Module 04 Written Assignment - Peer Mentoring SessionCompetenc.docx
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Module 04 Written Assignment - Peer Mentoring Session Competency Determine ethical, developmentally, culturally, and linguistically appropriate assessment practices to promote positive outcomes for each child. Scenario You are a peer mentor in your program. You are reviewing the observation of Timmy that was recorded by your co-teacher to evaluate and determine ethical, developmental, culturally, and linguistically appropriate assessment practices. You plan to create a feedback document, or audio recording, or video recording to use during your next mentoring session to provide your co-teacher with guidance on their current assessment practices. InstructionsPart One: Review Observation Review the provided observation notes on Timmy. Part Two: FeedbackCreate a written feedback document, or audio recording, or video recording for the mentoring session that: Analyzes the child’s development within each of the PILES domains (5 total): Physical Intellectual Language Emotional Social Explains at least two of your state’s early learning standards to demonstrate alignment between PILES domains and the assessment practice. Determines at least one way the observation and assessment method used is aligned to NAEYC’s Code of Ethical Conduct for each of the following categories (3 total): Ethical Culturally appropriate Linguistically appropriate Describes at least one way the observation and assessment method should be modified to improve alignment to NAEYC’s Code of Ethical Conduct. Recommends at least one next step in assessment practices to promote a positive outcome for Timmy. Submission Requirements Meets the general requirements: Observation focuses on factual information that can be seen and heard during the actual observation time. Provides at least one credible source in APA reference page. Provide a reference to your state’s early learning standards in the APA reference page (with website link). Uses professional language with correct spelling, grammar, and punctuation. Submit your feedback document for the mentoring session as a written document, audio, or video recording. If submitting an audio recording, please submit as an MP3. If submitting a video recording, please submit as an MP4 or if using Screencast-0-Matic (free resource) you can submit the URL link to the video. Please note that if you are submitting an audio MP3/video MP4 file that it cannot exceed 8 minutes. Resources Audio Recording FAQ Screencast-O-Matic FAQ PILES FAQ Observation & Assessment in School of Education Guide Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates. .
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This document provides instructions for a 3-4 minute persuasive speech assignment. Students are asked to:
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This document provides instructions for a 3-4 minute persuasive speech assignment. Students are asked to:
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It is important to identify and develop various strategies to motivate and engage students in science. Review the resources in this week’s topic materials to guide you on how to structure your video.
For this assignment, you will create a video using any video recording device and develop a 2-3 minute Lope Talk video similar to a Ted Talk, in which you will describe ways to engage and motivate students through the instruction of science. This would be presented as a professional development to fellow science teachers. Select a grade level or grade level strand (K-3, 4-5, or 6-8) as you prepare for this video.
Your video should include:
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Two examples of how to incorporate technology.
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Detailed InstructionsTimeline Recall your work on Mi
Detailed Instructions:
Timeline
Recall your work on Milestone 4. Create a timeline to show each of the events you researched in chronological order. Your timeline should present detailed evidence showing how each key theme you chose is relevant to your country’s history. Each entry on your timeline should:
Clearly identify which topic/theme is covered in the entry, and what historical event or era you are connecting that theme too.
Show an understanding of the topic/theme selected.
Show knowledge of basic facts (who-what-when-where) about the event selected.
Give an evidence-based argument that justifies your claim that the historical event and the broader topic/theme are connected.
Include at least one image (multiple images, video links, other creative visuals are welcome).
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Create a five-minute presentation of your timeline. Your instructor will assess the appearance and accuracy of your timeline, as well as your oral communication (language, posture, gesture, eye contact, and tone).
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Speak for a minimum of five minutes (seven minutes maximum).
Present a polished and edited timeline - it should be error-free and visually appealing.
Speak slowly and clearly, demonstrating a mastery of the content you are presenting.
You may use whatever software you would like to record your narrated presentation, but your presentation must be uploaded to Panopto to be shared with your instructor.
Submit your presentation by posting a link to your Panopto video in the comment box when you submit this assignment. Make sure you select appropriate sharing settings. If your instructor cannot access your video it may be considered late.
