Focus your discussion on the followingHow important is it to comm.docx
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Focus your discussion on the following: How important is it to commerce in a country that the people of the country have been exposed to crosscultural influences because of colonization or intercultural exchanges? Explain and discuss, using specific examples. Imagine that you are head of state of the country of Aiuniv, which is located on a small continent in the South Pacific. The country is about the size and geography of Texas, and it has a border with the ocean and another border with a country of the same size and geography. What cultural tools might you use to maintain the historical traditions of your country? How might you keep out some foreign influence while accepting other outside cultural influences? What have real countries done to deliberately influence interaction with outside cultures? .
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What is National culture.pptx
National culture is most important for the business who want to globalized in the world. It is very important to understand national culture to expand business because of what people want in that particular area and that region.
National culture is study about people needs in that area where company want to grow there business.
1C H A P T E R1 The Nature of InterculturalCommunicati.docx
1
C H A P T E R
1 The Nature of InterculturalCommunication
OBJECTIVES
Upon completion of this chapter, you will
� understand such terms as intercultural, international, intracultural, multicultural,
and ethnocentric.
� recognize how communication barriers affect intercultural communication.
� understand the differences between norms, rules, roles, and networks.
� distinguish between subcultures and subgroups.
� understand the concepts of business globalization, glocalization, and grobalization.
� differentiate between ethnocentric, polycentric, regiocentric, and geocentric management
orientations.
T
he number of North Americans who work for foreign employers and the number of foreign
companies who have built plants in the United States are increasing. Evidence that the world
is becoming more cosmopolitan can be seen in the number of international businesses, such
as Coca-Cola, McDonald’s, Sony, and Honda, which are common around the world. The new
economic bonanza is apparent in the universal appreciation of food such as sushi, fashion such as
jeans, and music such as U.S. jazz and rock. Because of the global boom, more and more business
will involve international activities, which require the ability to communicate across cultures.
Because communication is an element of culture, it has often been said that commu-
nication and culture are inseparable. As Alfred G. Smith (1966) wrote in his preface
to Communication and Culture, “Culture is a code we learn and share, and learning
and sharing require communication. Communication requires coding and symbols
IS
B
N
0
-5
5
8
-9
8
8
5
2
-0
Intercultural Business Communication, Fifth Edition, by Lillian H. Chaney and Jeanette S. Martin. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
2 Chapter 1 • The Nature of Intercultural Communication
that must be learned and shared. Godwin C. Chu (1977) observed that every cultural
pattern and every single act of social behavior involves communication. To be under-
stood, the two must be studied together. Culture cannot be known with a study of
communication, and communication can only be understood with an understanding
of the culture it supports.” (Jandt, 2007, pp. 27–28)
To gain a better understanding of the field of intercultural communication, knowledge of
frequently used terms is important. Such terms as intercultural, international, and multicultural
are often used interchangeably; however, certain distinctions should be made.
Edward T. Hall first used the term intercultural communication in 1959. Hall was one of
the first researchers to differentiate cultures on the basis of how communications are sent and
received. Hall defined intercultural communication as communication between persons of
different cultures.
Intercultural business communication is a relatively new term in the business world and
is defined as communication within and between businesses that involves people from more than
one culture. ...
Recommended
What is National culture.pptx
National culture is most important for the business who want to globalized in the world. It is very important to understand national culture to expand business because of what people want in that particular area and that region.
National culture is study about people needs in that area where company want to grow there business.
1C H A P T E R1 The Nature of InterculturalCommunicati.docx
1
C H A P T E R
1 The Nature of InterculturalCommunication
OBJECTIVES
Upon completion of this chapter, you will
� understand such terms as intercultural, international, intracultural, multicultural,
and ethnocentric.
� recognize how communication barriers affect intercultural communication.
� understand the differences between norms, rules, roles, and networks.
� distinguish between subcultures and subgroups.
� understand the concepts of business globalization, glocalization, and grobalization.
� differentiate between ethnocentric, polycentric, regiocentric, and geocentric management
orientations.
