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Presentation Rubric In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner. Principles of an Effective Presentation: · You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation. · There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus. · Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts. · Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide. · References should be listed at the bottom of the slide in slightly smaller text. · Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content. · Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible). Below are some links that offer helpful tips and examples for developing your presentations: · Making PowerPoint Slides · Really Bad PowerPoint and How to Avoid It Guidelines for Submission: When applicable, discipline-appropriate citations must be used. Instructor Feedback: Students can find their feedback in the grade book as an attachment. See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric Individual Presentation Rubric Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Content: Inquiry and Analysis Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25) Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22) Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19) Does not include any of the main elements and requirements; does not provide in-depth analy.
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Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
Presentation RubricIn a professional career, one may be ca.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
PresentationsIn a professional career, one may be called upo.docx
Presentations
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentations.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
Making PowerPoint Slides
Beyond Bullet Points: The Better Way to Use PowerPoint
Really Bad PowerPoint and How to Avoid it
Requirements of submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Distinguished
Proficient
Emerging
Not Evident
Value
Content:
Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts
(23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts
(20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts
(18-19)
Does not include any of the main element.
Reference Laudon, K. C., & Laudon, J. P. (2014). Manag.docx
Reference:
Laudon, K. C., & Laudon, J. P. (2014). Management information systems: Managing the digital firm (13th ed.). Upper Saddle River, NJ: Pearson.
IT 500 Business Intelligence Presentation Guidelines and Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or
accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating
presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective
manner.
“Business intelligence (BI) is a term used by hardware and software vendors and information technology consultants to describe the infrastructure for
warehousing, integrating, reporting, and analyzing data that comes from the business environment, including big data. The foundation infrastructure collects,
stores, cleans, and makes relevant information available to managers” (Laudon & Laudon, 2014).
For this assignment, you will develop a presentation to propose a new business intelligence (BI) application for either your organization or an organization of
your choosing, or to address a real-world problem. Your presentation should be 5–7 slides in length and needs to include the following elements:
Summary of business intelligence
Organizational profile and/or problem statement
Description and purpose of BI solution
Solution
functionality
Data collection methodology
Anticipated results
Limitations of the BI solution
Lessons learned
Use charts, graphs, and images as necessary.
Principles of an Effective Presentation:
You may utilize a product such as Microsoft’s PowerPoint, Adobe Captivate, Prezi, or Google Slides to create your presentations.
There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective
of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical
errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that
allows your content to be the focus.
Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper.
In an actual presentation, you would not “read” from your slides but rather use them as prompts.
http://www.adobe.com/products/captivate.html
http://prezi.com/
http://www.google.com/slides/about/
Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
References should be listed at the bottom of the slide in slightly sma ...
Course Project SAHS Analysis Project Guidelines and Gradin
Course Project: SAHS Analysis Project Guidelines and Grading Guide
Overview
The final project for this course is a group project in which the group will analyze Shady Acre Health Systems (SAHS) in order to: 1) determine the current issues
SAHS is facing, 2) devise plausible solutions to these issues, and 3) recommend a course of action. Groups will construct a PowerPoint presentation highlighting
the current issues along with the solutions. Groups will also submit supporting documentation explaining, in detail, the recommended course of action.
Objectives
To successfully complete this project, you will be expected to apply what you have learned in this course and should include several of the following course
objectives:
● Evaluate organizational strategies and approaches that contribute to creating a culture of quality and safety through leadership, priority setting, and a
commitment to systems thinking and organizational roles, processes, and structure
● Construct effective organizational processes that will transform the health service organization and enable it to meet the needs of a diverse clientele
● Analyze the multifaceted relationships of the triangle of health service delivery: quality, cost, and access
● Determine the various political and social forces that are influencing the direction of health service delivery
Format
Milestone One: Analysis of Existing Issues
In 6-3 Course Project, you will submit your analysis paper. This 1–2-page analysis paper should explain, in detail, the existing issues facing SAHS. This milestone is
not graded, but formative feedback will be provided.
Milestone Two: Submit Presentation
In 10-3 Course Project: Shady Acre Health Systems Analysis: Submit Presentation, you will submit your final presentation, highlighting the major issues and
possible solutions. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of
feedback gained throughout the course. The presentation will be graded using the SAHS Presentation Rubric.
Milestone Three: Submit Documentation
In 10-4 Course Project: Shady Acre Health Systems Analysis: Submit Documentation, you will submit your final version of your documentation, including your
recommended course of action. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the
incorporation of feedback gained throughout the course. The documentation will be graded using the SAHS Documentation Rubric.
http://snhu-media.snhu.edu/files/course_repository/graduate/hrm/hrm630/hrm630_sahs_overview.docx
Victoria Cordero
Victoria Cordero
Victoria Cordero
Supplemental Presentation Information
One may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a
weak presentation can undermine an ar ...
Course Project SAHS Analysis Project Guidelines and Gradin
Course Project: SAHS Analysis Project Guidelines and Grading Guide
Overview
The final project for this course is a group project in which the group will analyze Shady Acre Health Systems (SAHS) in order to: 1) determine the current issues
SAHS is facing, 2) devise plausible solutions to these issues, and 3) recommend a course of action. Groups will construct a PowerPoint presentation highlighting
the current issues along with the solutions. Groups will also submit supporting documentation explaining, in detail, the recommended course of action.
Objectives
To successfully complete this project, you will be expected to apply what you have learned in this course and should include several of the following course
objectives:
● Evaluate organizational strategies and approaches that contribute to creating a culture of quality and safety through leadership, priority setting, and a
commitment to systems thinking and organizational roles, processes, and structure
● Construct effective organizational processes that will transform the health service organization and enable it to meet the needs of a diverse clientele
● Analyze the multifaceted relationships of the triangle of health service delivery: quality, cost, and access
● Determine the various political and social forces that are influencing the direction of health service delivery
Format
Milestone One: Analysis of Existing Issues
In 6-3 Course Project, you will submit your analysis paper. This 1–2-page analysis paper should explain, in detail, the existing issues facing SAHS. This milestone is
not graded, but formative feedback will be provided.
Milestone Two: Submit Presentation
In 10-3 Course Project: Shady Acre Health Systems Analysis: Submit Presentation, you will submit your final presentation, highlighting the major issues and
possible solutions. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of
feedback gained throughout the course. The presentation will be graded using the SAHS Presentation Rubric.
Milestone Three: Submit Documentation
In 10-4 Course Project: Shady Acre Health Systems Analysis: Submit Documentation, you will submit your final version of your documentation, including your
recommended course of action. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the
incorporation of feedback gained throughout the course. The documentation will be graded using the SAHS Documentation Rubric.
http://snhu-media.snhu.edu/files/course_repository/graduate/hrm/hrm630/hrm630_sahs_overview.docx
Victoria Cordero
Victoria Cordero
Victoria Cordero
Supplemental Presentation Information
One may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a
weak presentation can undermine an ar ...
CriteriaAchievement LevelLevel 1Level 2Level 3.docx
Criteria
Achievement Level
Level 1
Level 2
Level 3
Level 4
Level 5
Content
(60 points)
0 - 35
Presentation repeats other people's ideas and/or graphics and shows very little attempt at original thought. Topic of presentation may be mostly unclear and/or undeveloped.
36 - 41
Presentation shows an attempt at originality and inventiveness on a few slides. Analysis and development of topic may sometimes be confusing or unclear.
42 - 47
Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Demonstrates a fairly clear analysis and development of topic.
48 - 53
Presentation is mostly original and inventive. Much of the content and ideas are presented in a unique and interesting way. Demonstrates clear analysis and development of topic.
54 - 60
Presentation shows originality and inventiveness. The content and ideas are presented in a unique and interesting way. Demonstrates thorough analysis and development of topic.
Organization
(15 points)
0 - 8
The organization is hard to follow; ideas are not linked together and/or may be fragmented. Lacking any logical grouping of ideas or transitions from one idea to the next.
9 - 10
The organization is mostly unclear and could be arranged in a more logical way. Some ideas are linked together, but some ideas are fragmented. There is little to no grouping of ideas or use of transitions.
11 - 11
The organization is fairly clear, but it could be arranged more logically to better support the proposed solution. Ideas are somewhat grouped together with a few transitions between groups.
12 - 13
The organization results in clarity and presents mostly logically arranged points to support the proposed solution. Ideas are grouped fairly well, and there are transitions throughout the document.
14 - 15
The organization results in clarity and presents logically arranged points to support the proposed solution. Related ideas are well grouped, and transitions between ideas flow smoothly.
Quality of Presentation
(15 points)
0 - 8
Several graphics and/or texts are inappropriate and/or unattractive, and they may often detract from the content of the presentation. Background often makes seeing text difficult and may visually compete with graphics on the page.
9 - 10
A few graphics and/or texts may be unattractive and a few may not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
11 - 11
All of the graphics and/or texts are attractive but some do not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
12 - 13
Most of the graphics and/or texts are appropriate and attractive and support the theme and content of the presentation. Background use is fairly consistent, appropriate to topic, and not distracting.
14 - 15
All graphics and/or texts are appropriate and attractive a.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Recommended
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
Presentation RubricIn a professional career, one may be ca.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Beyond Bullet Points: The Better Way to Use PowerPoint
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main.
PresentationsIn a professional career, one may be called upo.docx
Presentations
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentations.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
Making PowerPoint Slides
Beyond Bullet Points: The Better Way to Use PowerPoint
Really Bad PowerPoint and How to Avoid it
Requirements of submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Distinguished
Proficient
Emerging
Not Evident
Value
Content:
Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts
(23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts
(20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts
(18-19)
Does not include any of the main element.
Reference Laudon, K. C., & Laudon, J. P. (2014). Manag.docx
Reference:
Laudon, K. C., & Laudon, J. P. (2014). Management information systems: Managing the digital firm (13th ed.). Upper Saddle River, NJ: Pearson.
IT 500 Business Intelligence Presentation Guidelines and Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or
accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating
presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective
manner.
“Business intelligence (BI) is a term used by hardware and software vendors and information technology consultants to describe the infrastructure for
warehousing, integrating, reporting, and analyzing data that comes from the business environment, including big data. The foundation infrastructure collects,
stores, cleans, and makes relevant information available to managers” (Laudon & Laudon, 2014).
For this assignment, you will develop a presentation to propose a new business intelligence (BI) application for either your organization or an organization of
your choosing, or to address a real-world problem. Your presentation should be 5–7 slides in length and needs to include the following elements:
Summary of business intelligence
Organizational profile and/or problem statement
Description and purpose of BI solution
Solution
functionality
Data collection methodology
Anticipated results
Limitations of the BI solution
Lessons learned
Use charts, graphs, and images as necessary.
Principles of an Effective Presentation:
You may utilize a product such as Microsoft’s PowerPoint, Adobe Captivate, Prezi, or Google Slides to create your presentations.
There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective
of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical
errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that
allows your content to be the focus.
Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper.
In an actual presentation, you would not “read” from your slides but rather use them as prompts.
http://www.adobe.com/products/captivate.html
http://prezi.com/
http://www.google.com/slides/about/
Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
References should be listed at the bottom of the slide in slightly sma ...
