IST7100 –IT Policy & Strategy Team Project A Problem Solving Propos.docx
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IST7100 –IT Policy & Strategy Team Project: A Problem Solving Proposal You will be assigned to work in a group of 1-2 or 2-3 classmates. Then, you will begin to investigate possible timely information technology policy and strategy interests, situations, or needs to suggest to the group look for areas that need improvement and can be solved with outstanding leadership and innovation. Introductions. As soon as you are assigned to a group, meet with the other group members to introduce yourself, to exchange email addresses, phone numbers, and class/work schedules. You may want to look for possible meeting times out of class. Time will be allotted for meeting in group rooms online. Solution -selection . Meet to consider individuals’ suggestions about information technology policy and strategy related problems. Discuss alternative choices and come to a consensus on the ONE problem the group will deal with. Only then, begin to discuss possible solutions to the problem. Discuss the extent, origins, and possible causes of the problem, consider alternative solutions, and select the solution that seems most practical and that meets these criteria: Entails research that can be done by all group members Is acceptable to all group members Is complex enough to generate a proposal whose body is at least fifteen pages long. If the group cannot achieve consensus on a solution, go back and select another problem. Assign someone to take or record this discussion; it will grow into the proposal’s “Background” and “Statement of Need” sections. Division of Work. At the same meeting or at soon after, decide who in the group will gather what data and how. The group must make sure the work is divided fairly. The “Questions for Problem-Solving Proposals” suggest what information will be needed. You may need to cover other areas not listed. To gather data, you will probably use some or all of the following: Articles on successes of a similar solution elsewhere Observations Interviews Questionnaires/Surveys, etc. On-going Meetings. Meet regularly (electronically/phone/otherwise) to share data. Each group member should provide all other members with copies of a brief outline of his/her findings to data. Also discuss and resolve any problems in data-gathering that arise. · 5. What if the group feels that one member isn’t doing what he/she has agreed to do? Then the group needs to find the reason. If the reason is convincing, assign him/her another, equal task. If all else fails, see the instructor. If the instructor intervention fails, the student will probably not complete the course. · 6 What if a student drops the course and the group is now short a person? Contact the instructor immediately. Adjustment will be made. · 7. Proposal Organization. After each group member has had time to read all members’ work and make written comments on the content, verify that all needed questions have been answered so that everyone understands what every ...
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Service Learning I have experienced helping people in society de.docx
Service Learning
I have experienced helping people in society developing sector. The committee called P.A.C, and it stands for Pittsburgh Islamic Center. P.A.C. was created and developed by Saudi Cultural Mission. The committee essentials were set to help poor people in Pittsburgh community. Its tendency is to advantage homeless and poor people with simple batch. This event took place on Sunday April 25, 2016, therefore we worked with divers organizations that supported our community to meet up with homeless individuals in order to fully understand the needs of a homeless person, and from that point we could start building our committee operations.
P.A.C. organization is the only one that helps poor people throughout their cooperation with active members to gather food and clothes, then arrange it and get it ready for distribution. Consequently, ready made goods will be distributed on Mosques and Churches: and that’s for some of the goods. However, some of the stuff gets distributed from the major branch, which is the Islamic Center of Pittsburgh. So I have participated as an active member and I was accountable to gather then deliver the collected stuff from people and deliver it to different locations. Eventually, hand the aid to the poor individuals and families.
This experience had me think of how is it possible to find very poor families among obscene wealth community. However, that was unexpected and that what made me think more of helping these poor. The benefits of engaging service work are uncountable, because it makes you invent ideas for how to help those poor. For example, free rides to specific places in the town, free bus tickets. Anything could benefit the poor to facilitate some of their daily activities.
Such committees or programs could and should be supported by MDG’S, “Millennium Development Goals” because these organizations considered as part of the global developments. With that being said, this organization supports every individuals, regardless their religion or nationality, and that’s what we need to raise up the poor communities, by avoiding and ignoring races and ethnicity diversity.
In essence, these types of organizations always come back with huge benefits on the society no matter how much efforts it takes to be created. And usually it doesn’t require that much effort, however, to find the individual takes time, even though it’s the easiest step to start such program.
Semester Project
The purpose of this project is for you to gain experience in applying methods taught in this class to a real data set of interest to you. The project will simulate the real world practices of defining research questions, identifying variables, producing data, analyzing data, writing a report, and evaluating peers. Each of these skills is critical to any career path you may choose.
For the final project, you should work alone. The purpose of the project is for you to gain experience in applying the methods taught in the c.
Using discussion forums to enhance critical thinking
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
MGMT 1120 Course Project InstructionsInstructions You will be comp.docx
MGMT 1120 Course Project InstructionsInstructions
You will be completing Parts 1 through 4 in small groups and submitting a written report. The report will include an introduction, a conclusion, and headings for each of the (4) parts. One report will be submitted for each group.
To complete this project, you will be reading and analyzing the following case, Harlequin Enterprises: Assessing e-books. For more instructions regarding retrieving the case study, please go to the end of this document.
Your group will act as consultants to the organization presented in the case. To help this organization, you will 1) identify the major problem/decision facing the organization, 2) complete internal and external analyses that you have learned in the course to make sure you understand and can apply important information from the case that relates to solving this problem, 3) identify three feasible alternatives to solving the problem/decision, 4) make a recommendation for how the organization should solve the problem (or make their decision), including an action plan that includes specific steps.
At the conclusion of the project, each student will submit his or her own individual reflection for Part 5, on the same day that the group project is due.
Here is a more detailed breakdown of each of the parts:
Part 1: Identify the problem that management needs to solve. What priority decision needs to be made? Make sure you describe the nature of the problem and why it is important; i.e., what impact will this decision have on the organization and other stakeholders?
Part 2: Perform some analyses to help you determine what factors are important for management to consider in making this decision:
a. SWOT analysis
b. NPEST analysis
c. Porter’s 5-Force Analysis
d. Stakeholder analysis
For each of these analyses, present the analyses (use a table or lists if this helps to make the information more clear). Then, write a brief paragraph after each analysis summarizing the highlights of that analysis that you think are most relevant to this decision. You will need more information about this particular industry or about environmental factors, so you will have to do some research. You will need at least 5 (five) sources (Wikipedia and the Dictionary do not count as sources.)
Part 3: Based on your analyses, identify 3 (three) possible decisions you might make. In other words, what are three reasonable alternatives that management might choose to pursue to help solve this problem? (Don’t forget to consult Chapter 7 as you consider strategic options.)
For each of these three options, identify what you perceive to be the pros and cons of pursuing that particular alternative. Use the information you discovered in your analyses and course concepts to guide you, and try to list as many as you can think of. Resist the urge to make a decision too soon!!! Try to remain objective as you consider each alternative.
Part 4: Make a decision and create an action plan for 1 ( ...
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As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice.These slides cover how to structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
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Service Learning I have experienced helping people in society de.docx
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I have experienced helping people in society developing sector. The committee called P.A.C, and it stands for Pittsburgh Islamic Center. P.A.C. was created and developed by Saudi Cultural Mission. The committee essentials were set to help poor people in Pittsburgh community. Its tendency is to advantage homeless and poor people with simple batch. This event took place on Sunday April 25, 2016, therefore we worked with divers organizations that supported our community to meet up with homeless individuals in order to fully understand the needs of a homeless person, and from that point we could start building our committee operations.