Written Reflection
In a 2-3 paragraph essay, answer the following reflection questions:
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Talk about which sources you used, and how you decided which evidence most strongly supported the points you wanted to make.
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NEW YORK STATE
It is important to identify and develop various strategies to motivate and engage students in science. Review the resources in this week’s topic materials to guide you on how to structure your video.
For this assignment, you will create a video using any video recording device and develop a 2-3 minute Lope Talk video similar to a Ted Talk, in which you will describe ways to engage and motivate students through the instruction of science. This would be presented as a professional development to fellow science teachers. Select a grade level or grade level strand (K-3, 4-5, or 6-8) as you prepare for this video.
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Two examples of how to incorporate technology.
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Design visual elements to emphasize major points
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Detailed Instructions:
Timeline
Recall your work on Milestone 4. Create a timeline to show each of the events you researched in chronological order. Your timeline should present detailed evidence showing how each key theme you chose is relevant to your country’s history. Each entry on your timeline should:
Clearly identify which topic/theme is covered in the entry, and what historical event or era you are connecting that theme too.
Show an understanding of the topic/theme selected.
Show knowledge of basic facts (who-what-when-where) about the event selected.
Give an evidence-based argument that justifies your claim that the historical event and the broader topic/theme are connected.
Include at least one image (multiple images, video links, other creative visuals are welcome).
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Create a five-minute presentation of your timeline. Your instructor will assess the appearance and accuracy of your timeline, as well as your oral communication (language, posture, gesture, eye contact, and tone).
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Speak for a minimum of five minutes (seven minutes maximum).
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Module Outcome You will be able to describe the historical force.docx
Module Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
Course Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
General Education Competency:
You will have used critical thinking to analyze problems and make logical decisions.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments
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Introduction: This assignment will assist in your gaining a better understanding of the theoretical perspectives in Sociology
This assignment fulfills/supports
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Write at least one paragraph summarizing your .
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COMM 110 Education Redefined / snaptutorial.com
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COMM 110 Audience Analysis Worksheet
COMM 110 Forms of Supporting Material Matrix
COMM 110 Learning Team Global Warming Paper
COMM 110 Learning Team Global Warming Presentation
COMM 110 Learning Team Recession on Economy Paper
COMM 110 Enhance teaching - snaptutorial.com
This document outlines the course materials and assignments for COMM 110, including weekly topics on public speaking basics, informative presentations, demonstration presentations, persuasive presentations, effective listening, and group communication. The course covers fundamental presentation skills as well as analyzing audiences and collaborating in groups. Students complete individual and group presentations, critiques of classmates' work, and reflective writing assignments. Key skills developed include outlining, incorporating visual aids, controlling speech anxiety, and applying feedback to improve presentation abilities.
Web-based video training & feedback in oral production classes
1. The document discusses using web-based video to provide training and feedback for students in oral production classes in English.
2. Students record conversations or presentations, upload the videos, analyze their performance, set goals for improvement, and practice with the goal of improving.
3. The approach aims to guide students in reflection and improvement through video analysis while maintaining student autonomy over the process.
Your friend, an 8th-grade earth science teacher at the local mid.docx
Your friend, an 8th-grade earth science teacher at the local middle school, is organizing an Earth Day celebration for his students and their families. He knows you have recently been learning about environmental policies in this environmental science class and has asked you to be one of several guest speakers at the event. He would like you to explain to the students how scientific research and public awareness of an environmental issue led to an environmental policy or law. The goal is for the 8th-grade students to understand how people and communities (scientific community, government bodies, citizens of a country, etc.) can effect positive change for the environment.
Use
the policy and issue you selected for your Wk 5 Discussion – Environmental Policies in Action.
Prepare
a 3-to 4-minute video and/or audio recording, or a 1,050- to 1,750-word transcript of your presentation.
Address
the following in your presentation:
Summarize the environmental issue. What are its causes? What are the effects on the environment and people? Consider multiple perspectives and locations, as applicable.
Explain how economics and/or personal lifestyle choices or behaviors are related to this issue.
Describe how individuals, communities, and/or governments have worked to address the issue.
Examine the impact of relevant legislation or initiatives. What are the benefits? Have there been any consequences?
Note:
Remember your audience; the presentation needs to make sense and appeal to 13- and 14-year-old students.
