Mini-Paper
Top of Form
Hide Assignment Information
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Purpose:
The Mini-Paper is a single-page composition on an assigned question or topic. The paper is an opportunity for students to demonstrate their comprehension of the course material and to apply it to the situation presented.
The paper is also an opportunity for the student to demonstrate his or her writing skills. Feedback will be provided for both content and grammar.
Assignment:
The Police Chief of any policy agency is either elected or appointed. Typically, the Chief reports directly
to the Mayor, County Executive, or other top political figure (and their council) within the agency's jurisdiction. Please research and discuss the impact(s) that a politician may have on the newly-elected police chief's ideas on how to handle crime in their jurisdiction. It might help to find articles such as "Chief and Mayor agree on crime plan" or "Chief and Mayor disagree on crime plan". Those types of things! Remember, this is only 1 page!
Format:
· One full page, headed with the student's name. (No cover page.)
· Narrative must be double spaced, with 1-inch margins, written in #12 font.
· All supportive references must be cited in APA format with an in-text citation as well as a full citation on a separate Resources page.
· No directly quoted (copy/paste) material may be used in this project paper.
· Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Due Date
Mar 6, 2020 11:59 PM
Hide Rubrics
Rubric Name: A MODEL Rubric for Projects - Max points
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
Equivalent to an A
Equivalent to a B
Equivalent to a C
Equivalent to a D or F
Overall content of paper or project. Value: 20 points
20 points
The paper is exemplary. Content of the paper exceeds all information required by assignment, demonstrates critical thinking skills, sophisticated analysis and other perspectives.
Points available: 18-20
17.9 points
Paper indicates effort above and beyond the Project Description in the areas of research, analysis, critical thinking, etc.
Points available: 16-17.9
15.9 points
In general, the content of the paper addresses the information required by the assignment.
Points available: 14-15.9
13.9 points
The overall content of the paper addresses less than the minimal amount of the information required by the assignment. It demonstrates marginal work and does not reflect an understanding of the project.
Points available D: 12 -13.9
Points available F: 11.9
/ 20
Overall analysis and critical thinking Value: 20 points
20 points
Analysis and critical thinking is evident throughout the paper, beyond the requirements in the P.
Mini-PaperTop of FormHide Assignment InformationInstructions.docxaltheaboyer
Mini-Paper
Top of Form
Hide Assignment Information
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Purpose:
The Mini-Paper is a single-page composition on an assigned question or topic. The paper is an opportunity for students to demonstrate their comprehension of the course material and to apply it to the situation presented.
The paper is also an opportunity for the student to demonstrate his or her writing skills. Feedback will be provided for both content and grammar.
Assignment:
The Police Chief of any policy agency is either elected or appointed. Typically, the Chief reports directly
to the Mayor, County Executive, or other top political figure (and their council) within the agency's jurisdiction. Please research and discuss the impact(s) that a politician may have on the newly-elected police chief's ideas on how to handle crime in their jurisdiction. It might help to find articles such as "Chief and Mayor agree on crime plan" or "Chief and Mayor disagree on crime plan". Those types of things! Remember, this is only 1 page!
Format:
· One full page, headed with the student's name. (No cover page.)
· Narrative must be double spaced, with 1-inch margins, written in #12 font.
· All supportive references must be cited in APA format with an in-text citation as well as a full citation on a separate Resources page.
· No directly quoted (copy/paste) material may be used in this project paper.
· Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Due Date
Mar 6, 2020 11:59 PM
Hide Rubrics
Rubric Name: A MODEL Rubric for Projects - Max points
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
Equivalent to an A
Equivalent to a B
Equivalent to a C
Equivalent to a D or F
Overall content of paper or project. Value: 20 points
20 points
The paper is exemplary. Content of the paper exceeds all information required by assignment, demonstrates critical thinking skills, sophisticated analysis and other perspectives.
Points available: 18-20
17.9 points
Paper indicates effort above and beyond the Project Description in the areas of research, analysis, critical thinking, etc.
Points available: 16-17.9
15.9 points
In general, the content of the paper addresses the information required by the assignment.
Points available: 14-15.9
13.9 points
The overall content of the paper addresses less than the minimal amount of the information required by the assignment. It demonstrates marginal work and does not reflect an understanding of the project.
Points available D: 12 -13.9
Points available F: 11.9
/ 20
Overall analysis and critical thinking Value: 20 points
20 points
Analysis and critical thinking is evident throughout the paper, beyond the requirements in the P ...
Mini-PaperTop of FormHide Assignment Information.docxendawalling
Mini-Paper
Top of Form
Hide Assignment Information
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Purpose:
The Mini-Paper is a single-page composition on an assigned question or topic. The paper is an opportunity for students to demonstrate their comprehension of the course material and to apply it to the situation presented.
The paper is also an opportunity for the student to demonstrate his or her writing skills. Feedback will be provided for both content and grammar.
Assignment:
The Police Chief of any policy agency is either elected or appointed. Typically, the Chief reports directly
to the Mayor, County Executive, or other top political figure (and their council) within the agency's jurisdiction. Please research and discuss the impact(s) that a politician may have on the newly-elected police chief's ideas on how to handle crime in their jurisdiction. It might help to find articles such as "Chief and Mayor agree on crime plan" or "Chief and Mayor disagree on crime plan". Those types of things! Remember, this is only 1 page!
Format:
·
One full page
, headed with the student's name. (No cover page.)
· Narrative must be double spaced, with 1-inch margins, written in #12 font.
· All supportive references
must be cited in APA format
with an in-text citation as well as a full citation on a separate Resources page.
o No directly quoted (copy/paste) material may be used in this project paper.
o Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Due Date
Mar 6, 2020 11:59 PM
Hide Rubrics
Rubric Name: A MODEL Rubric for Projects - Max points
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
Equivalent to an A
Equivalent to a B
Equivalent to a C
Equivalent to a D or F
Overall content of paper or project. Value: 20 points
20 points
The paper is exemplary. Content of the paper exceeds all information required by assignment, demonstrates critical thinking skills, sophisticated analysis and other perspectives.
Points available: 18-20
17.9 points
Paper indicates effort above and beyond the Project Description in the areas of research, analysis, critical thinking, etc.
Points available: 16-17.9
15.9 points
In general, the content of the paper addresses the information required by the assignment.
Points available: 14-15.9
13.9 points
The overall content of the paper addresses less than the minimal amount of the information required by the assignment. It demonstrates marginal work and does not reflect an understanding of the project.
Points available D: 12 -13.9
Points available F: 11.9
/ 20
Overall analysis and critical thinking Value: 20 points.
OverviewYou should identify a specific domain, or sub-domain,emelyvalg9
Overview
You should identify a specific domain, or sub-domain, within which to provide
support for all students. As examples, you may focus on: peer interactions and friendship formation, communication, physio-motor development, perspective-taking, self-regulation, prosocial behavior, creativity/divergent thinking, etc. Conduct a review of scholarly literature/research on your chosen topic, including our course readings and content. Based on your review of the literature, you will submit a written paper (5-6 pages).
Your written paper should include the following components:
-Introduction and discussion of developmental domain (or sub-domain) Discuss relevance of the topic for learning and broad outcomes for children; identify critical issues or concerns with regard to supporting students with disabilities in this domain within inclusive settings.
-Review of developmental theories and current scholarly literature: You should
present critical viewpoints and a range of perspective/issues related to your topic. Discuss research on various approaches, programs, or strategies for supporting children. Also, discuss the ways in which children’s development in this domain is situated in sociocultural contexts, and how educators should be
culturally responsive when working with families to support children.
-Implications and critical thinking:
How does the literature extend your thinking further? What questions/concerns are raised? Discuss implications for inclusive education, etc.
Use at least 6 relevant scholarly sources (articles from academic journals or scholarly texts). Make connections and references to course readings and texts throughout. You may also use news articles, websites, etc.; however, at least 6 sources must be from scholarly sources
Do not use Wikipedia as one of your sources.
You must cite your sources within your paper using APA format, and include a reference page in APA format.
The Economic Development Case Study is a two-part assignment – the written paper and video
presentation. Economic Development Case studies must be posted prior to April 19th to
receive approval. Case studies are approved on first posted basis – case studies must be unique,
and students are required to review previously posted case studies to alleviate duplicate case
studies.
The first part of the assignment is to write a paper on a local (San Bernardino or Riverside counties)
economic development. You may identify a case as reported from a city’s website, local
newspapers, or other quality source. Remember, a low-quality source, or insufficient information
from your sources, will affect the quality of your grade for this assignment. The Economic
Development project cannot have been completed.
Your case study should be approximately 750~1000 words long. In your case study paper, you
should briefly describe the following:
• Introduction to the economic development case
• Identify th ...
Research PaperProvide critical analysis of an issue and policy.docxronak56
Research Paper
Provide critical analysis of an issue and policy intended to address it. For instance, some issue which students have suggested are:
· Water or drought in California
· Educational spending proposals
· Impact of Proposition 47 (reducing sentencing)
· California Health Care Challenges and
Solution
s
· State Budget and Reform Concepts, e.g., pension reform or realignment
· Challenge of transportation (high speed rail) and environment (AB 32 or water)
· Other as approved by instructor
Develop the topic into a fairly narrowly focused “mini” research paper. The idea is to choose a topic that is sufficiently narrow and focused so that it is manageable in a 12-15 page paper plus references and cover page. Regardless of the topic you choose, your paper must present some kind of analysis supported by published research.
Analysis involves asking an important question. What, for example, are the most important features of a political conflict that generates notice of a relevant issue? Or, which features of a political issue or reform merits change and is significant in California Politics today? For instance: Water and the implications of drought? Building a peripheral canal? The effects of campaign reform financing?
Proposal and minimum sources
Please forward by e-mail attachment to me by March 1st a one page statement of your proposal and five annotated tentative references. Optional: an outline or initial draft of the paper can be e-mailed any time for comment up to the last week of March. The final draft is due by March 31st
Your annotated references should identify a minimum of five separate sources of information (in addition to the course text) about your topic. The more recent the sources – the better. Articles are more useful than books. Conduct a decent literature search in ProQuest. Be cautious when using only WWW sources. They are not all equally credible.
Avoid only popular magazines – Time, Newsweek, Psychology Today, Parents Magazine, etc. Similarly, avoid electronic sources for which the organizational affiliation is unknown. Critically review and cautiously use any material from an organization or agency that has a specific agenda, e.g., A.C.L.U., government agency, etc. Seek help from one of the Reference librarians in the Pearson Library
Final papers will be 12-15 pages in length and will analyze specific institutional and political influences placed upon policy development in the selected issue area using, in part, the information and interaction provided your written sources and the Sacramento persons with whom you met and their staffs.
Generally papers should be presented as policy briefs taking the following format:
1. Statement of the issue and its significance
2. Context or Background of the Issue
3. Pros and Cons of the issue (including what groups support each side)
4. Your views on the feasibility and desirability of one or more options
Final Class Presentation
Students ar ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxShiraPrater50
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxadkinspaige22
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa.
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS hirstcruz
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
Mini-PaperTop of FormHide Assignment InformationInstructions.docxaltheaboyer
Mini-Paper
Top of Form
Hide Assignment Information
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Purpose:
The Mini-Paper is a single-page composition on an assigned question or topic. The paper is an opportunity for students to demonstrate their comprehension of the course material and to apply it to the situation presented.
The paper is also an opportunity for the student to demonstrate his or her writing skills. Feedback will be provided for both content and grammar.
Assignment:
The Police Chief of any policy agency is either elected or appointed. Typically, the Chief reports directly
to the Mayor, County Executive, or other top political figure (and their council) within the agency's jurisdiction. Please research and discuss the impact(s) that a politician may have on the newly-elected police chief's ideas on how to handle crime in their jurisdiction. It might help to find articles such as "Chief and Mayor agree on crime plan" or "Chief and Mayor disagree on crime plan". Those types of things! Remember, this is only 1 page!
Format:
· One full page, headed with the student's name. (No cover page.)
· Narrative must be double spaced, with 1-inch margins, written in #12 font.
· All supportive references must be cited in APA format with an in-text citation as well as a full citation on a separate Resources page.
· No directly quoted (copy/paste) material may be used in this project paper.
· Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Due Date
Mar 6, 2020 11:59 PM
Hide Rubrics
Rubric Name: A MODEL Rubric for Projects - Max points
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
Equivalent to an A
Equivalent to a B
Equivalent to a C
Equivalent to a D or F
Overall content of paper or project. Value: 20 points
20 points
The paper is exemplary. Content of the paper exceeds all information required by assignment, demonstrates critical thinking skills, sophisticated analysis and other perspectives.
Points available: 18-20
17.9 points
Paper indicates effort above and beyond the Project Description in the areas of research, analysis, critical thinking, etc.
Points available: 16-17.9
15.9 points
In general, the content of the paper addresses the information required by the assignment.
Points available: 14-15.9
13.9 points
The overall content of the paper addresses less than the minimal amount of the information required by the assignment. It demonstrates marginal work and does not reflect an understanding of the project.
Points available D: 12 -13.9
Points available F: 11.9
/ 20
Overall analysis and critical thinking Value: 20 points
20 points
Analysis and critical thinking is evident throughout the paper, beyond the requirements in the P ...
Mini-PaperTop of FormHide Assignment Information.docxendawalling
Mini-Paper
Top of Form
Hide Assignment Information
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Purpose:
The Mini-Paper is a single-page composition on an assigned question or topic. The paper is an opportunity for students to demonstrate their comprehension of the course material and to apply it to the situation presented.
The paper is also an opportunity for the student to demonstrate his or her writing skills. Feedback will be provided for both content and grammar.
Assignment:
The Police Chief of any policy agency is either elected or appointed. Typically, the Chief reports directly
to the Mayor, County Executive, or other top political figure (and their council) within the agency's jurisdiction. Please research and discuss the impact(s) that a politician may have on the newly-elected police chief's ideas on how to handle crime in their jurisdiction. It might help to find articles such as "Chief and Mayor agree on crime plan" or "Chief and Mayor disagree on crime plan". Those types of things! Remember, this is only 1 page!
Format:
·
One full page
, headed with the student's name. (No cover page.)
· Narrative must be double spaced, with 1-inch margins, written in #12 font.
· All supportive references
must be cited in APA format
with an in-text citation as well as a full citation on a separate Resources page.
o No directly quoted (copy/paste) material may be used in this project paper.
o Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Due Date
Mar 6, 2020 11:59 PM
Hide Rubrics
Rubric Name: A MODEL Rubric for Projects - Max points
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.Criteria
Equivalent to an A
Equivalent to a B
Equivalent to a C
Equivalent to a D or F
Overall content of paper or project. Value: 20 points
20 points
The paper is exemplary. Content of the paper exceeds all information required by assignment, demonstrates critical thinking skills, sophisticated analysis and other perspectives.
Points available: 18-20
17.9 points
Paper indicates effort above and beyond the Project Description in the areas of research, analysis, critical thinking, etc.
Points available: 16-17.9
15.9 points
In general, the content of the paper addresses the information required by the assignment.
Points available: 14-15.9
13.9 points
The overall content of the paper addresses less than the minimal amount of the information required by the assignment. It demonstrates marginal work and does not reflect an understanding of the project.
Points available D: 12 -13.9
Points available F: 11.9
/ 20
Overall analysis and critical thinking Value: 20 points.
OverviewYou should identify a specific domain, or sub-domain,emelyvalg9
Overview
You should identify a specific domain, or sub-domain, within which to provide
support for all students. As examples, you may focus on: peer interactions and friendship formation, communication, physio-motor development, perspective-taking, self-regulation, prosocial behavior, creativity/divergent thinking, etc. Conduct a review of scholarly literature/research on your chosen topic, including our course readings and content. Based on your review of the literature, you will submit a written paper (5-6 pages).
Your written paper should include the following components:
-Introduction and discussion of developmental domain (or sub-domain) Discuss relevance of the topic for learning and broad outcomes for children; identify critical issues or concerns with regard to supporting students with disabilities in this domain within inclusive settings.
-Review of developmental theories and current scholarly literature: You should
present critical viewpoints and a range of perspective/issues related to your topic. Discuss research on various approaches, programs, or strategies for supporting children. Also, discuss the ways in which children’s development in this domain is situated in sociocultural contexts, and how educators should be
culturally responsive when working with families to support children.
-Implications and critical thinking:
How does the literature extend your thinking further? What questions/concerns are raised? Discuss implications for inclusive education, etc.
Use at least 6 relevant scholarly sources (articles from academic journals or scholarly texts). Make connections and references to course readings and texts throughout. You may also use news articles, websites, etc.; however, at least 6 sources must be from scholarly sources
Do not use Wikipedia as one of your sources.
You must cite your sources within your paper using APA format, and include a reference page in APA format.
The Economic Development Case Study is a two-part assignment – the written paper and video
presentation. Economic Development Case studies must be posted prior to April 19th to
receive approval. Case studies are approved on first posted basis – case studies must be unique,
and students are required to review previously posted case studies to alleviate duplicate case
studies.
The first part of the assignment is to write a paper on a local (San Bernardino or Riverside counties)
economic development. You may identify a case as reported from a city’s website, local
newspapers, or other quality source. Remember, a low-quality source, or insufficient information
from your sources, will affect the quality of your grade for this assignment. The Economic
Development project cannot have been completed.
Your case study should be approximately 750~1000 words long. In your case study paper, you
should briefly describe the following:
• Introduction to the economic development case
• Identify th ...
Research PaperProvide critical analysis of an issue and policy.docxronak56
Research Paper
Provide critical analysis of an issue and policy intended to address it. For instance, some issue which students have suggested are:
· Water or drought in California
· Educational spending proposals
· Impact of Proposition 47 (reducing sentencing)
· California Health Care Challenges and
Solution
s
· State Budget and Reform Concepts, e.g., pension reform or realignment
· Challenge of transportation (high speed rail) and environment (AB 32 or water)
· Other as approved by instructor
Develop the topic into a fairly narrowly focused “mini” research paper. The idea is to choose a topic that is sufficiently narrow and focused so that it is manageable in a 12-15 page paper plus references and cover page. Regardless of the topic you choose, your paper must present some kind of analysis supported by published research.
Analysis involves asking an important question. What, for example, are the most important features of a political conflict that generates notice of a relevant issue? Or, which features of a political issue or reform merits change and is significant in California Politics today? For instance: Water and the implications of drought? Building a peripheral canal? The effects of campaign reform financing?
Proposal and minimum sources
Please forward by e-mail attachment to me by March 1st a one page statement of your proposal and five annotated tentative references. Optional: an outline or initial draft of the paper can be e-mailed any time for comment up to the last week of March. The final draft is due by March 31st
Your annotated references should identify a minimum of five separate sources of information (in addition to the course text) about your topic. The more recent the sources – the better. Articles are more useful than books. Conduct a decent literature search in ProQuest. Be cautious when using only WWW sources. They are not all equally credible.
Avoid only popular magazines – Time, Newsweek, Psychology Today, Parents Magazine, etc. Similarly, avoid electronic sources for which the organizational affiliation is unknown. Critically review and cautiously use any material from an organization or agency that has a specific agenda, e.g., A.C.L.U., government agency, etc. Seek help from one of the Reference librarians in the Pearson Library
Final papers will be 12-15 pages in length and will analyze specific institutional and political influences placed upon policy development in the selected issue area using, in part, the information and interaction provided your written sources and the Sacramento persons with whom you met and their staffs.
Generally papers should be presented as policy briefs taking the following format:
1. Statement of the issue and its significance
2. Context or Background of the Issue
3. Pros and Cons of the issue (including what groups support each side)
4. Your views on the feasibility and desirability of one or more options
Final Class Presentation
Students ar ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxShiraPrater50
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxadkinspaige22
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa.
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS hirstcruz
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
The Economic Development Case Study is a two-part assign.docxtodd701
The Economic Development Case Study is a two-part assignment – the written paper and video
presentation. Economic Development Case studies must be posted prior to April 19th to
receive approval. Case studies are approved on first posted basis – case studies must be unique,
and students are required to review previously posted case studies to alleviate duplicate case
studies.
The first part of the assignment is to write a paper on a local (San Bernardino or Riverside counties)
economic development. You may identify a case as reported from a city’s website, local
newspapers, or other quality source. Remember, a low-quality source, or insufficient information
from your sources, will affect the quality of your grade for this assignment. The Economic
Development project cannot have been completed.
Your case study should be approximately 750~1000 words long. In your case study paper, you
should briefly describe the following:
• Introduction to the economic development case
• Identify the role government played
• Identify the role of the public, if any
• Economic impact to the community – What is the economic impact to the community? How will it
benefit or not benefit the community?
• Analysis – What is your analysis of the project?
• Conclusion – Where is the project currently?
Instructions for the case study: go to Economic Development Case Study – Submit Here
Scoring Rubric for Economic Development Case Study Paper
Criteria Exceptional
(15 - 13 points)
Very Good
(13 – 11.25 points)
Acceptable
(11.25 – 9 points)
Unacceptable
(8 points or less)
Content
Provides an accurate and
complete description of the
case. All sources of facts
and examples are fully
documented. The case is
original. Case was approved.
For the most part,
description of the case
accurate and complete.
Most sources of facts and
examples are documented.
The case is original and
case was approved.
Description of the case is
inaccurate or incomplete.
Some sources of facts and
examples are
documented. The case is
original and was approved.
Very little reference was
made to the case. Case
is not supported by
evidence. Case is not
original and was not
approved.
Organization
Writer presents information in
logical, interesting sequence,
which reader can follow
Writer presents information
in logical sequence which
reader can follow.
Reader has difficulty
following case study
Reader cannot follow the
case organization.
Economic Development Case Study Paper & Presentation:
Analysis
Writer provides excellent
analysis of the role of
government and the
economic impact of the case
supported by information
provided
Writer provides good
analysis of the role of
government and the
economic impact of the
case.
Writer provides analysis of
either the role of
gov.
EDUC 637Unit Portfolio Grading RubricCriteriaLevels of AchEvonCanales257
EDUC 637
Unit Portfolio Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Subject, Grade, and Topic
10 points
Plan subject, topic, and grade are age appropriate.
8 to 9 points
Plan subject and topic are age appropriate, but grade is missing.
1 to 7 points
Plan is age appropriate but is missing either grade or topic.
0 points
Plan is not age appropriate.
State and National Standards
10 points
Reflects National and State standards using InTASC Standards and SOLs.
8 to 9 points
Reflects National and State standards but does not address either the InTASC Standards or SOLs.
1 to 7 points
Reflects National and State standards, but is missing InTASC Standards and SOLs
0 points
No standards are mentioned in the plan.
General Goals
10 points
The plan has identified goals for the unit of instruction that appropriately build toward the identified SOLs/InTASC Standards and subject.
8 to 9 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards and subject.
1 to 7 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards or subject.
0 points
The plan does not identify goals for the unit of instruction.
Specific Objectives
10 points
The plan has an objective with an audience, behavior, criterion, and demonstration of performance.
8 to 9 points
The objectives are measurable or it is observable.
1 to 7 points
The objectives are neither measurable nor observable.
0 points
No objectives are present.
Key Concepts
10 points
The plan identifies key concepts to be covered by the unit that appropriately correspond and build toward both the goals and objectives.
8 to 9 points
The plan identifies key concepts to be covered by the unit and they correspond to either the goals or objectives.
1 to 7 points
The plan identifies key concepts to be covered by the unit but does not correspond to the goals and objectives.
0 points
The plan fails to identify key concepts.
Course Map
11 to 12 points
The plan includes a detailed map of concepts and topics connecting the unit’s central theme to the context of the course.
10 points
The plan includes a map of concepts that connect to the unit’s central theme to the context of the course.
1 to 9 points
The plan includes a map of concepts that partially connect to the unit’s central theme to the context of the course.
0 points
The plan does not effectively connect the central theme to the context of the course.
Unit Map
11 to 12 points
The plan includes a detailed map of concepts and topics as connected to the central theme of the unit.
10 points
The plan includes a map of concepts and topics as connected to the central theme of the unit.
1 to 9 points
The plan includes a map of some concepts and topics as connected to the central theme of the unit.
0 points
The plan does not include a map of concepts and topics connected to the central theme of ...