T
he number of North Americans who work for foreign employers and the number of foreign
companies who have built plants in the United States are increasing. Evidence that the world
is becoming more cosmopolitan can be seen in the number of international businesses, such
as Coca-Cola, McDonald’s, Sony, and Honda, which are common around the world. The new
economic bonanza is apparent in the universal appreciation of food such as sushi, fashion such as
jeans, and music such as U.S. jazz and rock. Because of the global boom, more and more business
will involve international activities, which require the ability to communicate across cultures.
Because communication is an element of culture, it has often been said that commu-
nication and culture are inseparable. As Alfred G. Smith (1966) wrote in his preface
to Communication and Culture, “Culture is a code we learn and share, and learning
and sharing require communication. Communication requires coding and symbols
IS
B
N
0
-5
5
8
-9
8
8
5
2
-0
Intercultural Business Communication, Fifth Edition, by Lillian H. Chaney and Jeanette S. Martin. Published by Prentice Hall. Copyright © 2011 by Pearson Education, Inc.
2 Chapter 1 • The Nature of Intercultural Communication
that must be learned and shared. Godwin C. Chu (1977) observed that every cultural
pattern and every single act of social behavior involves communication. To be under-
stood, the two must be studied together. Culture cannot be known with a study of
communication, and communication can only be understood with an understanding
of the culture it supports.” (Jandt, 2007, pp. 27–28)
To gain a better understanding of the field of intercultural communication, knowledge of
frequently used terms is important. Such terms as intercultural, international, and multicultural
are often used interchangeably; however, certain distinctions should be made.
Edward T. Hall first used the term intercultural communication in 1959. Hall was one of
the first researchers to differentiate cultures on the basis of how communications are sent and
received. Hall defined intercultural communication as communication between persons of
different cultures.
Intercultural business communication is a relatively new term in the business world and
is defined as communication within and between businesses that involves people from more than
one culture. ...
British National Identity
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chapter 9Culture and EducationBy this point in the vol
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Culture and Education
By this point in the volume, the need for dialogue in public spaces
may seem obvious. But having this conversation occur in shared, respect-
ful, and productive ways is not easy in diverse, pluralistic settings. It may
be even more difficult in those settings where differences in race, gender,
sexual orientation, and language are awarded pride of place or position. In
this chapter Sonia Nieto advances the conversation about the educational
implications of some of the ideas we grappled with in Part Two: if
democracy involves people creating common and uncommon worlds in
order to define themselves and live together, what are some of the hori-
zons of significance available for this kind of education? Nieto captures
the challenge as how to live together and thrive amidst what seems
inevitable interracial misunderstanding and conflict explained by
differences in ethnicity, color, language—often referred to as cultural
differences.
Nieto reminds us that culture is not a given, but a human creation,
dependent on particular geographical, temporal, and sociopolitical con-
texts and therefore vulnerable to issues of power and control. She unpacks
some of the features that follow from this understanding—culture
as dynamic, multifaceted, embedded in context, influenced by social,
economic, and political factors, socially constructed, learned,
and dialectical—often drawing on her personal experience to illustrate
her points.
Sonia Nieto is Professor Emerita of Language, Literacy, and
Culture in the School of Education, University of Massachusetts,
Amherst. Her books include Affirming Diversity: The Sociopolitical
Context of Multicultural Education (5th edition, 2008, with Patty Bode),
What Keeps Teachers Going? (2003), and the edited volumes Puerto Rican
Students in U.S. Schools (Lawrence Erlbaum, 2000), Why We Teach
(Teachers College Press, 2005), and Dear Paulo: Letters from Those Who
Dare Teach (Paradigm Publishers, 2008). She has taught at the elemen-
tary grades through graduate school and continues to speak and
write on multicultural education, teacher preparation, and the educa-
tion of Latinos and other culturally and linguistically diverse student
populations.
127
Culture and Education1
sonia nieto
[We] are not simply bearers of cultures, languages, and histories, with a duty to
reproduce them. We are the products of linguistic-cultural circumstances,
actors with a capacity to resynthesize what we have been socialized into and to
solve new and emerging problems of existence. We are not duty-bound to
conserve ancestral characteristics which are not structurally useful. We are both
socially determined and creators of human futures.2
The term culture can be problematic because it can mean different
things to different people in different contexts. For instance, culture is
sometimes used as if it pertained only to those with formal education
and privileged social status, implying activities such as attendin ...