Course Project SAHS Analysis Project Guidelines and Gradin
Course Project: SAHS Analysis Project Guidelines and Grading Guide
Overview
The final project for this course is a group project in which the group will analyze Shady Acre Health Systems (SAHS) in order to: 1) determine the current issues
SAHS is facing, 2) devise plausible solutions to these issues, and 3) recommend a course of action. Groups will construct a PowerPoint presentation highlighting
the current issues along with the solutions. Groups will also submit supporting documentation explaining, in detail, the recommended course of action.
Objectives
To successfully complete this project, you will be expected to apply what you have learned in this course and should include several of the following course
objectives:
● Evaluate organizational strategies and approaches that contribute to creating a culture of quality and safety through leadership, priority setting, and a
commitment to systems thinking and organizational roles, processes, and structure
● Construct effective organizational processes that will transform the health service organization and enable it to meet the needs of a diverse clientele
● Analyze the multifaceted relationships of the triangle of health service delivery: quality, cost, and access
● Determine the various political and social forces that are influencing the direction of health service delivery
Format
Milestone One: Analysis of Existing Issues
In 6-3 Course Project, you will submit your analysis paper. This 1–2-page analysis paper should explain, in detail, the existing issues facing SAHS. This milestone is
not graded, but formative feedback will be provided.
Milestone Two: Submit Presentation
In 10-3 Course Project: Shady Acre Health Systems Analysis: Submit Presentation, you will submit your final presentation, highlighting the major issues and
possible solutions. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of
feedback gained throughout the course. The presentation will be graded using the SAHS Presentation Rubric.
Milestone Three: Submit Documentation
In 10-4 Course Project: Shady Acre Health Systems Analysis: Submit Documentation, you will submit your final version of your documentation, including your
recommended course of action. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the
incorporation of feedback gained throughout the course. The documentation will be graded using the SAHS Documentation Rubric.
http://snhu-media.snhu.edu/files/course_repository/graduate/hrm/hrm630/hrm630_sahs_overview.docx
Victoria Cordero
Victoria Cordero
Victoria Cordero
Supplemental Presentation Information
One may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a
weak presentation can undermine an ar ...
Course Project SAHS Analysis Project Guidelines and Gradin
Course Project: SAHS Analysis Project Guidelines and Grading Guide
Overview
The final project for this course is a group project in which the group will analyze Shady Acre Health Systems (SAHS) in order to: 1) determine the current issues
SAHS is facing, 2) devise plausible solutions to these issues, and 3) recommend a course of action. Groups will construct a PowerPoint presentation highlighting
the current issues along with the solutions. Groups will also submit supporting documentation explaining, in detail, the recommended course of action.
Objectives
To successfully complete this project, you will be expected to apply what you have learned in this course and should include several of the following course
objectives:
● Evaluate organizational strategies and approaches that contribute to creating a culture of quality and safety through leadership, priority setting, and a
commitment to systems thinking and organizational roles, processes, and structure
● Construct effective organizational processes that will transform the health service organization and enable it to meet the needs of a diverse clientele
● Analyze the multifaceted relationships of the triangle of health service delivery: quality, cost, and access
● Determine the various political and social forces that are influencing the direction of health service delivery
Format
Milestone One: Analysis of Existing Issues
In 6-3 Course Project, you will submit your analysis paper. This 1–2-page analysis paper should explain, in detail, the existing issues facing SAHS. This milestone is
not graded, but formative feedback will be provided.
Milestone Two: Submit Presentation
In 10-3 Course Project: Shady Acre Health Systems Analysis: Submit Presentation, you will submit your final presentation, highlighting the major issues and
possible solutions. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of
feedback gained throughout the course. The presentation will be graded using the SAHS Presentation Rubric.
Milestone Three: Submit Documentation
In 10-4 Course Project: Shady Acre Health Systems Analysis: Submit Documentation, you will submit your final version of your documentation, including your
recommended course of action. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the
incorporation of feedback gained throughout the course. The documentation will be graded using the SAHS Documentation Rubric.
http://snhu-media.snhu.edu/files/course_repository/graduate/hrm/hrm630/hrm630_sahs_overview.docx
Victoria Cordero
Victoria Cordero
Victoria Cordero
Supplemental Presentation Information
One may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a
weak presentation can undermine an ar ...
CriteriaAchievement LevelLevel 1Level 2Level 3.docx
Criteria
Achievement Level
Level 1
Level 2
Level 3
Level 4
Level 5
Content
(60 points)
0 - 35
Presentation repeats other people's ideas and/or graphics and shows very little attempt at original thought. Topic of presentation may be mostly unclear and/or undeveloped.
36 - 41
Presentation shows an attempt at originality and inventiveness on a few slides. Analysis and development of topic may sometimes be confusing or unclear.
42 - 47
Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. Demonstrates a fairly clear analysis and development of topic.
48 - 53
Presentation is mostly original and inventive. Much of the content and ideas are presented in a unique and interesting way. Demonstrates clear analysis and development of topic.
54 - 60
Presentation shows originality and inventiveness. The content and ideas are presented in a unique and interesting way. Demonstrates thorough analysis and development of topic.
Organization
(15 points)
0 - 8
The organization is hard to follow; ideas are not linked together and/or may be fragmented. Lacking any logical grouping of ideas or transitions from one idea to the next.
9 - 10
The organization is mostly unclear and could be arranged in a more logical way. Some ideas are linked together, but some ideas are fragmented. There is little to no grouping of ideas or use of transitions.
11 - 11
The organization is fairly clear, but it could be arranged more logically to better support the proposed solution. Ideas are somewhat grouped together with a few transitions between groups.
12 - 13
The organization results in clarity and presents mostly logically arranged points to support the proposed solution. Ideas are grouped fairly well, and there are transitions throughout the document.
14 - 15
The organization results in clarity and presents logically arranged points to support the proposed solution. Related ideas are well grouped, and transitions between ideas flow smoothly.
Quality of Presentation
(15 points)
0 - 8
Several graphics and/or texts are inappropriate and/or unattractive, and they may often detract from the content of the presentation. Background often makes seeing text difficult and may visually compete with graphics on the page.
9 - 10
A few graphics and/or texts may be unattractive and a few may not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
11 - 11
All of the graphics and/or texts are attractive but some do not seem to support the theme and content of the presentation. Background use is somewhat consistent, appropriate to topic, and generally not distracting.
12 - 13
Most of the graphics and/or texts are appropriate and attractive and support the theme and content of the presentation. Background use is fairly consistent, appropriate to topic, and not distracting.
14 - 15
All graphics and/or texts are appropriate and attractive a.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Final Project Guidelines and Grading GuideOverviewThe Final .docx
Final Project Guidelines and Grading Guide
Overview
The Final Project for this course is the creation of a Change Leader PowerPoint Presentation. The Change Leader PowerPoint Presentation will outline how you intend to incorporate our course learning into your career, and role as a change leader. The final product represents an authentic demonstration competency, because it will address the application of Kotter and Cohen’s eight-step change model to lead change within a specific organization. The project will be completed as One Milestone, which will be submitted in Module Eleven. You are strongly advised to apply the feedback from the eight change blogs to your Final Project.
Outcomes
To successfully complete this project, you will be expected to apply what you have learned in this course and should include the following course outcomes:
1. To understand the factors that must exist in order to facilitate “lasting or long term” change
2. To identify and apply the principles of organizational change
3. To utilize Kotter and Cohen’s eight-step model to effectively lead change
4. To apply several change theories to a variety of cases in order for students to “test” the application of theory to practice
5. To develop an understanding of the role that vision and strategy both play in developing and successfully implementing large-scale change
6. To identify and appreciate the scope involved in facilitating transformational change
7. To gain an understanding of how organizational change is achieved
8. To enhance personal capabilities and abilities for navigating change in our lives
Main Elements
The main element of this project will include a 10- to 12-slide PowerPoint presentation that shares how you will apply our course learning in your career as a change leader. The PowerPoint presentation will incorporate how you will apply the strategies learned in this course into your role as a change leader, including the following:
· How you will address Change Concepts, specifically the “drivers of change” within your organization and industry, and the reasons that individuals resist change (anger, fear, and complacency)
· How you will monitor your organization’s capacity for change (also referred to as “change readiness”)
· How you will train your organization on Kotter and Cohen’s eight-step change model, including use of the change fable and field guide
· How you will utilize Kotter and Cohen’s eight-step change model to lead change within your organization
· Any additional issues and/or concepts that further enlightened you as a change leader
Format
Milestone One:Change Leader PowerPoint Presentation
In Task11-2, you will submit a Change Leader PowerPoint Presentation. It should be a complete, polished artifact containing all the main elements of the final product. It should reflect the incorporation of feedback gained throughout the course on all tasks. This milestone will be graded using the Final Product Rubric.
Presentations
Requireme ...
Assessment Information Subject Code BUS606 Subjec
Assessment Information
Subject Code: BUS606
Subject Name: Business Research Proposal Topic Selection, Justification and
Presentation
Assessment Title: Assessment 1 – Individual Presentation
Weighting: 15 %
Total Marks:
Length:
15
Minimum of 10 slides (+- 10%)
Due Date: Submission due Week 6– Sunday at 11.59 pm
COURSE: Master of Business (Research)
Unit: Business Research Proposal and Literature Review
Unit Code: BUS606
Type of
Assessment:
Assessment 1 – Individual Presentation
Unit Learning
Outcomes
addressed:
(a) Demonstrate an advanced ability to identify, assimilate,
and review applications of, particular research techniques.
(b) Identify various means of data collection that are feasible
and can be ethically enacted.
(c) Articulate and critically evaluate differences between
alternative research methodologies.
(d) Explain how research outcomes may be affected by the
nature and application of particular research techniques.
(e) Demonstrate an advanced ability to construct a robust
methodology for addressing a research question.
(f) Explain how the use of selected methodologies is relevant
to a specific research proposal.
Criteria for
Assessment:
Understanding of the proposed project
Evidence of analysis
Organisation and use of visual aids
Non-verbal & verbal communication skills
Assessment Task:
Students are to select their proposed research topic for the Master
of Business Research thesis and make a presentation to the class
for at least 10 minutes followed by question and answer. The
presentation is required to use PowerPoint slides.
Submission Date:
Week 6– Sunday at 11.59 pm (online submission) of the
PowerPoint presentation slide deck.
Total Mark &
Weighting:
15 marks | 15%
Students are advised that any submissions past the due date without an approved
extension or approved extenuating circumstances incur a 5% penalty per calendar
day,
calculated from the total mark e.g. a task marked out of 15 will incur a 1.75 mark penalty
per calendar day.
Assessment 1– Individual Presentation. Presentations will be made during the
scheduled class time.
Assessment Description
Students are required to select a proposed research topic for their Master of Business
Research thesis that is aligned to one of the seven Research Clusters in the School of
Business as listed below. Students are required to make a presentation for 10 minutes to the
class on their proposed research topic and answer questions from the class and the lecturer.
Students must conduct extensive research on the topic and must cite relevant sources to
support their research proposal.
The MBR Research Clusters are:
Cluster 1: Leadership and Management of Large Corporations
Cluster 2: Leadership and Management of Not-for Profit Organisations
Cluster 3: Leadership and Management of Start-ups, SMEs and Family Business
Cluster 4: ...
OL 750 Individual Research PaperOverviewDuring the course, .docx
OL 750: Individual Research Paper
Overview
During the course, students will explore a number of topics of significant trends that will affect people at work over the next 30 years. Students are asked to write a paper on a topic, providing sufficient information to provide the reader with a deeper understanding of it and discussing the implications it has for self, organizations, society.