P.A.C. organization is the only one that helps poor people throughout their cooperation with active members to gather food and clothes, then arrange it and get it ready for distribution. Consequently, ready made goods will be distributed on Mosques and Churches: and that’s for some of the goods. However, some of the stuff gets distributed from the major branch, which is the Islamic Center of Pittsburgh. So I have participated as an active member and I was accountable to gather then deliver the collected stuff from people and deliver it to different locations. Eventually, hand the aid to the poor individuals and families.
This experience had me think of how is it possible to find very poor families among obscene wealth community. However, that was unexpected and that what made me think more of helping these poor. The benefits of engaging service work are uncountable, because it makes you invent ideas for how to help those poor. For example, free rides to specific places in the town, free bus tickets. Anything could benefit the poor to facilitate some of their daily activities.
Such committees or programs could and should be supported by MDG’S, “Millennium Development Goals” because these organizations considered as part of the global developments. With that being said, this organization supports every individuals, regardless their religion or nationality, and that’s what we need to raise up the poor communities, by avoiding and ignoring races and ethnicity diversity.
In essence, these types of organizations always come back with huge benefits on the society no matter how much efforts it takes to be created. And usually it doesn’t require that much effort, however, to find the individual takes time, even though it’s the easiest step to start such program.
Semester Project
The purpose of this project is for you to gain experience in applying methods taught in this class to a real data set of interest to you. The project will simulate the real world practices of defining research questions, identifying variables, producing data, analyzing data, writing a report, and evaluating peers. Each of these skills is critical to any career path you may choose.
For the final project, you should work alone. The purpose of the project is for you to gain experience in applying the methods taught in the c.
Using discussion forums to enhance critical thinking
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice. This workshop is designed to help you structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
MGMT 1120 Course Project InstructionsInstructions You will be comp.docx
MGMT 1120 Course Project InstructionsInstructions
You will be completing Parts 1 through 4 in small groups and submitting a written report. The report will include an introduction, a conclusion, and headings for each of the (4) parts. One report will be submitted for each group.
To complete this project, you will be reading and analyzing the following case, Harlequin Enterprises: Assessing e-books. For more instructions regarding retrieving the case study, please go to the end of this document.
Your group will act as consultants to the organization presented in the case. To help this organization, you will 1) identify the major problem/decision facing the organization, 2) complete internal and external analyses that you have learned in the course to make sure you understand and can apply important information from the case that relates to solving this problem, 3) identify three feasible alternatives to solving the problem/decision, 4) make a recommendation for how the organization should solve the problem (or make their decision), including an action plan that includes specific steps.
At the conclusion of the project, each student will submit his or her own individual reflection for Part 5, on the same day that the group project is due.
Here is a more detailed breakdown of each of the parts:
Part 1: Identify the problem that management needs to solve. What priority decision needs to be made? Make sure you describe the nature of the problem and why it is important; i.e., what impact will this decision have on the organization and other stakeholders?
Part 2: Perform some analyses to help you determine what factors are important for management to consider in making this decision:
a. SWOT analysis
b. NPEST analysis
c. Porter’s 5-Force Analysis
d. Stakeholder analysis
For each of these analyses, present the analyses (use a table or lists if this helps to make the information more clear). Then, write a brief paragraph after each analysis summarizing the highlights of that analysis that you think are most relevant to this decision. You will need more information about this particular industry or about environmental factors, so you will have to do some research. You will need at least 5 (five) sources (Wikipedia and the Dictionary do not count as sources.)
Part 3: Based on your analyses, identify 3 (three) possible decisions you might make. In other words, what are three reasonable alternatives that management might choose to pursue to help solve this problem? (Don’t forget to consult Chapter 7 as you consider strategic options.)
For each of these three options, identify what you perceive to be the pros and cons of pursuing that particular alternative. Use the information you discovered in your analyses and course concepts to guide you, and try to list as many as you can think of. Resist the urge to make a decision too soon!!! Try to remain objective as you consider each alternative.
Part 4: Make a decision and create an action plan for 1 ( ...
Using discussion forums to engage students in critical thinking
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice.These slides cover how to structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
Course SyllabusFIN324Financial Analysis for ManagersCo.docx
Course Syllabus
FIN324
Financial Analysis for Managers
Course Start Date: 11/30/2010
Course End Date: 1/17/2011
Please print a copy of this syllabus for handy reference.Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document.
Copyright
Copyright ©2009 by University of Phoenix. All rights reserved.
University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.
Edited in accordance with University of Phoenix© editorial standards and practices.
Facilitator Information
Where to Go to Class Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write access for everyone.
Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related to the course content. This is the forum to which we will send our bios.
Course-Materials: This is a read-only forum, which means you can read messages here but cannot send any. This is where I will post the course syllabus and materials.
Learning-Team-A, B, C, D, E and F: These six Learning Team forums will be used as workrooms for the learning teams. You will be assigned to one of these learning teams.
Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by you and me, the facilitator. Your classmates will not have access to this forum. You can ask questions here. However, if you have general questions about instructions of assignments, please post those in the Main forum, since other students may benefit by that exchange as well.
Where to Submit Your Assignments Assignment Section: This is where you will submit all formal assignments. Navigate to the Assignments link on eCampus. Locate the link to submit your assignment as an attachment.
Policies
For class policies, please see the "Policies" link on the left side of the Materials page for the course on eCampus. Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within that link. University policies are subject to change so please be sure to read them at the beginning of each class as it may have changed since.
Hello,I have a paper with 1400 words i want to paraghrase it and a.docx
Hello,
I have a paper with 1400 words i want to paraghrase it and and 600 words and make it a an A paper and this is the sample:
Academic institutions have policies and regulations in place to uphold educational standards as well as to ensure the safety and fair treatment of all students.
While those policies are usually well intended, some policies do not work as expected because of the ways in which they are designed, phrased or implemented. The same policy may also affect different people in different ways, and some policies that are helpful for some people may not be well received by others. People who are affected by these policies might respond in a number of ways: some may accept the policies as they are and abide by them regardless of how they feel about them, while others might try to change them by persuading those in power to change or abolish the policies--or at least change the ways they are implemented. If the policies are well designed and implemented but widely misunderstood, it is also possible to communicate with those who are affected to clarify the misunderstanding, providing a different way of seeing the current situation.
The goal of this project is to address a policy issue that affects members of the campus community--students, faculty, staff and administrators. What are some of the current issues and concerns that members of your institution are discussing? What are some of the controversies that are being covered by student newspapers and other campus publications? What policies are in place--or not in place--that may be related to those issues? Who are the stakeholders being affected by those policies and in what ways? Could the situation be improved by creating a new policy, or modifying or abolishing the current policy? Could the issue be resolved by changing the ways in which current policies are implemented? Or could it be addressed by raising the awareness among the stakeholders?
Once you have identified a policy issue, find out as much information as you can about the policy. Possible sources of information could include policy documents, policy makers, people who implement or enforce the policy and people who are affected by the policy. You may choose to interview or survey some of the people involved. You may also find relevant information in local publications, such as campus newspapers and websites.
As you do your research, consider the following questions: What is the policy? Who created it and for what purpose? How effective is the policy? How is it implemented? Which members of the community are being affected by it and how? How is the policy or the implementation perceived by the members of the community? What solutions have already been proposed? What other possible solutions can you think of? If policy changes are needed, who are in the position to create, change, or abolish relevant policies?
If the issue you have chosen is
not
related to a current policy, but you feel that one needs to be creat.
Ashford University EDU 671 Complete Course
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
Assignment 3 Critical Thinking in ActionAssignmentsCritic.docx
Assignment 3: Critical Thinking in Action
Assignments
Critical Thinking in Action
Background
What is Critical Thinking?