Include
at least 2 outside resources to support your conclusions.
Note:
You can learn more about submitting video files to Blackboard
here
.
Submit
your assignment.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
= = = = =
If you choose to submit a video presentation use video file types...
Windows Media Video (WMV)
Flash Video (FLV)
MP4
These file formats are relatively small, which allows for (somewhat) easier and faster uploading (submission) and downloading (instructor review).
Alternate options....
Create a video and upload it to YouTube. Submit the link for me to access the video.
Create a MS PowerPoint presentation and record audio in the file for your presentation.
In my opinion, these alternate video presentation options have been the best for ease of use.
If you choose, the video only option, submit an APA style references list as a separate document or in the comments area.
.
Session5
The document discusses an assessment task that involves interviewing students about their proposed eLearning projects. It provides information about what will be recorded during interviews, pitching project ideas to peers, and using tools like Picasa, Rapid eLearning software, and ARED to develop multimedia content and activities for the eLearning resources.
Assessment 2 Instructions Ethical and Policy Factors in Care Coordi.docx
Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination
Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length.
As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.
This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.
It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 4: Defend decisions based on the code of ethics for nursing.
Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
Competency 5: Explain how health care policies affect patient-centered care.
Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.
Preparation
Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaki.
Vlogging
The document discusses using video recording and blogs to assess students' oral presentation skills in an English speech training class. Students give speeches that are recorded and uploaded to blogs for self-evaluation and feedback from peers and teachers. This blended learning approach allows students more opportunities to improve by watching their performances and learning from others.
2021-SAMPLE-ANNOTATION-FOR-TEACHER-I-III.docx
The document outlines the Results-Based Performance Management System (RPMS) for Teachers I-III. It includes annotations for 8 Key Result Areas (KRAs) with multiple objectives under each KRA.
The annotations provide evidence that the objectives for each KRA were met based on Classroom Observation Tool (COT) ratings, lesson plans, and other materials. Ratings of 7 out of 7 (equivalent to "Outstanding" in the RPMS scale) are reported for most objectives, indicating they were fully achieved.
Notes are also provided to explain the ratings under each objective, such as what constitutes an "Outstanding", "Very Satisfactory", etc. rating. The RPMS appears to provide a structured
How we learn english presentation - elka oct. 17
The document outlines a learning plan for a class on learning English as a foreign language. It includes established goals from educational standards in Bulgaria and the US. Key understandings are that students should focus on being understood when speaking English and not be afraid of mistakes. Essential questions address why learn English and why not be shy speaking with mistakes. The plan involves students brainstorming learning methods, surveying classmates, watching videos of footballers discussing English learning, and interviewing partners about their strategies. A performance task challenges students to create a video on their English learning tips and challenges to enter a contest.
COMM 110 Exceptional Education - snaptutorial.com
This document outlines the course materials and assignments for COMM 110, including weekly topics on public speaking basics, informative presentations, demonstration presentations, persuasive presentations, effective listening, and group communication. The course covers fundamental presentation skills as well as analyzing audiences and adapting presentations for different topics and groups. Students complete individual and group presentations, provide peer critiques, and reflect on developing their communication abilities through the learning process.
Care Coordination in Nursing.docx
The document provides instructions for an assignment to create a 10-12 slide PowerPoint presentation with audio recording for a community organization about ethical and policy issues affecting care coordination. Students are asked to select a community group, develop the presentation addressing how policies and ethics affect care coordination, and create a 4-5 page narrative script with citations. The goal is to strengthen understanding of ethical standards and policies related to coordinating care and empower students to advocate for patients.
Activity guide and evaluation rubric unit 3 - task 4 - speaking part of cam...