The paper should be comprehensive, well researched, having in depth analysis and displaying critical thinking skills. The topic should be relevant to the individual. It could be the future developments in their field or business or a topic that has excited the student and wish to explore further. Students should discuss the topic with the faculty member before commencing the investigation. This paper is due in Module Seven.
As part of your research you may choose to interview a leader engaged in your topic of interest. The document, Leadership Interview located in the Assignment Guidelines and Rubrics section of the course, provides a format for question asking. Use the Interview Consent form to obtain formal consent prior to the interview.
Main Elements
The research paper should include an extensive survey of the literature. It is expected that this research project will draw on a number of significant sources (minimum of 10), the majority of which must come from the Shapiro Library holdings, including electronic databases.
The following is a list of main elements that could be addressed:
1. Demographic Trends
2. Future Trends is HR
3. Recruitment and Retention
4. Trends in Government Intervention
5. Effects of Changing Technology on Traditional Business Models
6. Rebuilding of Public Trust
7. Fashion Trends
Rubric
Requirements of submission: Written components of projects must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, one-inch margins, and discipline-appropriate citations. This paper should be 12 – 15 pages in length.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
Critical Elements
Distinguished
Proficient
Emerging
Not Evident
Value
Main Elements
Includes almost all of the main elements and requirements and cites multiple examples to illustrate each element
(23-25)
Includes most of the main elements and requirements and cites many examples to illustrate each element
(20-22)
Includes some of the main elements and requirements
(18-19)
Does not include any of the main elements and requirements
(0-17)
25
Inquiry and Analysis
Explores multiple issues through extensive collection and in-depth analysis of evidence to make informed conclusions
(18-20)
Explores some issues through collection and in-depth analysis of evidence to make informed conclusions
(16-17)
Explores minimal issues through collection and analysis of evidence to make informed conclusions
(14-15)
Does not explore issues through collection and analysis of evidence.
Research Paper Guidelines and RubricOverviewThe final projec.docx
Research Paper Guidelines and Rubric
Overview
The final project for this course is the creation of a research paper. You will be examining organizational behavior and how it affects corporate strategy and decision making. This project will enable you to identify alternatives and recommend thoroughly defended strategies that leaders can use for best practices.
You will select an organizational behavior (OB) topic to research and write about. The topic must be approved by the instructor. This final product represents an authentic demonstration of the competencies achieved in this course as you put into action all that you have learned. The project is divided into three milestones and a final product, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions.
Critical Elements
Expectation of Analysis: Please see the Final Product Rubric below for grading criteria. Pay close attention to each critical element and how you will address it in your final paper.
1. Define the central OB issue or problem.
a. Substantiate multiple aspects of the problem or issue in detail.
i. Include factors like:
a. Key players and their role in the OB issue or problem (internal and/or external)
b. Key stakeholder groups (i.e., employees, customers, communities) and their role in the OB issue or problem (internal and/or external)
c. Values and behaviors (internal)
d. Culture and structure (internal)
e. Design processes (internal)
f. Reward systems (internal)
g. Economic and policy instruments used by the government (external)
2. Recommend at least three solutions for the issue or problem.
a. Explain each solution and its relevance to the context of the OB issue.
b. Defend the selection of each solution by:
i. Interpreting and applying course concepts and theories to your defense when they are applicable
ii. Citing specific examples/scenarios showing the application of your solutions
iii. Recommending strategies for success that are supported by valid and reliable scholarly resources
3. Determine an implementation strategy for each proposed solution. Be sure to include deliberate implementation strategies around OB and best practices that take into consideration the dynamics of the groups involved.
4. Conclusion
a. Write a summary focusing on key elements of your final product.
b. Tie the key elements of your proposals and implementation strategies to the issue, highlighting the positive effects the proposal will have on the performance of the organization.
The final project has three milestones. The purpose of milestones is to keep you on target and allow time for incorporating instructor feedback. Milestone 3 is a “dress rehearsal” for the final product; the same rubric is used to access Milestone 3 and your final product.
· Milestone 3: Rough draft “dress rehearsal” of research paper (Module Seven: 10–12 pages, not including title and reference pages)
· Final Paper: Final research paper (M ...
1 of 2 Fall 2010 Management Program PowerPoint P.docx
1 of 2
Fall 2010
Management Program
PowerPoint Presentation Rubric
Presenter (s) ___________________________________
Preparation
76-100 51-75 26-50 0-25 Grading Scheme
Percentage
Organization
(20%)
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Audience cannot
understand presentation
because there is no
sequence of information.
Content
(20%)
Content reflects a high
level of critical thinking;
data is accurate and
strongly supports the
analysis/conclusion.
Content was obtained
from a variety of relevant
resources and was
properly cited. All issues
are fully addressed.
Presentation contained
excellent examples which
were linked to objective.
Content is well thought
out, data is relevant
and supports
conclusions; reflects
critical thinking and
several relevant
sources of data are
used and are properly
cited. All issues are
included in the
presentation and good
examples were linked
to objective.
Content reflects minimal
depth with little
application of critical
thinking; minimal relevant
data sources are used
and minimal citations are
used. Some issues are
omitted and there were
few relevant examples or
the examples were not
well explained.
Content provides no
apparent application of
critical thinking; has weak
or erroneous facts or
misinterpretation; data
does not support
conclusions. Several
issues are omitted. Few
relevant data sources
used and there was poor
citation. There were no or
too few examples or
examples were difficult to
grasp or did not apply
directly to the objective.
Grammar/
Mechanics
(20%)
Presentation has no
misspellings or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Presentation has four or
more spelling errors and
or grammatical errors.
2 of 2
Fall 2010
Delivery (20%)
9-10 7-8 5-6 0-4 Grading Scheme
Percentage
Use of PowerPoint
(20%)
PowerPoint presentation
is professional and
enhances the
presentation.
PowerPoint
presentation is
professional based on
the grade level.
PowerPoint presentation
does not meet
expectations.
Poor quality of the
PowerPoint presentation
distracts from the
presentation.
Response to Peers
(20%)
Provided feedback to
more than 2 of your
peers’ powerpoint
presentation.
Provided feedback to
2 of your peers’
powerpoint
presentation.
Provided feedback to 1 of
your peers’ powerpoint
presentations.
Did not provide any
feedback to any peers’
powerpoint presentations.
Total Points:
Management ProgramPowerPoint Presentation RubricPresenter (s) ___________________________________
Graduate Writing ...
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docx
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T.
A report (2500 words) with a professional formattingPropose a st.docx
A report (2500 words) with a professional formatting
Propose a strategy for growth, innovation and sustainability, in the age of pandemics, rising nationalism and uncertainty
Students will:
(1) Make recommendations for short-term (1 year) and longer-term (5 years) strategies using the “ambidexterity” model, “Blue Ocean Shift”, “Scamper” and Ansoff frameworks; students recommendations for innovation can range from new products, platforms and markets to changes in supply chains, systems, structures or skill building
(2) Recommend Strategies for Managing techno capitalism Risk and the liability of foreign-ness
(3) Using the 7S model, identify key implications of the new strategy in terms of adjustments to skills, staff, systems, structures and style
A good assignment will include:
(1) a fact-based, structured, insightful analysis of
1a the company’s current performance on the triple bottom line (Profit, People, Planet)
1b the company's core competencies
1c opportunities and threats in its environment
(2) compelling strategy recommendations for
2a short-term (1 year) and
2b longer-term (5 years)
strategies
2c a review of necessary changes in skills, staff, systems, structures and styles needed to successfully implement the recommendations
Students demonstrate they have
(1) mastered the key theoretical frameworks discussed in class,
(2) gathered high quality, internal and external data that help them understand the issues and formulate recommendations; data comes from trustworthy academic and practitioner sources (Hult-library databases, publications by leading thought leaders in HBR, McKinsey, Deloitte, The Economist, FT, and trade press, not random internet searches) and presented in an effective visual format (charts and graphs)
(3) understood the company culture and how it makes decisions based on resources and values; and that recommendations are realistic and specific to the company, leveraging its strengths and working with, rather than against, its culture
(4) mastered the art of developing strategic options, assessing them on a clear range of criteria, and make recommendations
(5) the ability to communicate recommendations and make their case in a compelling and organized way
Rubric
BUS 420 Paper (2)
BUS 420 Paper (2)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeMastery of strategy concepts and tools
30.0
ptsExcellentThe writer has very effectively mastered the strategic analysis by drawing from provided class frameworks and concepts and presents analysis that is very thoughtful, reasonable, and substantive.24.0
ptsGoodThe writer has effectively mastered the strategic analysis by drawing from provided class frameworks and concepts and presents analysis that is thoughtful, reasonable, and substantive.21.0
ptsSatisfactoryThe writer has mastered the strategic analysis by drawing from provided class frameworks and concepts in a satisfactory way, and presents analysis that is somehow thoughtful, rea.
Week 4 Written Assignment Stored Procedures as a Security Measure.docx
Week 4 Written Assignment Stored Procedures as a Security Measure
In our readings we have learned the importance of connections and the use of stored procedures and functions. For this assignment we will look at stored procedure and function methods related to securing connections and data in the database.
Note: Don’t forget your Oracle 11g documentation resource for the how to examples.
For this assignment you are required to do BOTH Part A and Part B
Part A
Submit short answers thatdiscuss the following questions:
1. What are the advantages of using stored procedures and functions in Oracle?
2. Oracle automatically tracks all object interdependencies for every PL/SQL stored object. What does this include? When does Oracle automatically recompile a stored procedure?
3. What is gained when using stored procedures in a client/server environment? What is the difference between stored procedures and function? When you create a procedure or function, you may define parameters. What types of parameters can be declared?
Lab Password Policy
Your task is to develop a single SQL script that will perform all the following tasks of enforcing password complexity:
1. Connect to SYS user.
2. Create a password complexity function (named as "is481_password") to enforce the following requirements so that the password
· Is at least six (6) characters long
· Differs from the user name
· Has at least one alpha, one numeric, and one punctuation mark character
· Is not simple or obvious, such as welcome, account , oracle, database , or user.
· Differs from the previous password by at least 3 characters
Please note the exact spelling on the function name is REQIRED.
Please note the double quotation mark (") was not a part of the specified function name.
3. Create a profile named is481_prof with the following specifications. Please note the exact spelling on the profile is REQIRED. Test your code before submission.
Number of days the password is valid before it is aged out.
60 days
Number of days ahead of expiration the user is warned about the password expiration.
1 day
Number of days before a password can be reused.
30 days
Number of times a password can be reused.
UNLIMITED
Number of failed login tries allowed before the account is locked.
3
Number of days an account is locked due to failed login tries
13 days
PASSWORD_VERIFY_FUNCTION
is481_password
4. Assign the above profile to user DBSEC that you have already created. (15 points)
Tips:
1. One SQL(PL/SQL) file is required to complete all the above tasks.
3. Typical syntax on connecting to SYS is: "conn sys/password as sysdba;"
Submission Requirement:
The SQL script file and the screen capture of your creation will be required for full credit.
Weeks 5–6 Assignment Rubric
CATEGORY
EXCELLENT – above expectations
GOOD – met expectations
FAIR – below expectations
POOR – significantly below expectations or missing
SCORE
Introduction
(28 points possible)
The introduction shows depth, .