COURSE PROJECTTop of FormBottom of Form· Toggle DrawerGl.docxfaithxdunce63732
COURSE PROJECT
Top of Form
Bottom of Form
· Toggle Drawer
Global Issue Analysis
The project for this course asks you to select and investigate a public problem with global dimensions, and apply the theories and practices considered in the course to develop analysis and recommendations that can be implemented through public administration.
In this project you will:
· Research and integrate information from many relevant and trustworthy resources to arrive at a comprehensive overview of an issue.
· Assess the impacts of globalism, cultural diversity, technology, common public values, citizen engagement, and public participation.
· Make program/policy recommendations.
· Apply academic writing skills.
It is recommended that you review all three phases of this project at the outset of the course, so you will be in the best position for success. The phases and their components are listed lower on this page.
Project Objectives
To successfully complete this project, you will be expected to:
1. Apply theories relevant to public administration in global or multicultural contexts.
1. Analyze key elements of a specific issue that has global, multicultural, and diversity ramifications.
1. Demonstrate how recommendations incorporate public values that have been identified as universally held across relevant regional and global boundaries.
1. Apply skills of academic research and writing.
1. Toggle Drawer
Project Requirements
To achieve a successful project experience and outcome, you are expected to meet the following requirements.
. Written communication: Written communication is free of errors that detract from the overall message.
. APA formatting: Resources and citations are formatted according to APA (sixth edition) style.
. Number of resources: Minimum of 12 peer-reviewed resources, plus other resources as appropriate.
. Length of paper: 10–15 typed, double-spaced pages, excluding the cover page, table of contents, executive summary, and references.
. Font and font size: Times, 12 point.
· Toggle Drawer
Project Grading Criteria
Global Issue Analysis Project Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Revise writing based on feedback and new ideas or information.
16%
Makes no revisions to writing.
Makes minor revisions to writing based on feedback.
Revises writing based on feedback and new ideas or information.
Based on feedback and new ideas or information, revises writing to include deeper critical analysis or evaluation of the factors of the issue at hand.
Assess the impact of various influences, such as globalism, cultural diversity, technology, and common public values, on a public administration issue.
16%
Does not describe impact of influences on a public issue.
Describes impact of influences on a public issue.
Assesses the impact of various influences, such as globalism, cultural diversity, technology, and common public values, on a public issue.
Assesses the impact of various influences, such as globa.
Project 2 Field InterviewInstructionsNo directly quoted ma.docxdenneymargareta
Project 2: Field Interview
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Project 2—Field Interview: Overview
As part of your role as a system-based advocate, you have been asked to assess the officers’ and other community based partners’ understanding of crime victims’ rights through conducting various surveys and individual interviews of cadets that have recently completed the academy. For your Project 2 you will be interviewing one person in the allowable categories and providing a narrative summary of your analysis of the interviewee’s understanding of the crime victims’ rights movement and the history and evolution of this movement over time. This analysis will be provided in a 3-5 page paper that addresses the required questions and analysis below.
Project 2—Field Interview: Description
Allowable interviewee categories:
• Representative of a victim service organization (can include a victim advocate, case manager, or crime victims’ rights attorney);
• Prosecutor (within the civilian criminal justice system);
• Law Enforcement (within the civilian criminal justice system);
• Judicial Officer (requires that they oversee a criminal docket); or
• Defense Attorney (within the civilian criminal justice system).
It is important that the candidate you select has enough consistent interaction with crime victims to offer you enough information for your analysis.
Following your interview, write a narrative paper that explains your assessment of the person’s work and perspective/knowledge of victims’ rights. Include analysis on where their perspective is victim centered or could be improved. A large part of this project is for you to see what service providers and system players do on a day-to day-basis and analyze how it impacts their perceptions of victims and/or changes their interactions with victims. You must include at least five (5) citations to instructional course materials/reading assignments that you have accessed in the course. Incorporating these supportive references into your analysis is key to demonstrating what you are learning in the course and how it helped shaped your analysis during and after the interview.
Required information to be included in the paper:
• Agency name
• Contact information for the agency
• Date the interview was conducted
• Agency mission/goals
• Name of person(s) interviewed
• Type of agency, type/number of staff, and status, e.g., nonprofit, government, faith-based
• Type of clients served
• Geographic area served
• General services provided by agency
• Challenges the agency faces
• The representative's interaction with victims and the point at which she or he comes in contact with victims
• Agency activities during a "normal day"
Required analysis to include in the paper:
The required information is offered for you to use as the starting point for yo ...
Introduction to Effective Proposal Writing Top Pillars
Definition of proposal and grants
Type of proposal
The Grant Lifecycle
Pre steps of writing proposal
Proposal Formatting
Proposal Content
Special Challenges
OL 750 Individual Research PaperOverviewDuring the course, .docxhopeaustin33688
OL 750: Individual Research Paper
Overview
During the course, students will explore a number of topics of significant trends that will affect people at work over the next 30 years. Students are asked to write a paper on a topic, providing sufficient information to provide the reader with a deeper understanding of it and discussing the implications it has for self, organizations, society.
The paper should be comprehensive, well researched, having in depth analysis and displaying critical thinking skills. The topic should be relevant to the individual. It could be the future developments in their field or business or a topic that has excited the student and wish to explore further. Students should discuss the topic with the faculty member before commencing the investigation. This paper is due in Module Seven.
As part of your research you may choose to interview a leader engaged in your topic of interest. The document, Leadership Interview located in the Assignment Guidelines and Rubrics section of the course, provides a format for question asking. Use the Interview Consent form to obtain formal consent prior to the interview.
Main Elements
The research paper should include an extensive survey of the literature. It is expected that this research project will draw on a number of significant sources (minimum of 10), the majority of which must come from the Shapiro Library holdings, including electronic databases.
The following is a list of main elements that could be addressed:
1. Demographic Trends
2. Future Trends is HR
3. Recruitment and Retention
4. Trends in Government Intervention
5. Effects of Changing Technology on Traditional Business Models
6. Rebuilding of Public Trust
7. Fashion Trends
Rubric
Requirements of submission: Written components of projects must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, one-inch margins, and discipline-appropriate citations. This paper should be 12 – 15 pages in length.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
Critical Elements
Distinguished
Proficient
Emerging
Not Evident
Value
Main Elements
Includes almost all of the main elements and requirements and cites multiple examples to illustrate each element
(23-25)
Includes most of the main elements and requirements and cites many examples to illustrate each element
(20-22)
Includes some of the main elements and requirements
(18-19)
Does not include any of the main elements and requirements
(0-17)
25
Inquiry and Analysis
Explores multiple issues through extensive collection and in-depth analysis of evidence to make informed conclusions
(18-20)
Explores some issues through collection and in-depth analysis of evidence to make informed conclusions
(16-17)
Explores minimal issues through collection and analysis of evidence to make informed conclusions
(14-15)
Does not explore issues through collection and analysis of evidence.
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 199.docxrafbolet0
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 1994
The purpose of this case is to give the student the opportunity to read a court case. This case brings out the role of the federal courts and state courts in our dual court system, and the federal preemption. It also cover important aspects of the law of warranties.
Criteria
Exemplary
Proficient
Marginal
Unacceptable
Executive Summary
10
8
6
4
A concise well written explanation of the importance of the case
Concise but not well written has both the results and importance.
Too lengthy and misses the importance or results of the case
Too lengthy and does not explain why the case is important or the results.
Introduction
10
8
6
4 or less
Summarizes the case facts and legal proceedings
Shows a thorough understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts or how the case proceeded through the legal system, but not both.
Misses important fact of the case and an understanding of the legal process is lacking and confused.
Analysis
25
20
15
10 or less
Discuss the reasons and reasoning supporting the court’s opinion
Thoroughly and succinctly discusses the reasoning supporting the court’s opinion.
Thoroughly discusses the reasoning supporting the court’s majority opinion, However, the discussion is wordy.
Discusses the reasoning supporting the court’s majority opinion. However, part of the analysis is missing.
Discusses the reasoning supporting the court’s majority opinion. However, much of the analysis is missing.
Ethics
15
12
9
6 or less
Ethical issue recognition
Recognizes the complex and gray ethical issues in the case and recognize and explains the cross relationships between legal and ethical issues.
Recognizes the ethical complex and gray issues in the case or can grasp cross relationships between legal and ethical issues, but the explanations are cloudy.
Recognizes basic and obvious issues and grasps incompletely complex relationships among the issues and fails to explain them adequately.
Recognizes basic and obvious ethical issues, but fails to grasp the complexity of the relationships. The explanation is incomplete.
Conclusion
10
8
6
4 or less
Summarize the reasons for the court’s decision and its impact on business
Succinctly and effectively summarizes the effect of the case and its importance to business.
Summary is ineffective and includes the major points of the case.
Misses one of the major reasons for the importance of the case.
Misses more than one of the major reasons for the importance of the case.
Communication
15
12
9
6 or less
Organization of Paper
Report is professional in appearance; includes title page, headings/subheadings, exhibits are creative and informative; external sources are properly cited; easy to read, comprehend; persuasive.
Report is acceptable in appearance; includes title page, headings/su.
PurposeThe purpose of this paper is to provide an opportunity to.docxamrit47
Purpose
The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO 1. Evaluate the planning of delivery of care to individuals, families, aggregates, and communities in a variety of healthcare settings based on theories and principles of nursing and related disciplines. (PO 1)
CO 2. Integrate clinical judgment in professional decision-making and implementation of the nursing process through analysis of community health nursing practice. (PO 4)
CO 7. Accept accountability for personal and professional development as part of the life-long learning process. (PO 5) Directions
This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.
· Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.
· Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs.
· Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should be no more than one page.
· Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.
· Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such as professional journal articles related to your problem.
· Summary: The summary paragraph of your paper should include a statement about the problem, the population at risk for this problem, ...
Research projects – the process
Standard activities in research projects
Creating a GANTT Chart
Risk management
Project tracking
Research projects – the outputs
Documentation – classic structure
Basic writing skills
Harvard referencing
Plagiarism
CJ 675 Milestone O ne Guidelines and Rubric
Overview: For this milestone, you will prepare a draft of your final project that thoroughly addresses the items listed in the prompt. To complete this
assignment, you must complete the textbook reading assigned in Module Five and review the materials presented in Modules One through Five.
As a criminal justice leader, you will often be faced with making decisions that reflect not only on you but on your department as a whole. We often use tools
like statistics and crime trends to offer the best possible route to finding a solution and ultimately making a decision. The field of criminal justice is constantly
changing; new laws, policies, and procedures make situational, evidence-based decision making a complicated daily task. And it is nearly impossible to make an
informed decision without first researching the issues at play and leveraging the power of available data to determine the right solution for each particular
situation and organization.
You will assume the role of a leader within a criminal justice organization of your choice. Based on your chosen scenario, you will be presented with a specific
challenge that is emblematic of wider issues in contemporary criminal justice.
Prompt: Your task for Milestone One is to complete the Introduction, Theory and Methods, and Literature Review sections of your final project. You will be given
information (including this data set) for your scenario, but you must also conduct your own research on comparable organizations and trends in the field to
determine opportunities and external threats.
The following critical elements must be specifically addressed:
I. Introduction: In this section, establish a context that provides your audience with any background information that is necessary for understanding your
proposal.
II. Theory and Methods: In this section, explain the theoretical frameworks that underpin your analysis and proposed solution.
A. Identify foundational criminology theories that apply to your chosen organization and the challenge it faces. Draw connections between the
theories and your specific context that will ultimately support your analysis and your proposed solution.
B. Examine the strategic methods used by leaders in the field for approaching problems such as yours. For example, what do the current best
practices in the field suggest in terms of researching and investigating the issue? Highlight methods that support your proposal.
C. Similarly, identify best practices in the field for communicating with diverse audiences. Illustrate these practices with specific examples that will
ultimately support your communication plan.
III. Literature Review: In this section, present all of the evidence that you have analyzed (including the provided data and your independent research) and
that will support your proposed solution.
A. Data Analysis: Using the provided data, determine any patterns and trends ...
Assignment 5 · What are rto and rpo and why is it essential to d.docxssuser562afc1
Assignment 5
· What are rto and rpo and why is it essential to define them early in the bc planning process
· List and describe the general crisis management critical success factors (10 points)
· Read the following article to write a summary (one paragraphs) on the significant progress the DHS has made to respond to a wide range of threats after 9/11. (10 Points)
http://www.dhs.gov/topic/disasters-results
Individual Project
Support your topic with at least 5 academic resources.