Activity guide and evaluation rubric unit 3 - task 4 - speaking part of cam...Kelly Maribeth Avendaño Gelviz
This document provides guidelines for an activity that requires students to participate in a mock interview for the speaking portion of the Cambridge C1 Advanced exam. Students will be interviewed in pairs and their performance will be evaluated based on four criteria: accurately completing the four parts of the interview, appropriate pronunciation and intonation, fluent delivery, and effective use of grammar and vocabulary. After the interview, students must submit a reflection on their performance along with a screenshot as evidence of participating. Their work will be assessed using a rubric and can earn a maximum of 80 points.Similar to Module 04 Written Assignment - Peer Mentoring SessionCompetenc.docx (13)
Web-based video training & feedback in oral production classes
Web-based video training & feedback in oral production classes
Your friend, an 8th-grade earth science teacher at the local mid.docx
Your friend, an 8th-grade earth science teacher at the local mid.docx
Assessment 2 Instructions Ethical and Policy Factors in Care Coordi.docx
Assessment 2 Instructions Ethical and Policy Factors in Care Coordi.docx
Activity guide and evaluation rubric unit 3 - task 4 - speaking part of cam...
Activity guide and evaluation rubric unit 3 - task 4 - speaking part of cam...
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Most women experience their closest friendships with those of th.docx
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?
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The post should be a minimum of 200 words, scholarly written, APA7 formatted, and referenced. Free of plagiarism and gramatical errors. A minimum of 2 references is required (other than your text).
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Moreno Industries has adopted the following production budget for th.docx
Moreno Industries has adopted the following production budget for the first 4 months of 2013.
Month Units Month Units
January 10,000 March 5,000
February 8,000 April 4,000
Each unit requires 3 pounds of raw materials costing $2 per pound. On December 31, 2012, the ending raw materials inventory was 9,000 pounds. Management wants to have a raw materials inventory at the end of the month equal to 30% of next month's production requirements.
Complete the direct materials purchases budget by month for the first quarter.
.
Most people have a blend of leadership styles that they use. Some le.docx
Most people have a blend of leadership styles that they use. Some leaders are more flexible in applying a wide range of leadership styles, whereas others are more consistent and generally use just one or two preferred behaviors. Consider if two strong individuals begin a new company and discuss the following:
If two diverse individuals, each having a different leadership style, were tasked with effectively co-leading an organization, what potential conflicts might occur between these different leadership styles?
How will their personal leadership styles influence the organizational culture?
How would you recommend that these two leaders work together most effectively?
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Moral rights as opposed to legal rights are not dependent on a polit.docx
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Montasari, R., & Hill, R. (2019). Next-Generation Digital Forens.docx
Montasari, R., & Hill, R. (2019). Next-Generation Digital Forensics: Challenges and Future Paradigms.
2019 IEEE 12th International Conference on Global Security, Safety and Sustainability (ICGS3), Global Security, Safety and Sustainability (ICGS3)
, 205.
https://doi.org/10.1109/ICGS3.2019.8688020
Sahinoglu, M., Stockton, S., Barclay, R. M., & Morton, S. (2016). Metrics Based Risk Assessment and Management of Digital Forensics.
Defense Acquisition Research Journal: A Publication of the Defense Acquisition University, 23
(2), 152–177.
https://doi.org/10.22594/dau.16-748.23.02
Nnoli, H. Lindskog, D, Zavarsky, P., Aghili, S., & Ruhl, R. (2012). The Governance of Corporate Forensics Using COBIT, NIST and Increased Automated Forensic Approaches,
2012 International Conference on Privacy, Security, Risk and Trust and 2012 International Conference on Social Computing, Amsterdam
, 734-741.
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Please make your initial post and two response posts substantive. A substantive post will do at least two of the following:
Ask an interesting, thoughtful question pertaining to the topic
Answer a question (in detail) posted by another student or the instructor
Provide extensive additional information on the topic
Explain, define, or analyze the topic in detail
Share an applicable personal experience
Provide an outside source that applies to the topic, along with additional information about the topic or the source (please cite properly in APA 7)
Make an argument concerning the topic.
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Module Outcome You will be able to describe the historical force.docx
Module Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
Course Outcome: You will be able to describe the historical forces that have influenced the intersection of race and family in the United States.
General Education Competency:
You will have used critical thinking to analyze problems and make logical decisions.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments
What practices did the US government engage in to force Native Americans to assimilate to American culture? What were their motivations? Does this trend continue? Explain. How might this affect the Native American culture in the eyes of Native Americans and non-indigenous Americans alike? Explain.
For a top score, you must respond constructively to at least two other students. More extensive participation will be noted. All of your postings should be spread over three different days.
