MATH Lesson PlanGrade LevelSubjectPrepared ByActivity Name.docx

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MATH Lesson Plan Grade Level: Subject:Prepared By: Activity Name: Learning DomainOverview & Purpose What will be learned and why it is useful.Education Standards Addressed If your state has early learning standards, please identify and list the standards that this lesson addressesObjectives: (Specify skills/information that will be learned.) Materials Needed: · Content: (Specific skill/ concept being taught in lesson) Vocabulary: Other Resources: (e.g. Web, books, etc.) Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery: Examine and Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc. Evaluation/Summary: Remediation: Remedial Activities Adaptations or Individualization Extension: Enrichment Activities Additional Notes: ...

$MATH Lesson Plan Grade Level: Subject:Prepared By: Activity Name: Learning DomainOverview & Purpose What will be learned and why it is useful.Education Standards Addressed If your state has early learning standards, please identify and list the standards that this lesson addressesObjectives: (Specify skills/information that will be learned.) Materials Needed: · Content: (Specific skill/ concept being taught in lesson) Vocabulary: Other Resources: (e.g. Web, books, etc.) Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery: Examine and Talk, Demonstrate, Model, Plan, Guide, Record, Describe, Explore, Acquire, Practice, etc. Evaluation/Summary:$

Remediation:
Remedial Activities
Adaptations or Individualization
Extension:
Enrichment Activities
Additional Notes:

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Homework: Use textbook and other reliable sources to create a 3-5 slide (plus title slide and reference slide) power point presentation with the following: 1. Identify how and why they are at risk 2. Determine priority health concerns & other issues 3. List strategies for prevention or nursing actions 4. Include an NCLEX-style question at the end of your presentation to quiz you audience on the content you just presented. Note; please cite the textbook and any other source Lesson Plan Template Section 1: Lesson Preparation Name: Grade Level: Date: Content Area: Geography Strand Instructional Plan Title: Lesson Objective(s) In 2-3 sentences, summarize the lesson, identifying the purpose of the lesson based on the content and skills you are planning to teach. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics of the classroom) National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the MS Social Studies Standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience? · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. For example: · I will use a visual of the Civil War and ask students to describe what general do they see. Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs ...

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Mexico, Page 1 Running Head MEXICO’S CULTURAL, ECONOMI.docx

Mexico, Page 1 Running Head MEXICO’S CULTURAL, ECONOMI.docx

MGM316-1401B-01 Quesadra D. Goodrum Class Discussion Phase2 Colorado Technical University Professor: Edmund Winters 4/07/2014 In an ever-changing world, intercultural business communication is one of the most vital aspects of carrying out business in foreign countries. We are set up to fail if we enter into foreign business agreements blindly. In the absence of proper communication skills, cultural awareness comes into play knowing the culture in which we are dealing. All of your concepts you may have grown up with and ideas that you have formed beforehand need to be thrown away and cast to the side. Your concepts and ideas in these business meetings will only be as effective as your communication skills. If your communications skills are weak so will be your presentation of your projected business plan. If I was going to develop a training program on the same, my lesson plan would look as illustrated below: I. Class Objectives: The goals or objectives for class include understanding how language affects intercultural business communications and learning about different cultures and how they communicate when conducting business activities. II. Connection to Course Goals: The class’s daily objectives will connect to the overall course goals by dealing with one topic at a time. III. Anticipatory Set: What is usually involved in intercultural business communication and how should one behave if relocated to foreign countries such as United Arab Emirates, Mexico, China and Israel? IV. Cultural Awareness V. High vs. Low Context Cultures VI. Language: Verbal vs. Non-Verbal VII. Conversational Taboos VIII. Interaction: Ethical/Unethical awareness IX. Conclusion: connecting the objectives My developed training program will help my students target and grasp the importance of the concepts listed and how they connect to one another. You will need to know a number of things regarding Cultural Awareness, High vs. Low Context Cultures, and Verbal vs. Non-Verbal, Conversational Taboos, and Interaction Ethical/Unethical awareness, and connecting the objectives. “Low context language is where things are fully spelled out or made explicit where there is also considerable dependence on what is actually being said or written (Gibson, 2002).” Western cultures tend to be inclined more toward low context language while Eastern and Southern cultures are more inclined to use high context language (LeBaron, 2003).“High context language is whereby communicators assume a great deal of commonality of opinions and knowledge so that not much is made explicit (Novinger, 2001).” In other words, communication is in indirect ways. It is of crucial importance for business individuals venturing overseas to learn more about the business culture and etiquette present in countries such as Mexico, China, United Arab Emirates and Israel as they are not the same as the American business culture. International Business Communication Understanding other cultures tend to greatly enh ...