The head of your organization pulled you aside and asked you to review a workplace dispute. She said, “Apply your best critical thinking to figure out what happened and what decision can best remedy this situation.” She wants your analysis in two weeks.
To begin, let’s consider what it means to engage in critical thinking. While the
application
of critical thinking may vary across disciplines, the steps are universal. Adapted from the writings of Bassham, Irwin, Nardone, and Wallace (2011); Lau (2011); and Lau and Chan (2015), critical thinking involves thinking clearly and systematically, and encompasses
Formulating ideas succinctly and precisely
Identifying the relevance and importance of ideas
Understanding the logical connections between ideas
Identifying, constructing and evaluating arguments, claims, and evidence
Recognizing explicit and implicit assumptions, arguments, and biases
Detecting inconsistencies and common mistakes in reasoning
Formulating clear defensible ideas and conclusions
Evaluating the pros and cons of decisions
Reflecting on one’s own beliefs and values
Applying ethical decision making
The steps involved in critical thinking can be employed universally, in the analysis of all thoughts and actions —whether you are analyzing documents, ideas, assertions, or the quality of decisions/solutions.
Most importantly, critical thinking is purposeful. It is not restricted solely to information gathering, nor is it about being “negative and fault-finding” (Bassham et. al., 2011 p. 1). As Lau and Chan write, “A critical thinker is able to deduce consequences from what he knows, and he knows how to make use of information to solve problems, and to seek relevant sources of information to inform himself” (2015, para 1). While the process of critical thinking may involve exposing untruths and poor reasoning, it also involves engaging in cooperative reasoning for the purposes of shared goals and decision making. We engage in the steps of critical thinking to learn deeply, to improve our ideas, to strengthen arguments and to “enhance work processes and improve social institutions” (Lau and Chan, 2015 para 2).
Critical thinking aligns with and informs ethical reasoning and decision-making. Internet marketing expert Nick Melillo (2010) writes
Critical thinking plays a large role in ethics because it is the process by which we determine for ourselves whether or not something is right or wrong. In a sense, critical thinking is a form of analysis and determination of fact vs. fiction, identifying the unknown, coming to an understanding, etc… By taking the path of a critical thinker, a person develops a mental process of evaluation which helps to determine their ethical standards. (p. 1)
The process of critical thinking helps us weigh and verify information, assess intent, and consider consequences, thereby e.
Grading criteria criteriamarks awarded leaflet – 20i
Grading criteria criteriamarks awarded leaflet – 20i
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
ENV 101Final Project GuidanceDraft ScaffoldA. INTRODUCTION.docx
ENV 101
Final Project Guidance
Draft Scaffold
A. INTRODUCTION
Why is this topic/question one that you wanted to ask?
Why is it important that we learn more about this topic/question?
My research question(s) is/are…
B. LITERATURE REVIEW:
What do we already know about this topic?
Topic 1:
Topic 2:
Topic 3:
Topic 4:
Topic 5:
C. METHOD
How are you collecting original data/information?
Why is that method the right one for the question you are asking?
Who are your participants?
How do you have access to your participants?
What questions are you asking them? OR In what ways are you modifying a behavior?
D. RESULTS
If you have some results already what are they?
If you don’t have results already, consider your questions or your actions, what do you expect to see?
How do you plan on displaying your results? (This might be a table, if you have multiple participants, it might be a written paragraph for each question that you ask, it might be a log of your behavior modification, day by day)
E. ANALYSIS AND INSIGHTS
What did your literature review tell you in answer to the research question that you asked?
What did your original data collection tell you in answer to your research question?
Did your original data collection support or correspond with what you found in your literature review?
What did you find challenging about you behavior modification, if that is what you did? How did your survey/interview participants struggle with the questions that you asked, if that was your method of data collection?
ENV 101
Introduction to Environmental Science
FINAL PROJECT
The learning objectives for this class are the following:
-understand the basic environmental processes that shape the natural world around them.
-evaluate the reciprocal relationship between human and environmental systems.
-consider environmental problems from both a global and a local perspective.
-understand the impact of human decisions on the natural environment (both positive and negative).
-understand some of the ways in which scientists gather information, as well as, analyze and communicate their findings.
Everything we did in class was aimed at improved your understanding and skill related to these learning objectives. I don’t want you all to leave as scientists, but I want you to be able to navigate scientific information related to environmental issues with some understanding and ability to take it apart and use it to make well-informed decisions.
The final project is designed to give you the opportunity to reflect the improvement in your understanding and skill and to consider your relationship to the environment. For this project, you will select a behavior that you engage in, that has an impact on the environment. This behavior will be the foundation of a research question that investigate and use to inform your perspective on this particular environmental beha ...
652020 Originality Reporthttpsblackboard.nec.eduweba.docx
6/5/2020 Originality Report
https://blackboard.nec.edu/webapps/mdb-sa-BB5b75a0e7334a9/originalityReport/ultra?attemptId=2ab444ee-13c8-49eb-86f5-578168754de8&course_id=_47058_1&includeDeleted=true&print=true 1/12
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SafeAssign Originality Report
Cloud Computing - 202040 - CRN174 - Pollak • Final Project
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Santhosh Muthyapu
Submission UUID: 43a98d6d-211b-6de9-9bf1-1de6250058fd
Total Number of Reports
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Bibliography.docx
Average Match
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Highest: CLOUDMISCONFIGURATION.pptx
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Bibliography: Baset, S., Suneja, S., Bila, N., Tuncer, O., & Isci, C. (2017). Usable declarative configuration specification and validation for applications, systems, and cloud.
Proceedings of the 18th ACM/IFIP/USENIX Middleware Conference on Industrial Track - Middleware ’17. https://doi.org/10.1145/3154448.3154453
Berger, S., Garion, S., Moatti, Y., Naor, D., Pendarakis, D., Shulman-Peleg, A., Rao, J. R., Valdez, E., & Weinsberg, Y. (2016). Security intelligence for cloud management
infrastructures. IBM Journal of Research and Development, 60(4), 11:1–11:13. https://doi.org/10.1147/JRD.2016.2572462
Duncan, R. (2020). A multi-cloud world requires a multi-cloud security approach. Computer Fraud & Security, 2020(5), 11–12. https://doi.org/10.1016/S1361-3723(20)30052-X
January 15, S. P. on, & 2020. (2020, January 15). Cloud Misconfigurations: The Security Problem Coming From Inside IT. Security Boulevard.
https://securityboulevard.com/2020/01/cloud-misconfigurations-the-security-problem-coming-from-inside-it/ Torkura, K. A., Sukmana, M. I. H., Strauss, T., Graupner, H., Cheng, F.,
& Meinel, C. (2018, November 1). CSBAuditor: Proactive Security Risk Analysis for Cloud Storage Broker Systems. IEEE Xplore. https://doi.org/10.1109/NCA.2018.8548329
1
2 2
3
4 5
1
Student paper
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware ’17.
https://doi.org/10.1145/3154448.3154453
Original source
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware '17
doi:10.1145/3.
64c51786.docx
64c517862cacaa77629afa0fab847b23a8a087a20580310fd2fba78a79b7f55c.pdf6658f5b76532b7174cbd01a553f8793a98cf3bd39e71b5358b26cbb9658d7624.pdf64c517862cacaa77629afa0fab847b23a8a087a20580310fd2fba78a79b7f55c.pdf
.
