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Introduce the author's full name, the title of the poem, and offer your topic sentence which signals you are responding to the prompt for that poem . Give a brief 1-2 sentence overview of the work--what is it about? Move into your argument and introduce your evidence Cite AT LEAST 5 lines/phrases/words from the poem Use elements of poetry as needed in your analysis--PUT THESE IN BOLD speaker and tone figurative speech (metaphor, simile, synechdoce, symbol, personification) sound rhyme rhythm and meter diction and syntax theme When you cite, use a forward slash to separate lines and cite the lines in ( ) He seems to reject "old time-covered/History" (7-8) in favor of "Mythology" (11). Use the key words in your topic sentence--stay focused Use a formal tone Eliminate careless errors in spelling, punctuation, capitalization and grammar .

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When you cite, use a forward slash to separate lines and cite the
lines in ( )
He seems to reject "old time-covered/History" (7-8) in favor of
"Mythology" (11).
Use the key words in your topic sentence--stay focused
Use a formal tone
Eliminate careless errors in spelling, punctuation, capitalization
and grammar

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Poetry Explication World Literature Poetry Explication Assignment Due: 12/02/16 (end-of-day) The Assignment: Write a four-page explication of two short poems from our assigned texts in Week 5 (research optional). Choose two poems that you think will work well together, but offer contrast on some levels (either in form or in content). Poems covered deeply in class discussion are not eligible for this assignment. Pick poems we did not cover in depth. About Explication: Explication is the unraveling of a poem (or story or play), analyzing the poem word-by-word, line-by-line, or stanza-by-stanza. In unfolding the poem, address any literary devices you see: simile and metaphor, allusion, rhyme, rhythm, repetition, onomatopoeia, form, and other techniques (see Poetry.org). How do these all contribute to the overall message of the poem? An explication is a way for you to slow down and focus on the detail. Often, a poem that you find confusing will make sense once you take some time to examine it piece by piece. Cite all sources according to MLA and include a Works Cited page. Introduction: Include title (in quotation marks), author, dates, brief background of the author if necessary and relevant, a brief summary of the plot (situation), or literal level of the poem, and your thesis, which is an interpretation (argument) of the meaning you see. Body Paragraphs: Systematically go through the poem showing the techniques stated in your thesis and showing how they relate to the poet’s argument. Brief quotes should be incorporated into your sentences to clarify your point. Do not, under any circumstance, quote the entire poem within the paper. If you quote three or fewer lines, an inline quote, you should introduce the quote with a signal phrase, and then quote the section of the poem, indicating line breaks with a “/” and stanza breaks with a “//”. Author writes, “quoted line/quoted next line” (871). To quote more than three lines, use a block quote. In either case, follow the quote with a parenthetical reference of the line number(s). And then, make sure that you follow the quote with a close analysis/unpacking of the meaning. If you quote there must be a reason, and it is your job to “unpack” what is inside the quote—don’t expect readers to see your points only based on the quote. Conclusion: Here you pull the paper together and reaffirm your thesis. You could discuss how the poem relates to real life and/or use this paragraph to disagree with the poet’s argument if you wish. Avoid, “I think…” or “I feel…” language. Be specific with word choice and avoid vague words like unique, interesting, amazing, etc. Style: Keep your sentences focused on the poem itself. Include transitions where appropriate to avoid jumping quickly from one topic to the next. Additional Style Tips: While the explication tends to be a chronological progression, consider the organization of the paper. How can you group your observations? This, as any other formal paper, shoul.

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How to Quote and Cite Poetry You will be required to quote and cite lines of poetry for both the Red Bird and Rose analyses. The grade for the poetry analyses will be partly determined by style and partly determined by your analysis of meaning. This PDF handout will focus on the importance of correct style. Paragraph Basics In order to promote clarity, each paragraph must have a topic sentence that announces the main idea of the paragraph. For smooth flow, the beginning of the topic sentence should include a transitional phrase. To promote unity (staying on topic), all paragraphs should present only ONE idea which is supported by facts, examples, statistics or illustrations, etc... Writing unified paragraphs helps both the writer and the reader to concentrate on one point at a time. Let no detail or example creep into your paragraph if it doesn’t support the one idea, or topic sentence. A new paragraph should result if there is a shift of subject, idea, emphasis, speaker, time, or place. In other words, keep one idea per paragraph. Introducing Quotes Readers should be able to move from your own words to the words you quote from a source without feeling a jolt. So introduce all your quotes with signal phrases, usually including the author’s name, to prepare readers for the source: According to ornithologist Jay Sheppard, “The bald eagle seems to have stabilized its population, at the very least, almost everywhere” (96). Although the bald eagle is still listed as an endangered species, it “seems to have stabilized its population, at the very least, almost everywhere” (Sheppard 96). To avoid monotony and excessive repetition, try to vary your signal phrases. Below is a list of appropriate phrases you can use to introduce a quote: acknowledges, adds, admits, agrees, argues, asserts, believes, claims, comments, compares, confirms, contends, declares, denies, disputes, emphasizes, endorses, grants, illustrates, implies, insists, notes, observes, points out, reasons, refutes, rejects, reports, responds, states, suggests, thinks, writes. (Work Cited - Hacker, Diana. Instructor’s Edition: Rules for Writers. 5th ed. Boston: Bedford/St. Martin’s, 2004.) Introducing Lines of Verse * Here are a few examples on h ow to introduce lines of verse. (Source: WikiHow. Please visit the webpage (link below) to read more about quoting and citing poetry): Example: Robert Frost uses a variety of words and phrases such as “frozen” (7), “darkest evening” (8), and “before I sleep” (15) to imply thoughts of solitude and the desire to not return to his obligations. Example: The notion of solitude appears in many notable poems including the famous lines, "The woods are lovely, dark, and deep / But I have promises to keep / And miles to go before I sleep" (Frost 13-15). Example: Robert Frost writes about solitude and man’s relationship with nature: Whose woods these are I think I know. His house is in the village, though; He will not see me stopping ...

