinks to an external site.
personalities,
entertainersLinks to an external site.
, politicians, and
athletesLinks to an external site.
. Contemporary celebrities come from diverse fields ranging from astrophysics to auto mechanics, or they may simply be famous for their lifestyle or
InternetLinks to an external site.
antics. Social media platforms such as YouTube, Twitter, and Instagram provide the means for previously unknown individuals to cultivate a significant following.
Celebrification
is the process by which someone or something previously considered ordinary obtains stardom. Previously commonplace activities, such as practicing
vegetarianismLinks to an external site.
or wearing white t-shirts, can undergo celebrification when associated with a famous person or major event.
Celebrity culture
exists when stardom becomes a pervasive part of the social order,
commodified
as a commercial brand. Celebrities’ personal lives are recast as products for consumption, with a dedicated fan base demanding information and unlimited access to the celebrity’s thoughts and activities. A niche community such as a fan base can be monetized through effective marketing that links brand loyalty to the consumer’s identity. Fans may be more likely to purchase a product or attend an event if they feel that doing so strengthens their.
· Drawing the EyeThis assignments provide a deeper understanding.docx
· Drawing the Eye
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=s0opKw7RfXk&feature=youtu.be
Based on the video, when the artist describes his process, he states that he is “drawing the eye without drawing the eye,” what do you think he meant by this idea? Why do you think this process, going from basic or general towards the specific or detailed, is a good way to draw?
· Cindy Sherman, Untitled Film Still #21, 1978
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=0fPwsLeH8fA
According to the video, how has the artist, Cindy Sherman, explored the theme of identity in her work? Why is photography a good medium to explore these ideas?
· Gaudí, Church of the Sagrada Família, 1882
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=SMqERP-J2tQ&feature=youtu.be
According to the commenters in the video, Gaudi’s Church of the Sagrada Familia is an inventive synthesis of very eclectic elements and structures. Can you describe at least three of these elements and structures?
· Botticelli, The Birth of Venus, 1483-85
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=tdp22elrY7s&feature=youtu.be&list=PLAAEFE618A27E29D2
According to the presenters in the video, what are two ways Botticelli’s The Birth of Venus is different than other paintings from the Renaissance period?
· Olmec Mask
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=D9uJxXnDTU8&feature=youtu.be
According to the video, what is one way the Aztecs dealt with artifacts older than their culture that is similar to how we deal with ours? What is one way that it is different?
· Duchamp's Shovel: Art as Concept
This assignments provide a deeper understanding of the content through reflecting and responding to the video. Write one or two paragraphs responding to the assignment question. MLA format
https://www.youtube.com/watch?v=MRv20I13vqM&feature=youtu.be
From watching the video discussion on Marcel Duchamp’s In Advance of the Broken Arm, how do you think this art challenges our idea of what art can be? Also, the narrator says he thinks Duchamp failed. What was Duchamp trying to do that he apparently was not able to do?
Based on images form.
· Discussion Question 1 Do you feel that nurses believe t.docx
·
Discussion Question 1:
Do you feel that nurses believe that there are ethical concerns related to nursing informatics?
·
Discussion Question 2:
Discuss how the use of health information (HI) technology has influenced your current nursing practice. Give examples.
they are 2 separate questions a page each
references should not be older than 2014
.
· Discussing about vendor management (cloud based,akami authenti.docx
· Discussing about vendor management (cloud based,akami authentication/access-based vendors)
· PAAS/SAAS/IAAS
What are the causes or what will be the expected causes (Risk associated) for vendor managed application
· Data risk
· Auditing risk
· Financial risk
· Operational Risk
· etc
.
· DIS 1Trace the evolution and development of art through the pe.docx
· DIS 1
Trace the evolution and development of art through the periods of the Early Renaissance to the High Renaissance.
· Explain what primarily distinguishes Renaissance art in general from the prior period.
· Compare and contrast the work of an Italian Renaissance artist with a work done by a northern European Renaissance artist, considering style, content, and form.
· Include a discussion of the different concerns and heritages of the Italian and Northern Renaissance artists and how these resulted in different characteristics in the art work of each region. Be sure to use the new art vocabulary you are learning as you describe the artworks.
