Please Read Instructions OBJECTIV.docx
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***************Please Read Instructions ************** OBJECTIVES: Use personal influence with a group or team. Identify the behaviors that exemplify the leadership truths. Understand the stages of team development. Explain how motivation impacts performance. GOAL: The purpose of this assignment is to provide an opportunity to express understanding of content associated with the chapters covered in Week Two ( Values Drive Commitment , Focusing on the Future Sets Leaders Apart , and You Can't Do It Alone ). For this assignment, you must use the Full Sail Online Library resources for at least one source in answering the questions. Make sure you clearly indicate which source(s) are from the online library. To access the Full Sail Library sources, go to Connect/Departments/Library. You will see a list of databases available. The library is open Monday-Friday 8:00 am - 9:00 pm and Saturday 8:00 am - 5:00 pm and can be reached at x8438. Chapter Five discusses the importance of working in teams and the importance of emotional intelligence in both your personal and social skills. How well are you in these areas? The goal of this week's discussion is to use the resources from this week to develop, create, and implement a team activity with you being the leader. INSTRUCTIONS: First Post – due Thursday by 11:59pm EST *Due date extended due to the nature of the activity. Use this time to create an amazing activity! Persuade at least four to eight people to do some notable activity together for at least two hours that they would not otherwise do without your intervention. Your only restriction is that you cannot tell them why you are doing this. The group can be any group of people: friends, family, teammates, club members, neighbors, students, or work colleagues . It can be almost any activity except for watching television, eating, going to a movie, or just sitting around talking. It must be more substantial than that. Some options include a party, an organized debate, a songfest, a long hike, a visit to a museum, or volunteer work such as picking up litter, visiting a nursing home, or helping on a community project. After completing your leadership activity, be prepared to discuss: 1. What was the activity selected? Use specifics to describe your activity including who attended (friends, family, co-workers, etc), location, and date. What did it feel like to make something happen in the world that would not have happened otherwise without you? 2. Emotional Intelligence (EQ) is important to develop to build relationships with others. How did you use EQ to empower others, listen to individual needs, and build relationships? 3. With this act of leadership, what values did you exemplify ? (Use the Values Drive Commitment c hapter concepts in your response.) 4. Were your members a group or a team? Using the stages of team development (Forming, Storming, Norming, Performing), describe the specific behaviors that de.
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What Can One Person Do Secondary Research Project Y.docx
What Can One Person Do?
Secondary Research Project
Your mission, should you choose to accept it, is to create a shareable educational
resource about a particular structural inequality. In it, you will 1) describe the structural
inequality and 2) recommend at least 1 specific action people can take to help disrupt,
dismantle, or otherwise work against that structure. There are 3 major components to this
project: the resource itself, a 2-3 page reflection piece, and a Works Cited. Instructions
for each can be found below.
In doing this assignment, you’ll get the chance to:
• Synthesize information and ideas you’ve come across in the
readings, conversations, and assignments.
• Reflect on how education can be a crucial component of being an
active, engaged member of your community and of society as a
whole.
• Produce a concrete resource that you can put out into the world
about your topic.
Educational Resource Instructions
For the resource itself, I’m giving you a fair amount of freedom. You have to create an
educational resource, but the exact form it takes is really up to you. Some options people
have done in the past:
• Write an editorial/article about your topic that could be submitted
to a newspaper or other periodical. (You don’t have to actually
submit it.)
• Create a brochure about your topic that can be printed and
distributed.
• Create a short zine about your topic that can be printed and
distributed.
• Produce a short podcast or video about your topic.
• Create a blog post (with links for more info) about your topic.
• Create a website about your topic.
• Create an educational board game or video game about your topic.
• Something else that you come up with (and get approved by me)
While you have a lot of freedom for the form of the project, there are certain criteria that
all projects must meet. To get full credit your resource must:
• Be targeted towards a particular audience (likely a particular
group of stakeholders for the issue)—Think about whom you want
to reach. Who is likely to care about the issue if they learned about
it? Who might be willing and able to take action?
o Your target audience should influence the form and
language of the project. For example, you probably
wouldn’t create a video game if your target audience is
Idaho congresspeople (or maybe you would?).
• Contain the following components
1. A short background on the situation. Explain what is going
on, how it’s unequal, and why we should care about it.
2. A description of the communities that are most impacted by
the issue and how they are impacted. This is related to the
previous component; one way to make people care about an
issue is to show them the harm it is causing to a particular
group of people.
3. A description of at least 1 important cultural story or belief
that helps sustain the conditions of inequality. As Schwalbe
argues in Ch. 4—Arresting the Imagination, cul.
Collaborative Agility for Students Workbook
21st Century school environments are powered by collaboration. Collaboration can deepen the learning, enrich relationships, and broaden their future. Yet, when students are placed in teams without the proper readiness, collaboration can turn into disruptive conflict, frustration, and apathy. The Collaborative Agility for Students (CAS) is an in-depth one to two day immersion into the developing social and emotional intelligence. Collaborative Agility is the combination of positive psychology, Nonviolent Communication, facilitation techniques, and Agile approaches to get meaningful learning and work accomplished together. Unlike other student team workshops, CAS is experiential, with each section using a collaborative game or activity that students can directly apply in their classroom, club, program, work, and life.
1 - Reality ConstructEach individual observes the world thro.docx
1 - Reality Construct
Each individual observes the world through their own perceptions. Project Implicit is a non-profit organization and international collaboration between researchers who are interested in implicit social cognition – thoughts and feelings outside of conscious awareness and control. Their website has a series of test that are available to test your social attitudes.
Instructions:
First, take two of the
Harvard Project Implicit (Links to an external site.)
tests by going to the website then continue as a “guest.” After taking two of the tests, read through the material under the “Education” tab.
Second, address the following in about three paragraphs (about 300 words):
1. Describe your results for each test.
2. Explain how your membership in different subcultures influenced your perceptions of others.
Post your discussion by Day 3 of the week.
Before beginning, carefully review the Writing Center's guide on
Writing a Discussion Board Post. (Links to an external site.)
Initial Post Checklist:
· Did you use scholarly resources to support your work?
· Did you discuss each area in the instruction and Grading Rubric?
· Did you use APA?
2 -Dominant and Subordinate Group Membership
This week you are exploring what it means to have privilege in all aspects of life, whether it be that you are able to enroll in school and take this course, or that you are able to walk, type, see, taste, or purchase/have access to groceries. Having privilege also means that you have power of some sort. Even having access to goods and services can be seen as a privilege. Discrimination can accompany power and privilege as those who have power and privilege may not be consciously aware of how they benefit from it.
Instructions:
First, Chapter 4 of The Ecology of Diversity (Kahn, 2015) has a “Reflections on Diversity” section near the end entitled, “Membership in Dominant and Subordinate Groups.” Follow the instructions provided in the chapter and complete the chart considering who are you are and what relationships you have with each type of group.
Second, write at least three paragraphs (300 words) addressing the following questions:
1. How has privilege, in any/all forms, shaped your life? Consider race, socioeconomic status, education, and other associations identified in Week 1.
2. Have you been aware of the privileges in your life as you were growing up? Why or why not?
3. As you learn more about privilege, and as you examine your life, what do you find most interesting or surprising?
4. How has privilege shaped your life opportunities, life chances, experiences, etc.?
Post your discussion by Day 3 of the week.
Before beginning, carefully review the Writing Center's guide
Writing a Discussion Board Post (Links to an external site.)
.
Initial Post Checklist:
· Did you use scholarly resources to support your work?
· Did you discuss each area in the instruction and Grading Rubric?
· Did you use APA?
3 - Inclusive C.
Group Influence InstructionsThis required Portfolio assignme.docx
Group Influence Instructions
This required Portfolio assignment due in Week Four will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:
• Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group
• Study how the group members interact and impact one another
• Analyze how the group behaviors and communication patterns influence social facilitation
• Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources
Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
Part I
• How were the people arranged in the physical environment (layout of room and seating arrangement)?
• What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.?
• What are the group purpose, mission, and goals?
• What is the duration of the group (short, long-term)? Explain.
• Did the group structure its discussion around an agenda, program, rules of order, etc.?
• Describe the structure of the group. How is the group organized?
• Who are the primary facilitators of the group?
• What subject or issues did the group members examine during the meeting?
• What types of information did members exchange in their group?
• What were the group's norms, roles, status hierarchy, or communication patterns?
• What communication patterns illustrated if the group was unified or fragmented? Explain.
• Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)?
• Was there any indication that members might be vulnerable to Groupthink? Why or why not?
• In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.
Part II
Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the ...