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Assignment Sheet for English 1302 Poetry Explication Essay Purpose: The purpose of this assignment is to demonstrate how the uses of particular elements in a poem help to develop a specific theme in the poem. Our book defines explication as “the patient unfolding of meanings in a work of literature.” Explication is an act of interpreting “details a casual reader might miss and illustrating how a work’s smaller parts contribute to the whole” (1114). Task: The poem must be in Backpack Literature. Haiku are not allowed for this essay. 1) Do a close reading of the poem. Annotating the poem is recommended. 2) Focus on particular elements such as: diction, images, shifts, tone, figurative language or sound devices (Focus on things in the poem that need explaining!) 3) Your paper needs to lead to a discussion of theme. Length: This paper should be at least 500 words. Format: This paper should be in MLA Format. There will be a Works Cited page with the poem and any other sources used. This does not count in the 500 word minimum. Outside sources are not required for this essay. Relevant Resources: -See Table of Contents for chapters on poetry (chapters 9-22, pages xiii-xxiv) -See page 1119 for a sample explication essay. -TPCAST worksheet to help break down the poem. Due: Final Draft due Monday, May 1st (Late papers cannot be accepted!) Tips to Keep in Mind: 1. Refer to the speaking voice in the poem as the “speaker” or “the persona.” For example, do not write, “In this poem, Frost is uncaring about death.” However, you can write, “In this poem, Frost presents a speaker who…” We cannot absolutely identify Frost as the speaker of the poem, so it is more accurate to say “the speaker” in an explication. 2. Use the present tensewhen writing about poetry. The poem, as a work of literature, continues to exist! 3. Avoid repeating the same verbs like “says” and “states.” Here are some verbs: dramatizes, emphasizes, presents, suggests, illustrates, asserts, characterizes, argues, underlines, stresses, asks, offers 4. Follow MLA guidelines for writing about poetry: a) If you are quoting two to three lines of poetry, you will use a slash with one space on each side. Page numbers are not cited. Instead, the line number(s), enclosed in parentheses, go after the end quote and before any end punctuation. You will usually find the line numbers to the left of the poem. Example: Lord Byron uses alliteration in the following lines, "Where thoughts serenely sweet express / How pure, how dear their dwelling-place" (11-12). b) If you are quoting more than three lines of poetry, you will follow the rules for block quotes—indent each line by two tabs (one inch, ten spaces). The lines are not enclosed in quotes. The line number(s), enclosed in parentheses, go after any end punctuation. The lines, as always with MLA style, are double-spaced. Do not change any of the poem’s capitalization or punctuation. If a poem’s line goes further than the right ma ...

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Overview In our study of poetry, we have discussed several key poetic elements such as rhythm, sounds and song. Formal Writing Assignment 3 is a critical thinking and information literacy project that will require you to make deeper connections between poetry and music. Requirements Access Online Sources : To begin, pick a song that you like. The song you pick should be chosen on the merits of its lyrics rather than its beat or musical accompaniment. The song, which must be in English , may contain a moderate amount of graphic language, and, if you choose, it may deal with controversial themes. Locate the reliable lyrics to your song from an online source. A copy of the song lyrics must be attached to your completed paper. If your song has been covered by many different artists, please identify which version you are discussing in your paper, and make sure that the lyrics you attach correspond accordingly. Analyze (at least 400 words): Once you have picked your song, you are to analyze it as a piece of poetry in a well-organized essay of at least four paragraphs. As the analysis depends on it, your paper should also include some quotations from the song. Because you will be quoting text from the chosen song, you will also need to include a Works Cited page. Examine the song through the scope of some of the following poetic elements: Persona Voice (Irony, Tone) Diction Allusion Imagery Rhythm Sound (Rime, Alliteration/Assonance, etc.) Symbols Figures of speech Denotation/connotation Type of poetry (i.e., lyric, narrative, etc.) Reflect (at least 150 words): Your analysis should have identified and explained what elements qualify your song to be appreciated as a poem. Here, however, I would like for you to reflect upon which parts of the song’s power come from the words and which come from the music and/or artist performance. Does an examination of the words alone fail to recreate the total power of the original song – why or why not? Things to Remember All papers for this class should adhere to MLA format. A Works Cited page is required. Do not forget to give your paper a title. Do not include a cover sheet. At the top of the first page simply write a header consisting of your name, the date and our course and section names. The song that I have chosen for this assignment is Rolling in the Deep by Adele. .

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Poems Essay - The goal of the writing is to compare to poems. Please choose one of the following pairs: Two poems (in the attachment) by Maya Angelou OR Two poems (in the attachment) by Charles Bukowski - Compare (don't contrast) the works of the poems. Focus on TWO specific elements such as theme, tone, language, and speaker. Do not focus on the personal lives of the poets/poets themselves. - Aim for about 550 words total. Use the number of paragraphs you feel you need (I’d suggest a brief intro, 2-4 body paragraphs, and a brief conclusion). - Include a 1-2 sentence thesis in your intro.  - I suggest listing the poems you will cover in a sentence after your thesis.  - Your analysis should be based on close reading of the poems. - Make use of the transitional/terms of comparison. - Do not use outside sources for this assignment. I want your ideas. All writing/work must be original (other than quotes from the poems).   - Use quotation marks for titles of poems and "/" marks to show new line of poetry. - BE SURE AND CITE ALL LINES OF POETRY USING MLA FORMAT/LINE NUMBERS. ...

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ENG 112 : Poetry Essay Note: don’t upload an electronic copy to Moodle/Turnitin just yet. Length: 3-4 pages. Typed, double-spaced, with standard 1-inch margins, 12pt font, and Work Cited. Number your pages and staple. William Butler Yeats once said that when you have an argument with the world you write an essay, but when you have an argument with yourself you write a poem. Poetry’s advantage is that it can explore these complex arguments not only through its content (subject, characters, themes), but also largely through form (structure, layout, patterns of rhyme and meter, patterns of diction or imagery, repetition, etc.). TASK:Select two complete poems from our anthology (i.e. not the ones that are just fragments), a pair that you think does something interesting together. Write an essay that, by comparing and contrasting the poem’s form and content, forms an argument to suggest something significant the authors do with their subject. Put emphasis not merely on WHAT the poem is saying but HOW and WHY. (If you wish, one of the poems can come from outside the anthology). PURPOSE: To practice extensive brainstorming, sustained close-reading and analysis, and argument-based essay writing. CRITERIA: Papers will be graded on the sharpness of the observations, wisdom of the organization, precision of the writing/grammar/punctuation, the level of interest generated by the comparisons and contrasts, and the degree to which the observations have been crafted into a unified argument. Basic Writing Reminders: -For this assignment, outside research is not only discouraged – it is forbidden. Work only with what you can get from the poem itself. -Resist organizing your paper through a chronological treatment of each poem (papers that do this fall into the trap of merely retelling/summarizing the poem, whereas your true goal here is analysis). The strongest papers organize paragraphs around topic sentences that make a broad claim followed by specific details and evidence. Provide a concluding paragraph that recaps your point and brings out the larger significance involved in what you’ve demonstrated. End with a Works Cited listing the poems. -To increase flow in your writing, be sure each paragraph has a strong topic sentence. Good topic sentences usually contain some sort of transition from the last paragraph and an argument (not just an observation but a debatable argument that advances your point) for the present one. -Practice the important habit of granting writers poetic license to create speakers who are not themselves; rather than assuming the “I” in a first-person poem is the poet him- or her-self, it is safer to refer to them as the poem’s “speaker.” -Be specific. Avoid overly-general statements like "the diction is descriptive," "the poet uses diction and imagery to convey her theme," or "the form of the poem makes it flow." Instead always specify the type of diction/imagery/form/etc. and which specific theme/desc ...