One of the risks you anticipated for the project was the late delive.docx
One of the risks you anticipated for the project was the late delivery of the prototype from the vendor. You adjusted your project schedule to minimize the impact of the risk, built in a penalty for late delivery, and created action plans in case the vendor delivered late. You also identified a risk with the vendor that they have very little technical depth; if the key engineer is not available to your project, the risk of a delay is even greater. You determined how you would monitor the vendor's performance and ensure a timely delivery. You took a very risk-averse, protective approach to the relationship, but now, as the project is progressing, you are wondering if there is something you could do with the vendor to actually benefit the project instead of just protecting it.
Assignment Guidelines:
Create a 1-page addendum to your risk management plan that describes how you will modify the plans or create new plans relative to that vendor to create an opportunity that will result in lower costs, earlier delivery, higher quality, or other positive impacts.
Also, answer the following questions:
What can you change in your plans to create an opportunity?
What would that opportunity be?
What is the probability that this opportunity could occur? What is the impact?
What are the risks (adverse effect) that are introduced by this change in plans?
How will you communicate this change to the vendor?
Your submitted assignment (
175 points
) must include the following:
A compiled risk management plan with your 1-page addendum in it
A 2 to 3 page document answering the questions above
Submit both files as 1 zipped document to the drop box
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations:
Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria
Exemplary (A))
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
BUSINESS PROGRAM CONTENT
Functional areas include, where applicable:
Leadership, management, innovation, and teambuilding
Operations and Marketing Finance
Economics
Qualitative and quantitative
tools
Technology and Internet Ethical and legal issues International issues
Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
All requirements of the assignment are included in the response.
Demonstrates sound or accomplished mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
Most requirements of the assignment are included in the response.
Demonstrates adequate or proficient mastery of content, appropriate to the assignment and th.
Andy Kirk's Talk at the Information Plus Conference 2016
Andy Kirk's talk slides at the Information Plus Conference 2016 - "Developing Visualisation Literacy: Experiences From the Front Line"
Ash edu 650 week 4 assignment effective lesson planning and design new
ash edu 650 week 4 assignment effective lesson planning and design new,ash edu 650 week 4,edu 650 week 4,edu 650 effective lesson planning and design,ash edu 650 week 4 tutorial,ash edu 650 week 4 assignment,ash edu 650 week 4 help
Ash edu 650 week 4 assignment effective lesson planning and design new
ash edu 650 week 4 assignment effective lesson planning and design new,ash edu 650 week 4,edu 650 week 4,edu 650 effective lesson planning and design,ash edu 650 week 4 tutorial,ash edu 650 week 4 assignment,ash edu 650 week 4 help
Assignment ApplicationUsing the DataInformationKnowledgeWisdo.docx
Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum
Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.
Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.
To prepare:
1.Review the information in Figure 6–2 in
Nursing Informatics and the Foundation of Knowledge
.
Figure 6-2. DIKW Framework
2.Develop a clinical question related to your area of practice that you would like to explore.
QUESTION: What is the
Acute Myocardial Infarction
Core Measure
Set.
3.Consider what you currently know about this topic. What additional information would you need to answer the question?
4.Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
Once you have identified useful databases, how would you go about finding the most relevant articles and information?
Consider how you would extract the relevant information from the articles.
How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?
By Day 7 of Week 4
Write a
3- to 4-page
paper that addresses the following:
1.Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
Identify the databases and search words you would use.
Relate how you would take the information gleaned and turn it into useable knowledge.
2.Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.
Y
our paper must also include a title page, an introduction, a summary, and a reference pa
ge.
Grading Criteria
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Perf.
© 2006 Thomson-Wadsworth© 2006 Thomson-Wadsworth.docx
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
1) Professional
2) Supervisory
3) Skilled workers
4) Unskilled workers
Not mutually exclusive
1)Professional staff
Professionals - Individuals who have extensive formal education in a field and have acquired the knowledge and skills to make independent judgments and to function in that field with minimum supervision.
Entry Level - A beginning position in a profession.
ex: an entry-level dietitian
© 2006 Thomson-Wadsworth
Basic skills in Food Service Systems, General Nutrition. Able to work as a generalist dietitian.
© 2006 Thomson-Wadsworth
*
Professional staff
Specialization - The process of acquiring in-depth knowledge and skills in a narrow area of a profession.
Managers well honed in mgt skills will have some “practice skills” lost.
Generally, professionals are assumed to prefer participative management.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
A management style that encourages participation or consensus management; may be very effective when dealing with professional staff.Autocratic management style may create discontent among professional employees.
2) Supervisory personnel
Supervisors - Individuals with authority to oversee and direct the work of subordinates as well as having responsibility for their own work.
Often a supervisor is a frontline manager.
The level of authority of each supervisor should be sufficient to allow for the fulfillment of the assigned task.
Should be allowed to perform a new task several times before being given full responsibility and supported during transitional period.
On-the job training is essential for supervisor.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
3) Skilled Workers
Individuals who have special training or skills to perform a specific job.
ex: cooks, secretaries, exterminators
Usually do not need micromanagement.
Micromanagement - The act of providing intensive supervision to subordinates by constantly checking and verifying their progress.
Learns skills through on-the-job training or participating in technical skill training in a formalized setting.
Adept at “how to” of the task but no knowledge base to address “why” of the job
Does not require a degree nor credentialing.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
4) Unskilled Workers
Employees who bring no marketable skills to the job and are trained in the workplace to perform the required tasks.
ex: receptionists, cashiers, foodservice workers
Not always appropriate to use participative management (view their role as being followers, not leaders).
Can contribute to the management process by providing information and ideas without participating in the DM process.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
DM process – Data Mining
*
1)Full-time
Full-Time Employee - An individual who is designated to work a certain number of hours a week that is considered “full time” by the employer (typically 4.
§ 6.01 IntroductionBackground checks are an important component .docx
§ 6.01 Introduction
Background checks are an important component of an effective compliance program under the United States Sentencing Guidelines Manual, § 8B2.1(b)(3) (2011). If the personnel involved in promulgating the compliance program are known as people of integrity then the compliance program will be perceived as the result of a sincere effort to create a culture of ethics within the corporation.
Since the integrity of the senior management, compliance officer, and the compliance office personnel is critical to the effectiveness of the compliance program, enhanced background checks need to be conducted on all personnel who are involved in the conduct and dissemination of the compliance program.
__________
Timing:
These background checks should be conducted at the time of employment, promotion, salary increase or change of position to a compliance related function.
__________
Typically, conducting background checks on certain prospective employees can be an important part of the employee selection process for any company.
__________
Timing:
Background checks may also be advisable for employees considered for promotion or transfer into managerial or sensitive positions, or those positions which involve unsupervised employee contact with customers.
__________
__________
Strategic Point:
This practice should be reinforced throughout the company in hiring all employees since every employee is involved in promoting and participating in the compliance program.
__________
§ 6.02 Steps Involved in the Background Check Process
__________Trap:Strategic Point:
While seemingly straightforward, the steps required to conduct a legal background check are full of traps for the unwary. As a matter of federal law (and the law of many states), the process involves the following steps:
· 1.Obtain written consent for a background check from the applicant or employee;
· 2.Obtain and analyze the results of the background check;
· 3.Provide a copy of the background check to the applicant (if the results are relevant to the selection process) along with a written statement of rights and request a response;
· 4.Provide the applicant with an opportunity to respond with written comments to the background check results;
· 5.Consider the applicant’s written comments and the background check results in making a final determination as to whether the applicant will be hired, promoted, or transferred, and;
· 6.Provide the applicant with written notice (if the background check results are relevant to the selection process) of the fact that the background check results played a part in the selection process and that the applicant was not selected as a result.
__________
__________Warning:
These steps are more than just a set of best practices, they are designed to help an employer fully comply with the requirements of the Fair Credit Reporting Act. Failing to follow one or more of these steps when using background checks for employment decisions can leave a c.
© Dr. Curtis Odom. All Rights Reserved. [.docx
©
Dr.
Curtis
Odom.
All
Rights
Reserved.
[email protected]
ORGB3201
Final
Exam
Cast
Study
Questions
–
MediSys
Corporation
I. Your
Role:
You
are
a
new
Organizational
Behavior
Consultant
who
has
been
hired
by
this
client
to
improve
in
house
relationships
and
productivity.
II. In
answering
the
questions
below,
you
will
show
how
skilled
you
are
in
observing,
analyzing
and
suggesting
workplace
improvements.
Focus
not
only
on
the
what
for
each
question,
but
also
on
the
why
for
each
aspect
of
your
diagnosis,
and
on
the
how
for
each
step
of
your
action
plan.
Good
Luck!
III. Diagnosis:
1. How
well
is
the
IntensCare
team
performing?
2. How
much
teamwork
do
you
think
there
was
prior
to
the
formal
introduction
of
teams?
3. What
forces
are
affecting
the
IntensCare
team's
behavior,
culture,
and
outcome?
4. What
is
at
stake
here
for
the
company?
5. How
would
you
assess
the
situation
at
MediSys
in
terms
of
meeting
its
initial
goals
for
teams?
6. How
would
you
assess
the
situation
at
MediSys
in
terms
of
achieving
its
competitive
goals?
7. Are
people
doing
all
they
can
to
work
together?
Why
or
why
not?
8. How
do
team
members
from
different
functions
coordinate
their
efforts?
IV. Action
Planning:
9. If
you
were
Merz,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
10. If
you
were
OBrien,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
11. If
you
were
Fogel,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
12. If
you
were
Mukerjee,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
yo.
© 2013 The McGraw-Hill Companies, Inc. All rights reserved. .docx
© 2013 The McGraw-Hill Companies, Inc. All rights reserved.
Chapter
Twelve
12-2
Learning
Objec5ves
LO.1 Compare and contrast the rational model of
decision making, Simon’s normative model,
and the garbage can model.
LO.2 Discuss eight decision-making biases.
LO.3 Discuss the thrust of evidence-based decision
making and its implementation principles.
LO.4 Explain the model of decision-making styles.
LO.5 Explain the model of intuition and the ethical
decision tree.
12-3
Learning
Objec5ves
(cont.)
LO.6 Summarize the pros and cons of involving
groups in the decision-making process.
LO.7 Contrast brainstorming, the nominal group
technique, the Delphi technique, and
computer-aided decision making.
LO.8 Describe the stages of the creative process.
LO.9 Discuss the practical recommendations for
increasing creativity.
12-4
Models
of
Decision
Making
! Decision making
9 iden5fying
and
choosing
alterna5ve
solu5ons
that
lead
to
a
desired
state
of
affairs
12-5
Models
of
Decision
Making
! The Rational Model
9 proposes that managers use a rational four-
step approach to decision making.
12-6
The
Ra5onal
Model
! Identify the Problem or Opportunity
9 Problem – exists when the actual situation and
the desired situation differ
9 Opportunity - represents a situation in which
there are possibilities to do things that lead to
results that exceed goals and expectations
! Generate Alternative
Solution
s
9 For routine decisions alternatives are readily
available through decision rules
12-7
Ra5onal
Model
! Evaluate Alternatives and Select a
.