Presentations will be a minimum of 7 to 10 minutes.
Each person will turn in a written work cited page of the academic sources used in their project on the day of their presentation.
ATTRIBUTE
UNDEVELOPED
Points 0-9
EMERGING
Points 10-11
COMPETENT
Points 12-13
EXEMPLARY
Points 14 -16
VOICE
Points:
Work is flat, stiff. Anyone could have done it.
Presenter seems uninvolved. Indifferent. All tell, no show.
Personality, flavor, style of presenter shows sometimes. Pleasant, acceptable,earnest.
Confident, vital, honest style gives viewer a powerful sense of presenter’s convictions. Natural language amuses, provokes, delights.
THINKING
Points:
Depth of knowledge is missing from the presentation
Takes a routine approach to the subject. Little evidence of gaining new understandings.
Takes a successful but ordinary approach to the subject. Remains at knowledge level thinking.
Unique, insightful, or fresh approach. Analyzes, synthesizes, evaluates and applies new knowledge.
IDEA & CONTENT
Points:
Hard to follow. Ideas are not at all developed
Central idea is undeveloped. Strays from topic. Lacks details and examples.
Central idea with support is obvious. Stays on topic. Predictable.
Central idea is focused, clear, and specific. Fresh and original insights. Details keep viewers attention.
ORGANIZATION
Points:
Little to no organization
Order is confusing. Ideas, details, and events not shaped yet. The beginning and end are vague and undefined.
Order of presentation makes sense. Beginning, middle, and end are obvious. Most details are in the right place.
Clear direction moves audience through the presentation. Beginning gains attention. Details fit and build to main point. End provokes thought.
VISUAL or LITERARY CONTENT
Points:
The Visual content does not add any insight to the topic. Many mistakes
The literary content is vague. There are some mistakes in the project and the content is undefined.
The media and literary content supports the topic and adds to the overall project.
One or two mistakes
The media and literary content helps the audience gain insight on the topic.
CITING
Points:
The minimum requirements are missing. The sources exhibits numerous mechanical problems and citing problems.
The sources cited may be weak and do not add to the author’s ideas. Or the sources themselves are not cited correctly.
The citing method used is well done. There are a f ...
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
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Similar to Mini-PaperTop of FormHide Assignment InformationInstructions.docx
The Economic Development Case Study is a two-part assign.docxtodd701
The Economic Development Case Study is a two-part assignment – the written paper and video
presentation. Economic Development Case studies must be posted prior to April 19th to
receive approval. Case studies are approved on first posted basis – case studies must be unique,
and students are required to review previously posted case studies to alleviate duplicate case
studies.
The first part of the assignment is to write a paper on a local (San Bernardino or Riverside counties)
economic development. You may identify a case as reported from a city’s website, local
newspapers, or other quality source. Remember, a low-quality source, or insufficient information
from your sources, will affect the quality of your grade for this assignment. The Economic
Development project cannot have been completed.
Your case study should be approximately 750~1000 words long. In your case study paper, you
should briefly describe the following:
• Introduction to the economic development case
• Identify the role government played
• Identify the role of the public, if any
• Economic impact to the community – What is the economic impact to the community? How will it
benefit or not benefit the community?
• Analysis – What is your analysis of the project?
• Conclusion – Where is the project currently?
Instructions for the case study: go to Economic Development Case Study – Submit Here
Scoring Rubric for Economic Development Case Study Paper
Criteria Exceptional
(15 - 13 points)
Very Good
(13 – 11.25 points)
Acceptable
(11.25 – 9 points)
Unacceptable
(8 points or less)
Content
Provides an accurate and
complete description of the
case. All sources of facts
and examples are fully
documented. The case is
original. Case was approved.
For the most part,
description of the case
accurate and complete.
Most sources of facts and
examples are documented.
The case is original and
case was approved.
Description of the case is
inaccurate or incomplete.
Some sources of facts and
examples are
documented. The case is
original and was approved.
Very little reference was
made to the case. Case
is not supported by
evidence. Case is not
original and was not
approved.
Organization
Writer presents information in
logical, interesting sequence,
which reader can follow
Writer presents information
in logical sequence which
reader can follow.
Reader has difficulty
following case study
Reader cannot follow the
case organization.
Economic Development Case Study Paper & Presentation:
Analysis
Writer provides excellent
analysis of the role of
government and the
economic impact of the case
supported by information
provided
Writer provides good
analysis of the role of
government and the
economic impact of the
case.
Writer provides analysis of
either the role of
gov.
EDUC 637Unit Portfolio Grading RubricCriteriaLevels of AchEvonCanales257
EDUC 637
Unit Portfolio Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Subject, Grade, and Topic
10 points
Plan subject, topic, and grade are age appropriate.
8 to 9 points
Plan subject and topic are age appropriate, but grade is missing.
1 to 7 points
Plan is age appropriate but is missing either grade or topic.
0 points
Plan is not age appropriate.
State and National Standards
10 points
Reflects National and State standards using InTASC Standards and SOLs.
8 to 9 points
Reflects National and State standards but does not address either the InTASC Standards or SOLs.
1 to 7 points
Reflects National and State standards, but is missing InTASC Standards and SOLs
0 points
No standards are mentioned in the plan.
General Goals
10 points
The plan has identified goals for the unit of instruction that appropriately build toward the identified SOLs/InTASC Standards and subject.
8 to 9 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards and subject.
1 to 7 points
The plan has identified goals for the unit of instruction that somewhat build toward the identified SOLs/InTASC Standards or subject.
0 points
The plan does not identify goals for the unit of instruction.
Specific Objectives
10 points
The plan has an objective with an audience, behavior, criterion, and demonstration of performance.
8 to 9 points
The objectives are measurable or it is observable.
1 to 7 points
The objectives are neither measurable nor observable.
0 points
No objectives are present.
Key Concepts
10 points
The plan identifies key concepts to be covered by the unit that appropriately correspond and build toward both the goals and objectives.
8 to 9 points
The plan identifies key concepts to be covered by the unit and they correspond to either the goals or objectives.
1 to 7 points
The plan identifies key concepts to be covered by the unit but does not correspond to the goals and objectives.
0 points
The plan fails to identify key concepts.
Course Map
11 to 12 points
The plan includes a detailed map of concepts and topics connecting the unit’s central theme to the context of the course.
10 points
The plan includes a map of concepts that connect to the unit’s central theme to the context of the course.
1 to 9 points
The plan includes a map of concepts that partially connect to the unit’s central theme to the context of the course.
0 points
The plan does not effectively connect the central theme to the context of the course.
Unit Map
11 to 12 points
The plan includes a detailed map of concepts and topics as connected to the central theme of the unit.
10 points
The plan includes a map of concepts and topics as connected to the central theme of the unit.
1 to 9 points
The plan includes a map of some concepts and topics as connected to the central theme of the unit.
0 points
The plan does not include a map of concepts and topics connected to the central theme of ...
COURSE PROJECTTop of FormBottom of Form· Toggle DrawerGl.docxfaithxdunce63732
COURSE PROJECT
Top of Form
Bottom of Form
· Toggle Drawer
Global Issue Analysis
The project for this course asks you to select and investigate a public problem with global dimensions, and apply the theories and practices considered in the course to develop analysis and recommendations that can be implemented through public administration.
In this project you will:
· Research and integrate information from many relevant and trustworthy resources to arrive at a comprehensive overview of an issue.
· Assess the impacts of globalism, cultural diversity, technology, common public values, citizen engagement, and public participation.
· Make program/policy recommendations.
· Apply academic writing skills.
It is recommended that you review all three phases of this project at the outset of the course, so you will be in the best position for success. The phases and their components are listed lower on this page.
Project Objectives
To successfully complete this project, you will be expected to:
1. Apply theories relevant to public administration in global or multicultural contexts.
1. Analyze key elements of a specific issue that has global, multicultural, and diversity ramifications.
1. Demonstrate how recommendations incorporate public values that have been identified as universally held across relevant regional and global boundaries.
1. Apply skills of academic research and writing.
1. Toggle Drawer
Project Requirements
To achieve a successful project experience and outcome, you are expected to meet the following requirements.
. Written communication: Written communication is free of errors that detract from the overall message.
. APA formatting: Resources and citations are formatted according to APA (sixth edition) style.
. Number of resources: Minimum of 12 peer-reviewed resources, plus other resources as appropriate.
. Length of paper: 10–15 typed, double-spaced pages, excluding the cover page, table of contents, executive summary, and references.
. Font and font size: Times, 12 point.
· Toggle Drawer
Project Grading Criteria
Global Issue Analysis Project Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Revise writing based on feedback and new ideas or information.
16%
Makes no revisions to writing.
Makes minor revisions to writing based on feedback.
Revises writing based on feedback and new ideas or information.
Based on feedback and new ideas or information, revises writing to include deeper critical analysis or evaluation of the factors of the issue at hand.
Assess the impact of various influences, such as globalism, cultural diversity, technology, and common public values, on a public administration issue.
16%
Does not describe impact of influences on a public issue.
Describes impact of influences on a public issue.
Assesses the impact of various influences, such as globalism, cultural diversity, technology, and common public values, on a public issue.
Assesses the impact of various influences, such as globa.
Project 2 Field InterviewInstructionsNo directly quoted ma.docxdenneymargareta
Project 2: Field Interview
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Project 2—Field Interview: Overview
As part of your role as a system-based advocate, you have been asked to assess the officers’ and other community based partners’ understanding of crime victims’ rights through conducting various surveys and individual interviews of cadets that have recently completed the academy. For your Project 2 you will be interviewing one person in the allowable categories and providing a narrative summary of your analysis of the interviewee’s understanding of the crime victims’ rights movement and the history and evolution of this movement over time. This analysis will be provided in a 3-5 page paper that addresses the required questions and analysis below.
Project 2—Field Interview: Description
Allowable interviewee categories:
• Representative of a victim service organization (can include a victim advocate, case manager, or crime victims’ rights attorney);
• Prosecutor (within the civilian criminal justice system);
• Law Enforcement (within the civilian criminal justice system);
• Judicial Officer (requires that they oversee a criminal docket); or
• Defense Attorney (within the civilian criminal justice system).
It is important that the candidate you select has enough consistent interaction with crime victims to offer you enough information for your analysis.
Following your interview, write a narrative paper that explains your assessment of the person’s work and perspective/knowledge of victims’ rights. Include analysis on where their perspective is victim centered or could be improved. A large part of this project is for you to see what service providers and system players do on a day-to day-basis and analyze how it impacts their perceptions of victims and/or changes their interactions with victims. You must include at least five (5) citations to instructional course materials/reading assignments that you have accessed in the course. Incorporating these supportive references into your analysis is key to demonstrating what you are learning in the course and how it helped shaped your analysis during and after the interview.
Required information to be included in the paper:
• Agency name
• Contact information for the agency
• Date the interview was conducted
• Agency mission/goals
• Name of person(s) interviewed
• Type of agency, type/number of staff, and status, e.g., nonprofit, government, faith-based
• Type of clients served
• Geographic area served
• General services provided by agency
• Challenges the agency faces
• The representative's interaction with victims and the point at which she or he comes in contact with victims
• Agency activities during a "normal day"
Required analysis to include in the paper:
The required information is offered for you to use as the starting point for yo ...
Introduction to Effective Proposal Writing Top Pillars
Definition of proposal and grants
Type of proposal
The Grant Lifecycle
Pre steps of writing proposal
Proposal Formatting
Proposal Content
Special Challenges
OL 750 Individual Research PaperOverviewDuring the course, .docxhopeaustin33688
OL 750: Individual Research Paper
Overview
During the course, students will explore a number of topics of significant trends that will affect people at work over the next 30 years. Students are asked to write a paper on a topic, providing sufficient information to provide the reader with a deeper understanding of it and discussing the implications it has for self, organizations, society.
The paper should be comprehensive, well researched, having in depth analysis and displaying critical thinking skills. The topic should be relevant to the individual. It could be the future developments in their field or business or a topic that has excited the student and wish to explore further. Students should discuss the topic with the faculty member before commencing the investigation. This paper is due in Module Seven.