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Choose one literary work from this semesterâ€™s readings to analyze. Gilgamesh/The Iliad/Oedipus/Aeneid/The Canterbury Tales/Petrarchan poetry/Sunjata/Hamlet form an analysis of any of the following aspects of the story: Characterization Conflict Imagery Point of view Symbolism In 1000 to 1500 words Include a thesis statement at the end of the introduction paragraph. Include Topic sentences at the beginning of each body paragraph. must be formal and written in 3rd person. mustÂ include at least 2 Secondary (outside) sources from a Literature Database. must include multiple quotes from Primary (the literary work) and Secondary sources (the research or outside source). Complete informal outline Use MLA headings (See example below) must be double-spaced Font must be 12-point; Font must be Times New Roman or Courier New Margins must be set at 1" on all sides Indent each paragraph (use a Tab) and only double-space between paragraphs Do not add extra returns between paragraphs Key Features of a Literary Analysis An arguable thesis â€” A literary analysis is a form of argument; you are arguing that your analysis of a literary work is valid. Your thesis, then, should be arguable, or at the very least, persuasive. Careful attention to the language of the text â€” The key to analyzing a text is looking carefully at the language, which is the foundation of its meaning. Specific words, images, metaphorsâ€”these are where analysis begins. You may also bring in contextual information, such as cultural, historical, or biographical facts, or you may refer to similar texts. But the words, phrases, and sentences that make up the text you are analyzing are your primary source when dealing with texts. Thatâ€™s what literature teachers mean by â€œclose readingâ€: reading with the assumption that every word of a text is meaningful. Attention to patterns or themes â€” Literary analyses are usually built on evidence of meaningful patterns or themes within a text or among several texts. These patterns and themes reveal meaning. A clear interpretation â€” A literary analysis demonstrates the plausibility of its thesis by using evidence from the text and, sometimes, relevant contextual evidence to explain how the language and patterns found there support a particular interpretation. When you write a literary analysis, you show readers one way the text may be read and understood; that is your interpretation Informal Outline INTRODUCTION (One paragraph) What will you include in the Introduction paragraph? Quote? The SUMMARY SECTION (One paragraph) What are the essential plot points? Quote? THE LITERARY ANALYSIS SECTION (Multiple paragraphs) What is your main point of analysis or main theme? What is the basis for your analysis? (Characterization, Conflict, Imagery, Point of view, or Symbolism) Have you found any sources yet? Any Quotes? THE EVALUATION/CONCLUSION (One paragraph) W.

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Inquiry into Hamlet / Poetry Essay Instructions: As an extension of the Hamlet unit, students will write an inquiry essay on a topic inspired by the tragedy of Hamlet. This essay will be between 900-1200 words in length. Evidence for the essay will be balanced equally between specific quotations from three poems and the play, Hamlet. Step One: Working in small groups, students will engage in a thorough, line by line analysis of one of the soliloquies of Hamlet and share their analysis with the class. Step Two: Students will select an inquiry topic from Hamlet and construct 2-3 inquiry questions about the topic. Students should not have preconceived answers to the questions. Step Three: Gather specific evidence from the play, Hamlet, that relates to the inquiry topic. Topics that do not have sufficient evidence from the play will have to be reconsidered. Step Four: Students will select three poems from three different poets that specifically relate to the inquiry topic. Each of the poems must come from a different time period, and different forms of poetry should be included. Poems must be sufficient in length to make meaningful connections to the inquiry topic with specific evidence. You may use no more than ONE of the poems analyzed in class. Major Literary Eras: Traditional Poetic Forms: Non-traditional Poetic Forms: The Middle Ages. (c.750-1485) Ballad Dramatic Monologue or Soliloquy The Renaissance (1485-1660) Elegy Nursery Rhyme and Nonsense Verse The Restoration of the Eighteenth Century (1660-1700) Free Verse Prose Poetry The Romantic Period (1784-1837) Ode Rant The Victorian Age (1837-1914) Sonnet Shape or Concrete Poetry The Modern Period (1914~) Villanelle Song (including rap) (Consult with the teacher if you would like to include an example of a poetic text that is not indicated here as one of your three poems.) Step Five: ANALYSIS Original and thorough analysis of each of the three poems will be conducted and evaluated as part of the writing process. In addition to analyzing for meaning, students will consider poetic devices, structure and style. Key quotations from each of the poems will be used as evidence. Step Six: OUTLINE: Students will determine the structure of the essay in a formal, fully-conceived outline. Consideration of the various essay methods of development is advised. Location of thesis and order of arguments, as well as the specific inclusion of evidence, needs to be determined and included in the outline. The formal outline, including inquiry questions, thesis, arguments, and evidence, in order, will be evaluated as part of the process. This is a mandatory component of the essay. Step Seven: Consult with the teacher (if necessary), specifically focusing on the inquiry questions and thesis, construction of arguments, and use of evidence from multiple texts. Step Eight: ROUGH DRAFTS: Write the rough draft and engage in detailed editing. Students must have a minimum of tw.