© 2013 Laureate Education, Inc. 1 Adolescence” Program .docx
© 2013 Laureate Education, Inc. 1
“Adolescence”
Program Transcript
Instructions:
Post by Day 3 the identity of your adolescent client. Summarize the
developmental crises he or she is facing. Then, explain at least two risk-taking
behaviors in which the adolescent is involved and at least one protective factor
that might be influencing his or her level of functioning. Finally, explain the impact
of these behaviors on the adolescent and his or her family. Justify your response
with references to this week’s Learning Resources and the current literature. Be
specific.
Respond by Day 5 to at least two of your colleagues using one or more of the
following approaches:
Select a colleague who was assigned a different client than you. Offer and
support at least two counseling strategies he or she might use to establish a
trusting relationship with his or her adolescent client. Support your response with
authentic observations/experiences and the current literature.
Select a colleague who was assigned the same client as you. Expand on his or
her posting by describing how you might integrate the parents/caretakers into the
adolescent’s treatment plan while also maintaining a trusting relationship with the
adolescent.
Select a colleague who was assigned the same or different client family from
you. Offer and support at least two strategies he or she might use to encourage
healthy risk-taking behaviors with their adolescent client.
[Martinez Family]
General Background:
The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).
The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.
They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.
Presenting Issues:
© 2013 Laureate Education, Inc. 2
Jeannette has brought Gabby (now 16) in to see you.
You meet with mother and daughter together, but Gabby does not speak.
Jeannette is angry and yelling at Gabby, despite your requests for her to please
calm down, take a deep breath, and speak more calmly.
Jeannette tells you that her daughter is a “slut.” She has found out that Gabby
has been having sex, which “goes against everything [they] taught her.”
Jeannette adds that Gabby now cannot get married in their church because she
is “damaged goods.” She states that she is horrified by her daughter’s behavior
and ashamed of her.
When you speak with Gabby alone, Gabby begins to cry, telling you that she
loves her boyfriend very much and doesn’t believe that having sex with him is
wrong. She tells you that the only thing that makes her sad is that her parents
“hate” her now, and she’s afraid that she’s “disappointed God.”
Gabby does admit to having lost her virginity at 14 under circumst.
© 2013 Laureate Education, Inc. 1 Young Adulthood” Prog.docx
© 2013 Laureate Education, Inc. 1
“Young Adulthood”
Program Transcript
Instructions:
Post by Day 4 a description of the client’s developmental level. Explain how you
might develop rapport with the client and promote engagement in the counseling
process. Briefly describe the counseling approach you might use with this client,
based on the theoretical model you have selected. Justify your response with
references to this week’s Learning Resources and the current literature. Be
specific.
Respond by Day 7 to at least two of your colleagues using one or more of the
following approaches:
Select a colleague who was assigned a different client than you. Validate his or
her perspective or propose an alternative perspective to at least one aspect of
his or her posting (developmental level, rapport and engagement, or treatment).
Support your response with specific references to the client family presented in
the case study and to the current literature.
Select a colleague who was assigned the same client as you. Contrast your
posts. Support your response by explaining how you might combine strengths
from each of your posts to provide a better analysis of or treatment for the client.
[Week 8: Martinez Family]
General Background:
The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).
The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.
They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.
Presenting Issues:
Gabby is now 19 years old and has come to see you. She is still living in her
parents’ home, which she says is “generally ok as long as [she does] what they
tell [her] to.”
Although she graduated from high school with fairly good grades, Gabby did not
go to college. She said that she wasn’t sure at the time what she wanted to do,
and her father told her “not to waste [his] money.”
© 2013 Laureate Education, Inc. 2
Since then, Gabby has had a series of low-paying jobs, from which she is usually
fired for missing too much work. She says that if she found a job she liked, she’d
probably take it more seriously, but so far that hasn’t happened.
Gabby also shares that she is getting a lot of pressure from her parents to “find a
husband and settle down,” although Gabby thinks she is too young for this.
Gabby is feeling anxious and lost and is looking to you for guidance.
[Reeves Family]
General Background:
The Reeves family consists of Lucas, John, Justin, and Emme. Lucas’ wife,
Anne, left him and the children shortly after Emme was born.
The family is Caucasian and of mixed European ethnic descent.
Their faith is Protestant, although Lucas notes that they do not attend church
regularly.
Lucas also sh.
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Similar to Presentation RubricIn a professional career, one may be called.docx
Final Project Guidelines and Grading GuideOverviewThe Final .docx
Final Project Guidelines and Grading Guide
Overview
The Final Project for this course is the creation of a Change Leader PowerPoint Presentation. The Change Leader PowerPoint Presentation will outline how you intend to incorporate our course learning into your career, and role as a change leader. The final product represents an authentic demonstration competency, because it will address the application of Kotter and Cohen’s eight-step change model to lead change within a specific organization. The project will be completed as One Milestone, which will be submitted in Module Eleven. You are strongly advised to apply the feedback from the eight change blogs to your Final Project.
Outcomes
To successfully complete this project, you will be expected to apply what you have learned in this course and should include the following course outcomes:
1. To understand the factors that must exist in order to facilitate “lasting or long term” change
2. To identify and apply the principles of organizational change
3. To utilize Kotter and Cohen’s eight-step model to effectively lead change
4. To apply several change theories to a variety of cases in order for students to “test” the application of theory to practice
5. To develop an understanding of the role that vision and strategy both play in developing and successfully implementing large-scale change
6. To identify and appreciate the scope involved in facilitating transformational change
7. To gain an understanding of how organizational change is achieved
8. To enhance personal capabilities and abilities for navigating change in our lives
Main Elements
The main element of this project will include a 10- to 12-slide PowerPoint presentation that shares how you will apply our course learning in your career as a change leader. The PowerPoint presentation will incorporate how you will apply the strategies learned in this course into your role as a change leader, including the following:
· How you will address Change Concepts, specifically the “drivers of change” within your organization and industry, and the reasons that individuals resist change (anger, fear, and complacency)
· How you will monitor your organization’s capacity for change (also referred to as “change readiness”)
· How you will train your organization on Kotter and Cohen’s eight-step change model, including use of the change fable and field guide
· How you will utilize Kotter and Cohen’s eight-step change model to lead change within your organization
· Any additional issues and/or concepts that further enlightened you as a change leader
Format
Milestone One:Change Leader PowerPoint Presentation
In Task11-2, you will submit a Change Leader PowerPoint Presentation. It should be a complete, polished artifact containing all the main elements of the final product. It should reflect the incorporation of feedback gained throughout the course on all tasks. This milestone will be graded using the Final Product Rubric.
Presentations
Requireme ...
Assessment Information Subject Code BUS606 Subjec
Assessment Information
Subject Code: BUS606
Subject Name: Business Research Proposal Topic Selection, Justification and
Presentation
Assessment Title: Assessment 1 – Individual Presentation
Weighting: 15 %
Total Marks:
Length:
15
Minimum of 10 slides (+- 10%)
Due Date: Submission due Week 6– Sunday at 11.59 pm
COURSE: Master of Business (Research)
Unit: Business Research Proposal and Literature Review
Unit Code: BUS606
Type of
Assessment:
Assessment 1 – Individual Presentation
Unit Learning
Outcomes
addressed:
(a) Demonstrate an advanced ability to identify, assimilate,
and review applications of, particular research techniques.
(b) Identify various means of data collection that are feasible
and can be ethically enacted.
(c) Articulate and critically evaluate differences between
alternative research methodologies.
(d) Explain how research outcomes may be affected by the
nature and application of particular research techniques.
(e) Demonstrate an advanced ability to construct a robust
methodology for addressing a research question.
(f) Explain how the use of selected methodologies is relevant
to a specific research proposal.
Criteria for
Assessment:
Understanding of the proposed project
Evidence of analysis
Organisation and use of visual aids
Non-verbal & verbal communication skills
Assessment Task:
Students are to select their proposed research topic for the Master
of Business Research thesis and make a presentation to the class
for at least 10 minutes followed by question and answer. The
presentation is required to use PowerPoint slides.
Submission Date:
Week 6– Sunday at 11.59 pm (online submission) of the
PowerPoint presentation slide deck.
Total Mark &
Weighting:
15 marks | 15%
Students are advised that any submissions past the due date without an approved
extension or approved extenuating circumstances incur a 5% penalty per calendar
day,
calculated from the total mark e.g. a task marked out of 15 will incur a 1.75 mark penalty
per calendar day.
Assessment 1– Individual Presentation. Presentations will be made during the
scheduled class time.
Assessment Description
Students are required to select a proposed research topic for their Master of Business
Research thesis that is aligned to one of the seven Research Clusters in the School of
Business as listed below. Students are required to make a presentation for 10 minutes to the
class on their proposed research topic and answer questions from the class and the lecturer.
Students must conduct extensive research on the topic and must cite relevant sources to
support their research proposal.
The MBR Research Clusters are:
Cluster 1: Leadership and Management of Large Corporations
Cluster 2: Leadership and Management of Not-for Profit Organisations
Cluster 3: Leadership and Management of Start-ups, SMEs and Family Business
Cluster 4: ...
OL 750 Individual Research PaperOverviewDuring the course, .docx
OL 750: Individual Research Paper
Overview
During the course, students will explore a number of topics of significant trends that will affect people at work over the next 30 years. Students are asked to write a paper on a topic, providing sufficient information to provide the reader with a deeper understanding of it and discussing the implications it has for self, organizations, society.
The paper should be comprehensive, well researched, having in depth analysis and displaying critical thinking skills. The topic should be relevant to the individual. It could be the future developments in their field or business or a topic that has excited the student and wish to explore further. Students should discuss the topic with the faculty member before commencing the investigation. This paper is due in Module Seven.
As part of your research you may choose to interview a leader engaged in your topic of interest. The document, Leadership Interview located in the Assignment Guidelines and Rubrics section of the course, provides a format for question asking. Use the Interview Consent form to obtain formal consent prior to the interview.
Main Elements
The research paper should include an extensive survey of the literature. It is expected that this research project will draw on a number of significant sources (minimum of 10), the majority of which must come from the Shapiro Library holdings, including electronic databases.
The following is a list of main elements that could be addressed:
1. Demographic Trends
2. Future Trends is HR
3. Recruitment and Retention
4. Trends in Government Intervention
5. Effects of Changing Technology on Traditional Business Models
6. Rebuilding of Public Trust
7. Fashion Trends
Rubric
Requirements of submission: Written components of projects must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, one-inch margins, and discipline-appropriate citations. This paper should be 12 – 15 pages in length.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
Critical Elements
Distinguished
Proficient
Emerging
Not Evident
Value
Main Elements
Includes almost all of the main elements and requirements and cites multiple examples to illustrate each element
(23-25)
Includes most of the main elements and requirements and cites many examples to illustrate each element
(20-22)
Includes some of the main elements and requirements
(18-19)
Does not include any of the main elements and requirements
(0-17)
25
Inquiry and Analysis
Explores multiple issues through extensive collection and in-depth analysis of evidence to make informed conclusions
(18-20)
Explores some issues through collection and in-depth analysis of evidence to make informed conclusions
(16-17)
Explores minimal issues through collection and analysis of evidence to make informed conclusions
(14-15)
Does not explore issues through collection and analysis of evidence.
Research Paper Guidelines and RubricOverviewThe final projec.docx
Research Paper Guidelines and Rubric
Overview
The final project for this course is the creation of a research paper. You will be examining organizational behavior and how it affects corporate strategy and decision making. This project will enable you to identify alternatives and recommend thoroughly defended strategies that leaders can use for best practices.