Your name _________________________________ Date of submission _.docx
Your name: _________________________________ Date of submission: ______________________
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#MyWordsChangeLives Project Outline
#wordschangelives
Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly!
PART 1: PERSONAL REFLECTION
TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about?
PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates?
ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain.
AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why?
RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it.
PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #3: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished prose for your final project.
Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words?
Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline?
Audience: With whom is your campaign de.
Group InfluenceThis required Portfolio assignment due in Week Fo.docx
Group Influence
This required Portfolio assignment due in Week Four will give you experience observing and interacting with people
outside of the classroom
. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:
Observe a group of people in a public setting
Part I
How were the people arranged in the physical environment (layout of room and seating arrangement)?
What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.?
What are the group purpose, mission, and goals?
What is the duration of the group (short, long-term)? Explain.
Did the group structure its discussion around an agenda, program, rules of order, etc.?
Describe the structure of the group. How is the group organized?
Who are the primary facilitators of the group?
What subject or issues did the group members examine during the meeting?
What types of information did members exchange in their group?
What were the group's norms, roles, status hierarchy, or communication patterns?
What communication patterns illustrated if the group was unified or fragmented? Explain.
Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)?
Was there any indication that members might be vulnerable to Groupthink? Why or why not?
In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.
Part II
Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the textbook, peer-reviewed journal articles, and additional scholarly sources. Format your paper consistent with APA guidelines.
.
Socratic seminar indigenous
This slideshow sets up the Socratic Seminar to discuss: In what ways can power, bias, or perspective impact the social culture of a group? Students discuss the essential question and use evidence from the text to discuss their findings.
Using the article: Native Americans go viral with Web protest of celebrities in war bonnets By Kansas City Star, adapted by Newsela staff
Recommended
What Can One Person Do Secondary Research Project Y.docx
What Can One Person Do?
Secondary Research Project
Your mission, should you choose to accept it, is to create a shareable educational
resource about a particular structural inequality. In it, you will 1) describe the structural
inequality and 2) recommend at least 1 specific action people can take to help disrupt,
dismantle, or otherwise work against that structure. There are 3 major components to this
project: the resource itself, a 2-3 page reflection piece, and a Works Cited. Instructions
for each can be found below.
In doing this assignment, you’ll get the chance to:
• Synthesize information and ideas you’ve come across in the
readings, conversations, and assignments.
• Reflect on how education can be a crucial component of being an
active, engaged member of your community and of society as a
whole.
• Produce a concrete resource that you can put out into the world
about your topic.
Educational Resource Instructions
For the resource itself, I’m giving you a fair amount of freedom. You have to create an
educational resource, but the exact form it takes is really up to you. Some options people
have done in the past:
• Write an editorial/article about your topic that could be submitted
to a newspaper or other periodical. (You don’t have to actually
submit it.)
• Create a brochure about your topic that can be printed and
distributed.
• Create a short zine about your topic that can be printed and
distributed.
• Produce a short podcast or video about your topic.
• Create a blog post (with links for more info) about your topic.
• Create a website about your topic.
• Create an educational board game or video game about your topic.
• Something else that you come up with (and get approved by me)
While you have a lot of freedom for the form of the project, there are certain criteria that
all projects must meet. To get full credit your resource must:
• Be targeted towards a particular audience (likely a particular
group of stakeholders for the issue)—Think about whom you want
to reach. Who is likely to care about the issue if they learned about
it? Who might be willing and able to take action?
o Your target audience should influence the form and
language of the project. For example, you probably
wouldn’t create a video game if your target audience is
Idaho congresspeople (or maybe you would?).
• Contain the following components
1. A short background on the situation. Explain what is going
on, how it’s unequal, and why we should care about it.
2. A description of the communities that are most impacted by
the issue and how they are impacted. This is related to the
previous component; one way to make people care about an
issue is to show them the harm it is causing to a particular
group of people.
3. A description of at least 1 important cultural story or belief
that helps sustain the conditions of inequality. As Schwalbe
argues in Ch. 4—Arresting the Imagination, cul.
Collaborative Agility for Students Workbook
21st Century school environments are powered by collaboration. Collaboration can deepen the learning, enrich relationships, and broaden their future. Yet, when students are placed in teams without the proper readiness, collaboration can turn into disruptive conflict, frustration, and apathy. The Collaborative Agility for Students (CAS) is an in-depth one to two day immersion into the developing social and emotional intelligence. Collaborative Agility is the combination of positive psychology, Nonviolent Communication, facilitation techniques, and Agile approaches to get meaningful learning and work accomplished together. Unlike other student team workshops, CAS is experiential, with each section using a collaborative game or activity that students can directly apply in their classroom, club, program, work, and life.
1 - Reality ConstructEach individual observes the world thro.docx
1 - Reality Construct
Each individual observes the world through their own perceptions. Project Implicit is a non-profit organization and international collaboration between researchers who are interested in implicit social cognition – thoughts and feelings outside of conscious awareness and control. Their website has a series of test that are available to test your social attitudes.
Instructions:
First, take two of the
Harvard Project Implicit (Links to an external site.)
tests by going to the website then continue as a “guest.” After taking two of the tests, read through the material under the “Education” tab.
Second, address the following in about three paragraphs (about 300 words):
1. Describe your results for each test.
2. Explain how your membership in different subcultures influenced your perceptions of others.
Post your discussion by Day 3 of the week.
Before beginning, carefully review the Writing Center's guide on
Writing a Discussion Board Post. (Links to an external site.)
Initial Post Checklist:
· Did you use scholarly resources to support your work?
· Did you discuss each area in the instruction and Grading Rubric?
· Did you use APA?
2 -Dominant and Subordinate Group Membership
This week you are exploring what it means to have privilege in all aspects of life, whether it be that you are able to enroll in school and take this course, or that you are able to walk, type, see, taste, or purchase/have access to groceries. Having privilege also means that you have power of some sort. Even having access to goods and services can be seen as a privilege. Discrimination can accompany power and privilege as those who have power and privilege may not be consciously aware of how they benefit from it.
Instructions:
First, Chapter 4 of The Ecology of Diversity (Kahn, 2015) has a “Reflections on Diversity” section near the end entitled, “Membership in Dominant and Subordinate Groups.” Follow the instructions provided in the chapter and complete the chart considering who are you are and what relationships you have with each type of group.
Second, write at least three paragraphs (300 words) addressing the following questions:
1. How has privilege, in any/all forms, shaped your life? Consider race, socioeconomic status, education, and other associations identified in Week 1.
2. Have you been aware of the privileges in your life as you were growing up? Why or why not?
3. As you learn more about privilege, and as you examine your life, what do you find most interesting or surprising?
4. How has privilege shaped your life opportunities, life chances, experiences, etc.?
Post your discussion by Day 3 of the week.
Before beginning, carefully review the Writing Center's guide
Writing a Discussion Board Post (Links to an external site.)
.
Initial Post Checklist:
· Did you use scholarly resources to support your work?
· Did you discuss each area in the instruction and Grading Rubric?
· Did you use APA?
3 - Inclusive C.
Group Influence InstructionsThis required Portfolio assignme.docx
Group Influence Instructions
This required Portfolio assignment due in Week Four will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:
• Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group
• Study how the group members interact and impact one another
• Analyze how the group behaviors and communication patterns influence social facilitation
• Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources
Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
Part I
• How were the people arranged in the physical environment (layout of room and seating arrangement)?
• What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.?
• What are the group purpose, mission, and goals?
• What is the duration of the group (short, long-term)? Explain.
• Did the group structure its discussion around an agenda, program, rules of order, etc.?
• Describe the structure of the group. How is the group organized?
• Who are the primary facilitators of the group?
• What subject or issues did the group members examine during the meeting?
• What types of information did members exchange in their group?
• What were the group's norms, roles, status hierarchy, or communication patterns?
• What communication patterns illustrated if the group was unified or fragmented? Explain.
• Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)?
• Was there any indication that members might be vulnerable to Groupthink? Why or why not?
• In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.
Part II
Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the ...
Your name _________________________________ Date of submission _.docx
Your name: _________________________________ Date of submission: ______________________
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#MyWordsChangeLives Project Outline
#wordschangelives
Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly!
PART 1: PERSONAL REFLECTION
TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about?
PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates?
ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain.
AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why?
RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it.
PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #3: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished prose for your final project.
Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words?
Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline?
Audience: With whom is your campaign de.
Group InfluenceThis required Portfolio assignment due in Week Fo.docx
Group Influence
This required Portfolio assignment due in Week Four will give you experience observing and interacting with people
outside of the classroom
. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:
Observe a group of people in a public setting
Part I
How were the people arranged in the physical environment (layout of room and seating arrangement)?