61Identify the case study you selected. Explain whether the.docx
6:1
Identify the case study you selected. Explain whether the primary offender demonstrates features of a disciplined psychopath or an undisciplined psychopath. Provide examples to support your conclusion. Explain how these features differ from those displayed by individuals with antisocial personalities or narcissism. Explain the challenges a forensic psychology professional might have working with individuals with antisocial personality disorder or psychopathy.
Support your post with references to the Learning Resources and other academic sources.
Case Study #1
FPSY 6201 Psychological Aspects of Violent Crime Week 6 Case Studies
Paul is a 31-year-old man who was recently arrested for shooting a store manager during a robbery. He has a history of aggression and violating the law, including burglary, robbery, assault, and numerous drug charges. He is a high school dropout and has never been able to hold a job. When he first meets someone, he can come across as engaging, funny, and charming. He has been in numerous relationships; however, in those relationships he was emotionally detached and parasitic, as well as verbally and physically abusive. He has a volatile temperament and no sense of obligation or responsibility to anyone. His crimes often display a complete lack of empathy for his victims.
.
60CHAPTER THREEconsistent with the so-called performative app.docx
60 CHAPTER THREE
consistent with the so-called performative approach in social studies (K,apchan, 1995; Schechner, 2002; Warren 2001). According to this approach, to perform is to carry something into effect; hence, intercultural communication can be viewed as a process of carrying meaning, or cultural identity, as such, into effect.
When we speak of performativity or performance in intercultural communi cation, we must remember that "performance is the manifestation of performa tivity. This is to say, performativity refers to the reiterative process of becoming, while performance refers to the materialization of that process-the individual acts by human players in the world" (Warren, 2001: 106; boldface added)
The performative approach suggests that intercultural communication is per formed, like music. There are a variety of verbal and nonverbal elements (notes), with which people create various language games (music). Some games are quite simple (a routine greeting), while others are more complex (business negotia tions). In all cases, though, meanings are performed; that is, they are created and re-created in the process of interaction. People perform various activities repeat edly, and through repetition these movements become symbolic resources making up cultural identity. In intercultural interactions, to use Nietzsche's expression, "the deed is everything" (quoted in Butler, 1990: 25).
,11
I
"I
I
,,
'l
I,
Introducing the Performativity Principle
Looking at intercultural communication as performance, we will formulate our third principle of intercultural communication: the Perfo.rmativity Principle. There are three parts to this principle, and each deals with intercultural communication as creating and enacting meaning in the process of interaction. First, we will dis cuss the dramaturgy of intercultural performativity, or how people move from rules to roles. Next, we will present intercultural communication as a reiterative process. Finally, we will show the structure of intercultural communication as per formance. We will discuss each part separately and then formulate the Performa tivity Principle as a whole.
The Dramaturgy of Performativity:
From Rules to Roles
Communication as Drama. When people communicate with one another, they try to reach their goals by using various language means. Every act of com munication is a performance whereby people lace each other (either literally or in a mediated fashion, such as via the telephone or the Internet) and, as if on stage, present themselves-their very identities-dramatically to each other.
The theatrical or dramaturgical metaphor for communication does not sug
gest that people perform actions according to predetermined scripts or that per formances are insincere and deceitful. Nor does the theatrical metaphor suggest that people think of themselves as actors, always conscious of performing on stage. What the dramaturgical view of performativity states.
6 pagesThe following sections are in the final consulting .docx
6 pages
The following sections are in the final consulting report: Introduction to the Organization and Entry, Informal Data Collection, Microdiagnosis, and Contracting. Begin composing these sections in a document of 6–9 pages, not including the title page, table of contents, or reference list. Address the following elements:
Introduction to the Organization
Type of organization
Description of and information about the organization (e.g., review Web sites, press, and published documents)
Number of employees or key members
The opportunities that were initially identified or issues the organization faces
Entry, Informal Data Collection, Microdiagnosis, Contracting
Description of the issue or opportunity that served as a starting point for your work with the client
The process of diagnosing the problem and the agreed-upon objectives
The process you used to reach an agreement with the organization
.
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Similar to IST7100 –IT Policy & Strategy Team Project A Problem Solving Propos.docx
Course SyllabusFIN324Financial Analysis for ManagersCo.docx
Course Syllabus
FIN324
Financial Analysis for Managers
Course Start Date: 11/30/2010
Course End Date: 1/17/2011
Please print a copy of this syllabus for handy reference.Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document.
Copyright
Copyright ©2009 by University of Phoenix. All rights reserved.
University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries.
Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation.
Edited in accordance with University of Phoenix© editorial standards and practices.
Facilitator Information
Where to Go to Class Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write access for everyone.
Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related to the course content. This is the forum to which we will send our bios.
Course-Materials: This is a read-only forum, which means you can read messages here but cannot send any. This is where I will post the course syllabus and materials.
Learning-Team-A, B, C, D, E and F: These six Learning Team forums will be used as workrooms for the learning teams. You will be assigned to one of these learning teams.
Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by you and me, the facilitator. Your classmates will not have access to this forum. You can ask questions here. However, if you have general questions about instructions of assignments, please post those in the Main forum, since other students may benefit by that exchange as well.
Where to Submit Your Assignments Assignment Section: This is where you will submit all formal assignments. Navigate to the Assignments link on eCampus. Locate the link to submit your assignment as an attachment.
Policies
For class policies, please see the "Policies" link on the left side of the Materials page for the course on eCampus. Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within that link. University policies are subject to change so please be sure to read them at the beginning of each class as it may have changed since.
Hello,I have a paper with 1400 words i want to paraghrase it and a.docx
Hello,
I have a paper with 1400 words i want to paraghrase it and and 600 words and make it a an A paper and this is the sample:
Academic institutions have policies and regulations in place to uphold educational standards as well as to ensure the safety and fair treatment of all students.
While those policies are usually well intended, some policies do not work as expected because of the ways in which they are designed, phrased or implemented. The same policy may also affect different people in different ways, and some policies that are helpful for some people may not be well received by others. People who are affected by these policies might respond in a number of ways: some may accept the policies as they are and abide by them regardless of how they feel about them, while others might try to change them by persuading those in power to change or abolish the policies--or at least change the ways they are implemented. If the policies are well designed and implemented but widely misunderstood, it is also possible to communicate with those who are affected to clarify the misunderstanding, providing a different way of seeing the current situation.
The goal of this project is to address a policy issue that affects members of the campus community--students, faculty, staff and administrators. What are some of the current issues and concerns that members of your institution are discussing? What are some of the controversies that are being covered by student newspapers and other campus publications? What policies are in place--or not in place--that may be related to those issues? Who are the stakeholders being affected by those policies and in what ways? Could the situation be improved by creating a new policy, or modifying or abolishing the current policy? Could the issue be resolved by changing the ways in which current policies are implemented? Or could it be addressed by raising the awareness among the stakeholders?
Once you have identified a policy issue, find out as much information as you can about the policy. Possible sources of information could include policy documents, policy makers, people who implement or enforce the policy and people who are affected by the policy. You may choose to interview or survey some of the people involved. You may also find relevant information in local publications, such as campus newspapers and websites.
As you do your research, consider the following questions: What is the policy? Who created it and for what purpose? How effective is the policy? How is it implemented? Which members of the community are being affected by it and how? How is the policy or the implementation perceived by the members of the community? What solutions have already been proposed? What other possible solutions can you think of? If policy changes are needed, who are in the position to create, change, or abolish relevant policies?
If the issue you have chosen is
not
related to a current policy, but you feel that one needs to be creat.
Ashford University EDU 671 Complete Course
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
Assignment 3 Critical Thinking in ActionAssignmentsCritic.docx
Assignment 3: Critical Thinking in Action
Assignments
Critical Thinking in Action
Background
What is Critical Thinking?