As part of your research you may choose to interview a leader engaged in your topic of interest. The document, Leadership Interview located in the Assignment Guidelines and Rubrics section of the course, provides a format for question asking. Use the Interview Consent form to obtain formal consent prior to the interview.
Main Elements
The research paper should include an extensive survey of the literature. It is expected that this research project will draw on a number of significant sources (minimum of 10), the majority of which must come from the Shapiro Library holdings, including electronic databases.
The following is a list of main elements that could be addressed:
1. Demographic Trends
2. Future Trends is HR
3. Recruitment and Retention
4. Trends in Government Intervention
5. Effects of Changing Technology on Traditional Business Models
6. Rebuilding of Public Trust
7. Fashion Trends
Rubric
Requirements of submission: Written components of projects must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, one-inch margins, and discipline-appropriate citations. This paper should be 12 – 15 pages in length.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
Critical Elements
Distinguished
Proficient
Emerging
Not Evident
Value
Main Elements
Includes almost all of the main elements and requirements and cites multiple examples to illustrate each element
(23-25)
Includes most of the main elements and requirements and cites many examples to illustrate each element
(20-22)
Includes some of the main elements and requirements
(18-19)
Does not include any of the main elements and requirements
(0-17)
25
Inquiry and Analysis
Explores multiple issues through extensive collection and in-depth analysis of evidence to make informed conclusions
(18-20)
Explores some issues through collection and in-depth analysis of evidence to make informed conclusions
(16-17)
Explores minimal issues through collection and analysis of evidence to make informed conclusions
(14-15)
Does not explore issues through collection and analysis of evidence.
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 199.docxrafbolet0
Spain v Brown and Williamson US Court of Appeals, 11th Circuit 1994
The purpose of this case is to give the student the opportunity to read a court case. This case brings out the role of the federal courts and state courts in our dual court system, and the federal preemption. It also cover important aspects of the law of warranties.
Criteria
Exemplary
Proficient
Marginal
Unacceptable
Executive Summary
10
8
6
4
A concise well written explanation of the importance of the case
Concise but not well written has both the results and importance.
Too lengthy and misses the importance or results of the case
Too lengthy and does not explain why the case is important or the results.
Introduction
10
8
6
4 or less
Summarizes the case facts and legal proceedings
Shows a thorough understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts and how the case proceeded through the legal system
Shows an understanding of the facts or how the case proceeded through the legal system, but not both.
Misses important fact of the case and an understanding of the legal process is lacking and confused.
Analysis
25
20
15
10 or less
Discuss the reasons and reasoning supporting the court’s opinion
Thoroughly and succinctly discusses the reasoning supporting the court’s opinion.
Thoroughly discusses the reasoning supporting the court’s majority opinion, However, the discussion is wordy.
Discusses the reasoning supporting the court’s majority opinion. However, part of the analysis is missing.
Discusses the reasoning supporting the court’s majority opinion. However, much of the analysis is missing.
Ethics
15
12
9
6 or less
Ethical issue recognition
Recognizes the complex and gray ethical issues in the case and recognize and explains the cross relationships between legal and ethical issues.
Recognizes the ethical complex and gray issues in the case or can grasp cross relationships between legal and ethical issues, but the explanations are cloudy.
Recognizes basic and obvious issues and grasps incompletely complex relationships among the issues and fails to explain them adequately.
Recognizes basic and obvious ethical issues, but fails to grasp the complexity of the relationships. The explanation is incomplete.
Conclusion
10
8
6
4 or less
Summarize the reasons for the court’s decision and its impact on business
Succinctly and effectively summarizes the effect of the case and its importance to business.
Summary is ineffective and includes the major points of the case.
Misses one of the major reasons for the importance of the case.
Misses more than one of the major reasons for the importance of the case.
Communication
15
12
9
6 or less
Organization of Paper
Report is professional in appearance; includes title page, headings/subheadings, exhibits are creative and informative; external sources are properly cited; easy to read, comprehend; persuasive.
Report is acceptable in appearance; includes title page, headings/su.
PurposeThe purpose of this paper is to provide an opportunity to.docxamrit47
Purpose
The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO 1. Evaluate the planning of delivery of care to individuals, families, aggregates, and communities in a variety of healthcare settings based on theories and principles of nursing and related disciplines. (PO 1)
CO 2. Integrate clinical judgment in professional decision-making and implementation of the nursing process through analysis of community health nursing practice. (PO 4)
CO 7. Accept accountability for personal and professional development as part of the life-long learning process. (PO 5) Directions
This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.
· Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.
· Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs.
· Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should be no more than one page.
· Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.
· Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such as professional journal articles related to your problem.
· Summary: The summary paragraph of your paper should include a statement about the problem, the population at risk for this problem, ...
Research projects – the process
Standard activities in research projects
Creating a GANTT Chart
Risk management
Project tracking
Research projects – the outputs
Documentation – classic structure
Basic writing skills
Harvard referencing
Plagiarism
CJ 675 Milestone O ne Guidelines and Rubric
Overview: For this milestone, you will prepare a draft of your final project that thoroughly addresses the items listed in the prompt. To complete this
assignment, you must complete the textbook reading assigned in Module Five and review the materials presented in Modules One through Five.
As a criminal justice leader, you will often be faced with making decisions that reflect not only on you but on your department as a whole. We often use tools
like statistics and crime trends to offer the best possible route to finding a solution and ultimately making a decision. The field of criminal justice is constantly
changing; new laws, policies, and procedures make situational, evidence-based decision making a complicated daily task. And it is nearly impossible to make an
informed decision without first researching the issues at play and leveraging the power of available data to determine the right solution for each particular
situation and organization.
You will assume the role of a leader within a criminal justice organization of your choice. Based on your chosen scenario, you will be presented with a specific
challenge that is emblematic of wider issues in contemporary criminal justice.
Prompt: Your task for Milestone One is to complete the Introduction, Theory and Methods, and Literature Review sections of your final project. You will be given
information (including this data set) for your scenario, but you must also conduct your own research on comparable organizations and trends in the field to
determine opportunities and external threats.
The following critical elements must be specifically addressed:
I. Introduction: In this section, establish a context that provides your audience with any background information that is necessary for understanding your
proposal.
II. Theory and Methods: In this section, explain the theoretical frameworks that underpin your analysis and proposed solution.
A. Identify foundational criminology theories that apply to your chosen organization and the challenge it faces. Draw connections between the
theories and your specific context that will ultimately support your analysis and your proposed solution.
B. Examine the strategic methods used by leaders in the field for approaching problems such as yours. For example, what do the current best
practices in the field suggest in terms of researching and investigating the issue? Highlight methods that support your proposal.
C. Similarly, identify best practices in the field for communicating with diverse audiences. Illustrate these practices with specific examples that will
ultimately support your communication plan.
III. Literature Review: In this section, present all of the evidence that you have analyzed (including the provided data and your independent research) and
that will support your proposed solution.
A. Data Analysis: Using the provided data, determine any patterns and trends ...
Assignment 5 · What are rto and rpo and why is it essential to d.docxssuser562afc1
Assignment 5
· What are rto and rpo and why is it essential to define them early in the bc planning process
· List and describe the general crisis management critical success factors (10 points)
· Read the following article to write a summary (one paragraphs) on the significant progress the DHS has made to respond to a wide range of threats after 9/11. (10 Points)
http://www.dhs.gov/topic/disasters-results
Individual Project
Support your topic with at least 5 academic resources.
Presentations will be a minimum of 7 to 10 minutes.
Each person will turn in a written work cited page of the academic sources used in their project on the day of their presentation.
ATTRIBUTE
UNDEVELOPED
Points 0-9
EMERGING
Points 10-11
COMPETENT
Points 12-13
EXEMPLARY
Points 14 -16
VOICE
Points:
Work is flat, stiff. Anyone could have done it.
Presenter seems uninvolved. Indifferent. All tell, no show.
Personality, flavor, style of presenter shows sometimes. Pleasant, acceptable,earnest.
Confident, vital, honest style gives viewer a powerful sense of presenter’s convictions. Natural language amuses, provokes, delights.
THINKING
Points:
Depth of knowledge is missing from the presentation
Takes a routine approach to the subject. Little evidence of gaining new understandings.
Takes a successful but ordinary approach to the subject. Remains at knowledge level thinking.
Unique, insightful, or fresh approach. Analyzes, synthesizes, evaluates and applies new knowledge.
IDEA & CONTENT
Points:
Hard to follow. Ideas are not at all developed
Central idea is undeveloped. Strays from topic. Lacks details and examples.
Central idea with support is obvious. Stays on topic. Predictable.
Central idea is focused, clear, and specific. Fresh and original insights. Details keep viewers attention.
ORGANIZATION
Points:
Little to no organization
Order is confusing. Ideas, details, and events not shaped yet. The beginning and end are vague and undefined.
Order of presentation makes sense. Beginning, middle, and end are obvious. Most details are in the right place.
Clear direction moves audience through the presentation. Beginning gains attention. Details fit and build to main point. End provokes thought.
VISUAL or LITERARY CONTENT
Points:
The Visual content does not add any insight to the topic. Many mistakes
The literary content is vague. There are some mistakes in the project and the content is undefined.
The media and literary content supports the topic and adds to the overall project.
One or two mistakes
The media and literary content helps the audience gain insight on the topic.
CITING
Points:
The minimum requirements are missing. The sources exhibits numerous mechanical problems and citing problems.
The sources cited may be weak and do not add to the author’s ideas. Or the sources themselves are not cited correctly.
The citing method used is well done. There are a f ...
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
Motivation and Retention Discuss the specific strategies you pl.docxaudeleypearl
Motivation and Retention
Discuss the specific strategies you plan to use to motivate individuals from your priority
population to participate in your program and continue working on their behavior change.
You can refer to information you obtained from the Potential Participant Interviews. You
also can search the literature for strategies that have been successfully used in similar
situations; be sure to cite references in APA format.
.
Mother of the Year In recognition of superlative paren.docxaudeleypearl
Mother of the Year
In recognition of superlative parenting
Elizabeth Nino
is awarded
2012 Mother of the Year
May 9, 2012
MOM
Smash That Like Button: Facebook’s Chris Cox Is Messing with One of the Most Valuable Features on the Internet
Inside Facebook’s Decision to Blow Up the Like Button
The most drastic change to Facebook in years was born a year ago during an off-site at the Four Seasons Silicon Valley, a 10-minute drive from headquarters. Chris Cox, the social network’s chief product officer, led the discussion, asking each of the six executives around the conference room to list the top three projects they were most eager to tackle in 2015. When it was Cox’s turn, he dropped a bomb: They needed to do something about the “like” button.
The like button is the engine of Facebook and its most recognized symbol. A giant version of it adorns the entrance to the company’s campus in Menlo Park, Calif. Facebook’s 1.6 billion users click on it more than 6 billion times a day—more frequently than people conduct searches on Google—which affects billions of advertising dollars each quarter. Brands, publishers, and individuals constantly, and strategically, share the things they think will get the most likes. It’s the driver of social activity. A married couple posts perfectly posed selfies, proving they’re in love; a news organization offers up what’s fun and entertaining, hoping the likes will spread its content. All those likes tell Facebook what’s popular and should be shown most often on the News Feed. But the button is also a blunt, clumsy tool. Someone announces her divorce on the site, and friends grit their teeth and “like” it. There’s a devastating earthquake in Nepal, and invariably a few overeager clickers give it the ol’ thumbs-up.
Changing the button is like Coca-Cola messing with its secret recipe. Cox had tried to battle the like button a few times before, but no idea was good enough to qualify for public testing. “This was a feature that was right in the heart of the way you use Facebook, so it needed to be executed really well in order to not detract and clutter up the experience,” he says. “All of the other attempts had failed.” The obvious alternative, a “dislike” button, had been rejected on the grounds that it would sow too much negativity.
Cox told the Four Seasons gathering that the time was finally right for a change, now that Facebook had successfully transitioned a majority of its business to smartphones. His top deputy, Adam Mosseri, took a deep breath. “Yes, I’m with you,” he said solemnly.