You will select an organizational behavior (OB) topic to research and write about. The topic must be approved by the instructor. This final product represents an authentic demonstration of the competencies achieved in this course as you put into action all that you have learned. The project is divided into three milestones and a final product, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions.
Critical Elements
Expectation of Analysis: Please see the Final Product Rubric below for grading criteria. Pay close attention to each critical element and how you will address it in your final paper.
1. Define the central OB issue or problem.
a. Substantiate multiple aspects of the problem or issue in detail.
i. Include factors like:
a. Key players and their role in the OB issue or problem (internal and/or external)
b. Key stakeholder groups (i.e., employees, customers, communities) and their role in the OB issue or problem (internal and/or external)
c. Values and behaviors (internal)
d. Culture and structure (internal)
e. Design processes (internal)
f. Reward systems (internal)
g. Economic and policy instruments used by the government (external)
2. Recommend at least three solutions for the issue or problem.
a. Explain each solution and its relevance to the context of the OB issue.
b. Defend the selection of each solution by:
i. Interpreting and applying course concepts and theories to your defense when they are applicable
ii. Citing specific examples/scenarios showing the application of your solutions
iii. Recommending strategies for success that are supported by valid and reliable scholarly resources
3. Determine an implementation strategy for each proposed solution. Be sure to include deliberate implementation strategies around OB and best practices that take into consideration the dynamics of the groups involved.
4. Conclusion
a. Write a summary focusing on key elements of your final product.
b. Tie the key elements of your proposals and implementation strategies to the issue, highlighting the positive effects the proposal will have on the performance of the organization.
The final project has three milestones. The purpose of milestones is to keep you on target and allow time for incorporating instructor feedback. Milestone 3 is a “dress rehearsal” for the final product; the same rubric is used to access Milestone 3 and your final product.
· Milestone 3: Rough draft “dress rehearsal” of research paper (Module Seven: 10–12 pages, not including title and reference pages)
· Final Paper: Final research paper (M ...
1 of 2 Fall 2010 Management Program PowerPoint P.docx
1 of 2
Fall 2010
Management Program
PowerPoint Presentation Rubric
Presenter (s) ___________________________________
Preparation
76-100 51-75 26-50 0-25 Grading Scheme
Percentage
Organization
(20%)
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student presents
information in logical
sequence which
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Audience cannot
understand presentation
because there is no
sequence of information.
Content
(20%)
Content reflects a high
level of critical thinking;
data is accurate and
strongly supports the
analysis/conclusion.
Content was obtained
from a variety of relevant
resources and was
properly cited. All issues
are fully addressed.
Presentation contained
excellent examples which
were linked to objective.
Content is well thought
out, data is relevant
and supports
conclusions; reflects
critical thinking and
several relevant
sources of data are
used and are properly
cited. All issues are
included in the
presentation and good
examples were linked
to objective.
Content reflects minimal
depth with little
application of critical
thinking; minimal relevant
data sources are used
and minimal citations are
used. Some issues are
omitted and there were
few relevant examples or
the examples were not
well explained.
Content provides no
apparent application of
critical thinking; has weak
or erroneous facts or
misinterpretation; data
does not support
conclusions. Several
issues are omitted. Few
relevant data sources
used and there was poor
citation. There were no or
too few examples or
examples were difficult to
grasp or did not apply
directly to the objective.
Grammar/
Mechanics
(20%)
Presentation has no
misspellings or
grammatical errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has three
misspellings and/or
grammatical errors.
Presentation has four or
more spelling errors and
or grammatical errors.
2 of 2
Fall 2010
Delivery (20%)
9-10 7-8 5-6 0-4 Grading Scheme
Percentage
Use of PowerPoint
(20%)
PowerPoint presentation
is professional and
enhances the
presentation.
PowerPoint
presentation is
professional based on
the grade level.
PowerPoint presentation
does not meet
expectations.
Poor quality of the
PowerPoint presentation
distracts from the
presentation.
Response to Peers
(20%)
Provided feedback to
more than 2 of your
peers’ powerpoint
presentation.
Provided feedback to
2 of your peers’
powerpoint
presentation.
Provided feedback to 1 of
your peers’ powerpoint
presentations.
Did not provide any
feedback to any peers’
powerpoint presentations.
Total Points:
Management ProgramPowerPoint Presentation RubricPresenter (s) ___________________________________
Graduate Writing ...
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docx
Due Date: 11:59 p.m. EST, Sunday of Unit 7
Points: 100
Overview:
Congratulations on your new position, Director of Corporate Training! This is such an
exciting time for you to put your training and development knowledge to work and hit the
ground running. You have just received an email from your boss with the details of your
first project:
Good morning!
We are thrilled to have you take the lead of our corporate training program. The
first project we have for you is to create a standardized training program that you
will present to your new staff in the form of a PowerPoint presentation. Essentially,
I need you to train the Trainers. There is more information about what is required
below. Please be sure to complete the Notes section of each slide in PowerPoint
with a robust and meaningful narrative, and remember to use relevant sources of
information to support your training program design. I will need this project
completed in 7 weeks.
Thank you!
Instructions:
• Your project will include the topics listed below. Address each topic providing
evidence as to why each is important to training program design:
o Curriculum road map to show the overall training program and sequence.
o Top five (5) KSA’s of your training staff.
o Competency Model based off of those KSA’s.
o Essential considerations for choosing trainers.
o Conducting a Needs Analysis.
o Selecting and preparing a training site conducive to learning.
o Learning theories used to guide training preparations and implementation.
o Appropriate pre- and post-training activities for adult learners.
o Levels of management in support of training.
o Assessing a training program’s success.
HRM308 – Training and Development
Train-the-Trainer Program
• The presentation will present the major findings of your research through the
units. The final product should showcase the concepts you have learned
throughout the course and an understanding of how the concepts are put into
real-world applications.
• Each slide should provide succinct points of the key information that you wish to
convey.
• Include a narrative for the slides in your presentation by using the Notes section
in PowerPoint to narrate the information presented in each slide.
Requirements:
• All works should be written in proper APA format.
• Include Title and Reference slides.
• Include an Introduction and Conclusion.
• Must consist of 12-15 slides, not including the required Title and Reference
slides.
• On your title slide, include the name for the project, your name, and date.
• Use at least three (3) academic references to support your work. You may use
your textbook, resources from the units, or peer-reviewed outside resources
(Wikipedia is not considered an academic resource).
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
Evaluation Rubric for Train-the-T.
A report (2500 words) with a professional formattingPropose a st.docx
A report (2500 words) with a professional formatting
Propose a strategy for growth, innovation and sustainability, in the age of pandemics, rising nationalism and uncertainty
Students will:
(1) Make recommendations for short-term (1 year) and longer-term (5 years) strategies using the “ambidexterity” model, “Blue Ocean Shift”, “Scamper” and Ansoff frameworks; students recommendations for innovation can range from new products, platforms and markets to changes in supply chains, systems, structures or skill building
(2) Recommend Strategies for Managing techno capitalism Risk and the liability of foreign-ness
(3) Using the 7S model, identify key implications of the new strategy in terms of adjustments to skills, staff, systems, structures and style
A good assignment will include:
(1) a fact-based, structured, insightful analysis of
1a the company’s current performance on the triple bottom line (Profit, People, Planet)
1b the company's core competencies
1c opportunities and threats in its environment
(2) compelling strategy recommendations for
2a short-term (1 year) and
2b longer-term (5 years)
strategies
2c a review of necessary changes in skills, staff, systems, structures and styles needed to successfully implement the recommendations
Students demonstrate they have
(1) mastered the key theoretical frameworks discussed in class,
(2) gathered high quality, internal and external data that help them understand the issues and formulate recommendations; data comes from trustworthy academic and practitioner sources (Hult-library databases, publications by leading thought leaders in HBR, McKinsey, Deloitte, The Economist, FT, and trade press, not random internet searches) and presented in an effective visual format (charts and graphs)
(3) understood the company culture and how it makes decisions based on resources and values; and that recommendations are realistic and specific to the company, leveraging its strengths and working with, rather than against, its culture
(4) mastered the art of developing strategic options, assessing them on a clear range of criteria, and make recommendations
(5) the ability to communicate recommendations and make their case in a compelling and organized way
Rubric
BUS 420 Paper (2)
BUS 420 Paper (2)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeMastery of strategy concepts and tools
30.0
ptsExcellentThe writer has very effectively mastered the strategic analysis by drawing from provided class frameworks and concepts and presents analysis that is very thoughtful, reasonable, and substantive.24.0
ptsGoodThe writer has effectively mastered the strategic analysis by drawing from provided class frameworks and concepts and presents analysis that is thoughtful, reasonable, and substantive.21.0
ptsSatisfactoryThe writer has mastered the strategic analysis by drawing from provided class frameworks and concepts in a satisfactory way, and presents analysis that is somehow thoughtful, rea.
Week 4 Written Assignment Stored Procedures as a Security Measure.docx
Week 4 Written Assignment Stored Procedures as a Security Measure
In our readings we have learned the importance of connections and the use of stored procedures and functions. For this assignment we will look at stored procedure and function methods related to securing connections and data in the database.
Note: Don’t forget your Oracle 11g documentation resource for the how to examples.
For this assignment you are required to do BOTH Part A and Part B
Part A
Submit short answers thatdiscuss the following questions:
1. What are the advantages of using stored procedures and functions in Oracle?
2. Oracle automatically tracks all object interdependencies for every PL/SQL stored object. What does this include? When does Oracle automatically recompile a stored procedure?
3. What is gained when using stored procedures in a client/server environment? What is the difference between stored procedures and function? When you create a procedure or function, you may define parameters. What types of parameters can be declared?
Lab Password Policy
Your task is to develop a single SQL script that will perform all the following tasks of enforcing password complexity:
1. Connect to SYS user.
2. Create a password complexity function (named as "is481_password") to enforce the following requirements so that the password
· Is at least six (6) characters long
· Differs from the user name
· Has at least one alpha, one numeric, and one punctuation mark character
· Is not simple or obvious, such as welcome, account , oracle, database , or user.
· Differs from the previous password by at least 3 characters
Please note the exact spelling on the function name is REQIRED.
Please note the double quotation mark (") was not a part of the specified function name.
3. Create a profile named is481_prof with the following specifications. Please note the exact spelling on the profile is REQIRED. Test your code before submission.
Number of days the password is valid before it is aged out.
60 days
Number of days ahead of expiration the user is warned about the password expiration.
1 day
Number of days before a password can be reused.
30 days
Number of times a password can be reused.
UNLIMITED
Number of failed login tries allowed before the account is locked.
3
Number of days an account is locked due to failed login tries
13 days
PASSWORD_VERIFY_FUNCTION
is481_password
4. Assign the above profile to user DBSEC that you have already created. (15 points)
Tips:
1. One SQL(PL/SQL) file is required to complete all the above tasks.
3. Typical syntax on connecting to SYS is: "conn sys/password as sysdba;"
Submission Requirement:
The SQL script file and the screen capture of your creation will be required for full credit.
Weeks 5–6 Assignment Rubric
CATEGORY
EXCELLENT – above expectations
GOOD – met expectations
FAIR – below expectations
POOR – significantly below expectations or missing
SCORE
Introduction
(28 points possible)
The introduction shows depth, .