· DIS 2
Compare and contrast two works of art done in two different eras/styles. Select one of the following pairs of eras/styles: Medieval and Renaissance, Baroque and Rococo, or Rococo and Neoclassical. Give a detailed overview of the period and style and situate your comparison within the stylistic characteristics of each style.
Include:
· an overview of what primarily distinguishes the art work of each era, and then indicate specific formal or thematic aspects of each work that typify its era
· a discussion of the role of changing cultural and political climates in influencing the shift from on style to the next.
· a comparative analysis of the form, style and content of an artwork from each era (each artwork should be of the same medium and genre, for example two portraits or two figural sculptures).
Be sure to use the terminology regarding elements of art and principles of design that we studied in Week I as you proceed in your discussion. Be sure to make a true comparison of the works - don't just discuss each one on its own.
How has the coronavirus affected the airline industry? In a 15-page paper explain in great detail and be creative. Discuss their new practices and how they affect us now and will affect us in the future. How would you change these practices, or would you leave them the same?
.
· Develop diagnoses for clients receiving psychotherapy· Analyz.docx
· Develop diagnoses for clients receiving psychotherapy*
· Analyze legal and ethical implications of counseling clients with psychiatric disorders*
Select a client whom you observed or counseled this week. Then, address the following in your Practicum Journal:
· Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.
· Using the Diagnostic and Statistical Manual of Mental Health Disorders, 5th edition (DSM-5), explain and justify your diagnosis for this client.
· Explain any legal and/or ethical implications related to counseling this client.
· Support your approach with evidence-based literature.
PATIENT DATA:
· Data:
Met with pt to complete biopsychosocial assessment.
Pt presents as a 23-year-old male, DOC is cocaine. Pt unsure of the amount that he was using. Pt reports smoking crack 3-4 times per week and marijuana 3-4 times per week. Pt denies any seizures, DT's, blackouts, or OD's. Pt reports that he has been extremely bothered by cravings to use in the past month. Pt was at CBH in December 2018. Pt reports that 3 weeks ago he had 2 months clean. Pt reports that his cousin struggles with substance use and mental health issues. Pt denies SI, HI, and SH.
Pt reports dangerous behavior, including buying drugs in dangerous areas. Pt reports that he is unemployed and that it is due to substance use. Pt reports that he has no financial income. Pt plans to return to sober living after treatment. Pt does not have any children. Pt reports that he will not be impacts by religion/spirituality during recovery. Pt signed ROI for mom.
· Assessment:
AD1: Pt reports drowsiness, body aches, and difficulty sleeping. Pt rates cravings to use as 3/10.
AD2: Pt denies any medical issues.
AD3: Pt reports feelings of depression and anxiety. Pt rates depression as 7/10 and anxiety as 5/10. Pt reports a history of anxiety, depression, and bipolar diagnoses but was unsure when he was diagnosed. Pt reports being prescribed Lithium, Strattera, and Prolixin. Pt denies SI, HI, and SH.
AD4: Pt presents in the precontemplation stage of change. Pt reported "I guess so" when questioned about if he wants to stop using or not. Pt reports that giving up using is difficult because he just likes to get high.
AD5: Pt is unable to identify any triggers for him to use. Pt reports that sleeping is the only thing that helps him stay sober. Pt lacks insight into relapse prevention skills or any coping skills to manage uncomfortable feeling.
AD6: Pt report that he was living at a sober living facility and plans to return there after treatment. Pt has a history of AA/NA attendance but nothing recent. Pt reports that he is unemployed. Pt reports that he has a history of arrest but refused to elaborate.
· Plan:
PT will follow up with patient advocate regarding pt legal issues. PT will follow up with patient on 4/22/19 to discuss goals for pts treatment plan.
© The Grain & Feed Tr.
· Persuasive essay rubicExemplaryProficientNeeds Improvement.docx
· Persuasive essay rubic
Exemplary
Proficient
Needs Improvement
Not Evident
Introduction and Claim/Thesis Statement
Well-developed introduction and thesis statement. They engage the reader and create interest. They clearly state the topic being analyzed and the persuasive argument.