Later that week, Cox brought up the project with his boss and longtime friend. Mark Zuckerberg’s response showed just how much leeway Cox has to take risks with Facebook’s most important service. “He said something like, ‘Yes, do it.’ He was fully supportive,” Cox says. “Good luck,” he remembers Zuckerberg telling him. “That’s a hard one.”
The solution would eventually be named Reactions. It will arrive .
Mrs. G, a 55 year old Hispanic female, presents to the office for he.docxaudeleypearl
Mrs. G, a 55 year old Hispanic female, presents to the office for her annual exam. She reports that lately she has been very fatigued and just does not seem to have any energy. This has been occurring for 3 months. She is also gaining weight since menopause last year. She joined a gym and forces herself to go twice a week, where she walks on the treadmill at least 30 minutes but she has not lost any weight, in fact she has gained 3 pounds. She doesn’t understand what she is doing wrong. She states that exercise seems to make her even more hungry and thirsty, which is not helping her weight loss. She wants get a complete physical and to discuss why she is so tired and get some weight loss advice. She also states she thinks her bladder has fallen because she has to go to the bathroom more often, recently she is waking up twice a night to urinate and seems to be urinating more frequently during the day. This has been occurring for about 3 months too. This is irritating to her, but she is able to fall immediately back to sleep.
Current medications:
Tylenol 500 mg 2 tabs daily for knee pain. Daily multivitamin
PMH:
Has left knee arthritis. Had chick pox and mumps as a child. Vaccinations up to
date.
GYN hx:
G2 P1. 1 SAB, 1 living child, full term, wt 9lbs 2 oz. LMP 15months ago. No history of abnormal Pap smear.
FH:
parents alive, well, child alive, well. No siblings. Mother has HTN and father has high cholesterol.
SH:
works from home part time as a planning coordinator. Married. No tobacco history, 1-2 glasses wine on weekends. No illicit drug use
Allergies
: NKDA, allergic to cats and pollen. No latex allergy
Vital signs
: BP 129/80; pulse 76, regular; respiration 16, regular
Height 5’2.5”, weight 185 pounds
General:
obese female in no acute distress. Alert, oriented and cooperative.
Skin
: warm dry and intact. No lesions noted
HEENT:
head normocephalic. Hair thick and distribution throughout scalp. Eyes without exudate, sclera white. Wears contacts. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender. Nares patent without exudate. Oropharynx moist without erythema. Teeth in good repair, no cavities noted. Neck supple. Anterior cervical lymph nontender to palpation. No lymphadenopathy. Thyroid midline, small and firm without palpable masses.
CV
: S1 and S2 RRR without murmurs or rubs
Lungs
: Clear to auscultation bilaterally, respirations unlabored.
Abdomen
- soft, round, nontender with positive bowel sounds present; no organomegaly; no abdominal bruits. No CVAT.
Labwork:
CBC
:
WBC 6,000/mm3 Hgb 12.5 gm/dl Hct 41% RBC 4.6 million MCV 88 fl MCHC
34 g/dl RDW 13.8%
UA:
pH 5, SpGr 1.013, Leukocyte esterase negative, nitrites negative, 1+ glucose; small protein; negative for ketones
CMP:
Sodium 139
Potassium 4.3
Chloride 100
CO2 29
Glucose 95
BUN 12
Creatinine 0.7
GFR est non-AA 92 mL/min/1.73 GFR est AA 101 mL/min/1.73 Calcium 9.5
Total protein 7.6 Bilirubin, total 0.6 Alkaline.
Mr. Rivera is a 72-year-old patient with end stage COPD who is in th.docxaudeleypearl
Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the
concept map
form provided.
.
Mr. B, a 40-year-old avid long-distance runner previously in goo.docxaudeleypearl
Mr. B, a 40-year-old avid long-distance runner previously in good health, presented to his primary provider for a yearly physical examination, during which a suspicious-looking mole was noticed on the back of his left arm, just proximal to the elbow. He reported that he has had that mole for several years, but thinks that it may have gotten larger over the past two years. Mr. B reported that he has noticed itchiness in the area of this mole over the past few weeks. He had multiple other moles on his back, arms, and legs, none of which looked suspicious. Upon further questioning, Mr. B reported that his aunt died in her late forties of skin cancer, but he knew no other details about her illness. The patient is a computer programmer who spends most of the work week indoors. On weekends, however, he typically goes for a 5-mile run and spends much of his afternoons gardening. He has a light complexion, blonde hair, and reports that he sunburns easily but uses protective sunscreen only sporadically.
Physical exam revealed: Head, neck, thorax, and abdominal exams were normal, with the exception of a hard, enlarged, non-tender mass felt in the left axillary region. In addition, a 1.6 x 2.8 cm mole was noted on the dorsal upper left arm. The lesion had an appearance suggestive of a melanoma. It was surgically excised with 3 mm margins using a local anesthetic and sent to the pathology laboratory for histologic analysis. The biopsy came back Stage II melanoma.
1. How is Stage II melanoma treated and according to the research how effective is this treatment?
250 words.
.
Moving members of the organization through the change process ca.docxaudeleypearl
Moving members of the organization through the change process can be quite difficult. As leaders take on this challenge of shifting practice from the current state to the future, they face the obstacles of confidence and competence experienced by staff. Change leaders understand the importance of recognizing their moral purpose and helping others to do the same. Effective leaders foster moral purpose by building relationships, considering other’s perspectives, demonstrating respect, connecting others, and examining progress (Fullan & Quinn, 2016). For this Discussion, you will clarify your own moral perspective and how it will impact the elements of focusing direction.
To prepare:
· Review the Adams and Miskell article. Reflect on the measures taken in building capacity throughout the organization.
· Review Fullan and Quinn’s elements of Focusing Direction in Chapter 2. Reflect on aspects needed to build capacity as a leader.
· Analyze the two case examples used to illustrate focused direction in Chapter 2.
· Clarify your own moral purpose, combining your personal values, persistence, emotional intelligence, and resilience.
A brief summary clarifying your own moral imperative.
· Using the guiding questions in Chapter 2 on page 19, explain your moral imperative and how you can use your strengths to foster moral imperative in others.
· Based on Fullan’s information on change leadership, in which areas do you feel you have strong leadership skills? Which areas do you feel you need to continue to develop?
Learning Resources
Required Readings
Fullan, M., & Quinn, J. (2016).
Coherence: The right drivers in action for schools, districts, and systems
. Thousand Oaks, CA: Corwin.
Chapter 2, “Focusing Direction” (pp. 17–46)
Florian, L. (Ed.). (2014).
The SAGE handbook of special education
(2nd ed.). London, England: Sage Publications Ltd.
Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (389–404)
Chapter 31, “Assessment for Learning and the Journey Towards Inclusion” (pp. 523–536)
Adams, C.M., & Miskell, R.C. (2016). Teacher trust in district administration: A promising line of inquiry. Journal of Leadership for Effective and Equitable Organizations, 1-32. DOI: 10.1177/0013161X1665220
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement. Remedial and Special Education, doi:10.1177/0741932516644054
Sailor, W. S., & McCart, A. B. (2014). Stars in alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622
Required Media
Grand City Community
Laureate Education (Producer) (2016c).
Tracking data
[Video file]. Baltimore, MD: Author.
Go to the Grand City Community and click into
Grand City School District Administration Offices
. Revie.
Mr. Friend is acrime analystwith the SantaCruz, Califo.docxaudeleypearl
Mr. Friend is a
crime analyst
with the Santa
Cruz, California,
Police
Department.
Predictive Policing: Using Technology to Reduce Crime
By Zach Friend, M.P.P.
4/9/2013
Nationwide law enforcement agencies face the problem
of doing more with less. Departments slash budgets
and implement furloughs, while management struggles
to meet the public safety needs of the community. The
Santa Cruz, California, Police Department handles the
same issues with increasing property crimes and
service calls and diminishing staff. Unable to hire more
officers, the department searched for a nontraditional
solution.
In late 2010 researchers published a paper that the
department believed might hold the answer. They
proposed that it was possible to predict certain crimes,
much like scientists forecast earthquake aftershocks.
An “aftercrime” often follows an initial crime. The time and location of previous criminal activity helps to
determine future offenses. These researchers developed an algorithm (mathematical procedure) that
calculates future crime locations.1
Equalizing Resources
The Santa Cruz Police Department has 94 sworn officers and serves a population of 60,000. A
university, amusement park, and beach push the seasonal population to 150,000. Department personnel
contacted a Santa Clara University professor to apply the algorithm, hoping that leveraging technology
would improve their efforts. The police chief indicated that the department could not hire more officers.
He felt that the program could allocate dwindling resources more efficiently.
Santa Cruz police envisioned deploying officers by shift to the most targeted locations in the city. The
predictive policing model helped to alert officers to targeted locations in real time, a significant
improvement over traditional tactics.
Making it Work
The algorithm is a culmination of anthropological and criminological behavior research. It uses complex
mathematics to estimate crime and predict future hot spots. Researchers based these studies on
In Depth
Featured Articles
- IAFIS Identifies Suspect from 1978 Murder Case
- Predictive Policing: Using Technology to Reduce
Crime
- Legal Digest Part 1 - Part 2
Search Warrant Execution: When Does Detention Rise to
Custody?
- Perspective
Public Safety Consolidation: Does it Make Sense?
- Leadership Spotlight
Leadership Lessons from Home
Archive
- Web and Print
Departments
- Bulletin Notes - Bulletin Honors
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Topics in the News
See previous LEB content on:
- Hostage Situations - Crisis Management
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About LEB
- History - Author Guidelines (pdf)
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Patch Call
Known locally as the
“Gateway to the Summit,”
which references the city’s
proximity to the Bechtel Family
National Scout Reserve. More
The patch of the Miamisburg,
Ohio, Police Department
prominently displays the city
seal surroun.
Mr. E is a pleasant, 70-year-old, black, maleSource Self, rel.docxaudeleypearl
Mr. E is a pleasant, 70-year-old, black, male
Source: Self, reliable source
Subjective:
Chief complaint:
“I urinate frequently.”
HPI:
Patient states that he has had an increase in urination for the past several years, which seems to be worsening over the past year. He estimates that he urinates clear/light yellow urine approximately every 1.5-2 hours while awake and is up 2-4 times at night to urinate. He states some urgency and hesitancy with urination and feeling of incomplete voiding. He denies any pain or blood. Denies any head trauma. Denies any increase in thirst or hunger. He denies any unintentional weight loss.
Allergies
: NKA
Current Mediations
:
Multivitamin, daily
Aspirin, 81 mg, daily
Olmesartan, 20 mg daily
Atorvastatin, 10 mg daily
Diphenhydramine, 50 mg, at night
Pertinent History:
Hypertension, hyperlipidemia, insomnia
Health Maintenance. Immunizations:
Immunizations up to date
Family History:
No cancer, cardiac, pulmonary or autoimmune disease in immediate family members
Social History:
Patient lives alone. He drinks one cup of caffeinated coffee each morning at the local diner. He denies any nicotine, alcohol or drug use.
ROS:
Incorporated into HPI
Objective:
VS
– BP: 118/68, HR: 86, RR: 16, Temp 97.6, oxygenation 100%, weight: 195 lbs, height: 70 inches.
Mr. E is alert, awake, oriented x 3. Patient is clean and dressed appropriate for age.
Cardiac: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop
Respiratory: Clear to auscultation
Abdomen: Bowel sounds positive. Soft, nontender, nondistended, no hepatomegaly
Neuro: CN 2-12 intact
Renal/prostate: Prostate enlarged, non-tender. No asymmetry or nodules palpated
Labs:
Test Name
Result
Units
Reference Range
Color
Yellow
Yellow
Clarity
Clear
Clear
Bilirubin
Negative
Negative
Specific Gravity
1.011
1.003-1.030
Blood
Negative
Negative
pH
7.5
4.5-8.0
Nitrite
Negative
Negative
Leukocyte esterase
Negative
Negative
Glucose
Negative
mg/dL
Negative
Ketones
Negative
mg/dL
Negative
Protein
Negative
mg/dL
Negative
WBC
Negative
/hpf
Negative
RBC
Negative
/hpf
Negative
Lab
Pt’s Result
Range
Units
Sodium
137
136-145
mmol/L
Potassium
4.7
3.5-5.1
mmol/L
Chloride
102
98-107
mmol/L
CO2
30
21-32
mmol/L
Glucose
92
70-99
mg/dL
BUN
7
6-25
mg/dL
Creat
1.6
.8-1.3
mg/dL
GFR
50
>60
Calcium
9.6
8.2-10.2
mg/dL
Total Protein
8.0
6.4-8.2
g/dL
Albumin
4.5
3.2-4.7
g/dL
Bilirubin
1.1
<1.1
mg/dL
Alkaline Phosphatase
94
26-137
U/L
AST
25
0-37
U/L
ALT
55
15-65
U/L
Pt’s results
Normal Range
Units
WBC
9.9
3.4 - 10.8
x10E3/uL
RBC
4.0
3.77 - 5.28
x10E6/uL
Hemoglobin
11.5
11.1 - 15.9
g/dL
H.