One of the risks you anticipated for the project was the late delive.docx
One of the risks you anticipated for the project was the late delivery of the prototype from the vendor. You adjusted your project schedule to minimize the impact of the risk, built in a penalty for late delivery, and created action plans in case the vendor delivered late. You also identified a risk with the vendor that they have very little technical depth; if the key engineer is not available to your project, the risk of a delay is even greater. You determined how you would monitor the vendor's performance and ensure a timely delivery. You took a very risk-averse, protective approach to the relationship, but now, as the project is progressing, you are wondering if there is something you could do with the vendor to actually benefit the project instead of just protecting it.
Assignment Guidelines:
Create a 1-page addendum to your risk management plan that describes how you will modify the plans or create new plans relative to that vendor to create an opportunity that will result in lower costs, earlier delivery, higher quality, or other positive impacts.
Also, answer the following questions:
What can you change in your plans to create an opportunity?
What would that opportunity be?
What is the probability that this opportunity could occur? What is the impact?
What are the risks (adverse effect) that are introduced by this change in plans?
How will you communicate this change to the vendor?
Your submitted assignment (
175 points
) must include the following:
A compiled risk management plan with your 1-page addendum in it
A 2 to 3 page document answering the questions above
Submit both files as 1 zipped document to the drop box
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations:
Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria
Exemplary (A))
Accomplished (B)
Proficient (C)
Partially Proficient (D)
Unacceptable (F)
BUSINESS PROGRAM CONTENT
Functional areas include, where applicable:
Leadership, management, innovation, and teambuilding
Operations and Marketing Finance
Economics
Qualitative and quantitative
tools
Technology and Internet Ethical and legal issues International issues
Demonstrates outstanding or exemplary mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
All requirements of the assignment are included in the response.
Demonstrates sound or accomplished mastery of content, appropriate to the assignment and the relevant terminal course objectives and program learning outcomes.
Most requirements of the assignment are included in the response.
Demonstrates adequate or proficient mastery of content, appropriate to the assignment and th.
Andy Kirk's Talk at the Information Plus Conference 2016
Andy Kirk's talk slides at the Information Plus Conference 2016 - "Developing Visualisation Literacy: Experiences From the Front Line"
Ash edu 650 week 4 assignment effective lesson planning and design new
ash edu 650 week 4 assignment effective lesson planning and design new,ash edu 650 week 4,edu 650 week 4,edu 650 effective lesson planning and design,ash edu 650 week 4 tutorial,ash edu 650 week 4 assignment,ash edu 650 week 4 help
Ash edu 650 week 4 assignment effective lesson planning and design new
ash edu 650 week 4 assignment effective lesson planning and design new,ash edu 650 week 4,edu 650 week 4,edu 650 effective lesson planning and design,ash edu 650 week 4 tutorial,ash edu 650 week 4 assignment,ash edu 650 week 4 help
Assignment ApplicationUsing the DataInformationKnowledgeWisdo.docx
Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum
Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.
Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom.
To prepare:
1.Review the information in Figure 6–2 in
Nursing Informatics and the Foundation of Knowledge
.
Figure 6-2. DIKW Framework
2.Develop a clinical question related to your area of practice that you would like to explore.
QUESTION: What is the
Acute Myocardial Infarction
Core Measure
Set.
3.Consider what you currently know about this topic. What additional information would you need to answer the question?
4.Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
Once you have identified useful databases, how would you go about finding the most relevant articles and information?
Consider how you would extract the relevant information from the articles.
How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?
By Day 7 of Week 4
Write a
3- to 4-page
paper that addresses the following:
1.Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
Identify the databases and search words you would use.
Relate how you would take the information gleaned and turn it into useable knowledge.
2.Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.
Y
our paper must also include a title page, an introduction, a summary, and a reference pa
ge.
Grading Criteria
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Perf.
Similar to Presentation RubricIn a professional career, one may be called.docx (16)
Final Project Guidelines and Grading GuideOverviewThe Final .docx
Final Project Guidelines and Grading GuideOverviewThe Final .docx
OL 750 Individual Research PaperOverviewDuring the course, .docx
OL 750 Individual Research PaperOverviewDuring the course, .docx
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1 of 2 Fall 2010 Management Program PowerPoint P.docx
1 of 2 Fall 2010 Management Program PowerPoint P.docx
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docx
Due Date 1159 p.m. EST, Sunday of Unit 7 Points 10.docx
A report (2500 words) with a professional formattingPropose a st.docx
A report (2500 words) with a professional formattingPropose a st.docx
Week 4 Written Assignment Stored Procedures as a Security Measure.docx
Week 4 Written Assignment Stored Procedures as a Security Measure.docx
One of the risks you anticipated for the project was the late delive.docx
One of the risks you anticipated for the project was the late delive.docx
Andy Kirk's Talk at the Information Plus Conference 2016
Andy Kirk's Talk at the Information Plus Conference 2016
Ash edu 650 week 4 assignment effective lesson planning and design new
Ash edu 650 week 4 assignment effective lesson planning and design new
Ash edu 650 week 4 assignment effective lesson planning and design new
Ash edu 650 week 4 assignment effective lesson planning and design new
Assignment ApplicationUsing the DataInformationKnowledgeWisdo.docx
Assignment ApplicationUsing the DataInformationKnowledgeWisdo.docx
More from harrisonhoward80223
© 2006 Thomson-Wadsworth© 2006 Thomson-Wadsworth.docx
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
1) Professional
2) Supervisory
3) Skilled workers
4) Unskilled workers
Not mutually exclusive
1)Professional staff
Professionals - Individuals who have extensive formal education in a field and have acquired the knowledge and skills to make independent judgments and to function in that field with minimum supervision.
Entry Level - A beginning position in a profession.
ex: an entry-level dietitian
© 2006 Thomson-Wadsworth
Basic skills in Food Service Systems, General Nutrition. Able to work as a generalist dietitian.
© 2006 Thomson-Wadsworth
*
Professional staff
Specialization - The process of acquiring in-depth knowledge and skills in a narrow area of a profession.
Managers well honed in mgt skills will have some “practice skills” lost.
Generally, professionals are assumed to prefer participative management.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
A management style that encourages participation or consensus management; may be very effective when dealing with professional staff.Autocratic management style may create discontent among professional employees.
2) Supervisory personnel
Supervisors - Individuals with authority to oversee and direct the work of subordinates as well as having responsibility for their own work.
Often a supervisor is a frontline manager.
The level of authority of each supervisor should be sufficient to allow for the fulfillment of the assigned task.
Should be allowed to perform a new task several times before being given full responsibility and supported during transitional period.
On-the job training is essential for supervisor.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
3) Skilled Workers
Individuals who have special training or skills to perform a specific job.
ex: cooks, secretaries, exterminators
Usually do not need micromanagement.
Micromanagement - The act of providing intensive supervision to subordinates by constantly checking and verifying their progress.
Learns skills through on-the-job training or participating in technical skill training in a formalized setting.
Adept at “how to” of the task but no knowledge base to address “why” of the job
Does not require a degree nor credentialing.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
*
4) Unskilled Workers
Employees who bring no marketable skills to the job and are trained in the workplace to perform the required tasks.
ex: receptionists, cashiers, foodservice workers
Not always appropriate to use participative management (view their role as being followers, not leaders).
Can contribute to the management process by providing information and ideas without participating in the DM process.
© 2006 Thomson-Wadsworth
© 2006 Thomson-Wadsworth
DM process – Data Mining
*
1)Full-time
Full-Time Employee - An individual who is designated to work a certain number of hours a week that is considered “full time” by the employer (typically 4.
§ 6.01 IntroductionBackground checks are an important component .docx
§ 6.01 Introduction
Background checks are an important component of an effective compliance program under the United States Sentencing Guidelines Manual, § 8B2.1(b)(3) (2011). If the personnel involved in promulgating the compliance program are known as people of integrity then the compliance program will be perceived as the result of a sincere effort to create a culture of ethics within the corporation.
Since the integrity of the senior management, compliance officer, and the compliance office personnel is critical to the effectiveness of the compliance program, enhanced background checks need to be conducted on all personnel who are involved in the conduct and dissemination of the compliance program.
__________
Timing:
These background checks should be conducted at the time of employment, promotion, salary increase or change of position to a compliance related function.
__________
Typically, conducting background checks on certain prospective employees can be an important part of the employee selection process for any company.
__________
Timing:
Background checks may also be advisable for employees considered for promotion or transfer into managerial or sensitive positions, or those positions which involve unsupervised employee contact with customers.
__________
__________
Strategic Point:
This practice should be reinforced throughout the company in hiring all employees since every employee is involved in promoting and participating in the compliance program.
__________
§ 6.02 Steps Involved in the Background Check Process
__________Trap:Strategic Point:
While seemingly straightforward, the steps required to conduct a legal background check are full of traps for the unwary. As a matter of federal law (and the law of many states), the process involves the following steps:
· 1.Obtain written consent for a background check from the applicant or employee;
· 2.Obtain and analyze the results of the background check;
· 3.Provide a copy of the background check to the applicant (if the results are relevant to the selection process) along with a written statement of rights and request a response;
· 4.Provide the applicant with an opportunity to respond with written comments to the background check results;
· 5.Consider the applicant’s written comments and the background check results in making a final determination as to whether the applicant will be hired, promoted, or transferred, and;
· 6.Provide the applicant with written notice (if the background check results are relevant to the selection process) of the fact that the background check results played a part in the selection process and that the applicant was not selected as a result.
__________
__________Warning:
These steps are more than just a set of best practices, they are designed to help an employer fully comply with the requirements of the Fair Credit Reporting Act. Failing to follow one or more of these steps when using background checks for employment decisions can leave a c.
© Dr. Curtis Odom. All Rights Reserved. [.docx
©
Dr.
Curtis
Odom.
All
Rights
Reserved.
[email protected]
ORGB3201
Final
Exam
Cast
Study
Questions
–
MediSys
Corporation
I. Your
Role:
You
are
a
new
Organizational
Behavior
Consultant
who
has
been
hired
by
this
client
to
improve
in
house
relationships
and
productivity.
II. In
answering
the
questions
below,
you
will
show
how
skilled
you
are
in
observing,
analyzing
and
suggesting
workplace
improvements.
Focus
not
only
on
the
what
for
each
question,
but
also
on
the
why
for
each
aspect
of
your
diagnosis,
and
on
the
how
for
each
step
of
your
action
plan.
Good
Luck!
III. Diagnosis:
1. How
well
is
the
IntensCare
team
performing?
2. How
much
teamwork
do
you
think
there
was
prior
to
the
formal
introduction
of
teams?
3. What
forces
are
affecting
the
IntensCare
team's
behavior,
culture,
and
outcome?
4. What
is
at
stake
here
for
the
company?
5. How
would
you
assess
the
situation
at
MediSys
in
terms
of
meeting
its
initial
goals
for
teams?
6. How
would
you
assess
the
situation
at
MediSys
in
terms
of
achieving
its
competitive
goals?
7. Are
people
doing
all
they
can
to
work
together?
Why
or
why
not?
8. How
do
team
members
from
different
functions
coordinate
their
efforts?
IV. Action
Planning:
9. If
you
were
Merz,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
10. If
you
were
OBrien,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
11. If
you
were
Fogel,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
you
take
action?
12. If
you
were
Mukerjee,
how
would
you
feel
about
the
team
and
the
IntensCare
project?
a. What
things
would
you
consider
in
acting
within
and
managing
the
team?
b. How
would
yo.