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Poetry Explication Essay Assignment An explication is a complete and detailed analysis of a work of literature, often proceeding word-by-word or line-by-line through the work. For this paper, you will be writing an explication of a poem. This assignment asks you to analyze and interpret a short poem of your choice from the textbook. To succeed, you should demonstrate that you understand the terms in our textbook and can apply them. By “terms,” I mean words such as “irony,” “allusion,” “connotation,” “metaphor,” and “apostrophe.” (Not every poem calls for the same terms.) You can use the TPFASST worksheet to help you with this. More important than terminology, though, is your understanding of the poem and your ability to express it coherently. In your essay you should be writing for a general audience. Think of your goal for this assignment as two-fold: to explain a poem to your reader and to offer your own particular insights. You are welcome to elaborate your own reactions to the poem, but keep in mind that personal opinions do not replace interpretation. Technical Requirements for Explication: · The paper must be typed and double-spaced using Times New Roman 12 point font and 1 inch margins. · The final draft of the paper must be about three - five (3-5) pages. · This is not a research essay; therefore, you will not be required to use outside sources. But, some basic research may be required for you to give some background information about the poem or the poet. MLA documentation and citation required. You can develop this later into your research paper, though, with more sources. · No late papers will be accepted. In the Explication you will be presenting your "reading" of the poem. Such a reading will require you to understand all aspects of the poem and to have a grasp of the meaning of individual parts of the poem in relation to the entire work. You are not, however, striving to be exhaustive in your "explanation" of the poem, but rather you should strive to be selective in considering only those details that are significant to your own thematic understanding of the poem. Some thoughts on organizing your paper: An explication demonstrates your ability to (1) follow the essential details of the poem, (2) understand the issues and the meaning the poem reveals, (3) explain some of the relationships of content and technique, and (4) note and discuss especially important or unique aspects of the poem. · In your introduction, use your thesis or central idea to express a general view of the poem, which your essay will fill out with specific details. · In the body of your essay, first explain the poem's content--not with a paraphrase, but with a description of the poem's major organizing elements. So, if the speaker of the poems is "inside" the poem as a first-person involved "I," you do not need to reproduce this voice yourself in your description. Instead, describethe poem in your own words, with whatever brief introductory phrases you find .

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Marketing Plan Goals, Objectives, and Strategy WorksheetIII.M.docx

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MGT 4337: Business Policy and Decision Making Module 3 Strategy Exercises Worksheet Overview: This exercise will tie concepts from the chapter material to the simulations assigned in this module. Completing this exercise will prepare you to help you to make decisions during the simulation rounds and prepare you for completing this module’s decision log journal entries and artifact analyses. Specifically, you will apply what you learned in Chapters 5 and 6 to identify your own company’s and your rivals' competitive and supplemental strategies, as well as outline specific actions to obtain a sustainable competitive advantage. Directions: Download and save a copy of this document so you can edit the worksheet with your responses to the questions below. Chapter 5 1. Which of the five basic competitive strategies best characterize your athletic footwear company’s strategic approach to competing successfully? 2. Which rival footwear companies appear to be employing a low-cost provider strategy? 3. Which rival footwear companies appear to be employing a broad differentiation strategy? 4. Which rival companies appear to be employing some type of focus strategy? 5. Which rival companies appear to be employing a best-cost provider strategy? 6. What is your company's plan to achieve a sustainable competitive advantage over rivals? List at least three (preferably more than three) specific kinds of decision entries on specific decision screens that your company has made or intends to make to win this kind of competitive edge over rivals. 1. 2. 3. Chapter 6 1. What offensive strategy options discussed in this chapter does your athletic footwear company have? Identify at least two offensive moves that your company should seriously consider in order to improve the company’s market standing and financial performance. 1. 2. 2. What defensive strategy moves should your company consider in the upcoming decision round? Identify at least two defensive actions your company has taken in the past one or two decision rounds. 1. 2. 3. Is your company vertically integrated to some extent? Explain why or why not. Rubric Guidelines for Submission: To complete this assignment, submit a saved copy of this completed worksheet. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. Criteria Exemplary (100%) Needs Improvement (75%) Incomplete (50%) Not Evident (0%) Value Worksheet Submitted a complete worksheet that demonstrates sincere effort. Submitted a mostly complete worksheet that demonstrates sincere effort. Submitted an incomplete worksheet. Did not submit a worksheet. 100 Total 100% image1.png Unit 4 Assignment For this assignment, you are going to gather some data and discuss your results. Interview or survey 10 people and ask each person the first three terms or words that.

MGT 4337 Business Policy and Decision Making Module 3 .docx

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MedWatch: The FDA Safety Information and Adverse Event Reporting Program As noted earlier, there are mandatory and voluntary error reporting requirements. Executive leaders need to be aware of both types and be a part of the decisional team tasked with determining participation in voluntary errors. Ethics directs healthcare leaders to participate in all activities designed to improve patient safety. Policies need to be developed as well as staff training. It is common for all error reporting forms to be routed to leadership and risk management. Generate an error report. Include the following aspects in the discussion: Access the form from MedWatch: For VOLUNTARY reporting of adverse events, product problems and product use errors Using a prior error that you can remember, complete the form (this form will not be submitted; it is for personal practice only) Discuss if, as a nurse executive, you would choose to participate in voluntary error reporting Discuss the risks and benefits of your decision NOTE- JUST WRITE 150 WORDS .

MedWatch The FDA Safety Information and Adverse Event Reporting.docx

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Mass Murderers and Serial Killers Review the two case studies outlined below: Case 1: Mass Murder Andrea Yates was convicted of drowning her five children and given a sentence of life in prison. Later, it was found that the sentence of life in prison was based on the inaccurate testimony of a highly respected forensic psychiatrist. Her life sentence was overturned, and she was found guilty by reason of insanity and sent to a mental hospital. Yates suffered from severe postpartum depression and had been hospitalized for an attempted suicide before she killed her children. Yates was delusional and reported having thoughts that were degrading and persecuting her for her motherhood. She was also having command hallucinations telling her she was a bad mother and her children would grow up to be criminals, so she should save them by drowning them. Case 2: Serial Killer In 1980, John Wayne Gacy was found guilty of murdering 33 young men. He picked up some of his victims at a local homosexual bar. Other victims were taken home for "interviews" as prospective employees for his construction business. The remains of 29 victims were found buried under his home while the other four victims had been thrown into the Des Plaines River near Chicago. Gacy always maintained his innocence throughout the trial and appeals process claiming someone else put the bodies in the crawl space beneath his house. Also known as "The Killer Clown," Gacy used handcuffs and chloroform to subdue his victims, and then he would tie a rope around their necks and slowly twist until he squeezed the life out of them. Gacy had been married twice and had two children from the first marriage. Both marriages ended in divorce when his wives found items from his victims or were unhappy from a lack of any sexual contact between them. During both marriages and afterwards, Gacy was considered an outstanding member of his community. Gacy was executed on May 10, 1994. Case 1 (mass murder) and Case 2 (serial murder) can be analyzed and categorized by fitting them into one or more of the theories developed to explain the phenomenon of multiple murder. The theories are developed by experts in the field who study mass and serial murderers. After reading the two case studies, discuss the following: What are the similarities and differences between the definitions for serial and mass murder? What purposes are served by establishing the typologies that apply to a mass murderer? Are they the same purposes that are served by establishing the typology of a serial killer? Could a serial murderer ever become a mass murderer and vice versa? Why or why not? Considering the cases described above, which typologies apply to each killer? Explain how you arrived at this conclusion. .