The introduction and thesis statement are fairly well developed. But they are not very engaging or creative, but they do introduce the persuasive topic.
The introduction and thesis statement include the topic being analyzed, but they do not give a reason for the persuasive argument.
The introduction and thesis statement do not include what is being analyzed, and there is no apparent basis for persuasion.
Main Points and Organization
Main points in the essay are concrete and specific, and they effectively support the persuasive topic. The main points are organized and built upon the persuasive situation.
Main points are concrete and specific, but they are not engaging and interesting. There are sufficient details for the persuasion, but they could be clearer. The structure of the argument is confusing.
There are details, but they are either not concrete and specific, or there are not enough of them to adequately create a persuasive situation. One or more main points are not given sufficient space or details. The structure of the argument is unclear.
Main points are either wrong or lacking, or they are not related to the topic sentence or the analysis. There is no clearly defined structure or organization.
Research and Integration
The required number of resources are used and provide meaningful evidence to support assertions. Quotes are directly related to the argument. There is a strong alignment between argument and research.
The required number of resources are used and most quotes provide evidence to support assertions. Most of the quotes are related to the argument and an attempt has been made to align research and argument.
The required number of resources are not used. The minimum research used provides some support to the assertions. There is an insufficient development of ideas and research and argument are not aligned.
There are no resources used in this paper. It is a persuasive paper based on opinion and insufficient support.
Conclusion
The concluding paragraph effectively unifies the essay around the thesis statement. The reason for the analysis is clearly re-stated and the results are effectively summed-up.
The concluding paragraph unifies the essay around the thesis statement. The reason for the analysis is evident and results are presented as valid.
The concluding paragraph re-states the reason for the analysis, but it does little to unify the essay around the thesis statement.
There is no concluding paragraph, or it does not unify or restate the reason for the analysis.
Writing Mechanics
Writing is smooth, skillful, and coherent. Sentences are strong and expressive with varied structure. Consistent and appropriate tone and word choice is used throu.
· Peer Assessment ED 504 SP20 OL1 Rubric· Your Name· Name.docx
· Peer Assessment ED 504 SP20 OL1 Rubric
· Your Name:
· Name of Classmate Who Wrote This Signature Project Stage 1:
· Date:
· Directions: Submit your Signature Project Stage 1 Chapters 1, 2, 3, and Reference list in Discussion Board. In Discussion Board locate the Signature Project Stage 1 you have been assigned to assess. Your professor will make the assignment. Use the attached rubric to complete your Peer Assessment. Upload the completed Peer Assessment in the tab named Peer Assessment. This assignment is worth 20 points.
Criteria
Unacceptable
Revisions Required
Target
Your Feedback
1. Signature Project Stage 1: Are the focus and purpose clear?
1 Points
Missing thesis; confusion about or misunderstanding of topic; no sense of purpose
2 Points
Simplistic and unfocused ideas; limited sense of purpose
3 Points
Developed thesis; represents sound understanding of the assigned topic; focused
2. Signature Project Stage 1: Are ideas clear and well supported?
1 Points
Absence of support for main points
2 Points
Support is provided, but is not specific; support is only loosely relevant to the main points
3 Points
Ideas sufficiently supported; support is sound, valid, and logical
3. Signature Project Stage 1: Is the writing structured and well organized?
1 Points
No paragraph structure; or single, rambling paragraph; or series of isolated paragraphs
2 Points
Organization is confusing or disjointed; weak paragraph structure; transitions are missing or inappropriate
3 Points
Clear organizational structure; easily followed; includes transitions; structured format
4. Signature Project Stage 1: Did the writer consider audience and tone?
1 Points
No awareness of appropriate audience for assignment; tone is inappropriate
2 Points
Lacks awareness of appropriate audience for the assignment; tone is inconsistent
3 Points
Effective and accurate awareness of audience; tone is appropriate for audience and assignment
5. Signature Project Stage 1: Do appendices include necessary documentation?
1 Points
Most items required in the appendices are not presented in the appendices; the plan and necessary steps to protect human subjects in research are not clear.
2 Points
Most required items are presented in the appendices; items and a plan somewhat demonstrate ethical practices in protection of human subjects.