Motor Milestones occur in a predictable developmental progression in.docxaudeleypearl
Motor Milestones occur in a predictable developmental progression in young children. They begin with reflexive movements that develop into voluntary movement patterns. For the motor milestone of independent walking, there are many precursor reflexes that must first integrate and beginning movement patterns that must be learned. Explain the motor progression of walking in a child, starting with the integration of primitive reflexes to the basic motor skills needed for a child to walk independently. Discuss at which time frame each milestone occurs from birth to walking (12-18 months of age). What are some reasons why a child could be delayed in walking? At what age is a child considered delayed in walking and in need of intervention? What interventions are available to children who are having difficulty walking? Please be sure to use APA citations for all sources used to formulate your answers.
.
Most women experience their closest friendships with those of th.docxaudeleypearl
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Most patients with mental health disorders are not aggressive. Howev.docxaudeleypearl
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
SCHOLAR NURSING ARTICLE>>>APA FORMAT>>>
.
Most of our class readings and discussions to date have dealt wi.docxaudeleypearl
Most of our class readings and discussions to date have dealt with the issue of ethics and ethical behavior. Various philosophers have made contributions to jurisprudence including how to apply ethical principles (codes of conduct?) to ethical dilemma.
Your task is to watch the Netflix documentary ‘The Social Dilemma.’ If you cannot currently access Netflix it offers a free trial opportunity, which you can cancel after viewing the documentary. Should this not be an option for whatever reason, then please email me and we will create an alternative ethics question.
DUE DATE: Tuesday, Sept. 29, 2020 by noon
SEND YOUR NO MORE THAN 5 PAGE DOUBLE SPACED RESPONSE TO MY EMAIL ADDRESS. LATE PAPERS SUBJECT TO DOWNGRADING
As critics have written, the documentary showcases ways our minds are twisted and twirled by social media companies like Facebook, Twitter, and Google through their platforms and search engines, and the why of what they are doing, and what must be done to stop it.
After watching the movie, respond to the following questions in the order given. Use full sentences and paragraphs, and start off each section by stating the question you are answering. Be succinct.
What are the critical ethical issues identified?
What concerns are raised over the polarization of society and promulgation of fake news?
What is the “attention-extraction model” of software design and why worry?
What is “surveillance capitalism?”
Do you agree that social media warps your perceptions of reality?
Who has the power and control over these social media platforms – software designers, artificial intelligence (Ai), CEOs of media platforms, users, government?
Are social media platforms capable of self-regulation to address the political and ethical issues raised or not? If not, then should government regulate?
What other actions can be taken to address the basic concern of living in a world “…where no one believes what’s true.”
.
Most people agree we live in stressful times. Does stress and re.docxaudeleypearl
Most people agree we live in stressful times. Does stress and reactions to stress contribute to illness? Explain why or why not. Support your opinions with information from the text.
Make sure to reference and cite your textbook as well as any other source you may use to support your answers to the question. Your initial post must include appropriate APA references at the end.
.
Most of the ethical prescriptions of normative moral philosophy .docxaudeleypearl
Most of the ethical prescriptions of normative moral philosophy tend to fall into one of the following three categories: deontology, consequentialism, and virtue ethics. These categories in turn put an emphasis on different normative standards for judging what constitutes right and wrong actions.
Moral psychologists and behavioral economists such as Jonathan Haidt and Dan Ariely take a different approach: focusing not on some normative ethical framework for moral judgment, but rather on the psychological foundations of moral intuition and on the limitations that our human frailty places on real-world honesty, decency, and ethical commitments.
In this context, write a short essay (minimum 400 words) on what you see as the most important differences between the traditional normative philosophical approaches and the more recent empirical approach of moral psychology when it comes to ethics. As part of your answer also make sure that you discuss the implications of these differences.
Deadline reminder:
this assignment is
due on June 14th
. Any assignments submitted after that date will lose 5 points (i.e., 20% of the maximum score of 25 points) for each day that they are submitted late. Accordingly, after June 14th, any submissions would be worth zero points and at that time the assignment inbox will close.
.
Most healthcare organizations in the country are implementing qualit.docxaudeleypearl
Most healthcare organizations in the country are implementing quality improvement programs to save lives, enhance customer satisfaction, and reduce the cost of healthcare services. Limited human and material resources often undermine such efforts. Zenith Hospital in a rural community has 200 beds. Postsurgical patients tend to contract infections at the surgical site, requiring extended hospitalization. Mr. Jones—75 years old—was admitted to Zenith Hospital for inguinal hernia repairs. He was also hypertensive, with a compromised immune system. Two days after surgery, he acquired an infection at the surgical site, with elevated temperature, and then he developed septicemia. His condition worsened, and he was moved to isolation in the intensive care unit (ICU). A day after transfer to the ICU, he went into ventricular arrhythmia and was placed on a respirator and cardiac monitoring machine. Intravenous fluids, antibiotics, and antipyretics could not bring the fever down, and blood analysis continued to deteriorate.
The hospital infection control unit got involved. The team confirmed that postsurgical infections were on the increase, but the hospital was unable to identify the sources of infection. The surgery unit and surgical team held meetings to understand possible sources of infection. The team leader had earlier reported to management that they needed to hire more surgical nurses, arguing that nurses in the unit were overworked, had to go on leave, and often worked long hours without break.
Mr. Jones’ family members were angry and wanted to know the source of his infection, why he was on the respirator in isolation, and why his temperature was not coming down. Unfortunately, his condition continued to deteriorate. His daughter invited the family’s legal representative to find out what was happening to her father and to commence legal proceedings.
Then, the healthcare manager received information that two other patients were showing signs of postsurgical infection. The healthcare manager and care providers acknowledged the serious quality issues at Zenith Hospital, particularly in the surgical unit. The healthcare manager wrote to the Chairman of the Hospital Board, seeking approval to implement a quality improvement program. The Board held an emergency meeting and approved the manager’s request. The healthcare manager has invited you to support the organization in this process.
Please address the following questions in your response:
What are successful approaches for gaining a shared understanding of the problem?
How can effective communication be implemented?
What is a qualitative approach that helps in identifying the quality problem?
What tools can provide insight into understanding the problem?
In quality improvement, what does appreciative inquiry help do?
What is a benefit of testing solutions before implementation?
What is a challenge that is inherent in the application of the plan, do, study, act (PDSA) method?
What .
More work is necessary on how to efficiently model uncertainty in ML.docxaudeleypearl
More work is necessary on how to efficiently model uncertainty in ML and NLP, as well as how to represent uncertainty resulting from big data analytics.
Pages - 4
Excluding the required cover page and reference page.
APA format 7 with an introduction, a body content, and a conclusion.
No Plagiarism
.
Mortgage-Backed Securities and the Financial CrisisKelly Finn.docxaudeleypearl
Mortgage-Backed Securities and the Financial Crisis
Kelly Finn
FNCE 4302
Mortgage-Backed Securities (MBS) are “pass-through” bundles of housing debt sold as investment vehicles
A mortgage-backed security, MBS, is a type of asset-backed security that pays investors regular payments, similar to a bond. It gets the title as a “pass-through” because the security involves several entities in the origination and securitization process (where the asset is identified, and where it is used as a base to create a new investment instrument people can profit off of).
Key Players involved in the MBS Process
[Mortgage] Lenders: banks who sell mortgages to GSE’s
GSE: Government Sponsored Entities created by the US Government to make owning property more accessible to Americans
1938: Fannie Mae (FNMA): Federal National Mortgage Assoc.
1970: Freddie Mac (FHLMC): Federal Home Loan Mortgage Corp.
Increase mortgage borrowing
Introduce competitor to Fannie Mae
1970: Ginnie Mae (GNMA): Government National Mortgage Assoc.
US Government: Treasury: implicit commitment of providing support in case of trouble
The several entities involved in the process make MBS a “pass-through”. Here we have 3 main entities that we’ll call “Key Players” for the purpose of this presentation which aims to provide you with a basic and simple explanation of MBS and their role in the financial crisis.
GSE’s created by the US Government in 1938
Part of FDR’s New Plan during Great Depression
Purpose: make owning property more accessible to more Americans
GSE (ex. Fannie Mae) buys mortgages (debt) from banks, & then pools mortgages into little bundles investors can buy (securitization)
Bank’s mortgage is exchanged with GSE’s cash
Created liquid secondary market for mortgages
Result:
1) Bank has more cash to lend out to people
2) Now all who want to a house (expensive) can get the money needed to buy one!
Where MBS came from & when
Yay for combatting homelessness and increasing quality of life for the common American!
Thanks Uncle Sam!
MBS have been around for a long time. Officially in the US, they have their origins in government. During the Great Depression in the 1930s, President Franklin Delano Roosevelt signed into creation Fannie Mae that was brought about to help ease American citizen’s difficulty in becoming homeowners. The sole purpose of a GSE thus was to not make profit, but to promote citizen welfare in regards to housing. Seeing that it was created by regulatory government powers, it earned the title of Government Sponsored Entity, which we will abbreviate as GSE. 2 other GSE’s in housing were created in later decades like Freddie Mae, to further stimulate the mortgage market alongside Fannie, and Ginnie which did a similar thing but only for certain groups of people (Veterans, etc) and to a much smaller scale.
How MBS works: Kelly is a homeowner looking to borrow a lot of money
*The Lender, who issued Kelly the mor.
Moral Development Lawrence Kohlberg developed six stages to mora.docxaudeleypearl
Moral Development:
Lawrence Kohlberg developed six stages to moral behavior in children and adults. Punishment and obedience orientation, interpersonal concordance, law and order orientation, social contract orientation, and universal ethics orientation. All or even just one of these stages will make a good topic for your research paper or you could just do the research paper on Kohlberg.
.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Mini-PaperTop of FormHide Assignment InformationInstructions.docx
1. Mini-Paper
Top of Form
Hide Assignment Information
Instructions
No directly quoted material may be used in this project paper.
Resources should be summarized or paraphrased with
appropriate in-text and Resource page citations.
Purpose:
The Mini-Paper is a single-page composition on an
assigned question or topic. The paper is an opportunity for
students to demonstrate their comprehension of the course
material and to apply it to the situation presented.
The paper is also an opportunity for the student to
demonstrate his or her writing skills. Feedback will be provided
for both content and grammar.
Assignment:
The Police Chief of any policy agency is either elected or
appointed. Typically, the Chief reports directly
to the Mayor, County Executive, or other top political figure
(and their council) within the agency's jurisdiction. Please
research and discuss the impact(s) that a politician may have on
the newly-elected police chief's ideas on how to handle crime in
their jurisdiction. It might help to find articles such as "Chief
and Mayor agree on crime plan" or "Chief and Mayor disagree
on crime plan". Those types of things! Remember, this is only 1
page!
Format:
· One full page, headed with the student's name. (No cover
page.)
· Narrative must be double spaced, with 1-inch margins, written
in #12 font.
· All supportive references must be cited in APA format with
an in-text citation as well as a full citation on a separate
2. Resources page.
· No directly quoted (copy/paste) material may be used in this
project paper.
· Resources should be summarized or paraphrased with
appropriate in-text and Resource page citations.