Mass Murderers and Serial KillersReview the two case studies out.docx

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Memorandum of Understanding “The Norwalk Agreement” At their joint meeting in Norwalk, Connecticut, USA on September 18, 2002, the Financial Accounting Standards Board (FASB) and the International Accounting Standards Board (IASB) each acknowledged their commitment to the development of high-quality, compatible accounting standards that could be used for both domestic and cross-border financial reporting. At that meeting, both the FASB and IASB pledged to use their best efforts to (a) make their existing financial reporting standards fully compatible as soon as is practicable and (b) to coordinate their future work programs to ensure that once achieved, compatibility is maintained. To achieve compatibility, the FASB and IASB (together, the “Boards”) agree, as a matter of high priority, to: a) undertake a short-term project aimed at removing a variety of individual differences between U.S. GAAP and International Financial Reporting Standards (IFRSs, which include International Accounting Standards, IASs); b) remove other differences between IFRSs and U.S. GAAP that will remain at January 1, 2005, through coordination of their future work programs; that is, through the mutual undertaking of discrete, substantial projects which both Boards would address concurrently; c) continue progress on the joint projects that they are currently undertaking; and, d) encourage their respective interpretative bodies to coordinate their activities. MEMORANDUM OF UNDERSTANDING – FASB and IASB 2 The Boards agree to commit the necessary resources to complete such a major undertaking. The Boards agree to quickly commence deliberating differences identified for resolution in the short-term project with the objective of achieving compatibility by identifying common, high-quality solutions. Both Boards also agree to use their best efforts to issue an exposure draft of proposed changes to U.S. GAAP or IFRSs that reflect common solutions to some, and perhaps all, of the differences identified for inclusion in the short- term project during 2003. As part of the process, the IASB will actively consult with and seek the support of other national standard setters and will present proposals to standard setters with an official liaison relationship with the IASB, as soon as is practical. The Boards note that the intended implementation of IASB’s IFRSs in several jurisdictions on or before January 1, 2005 require that attention be paid to the timing of the effective dates of new or amended reporting requirements. The Boards’ proposed strategies will be implemented with that timing in mind. .

Memorandum of Understanding The Norwalk Agreement” .docx

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Minimum of 200 words: Briefly share a situation in which you had to work with others. What were the most important factors that influenced how well your team worked together? Do you consider the team in your example effective? Why or why not? How did the location of your team members influence its effectiveness? What concepts from this week’s learning activities do feel apply to the team you were in? .

Minimum of 200 words Briefly share a situation in which you h.docx

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MGT/576 v1 Learning Organizations MGT/576 v1 Page 3 of 3 Learning Organizations and Value Creation Review the 6 key elements of a learning organization (Ch. 11 of Strategic Management, by Dess). Complete the table below. Evaluate the extent to which the company you’ve selected to assess in this course epitomizes each of the 6 elements. Justify your determination with examples. Learning Organization Element Extent to which the company epitomizes this element Provide a sentence justifying your determination High Medium Low Example x [This] is why I believe it is medium. Inspiring and motivating people with a mission or purpose x CVS Health has been successful because it has developed long-term, strategic programs that uphold company values and encourage excellence in employees. CVS Health takes a more hands-on approach to monitoring and supporting its staff, with the goal of fostering an environment where workers may thrive and thrive, and where they are given the autonomy, responsibility, and training they need to do their best work. Developing leaders x Those in charge of the business now try to put themselves in the shoes of their employees. The focus of this form of leadership is on creating and nurturing a healthy culture within the company. In this case, the CEO is advocating for a culture that emphasizes the addition of value for customers. The CEO places a premium on customer value creation because of the crucial role value plays in propelling business results. Empowering employees x CVS Health provides its staff with career guidance and coaching to help them reach their full potential. As an example, when employees have connections with their managers, they are more likely to receive equal treatment when it comes to promotions. To help employees get the most out of their coaching and mentoring opportunities, CVS Health has instituted individualized training for managers (AlOmari, 2020). Lastly, during the onboarding process, when new hires learn about the company's ethics and principles. Accumulating and sharing internal knowledge x Recognizing that it is challenging for an individual to amass information, the corporation encourages team efforts to build and share expertise inside the organization. CVS Health Viva, an insights-driven software designed to enhance internal interactions and knowledge sharing, has been launched across the firm (AlOmari, 2020). The program facilitates the gathering of data and the utilization of acquired expertise by staff members. Gathering and integrating external information x The CVS Health Corporation is driven by a constant desire to enhance the user experience, and as a result, it employs analytics and data science to acquire information. The business uses technology manipulation to provide answers for workers and clients (Bordeleau, 2020). In order to get understanding from and organize chaotic data, the organization emplo.

MGT576 v1Learning OrganizationsMGT576 v1Page 3 of 3Lea.docx

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Meeting or Beating Analyst Expectations in the Post-Scandals World: Changes in Stock Market Rewards and Managerial Actions* KEVIN KOH, Nanyang Technological University DAWN A. MATSUMOTO, University of Washington SHIVARAM RAJGOPAL, University of Washington 1. Introduction This paper investigates (a) whether the stock market rewards meeting or beating analyst expectations following the accounting scandals of the early 2000s (post- scandals period); and (b) whether earnings management and/or expectations management have changed from the pre-scandals period. The Enron accounting scandal, which broke in October 2001, and subsequent accounting scandals led to a loss of investor trust in the integrity of financial statements, passage of the Sarbanes-Oxley Act (SOX) 2002, and likely changed both investor reactions to fineincial disclosures as well as managers' disclosure decisions. However, chief financial officers (CFOs) interviewed by Graham, Harvey, and Rajgopal (GHR) 2005 opine that in the post-scandals period, capital markets continue to be obsessed with meeting and beating analysts' earnings per share (EPS) targets, and CFOs take potentially value-destroying actions to meet such expectations. Jensen, JVIurphy, and Wruck (2004) argue that (a) the pressure to meet analyst expectations was the driver behind the accounting shenanigans of the early 2000s; and (b) SOX cannot effectively improve financial reporting transparency unless managers de-emphasize earnings guidance to equity analysts, as pressure to meet such guidance leads to earnings management. We provide evidence of changes, post-scandals, (1) in the stock market's reac- tion to firms' meeting or beating analyst earnings forecasts; and (2) on firms' reliance on earnings and expectations management to beat these targets. For esti- mation purposes, we isolate the period during which the majority of the scandals (including Enron) broke and SOX passed and focus on a comparison between the , periods before Q3:2001 ("the pre-scandals period") and after Q4:2002 ("the post- scandals period"). * Accepted by Gordon Richardson. We thank Thomson Financial I/B/E/S for providing the analyst forecast data used in this study. We acknowledge helpful comments from two anonymous review- ers, Gordon Richardson (editor). Bob Bowen, Angela Davis, Dan Dhaliwal, Mahendra Gupta, Frank Hodge, Jim Jiambalvo, Terry Shevlin, D. Shores, Matt Wieland, and workshop participants at the University of Washington, Washington University (St. Louis), and the American Accounting Association 2006 Annual Meeting. Contemporary Accounting Research Vol. 25 No. 4 (Winter 2008) pp. 1067-98 © CAAA doi:10.1506/car.25.4.5 1068 Contemporary Accounting Research We find that the stock market premium assigned to meeting analyst estimates of quarterly earnings or beating by less than one cent per share ("small beaters") has disappeared in the post-scandals period while the premium assigned to beating expectations by more .