What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.?
What are the group purpose, mission, and goals?
What is the duration of the group (short, long-term)? Explain.
Did the group structure its discussion around an agenda, program, rules of order, etc.?
Describe the structure of the group. How is the group organized?
Who are the primary facilitators of the group?
What subject or issues did the group members examine during the meeting?
What types of information did members exchange in their group?
What were the group's norms, roles, status hierarchy, or communication patterns?
What communication patterns illustrated if the group was unified or fragmented? Explain.
Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)?
Was there any indication that members might be vulnerable to Groupthink? Why or why not?
In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.
Part II
Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the textbook, peer-reviewed journal articles, and additional scholarly sources. Format your paper consistent with APA guidelines.
.
Socratic seminar indigenous
This slideshow sets up the Socratic Seminar to discuss: In what ways can power, bias, or perspective impact the social culture of a group? Students discuss the essential question and use evidence from the text to discuss their findings.
Using the article: Native Americans go viral with Web protest of celebrities in war bonnets By Kansas City Star, adapted by Newsela staff
Edu 305 uop course,edu 305 uop materials,edu 305 uop homework
Edu 305 uop course,edu 305 uop materials,edu 305 uop homework http://www.tutorialfirm.com
Edu 305 uop tutorials,edu 305 uop assignments,edu 305 uop entire class
Edu 305 uop tutorials,edu 305 uop assignments,edu 305 uop entire class http://www.tutorialfirm.com
Edu 305 uop assignments,edu 305 uop entire class,edu 305 uop full class
Edu 305 uop assignments,edu 305 uop entire class,edu 305 uop full class http://www.tutorialfirm.com
Stop the feed? Webquest
A webquest for 10th grade language arts students discussing the societal issues addressed in the novel Feed by M.T. Anderson.
Week 3 Discussion 1 ImplementationBased on your readings in th.docx
Week 3 Discussion 1 Implementation
Based on your readings in the required resources, identify the main ‘barriers’ that you see to activating sectors in your community. What about building consensus? Why? Be specific, but not critical, in your examples. Which of the examples and suggestions in our required readings do you think would be the easiest to implement and would work best in your community? Why?
Instructor Guidance
Week 3
Week three is very much a continuation of week two. We will continue to look at barriers, ways to build assets, and how to utilize community resources, schools, administrators, teachers, and parents in providing opportunities. But what is different in week three is that we also begin to work on your final assignment for the class. We will consider all the resources we have examined so far and what you have learned about your own school or community to begin to focus your final project. There are many resources for this week, both reading and video, that will help you develop ideas for your project.
In the first discussion for this week, you must first review the required resources. Then you are asked to identify a barrier in your school or community that prevents you from activating portions of the community to come together to solve the problem. For example, you may decide that building consensus cannot be done. But why is that? Rather than being emotionally critical about the barrier, please be analytic and reflective as you discuss it. As part of this discussion, you should also identify any of the required readings and videos that you think would be easy to implement and what might work in your particular school or community. Be sure you explain why you chose the resources you chose.
In the second discussion for this week, you again have a number of readings and videos to review before you begin to write your response. From the resources, you are asked to identify at least three examples of how the educators were able to incorporate developmental assets into their school operations. You should also identify at least three examples of where the educators could have gone further in developing or using the assets. Finally, reflect on which of the methods observed might work for you personally. Do you see any barriers to incorporating the strategies in your school or community?
For the Journal this week, you are asked to be reflective and consider the statements listed. For example based on the work so far in this class, where do you feel you can make an immediate impact in your school or community? What leads you to believe this? While there are emotions to consider, please analyze your beliefs so that you will have a basis for your final project
The written assignment for this week picks up where your Journal stops. In a well-reasoned and analytically reflective paper, describe your vision of the initiative you would like to start in your school or community. Summarize the developmental assets that we discu ...
Creating an Authentic Online Presence
This presentation is from the class I taught at John F. Kennedy University, July 2009, HHE 5615 Creating an Authentic Online Presence. It is about getting clear about your message and sharing it through social media. Geared towards holistic studies students.
ECE 101 Exceptional Education / snaptutorial.com
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends.
JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
Week 1 Assignment First StepsWrite a two- to three-page analysi.docx
Week 1 Assignment First Steps
Write a two- to three-page analysis of your community and the existing programs for youth within this community using the following guidelines:
1. Using your research from the U.S. Census Bureau’s American Fact Finder (Links to an external site.), Pew Research Center (Links to an external site.), and the National Center for Education Statistics (Links to an external site.), create an info-graphic picture of your community to support your written analysis. Embed the info-graphic picture into your analysis as a chart illustrating the written analysis. Your info-graphic and analysis should illustrate those statistics that have direct bearing on the 40 Developmental Assets identified by the Search Institute which can include, but are not limited to:
· Population demographics, including ethnicity and special populations
· Economic status
· Housing and household demographics
2. Summarize youth-related issues that seem to be at the forefront of your community. Use specific examples to support your observations (newspaper headlines, community meetings, political platforms, etc.) and cite your text when appropriate.
3. In support of your written analysis, create and embed a table that identifies the resources for young people that already exist in your community. Your table should include:
· The name of the program
· A short description of the program’s mission
· An analysis how the program engages with the youth they serve (Are they partners with adults?)
· Summarize which of the 40 Developmental Assets the program focuses on or attempts to meet with their program
Conclude your analysis by brainstorming ideas on how you can plug into one or more of the existing programs using the Asset Building Framework. Focus specifically on where you can make an impact in strengthening relationships within families, among peers, within schools and other institutions, in programs and outside of programs, and across generations. Your analysis must be two to three pages in length (excluding the title and reference pages), double spaced, and be formatted according to APA style as outlined in the Ashford Writing Center. Two references, charts, and tables should be properly cited. Your info-graphic and analysis will be used in your Final Paper and presentation.
Instructor Guidance
Week 1
Welcome to week 1 of EDU 635. In this week we begin our learning about communities and the youth that live and play in those communities. We will be looking at the communities and the culture of those communities, and looking at data about our communities to try to build a synopsis of what’s going on there. With all that, we are hoping to identify what role youth programs play in our community, and the roles that adults play in providing those programs.
In your introductions for the week, you will of course be telling us a little bit about yourself. I encourage you to use one of the digital tools listed as options. Later this week and in the future, y ...
1.Description and Analysis of the Hawthorne StudyDescribe how .docx
1.
Description and Analysis of the Hawthorne Study
Describe how the components of the Hawthorne study are incorporated in current human resource functions? What was the main idea behind this study? How have you been impacted by the components of this study in your current or past work setting? Respond to at least two of your peers posts.
2.
Dominant Cultures and Subcultures
Contrast the dynamics between dominant cultures and subcultures either in a work setting or in society. Explain why it is important to understand the impact of culture. Give an example where you demonstrated your awareness and or openness to understanding a cultural difference. Explain how these differences underscore the need for understanding diversity. From the information given, develop guidelines for embracing diversity. Respond to at least two of your peers for this posting and offer some additional ideas of your own.
3.
Cognitive and Non-Cognitive Abilities
Describe the cognitive and non-cognitive abilities relating to Emotional Intelligence. Provide an example of how you might use EQ in your daily life. Respond to at least two of your peers for this posting with suggestions that might work for them within their daily lives.
4.
ERG Theory and Maslow's Hierarchy
Describe the similarities and differences between the ERG Theory and Maslow's Hierarchy. How have you used either of the two theories in daily life? Respond to at least two of your peers for this posting.
5.
Self Esteem and Self Efficacy
Explain the dynamics of how self-esteem affects self-efficacy? Provide an example of an internal or external force that impacts your self-efficacy? Respond to at least two of your peers for this posting and provide recommendations to extend their thinking.
6.
Communication and Team Building
Discuss the importance of identifying norms within a team? Why clear communication is considered an essential element during team development? Provide an example when you were a team member and the lack of communication caused significant problems for the team. Respond to at least two of your peers for this posting.
7.
Leadership Style
What style of leadership is the most effective in leading an organization? Is it important to be well-liked, or are results all that matter? Cite examples that support your conclusions. Respond to the observations of at least two of your peers for this post.
8.
A Culture of Ethics
Based on the readings for the week, would you say that Steve Jobs was an ethical leader? State your rationale. Are you an Acolyte or a Rejecter? Why? Respond to the observations of at least two of your peers for this post.
9.
Nonverbal Feedback
Describe how nonverbal feedback conveys powerful messages. Provide an example where nonverbal feedback was used and describe the end result? Respond to at least two of your peers for this posting.
10.