Introduction: This assignment will assist in your gaining a better understanding of the theoretical perspectives in Sociology
This assignment fulfills/supports
Module Outcome: You will be able to how structural functionalism, conflict perspectives, and symbolic interactionism work together to help us get a more complete view of reality.
Course Outcome: You will be able to recognize and apply the basic sociological terms vital to the understanding of sociology and the major theoretical paradigms to an analysis of social institutions, social structures, and societal issues.
General Education Competency
You will be able to communicate effectively using the conventions of American Standard English in professional and academic environments.
You will be able to demonstrate socialization skills that support cultural awareness and a global perspective.
Demonstrate computer literacy
The Assignment: DF #2 - Theoretical Perspectives
Find a newspaper article, online or physical paper, and identify the structural functionalist, social conflict, and symbolic interctionist view of the social issue that is discussed in the article. Think about how each of these perspectives view society. You can get this from your reading of the text. For example, structural functionalists view society as social harmony with a high degree of social order with the institutions meeting their manifest and latent functions, all for the good of society, compared to conflict theorists, which view society as an arena of social inequality; dominant and subordinate groups, competing for scarce resources. In comparison, a symbolic interactinist may view society based upon symbolic meaning, labeling and social construction and the interaction with others in society.
Prompt:
Write at least one paragraph summarizing your .
Molière believed that the duty of comedy is to correct human vices b.docx
Molière believed that the duty of comedy is to correct human vices by exposing them and mocking them to absurd extreme. He also believed that human behavior should be governed by reason and moderation. In
Tartuffe
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Module One Making Budgetary DecisionsDirectionsBased on the i.docx
Module One Making Budgetary Decisions
Directions:
Based on the information in the text and the goals and objectives that you have established for the City Bradley Recycling Department, please respond to the following questions in a Word document.
1. Which one of the budgets (line-item, program, performance) best describes what the recycle department does? Explain your answer.
2. Which one of the budgets gives the director of the department/agency, the mayor, and the legislative body, the most discretion/latitude in making decisions about the agency and why? Think about the roles of these persons prior to answering the questions. The response for each entity should be explained separately i.e. Line-Item, Program, Performance).
Rubric Grading you must meet criteria within the 100-90%
PAD 3204 MODULE 1 SUNDAY ASSIGNMENT
PAD 3204 MODULE 1
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeUse of data and assumptions
100.0 pts
You successfully incorporate all assumptions and data from the assignment and include information about average salaries gleaned from the district report card; no apparent errors.
85.0 pts
You incorporate most, if not all, assumptions and data from the assignment and include information about average salaries gleaned from the district report card; one or two minor errors.
75.0 pts
You incorporate some assumptions and data from the assignment and include information about average salaries gleaned from the district report card; a few major errors and omissions.
65.0 pts
You incorporate few, if any, assumptions and data from the assignment; many errors and omissions.
100.0 pts
This criterion is linked to a Learning OutcomeOverall presentation
100.0 pts
Your discussion of the budget process and individual budget lines is set forth in a clear, thoughtful manner. It is well-written and insightful (writing demonstrates a sophisticated clarity, conciseness, and correctness); includes thorough details and relevant data and information; and is extremely well-organized.
85.0 pts
Your discussion of the budget process and individual budget lines is set forth in a thoughtful manner. It is well-written (writing is accomplished in terms of clarity and conciseness and contains only a few errors); includes sufficient details and relevant data and information; and is well-organized.
65.0 pts
Your discussion of the budget process and individual budget lines is carelessly written (writing lacks clarity or conciseness and contains numerous errors); gives insufficient detail and relevant data and information; and lacks organization.
25.0 pts
Your discussion of the budget process and individual budget lines is poorly written (writing is unfocused, rambling, or contains serious errors); lacks detail and relevant data and information; and is poorly organized.
100.0 pts
This criterion is linked to a Learning OutcomeTURNITIN ORIGINALITY SCORE
100.0 pts
<11%
80.0 pts
11% - 15%
70.0 pts
16% - 20%
60.0 pts
21% - 25%
50.0 pts
26% - 30%
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Monitoring data over time allows organizations to evaluate programs and make improvements. Collecting documentation allows organizations to track the status of conditions, programs, or decisions. This helps with quality improvement efforts by providing insights into challenges and guiding decision making. However, lack of monitoring limits an organization's ability to properly evaluate programs and initiatives.