Meeting or Beating Analyst Expectations in thePost-Scandals .docx

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Mental Status Examination: The patient is who is 70 years old who is forgetting things withing a short time which seem to be dementia and mood disorder. Since she has been working in the military for over 20 years, her condition is mainly associated with her worrying experiences and traumatic events in the warzone. She looks very presentable and smartly dressed thus her general appearance looks good She is communicating so well with a clear speech, report gets frustrated when she cannot remember things, alert to self and place disoriented to time, confused. She denies hallucination. despite being previously hospitalized for dementia and depression. However, she gets disrupted at some point during the conversation. Judgment is impaired, affect labile mood stress and anxious, can not care for self, behavior cooperative and disorganized, thought process tangential, thought content preoccupation, denies SI/HI, [removed] Case study CC (chief complaint)- Almost set the house on fire x2 times HPI: The patient is Alexis 70 years old woman who is complaining of dementia. She presents the signs and symptoms of dementia, and she claims having these condition for some time. She states that she has been forgetting things so easily and cannot recall anything Now she is 70 and has begun to have times when she does not know what day it is. Neighbor found her wandering around the neighborhood because she could not find her way home. Placed items on stove and forgot x2 times and forgot and almost burn the house.The patients states that the condition gets worse when she vividly recalls her services in the military from training to her retirement. The patient says that there is no history of dementia in her family and she had the same condition few years ago. Sister reported the family has concerns of living patient by herself her short-term memory has gotten worse. She was hospitalized for similar symptoms years ago and was placed on Aricept. Patient has mood swings, yell and scream for no reasons, delusional sometimes and behavior problem as reported by her sister, her husband death and son disability has made her condition worse, she has become aggressive and out of control. Tells stories of things that happens in the past over and over again and talks to herself. The patient was married to her late husband, and they had three children. She has been serving in the military for over 20 years and has been supporting the community through various activities. She started having a problem with memory loss and difficulty in solving issues. Husband death, daughter had an accident and died, son was shot in his arm and now has disable arm. Sister is her caregiver. Denies seeing things or hearing. Denies suicidal or homicidal ideation. Medical History: After being taken through various psychiatric test to determine her problems, it was proven that the patient has dementia.  Current Medications: Currently, Alexis is under medication where she takes and A.

Mental Status ExaminationThe patient is who is 70 years old who.docx

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MEMO Date: SEPTEMBER 29, 2022 To: CITY OF COLUMBUS MAYOR ANDREW GINTHER From: SUBJECT: MEMO & SWOT ANALYSIS OF THE COLUMBUS, OHIO POLICE DEPARTMENT EXECUTIVE SUMMARY The accompanying SWOT analysis was developed to identify levels of trust in the CPD, considering the high crime rate in Columbus, Ohio and the violence often connected to it. The youth and community interactions are highlighted as strengths and opportunities, whereas public distrust and crime are highlighted as weaknesses and threats, respectively. So, my suggestions for the CPD are to use crisis professionals in nonviolent situations (such mental health and homeless crises) and to give diversity in hiring top priority. BACKGROUND Crime in Columbus, Ohio, is so high that "more than 96% of the other municipalities [in Ohio] have a lower crime rate," making it one of the most dangerous cities in the country. Given the police's efforts to increase public safety, some may question the force's current standing. CPD's credibility has been damaged since the outbreak began as a result of the officers' fatally shooting of unarmed African Americans and the use of tear gas and rubber bullets on hundreds of protesters during the Black Lives Matter Movement (Wedd,2020). The U.S. Department of Justice has launched an investigation into the CPD because of these misdeeds, looking into their policies, procedures, and any racial prejudices. SWOT ANALYSIS After compiling the foregoing information, I developed the SWOT analysis of the CPD in the bellow attached. With the crime rate always on the rise and the public demanding action from law enforcement, one must wonder: do people still have faith in the Columbus Police Department? It is the goal of the SWOT analysis to shed light on the sources of distrust and the means by which trust can be reestablished in those sources. Youth engagement, fundraising prowess, and departmental effectiveness are all areas in which the CPD excels (Wedd,2020). There is a lot of mistrust in the public, and the reputation of executives and the workers are both falling. They have potential in attracting a more diverse workforce and gaining the trust of young people and communities. An increase in violent crime, public discontent, and reluctance on the part of the public to call the police will pose serious challenges for the Columbus Police Department. RECOMMENDATIONS First, in situations where police intervention is unnecessary (such as nonviolent mental health crises, suicide threats, and homeless crises), I advocate for the use of trained crisis experts rather than solely police personnel. specially at this time when public faith in law enforcement is low and crime rates are high, deploying police to areas where they are most needed and appreciated can make communities safer overall. In addition, many people think "police officers and police organizations are incapable of repairing themselves" because of policing's racist origins. Additionally, 73% of.

MEMODate SEPTEMBER 29, 2022 To CITY OF COLUMBUS MA.docx

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Memo To: Sally Jones From: James Student Date: January 15, 202x Subject: Travelers for the <insert your city here> trip Below is the current status of the <city> trip: Create your table below this line and then delete this line. Create your chart below this line and then delete this line. 1. Saint Leo Portal login User ID:[email protected] Saintleo\martha.ramsey Password: Demonte5!!! 2. New Login for email through Okta User ID: Martha.ramsey Password: Demonte5!!! 3. What did you earn your first medal or award for? Art class 4. Lion Share Courses 5. Research Method II .