For this assessment, please research a law enforcement agency and a .docx
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For the topic of CloningConsult textbooks, journal articles, ency.docx
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For the past centuries a number of authors and researchers have made.docx
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For the final Portfolio Project, write a paper about an event in a p.docx
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Use this assignment as an opportunity to create an account from your subject's perspective, to tell a history that people might not have seen interpreted the way you interpret it. Represent the person's era and experience in context of what was happening around them, prioritizing their experience rather than the dominant experience.
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A thorough summary of the event, including the incidents that took place and the key individuals involved
The importance of the event in the larger scope of U.S. history
How the event changed the daily life of the person from whose perspective you are writing
A prediction for how the event will make a long-term impact in the lives of those in the under-represented group from which the perspective is being written (keep in mind that this perspective should be written from the time at which the event took place).
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Adhere to
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FOR SKYESSAYSFor the Final Project, you will assume the role of .docx
FOR SKYESSAYS
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Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i.e., activity consists of performing tasks that are part of a.
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By this point in the volume, the need for dialogue in public spaces
may seem obvious. But having this conversation occur in shared, respect-
ful, and productive ways is not easy in diverse, pluralistic settings. It may
be even more difficult in those settings where differences in race, gender,
sexual orientation, and language are awarded pride of place or position. In
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order to define themselves and live together, what are some of the hori-
zons of significance available for this kind of education? Nieto captures
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inevitable interracial misunderstanding and conflict explained by
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populations.
127
Culture and Education1
sonia nieto
[We] are not simply bearers of cultures, languages, and histories, with a duty to
reproduce them. We are the products of linguistic-cultural circumstances,
actors with a capacity to resynthesize what we have been socialized into and to
solve new and emerging problems of existence. We are not duty-bound to
conserve ancestral characteristics which are not structurally useful. We are both
socially determined and creators of human futures.2
The term culture can be problematic because it can mean different
things to different people in different contexts. For instance, culture is
sometimes used as if it pertained only to those with formal education
and privileged social status, implying activities such as attendin ...
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For the Phase 4 IP, you will choose three amendments from the Bill o.docx
For the Phase 4 IP, you will choose three amendments from the Bill of Rights, and discuss them. For this discussion board, you are to decide which amendment in the Bill of Rights you consider the most important today, and explain why. To support your position, discuss the following:
The purpose of the chosen amendment;
How this amendment impacts the average citizen today;
Examples of current political issues relating to your chosen amendment
Why you believe this amendment to be the most important of the 10 amendments that make up the Bill of Rights
.
For the past centuries a number of authors and researchers have made.docx
For the past centuries a number of authors and researchers have made a number of determinisms, some based on correlational data about the relationship between the concepts of IQ, intelligence, race and other social factors. Many of these determinisms have been viewed as very problematic by other researchers because the views they take are very flawed and have been politically utilized to justify prejudiced agendas against immigrants, individuals of lower socioeconomic status and people of socially perceived differing racial attributes such as skin color. Most of the evidence purported to support these agendas are based on very limited and biased viewpoints of amassed scientific data. This scientific data isn’t fake data but data that has been twisted to fit into an ideological scheme that has pervaded human society since the middle ages or even before. That a select minority of the population are superior in terms of genetics, intelligence, beauty, strength, etc. and therefore are more deserving of higher positions of authority, power, wealth, prestige and status.