Monitoring Global Supply Chains† Jodi L. Short Prof.docx
Monitoring Global Supply Chains†
Jodi L. Short*
Professor of Law
University of California
Hastings College of the Law
San Francisco, California,
U.S.A
[email protected]
Michael W. Toffel
Professor of Business
Administration
Harvard Business School
Boston, Massachusetts, U.S.A
[email protected]
Andrea R. Hugill
Doctoral Candidate
Harvard Business School
Boston, Massachusetts, U.S.A
[email protected]
Version: July 6, 2015
Forthcoming in Strategic Management Journal
Research Summary
Firms seeking to avoid reputational spillovers that can arise from dangerous, illegal, and
unethical behavior at supply chain factories are increasingly relying on private social auditors to
provide strategic information about suppliers’ conduct. But little is known about what influences
auditors’ ability to identify and report problems. Our analysis of nearly 17,000 supplier audits
reveals that auditors report fewer violations when individual auditors have audited the factory
before, when audit teams are less experienced or less trained, when audit teams are all-male, and
when audits are paid for by the audited supplier. This first comprehensive and systematic
analysis of supply chain monitoring identifies previously overlooked transaction costs and
suggests strategies to develop governance structures to mitigate reputational risks by reducing
information asymmetries in supply chains.
Managerial Summary
Firms reliant on supply chains to manufacture their goods risk reputational harm if the working
conditions in those factories are revealed to be dangerous, illegal, or otherwise problematic.
While firms are increasingly relying on private-sector ‘social auditors’ to assess factory
conditions, little has been known about the accuracy of those assessments. We analyzed nearly
17,000 code-of-conduct audits conducted at nearly 6,000 suppliers around the world. We found
that audits yield fewer violations when the audit team has been at that particular supplier before,
when audit teams are less experienced or less trained, when audit teams are all-male, and when
the audits were paid for by the supplier instead of by the buyer. We describe implications for
firms relying on social auditors and for auditing firms.
Keywords
monitoring, transaction cost economics, auditing, supply chains, corporate social responsibility
† We gratefully acknowledge the research assistance of Melissa Ouellet as well as that of Chris Allen, John Galvin,
Erika McCaffrey, and Christine Rivera. Xiang Ao, Max Bazerman, Shane Greenstein, Jeffrey Macher, Andrew
Marder, Justin McCrary, Morris Ratner, Bill Simpson, and Veronica Villena provided helpful comments. Harvard
Business School’s Division of Research and Faculty Development provided financial support.
* Correspondence to Jodi L. Short, UC Hastings College of the Law, 200 McAllister Street, San Francisco, CA,
94102, .
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Module Assessment 4 TANM ApplicationsBUS2 190Last name, Fir.docx
Module Assessment 4: TANM ApplicationsBUS2 190
Last name, First name (Section X)
Last name, First name (Section X)
Last name, First name (Section X)
Last name, First name (Section X)
[Please replace “X” with Section 7, 8, or 9. Delete this before submitting]
PROBLEM A: Casper Geriatric Center (16 pts)
1. Is this a minimization or maximization problem? Explain.
2. Is this a balanced or unbalanced problem? Explain.
3. What is the total capacity of Stations 10J and 6G?
4. What is the total demand for Sections A,C,E and F?
5. What is the value of your optimal solution?
6. In your optimal solution, to which sections and how many trays to each of these sections should location 2L deliver?
7. Where will Section D get its meals? How many from each Station?
8. Aside from the obvious deliveries from the factory to warehouses or warehouses to stores, identify and discuss 2 more scenarios on how the transportation model can be used.
Problem B: Good Stuffing Sausage Company (16 pts)
1. Is this a minimal spanning or shortest route problem? Explain.
2. Explain the differences between minimal spanning and shortest route problems. Give an example where each type of modeling can be used.