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Metabolic acidosis: A decrease in serum HCO3 of less than 24 mEq/L and an increase in the hydrogen ion concentration in the systemic circulation (Burger & Schaller, 2022). Pathophysiology: This occurs when non-carbonic acid concentrations rise, bicarbonate (base) is lost from extracellular fluid, or the kidneys are unable to replenish it. This can happen suddenly, as in the case of lactic acidosis brought on by inadequate circulation or hypoxemia, or more gradually, as in the case of renal failure (failure to excrete acid) or diabetic ketoacidosis (excess production of keto acids from lack of insulin) (Huether & McCance, 2014). Clinical manifestations: Alteration in the neurologic, respiratory, gastrointestinal, and cardiovascular systems are signs of metabolic acidosis. Initial symptoms of severe acidosis include lethargy and a headache, which can escalate to a coma. Respiratory compensation is indicated by deep, fast breathing (Kussmaul breaths). It's typical to have anorexia, nausea, vomiting, diarrhea, and abdominal pain. Extreme acidosis may make it harder for the heart to contract normally and result in potentially fatal dysrhythmias (Huether & McCance, 2014). Evaluation and treatment: Lab results, symptoms, and medical history are used to make the definitive diagnosis of metabolic acidosis. The results of the laboratory tests will reveal arterial blood pH below 7.35 and bicarbonate concentration below 24 mEq/L. A movement to the right can be seen in the oxyhemoglobin curve. For a buffering solution to be used effectively, the underlying issue must be identified. Administration is necessary to raise the pH to a safe level during severe acidosis (pH 7.1), especially if there is renal failure. Deficits in water and sodium must also be made up (Huether & McCance, 2014). Metabolic alkalosis: An initial rise in serum bicarbonate, which causes a blood pH increase to >7.45 (Tinawi, 2021). Pathophysiology: Increased bicarbonate concentration, which is often brought on by an excessive loss of metabolic acids. Prolonged vomiting, stomach suctioning, a high intake of bicarbonate, hyperaldosteronism with hypokalemia, and diuretic medication are all conditions that might lead to metabolic alkalosis (Huether & McCance, 2014). Clinical Manifestations: Volume loss and electrolyte deficits are linked to several common symptoms including weakness, cramping, and overactive reflexes. Some people may have paresthesias, tetany, and seizures. To maximize carbon dioxide retention, respirations are shallow and sluggish. With severe alkalosis, disorientation and seizures happen. A potential issue is atrial tachycardia. As oxyhemoglobin's dissociation decreases and the likelihood of dysrhythmias rises, the oxyhemoglobin curve shifts to the left (Huether & McCance, 2014). Evaluation and treatment:A sodium chloride solution is necessary for the treatment of contraction alkalosis or hypochloremic alkalosis. As a result, HCO3 may be expelled as NaHCO3 in the urine .

Metabolic acidosis A decrease in serum HCO3 of less than 24 mEqL.docx

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McDonald’s—The Coffee Spill Heard ’Round the World The McDonald’s coffee spill is the most famous consumer lawsuit in the world. Everyone knows about this case, and the details involved in it continue to be debated in many different venues—classrooms, Web sites, blogs, law schools, and business schools. Regardless, it serves as one of the best platforms in the world for discussing what companies owe their consumer stakeholders and what responsibilities consumers have for their own well-being. Consumers, lawyers, and analysts are still debating the world famous coffee spill case. Keeping the topic hot was the 2011 documentary film, Hot Coffee , which analyzed the famous coffee spill, set the facts straight, and highlighted the ongoing debate about the impact of tort reform on the U.S. judicial system. The film premiered at the 2011 Sundance Film Festival and aired on HBO during June 2011. The film won many awards. Stella Liebeck Stella Liebeck and her grandson, Chris Tiano, drove her son, Jim, to the airport 60 miles away in Albuquerque, New Mexico, on the morning of February 27, 1992. Because she had to leave home early, she and Chris missed having breakfast. Upon dropping Jim off at the airport, they proceeded to a McDonald’s drive-through for breakfast. Stella, an active, 79-year-old, retired department-store clerk, ordered a McBreakfast, and Chris parked the car so she could add cream and sugar to her coffee. What occurred next was the coffee spill that has been heard ‘round the world. A coffee spill, serious burns, a lawsuit, and an eventual settlement made Stella Liebeck (pronounced Lee-beck) the “poster lady” for the bitter tort reform discussions that have dominated the news for more than 20 years. To this day, the issue is still debated, with cases similar to Stella’s continuing to be filed. Third-Degree Burns According to Liebeck’s testimony, she tried to get the coffee lid off. She could not find any flat surface in the car, so she put the cup between her knees and tried to get it off that way. As she tugged at the lid, scalding coffee spilled into her lap. Chris jumped from the car and tried to help her. She pulled at her sweatsuit, but the pants absorbed the coffee and held it close to her skin. She was squirming as the 170-degree coffee burned her groin, inner thigh, and buttocks. Third-degree burns were evident as she reached an emergency room. A vascular surgeon determined she had third-degree (full thickness) burns over 6 percent of her body. Hospitalization Following the spill, Liebeck spent eight days in the hospital and about three weeks at home recuperating under the care of her daughter, Nancy Tiano. She was then hospitalized again for skin grafts. Liebeck lost 20 pounds during the ordeal and at times was practically immobilized. Another daughter, Judy Allen, recalled that her mother was in tremendous pain both after the accident and during the skin grafts. According to a Newsweek magazine report, Liebeck wro.

McDonald’s—The Coffee Spill Heard ’Round the WorldThe McDonald’s.docx

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may use One of the following formats for reflection.; all concepts from the reflection model MUST be utilized : Johns' Model of Reflection Carper's Ways of Knowing Sister Roach's Six C's of Caring Boud's Model of Reflection Q: Although many believe (and behave!) as if the COVID-19 pandemic has resolved, it has not. What are your thoughts as a new nurse entering the profession during a COVID-19 pandemic crisis and critical shortage of nurses in acute care facilities? What are some skills/knowledge acquired through your nursing education that can assist you into your transition to professional practice? .