3 Points
All required items are presented in the appendices; items clearly demonstrate ethical practices in protection of human subjects.
6. Signature Project Stage 1: Are proper mechanics utilized? Is correct sentence structure utilized?
1 Points
Frequent errors in spelling and capitalization; intrusive and/or inaccurate punctuation; communication is hindered. Contains multiple and serious errors of sentence structure: i.e. fragments, run-ons. Unable to write simple sentences.
2 Points
Contains several punctuation, spelling, and/or capitalization errors (up to 6); errors interfere with meaning; formulaic senten.
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· Learning Design Blueprint
· Interactive Learning Resource
· Cooperative Group Assessment
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· Grading Standards and the SOLO Taxonomy
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Beginning in the second week of the course, you will embark on a personal learning challenge where you will challenge yourself to learn a new skill. You are free to identify any safe and legal activity which you would like to learn and you will have four weeks to practice.
Skills which may interest you include:
· playing a musical instrument
· riding a bicycle or unicycle
· juggling
· cooking, baking, or grilling (!) a series of more challenging recipes
· breaking or starting a habit
You are encouraged to complete the learning portion of this activity with other people, either within the class or in your local community. For example, if there are several people who want to learn an instrument, you may want to work together, form a band, and learn a particular song.
The main point of the activity isn't for you to become perfectly proficient at your chosen skill, but for you to experience the challenges associated with literally changing your brain in order to learn something and then to reflect on those challenges and successes to share what you have learned with the rest of the class in relation to what you are learning about designing learning experiences.
In order to reflect on your experience, you will need to document your learning somehow. Data might include the ratio of successful to unsuccessful attempts, time spent practicing, subjective ratings of confidence in your ability, reports of others related to the quality of your performance, pictures, videos, audio recordings, etc. Once you have gathered some data, look for patterns. What time of day is best for you to practice? Was there a 'breakthrough' moment where everything came together? What was most difficult? What was easiest?
Sharing your experience will be based on the data that you gather and will take place on your blog. Please narrate your experience for the rest of the class. Tell us about your process. How did you plan your learning? How did you work through challenges? Is is better to practice alone or with someone else? If you practice with someone else, is it more helpful if they are more skilled than you? Share your data with us! You don't need to become a YouTube or Instagram influencer through this process, so don't worry too much if the media you share isn't sparkly and slickly produced. It is expected that this will be a formative process, meaning you will be really bad at the beginning, and more skilled at the end.
The most important part of this activity is for you to connect your learning process to what you are learning in this class about learning and learning design. It's all very meta.
Each of your 5 graded blog posts (due at the end of weeks 1-4 and 6) .
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Introduction
Social contract theorists say that morality consists of a set of rules governing how people should treat one another that rational beings will agree to accept for their mutual benefit, on the condition that others agree to follow these rules as well.
Hobbes runs the logic like this in the form of a logical syllogism:
1. We are all self-interested.
2. Each of us needs to have a peaceful and cooperative social order to pursue our interests.
3. We need moral rules in order to establish and maintain a cooperative social order.
4. Therefore, self-interest motivates us to establish moral rules.
Hobbes looked to the past to observe a primitive “State of Nature” in which there is no such thing as morality, and that this self-interested human nature was "nasty, brutish, and short" – a kind of perpetual state of warfare.
Locke disagreed, and set forth the view that the state exists to preserve the natural rights of its citizens. When governments fail in that task, citizens have the right – and sometimes the duty – to withdraw their support and even to rebel. Locke addressed Hobbes's claim that the state of nature was the state of war, though he attribute this claim to "some men" not to Hobbes. He refuted it by pointing to existing and real historical examples of people in a state of nature. For this purpose he regarded any people who are not subject to a common judge to resolve disputes, people who may legitimately take action themselves to punish wrong doers, as in a state of nature.
Initial Post Instructions
For the initial post, address the following:
· Which philosophy do you espouse?
· How much authority should be granted to governments (e.g., the right to kill (death penalty/capital punishment/use of deadly force)? How much would you give up in return for safety?
· If you side with Hobbes, do you support at any point recourse if the government violates its own contract (if so, you probably have a bit of Locke in your thinking)?
.
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