The head of your organization pulled you aside and asked you to review a workplace dispute. She said, “Apply your best critical thinking to figure out what happened and what decision can best remedy this situation.” She wants your analysis in two weeks.
To begin, let’s consider what it means to engage in critical thinking. While the
application
of critical thinking may vary across disciplines, the steps are universal. Adapted from the writings of Bassham, Irwin, Nardone, and Wallace (2011); Lau (2011); and Lau and Chan (2015), critical thinking involves thinking clearly and systematically, and encompasses
Formulating ideas succinctly and precisely
Identifying the relevance and importance of ideas
Understanding the logical connections between ideas
Identifying, constructing and evaluating arguments, claims, and evidence
Recognizing explicit and implicit assumptions, arguments, and biases
Detecting inconsistencies and common mistakes in reasoning
Formulating clear defensible ideas and conclusions
Evaluating the pros and cons of decisions
Reflecting on one’s own beliefs and values
Applying ethical decision making
The steps involved in critical thinking can be employed universally, in the analysis of all thoughts and actions —whether you are analyzing documents, ideas, assertions, or the quality of decisions/solutions.
Most importantly, critical thinking is purposeful. It is not restricted solely to information gathering, nor is it about being “negative and fault-finding” (Bassham et. al., 2011 p. 1). As Lau and Chan write, “A critical thinker is able to deduce consequences from what he knows, and he knows how to make use of information to solve problems, and to seek relevant sources of information to inform himself” (2015, para 1). While the process of critical thinking may involve exposing untruths and poor reasoning, it also involves engaging in cooperative reasoning for the purposes of shared goals and decision making. We engage in the steps of critical thinking to learn deeply, to improve our ideas, to strengthen arguments and to “enhance work processes and improve social institutions” (Lau and Chan, 2015 para 2).
Critical thinking aligns with and informs ethical reasoning and decision-making. Internet marketing expert Nick Melillo (2010) writes
Critical thinking plays a large role in ethics because it is the process by which we determine for ourselves whether or not something is right or wrong. In a sense, critical thinking is a form of analysis and determination of fact vs. fiction, identifying the unknown, coming to an understanding, etc… By taking the path of a critical thinker, a person develops a mental process of evaluation which helps to determine their ethical standards. (p. 1)
The process of critical thinking helps us weigh and verify information, assess intent, and consider consequences, thereby e.
Grading criteria criteriamarks awarded leaflet – 20i
Grading criteria criteriamarks awarded leaflet – 20i
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
1 BSBWOR502 Lead and manage team effectiveness
1
BSBWOR502 Lead and manage team effectiveness
Assessment Guideline
Assessment Task 1: Written questions
Written answer question guidance
Analyse: when a question asks you to analyse something, you should do so in detail, and identify important
points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare: when a question asks you to compare something, you will need to show how two or more things
are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected
to write a response one or two paragraphs long.
Contrast: when a question asks you to contrast something, you will need to show how two or more things
are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to
write a response one or two paragraphs long.
Describe: when a question asks you to describe something, you should state the most noticeable qualities
or features. Generally, you are expected to write a response two or three sentences long.
Discuss: when a question asks you to discuss something, you are required to point out important issues or
features and express some form of critical judgement. Generally, you are expected to write a response one
or two paragraphs long.
Evaluate: when a question asks you to evaluate something, you should put forward arguments for and
against something. Generally, you are expected to write a response one or two paragraphs long.
Examine: when a question asks you to examine something, this is similar to “analyse”, where you should
provide a detailed response with key points and features and provide critical analysis. Generally, you are
expected to write a response one or two paragraphs long.
Explain: when a question asks you to explain something, you should make clear how or why something
happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify: when a question asks you to identify something, this means that you are asked to briefly describe
the required information. Generally, you are expected to write a response two or three sentences long.
List: when a question asks you to list something, this means that you are asked to briefly state information
in a list format.
Outline: when a question asks you to outline something, this means giving only the main points, Generally,
you are expected to write a response a few sentences long.
Summarise: when a question asks you to summarise something, this means (like “outline”) only giving the
main points. Generally, you are expected to write a response a few sentences long.
2
Regarding plagiarism concern, please answer all questions in your own words.
1. Explain the origins and the concept of the term group dynamics.
Origins: who came up with this idea or who is believed to do so.
Concept: what is Group Dynamics a ...
ENV 101Final Project GuidanceDraft ScaffoldA. INTRODUCTION.docx
ENV 101
Final Project Guidance
Draft Scaffold
A. INTRODUCTION
Why is this topic/question one that you wanted to ask?
Why is it important that we learn more about this topic/question?
My research question(s) is/are…
B. LITERATURE REVIEW:
What do we already know about this topic?
Topic 1:
Topic 2:
Topic 3:
Topic 4:
Topic 5:
C. METHOD
How are you collecting original data/information?
Why is that method the right one for the question you are asking?
Who are your participants?
How do you have access to your participants?
What questions are you asking them? OR In what ways are you modifying a behavior?
D. RESULTS
If you have some results already what are they?
If you don’t have results already, consider your questions or your actions, what do you expect to see?
How do you plan on displaying your results? (This might be a table, if you have multiple participants, it might be a written paragraph for each question that you ask, it might be a log of your behavior modification, day by day)
E. ANALYSIS AND INSIGHTS
What did your literature review tell you in answer to the research question that you asked?
What did your original data collection tell you in answer to your research question?
Did your original data collection support or correspond with what you found in your literature review?
What did you find challenging about you behavior modification, if that is what you did? How did your survey/interview participants struggle with the questions that you asked, if that was your method of data collection?
ENV 101
Introduction to Environmental Science
FINAL PROJECT
The learning objectives for this class are the following:
-understand the basic environmental processes that shape the natural world around them.
-evaluate the reciprocal relationship between human and environmental systems.
-consider environmental problems from both a global and a local perspective.
-understand the impact of human decisions on the natural environment (both positive and negative).
-understand some of the ways in which scientists gather information, as well as, analyze and communicate their findings.
Everything we did in class was aimed at improved your understanding and skill related to these learning objectives. I don’t want you all to leave as scientists, but I want you to be able to navigate scientific information related to environmental issues with some understanding and ability to take it apart and use it to make well-informed decisions.
The final project is designed to give you the opportunity to reflect the improvement in your understanding and skill and to consider your relationship to the environment. For this project, you will select a behavior that you engage in, that has an impact on the environment. This behavior will be the foundation of a research question that investigate and use to inform your perspective on this particular environmental beha ...
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652020 Originality Reporthttpsblackboard.nec.eduweba.docx
6/5/2020 Originality Report
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Bibliography: Baset, S., Suneja, S., Bila, N., Tuncer, O., & Isci, C. (2017). Usable declarative configuration specification and validation for applications, systems, and cloud.