One of the greatest false premises is the notion of the concept of intelligence. Human society is obsessed with categorizing things and putting them in their proper places and this obsession is even applied to abstract concepts such as intelligence and social concepts such as race. (Gould, 1995) Everyone has their own definition of what constitutes intelligence. Psychology has attempted to operationalize intelligence in its attempt to objectively measure an abstract concept, give it some type of form and make it measurable and discernable. These attempts have produced many different theories about intelligence but one of the most prevalent is the notion that intelligence is biological, inherited and therefore fixed. Humans are born intelligent and not made. This is most recognizable as general intelligence or g factor, which is based on correlation data, taken and analyzed from different types of intelligence tests that have been designed and applied. G factor has even been correlated with race and other social factors to indicate that statistically the most intelligent of the population are white and wealthy. The biggest problem is that one can’t forget that correlation is not causation. Just because it correlates well statistically does not mean that it causes it. Also for a correlation to be considered statistically significant it need not be high. A correlation of just .25 or 25% might be considered statistically significant, even though that number would normally be considered rather low.
This correlation data has been utilized to continually justify a status quo mentality that the rich and powerful deserve to be where they are and it’s a waste for those from lower classes or lower scores of intelligence to even aspire to more. Biology completely determines one’s intellectual ability, nothing can be done about it but resign oneself to one’s place in life.
For the interview assignment, students work in groups of 2 or 3 and .docx
For the interview assignment, students work in groups of 2 or 3 and are responsible for booking, traveling and interviewing a media professional on ONE media issue approved by the professor. The interview will then be turned into a separate 3-4 page report from each student following the directions below. Topics to Consider: 1. Ethical Advertising 2. Hard News Decisions 3. Job Challenges 4. Getting a Job 5. Censorship 6. Advertorials 7. Media Bias 8. Graphic Manipulation 9. News Violence 10. Portrayal of Society/Race 11. Portrayal of a Politician 12. Gossip & Tabloids 13. Age & Culture in Music 14. Sports Bias 15. Target Marketing Interview Guidelines 1. You must choose only ONE topic to focus the entire interview on. 2. Your goal is to capture the subject’s logos (logical), pathos (emotional) & ethos (ethical) views on whichever media issue that you and your partner choose. 3. Most importantly, avoid asking questions that could result in a simple “Yes” or “No” answer! 4. You should ask at least 10 total questions focused a subject related to the interviewee. Before the Interview 1. Bring a recording device. Interviewees can grow impatient if you try taking notes. 2. Bring written quotes or facts with you (helpful when reciting statistics). 3. Leave early to assure you arrive on time. 4. Turn off your cell phone. 5. Learn everything you can about the person before you make contact. 6. Don’t think of it as an interview, but a conversation and a great connected learning opportunity. During the Interview 1. Ask your key questions first, but save the tough questions for later. 2. Smile when asking each question and you will get a more enthusiastic answer. 3. Don’t be afraid to appear ignorant. A good interviewer doesn’t know everything—just how to learn. 4. Don’t always ask questions. Try "Tell me your thoughts on…" & "Describe your reaction to…" 5. Listen carefully. Don’t worry about your next question— it will come to you. 6. Thank him/her in person and follow up with a written thank you note in the mail. 7. Don’t forget to take a business card or picture with the media pro for proof of your interview! Writing the Report Combine quotes from the interview with your own research to write a 3 to 4-page report (1,000 word count minimum) on the topic of the interview. The introduction should list 1) who you interviewed, 2) what you focused on, as well as 3) when, 4) where and how you did it. The body should consist of paragraphs based on the questions you asked, as well as your own comments and research. Use some quotes from the interview (approx. one quote per page is usually sufficient). Conclude by summarizing what you discussed and what was learned from this project. The paper must be typed. Set margins to 1 inch all around. Use the Times New Roman font, size 12, double-spaced. Write the entire paper in past tense. On the last page, please attach a scan of the media professional’s business card or a photo of you with him/her to your paper!
.
For the last question set up and diagram an Incident Command System .docx
For the last question set up and diagram an Incident Command System for the following scenario. Define all the roles and responsibilities for each function area that would be included in this scenario. SCENARIO: At 10:05a.m. today, a hurricane/earthquake/tornado/flood hit the community of Edenton. The downtown area was hardest hit. People have reported damage to homes, and businesses have been affected as well. No fatalities have been reported. Three people with injuries have been taken to the Edenton Community Hospital, which is also reporting some damage. As many as 10 people are missing. The downtown fire station is destroyed/inoperable. Two other fire stations are operational. Other possible effects: A large fire has broken out in downtown Water mains are cut. 10 percent of the population has sustained injuries. Utility lines are down. Animals in the zoo have escaped from their cages. Looters are rampaging downtown. Sewers have backed up, endangering public health. Many houses are destroyed/inhabitable and shelters will be needed. A hazardous spill has occured. A major road has been affected.