Due Date
Mar 6, 2020 11:59 PM
Hide Rubrics
Rubric Name: A MODEL Rubric for Projects - Max points
This table lists criteria and criteria group name in the first
column. The first row lists level names and includes scores if
the rubric uses a numeric scoring method.Criteria
Equivalent to an A
Equivalent to a B
Equivalent to a C
Equivalent to a D or F
Overall content of paper or project. Value: 20 points
20 points
The paper is exemplary. Content of the paper exceeds all
information required by assignment, demonstrates critical
thinking skills, sophisticated analysis and other perspectives.
Points available: 18-20
17.9 points
Paper indicates effort above and beyond the Project Description
in the areas of research, analysis, critical thinking, etc.
Points available: 16-17.9
15.9 points
In general, the content of the paper addresses the information
required by the assignment.
Points available: 14-15.9
13.9 points
The overall content of the paper addresses less than the minimal
amount of the information required by the assignment. It
demonstrates marginal work and does not reflect an
understanding of the project.
3. Points available D: 12 -13.9
Points available F: 11.9
/ 20
Overall analysis and critical thinking Value: 20 points
20 points
Analysis and critical thinking is evident throughout the paper,
beyond the requirements in the Project Description
Points available: 18-20
17.9 points
Paper includes evidence of analysis and critical thinking beyond
the requirements in the Project Description
Points available: 16-17.9
15.9 points
The analysis and critical thinking is consistant with the
requirements in the Project Description
Points available: 14-15.9
13.9 points
The analysis and critical thinking reflected in this paper did not
meet the requirements in the Project Description
Points available D: 12-13.9
Points available F: 0-11.9
/ 20
Responsiveness to Project Description: All elements are
included. Value: 10 points
10 points
Assignment is formatted exactly as required.
Points available: 9-10
8.9 points
Assignment is formatted as required with minor/
inconsequential deviations.
Points available: 8-8.9
7.9 points
Assignment mostly formatted as required but missing some
required element(s).
4. Points available: 7-7.9
6.9 points
Assignment is missing major elements,
Points available D:6 - 6.9
Points available F: 0-5.9
/ 10
Responsiveness to Project Description : Application of theory
and knowledge to the facts presented, accurate use of
terminology, etc. Value: 10 points
10 points
Excellent understanding and application of theory and
knowledge to the facts.
Terminology is correct in all uses.
Points available: 9-10
8.9 points
Clear application of theory and knowledge to the facts.
Most terminology references are correctly applied.
Points available: 8-8.9
7.9 points
Application of theory, knowledge and terminology indicate
understanding of the concepts and focus of the project
Points available: 7-7.9
6.9 points
Theory and knowledge does not apply to the facts presented.
Use of terminology indicates a lack of understanding of the
concepts and focus of the project
Points available D: 6-6.9
Points available F: 0-5.9
/ 10
Responsiveness to Project Description: Organization. Value: 10
points
10 points
Organization is relevant to topic, clear and understandable with
logical flow that makes the project easier to follow.
Points available: 9-10
5. 8.9 points
Organization is clear and does not distract from the project’s
content.
Points available: 8-8.9
7.9 points
Organization presents some MINOR distractions from the
project’s content.
Points available: 7-7.9
6.9 points
Organization lacks relevance, is unclear, difficult to understand,
or logic is missing that causes distraction for the reader.
Points available D: 6-6.9
Points available F: 0-5.9
/ 10
Formatting, references, and APA citations Value 15 points
15 points
Assignment is formatted exactly as required, all required
citations and references are present and APA standards are
followed in every respect.
Points available 13.5-15
13.4 points
Assignment is formatted as required with minor/
inconsequential deviations, resource requirements are met,
citations and references are present and APA standards are
followed.
Points available: 12-13.4
11.9 points
Assignment mostly formatted as required but missing some
required elements/ sources or some APA errors are evident.
Points available: 10.5-11.9
10.4 points
Assignment is missing major elements, lacks required
sources or APA is not followed however a different citation
method is used correctly.
Points available D: 9 - 10.4
Points available F: 0-8.9
6. / 15
General Grammar/Mechanics Value 15 points
15 points
No or minor English and grammar usage errors.
Points available 13.5-15
13.4 points
A few minor/ inconsequential mistakes in English and grammar.
Points available 12-13.4
11.9 points
Some, but acceptable mistakes in English and/or grammar.
Points available: 10.5-11.9
10.4 points
Many mistakes evident in English/grammar usage.
Points available D: 9 - 10.4
Points available F: 0-8.9
/ 15
Personal Leadership Training Plan
Robert J. Bell II
Columbia Southern University
*
To be a good leader, it is a call and nature of the personality of
a person.It involves having a passion to serve the interests of
the other people besides your own interests (Collins, 2014).The
7. knowledge behind being a successful leader is through
experience and good practice.Being a leader, needs a person to
have self control and knowledge of handling different types of
people.A leader knows the way and lead others there.
Everybody defines leadership differently but I really like the
way John C Maxwell defines leadership, “A leader is one who
knows the way, goes the way, and shows the way.” Irrespective
of how you define a leader, he or she can prove to be a
difference maker between success and failure.
*
Should be confidentShould be one who inspires otherShould be
hardworkingShould be honestShould be accountableShould have
good communication skillsGood decision makerOne who is
committed to service
Whether running your own business or leading teams in an
office setting, the best leaders require a strong set of leadership
qualities to help positively interact with their employees, team
members, and clients.
*
As an environmentalist for example, a leader should have
diverse knowledge of environmental affairs.The leader should
understand the nature and the conditions of the environment and
be committed to service (Sutcliffe, 2013).The nature of our
environment need a lot of research to help in reducing diverse
effects on the environment; especially effects of global
warming, climate change, land degradation and other effects.
8. Some of the major environmental problems are as follows: 1.
Ozone Depletion, Greenhouse Effect and Global Warming 2.
Desertification 3. Deforestation 4. Loss of Biodiversity 5.
Disposal of Wastes.
*
A good leader especially on the environmental concerns should
understanding his or her roles.It calls for the passion to serve as
a disaster manager in an organization.As a manager, you should
be able to understand the need for disaster management, disaster
prevention, disaster resilience and even disaster
recovery.Through the knowledge or research, one should be able
to understand the need for his or her job description (Davis,
2010).
Disaster managers, often called emergency management
directors, are responsible for preparing for and responding to
disasters. They come up with procedures for natural and man-
made disasters with the help of other professionals who are
sometimes involved with these events, such as people who work
for the government, local police departments or nearby
hospitals. Once a plan is made, a disaster manager has to ensure
that it meets certain standards. If it does, he or she works with
the community and local organizations to make sure that
everyone is aware of the plan and can follow it if a disaster
occurs.
*
Many organizations are today employing a disaster management
team to help during disaster occurrences.Many organizations
and institution have adopted the policy of disaster management
for the benefit of its employees and the organization at
large.Organization are prepared for disaster by having disaster
9. control units, equipment and also trained personnel (Gujral,
2012).Disaster management is a process of early preparation for
an occurrence of an anticipated disaster.
This is not an entry-level job, so don’t expect to be able to
become a disaster manager right out of high school or even
college. Most professionals in this line of work have a
bachelor’s degree in emergency management, fire science,
public administration or business, but individuals with other
degrees that are relevant to the job may be considered for
emergency management director positions. While you should be
able to get involved in emergency management directly after
finishing college, you probably won’t be able to become a
director until you have at least five years of experience under
you belt.
*
I have diverse knowledge on environmental concerns and in
disaster management programs.Through seven years of learning
in higher education on the programs I believe that as a future
leader I have enough knowledge to put into practice.Learning is
a continuous process and I would seek more knowledge on
management and working with other in different situations.As a
future leader I am motivated by achievement done in the past,
present and the anticipated future achievements.
Working in the emergency management field requires hard
work, but it’s a great way to help people who are in tough
situations. If you’re okay with working odd hours occasionally,
love planning and want a career that enables you to make
positive changes, you may want become a disaster manager.
*
10. As a disaster manager, I know I lack good planning skills and
implementation procedure.I would seek to have planners and
implementers hired to teach our team the same skills.I would
advocate for diverse skills learning programs to the employees
in order to advance my career and equally to the careers of my
subordinates.Learning is a continuous process and I would
desire to learn more in the field of disaster management.
Emergency management directors plan responses to emergencies
and disasters to minimize risk to people and property. Their
plans must comply with local, state, and federal regulations, as
well as established best practices.
They usually need to meet with law enforcement officials, local
businesses, and residents to solicit recommendations and
feedback on draft emergency response plans. They assess
available resources and coordinate the sharing of emergency
response resources among agencies and organizations such as
fire departments, policy departments, and emergency medical
services. They may need to request budget increases or
additional resources, such as funding from the federal
government. They may also direct the planning of evacuation
routes.
*
Engaging in participatory practices that will improve my
knowledge on the topic matter.Attending forums on disaster
management and development .Learning by doing and having
frequent practices.Partner with the relevant stakeholders in the
same field of knowledge (Gujral, 2012).Obtain and implement a
good communication plan.
Have an updated disaster recovery plan with very specific
11. instructions. ...
Regularly test your disaster recovery plan. ...
Include business operations in your disaster recovery plan. ...
Check on your people first. ...
Have a communications plan.
*
Employee needs to be motivated now, and then in order for
them to perform their duties with passion.Through my
knowledge I will empower them by rewarding the hardworking
employees.I will aim at advocating for exchange programs that
will expose the employees to better skills.Encourage the
employees to be competitive in the job market (Gujral,
2012).Ensure that all the employees comply to the code of
ethics and standards required.
The followers may start associating the success of the
organization or group solely with the leader. Consequently, the
followers may fail to see themselves as a valuable part of the
group or organization. Their role in the success of the group or
organization is undermined as the leader is always weighed
down with the responsibility of keeping the organization
running and also motivating the followers to perform.
*
Having the clear records of employees performance.Rewarding
active and hardworking employees.Providing for subsidiary
services to the employees for their motivation (Collins,
2014).Paying good wages and salaries.Allowing for
participatory leadership forums.Encouraging showcasing of
skills and talents.Listening to employees’ concerns.
12. Here are some steps to building that type of commitment and
involvement:
Identify any problems that might stand in the way. ...
Share your vision and the mission of the business. ...
Give some power to employees. ...
Encourage risk-taking. ...
Use reward systems. ...
Plan social and athletic activities.
*
Leaders are valuable to an organization or society because they
strive to bring the desired change in their organizations or
society. They help realize the change by identifying the unique
challenges that their followers face and work together with the
followers to achieve the common objective. Leaders are vital
for social change and are still needed to effect organizational
change in the current society or business world.
A great leader posses a clear vision, is courageous, has
integrity, honesty, humility and clear focus. Great leaders help
people reach their goals, are not afraid to hire people that might
be better than them and take pride in the accomplishments of
those they help along the way.
*
Collins, J. (2014). Leadership qualities: Qualities of a good
leader. Leipzig: Amazon.
Sutcliffe, J. (2013). The 8 qualities of successful school leaders:
The desert island school challenge. London : Bloomsbury
Davis, R. A. (2010). The intangibles of leadership: The 10
13. qualities of superior executive performance. Mississauga:
Jossey-Bass.
Gujral, G. S. (2012). Leadership Qualities for Effective
Leaders. New Delhi: Vij Books India Private Limited.
*
UNIT 66 POWERpoint Experience
I previous Units you contributed to the Personal Leadership
Training Plan and focused on attributes, knowledge, and skills.
In this unit, you will add experience to your plan. Please make
sure the powerpoint slides are in the same background and
format as the example attachment.
Base the knowledge on what someone who is a Disaster
Management Professional.
Within the presentation, respond to the following points:
· Explain the type of experiences you have had that will make
you a strong leader.
·
· Explain and evaluate your experience with organizational
change. (This can be from your employer, club, church group,
or family unit.) How did you facilitate the change, and was it
successful?
·
· How can you use Kotter's 8-Step Process for organizational
change during your future career?
·
The completed PowerPoint presentation must be a minimum of
10 slides in length, not counting the title and reference slides.
14. There must be a minimum of ten pages in the power point slide ,
not including title page , with running heder nd the a reference
page, based on the APA format.
Submit only the specific segment concerning knowledge.
Additionally, a minimum of three peer-reviewed or academic
resources must be used.
Keep the text on the slides concise, and use the notes section to
fully explain your ideas
. All sources used must be cited and referenced according to
APA style.