Proceedings of the 18th ACM/IFIP/USENIX Middleware Conference on Industrial Track - Middleware ’17. https://doi.org/10.1145/3154448.3154453
Berger, S., Garion, S., Moatti, Y., Naor, D., Pendarakis, D., Shulman-Peleg, A., Rao, J. R., Valdez, E., & Weinsberg, Y. (2016). Security intelligence for cloud management
infrastructures. IBM Journal of Research and Development, 60(4), 11:1–11:13. https://doi.org/10.1147/JRD.2016.2572462
Duncan, R. (2020). A multi-cloud world requires a multi-cloud security approach. Computer Fraud & Security, 2020(5), 11–12. https://doi.org/10.1016/S1361-3723(20)30052-X
January 15, S. P. on, & 2020. (2020, January 15). Cloud Misconfigurations: The Security Problem Coming From Inside IT. Security Boulevard.
https://securityboulevard.com/2020/01/cloud-misconfigurations-the-security-problem-coming-from-inside-it/ Torkura, K. A., Sukmana, M. I. H., Strauss, T., Graupner, H., Cheng, F.,
& Meinel, C. (2018, November 1). CSBAuditor: Proactive Security Risk Analysis for Cloud Storage Broker Systems. IEEE Xplore. https://doi.org/10.1109/NCA.2018.8548329
1
2 2
3
4 5
1
Student paper
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware ’17.
https://doi.org/10.1145/3154448.3154453
Original source
Proceedings of the 18th ACM/IFIP/USENIX Middleware
Conference on Industrial Track - Middleware '17
doi:10.1145/3.
64c51786.docx
64c517862cacaa77629afa0fab847b23a8a087a20580310fd2fba78a79b7f55c.pdf6658f5b76532b7174cbd01a553f8793a98cf3bd39e71b5358b26cbb9658d7624.pdf64c517862cacaa77629afa0fab847b23a8a087a20580310fd2fba78a79b7f55c.pdf
.
61Identify the case study you selected. Explain whether the.docx
6:1
Identify the case study you selected. Explain whether the primary offender demonstrates features of a disciplined psychopath or an undisciplined psychopath. Provide examples to support your conclusion. Explain how these features differ from those displayed by individuals with antisocial personalities or narcissism. Explain the challenges a forensic psychology professional might have working with individuals with antisocial personality disorder or psychopathy.
Support your post with references to the Learning Resources and other academic sources.
Case Study #1
FPSY 6201 Psychological Aspects of Violent Crime Week 6 Case Studies
Paul is a 31-year-old man who was recently arrested for shooting a store manager during a robbery. He has a history of aggression and violating the law, including burglary, robbery, assault, and numerous drug charges. He is a high school dropout and has never been able to hold a job. When he first meets someone, he can come across as engaging, funny, and charming. He has been in numerous relationships; however, in those relationships he was emotionally detached and parasitic, as well as verbally and physically abusive. He has a volatile temperament and no sense of obligation or responsibility to anyone. His crimes often display a complete lack of empathy for his victims.
.
60CHAPTER THREEconsistent with the so-called performative app.docx
60 CHAPTER THREE
consistent with the so-called performative approach in social studies (K,apchan, 1995; Schechner, 2002; Warren 2001). According to this approach, to perform is to carry something into effect; hence, intercultural communication can be viewed as a process of carrying meaning, or cultural identity, as such, into effect.
When we speak of performativity or performance in intercultural communi cation, we must remember that "performance is the manifestation of performa tivity. This is to say, performativity refers to the reiterative process of becoming, while performance refers to the materialization of that process-the individual acts by human players in the world" (Warren, 2001: 106; boldface added)
The performative approach suggests that intercultural communication is per formed, like music. There are a variety of verbal and nonverbal elements (notes), with which people create various language games (music). Some games are quite simple (a routine greeting), while others are more complex (business negotia tions). In all cases, though, meanings are performed; that is, they are created and re-created in the process of interaction. People perform various activities repeat edly, and through repetition these movements become symbolic resources making up cultural identity. In intercultural interactions, to use Nietzsche's expression, "the deed is everything" (quoted in Butler, 1990: 25).
,11
I
"I
I
,,
'l
I,
Introducing the Performativity Principle
Looking at intercultural communication as performance, we will formulate our third principle of intercultural communication: the Perfo.rmativity Principle. There are three parts to this principle, and each deals with intercultural communication as creating and enacting meaning in the process of interaction. First, we will dis cuss the dramaturgy of intercultural performativity, or how people move from rules to roles. Next, we will present intercultural communication as a reiterative process. Finally, we will show the structure of intercultural communication as per formance. We will discuss each part separately and then formulate the Performa tivity Principle as a whole.
The Dramaturgy of Performativity:
From Rules to Roles
Communication as Drama. When people communicate with one another, they try to reach their goals by using various language means. Every act of com munication is a performance whereby people lace each other (either literally or in a mediated fashion, such as via the telephone or the Internet) and, as if on stage, present themselves-their very identities-dramatically to each other.
The theatrical or dramaturgical metaphor for communication does not sug
gest that people perform actions according to predetermined scripts or that per formances are insincere and deceitful. Nor does the theatrical metaphor suggest that people think of themselves as actors, always conscious of performing on stage. What the dramaturgical view of performativity states.
6 pagesThe following sections are in the final consulting .docx
6 pages
The following sections are in the final consulting report: Introduction to the Organization and Entry, Informal Data Collection, Microdiagnosis, and Contracting. Begin composing these sections in a document of 6–9 pages, not including the title page, table of contents, or reference list. Address the following elements:
Introduction to the Organization
Type of organization
Description of and information about the organization (e.g., review Web sites, press, and published documents)
Number of employees or key members
The opportunities that were initially identified or issues the organization faces
Entry, Informal Data Collection, Microdiagnosis, Contracting
Description of the issue or opportunity that served as a starting point for your work with the client
The process of diagnosing the problem and the agreed-upon objectives
The process you used to reach an agreement with the organization
.
600 words needed1. What do we mean by the New Public Administr.docx
600 words needed
1. What do we mean by the New Public Administration? Relatedly, but distictively,
2. what is meant by the New Public Management?
3. How are they related?
4. How has the advent of digital technology helped inspire new emphases on efficiency on the public sector?
.
6 peer responses due in 24 hours Each set of 2 responses wil.docx
6 peer responses due in 24 hours
Each set of 2 responses will have its own instructions.
Respond to at least two of your classmates
TAMMY’S POST:
The differences between mandatory, aspirational, principle and virtue ethics are paramount to ethical practice. The comprehension and implementation of the spheres of each allow for adhesion to policy and a sense of professionalism.
"General Principles, as opposed to Ethical Standards, are aspirational in nature. Their intent is to guide and inspire psychologists toward the very highest ethical ideals of the profession. General Principles, in contrast to Ethical Standards, do not represent obligations and should not form the basis for imposing sanctions. Relying upon General Principles for either of these reasons distorts both their meaning and purpose". (American Psychological Association, 2017)
The literature and the doctrine parameters cause uncertainty due to the conflictual environment and obligations. Questions of conflict about perceptual tension, as an example in
Professional ethics in interdisciplinary collaboratives: Zeal, paternalism, and mandated reporting
(2006) are between an attorney's zeal or client autonomy within the judicial system relationships in contrast to the Social Services scope of interests of humanity and social justice. Since the adaption of roles and environments tend to adjust, concern if responsibility sways in the contention of the differences. Social services render a larger and more diverse "moral community" and their sustainability stemming from virtue. The judicial system attends to the political policy and rules governing lawful adherence versus deviance. Another spectrum is mandatory reporting obligations which are said to be more profound when ethics pursue and in the collaboration still clash. An issue is an act of ethics versus the 'command' according to an agency (Anderson, Barenberg, & Tremblay, 2006. p. 663).
The differences between principle ethics and virtue ethics
The general principles of the APA are considered aspirational. Simultaneously, therapists, psychologists, and psychiatrists, and similar social services are mandated in the ethical codes of conduct to act in the betterment and safety of others, especially those deemed incompetent or incapacitated to do so.