Virtual Organizations
Describe the evolution of the virtual organization. What are the pros and cons associated with t.
Lessons from the pandemic
These are slides which accompanied a faculty development workshop I offered to Providence University on August 31, 2022.
Hubspot DI&B Program Manager Assessment
Natasha Porizkova's assessment for the HubSpot DI&B Program Manager interview process.
PSY400 Version 42University of Phoenix MaterialGroup Infl.docx
PSY/400 Version 4
2
University of Phoenix Material
Group Influence
This required Portfolio assignment due in Week Four will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:
· Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group
· Study how the group members interact and impact one another
· Analyze how the group behaviors and communication patterns influence social facilitation
· Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources
Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
Part I
· How were the people arranged in the physical environment (layout of room and seating arrangement)?
· What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.?
· What are the group purpose, mission, and goals?
· What is the duration of the group (short, long-term)? Explain.
· Did the group structure its discussion around an agenda, program, rules of order, etc.?
· Describe the structure of the group. How is the group organized?
· Who are the primary facilitators of the group?
· What subject or issues did the group members examine during the meeting?
· What types of information did members exchange in their group?
· What were the group's norms, roles, status hierarchy, or communication patterns?
· What communication patterns illustrated if the group was unified or fragmented? Explain.
· Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)?
· Was there any indication that members might be vulnerable to Groupthink? Why or why not?
· In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.
Part II
Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with li ...
Please read the case Fraud at WorldCom in the book provided below .docx
Please read the case Fraud at WorldCom in the book provided below (chapter 13) Page 310
And answer the following questions
1. What is the dilemma?
2. Do shareholders have de facto control over managers? What decisions do shareholders typically make? Please explain
One double-spaced page.
.
Please read the below two discussion posts and provide the response .docx
Please read the below two discussion posts and provide the response for each discussion in 75 to 100 words.
Post#1
Nowadays, there are numerous advancements in technology. As a result, the traditional workplace has gradually transformed with home offices and virtual workplaces where employees can hold meetings using video teleconferencing tools and communicate through email and other applications such as Slack (Montrief, et al., 2020). This makes the cloud more busy which brings up the need for improved cloud security.
Generally, in a public cloud, there exists a shared responsibility between the user and the Cloud Service Provider (CSP). Due to the rise of cyber-related crimes over the years, security for things like data classification, network controls and physical security need clear owners. The division of such responsibilities is called shared responsibility model for cloud security. “According to Amazon Web Services (AWS), security responsibility is shared by both CSP and CSC and they called it as Shared Security Responsible Model” (Kumar, Raj, & Jelciana, 2018). “While client and endpoint protection, identity and access management and application level controls are a shared responsibility the responsibility resides largely with the client organization” (Lane, Shrestha, & Ali, 2017). However, the responsibilities may vary depending on the cloud service provider and the cloud environment the user is using to operate. Nevertheless, despite the cloud services used, the burden of protecting data lays upon the user.
Normally, security is broken down into two broad categories: security of the cloud and security in the cloud. Security of the cloud is a section of the shared responsibility model handled by the cloud service provider. It comprises of hardware, host operating systems and physical security of the infrastructure. Most of these logistical challenges are offloaded when an organization moves its operations to the cloud. In contrast, security in the cloud is the security responsibility handled by the user. “The cloud service customer is responsible for securing and managing the applications that run in the cloud, the operating systems, data-at-rest, data-in-transit, policies and other responsibilities” (Bennett & Robertson, 2019). Since access to customer data remains the most critical component in cloud computing, it also determined the level of security in the cloud to be implemented by the customer.
The customer is responsible for the following components. First, the customer is responsible for data security. While the provider is responsible for automatically encrypting data in transit and in storage, the customer is expected to configure file system encryption and protection of network traffic. Secondly, the customer is responsible for physical security of computers and other devices used to access the cloud. Thirdly, the customer is responsible for application security. Security of manag.
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Based on your readings in the required resources, identify the main ‘barriers’ that you see to activating sectors in your community. What about building consensus? Why? Be specific, but not critical, in your examples. Which of the examples and suggestions in our required readings do you think would be the easiest to implement and would work best in your community? Why?
Instructor Guidance
Week 3
Week three is very much a continuation of week two. We will continue to look at barriers, ways to build assets, and how to utilize community resources, schools, administrators, teachers, and parents in providing opportunities. But what is different in week three is that we also begin to work on your final assignment for the class. We will consider all the resources we have examined so far and what you have learned about your own school or community to begin to focus your final project. There are many resources for this week, both reading and video, that will help you develop ideas for your project.
In the first discussion for this week, you must first review the required resources. Then you are asked to identify a barrier in your school or community that prevents you from activating portions of the community to come together to solve the problem. For example, you may decide that building consensus cannot be done. But why is that? Rather than being emotionally critical about the barrier, please be analytic and reflective as you discuss it. As part of this discussion, you should also identify any of the required readings and videos that you think would be easy to implement and what might work in your particular school or community. Be sure you explain why you chose the resources you chose.
In the second discussion for this week, you again have a number of readings and videos to review before you begin to write your response. From the resources, you are asked to identify at least three examples of how the educators were able to incorporate developmental assets into their school operations. You should also identify at least three examples of where the educators could have gone further in developing or using the assets. Finally, reflect on which of the methods observed might work for you personally. Do you see any barriers to incorporating the strategies in your school or community?
For the Journal this week, you are asked to be reflective and consider the statements listed. For example based on the work so far in this class, where do you feel you can make an immediate impact in your school or community? What leads you to believe this? While there are emotions to consider, please analyze your beliefs so that you will have a basis for your final project
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ECE 101 Exceptional Education / snaptutorial.com
For more classes visit
www.snaptutorial.com
From the 1600s to today, the education of young children in the U.S. has changed dramatically and has been influenced by social, economic, and political events and trends.
JUST DUE THE JOURNAL FOR THISWEEK…Ashford 6 - Week 5 –DUE JAN.docx
JUST DUE THE JOURNAL FOR THIS
WEEK…
Ashford 6: - Week 5 –DUE JANURARY 9, 2017
Learning Outcomes
This week students will:
1. Analyze the informal curriculum of the family and home environment on young children’s development and learning.
2. Describe how organizations and agencies within a community provide learning opportunities for children and their families, both formally and informally.
3. Generate a list of community resources that support families with young children.
4. Develop strategies to support families in accessing community services, despite physical, economic and other obstacles.
5. Discuss the analysis of data and the impact of findings philosophy and approach to family and community engagement.
Introduction
Students will further explore the learning that occurs in the home and community (also known as the informal curriculum). This week’s discussions center on the impact of the informal curriculum on young children’s physical, cognitive, social and emotional development and learning.
Required Resources
Required Text
1. Scully P., Barbour, C., & Roberts-King, H. (2015). Families, schools, and communities: Building partnerships for educating children (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Chapter 8: Influences of the Home
· Chapter 9: Community Influences on Children's Development
Discussions
To participate in the following discussions, go to this week's Discussion link in the left navigation.
1. The Informal Curriculum
In the reading assignments this week, we have learned about the informal curriculum that occurs at home and in the community. The lessons children learn outside of school can have positive as well as negative impact. Read Chapter 8 and Chapter 9 of the required text.
Initial post (Due by day 3, Thursday)
Think back to your own childhood and describe at least two lessons you learned at home and two lessons you learned from your larger community/society.
· How did these informal lessons shape you as an adult? Looking back now, do you feel you learned more from school (formal curriculum) or from your family and community (informal curriculum)? Why?
· Connect your reflections to two outside resources, in addition to your text. Use APA 6th edition format for all citations.
Guided Response (Due by Day 7, the following Monday)
Review the posts of several classmates. Respond to at least two classmates by commenting on at least one ways that the text and course materials support your classmates’ reflections on informal and formal curriculum that they did not share in the original post. Respond thoughtfully by asking questions, comparing your own post to your classmates, or sharing new ideas or resources.
Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion. This will further the conversation w ...
Week 1 Assignment First StepsWrite a two- to three-page analysi.docx
Week 1 Assignment First Steps
Write a two- to three-page analysis of your community and the existing programs for youth within this community using the following guidelines:
1. Using your research from the U.S. Census Bureau’s American Fact Finder (Links to an external site.), Pew Research Center (Links to an external site.), and the National Center for Education Statistics (Links to an external site.), create an info-graphic picture of your community to support your written analysis. Embed the info-graphic picture into your analysis as a chart illustrating the written analysis. Your info-graphic and analysis should illustrate those statistics that have direct bearing on the 40 Developmental Assets identified by the Search Institute which can include, but are not limited to:
· Population demographics, including ethnicity and special populations
· Economic status
· Housing and household demographics
2. Summarize youth-related issues that seem to be at the forefront of your community. Use specific examples to support your observations (newspaper headlines, community meetings, political platforms, etc.) and cite your text when appropriate.