.
For the Final Project, you provide an in-depth analysis of schizophr.docx
For the Final Project, you provide an in-depth analysis of schizophrenia. You discuss major symptoms of the disorder, as well as ways in which the disorder affects the brain. You analyze the influence of the disorder on the life of affected individuals, and you explore treatments of the disorder, including “alternate” treatments and whether such treatments can be considered ethical. Finally, you reflect on ways in which culture may influence diagnosis and treatment of individuals with the disorder.
4 to 6 pages
.
For the final Portfolio Project, create a presentation about an even.docx
For the final Portfolio Project, create a presentation about an event in a period of U.S. history up to Reconstruction. Presentations may be created in a website, or in an application such as Prezi, VoiceThread, PowerPoint, or YouTube. This presentation must be written from the perspective of a specific historical figure from an under-represented population. Use this assignment as an opportunity to create an account from your subject's perspective, to tell a history that people might not have seen interpreted the way you interpret it. Represent the person's era and experience in context of what was happening around them, prioritizing their experience rather than the dominant experience. Possible perspectives include that of Anne Hutchinson, Pocahontas, or Sojourner Truth.
This presentation must include a discussion of the following topics:
A thorough summary of the event, including the incidents that took place and the key individuals involved
The importance of the event in the larger scope of U.S. history
How the event changed the daily life of the person from whose perspective you are writing
A prediction for how the event will make a long-term impact in the lives of those in the under-represented group from which the perspective is being written (keep in mind that this perspective should be written from the time at which the event took place).
Please adhere to the following requirements for the presentation:
The presentation should be 10-14 slides in length, not including title or reference slides.
A 2-3 page paper narration should accompany the presentation. Alternatively, a 4-6 minute audio narration following the presentation may be submitted.
Include at least one image on each slide and a citation for each image used. Images may include portraits, images of documents important to the individual, and images of the country at the time.
Use at least five sources, including a scholarly journal article.
Have an introduction and strong thesis.
Make use of support and examples supporting your thesis.
Finish with a forceful conclusion reiterating your main idea
Adhere to
CSU-Global Guide for Writing and APA Requirements
Review the grading rubric, which can be accessed from the Course Information page.
.
For the final Portfolio Project, write a paper about an event in a p.docx
For the final Portfolio Project, write a paper about an event in a period of U.S. history up to Reconstruction. This paper must be written from the perspective of a specific historical figure from an under-represented population.
Use this assignment as an opportunity to create an account from your subject's perspective, to tell a history that people might not have seen interpreted the way you interpret it. Represent the person's era and experience in context of what was happening around them, prioritizing their experience rather than the dominant experience.
Possible perspectives include that of Anne Hutchinson, Pocahontas, or Sojourner Truth.
This paper must include a discussion of the following topics:
A thorough summary of the event, including the incidents that took place and the key individuals involved
The importance of the event in the larger scope of U.S. history
How the event changed the daily life of the person from whose perspective you are writing
A prediction for how the event will make a long-term impact in the lives of those in the under-represented group from which the perspective is being written (keep in mind that this perspective should be written from the time at which the event took place).
Please adhere to the following requirements for the paper:
Adhere to
CSU-Global Guide for Writing and APA Requirements
Consist of at least four full pages but no more than six pages
Use at least five sources, including a scholarly journal article
Have an introduction and strong thesis
Make use of historical evidence and examples supporting your thesis
Finish with a forceful conclusion reiterating your main idea.
.
For the assignment attached, i need 3-4 pages of material added on t.docx
For the assignment attached, i need 3-4 pages of material added on to it, same topic, same subject, just continue the paper after the introduction paragraph before the annotated bibliography. Those are the sources that need to be used. Please cite throughout the paper. This is APA format. No plagerism. Need this person to be reliable. Need this ASAP. It is due Sunday night, but i need it sooner to look it over.