The difference between principle ethics and virtue ethics splits by social normative and subjectivity. Social normative are more definite by culture but still universal and often mandatory. For instance, law-abiding and humane acts from avoiding reckless driving, speeding, or operating under the influence of obligatory care of the elderly, a child, or the disability are mandatory. Virtue ethics are less objective and more diverse to demographics and ethnography. Like integrity, it is a matter of right and wrong based on habits, behaviors rooted in one's upbringing. For example, seeing someone drop money instead of keeping it is returned to the person seen dropping it. Another.
6 page paper onWhat is second language acquisition and why is .docx
6 page paper on
What is second language acquisition and why is it important? The disadvantages of not learning a second language. The benefits of being bilingual and multilingual. When is the best time to learn a second language and why? Why is it important to learn a second language at a younger age rather than an older age?
3 reliable sources.
.
600 Words1) Specify some of the ways in which human resource m.docx
600 Words
1) Specify some of the ways in which human resource management differs significantly in the public sector from the private sector?
2) Specify some of the ways in which all public managers are involved in the areas human resource management?
3) In recent times, organizations have been devoting an increasing amount of the organization's resources toward human resources. This is particularly true in areas such as technical and social training, dispute resolution, and the like. Why do you think this is?
4) What are some of the ways that human resource managers operating in local government agencies (i.e. municipal, county, school districts, and so forth) are addressing the skills shortages caused by massive generational retirements in the public sector?
source
http://www.jstor.org.proxy.li.suu.edu:2048/stable/20447680
.
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Running head: Data MINING 1
Data MINING 8
Data Mining
Student: Avinash Kustagi
University of Cumberlands
Course Name: Business Intelligence
Course number: ITS-531
Professor: Dr. Abiodun Adeleke
05/29/2020
Data mining can be explained as the method to interpret information and hypothesis from large knowledge and data collections like databases or data warehouses.
Data mining popularity is increasing rapidly right now in the world. It is slowly becoming one of the most desired fields of work in the world right now. Data plays a
very big role in developing and shaping a business. It is because of Data mining that an organization comes to know more about what the market has demand for and
what their customers prefer and what they absolutely dislike. Data mining has proven to be extremely helpful in making valuable and important business decisions.
As described in the article” Business data mining — a machine learning perspective”, data mining has become an integral part of business development (Bose &
Mahapatra, 2001). Data mining has several applications in different fields of life. It is used in the field of finance, television industry, education, retail industry, and
telecommunication industry. Data mining is very valuable in the field of finance. Data mining help in data analysis to find a result in loan prediction. It gives an analysis
of the customer’s credit history and fraud detection (Valcheva, n.d.). It also assists in determining the previous money laundering trends and deduces a conclusion
about any unusual patterns in a credit history. It also assists in helping develop targeted marketing. In the field of finance, data mining and analysis helps in deducing
conclusion results from the previous trend in markets to determine what fiscal produc.
61520, 256 PMGlobal Innovation and Intellectual Property.docx
6/15/20, 2:56 PMGlobal Innovation and Intellectual Property
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12.1 Innovation as a Tool for Global Growth
LEARNING OBJECTIVE
Identify three types of innovation that can fuel global growth.
Over 93 percent of global executives rate innovation as a key driver of organic global growth. More importantly, research
shows that around 85 percent of a company's productivity gains are related to R&D and other innovation-related
investments.
Innovation is the commercialization of new invention. However, many innovations do not necessarily build on new
inventions. An invention is a new concept or product that derives from ideas or from scientific research. Innovation, on the
other hand, is the combination of new or existing ideas to create something desired by customers, viable in the
marketplace, and possible with technology (see Figure 12.1).
Figure 12.1Primary components of innovation
The inputs used to innovate could be new inventions or they could be old ideas. For example, Henry Ford didn't invent the
automobile. Karl Benz from Germany did. However, Ford combined scientific management concepts with the automobile
production process to build automobiles more efficiently (Figure 12.2). This innovation built on existing inventions to
usher in a new industry with the scale to meet demand.
3
4
5
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Figure 12.2Innovation in the auto industryCarl Benz of Mercedes Benz invented the automobile (left). Henry Ford of Ford
Motor Company innovated by combining ideas on assembly lines with car production (right).
Most global managers struggle to get people in their companies to innovate. So far, no one has created a formula or model
that reliably leads companies to increased innovation. Some management approaches are helpful, but none is perfect. As
Dr. Brian Junling Li, vice president of Alibaba Group, puts it, “Innovation doesn't come from organized plans. It comes
from our preparedness to deal with the uncertainty of the future.” To understand how global companies can effectively
deal with the uncertainties of the future, we first need to examine the different types of innovation in which companies can
invest.
Three Kinds of Innovation
Different types of innovation have different implications for company growth. Based on those implications, we can
organize innovations into three types: those that improve performance, those that enhance efficiency, and those that create
a market.
Performance-improving innovations replace old products with upgraded models. Often, the improvements in these models
are consistent worldwide. Performance-improving innovations keep a company growing because they provide .
6 Developing Strategic and Operational PlansIngram Publish.docx
6 Developing Strategic and Operational Plans
Ingram Publishing/Thinkstock
To mean well is nothing without to do well.
—Plautus
Trinummus
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify strategy concepts, including the components of organizational strategy; generic strategies; diversi-
fication, integration, and implementation strategies; and blue ocean strategy.
• Describe the use of strategies for large, multiunit organizations, including the use of the Boston Consult-
ing Group matrix to discern strategic implications from the analysis of existing operations, and the use of
product/market expansion strategies and diversification strategies for organizational growth.
• Discuss tactical issues that are relevant to pursuing participation in a managed-care network.
• Delineate the factors that influence the selection of a strategy by an organization.
• Explain how operational plans support strategic plans, and describe how operational plans are developed.
Section 6.1Strategy Concepts
Introduction
After developing a set of objectives for the time period covered by the strategic plan, the strat-
egy necessary for accomplishing those objectives must be formulated. First, planners must
design an overall strategy, and then define the operating details of that strategy as it relates
to providing services, promoting operations, determining locations, and increasing revenue
sources. This chapter introduces the concept of strategy, and describes strategy elements,
approaches to strategy development, and how operational plans support strategic plans.
6.1 Strategy Concepts
The word strategy has been used in a number of ways over the years and especially so in
the context of business. As we discussed in Chapter 2, strategy means leadership and may
be defined as the course of action taken by an organization to achieve its objectives. It is a
description first in general terms and then, in increasingly greater detail, of the activities
the organization will undertake to meet its goals and fulfill its ongoing mission. Strategy
is the catalyst or dynamic element of managing that enables a company to accomplish its
objectives.
Strategy development is both a science and an art, a product of both logic and creativity. The
scientific aspect deals with assembling and allocating the resources necessary to achieve
an organization’s objectives with emphasis on matching organizational strengths with envi-
ronmental opportunities, while working within cost and time constraints. The art of strat-
egy is mainly concerned with the effective use of resources, including motivating people to
make the strategy work, while being sensitive to the environmental forces that may affect
the organization’s performance and maintaining the ability to adapt the HCO to these chang-
ing conditions.
Components of Organizational Strategy
The focus of strategy varies by the planning level: the organizat.
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Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
1
Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES
4
Defense-in-Depth and Awareness Techniques
Vikesh Desai
University of Cumberlands
Defense-in-Depth and Awareness Techniques
Awareness is one of the essential aspects in most of the organization, which requires a high magnitude to address comprehensively in all sections.