MGM316-1401B-01Quesadra D. GoodrumClass Discussion Phase2.docx

MGM316-1401B-01Quesadra D. GoodrumClass Discussion Phase2.docx

MGM316-1401B-01Quesadra D. GoodrumClass Discussion Phase2.docx

METROPOLITAN PLANNING AND ENVIRONMENTAL ISSUES n May 2008, the Nobel Prize–winning economist Paul Krugman was in Berlin, and he wrote an Op-Ed piece for the New York Times that began, “I have seen the future, and it works.” He went on to extol “this marvelous urban environment” with its pitchperfect public transportation servicing medium height high-rise buildings embedded in a larger urban-scape of commercial service establishments and green areas. He then commented: “It’s the kind of neighborhood in which people don’t have to drive a lot, but it’s also a kind of neighborhood that barely exists in America, even in big metropolitan areas. Greater Atlanta has roughly the same population as greater Berlin—but Berlin is a city of trains, buses and bikes, while Atlanta is a city of cars, cars and cars.” The Nobel Prize winner is speaking here not as an objective scientist, but as another tourist from America, and one who subscribes to the subjective bias against suburban sprawl. As any other observant visitor to Berlin can attest, he leaves out other aspects of the experience: the mixed groups of drug addicts loitering around select public places including open-air heroin users and speed freaks; Nazi skinheads roaming the very community transportation corridors Krugman lauds; sectors of the city that could be called slums in the American style, except that the housing is better maintained and the streets are cleaner; and, despite the popularity of Berlin, an increasing and denser development of the region outside the city for the kind of single-family homes that are most characteristic of the United States and that he seems to dislike despite the fact that he probably lives in one back in Princeton, N.J., where he is a professor. To be sure, Krugman has an excellent point and his comparison between Berlin and Atlanta is well taken. However, any tourist comparing American and European urban development patterns for public consumption, such as this Op-Ed columnist, must be held responsible for pointing out the single most important reason for the contrast. Simply put, European cities have fought sprawl and have a more “rational” public mode of living that includes clustered high-rises and efficient public transportation precisely because in Europe planners have political power and leverage over land use built by profit seekers. America has nothing comparable because Americans 321 I dislike public housing and government planning and are generally opposed to government regulation and intervention. The fundamental ideological divide between these societies could not be more different. Witness the frustrating and irrational response average U.S. citizens have made in opposition to government-sponsored health insurance during the summer of 2009. European countries adopted universal health care, in contrast, scores of years ago. At about the same time, in the post–World War II era, they also sanctioned local and national planning schemes for housing and ...

METROPOLITAN PLANNING ANDENVIRONMENTAL ISSUESn May 2008, the N.docx

METROPOLITAN PLANNING ANDENVIRONMENTAL ISSUESn May 2008, the N.docx

METROPOLITAN PLANNING ANDENVIRONMENTAL ISSUESn May 2008, the N.docx

Methods of Moral Decision Making REL 330 Christian Morality Acquisition of Christian Based Ethical Truth comes from: 1. Written Revelation – the Bible 2. Natural Law · Human reason is capable of divine ethical truth. · Human kind made in the image of God is therefore capable of understanding ethical standards revealed in nature. · Natural tendency for self-preservation, avoidance of pain, defense of children. 3. The Church - A. Narrative component : Stories and images, B. Normative component: Rules/guidelines C. Church functions to assist with character development by teaching, through community, and imagination (raises to new acute awareness & understanding) How we decide is a matter of style: Rule-Based or Deontological Theories of Ethics (Rule or duty based) A. Divine Command/Absolutism – Our behavior, actions and moral decisions are based on God’s will. How do we determine the will of God? Based on our experience of God and our understanding of the nature of God. God is good. We need an understanding of what the Good is. Do we follow God’s command out of fear or out of love? Which is more important the rule or the intention? The problem with moral decision making arises when in a particular situation one needs to choose between protecting one’s own life and the life of another. Complex situations in our nuclear age make it difficult to determine the greater good or the lesser of two evils in many cases. B. Immanuel Kant’s “Categorical Imperative” - another of the deontological or rule based theories of ethics that may help in ethical reasoning- His theory states “Act only according to that maxim by which you can at the same time will that it should become a universal law.” Also persons are not to be a means to an end. (Immanuel Kant, Groundwork of the Metaphysics of Morals, 1785; cited in Rachels, 115) C. Social Contract Theories- a belief that moral judgments are simply conventions determined by a particular society. How this works is evident in the “Peace Child.” D. Critical Realism- is a method thatasserts that our knowledge of the world refers to the-way-things-really-are, but in a partial fashion which will necessarily be revised as that knowledge develops. Critical Realism attempts to find the real good through dialogue and reason between the ideal rule or norm and the reality of the present world. Teleological or goal-based theories of Ethical Reasoning- (Also known as consequentialism) A. Ethical Egoism- a moral act is what benefits me. B. Utilitarianism- a moral act is what causes the greatest amount of happiness for the most people concerned, i.e., · Right actions are those with best consequences. · In assessing “best consequences” the amount of happiness or unhappiness caused is the only relevant consideration. · Each person’s welfare is equally important C. Emotivism- moral judgments ar ...