3. In support of your written analysis, create and embed a table that identifies the resources for young people that already exist in your community. Your table should include:
· The name of the program
· A short description of the program’s mission
· An analysis how the program engages with the youth they serve (Are they partners with adults?)
· Summarize which of the 40 Developmental Assets the program focuses on or attempts to meet with their program
Conclude your analysis by brainstorming ideas on how you can plug into one or more of the existing programs using the Asset Building Framework. Focus specifically on where you can make an impact in strengthening relationships within families, among peers, within schools and other institutions, in programs and outside of programs, and across generations. Your analysis must be two to three pages in length (excluding the title and reference pages), double spaced, and be formatted according to APA style as outlined in the Ashford Writing Center. Two references, charts, and tables should be properly cited. Your info-graphic and analysis will be used in your Final Paper and presentation.
Instructor Guidance
Week 1
Welcome to week 1 of EDU 635. In this week we begin our learning about communities and the youth that live and play in those communities. We will be looking at the communities and the culture of those communities, and looking at data about our communities to try to build a synopsis of what’s going on there. With all that, we are hoping to identify what role youth programs play in our community, and the roles that adults play in providing those programs.
In your introductions for the week, you will of course be telling us a little bit about yourself. I encourage you to use one of the digital tools listed as options. Later this week and in the future, y ...
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2.
Dominant Cultures and Subcultures
Contrast the dynamics between dominant cultures and subcultures either in a work setting or in society. Explain why it is important to understand the impact of culture. Give an example where you demonstrated your awareness and or openness to understanding a cultural difference. Explain how these differences underscore the need for understanding diversity. From the information given, develop guidelines for embracing diversity. Respond to at least two of your peers for this posting and offer some additional ideas of your own.
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What style of leadership is the most effective in leading an organization? Is it important to be well-liked, or are results all that matter? Cite examples that support your conclusions. Respond to the observations of at least two of your peers for this post.
8.
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This required Portfolio assignment due in Week Four will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:
· Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group
· Study how the group members interact and impact one another
· Analyze how the group behaviors and communication patterns influence social facilitation
· Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources
Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:
Part I
· How were the people arranged in the physical environment (layout of room and seating arrangement)?
· What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.?
· What are the group purpose, mission, and goals?
· What is the duration of the group (short, long-term)? Explain.
· Did the group structure its discussion around an agenda, program, rules of order, etc.?
· Describe the structure of the group. How is the group organized?
· Who are the primary facilitators of the group?
· What subject or issues did the group members examine during the meeting?
· What types of information did members exchange in their group?
· What were the group's norms, roles, status hierarchy, or communication patterns?
· What communication patterns illustrated if the group was unified or fragmented? Explain.
· Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)?
· Was there any indication that members might be vulnerable to Groupthink? Why or why not?
· In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.
Part II
Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with li ...
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Please read the below two discussion posts and provide the response for each discussion in 75 to 100 words.
Post#1
Nowadays, there are numerous advancements in technology. As a result, the traditional workplace has gradually transformed with home offices and virtual workplaces where employees can hold meetings using video teleconferencing tools and communicate through email and other applications such as Slack (Montrief, et al., 2020). This makes the cloud more busy which brings up the need for improved cloud security.
Generally, in a public cloud, there exists a shared responsibility between the user and the Cloud Service Provider (CSP). Due to the rise of cyber-related crimes over the years, security for things like data classification, network controls and physical security need clear owners. The division of such responsibilities is called shared responsibility model for cloud security. “According to Amazon Web Services (AWS), security responsibility is shared by both CSP and CSC and they called it as Shared Security Responsible Model” (Kumar, Raj, & Jelciana, 2018). “While client and endpoint protection, identity and access management and application level controls are a shared responsibility the responsibility resides largely with the client organization” (Lane, Shrestha, & Ali, 2017). However, the responsibilities may vary depending on the cloud service provider and the cloud environment the user is using to operate. Nevertheless, despite the cloud services used, the burden of protecting data lays upon the user.
Normally, security is broken down into two broad categories: security of the cloud and security in the cloud. Security of the cloud is a section of the shared responsibility model handled by the cloud service provider. It comprises of hardware, host operating systems and physical security of the infrastructure. Most of these logistical challenges are offloaded when an organization moves its operations to the cloud. In contrast, security in the cloud is the security responsibility handled by the user. “The cloud service customer is responsible for securing and managing the applications that run in the cloud, the operating systems, data-at-rest, data-in-transit, policies and other responsibilities” (Bennett & Robertson, 2019). Since access to customer data remains the most critical component in cloud computing, it also determined the level of security in the cloud to be implemented by the customer.
The customer is responsible for the following components. First, the customer is responsible for data security. While the provider is responsible for automatically encrypting data in transit and in storage, the customer is expected to configure file system encryption and protection of network traffic. Secondly, the customer is responsible for physical security of computers and other devices used to access the cloud. Thirdly, the customer is responsible for application security. Security of manag.
Please read the below discussion post and provide response in 75 to .docx
Please read the below discussion post and provide response in 75 to 100 words
Post#1
Cloud security plays an important role in every field like business and personal world. With a large number of benefits it has some myths also. Cloud security is solely the cloud provider’s responsibility: a standard misconception is that the cloud provider automatically takes care of all the safety needs of the customer’s data and process while in the cloud. Password policies, release management for software patches, management of user roles, security training of staff, and data management policies are all responsibilities of the purchasers and a minimum of as critical because the security is done by the general public cloud provider. While users are hardening internal security, don’t assume that cloud provider backs up data and will be able to restore it just in case of a security breach. It is instrumental and important that users simply implement a backup solution that backs up data that's hosted on the cloud to an onsite backup or to a different cloud provider. In addition, in case of a security breach, user will get to restore data from backups. “There is indeed a good case to make for fair taxation and that uneven effective tax rates can distort competition and lead to smaller tax revenues” (Bauer, 2018).
Don’t get to manage the cloud: many people believe that since the cloud infrastructure is usually basically just a managed service, that the safety of the services is additionally managed. Many cloud based systems are left inadvertently unsecured because the customer doesn't know that they have to try to something to secure them, as they assume that the provider has done what an in-house staff would traditionally have done by default. Cloud security requires an equivalent discipline for security of any data center. Cloud data centers are as resilient as any, but the weakness comes if the policies, processes and tools aren’t regularly monitored by the IT operations staff responsible (Determann, 2016).
Ignore BYOD and be more secure: not supporting and implementing a BYOD policy does not mean an enterprise will be less at risk of a data breach, SVP of cloud and hosting sales. The BYOD movement is here to stay. Some experts recommend deploying a mobile content management (MCM) solution, as protecting the data will be what ultimately defines business’ security and compliance requirements. “Despite the Australian Federal Government's ‘cloud-first’ strategy and policies, and the Queensland State Government's ‘digital-first’ strategy, cloud services adoption at local government level has been limited—largely due to data security concerns” (Ali, Shrestha, Chatfield, & Murray, 2020). Cloud data isn’t saved on mobile devices: I still hear people speaking about cloud deployment as if using this service means users are not saving any enterprise data on mobile devices, which this might make device data protection a moot point. Apps that are connecting to de.
Please read the assignment content throughly Internet Resources .docx
Please read the assignment content throughly
Internet Resources Chart [due Mon]
Assignment Content
Create
a chart of Internet-based resources for early childhood literacy development.
Include
at least two different resources for each of the following topics:
Oral language
Environmental print
Morphemic analysis
Spelling
Vocabulary
Summarize
each resource. A total of 700 words should be used in the chart.
Submit
your assignment.
.
Please read the article by Peterson (2004). Your responses to th.docx
Please read the article by Peterson (2004). Your responses to the following questions must be typed. Please be sure to include an APA-style citation
1. What is the purpose of this review paper
2. Describe
Incidental teaching
Mand-model
Time delay
Milieu language teaching
How are they the same?
How are they different?
3. What is discrete trial training? How is naturalistic teaching different?
4. What is generalization in language acquisition? How does naturalistic teaching promote generalization in language acquisition?
5. What were the conclusions of this review?
6. Be sure to provide and APA-style source citation for Peterson (2004) at the end of your paper
.
Please read the article which appears below. Write and submit an.docx
Please read the article which appears below. Write and submit an
600 word report.