may use One of the following formats for reflection.; all conc.docx

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master budget problem. only part B in attached file Part B: Master Budget You have just been hired as a new management trainee by Earrings Unlimited, a distributor of earrings to various retail outlets located in shopping malls across the country. In the past, the company has done very little in the way of budgeting and at certain times of the year has experienced a shortage of cash. Since you are well trained in budgeting, you have decided to prepare a master budget for the upcoming second quarter. To this end, you have worked with accounting and other areas to gather the information assembled below. The company sells many styles of earrings, but all are sold for the same price—$10 per pair. Actual sales of earrings for the last three months and budgeted sales for the next six months follow (in pairs of earrings): January (actual) 30,000 June (budget) 45,000 February (actual) 20,000 July (budget) 40,000 March (actual) 50,000 August (budget) 30,000 April (budget) 70,000 September (budget) 20,000 May (budget) 95,000 Sufficient inventory should be on hand at the end of each month to supply 40% of the earrings sold in the following month. Suppliers are paid $3 for a pair of earrings. 40% of a month’s purchases is paid for in the month of purchase; the other 60% is paid for in the following month. All sales are on credit. Only 30% of a month’s sales are collected in the month of sale. An additional 60% is collected in the following month, and the remaining 10% is collected in the second month following sale. Monthly operating expenses for the company are given below: Variable: Sales commissions 5% of sales Fixed: Advertising $ 190,000 Rent $ 20,000 Salaries $ 100,000 Utilities $ 8,000 Insurance $ 3,000 Depreciation $ 14,000 Insurance is paid on an annual basis, in November of each year. At the end of June, the company received $4,000 deposit for July sales. Sales in advance is a liability. The company plans to purchase $20,000 in new equipment during May and $60,000 in new equipment during June; both purchases will be for cash. The company declares dividends of $15,000 each quarter, payable in the first month of the following quarter. The company’s balance sheet as of March 31 is given below: Assets Cash $ 74,000 Accounts receivable ($20,000 February sales; $350,000 March sales) 370,000 Inventory 80,000 Prepaid insurance 21,000 Property and equipment (net) 950,000 Total assets $ 1,495,000 Liabilities and Stockholders’ Equity Accounts payable $ 100,000 Dividends payable 15,000 Common stock 800,000 Retained earnings 580,000 Total liabilities and stockholders’ equity $ 1,495,000 The company maintains a minimum cash balance of $50,000. All borrowing is done at the beginning of a month; any repayments are made at the end of a mont.

master budget problem. only part B in attached filePa.docx

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MAT 133 Milestone One Guidelines and Rubric Overview: The final project for this course is the creation of a research study report. For the first milestone, you need to select an appropriate study from the Final Project Research Study Options document found in the Module One Reading and Resources. Then you will draft the first of three sections that will make up your report. Prompt: Draft the “Introduction” section of your research study report, which includes the following critical elements: I. Identify the specific focus of the research. In other words, what was this study about? II. Explain the purpose of the study. What was the study trying to achieve? III. Describe the specific characteristics of the group being studied. What was the population? What was the sample size? What were its demographics? Submit your Milestone One submission to the assignment page in Module Two. You will be graded based on the rubric information below.  You will also be sharing your ideas for your introduction to the discussion board for feedback. Make sure to respond to your peers with thoughts and information to help them improve their work for the final project submission (later in the course). Rubric Guidelines for Submission: Your draft of the “Introduction” section of your research study report should be 1 page in length (plus a cover page and references) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Cite all references in APA format. Note: This rubric is tailored to this assignment and awards full points for “Proficient.” For the final project, you will need to demonstrate “Exemplary” achievement to earn full points. To see how you will be graded on your final project, review the Final Project Guidelines and Rubric document (in the Assignment Guidelines and Rubrics section of the course). Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value Introduction: Focus Accurately identifies the specific focus of the research Identifies the focus of the research, but is not fully accurate or lacks specificity Does not identify the focus of the research 25 Introduction: Purpose Accurately explains the purpose of the study Explains the purpose of the study, but is not fully accurate or lacks specificity Does not explain the purpose of the study 25 Introduction: Group Accurately describes the specific characteristics of the group being studied Describes the characteristics of the group being studied, but is not fully accurate or lacks specificity Does not describe the characteristics of the group being studied 25 Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and ar.

MAT 133 Milestone One Guidelines and Rubric Overview .docx

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Master of Business Analytics BUS5AP La Trobe Business School 1 BUS5AP – Business Application of Analytics Assignment 03: “Analyse This!” – Bring your user stories to life with Power BI Assignment Type: Individual Marks: 40% Release Date: Wednesday, 05-Oct-2022 Due Date: Saturday, 12 November 2022 23:55 (AEDT) – submission link on LMS “Analyse This!” – Bring your user stories to life with PowerBI Having successfully completed your analysis of user stories, you have been requested by HOLISTICO to deliver a prototype dashboard. You will use your experience gained from Week 05 (Think like a designer) and the Power BI content from Week 8 to Week 12 to develop a visually compelling dashboard that encompasses user stories completed in Assignment 02. You will then pitch this dashboard to HOLISTICO’s team to show them the value of the analytics exercise they have undertaken with you as you uncover insights about their operation and direction. A sample dataset for this assessment is provided in the spreadsheet (BUS5AP-HOLISTICO-AS03- Dataset.xlsx) on the LMS under Assignment 03. Deliverables: 1. Complete the spreadsheet template, with the first column showing a list of user stories from Assignment 02 and the second column noting if this user story is prototyped in your dashboard. 2. A 15-minute (exactly 15 minutes) video recording of you presenting your dashboard and how this dashboard delivers on the user stories presented in Assignment 02. o You may use additional material such as a slide deck to present your dashboard (especially when linking the dashboard to the user stories), and you must be visible in the recording to deliver the pitch. o The presentation must cover the following: ▪ How your dashboard delivers on the value drops specific in your business case and the user stories from assignment 02 (both the Summary and Operational level dashboard) – it is acceptable to make changes to your value drops and user stories in the event that it doesn’t align with the dashboards. ▪ A walkthrough of each of the elements of the dashboards (and how it delivers on a selected user story) o You may use Zoom screen recording feature to capture you dashboard pitch. For a step-by-step guide to Zoom screen recording, follow this link. 3. A PowerBI file in PBIX format covering the content above. The PowerBI dashboard must consist at minimum of the following: o A strategic level dashboard highlighting organisation trends (ideally aligned to the Clinic Owner). o An Operational level dashboard that allows personas such as the Clinic Owner Practitioner and the Practice Managers’ to gain insights into specific patient trends. o Each of the dashboards will be located on the same PowerBI PBIX file under multiple tabs. You can have more than 2 tabs but less than 4 tabs. https://www.guidingtech.com/record-your-screen-with-zoom-windows-10/ Master of Busine.

Master of Business Analytics BUS5AP .docx

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1. Introduce the author's full name, the title of the poem, and offer your topic sentence which signals you are responding to the prompt for that poem . Give a brief 1-2 sentence overview of the work--what is it about? Move into your argument and introduce your evidence Cite AT LEAST 5 lines/phrases/words from the poem Use elements of poetry as needed in your analysis--PUT THESE IN BOLD speaker and tone figurative speech (metaphor, simile, synechdoce, symbol, personification) sound rhyme rhythm and meter diction and syntax theme

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