Methods of Moral Decision Making REL 330 Christian Moralit.docx

Methods of Moral Decision Making REL 330 Christian Moralit.docx

Methods of Moral Decision Making REL 330 Christian Moralit.docx

MEPS_Inpatient Stay database.csduidpiddupersidevntidxeventrnerhevidxffeeidxpanelmpcdataipbegyripbegmmipbegddipendyripendmmipendddnumnighxnumnightemerroomspeccondrsninhosdlvrtypeepiduralanyoperipicd1xipicd2xipicd3xipicd4xippro1xippro2xipccc1xipccc2xipccc3xipccc4xdschpmedffiptypeipxp12xiptc12xipfsf12xipfmr12xipfmd12xipfpv12xipfva12xipftr12xipfof12xipfsl12xipfwc12xipfor12xipfou12xipfot12xipfxp12xipftc12xipdsf12xipdmr12xipdmd12xipdpv12xipdva12xipdtr12xipdof12xipdsl12xipdwc12xipdor12xipdou12xipdot12xipdxp12xipdtc12ximpflagperwt12fvarstrvarpsu20011101200111012.00E+11ROUND 32.00E+11-1PANEL 171 HAS MPC DATA2012117201212730-1 INAPPLICABLE1 YES1 YES2 TREATMENT/THERAPY-1 INAPPLICABLE-1 INAPPLICABLE2 NO486-1-1-1-1-1122-1-1-12 NO-1 INAPPLICABLE77762.16221868.750072462.9300000000072462.93212018.75005299.230000000005299.2398504 PARTIALLY IMPUTED13725.4081061120017102200171022.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA20122282012312-1 INAPPLICABLE2 NO1 YES4 GIVE BIRTH TO A BABY (MOTHER)2 CAESAREAN SECTION1 YES1 YESV22-1-1-1-1-1196-1-1-12 NO-1 INAPPLICABLE5997.94261390004775.44000000004775.44208390001222.5000000001222.553002 COMPLETE MPC DATA8902.89661056220017105200171052.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA201222820123910-1 INAPPLICABLE2 NO1 YES5 TO BE BORN (BABY)-1 INAPPLICABLE-1 INAPPLICABLE2 NOV30-1-1-1-1-1218-1-1-12 NO-1 INAPPLICABLE16592.653480300155850000000001558532644001007.650000000001007.6521592 COMPLETE MPC DATA7332.15721056220017106200171062.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA201222820123910-1 INAPPLICABLE2 NO1 YES5 TO BE BORN (BABY)-1 INAPPLICABLE-1 INAPPLICABLE2 NOV30-1-1-1-1-1218-1-1-12 NO-1 INAPPLICABLE12050.584916700105850000000001058546048001465.580000000001465.5831192 COMPLETE MPC DATA7332.15721056220020101200201012.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA201271220127131-1 INAPPLICABLE2 NO1 YES1 OPERATION OR SURGICAL PROCEDURE-1 INAPPLICABLE-1 INAPPLICABLE1 YES214-1-1-1-1-147-1-1-11 YES-1 INAPPLICABLE8842.6114807.96200008171.47000000008371.4714099.0677.9800393.1600000000471.14708.92 COMPLETE MPC DATA16522.111066220027102200271022.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA20125232012619-1 INAPPLICABLE2 NO1 YES1 OPERATION OR SURGICAL PROCEDURE-1 INAPPLICABLE-1 INAPPLICABLE1 YES723-1-1-1-1-1205-1-1-11 YES-1 INAPPLICABLE21956.54105233.78118.4212394.7101443.410000000021956.54105233.7000000000000002 COMPLETE MPC DATA24711.931007120031101200311012.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA201262020126211-1 INAPPLICABLE2 NO1 YES1 OPERATION OR SURGICAL PROCEDURE-1 INAPPLICABLE-1 INAPPLICABLE1 YES-1-1-1-163-1-1-1-1-1-8 DK-1 INAPPLICABLE5264.1928723.423.44448.900000000004472.327605.560791.890000000000791.891117.842 COMPLETE MPC DATA23921.1651136220044102200441022.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA201271420127162-1 INAPPLICABLE1 YES2 NO4 GIVE BIRTH TO A BABY (MOTHER)1 VAGINAL DELIVERY1 YES2 NO-1-1-1-1-1-1-1-1-1-11 YES-1 INAPPLICABLE6057.3834118.18004672.630000000004672.6330193.18001384.750000000001384.7539252 COMPLETE MPC DATA3600.93931027120045103 ...