There is no right or wrong answer. Your report will be graded on your understanding of the problem of teenagers in high school having babies - and the attitude of the teens - whether you agree or disagree it is a good idea for the school to open a day care center to help these mothers (tell us why you agree or disagree), whether you agree or disagree with the teacher who wrote this article - tell us why you agree or disagree - why sociologists might want to study problems like this one, what sociologists might be able to contribute to solving problems like the one described . Link your answer to material we are studying. How well you express yourself - grammatical construction - spelling - is important. Maybe you can't make up your mind about this article. That's OK too. But it is important that you explain WHY.
Material you studied about agents of social change, primary and secondary groups in the chapters on
Culture - Socialization- Social Interaction - Social Structures - Groups and Organizations- should give you lots of ideas for your assignment.
They're Having Babies. Are We Helping?
By Patrick Welsh
The girls gather in small groups outside Alexandria's T.C. Williams High School most mornings, standing with their babies on their hips, talking and giggling like sorority sisters. Sometimes their mothers drop the kids (and their kids) off with a carefree smile and a wave. As I watch the girls carry their children into the Tiny Titans day-care center in our new $100 million building, I can't help wondering what Sister Mary Avelina, my 11th-grade English teacher, would have thought.
Okay, I'm an old guy from the 1950s, an era light-years from today. But even in these less censorious times, I'm amazed -- and concerned -- by the apparently nonchalant attitude both these girls and their mothers exhibit in front of teachers, administrators and hundreds of students each day. Last I heard, teen pregnancy is still a major concern in this country -- teenage mothers are less likely to finish school and more likely to live in poverty; their children are more likely to have difficulties in school and with the law; and on and on.
But none of that seems to register with these young women. In fact, "some girls seem to be really into it," says T.C. senior Mary Ball. "They are embracing their pregnancies." Nor is the sight of a pregnant classmate much of a surprise to the students at T.C. anymore. "When I was in middle school, I'd be shocked to see a pregnant eighth-grader," says Ball. "Now it seems so ordinary that we don't even talk about it."
Teenage pregnancy has been bright on American radar screens for the past year: TV teen starlet Jamie Lynn Spears's pregnancy caused a minor media storm last December. The pregnant-teen movie "Juno" won Oscar nods. And there was Bristol Palin, daughter of Alaska Gov. Sarah Palin, bringing the issue front and center d.
Please Read instructions Role Model LeadersChoose one • 1 .docx
Please Read instructions
Role Model Leaders
Choose one • 1 point
In a study by Kouzes and Posner, who was identified as the person that the majority of people would select as their most important role model for leadership?
Teacher or coach
Business leader
Family member
Community or religious leader
QUESTION 2
Five Practices
Choose one • 1 point
Which of the following is
not
one of the Five Practices of Exemplary Leadership?
Model the Way
Leave a Legacy
Encourage the Heart
Enable Others to Act
QUESTION 3
Organizational Behavior
Choose one • 1 point
Organizational Behavior is a defined business function that has nothing to do with human behavior.
True
False
QUESTION 4
Leader and Constituents
Choose one • 1 point
What strengthens and sustains the relationship between leader and constituents is that leaders are:
Obsessed with what is best for others, not themselves
Obsessed with what is best for making the most money for themselves
Obsessed with what is best for themselves, not others
Obsessed with what is best for the business, not others
QUESTION 5
The Most Fundamental Truth
Choose one • 1 point
According to Kouzes and Posner, which of the Ten Truths about Leadership is the most fundamental truth of all?
Credibility is the Foundation of Leadership
Challenge is the Crucible for Greatness
You Can’t Do It Alone
You Make a Difference
QUESTION 6
Credibility
Choose one • 1 point
A culture of leadership ______________ and ______________ is created when people at all levels genuinely expect each other to be credible, and they hold each other accountable for the actions that build and sustain credibility.
Excellence and integrity
Independence and coerciveness
Confidence and charisma
Dissatisfaction and distrust
QUESTION 7
Organizational Behavior
Choose one • 1 point
The study of Organizational Behavior helps us to understand organizational culture, power, and political behavior.
True
False
QUESTION 8
Organization’s vision and values
Choose one • 1 point
Who is the person that has the most influence over your desire to stay or leave an organization, and your commitment to the organization’s vision and values?
CEO
Co-workers
Board of Directors
Your most immediate manager
QUESTION 9
Willingly Follow
Choose one • 1 point
In a survey by Kouzes and Posner, which of the following characteristics scored the highest that people looked for in someone that they would be willing to follow:
Independent
Supportive
Honest
Straightforward
QUESTION 10
Expectation of Leaders
Choose one • 1 point
In addition to the three factors that measure source credibility, the vast majority of constituents have one other expectation of leaders. They expect leaders to be:
Admired
Forward-looking
Independent
Enthusiastic
QUESTION 11
Leadership is a Relationship
Choose one • 1 point
Leadership is a relationship between those who aspire to lead and those who are learning to lead
.
Tru.
Please read each attachment for instructions, please answer each q.docx
Please read each attachment for instructions, please answer each question all 8 with an answer after reading each attachment. Do not answer each question in a running paragraph. question/answer in at least 200 -300 word detailed with references from attachments and one extra where needed.
I do not have a second chance to correct
Activity: Counseling Immigrants
Instructions:
This activity is composed of three parts. In order to complete part I, you must read the article “Counseling Haitian Students and their Families: Issues and Interventions.” In order to complete part II, you must read the “APA Immigration Report Executive Summary,” and in order to complete part III, you must read “Counseling Model for Immigrants.”
Part I
1) Explain the differences between what parents are expected to do in American schools and what parents are expected to do in Haitian schools.
2) Why did Jean’s parents did not seek contact with teachers?
3) Haitian students face significant prejudice from teachers and classmates based on their race, the negative image of voudou, their former classification as a high-risk group for AIDS, and the violence and corruption of Haiti’s domestic politics. Name the interventions suggested by Joseph (1984).
Part II
1. The United States today has approximately _______ million immigrants—the largest number in its history. As a nation of immigrants, the United States has successfully negotiated larger proportions of newcomers in its past (______% in 1910 vs. _____% today). Notably, nearly _________ ____________of the foreign-born are naturalized citizens or authorized noncitizens.
2. Nearly a ___________ of children under the age of 18 have an immigrant __________.
3. One third of the foreign-born population in the United States is from ________, and a total of _______% originate from Latin America (U.S. Census Bureau, 2010).The four states with the largest numbers of immigrants (California, __________, New Mexico, and _________) have already become “majority/minority” (______ than ________% White) states (U.S. Census Bureau, 2011a).
4. Immigrants arrive in the United States with varied levels of education. At one end of the spectrum are highly educated immigrant adults (Portes & Rumbaut, 2006) who comprise a ___________ of all U.S. __________, ________% of the nation’s __________ and ____________ workers with bachelor’s degrees, and _______% of scientists with ______________.
5. An estimated ________ languages are currently spoken in homes in the United States.
6. Psychological acculturation refers to the dynamic process that immigrants experience as they __________ to the culture of the new country.
7. The constellation of presenting issues for immigrants tends to fall within the areas of _________________- based presenting problems, __________-based presenting problems, and _________________, ____________, and ______________–based problems.
8. To increase the accessibility and efficacy of services, clinicians and p.
PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I.docx
**PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I HAVE PROVIDED BELOW. ESSAY QUESTION IS RIGHT BELOW AS WELL.**
Three common approaches to understanding leading – traits, behaviors, and situational or contingency approaches - may or may not be effective in leading/managing a healthcare program. Briefly summarize each and its appropriateness for healthcare management.
Health Program Management (Longest, 2015)
“Leading effectively means influencing participants to make contributions that help accomplish the mission and objectives established for a program.” (Longest, 2015, p. 139)
Traits approach
“Based on the proposition that traits - encompassing skills, abilities, or characteristics - inherent in some people explain why they are more effective at leading than others.” (Longest, 2015, p. 140)
Kirkpatrick and Locke (1991, 48) stated, “Key leader traits include: drive (a broad term which includes achievement, motivation, ambition, energy, tenacity, and initiative); leadership, motivation (the desire to lead but not to seek power as an end in itself); honesty and integrity; self-confidence (which is associated with emotional stability); cognitive ability; and knowledge.” (as cited in Longest, 2015, p. 140)
Behaviors approach
“Traits cannot fully explain effectively leading, is based on the assumption that particular behaviors or sets of behaviors that make up a style of leading might be associated with success in leading.” (Longest, 2015, p. 140)
Planning, clarifying, monitoring, problem solving, supporting, recognizing, developing, empowering, advocating change, envisioning change, encouraging innovation, facilitating collective learning, networking, external monitoring, representing (Longest, 2015, p. 142)
Tannenbaum and Schmidt’s continuum of leader styles model: (Longest, 2015, p. 147)
Autocratic leaders - makes decisions and announces them to other participants
Consultative leaders - convince other participants of the correctness of a decision by carefully explaining the rationale for the decision and its effect on the other participants and on the program
Participative leaders - present tentative decisions that will be changed in other participants can make a convincing case for different decisions
Democratic leaders - define the limits of the situation and problem to be solved and permit other participants to make the decision
Laissez-faire leaders - permit other participants to have great discretion in decision making
“Leaders must adapt and change styles to fit different situations.” (Longest, 2015, p. 147)
“An autocratic style might be appropriate in certain clinical situations in programs where work frequently involves a high degree of urgency. But this style could be disastrous in other situations, such as when a manager must decide how to offer a new service in a program or improve communication with participants.” (Longest, 2015, p. 147)
Situational/Contingency approach
“.