The depth in defense is more paramount to ensure that the organizations are comprehensively and effectively protect their system from the cyber-
attack activities. The most crucial strategy to deploy is two strategic systems that enhance the high degree of security instead of implementing one
security system. Various organizations have taken into account the defense in depth very crucial. Still, the organizations demanded to incorporate
their awareness through the provision of comprehensive educations to the employees and the workers in the organizations concerning the vital
measures that should be taken into account to curb security issues and develop holistic values taken into account. Most of the organizations are
known not to take the awareness as pressing issues that demand high consideration for the process of protecting and enhancing the security to be
tight. For any organization to protect their system from the cybercrime attack, they need to embrace situational awareness so that they can compre-
hensively develop strategic interventions that enable them to improve and assist in the detection of the up and coming threats as well as the
1
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strengthens that countermeasures the cybercrime activities. To me.
617httpsdrive.google.comdriveu0mobilefolders1e8xYisfDL.docx
6/17
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http://mym.cdn.laureate-media.com/2dett4d/software/IBM/SPSS/Documents/WAL_SPSS_Mac_Install_Instructionsv27.pdf
http://mym.cdn.laureate-media.com/2dett4d/software/IBM/SPSS/Documents/WAL_SPSS_v27_Install_Instructions.pdf
.
6.2 What protocols comprise TLS6.3 What is the difference.docx
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6.2 What protocols comprise TLS6.3 What is the difference bet.docx
6.2 What protocols comprise TLS?
6.3 What is the difference between a TLS connection and a TLS session?
6.4 List and briefly define the parameters that define a TLS session state.
6.5 List and briefly define the parameters that define a TLS session connection.
6.6 What services are provided by the TLS Record Protocol?
6.7 What steps are involved in the TLS Record Protocol transmission?
6.8 What is the purpose of HTTPS?
6.9 For what applications is SSH useful?
6.10 List and briefly define the SSH protocols.
.
6-3 Discussion Making DecisionsDiscussion Topic Starts Jun 5, 2.docx
6-3 Discussion: Making Decisions
Discussion Topic
Starts Jun 5, 2021 11:59 PM
View
this interactive discussion scenario
and answer the question(s) posed at the end of the presentation.
A transcript for the video
Interactive Discussion Scenario
is available.
.
5An American in IndiaWhat is my inheritance To what am .docx
5
An American in India
What is my inheritance? To what am I an heir?
To all that humanity has achieved during tens of
thousands of years, to all that it has thought and
felt and suffered and taken pleasure in, to its cries
of triumph and its bitter agony of defeat, to that
astonishing adventure of man which began so long
ago and yet continues and beckons us. To all this
and more in common with all men. But there is
a special heritage for those of us of India, one
more especially applicable.
j awa h a r l a l n e h r u , The Discovery of India
Before boarding the plane on my previous trip to India, when I was fif-
teen, I asked my father if they had Frosted Flakes there. “I don’t think
so,” he replied. Then how could I be expected to stay for six weeks?
I was openly contemptuous of India during that family trip.
Thumbs Up Cola didn’t taste at all like Coke, and the paper straw I
sucked it through was too small to get a good gulp in. There was no
shower in my grandmother’s home. Bathing was a primitive affair that
77Patel, E. (2007). Acts of faith : The story of an american muslim, the struggle for the soul of a
generation. Retrieved from http://ebookcentral.proquest.com
Created from southuniversity-ebooks on 2020-02-23 18:41:45.
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.
consisted of putting water in a bucket and pouring it over yourself
with a pitcher. The air conditioners made too much noise. The fans
just blew the heat around. India was a land of filth, nuisance, and
backwardness.
In Bombay, where my extended family is based, I spent my days in-
side my aunt’s apartment reading Ayn Rand novels and outlining my
college application essays. My cousins offered to take me out at night
but soon got tired of my attitude. “Remember, tell them not to put ice
in your drink,” Bathool told me at a juice bar on Chowpatty Beach,
doing her best to protect my American stomach from a case of the
runs. “What the hell is wrong with this place that you can’t even have
the ice?” I responded.
When we went touring in the north, through Agra and Jaipur, the
only hour I didn’t complain was when we were at the Taj Mahal. My
white friends at school had asked me to tell them what it was like; I
paid attention so I could report back. The rest of the time, I cursed the
searing heat; the sticky dirt; the stinking, heaving crush of brown bod-
ies around me. I threw a tantrum when I discovered that we had been
bumped from our original flight and would have to wait an extra two
days before returning. “I just want to go home,” I whined like a five-
year-old to my parents.
And now I was going back to India. Six years separated the jour-
neys. I was embarrassed by my behavior on my previous trip, but most
of all I was angry at America. After all, it was America that had se-
duced me into adopting its styles and its scorn, forced me to sacrifice
my true heritage in a devil’s bargain for accepta.
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUC.docx
6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUCTIONS..
Guided Response:
Review your classmates’ posts and choose two posts to respond to.
If you choose a peer that selected the same student as you, address the following prompts:
· Discuss how your plans are similar and how they differ.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
If you choose a peer that selected a different student than you, address the following prompts:
· Share what you appreciated about their plan and suggest at least one additional way to build a relationship with that student.
· Do you think you and your chosen peer have similar or different teaching styles? Explain.
· Do you think you and your chosen peer could team teach? Explain.
BRITTNEY’S POST:
I would work to have a relationship with Olivia just like I would work to have a relationship with any one of my students. I would start every morning by asking her how she is as she comes through door, ask her at some point throughout the day how she is doing, and ask how everyone’s day went at the end of the day. I would also make a point on Mondays to ask everyone what they did over the weekend and Fridays what everyone’s plans are for the weekend. Talking about a child’s day and/or weekend is a great way to build a connection with my students, as well as making it clear that they can talk to me if they need to, and speaking to them with respect, not like they are below you. In addition, it would help to talk about your weekend plans and your day as well. I think each of my strategies will make a positive impact on building a relationship with my students because each one has everything to do with them learning to trust, talk to, and respect me as well.
A few suggestions I would give Olivia’s parents to further build this bond is to suggest one on one time after school a couple times a week or a monthly recap with all the students. One on one time with Olivia would consist of Olivia being able to talk about whatever she wants with homework help and additional tutoring if needed. A monthly recap would consist of one hour a month where the student and their parents can come in for cookies and discuss anything they want. Such as, critiques on my teaching skills/methods, suggestions on material/activities, or just anything I can improve on as an educator. I think it is important to develop a relationship with every child because children do not want to learn from someone they do not like or who does not like them. Rita Pierson, who discusses how she, her parents, and maternal grandparents were educators and the value and importance of human connection. Pierson discusses how everyone is affected by a teacher or an adult at some point in their life. She then goes on to discuss how a teacher said “They don’t pay me to like the kids. They pay me to teach a lesson. The k.
6 peer responses due in 18 hours Each set of 2 responses will ha.docx
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
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Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
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- 1. IST7100 –IT Policy & Strategy Team Project: A Problem Solving Proposal You will be assigned to work in a group of 1-2 or 2-3 classmates. Then, you will begin to investigate possible timely information technology policy and strategy interests, situations, or needs to suggest to the group look for areas that need improvement and can be solved with outstanding leadership and innovation. Introductions. As soon as you are assigned to a group, meet with the other group members to introduce yourself, to exchange email addresses, phone numbers, and class/work schedules. You may want to look for possible meeting times out of class. Time will be allotted for meeting in group rooms online. Solution -selection . Meet to consider individuals’ suggestions about information technology policy and strategy related problems. Discuss alternative choices and come to a consensus on the ONE problem the group will deal with. Only then, begin to discuss possible solutions to the problem. Discuss the extent, origins, and possible causes of the problem,
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