MEPS_Inpatient Stay database.csduidpiddupersidevntidxeventrnerhevi.docx

MEPS_Inpatient Stay database.csduidpiddupersidevntidxeventrnerhevi.docx

MEPS_Inpatient Stay database.csduidpiddupersidevntidxeventrnerhevi.docx

METHODS TO STOP DIFFERENT CYBER CRIMES 1 Methods to Stop Different Cyber Crimes People must be well-informed regarding internet scams and certain vulnerabilities, which permit them to occur sooner or later. With education, they will be in a situation to help in prevention of such scams successfully (Hynson, 2012). It is imperative for people to be familiar with attempts of cybercrimes and to comprehend correct solutions in internet practices and solutions. People will learn with education how to put into practice proper security protocols. When they develop into social media savvy people and when they learn how to safe guard their computer devices, cybercriminals will encounter multiple layers of security, which will limit their illegal activities substantially. Firewalls have the capability to protect users and their network devices against cyber criminals in the first instance of a attempted breach (Lehto,2013). A firewall monitors the interchange between a local network or the internet and a user’s computer. The firewall should be enabled through the security software or a router. Cybercriminals will be unable to use the interchange traffic to install malware, which is intended to compromise the user’s network and computer. If more people would use firewalls, hackers would be at a chief disadvantage due to being unable to navigate deeper into a system to obtain sensitive information and eventually, cybercrime would be lessened for a time. Users need to analyze their operating and online systems continually so they can resolve vulnerabilities (Hynson, 2012). Internal accounting information or protocols, which lead to financial information or bank statements, should be checked on a regular basis in order to recognize the risks and mitigate them accordingly. It is very difficult for people to curb the flow of cybercrimes if they are ignorant of the risks in which they face or the weaknesses, which exist within their systems. One successful way of slowing the actions of cyber criminals is by acting like them. This requires law enforcement agencies such as the Federal Bureau of Investigation (FBI) to assign special undercover agents to gain access to clubs or groups of cyber criminals so they can investigate their steps (Hynson, 2012). The investigation method will become more effective by identifying the source of the problem and in developing a stronger strategy to cripple the efforts of the criminals. Cyber criminals can hack into systems without difficulty when they encounter uncomplicated passwords. Users should use passwords with at least 10 or more characters so they can amplify the complexity of logging into the computer system (Lehto, 2013). It also helps top add in capital letters and special characters to increase the complexity of a password. In addition, different accounts should have dissimilar ID’s or password combinations to avoid giving hackers ac ...

METHODS TO STOP DIFFERENT CYBER CRIMES .docx

METHODS TO STOP DIFFERENT CYBER CRIMES .docx

METHODS TO STOP DIFFERENT CYBER CRIMES .docx

Mexico: The Third War Security Weekly Wednesday, February 18, 2009 - 13:23 Print Text Size By Fred Burton and Scott Stewart Mexico has pretty much always been a rough-and -tumble place. In recent years, however, the security environment has deteriorated rapidly, and parts of the country have become incredibly violent. It is now common to see military weaponry such as fragmentation grenades and assault rifles used almost daily in attacks. In fact, just last week we noted two separate strings of grenade attacks directed against police in Durango and Michoacan states. In the Michoacan incident, police in Uruapan and Lazaro Cardenas were targeted by three grenade attacks during a 12-hour period. Then on Feb. 17, a major firefight occurred just across the border from the United States in Reynosa, when Mexican authorities attempted to apprehend several armed men seen riding in a vehicle. The men fled to a nearby residence and engaged the pursuing police with gunfire, hand grenades and rocket-propelled grenades (RPGs). After the incident, in which five cartel gunmen were killed and several gunmen, cops, soldiers and civilians were wounded, authorities recovered a 60 mm mortar, five RPG rounds and two fragmentation grenades. Make no mistake, considering the military weapons now being used in Mexico and the number of deaths involved, the country is in the middle of a war. In fact, there are actually three concurrent wars being waged in Mexico involving the Mexican drug cartels. The first is the battle being waged among the various Mexican drug cartels seeking control over lucrative smuggling corridors, called plazas. One such battleground is Ciudad Juarez, which provides access to the Interstate 10, Interstate 20 and Interstate 25 corridors inside the United States. The second battle is being fought between the various cartels and the Mexican government forces who are seeking to interrupt smuggling operations, curb violence and bring the cartel members to justice. Then there is a third war being waged in Mexico, though because of its nature it is a bit more subdued. It does not get the same degree of international media attention generated by the running gun battles and grenade and RPG attacks. However, it is no less real, and in many ways it is more dangerous to innocent civilians (as well as foreign tourists and business travelers) than the pitched battles between the cartels and the Mexican government. This third war is the war being waged on the Mexican population by criminals who may or may not be involved with the cartels. Unlike the other battles, where cartel members or government forces are the primary targets and civilians are only killed as collateral damage, on this battlefront, civilians are squarely in the crosshairs. The Criminal Front There are many different shapes and sizes of criminal gangs in Mexico. While many of them are in some way related to the drug cartels, others have various types of c ...