Please read Patricia Benners Five Stages of Proficiency. Explai.docx
Please read Patricia Benner's Five Stages of Proficiency. Explain the importance of this theory through a nurse's perspective. No references are required. Your summary should be at least 300 words using good spelling and grammar. Can be single or double spaced.
Attached Files:
Dr. Patricia Benner is a nursing theorist who first developed a model for the stages of clinical competence in her classic book “From Novice to Expert: Excellence and Power in Clinical Nursing Practice”. Her model is one of the most useful frameworks for assessing nurses’ needs at different stages of professional growth. She is the Chief Faculty Development Officer for Educating Nurses, the Director of the Carnegie Foundation for the Advancement of Teaching National Nursing Education and honorary fellow of the Royal College of Nursing.
Dr. Benner was born in Hampton, Virginia, and received her bachelor’s degree in Nursing from Pasadena College in 1964, and later a master’s degree in Medical-Surgical Nursing from the University of California, Berkeley. After completing her doctorate in 1982, she became an Associate Professor in the Department of Physiological Nursing at the University of California, San Francisco. Dr. Benner is an internationally known lecturer and researcher on health, and her work has influenced areas of clinical practice as well as clinical ethics.
This nursing theory proposes that expert nurses develop skills and understanding of patient care over time through a proper educational background as well as a multitude of experiences. Dr. Benner’s theory is not focused on how to be a nurse, rather on how nurses acquire nursing knowledge – one could gain knowledge and skills (“knowing how”), without ever learning the theory (“knowing that”). She used the Dreyfus Model of Skill Acquisition as a foundation for her work. The Dreyfus model, described by brothers Stuart and Hubert Dreyfus, is a model based on observations of chess players, Air Force pilots, army commanders and tank drivers. The Dreyfus brothers believed learning was experiential (learning through experience) as well as situation-based, and that a student had to pass through five very distinct stages in learning, from novice to expert.
Dr. Benner found similar parallels in nursing, where improved practice depended on experience and science, and developing those skills was a long and progressive process. She found when nurses engaged in various situations, and learned from them, they developed “skills of involvement” with patients and family. Her model has also been relevant for ethical development of nurses since perception of ethical issues is also dependent on the nurses’ level of expertise. This model has been applied to several disciplines beyond clinical nursing, and understanding the five stages of clinical competence helps nurses support one another and appreciate that expertise in any field is a process learned over time.
Dr. Benner’s Stages of Clinical Competence
Stage 1 Novice: .
Please react to this student post. remember references and plarigari.docx
Please react to this student post. remember references and plarigarism
Descending Spinal Tract
Corticospinal, reticulospinal, and vestibulospinal
Sends impulses from the brain to muscle groups
Control muscle tone, posture, and motor movements
Efferent
A
scending Spinal Tract
Spinothalamic and spinocerebellar
Sends sensory signals to accomplish complex tasks
Ascending tracts recognize exact stimulus and location
Contains fibers that discriminate rough from light touch, temperature and pain
Afferent
If the spinal cord is completely severed, then complete loss of function below the point if injury is expected (Ball, Dains, Flynn, Solomon & Stewart, 2015).
The nervous system is a group of nerves and neurons that transmit messages to different parts of the body. It is in charge of coordinating and controlling the body (Ball et al., 2015). The nervous system is divided into the central and the peripheral nervous system, further subdivided into autonomic, sympathetic and parasympathetic. The central nervous system is comprised of the brain. The peripheral nervous systems is comprised of the cranial and spinal nerves and the ascending and descending pathways (Ball et al., 2015). With all parts functioning properly the nervous system is able to receive and identify stimuli, control voluntary and involuntary body functions (Ball et al., 2015).
The three major units of the brain are the cerebrum, the cerebellum and the brainstem (Ball et al., 2015).
The difference between the ascending and descending tracts is that the ascending is sensory (afferent) because it delivers information to the brain and the descending tract delivers motor (efferent) information to the periphery (Ball et al., 2015)
The pituitary gland regulates metabolic processes and controls growth, lactation, and vasoconstriction through hormonal regulation (Ball et al., 2015).
The fourth cranial nerve is called trochlear and it is in charge of the downward and inward movement of the eye (Ball et al., 2015).
Risk factors for cerebrovascular accidents include hypertension, obesity, sedentary lifestyle, smoking, stress, high cholesterol/triglycerides/lipoproteins, congenital conditions and family history of cerebrovascular accidents (Ball et al., 2015).
The 5.07 monofilament test is used to test sensation in different parts of the foot in patients suffering from diabetes mellitus or peripheral neuropathy (Ball et al., 2015).
The 0 to 4+ scale is used to grade the response when testing the reflex. 0 indicates no response and 4+ indicates hyperactive reflex (Ball et al., 2015).
Older adults may be taking medication for other conditions that can affect their balance, mental status and coordination and it is important know this in order to rule out whether a symptom is due to a side effect or a cause for concern (Ball et al., 2015).
Meningitis that occurs during the first year may cause epilepsy later on in life, also any infection in the first year of life can impa.
Please provide the following information about your culture which is.docx
Please provide the following information about your culture which is the ANCIENT EMPIRE:
Content
Introduction with a thesis statement
Provide a brief history of your culture
Explain how your chosen culture is represented in the United States
Is your culture individualistic or collectivistic? Provide at least one example
What are some of the artistic (art, music, architecture, dance) contributions of your culture?
What are some values of your culture? Provide at least three examples
Discuss your culture’s religion(s)? Include name and basic belief system of at least one of the major faiths
What are some of the sex and gender role differences in your culture? Provide at least three examples
Discuss what we would need to know to acculturate into your culture (if it is a culture from the past, what would we need to do in order to fit in during that timeframe). Provide at least one concrete suggestion
Conclusion
Specific Paper Requirements:
Four-page minimum: six-page maximum (Times New Roman, 1-inch marginsm 12-pt. font, double-spaced)
Quality of writing: Must contain in-text citations in APA format
Spelling and Grammar
Correct APA style format
A minimum of three or more credible sources (books, journal articles, magazine/newspaper articles, etc.)
Paper Outline:
Introduction
History
Cultural Context
Represented in the United States
Individualistic/Collective
Artistic
Values
Religion
Sex and Gender Roles
Acculturation
Conclusion
References
.
Please proof the paper attached and complete question 6 and 7..docx
Please proof the paper attached and complete question 6 and 7.
Moore Plumbing Supply Company
Capital Structure
Mort Moore founded Moore Plumbing Supply after returning from duty in the South Pacific during World War II. Before joining the armed forces, he had worked for a locally owned plumbing company and wanted to continue with that type of work once the war effort was over. Shortly after returning to his hometown of Minneapolis, Minnesota, he became aware of an unprecedented construction boom. Returning soldiers needed new housing as they started families and readjusted to civilian life. Mort felt that he could make more money by providing plumbing supplies to contractors rather than performing the labor, and he decided to open a plumbing supply company. Mort’s parents died when he was young and was raised by his older brother, Stan, who ran a successful shoe business during the 1920’s. Stan often shared stories about owning his own business and in particular about a large expansion that was completed just before the market collapsed. Because of the economic times, Stan lost the business but was lucky to find employment with the railroad. He dutifully saved part of each paycheck and was so thankful that his brother returned home safely that he decided to use his sizable savings to help his brother open his business. Mort kept in mind his brother’s failed business and vowed that his company would operate in such a way that it would minimize its vulnerability of general business downturns.