3. How many branches are there in this network?
4. How many hours will it take to drive through Nodes 2-4-8? Explain.
5. Which arc takes the longest time to travel?
6. Korina thinks the best route is 1-5-6-10. Do you agree with her? Why or why not?
7. What is the value of your optimal solution?
8. What are the nodes included in your optimal solution?
Problem C: 9-31: NASA Missions ( 13 points)
(Hint – your answers in questions 1, 2 and 3 should be a schedule on which mission specialist should be scheduled to which flight. Provide your explanations for your answers) 13 points
1. Who should be assigned to which flight to maximize ratings?
Name of Mission Specialist
Mission Date
Total Rating:
2. NASA has just been notified that Anderson is getting married in February and has been granted a highly sought publicity tour in Europe that month. (He intends to take his wife and let the trip double as a honeymoon.) How does this change the final schedule? Explain.
Name of Mission Specialist
Mission Date
Total Rating:
Explanation:
3. Certo has complained that he was rated incorrectly on his January missions. Both ratings should be 10s, he claims to the chief, who agrees and re-computes the schedule. Do any changes occur over the schedule set in Question 2? Why or why not?
Name of Mission Specialist
Mission Date
Total Rating:
Explanation:
4. What are the strengths and weaknesses of this approach to scheduling?
Science Laboratory Format
Writers in the field of biology must consider not only the form but the style of writing in biology papers.
As in all fields, there are conventions to follow or typical style formats of the discipline.
Writing in the sciences is concise, yet pr.
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MODULE 8
You will perform a history of a respiratory problem that either your instructor has provided you or one that you have experienced and perform a respiratory assessment. You will document your subjective and objective findings, identify actual or potential risks, and submit this in a Word document to the dropbox provided.
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Most organizations, including hospitals, adopt both Mission and Visi.docx
Most organizations, including hospitals, adopt both Mission and Vision Statements. Both can usually be found posted prominently on the wall, and on the organization's website.
What is the difference between a Mission Statement and a Vision Statement? Why would both statements be important as it relates to strategic planning? Are they important in achieving a competitive advanatgae?
Be specific. Thoroughly explain your response.
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More like this Abstract TranslateFull Text Translate.docx
More like this
Abstract Translate
Full Text Translate
International law is in a period of transition. After World War
II, but especially since the 1980s, human rights expanded to
almost every corner of international law. In doing so, they
changed core features of international law itself, including
the definition of sovereignty and the sources of international
legal rules. But what has been called the "age of human
rights" is over, at leastfor now. Whether measured in terms of
the increasing number of authoritarian governments, the
decline in international human rights enforcement
architecture such as the Responsibility to Protect and the
Alien Tort Statute, the growing power of China and Russia
over the content of international law, or the rising of
nationalism and populism, international human rights law is
in retreat. The decline offers an opportunity to consider how
human rights changed, or purported to change, international
law and how international law as a whole can be made more
effective in a post-human rights era. This Article is the first to
argue that international human rights law as a whole-
whatever its much disputed benefits for human rights
themselves-appears to have expanded and changed
international law in ways that have made it weaker, less likely
to generate compliance, and more likely to produce
interstate friction and conflict. The debate around
international law and human rights should be reframed to
consider these costs and to evaluate whether international
law, including the work of the United Nations, should focus
on a stronger, more limited core of international legal norms
that protects international peace and security, not human
rights. Human rights could be advanced through domestic
and regional legal systems, through the the development of
non-binding international norms, and through iterative
processes of international reporting and monitoring-a model
not unlike the Paris Climate Agreement.
MoreK
0:00 /0:00
HeadnoteHeadnote
Abstract
International law is in a period of transition. After World War
II, but especially since the 1980s, human rights expanded to
almost every corner of international law. In doing so, they
changed core features of international law itself, including
the definition of sovereignty and the sources of international
legal rules. But what has been called the "age of human
rights" is over, at leastfor now. Whether measured in terms of
the increasing number of authoritarian governments, the
decline in international human rights enforcement
architecture such as the Responsibility to Protect and the
Alien Tort Statute, the growing power of China and Russia
over the content of international law, or the rising of
nationalism and populism, international human rights law is
in retreat.
The decline offers an opportunity to consider how human
rights changed, or purported to change, international law and
how international law as a whole can be mad.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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