Mexico The Third War Security Weekly Wednesday, February 18.docx

Mexico The Third War Security Weekly Wednesday, February 18.docx

Mexico The Third War Security Weekly Wednesday, February 18.docx

Mercy College Principles of Management Professor Tormey Shadow-A-Company Term Project The EXACT POWERPOINT sequence or order for your report should be as follows: 1. The Company’s Name 2. The Company’s Logo 3. The Company’s Mission Statement 4. Is the company living up to its stated objectives 5. What additional businesses should this company possibly explore entering? 6. The Company’s three (3) main competitors 7. A picture of, and the name of, the following: the Chairman, the President, the CEO and the CFO 8. The Stock Symbol and Exchange that it is traded on 9. The company’s recent stock price 10. The number of company employees worldwide 11. The location of the company’s corporate headquarters (city/state only) 12. The company’s yearly sales for 2012 in billions of dollars 13. The company’s yearly profit for 2012 in millions/billions of dollars 14. The company’s…STRENGTHS 15. The company’s…WEAKNESSES 16. The company’s…OPPORTUNITIES 17. The company’s…THREATS 18. Several of the company’s STAR product’s and or division’s 19. Several of the company’s CASH COW product’s and or division’s 20. The company’s QUESTION MARK’S product’s and or division’s 21. The company’s DOG product’s and or division’s 22. IMPORTANTLY… a statement from EACH student of exactly what each of you have learned while completing this research project Shadow-A-Company Analysis A process by which a student evaluates the products and businesses making up their assigned company. Portfolio AnalysisPurpose of portfolio analysis: Resources are directed toward more profitable businesses while weaker ones are phased out or dropped.Standard portfolio analysis evaluates SBUs on two important dimensions: Attractiveness of SBU’s market or industry. Strength of SBU’s position within that market or industry. Figure 2.2: The BCG Growth-Share Matrix BCG Growth-Share MatrixStars: High-share of high-growth market. Strategy: Build into cash cow via investment.Cash cows: High-share of low-growth market. Strategies: Maintain or harvest for cash to build STARS.Question marks: Low-share of high-growth market. Strategies: Build into STAR via investment OR reallocate funding and let slip into DOG status.Dogs: Low-share of low-growth market. Strategies: Maintain or divest. Figure 2.7: SWOT Analysis Mercy College Principles of Management Professor Tormey Shadow-A-Company Term Project Each student will be assigned a specific company to closely monitor and study throughout the duration of the semester. On our final class meeting date, you will be required to s ...

Mercy College .docx

Mercy College .docx

Mercy College .docx

Merger AnalysisMerger Analysis Case Study© 2007 South UniversityFranklin Teaching HospitalEnter appropriate input values in the cells colored red.INPUT DATA:KEY OUTPUT:(millions of $)(millions of $)Cash flow data:Pro forma net cash flows:Growth in gross revenues (2007-2011):2007$162.242Inpatient0.0%2008$162.242Outpatient0.0%2009$162.242Allowances and discount %0.0%2010$162.242Other op rev growth rate0.0%2011$0.000Patient services exp as a% of net patient rev0.0%2007 EBITDA$162.242Percent of net op CFAverage 5-yr EBITDA$0.000retained for growth0.0%Annual inputs:*Interest on**Cost SavingsAcquisition value:YearRequired Loansat Franklin2007$0.000$0.000DCF method$0.0002008$0.000$0.000Market multiple method:2009$0.000$0.000Applied to 2000 EBITDA$0.0002010$0.000$0.000Applied to avg EBITDA$0.0002011$0.000$0.000Applied to discharges$0.000Long-term (2008 and beyond)constant growth rate0.0%*Interest on required loans represents theMarket data:estimated interest payments on any borrowingsDiscount rate (cost of equity)0.0%required to fund the acquisition.EBITDA multiple0.0Market value to discharges ratio$0**Cost savings at Franklin represents anysynergistic benefits that will accrue atOperating data:the acquirer as opposed to at the target.Expected number of discharges0HISTORICAL DATA:Palmetto General HospitalIncome Statements:(Millions of Dollars)20022003200420052006Inpatient revenue$81.624$88.249$99.010$105.332$110.384Outpatient revenue22.86127.06734.62843.61650.810Gross patient revenue$104.485$115.316$133.638$148.948$161.194Allowances and discounts33.69938.62644.62251.19862.006Net patient revenue$70.786$76.690$89.016$97.750$99.188Other operating revenue1.9221.5151.3671.7251.048Total operating revenue$72.708$78.205$90.383$99.475$100.236Patient services expenses$60.245$73.858$81.525$90.645$89.505Interest expense3.0453.1473.0933.0022.980Depreciation3.4663.6894.3954.2586.031Total operating expense$66.756$80.694$89.013$97.905$98.516Net income$5.952($2.489)$1.370$1.570$1.720MODEL-GENERATED DATA:Palmetto General HospitalPro Forma Income Statements:(Millions of Dollars)20072008200920102011Inpatient revenue$110.384$110.384$110.384$110.384$110.384Outpatient revenue50.81050.81050.81050.81050.810Gross patient revenue$161.194$161.194$161.194$161.194$161.194Allowances and discounts0.0000.0000.0000.0000.000Net patient revenue$161.194$161.194$161.194$161.194$161.194Other operating revenue1.0481.0481.0481.0481.048Total operating revenue$162.242$162.242$162.242$162.242$162.242Patient services expenses$0.000$0.000$0.000$0.000$0.000Interest expense0.0000.0000.0000.0000.000Total operating expense$0.000$0.000$0.000$0.000$0.000Net operating cash flow$162.242$162.242$162.242$162.242$162.242Cost savings at University0.0000.0000.0000.0000.000Growth retentions0.0000.0000.0000.0000.000Terminal value0.000Net cash flow to equityholders$162.242$162.242$162.242$162.242$0.000EBITDA$162.242$162.242$162.242$162.242$0.000Valuation Results:Average 5-year EBITDA$0.000Value according to DCF ...