Moore’s extensive inventory and reasonable prices made the company the primary supplier of the major commercial builders in the area. In addition, Mort developed a loyal customer base among the home repair person, as his previous background allowed him to provide excellent advice about specific projects and to solve unique problems. As a result, his business prospered and over the past twenty years, sales have grown faster than the industry. Because of the large orders, the company receives favorable prices from suppliers, allowing Moore Plumbing Supply to remain competitive with the discount houses that have sprung up in the area. Over the years, Mort has kept his pledge and the company has remained a very strong financial position. It had a public sale of stock and additional stock offers to fund expansions including regional supply outlets in Milwaukee, Wisconsin and Sioux City, Iowa.
Recently, Stan decided that the winters were too long and he wanted to spend the coldest months playing golf in Florida. He retired from the day-to-day operations but retained the position of President and brought in his grandson, Tom Moore, to run the company as the new Chief Executive Officer. Tom was an excellent choice for the position. After graduating summa-cum-laud with a degree in communications from the University of Wisconsin, he worked in the Milwaukee operation where he was quickly promoted to manager. In ten years, sa.
Please prepare PPT( 5 Slides and 1 citation slide) and also explain .docx
Please prepare PPT( 5 Slides and 1 citation slide) and also explain all slides in word format about 300 words to give presentation
Types of Stakeholders:
Suppliers - Sandeep
Owners - Sandeep
Employees - Sandeep
Stakeholder Impact of Ethics on Stakeholders – Ravi/Rushil/Sandeep/Krishna
References
.
Please prepare a one-pageProject Idea that includes the .docx
Please prepare a
one-page
Project Idea
that includes the following:
1. What type of project
would you like to do: develop a proposal for a new business; develop a plan to green an existing business; creative project; or research project?
2. What is the big idea
that you would like to pursue? (1-2 sentences)
3. Why
did you decide on this idea? (2-3 sentences)
4. If working in a team
, please list each team member and include either one specific role that they will play in the project or one link to a helpful resource that they have found that will inform the team’s project.
If doing an individual project
, please list at least one resource that will inform your thinking.
5. Develop a
proposed timeline
for the project (including the deliverables below, plus additional steps needed to produce the deliverables).
See the project guidelines under Course Documents or linked
here
for more information.
.
Please prepare at least in 275 to 300 words with APA references and .docx
Please prepare at least in 275 to 300 words with APA references and citation.
1) Please describe the meaning of diversification. How does diversification reduce risk for the investor?
2) What is the opportunity cost of capital? How can a company measure opportunity cost of capital for a project that is considered to have average risk?
.
Please provide references for your original postings in APA form.docx
Please provide references for your original postings in APA format.
1. Discuss the types of backup locations, per the text and Powerpoint presentation raeadings for the week.
2. Would a single backup location be adequate or should a combination be used? What combination would you recommend?
.
Please provide an update to include information about methodology, n.docx
Please provide an update to include information about methodology, new literature discovered, or even questions regarding current progress. Topic selection is Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems can be found at https://www.jstage.jst.go.jp/article/iasme/10/1/10_100103/_pdf. APA citation is the following. Dawson, M. (2018). Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems. Journal of Strategic Management Studies, 10(1), 19-28. (250 words)
.
Please provide an evaluation of the Path to Competitive Advantage an.docx
Please provide an evaluation of the Path to Competitive Advantage and Motivation and
Feedback and answer the following questions:
1. How can managers enhance employee motivation through performance management
techniques?
2. It is well known that individuals on international assignments operate under unique
contextual and cultural realities. How would motivation differ in such environments?
*********
1 page follow APA 7 citation.
.
please prepare in at least 275 to 300 words with APA references and .docx
please prepare in at least 275 to 300 words with APA references and citations
1) Please describe the weighted average cost of capital. How do firms use the weighted average cost of capital for decision making?
2) How are the costs of debt and equity calculated?
.
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Please read the case Fraud at WorldCom in the book provided below .docx
Please read the case Fraud at WorldCom in the book provided below .docx
Please read the below two discussion posts and provide the response .docx
Please read the below two discussion posts and provide the response .docx
Please read the below discussion post and provide response in 75 to .docx
Please read the below discussion post and provide response in 75 to .docx
Please read the assignment content throughly Internet Resources .docx
Please read the assignment content throughly Internet Resources .docx
Please read the article by Peterson (2004). Your responses to th.docx
Please read the article by Peterson (2004). Your responses to th.docx
Please read the article which appears below. Write and submit an.docx
Please read the article which appears below. Write and submit an.docx
Please Read instructions Role Model LeadersChoose one • 1 .docx
Please Read instructions Role Model LeadersChoose one • 1 .docx
Please read each attachment for instructions, please answer each q.docx
Please read each attachment for instructions, please answer each q.docx
PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I.docx
PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I.docx
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Please read Patricia Benners Five Stages of Proficiency. Explai.docx
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Please provide the following information about your culture which is.docx
Please provide the following information about your culture which is.docx
Please proof the paper attached and complete question 6 and 7..docx
Please proof the paper attached and complete question 6 and 7..docx
Please prepare PPT( 5 Slides and 1 citation slide) and also explain .docx
Please prepare PPT( 5 Slides and 1 citation slide) and also explain .docx
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Please prepare a one-pageProject Idea that includes the .docx
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Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptx
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.CACJapan - GROUP Presentation 1- Wk 4.pdf
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.
Embracing GenAI - A Strategic Imperative
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
Polish students' mobility in the Czech Republic
Polish students mobility to the Czech Republic within eTwinning project "Medieval adventures with Marco Polo"
The Challenger.pdf DNHS Official Publication
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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
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
Acetabularia Information For Class 9 .docx
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptx
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.
Recently uploaded (20)
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Please Read Instructions OBJECTIV.docx
- 1. ***************Please Read Instructions ************** OBJECTIVES: Use personal influence with a group or team. Identify the behaviors that exemplify the leadership truths. Understand the stages of team development. Explain how motivation impacts performance. GOAL: The purpose of this assignment is to provide an opportunity to express understanding of content associated with the chapters covered in Week Two ( Values Drive Commitment , Focusing on the Future Sets Leaders Apart , and You Can't Do It Alone ). For this assignment, you must use the Full Sail Online Library resources for at least one source in answering the questions. Make sure you clearly indicate which source(s) are from the online library. To access the Full Sail Library sources, go to Connect/Departments/Library. You will see a list of databases available. The library is open Monday-Friday 8:00 am - 9:00 pm and Saturday 8:00 am - 5:00 pm and can be reached at x8438. Chapter Five
- 2. discusses the importance of working in teams and the importance of emotional intelligence in both your personal and social skills. How well are you in these areas? The goal of this week's discussion is to use the resources from this week to develop, create, and implement a team activity with you being the leader. INSTRUCTIONS: First Post – due Thursday by 11:59pm EST *Due date extended due to the nature of the activity. Use this time to create an amazing activity! Persuade at least four to eight people to do some notable activity together for at least two hours that they would not otherwise do without your intervention. Your only restriction is that you cannot tell them why you are doing this. The group can be any group of people: friends, family, teammates, club members, neighbors, students, or work colleagues . It can be almost any activity except for watching television, eating, going to a movie, or just sitting around talking. It must be more substantial than that. Some options include a party, an organized debate, a songfest, a long hike, a visit to a museum, or volunteer work such as picking up litter, visiting a nursing home, or helping on a community project. After completing your leadership activity, be prepared to discuss:
- 3. 1. What was the activity selected? Use specifics to describe your activity including who attended (friends, family, co-workers, etc), location, and date. What did it feel like to make something happen in the world that would not have happened otherwise without you? 2. Emotional Intelligence (EQ) is important to develop to build relationships with others. How did you use EQ to empower others, listen to individual needs, and build relationships? 3. With this act of leadership, what values did you exemplify ? (Use the Values Drive Commitment c hapter concepts in your response.) 4. Were your members a group or a team? Using the stages of team development (Forming, Storming, Norming, Performing), describe the specific behaviors that describe the stage you chose. If you were not a team, how could you continue with these individuals to build a community? 5. What leadership truths from the textbook did you apply? How did you apply these? 6. Make sure you are connecting your thoughts to outside research in order to earn all possible points. For this assignment, you must use at least one Full Sail online library resource. Indicate which source is from the Full Sail online library.
- 4. These sources are outside of the course materials provided. The information from your sources should be integrated into your post for full credit. Include basic source information (link for website; author, title, date for non-website). However, you are not required to use APA formatting in discussion boards. Second Post – due between Friday and Sunday by 11:59pm EST Do not limit the second discussion post to “I agree,” “That’s great” and so forth. Substantiate the position by using meaningful observations to corroborate it, such as professional experiences, relationships, and citing scholarly sources etc. when appropriate. As a guide for high quality response posts, use the RISE model, which encourages the steps as outlined in the rubric.