.
FOR SKYESSAYSFor the Final Project, you will assume the role of .docx
FOR SKYESSAYS
For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defined problem), or (c) a real/simulated experience (i.e., activity consists of performing tasks that are part of a.
For Professor2013DetailsCombine all elements completed in previ.docx
For Professor2013
Details:
Combine all elements completed in previous weeks (Topics 1-4) into one cohesive evidence-based proposal and share the proposal with a leader in your organization. (Appropriate individuals include unit managers, department directors, clinical supervisors, charge nurses, and clinical educators.)
Obtain feedback from the leader you have selected and request verification using the Capstone Review Form. Submit the signed Capstone Review Form to
[email protected]
For information on how to complete the assignment, refer to "Writing Guidelines" and the "Exemplar of Evidence-Based Practice Capstone Paper."
Include a title page, abstract, problem statement, conclusion, reference section, and appendices (if tables, graphs, surveys, diagrams, etc. are created from tools required in Topic 4).
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Note
: All Capstone Projects are to be submitted to the College. Please submit the Capstone Project Copyright and Distribution Form as well as an electronic copy of the Capstone Project itself to this e-mail address:
.
For professor2013DetailsCombine all elements completed in pre.docx
For professor2013
Details:
Combine all elements completed in previous weeks (Topics 1-4) into one cohesive evidence-based proposal and share the proposal with a leader in your organization. (Appropriate individuals include unit managers, department directors, clinical supervisors, charge nurses, and clinical educators.)
Obtain feedback from the leader you have selected and request verification using the Capstone Review Form. Submit the signed Capstone Review Form to
[email protected]
For information on how to complete the assignment, refer to "Writing Guidelines" and the "Exemplar of Evidence-Based Practice Capstone Paper."
Include a title page, abstract, problem statement, conclusion, reference section, and appendices (if tables, graphs, surveys, diagrams, etc. are created from tools required in Topic 4).
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Note
: All Capstone Projects are to be submitted to the College. Please submit the Capstone Project Copyright and Distribution Form as well as an electronic copy of the Capstone Project itself to this e-mail address:
[email protected]
7 NRS 441v.10R.Writing guidelines.docx
NRS441V.11.0_Capstone_Consent_Form.docx
8 NRS 441v.10R.Exemplar of Evidenced-Based Practice.docx
NRS441V.R.CapstoneReviewForm_1-27-14.docx
.
For Prof. Stewart OnlyChpt 12200 word minimum for each questio.docx
For Prof. Stewart Only
Chpt 12
200 word minimum for each question.
1.
What trends can we already see and what changes can we anticipate in America's health insurance system over the decades ahead? What is driving these changes? Do you see the changes as positive or negative? Why?
2.
The textbook authors, Sultz and Young, present what they describe as the "paradox" of U.S. health care. What do they mean by this term as applied to health care in America today? What can be done about this paradox in your view?
.
For more than five decades, Robin M. Williams, Jr. served as profess.docx
For more than five decades, Robin M. Williams, Jr. served as professor for Cornell University Sociology Department. Williams contributed to the sociological analysis of our society by tracking some of the most challenging issues in the 20th Century.
In 1970, Williams identified ten key values (in order or priority) of United States culture:
Equal Opportunity
Achievement and Success
Material Comfort
Activity and Work
Practicality and Efficiency
Progress
Science
Democracy and Free Enterprise
Freedom
Racism and Group Superiority
Initial Post Instructions
Reflect upon Williams’ key values of 1970 America. For your initial post, address the following:
Compare Williams’ list of 1970 values with your own perspective of principles in 2011. Are there similarities or have they changed? What has driven the change?
Formulate a new list according to your perspective of the 10 Key Values of contemporary culture in America. You may use some of the values from Williams’ list or create an entirely new list based upon your beliefs, attitudes, and perspectives. Share your new list within the discussion board.
Critique your 2011 Key Values in America. Explain the reasoning method in prioritizing the updated key values.
.