Merger AnalysisMerger Analysis Case Study© 2007 South UniversityFr.docx

Merger AnalysisMerger Analysis Case Study© 2007 South UniversityFr.docx

Merger AnalysisMerger Analysis Case Study© 2007 South UniversityFr.docx

MGMT 301 EOY “Group” Case Study and Power Point Presentation Grade Sheet- Group Name: _____________________________ Time of class__________________ Total Paper should be 8-10 pages in length- this includes preliminary or prefatory section No indentations for paragraphs- single spacing with double spacing in-between paragraphs APA citations need to be used as your guide for citing reference material! Preliminary or prefatory section- (this section has different page numbering, ii,iii,etc) Title Page Page ii-Table of Contents/ and List of Illustrations/Figures/Tables (10 points) ________ Page iii- Executive Summary- use bullets/ and bold headings (10 points) ________ Body of Paper and Analysis of Case Study and Questions and Answers – (starts w/page 1) Page 1- Introduction- Starts on Page 1 and is at least ¼ to ½ page (5 points) ________ Page Numbering- After Introduction start your research paper… Body of paper should be 5-8 pages in length Research used in your paper You will need to use at least “Five” different research cites! (50 points)________ You need to include “Five” different areas of analysis Example: Motivation, Communication, Leadership, etc. (Chapters from your book) Two Charts or Graphs in body of paper (5 points each) (10 points)________ They both need to be properly cited! (Heading)( Figure 1 or 2)(Source: citation) Recommendation/Conclusion – (10 points)________ Reference Page- cite all you references on a separate sheet (5 points)________ 100 POINTS TOTAL_________________ Points to be deducted in each category: Poor: Headings, Sub-Heading or lack of Bold Headings (5 points)_________ Poor: Grammar- Sentence Structure - Formatting of Paragraphs (5 points)_________ Poor: Citation of your research material (10 points)_________ WRITTEN PAPERWORTH 100 POINTS TOTAL _______________ Power point Presentation - NOT MORE THAN 10 MINUTES!- Please do voice-over or camera (Call eCampus or Tech-help or blackboard for assistance with your power point presentation) Appropriate Business Attire for Presentation--points will be taken off for poor attire Was there an opening statement? (10 points) ________ Clear - Easy to read - Eye appealing (10 points) ________ Not more than 7 lines per slide and 7 words in a line on a slide Did you engage your audience? Voice, clarity, clarity, volume, speed, poise and confidence (10 points) ________ Two graphs in your presentation- must be cited correctly (10 points)________ Was there a conclusion slide and statement? (10 points__________ Points will be taken off if: Speed of presentation, (too fast or too slow) (up to 5 points) ________ “UHMS” and “H’S” – (1 point for every 10)________ POWER POINTWORTH 50 POINTS TOTAL________ ENTIRE PAPERWORTH 150 POINTS TOTAL__________ CASE 3 Building a Coali ...

MGMT 301 EOY Group” Case Study and Power Point Presentation G.docx

MGMT 301 EOY Group” Case Study and Power Point Presentation G.docx

MGMT 301 EOY Group” Case Study and Power Point Presentation G.docx

MGMT 464 New Manager’s Case Study Case Analysis Worksheet #2 Team Case Analysis Session 2: Enable Others To Act (Principle # 4) Enabling others to act has two main components [1] fostering collaboration, and [2] strengthening others. In your small groups, discuss and document your group’s response to the following questions. Upload your typed document into one of your group member’s D2L dropbox by the assigned due date on your course schedule. Be sure to include on your worksheet all group member names. If present in class, all group members will receive the same grade for this case analysis assignment (maximum 30 pts). Group peer evaluations will be used to determine overall individual group member participation points for both these case discussions (maximum 15 pts). 1. In what specific ways did Mark create a climate of distrust? 2. In what ways did Mark fail to “set the example” in his work role? What was the impact of his failure to be a good role model for his employees? 3. What type of relevant information and resources did he not share with his employees? What was the impact? 4. In what ways had the former supervisor built his employees’ sense of competence? How did Mark later undermine the employees’ sense of competence? 5. In what ways did the employees demonstrate accountability before Mark took over? 6. What kind of expectations of his employees did Mark communicate, and how did this become a self-fulfilling prophecy (The Pygmalion Effect)? 7. What employee obstacles were apparent in the case that Mark ignored? What actions could he have taken to remove these obstacles? 8. In what sense did the employees have a sense of job meaning and impact before Mark arrived? How did Mark’s actions lead to a decreased sense of job meaning and impact for the employees? 9. What would you have done differently with this group of employees in terms of empowerment and fostering collaboration? Problems: Answer each question 1. A quality control expert is called in to determine whether a newly installed machine is meeting quality standards in producing a particular cotton cloth according to the specifications set by the manufacturer. The mean warp-breaking strength of this particular cotton cloth has been established to be 66 pounds. A random sample of 36 pieces of cotton cloth is obtained from a production run on this machine. The results of the sample reveal a mean warp-breaking strength of 64.5 pounds and a standard deviation of 5 pounds. Can the quality control expert make the decision that the cotton produced on the new machine meets the warp-breaking specification of the manufacturer at the .05 level of significance? 2. The personnel director of a large insurance company is interested in reducing the turnover rate of data processing clerks in the first year of employment. Past records indicate that 25% of all new hires in this area are no longer employed at the end of one year. Extensive new training approaches are im ...

MGMT 464New Manager’s Case Study Case Analysis Worksheet #.docx

MGMT 464New Manager’s Case Study Case Analysis Worksheet #.docx

MGMT 464New Manager’s Case Study Case Analysis Worksheet #.docx

META-INF/MANIFEST.MF Manifest-Version: 1.0 .classpath PriorityQueue.classpublicsynchronizedclass PriorityQueue { Heap q; public void PriorityQueue(int, java.util.Comparator); public Object peek(); public Object remove(); void add(Object); boolean isEmpty(); public int size(); } PriorityQueue.javaPriorityQueue.javaimport java.util.Comparator; publicclassPriorityQueue<E>{ Heap q; /** *PriorityQueue initializes the queue. * * @param initialCapacity an int that is the heaps initial size. * @param comparator the priority of various imputs. */ publicPriorityQueue(int initialCapacity,Comparator<?super E> comparator){ q=newHeap(initialCapacity,comparator); } /** * Peek, returns the next item in the queue without removing it. * * If it is empty then null is returned. * @return the next item in the queue. */ public E peek(){ if(q.size()==0){ returnnull; } return(E) q.findMax(); } /** * This removes the first item from the queue. * * It returns null if the queue is empty. * @return the first item in the queue. */ public E remove(){ if(q.size()==0){ returnnull; } return(E) q.removeMax(); } /** * This adds item to the queue * @param item that is added to the queue. */ void add(E item){ q.insert(item); } /** * isEmpty returns if the queue is empty or not. * * @return boolean if the queue is empty or not. */ boolean isEmpty(){ if(q.size()!=0){ returnfalse; } returntrue; } /** * size returns the size of the queue. * * @return int the size of the queue. */ publicint size(){ return q.size(); } } ArithmeticExpression.classpublicsynchronizedclass ArithmeticExpression { BinaryTree t; java.util.ArrayList list; String equation; void ArithmeticExpression(String) throws java.text.ParseException; public String toString(BinaryTree); public String toPostfixString(BinaryTree); void setVariable(String, int) throws java.rmi.NotBoundException; public int evaluate(BinaryTree); } ArithmeticExpression.javaArithmeticExpression.javaimport java.rmi.NotBoundException; import java.text.ParseException; import java.util.ArrayList; import java.util.Stack; /** * ArithmeticExpression takes equations in the form of strings creates a binary * tree, and can return either the regular or postfix equation. It also allows * them to be calculated. * * * Extra Credit: * ** it can handle spaces or no spaces in the string inputted. ** it can return * regular or postfix notation * * @author tai-lanhirabayashi * */ publicclassArithmeticExpression{ BinaryTree t; ArrayList list; String equation; /** * ArithmeticExpression is the construction which takes in a space * delimitated equation containing "*,/,+,-" symbols and converts it into a * binary tree. * * If the expression is not valid it will throw a ParseException. This is ...

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Menu Management Options · · APRN504 - 5886 - HEALTH POLICY AND LEADERSHIP - Spring2016 · Home Page · Announcements · Syllabus · Discussions · Weekly news update · Assignments · Sign up Wiki · Writing Information · Groups · Week One · PowerPoint Week #1 · PowerPoints Week #1 · Week Two: Information · Week Three · PowerPoint:Week #3 Policy · PowerPoint-Communication · PowerPoint: SS · Week Four · PowerPoint: Finances · PowerPoint-Ethics · Week Five · Week Six · Week Seven · Week Eight · PowerPoint: Lobbying · Week Nine · PowerPoint:Workplace · Week Ten · Week Eleven · PowerPoint:Centers · PP: Putting it Together · Week Twelve · Week Thirteen · Week Fourteen · Week Fifteen · APA Links · Help · Tools PowerPoint Week #1 Top of Form Bottom of Form Content · Social Determinants of Health · One view of the ACA · Another view of ACA Remember South Carolina did NOT take the Medicaid expansion. · South Carolina and Medicaid · The IOM and Nursing · Nursing and Politics · Mentoring · The Difference in Political Philosophy · Policy Process GRADING RUBRICS: Journals: The Journals should be a synopsis of ALL your required readings and PowerPoints. These papers are three to six pages long and include a reference page. Tell me what you learned. Failure to cover any aspect of the information will result is loss of points. APA format is required so remember your title page. The required APA textbook has examples from pages 41-59. Spelling and grammar issues will result in loss of points. Late Submissions: Minus 10 points/day. Forum: Discussion Board Organize Forum Threads on this page and apply settings to several or all threads. Threads are listed in a tabular format. The Threads can be sorted by clicking the column title or the caret at the top of each column. More Help Content Top of Form This is a 'post-first' discussion forum. There are currently 18 threads in this forum. Join the conversation by creating a thread! Create Thread Forum Description Introduce yourself. Tell us your background and what track you are currently in. Have you had any experience with politics, leadership or political events? What do you hope to gain from this course? What are your concerns about taking a hybid course? What do you wish other people knew about you? Where do you hope to be five years from now? What has been your experience in a Political Group (ANA, SCNA, ANCC, ACNP, SCMA, Republican Party, Democratic Party, etc) and the role they play in politics? Inform us of what district you live in, who is your current represenative and senator for your district. A meaningful response to two classmates and facilitation of a dialog is an expectation for the discussion board. You can not post "I agree" or "I disagree". A discussion is like a ball being tossed back and forth. If you ask questions of your classmates you facilitate dialog. The discussion Boards are open for two weeks and close on Sundays at 11:59 pm. Do not wait until the last minute to post becaus ...