For Part 2 of your MAP Clearly describe the desired outcome(s) from.docx
For Part 2 of your MAP: Clearly describe the desired outcome(s) from the implementation of your MAP.
Consider limits on time, money, and other resources, and consider any constraints of the policy-making process that are specific to your MAP.
Clearly identify the path from legislation to implementation that would facilitate your plan.
Be sure to consider the questions below as you clarify your measureable goal.
What political elements and legislative processes are involved in your MAP?
What goal are you trying to accomplish?
What is the process of meeting your goal?
What measurements and assessments will ensure the success of your MAP implementation?
What realistic constraints do you have as you start to create your plan?
.
For Prof. Goodman!Global Economic Environment Course A.docx
For Prof. Goodman!
Global Economic Environment Course
Assignments
Hello!
Here’s the Unit 1 Assignment 1 (Unit 1 Economic Problems) which is due by Sunday, 1/17/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 1: Problem 5, a through d, on page 23.
Chapter 3: Problem 7, a through d, on page 74
---------------------------------------------------------
Class,
Hello! Here’s the Unit 2 Assignment 1 (Unit 2 Economic Problems) which is due by Sunday, 1/24/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 6, Problem 6 on p.151.
Chapter 7, Problem 6 on p.165.
---------------------------------------------------
Class,
Hello! Here’s the Unit 3 Assignment 1 (Unit 3 Economic Problems) which is due by Sunday, 1/31/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 9, Problem 3 on p.219.
Chapter 10, Problem 4 on p.238.
Chapter 11, Problem 2 on pp.252-253.
---------------------------------------------------
Class,
Hello! Here’s the Unit 5 Assignment 1 (Unit 5 Economic Problems) which is due by Sunday, 2/14/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 25, Problem 4 on pp.566-567.
Chapter 27, Problem 4 on p.612.
Chapter 29, Problem 8 on pp.657-658.
Chapter 30, Problem 3a on p.680.
WEEK 1 - Reflection
Throughout the course, you have been building toward the achievement of the following competencies:
Analyze contemporary leadership practices from the perspective of innovation in a global environment.
Evaluate the leadership skills that drive innovation.
Evaluate what leaders of innovation do to shape organizational culture.
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
For this discussion, reflect on the knowledge and skills you developed over the past six weeks. Address the following in your post:
Select one competency that you feel is the most important to you. How has your ability to perform these skills and apply this knowledge evolved? What concepts, skills, or insights were most relevant to you?
How have you grown in your academic and professional goals? Have you made progress on any items in the action plan you developed during first course?
---------------------
Leading Innovation
The white paper by Leslie, which you read earlier in this unit, presented a comprehensive study of 10 leadership skills and practices that will be needed to effectively lead organizations into and in the future. Based on what you know so far about the DNA of disruptive innovators, explain which of these leadership skills provides the best support for leading innovation and creating innovative organizations. What are the specific attributes of the leade.
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For this assessment, please research a law enforcement agency and a .docx
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For the theories to be used in this paper it will be Psychodynamic.docx
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For the topic of CloningConsult textbooks, journal articles, ency.docx
For the topic of CloningConsult textbooks, journal articles, ency.docx
For the speeches by Kennedy and King, please write a one-page respon.docx
For the speeches by Kennedy and King, please write a one-page respon.docx
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For the assignment attached, i need 3-4 pages of material added on t.docx
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FOR SKYESSAYSFor the Final Project, you will assume the role of .docx
FOR SKYESSAYSFor the Final Project, you will assume the role of .docx
For Professor2013DetailsCombine all elements completed in previ.docx
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- 1. Focus your discussion on the following: How important is it to commerce in a country that the people of the country have been exposed to crosscultural influences because of colonization or intercultural exchanges? Explain and discuss, using specific examples. Imagine that you are head of state of the country of Aiuniv, which is located on a small continent in the South Pacific. The country is about the size and geography of Texas, and it has a border with the ocean and another border with a country of the same size and geography. What cultural tools might you use to maintain the historical traditions of your country? How might you keep out some foreign influence while accepting other outside cultural influences? What have real countries done to deliberately influence interaction with outside cultures?