Menu Management Options· · APRN504 - 5886 - HEALTH POLICY .docx

Menu Management Options· · APRN504 - 5886 - HEALTH POLICY .docx

Menu Management Options· · APRN504 - 5886 - HEALTH POLICY .docx

MGMT 673 Problem Set 5 1. For each of the following economic conditions, place an X in the table to indicate the appropriate range in the Aggregate Supply Curve Condition Keynesian Intermediate Classical Unemployment is above the historical average The nation’s factories are running at capacity Any increase in GDP will be accompanied by high inflation The nation is suffering through a severe recession A mid-point in the business cycle expansion phase GDP can increase without an increase in the Price Index 2. Many exogenous factors can cause a shift in the Aggregate Supply Curve. For each of the following factors, place an X in the table to indicate how the AS curve would shift. Factor AS shift right (increase in AS) AS shift left (decrease in AS) World oil prices increase substantially Environmental Protection Agency enacts broad pollution restrictions Business taxes are reduced Internal combustion engine fuel efficiencies are greatly increased Adverse winter weather persists for months more the normal New restrictions slow immigration Federal minimum wage is increased by 30% 3. Earlier we learned that Demand, which we now call Aggregate Demand, is comprised of 4 components: Consumption (C), Investment (I), Government spending (G), and Net Exports (NE). Any exogenous factor that increases any of the component(s) will also increase Aggregate Demand. For each of the following, place an X to indicate the component affected and an R (increase) or and L (decrease) to show whether the AD curve shifts Right or Left. Consider only the primary effect. Factor C I G NE R or L Real interest rate decreases Consumers and executives become more confident in the economic future The stock market rises China’s economic growth slows Congress increases spending for in the current fiscal year Tariffs are imposed by many countries to protect domestic employment The US Import/Export bank eliminates guarantees for loans to foreign airlines to purchase Boeing aircraft Congress enacts tax incentives for firms purchasing new equipment and facilities 4. For each of the following government economic actions, place an X in the table to indicate whether the action is fiscal or monetary policy. Action Monetary Fiscal Taxes are increased on the wealthiest 1% of households The Fed purchases Mortgage-backed securities (MBS) The US Treasury borrows money to finance increased government spending The federal government provides a rebate to first time home buyers The President signs and enacts the Affordable Care Act The Fed promises to keep interest rates near zero for an extended time 5. For each of the following government actions, insert the original and shifted AD curve. Insert an arrow to show the shift in the AD curve. Here’s an example: GDP Price Index Real GDP AS a. While in a steep recession, the federal government enacts a stimulus program of increased spending and r ...

MGMT 673 Problem Set 51. For each of the following economic cond.docx

MGMT 673 Problem Set 51. For each of the following economic cond.docx

MGMT 673 Problem Set 51. For each of the following economic cond.docx

Mental Illness Stigma and the Fundamental Components of Supported Employment Patrick W. Corrigan, Jonathon E. Larson, and Sachiko A. Kuwabara Illinois Institute of Psychology Purpose/Objective: The success of supported employment programs will partly depend on the endorsement of stigma in communities in which the programs operate. In this article, the authors examine 2 models of stigma—responsibility attribution and dangerousness—and their relationships to components of supported employment—help getting a job and help keeping a job. Research Method/Design: A stratified and randomly recruited sample (N � 815) completed responses to a vignette about “Chris,” a person alternately described with mental illness, with drug addiction, or in a wheelchair. Research participants completed items that represented responsibility and dangerousness models. They also completed items representing 2 fundamental aspects of supported employment: help getting a job or help keeping a job. Results: When participants viewed Chris as responsible for his condition (e.g., mental illness), they reacted to him in an angry manner, which in turn led to lesser endorsement of the 2 aspects of supported employment. In addition, people who viewed Chris as dangerous feared him and wanted to stay away from him, even in settings where people with mental illness might work. Conclusions/ Implications: Implications for understanding supported employment are discussed. Keywords: stigma, supported employment, discrimination The disabilities of serious mental illness can block people from obtaining important life goals, including a good job. Several kinds of vocational rehabilitation programs have emerged to address work-related disabilities. Some of these approaches are known as train-place strategies (Corrigan & McCracken, 2005). Through an education-based strategy, in train-place programs, participants must learn prevocational and work readiness skills before they are placed in work settings. These work settings are often sheltered; that is, the job is “owned” by a rehabilitation agency, which can protect participants from stressors (Corrigan, 2001). Alternatively, supported employment is place-train in orientation. People are placed in real-world work and subsequently provided training and support to address problems as they emerge, thereby helping a person to maintain a regular job. The latter group has dominated recent supported employment models for people with psychiatric disabilities (Bond et al., 2001; Bond, Becker, Drake, & Vogler, 1997). Some forms of supported employment recommend rapid placement of people in work settings of interest to them (Becker & Drake, 2003). Unlike train-place programs, supported employment does not try to protect people with disabilities from the work world (Cor- rigan, 2001; Corrigan & McCracken, 2005). Instead, providers offer direct support in vivo. This kind of approach is more successful in communities where the intent of supported ...

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