© 2013 The McGraw-Hill Companies, Inc. All rights reserved. .docx
© 2013 The McGraw-Hill Companies, Inc. All rights reserved.
Chapter
Twelve
12-2
Learning
Objec5ves
LO.1 Compare and contrast the rational model of
decision making, Simon’s normative model,
and the garbage can model.
LO.2 Discuss eight decision-making biases.
LO.3 Discuss the thrust of evidence-based decision
making and its implementation principles.
LO.4 Explain the model of decision-making styles.
LO.5 Explain the model of intuition and the ethical
decision tree.
12-3
Learning
Objec5ves
(cont.)
LO.6 Summarize the pros and cons of involving
groups in the decision-making process.
LO.7 Contrast brainstorming, the nominal group
technique, the Delphi technique, and
computer-aided decision making.
LO.8 Describe the stages of the creative process.
LO.9 Discuss the practical recommendations for
increasing creativity.
12-4
Models
of
Decision
Making
! Decision making
9 iden5fying
and
choosing
alterna5ve
solu5ons
that
lead
to
a
desired
state
of
affairs
12-5
Models
of
Decision
Making
! The Rational Model
9 proposes that managers use a rational four-
step approach to decision making.
12-6
The
Ra5onal
Model
! Identify the Problem or Opportunity
9 Problem – exists when the actual situation and
the desired situation differ
9 Opportunity - represents a situation in which
there are possibilities to do things that lead to
results that exceed goals and expectations
! Generate Alternative
Solution
s
9 For routine decisions alternatives are readily
available through decision rules
12-7
Ra5onal
Model
! Evaluate Alternatives and Select a
.
© 2013 Laureate Education, Inc. 1 Adolescence” Program .docx
© 2013 Laureate Education, Inc. 1
“Adolescence”
Program Transcript
Instructions:
Post by Day 3 the identity of your adolescent client. Summarize the
developmental crises he or she is facing. Then, explain at least two risk-taking
behaviors in which the adolescent is involved and at least one protective factor
that might be influencing his or her level of functioning. Finally, explain the impact
of these behaviors on the adolescent and his or her family. Justify your response
with references to this week’s Learning Resources and the current literature. Be
specific.
Respond by Day 5 to at least two of your colleagues using one or more of the
following approaches:
Select a colleague who was assigned a different client than you. Offer and
support at least two counseling strategies he or she might use to establish a
trusting relationship with his or her adolescent client. Support your response with
authentic observations/experiences and the current literature.
Select a colleague who was assigned the same client as you. Expand on his or
her posting by describing how you might integrate the parents/caretakers into the
adolescent’s treatment plan while also maintaining a trusting relationship with the
adolescent.
Select a colleague who was assigned the same or different client family from
you. Offer and support at least two strategies he or she might use to encourage
healthy risk-taking behaviors with their adolescent client.
[Martinez Family]
General Background:
The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).
The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.
They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.
Presenting Issues:
© 2013 Laureate Education, Inc. 2
Jeannette has brought Gabby (now 16) in to see you.
You meet with mother and daughter together, but Gabby does not speak.
Jeannette is angry and yelling at Gabby, despite your requests for her to please
calm down, take a deep breath, and speak more calmly.
Jeannette tells you that her daughter is a “slut.” She has found out that Gabby
has been having sex, which “goes against everything [they] taught her.”
Jeannette adds that Gabby now cannot get married in their church because she
is “damaged goods.” She states that she is horrified by her daughter’s behavior
and ashamed of her.
When you speak with Gabby alone, Gabby begins to cry, telling you that she
loves her boyfriend very much and doesn’t believe that having sex with him is
wrong. She tells you that the only thing that makes her sad is that her parents
“hate” her now, and she’s afraid that she’s “disappointed God.”
Gabby does admit to having lost her virginity at 14 under circumst.
© 2013 Laureate Education, Inc. 1 Young Adulthood” Prog.docx
© 2013 Laureate Education, Inc. 1
“Young Adulthood”
Program Transcript
Instructions:
Post by Day 4 a description of the client’s developmental level. Explain how you
might develop rapport with the client and promote engagement in the counseling
process. Briefly describe the counseling approach you might use with this client,
based on the theoretical model you have selected. Justify your response with
references to this week’s Learning Resources and the current literature. Be
specific.
Respond by Day 7 to at least two of your colleagues using one or more of the
following approaches:
Select a colleague who was assigned a different client than you. Validate his or
her perspective or propose an alternative perspective to at least one aspect of
his or her posting (developmental level, rapport and engagement, or treatment).
Support your response with specific references to the client family presented in
the case study and to the current literature.
Select a colleague who was assigned the same client as you. Contrast your
posts. Support your response by explaining how you might combine strengths
from each of your posts to provide a better analysis of or treatment for the client.
[Week 8: Martinez Family]
General Background:
The Martinez family consists of Miguel, Jeannette, Gabby, Tommy, and Christina
(the adopted daughter of Jeannette’s cousin).
The family’s ethnicity is Hispanic, and both Miguel and Jeannette come from very
large extended families—many of whom live in the area.
They are Seventh-Day Adventists who are very involved in their church; they
both hold leadership positions in the church and attend services multiple times
each week.
Presenting Issues:
Gabby is now 19 years old and has come to see you. She is still living in her
parents’ home, which she says is “generally ok as long as [she does] what they
tell [her] to.”
Although she graduated from high school with fairly good grades, Gabby did not
go to college. She said that she wasn’t sure at the time what she wanted to do,
and her father told her “not to waste [his] money.”
© 2013 Laureate Education, Inc. 2
Since then, Gabby has had a series of low-paying jobs, from which she is usually
fired for missing too much work. She says that if she found a job she liked, she’d
probably take it more seriously, but so far that hasn’t happened.
Gabby also shares that she is getting a lot of pressure from her parents to “find a
husband and settle down,” although Gabby thinks she is too young for this.
Gabby is feeling anxious and lost and is looking to you for guidance.
[Reeves Family]
General Background:
The Reeves family consists of Lucas, John, Justin, and Emme. Lucas’ wife,
Anne, left him and the children shortly after Emme was born.
The family is Caucasian and of mixed European ethnic descent.
Their faith is Protestant, although Lucas notes that they do not attend church
regularly.
Lucas also sh.
© 2013 Laureate Education, Inc. 1 NURS 6441 Indivi.docx
© 2013 Laureate Education, Inc. 1
NURS 6441
Individual Project Overview
Project Overview and Timeline
The Individual Project Assignments in this course are designed to provide you with a
practical understanding of project management activities in a health care organization.
In each of these three Assignments you have the option of interviewing an individual
who has managed real-life projects about selected aspects related to project
management, or you may choose to write a scholarly paper in which you draw insights
from published articles describing organizations’ experiences in health care information
technology projects. Either of these experiences will help you develop a first-hand
understanding of project management challenges and strategies within one or more
organizations.
The Individual Project Assignments are woven throughout the course and aligned with
course content. For each experience, the completion of a written Assignment aligned to
one of the following experiences is required:
Interview: Interview an individual with project management experience in an
organization of your choosing about one or more designated topics.
OR
Scholarly Paper: Examine a minimum of three organizations that have published
descriptions about a health care information technology project.
Tips and Guidelines
Interview
As you conduct an interview, note your observations, thoughts, and insights regarding
the individual’s roles and functions and how they are carried out. For each individual
interview, address the questions provided in the Topics and Questions section (in Week
2, Week 5, and Week 7) of this document. Keep in mind, though, that responses to the
questions represent the minimum amount of information required in the paper. You are
encouraged to explore the questions fully with thought-provoking follow-up questions.
Your paper should include the individual’s responses to your questions, and—after
some reflection—your analysis of the interviewee’s responses. Write the first draft of
your paper immediately following the interview so all of the information is fresh in your
mind. As you write, reflect upon the topics covered in this course, and synthesize your
knowledge of those topics with what you discussed during the interview.
© 2013 Laureate Education, Inc. 2
Try to match your Assignment setting to your professional goals. Consider interviewing
someone in your own organization or in an organization where you might want to work
as a nurse informaticist after you graduate.
If you are unable to complete the Individual Project Assignments with a project manager
in a health care organization, search for an individual who has managed a project,
preferably a technology project, in another type of setting. If you are unable to find an
interviewee, you must complete the scholarly paper option.
Scholarly Paper
To prepare for this Assignment option, you will need to find articles or ot.
© 2013 Laureate Education, Inc. 1 NURS 6441 Work .docx
© 2013 Laureate Education, Inc. 1
NURS 6441
Work Breakdown Structure (WBS) Formats
Imagine that you are a project manager tasked with the implementation of a hospital’s
new electronic health record (EHR) system. The system components are broken down
into four major deliverables and a series of granular deliverables that correspond to
each major one. For the Week 6 Discussion, explore the three work breakdown
structure formats below to see how the EHR implementation can be represented
through a WBS.
Tabular WBS:
Level 1 Level 2 Level 3 Start
Date
End
Date
Owner
1
Electronic
Health
Record
(EHR)
1.1 Patient
Information
Management
(PIM)
Module
1.1.1 Admission,
Discharge, and
Transfer Module
6/28/14 8/30/15 PIM
Team
1.1.2 Registration
Module
1.1.3 Master
Patient Index
1.1.4 Patient
Scheduling Module
1.2 Clinical
Information
System
(CIS)
1.2.1 Clinical Alert
System
2/22/15 9/22/15 CIS Team
1.2.2 Clinical Rules
Engine
1.2.3 Consult
Tracking Module
1.2.4 Order
Management
System
1.2.5 Results
Reporting System
1.2.6 Computerized
Provider Order
Entry Module
1.2.7 Patient
Intake/Output
Module
1.3
Laboratory
Module
1.3.1 Anatomic
Pathology
Reporting Module
8/31/14 10/29/14 Lab Team
1.3.2 Microbiology
Reporting Module
1.3.3 Chemistry
Reporting Module
1.4 1.4.1 Adverse 10/30/14 11/6/14 Pharmacy
© 2013 Laureate Education, Inc. 2
Level 1 Level 2 Level 3 Start
Date
End
Date
Owner
Pharmacy
Module
Reaction Tracking
System
Team
1.4.2 Electronic
Medication
Administration
Record
1.4.3 Bar Code
Medication
Administration
1.4.4 Pharmacy
Inpatient/Outpatient
Information System
Hierarchal WBS:
Level WBS Code Element Name
1 1 Electronic Health Record
2 1.1 Patient Information Management Module
3 1.1.1 Admission, Discharge, and Transfer Module
3 1.1.2 Registration Module
3 1.1.3 Master Patient Index
3 1.1.4 Patient Scheduling Module
2 1.2 Clinical Information System
3 1.2.1 Clinical Alert System
3 1.2.2 Clinical Rules Engine
3 1.2.3 Consult Tracking Module
3 1.2.4 Order Management System
3 1.2.5 Results Reporting System
3 1.2.6 Computerized Provider Order Entry Module
3 1.2.7 Patient Intake/Output Module
2 1.3 Laboratory Module
3 1.3.1 Anatomic Pathology Reporting Module
3 1.3.2 Microbiology Reporting Module
3 1.3.3 Chemistry Reporting Module
2 1.4 Pharmacy Module
2 1.4.1 Adverse Reaction Tracking System
2 1.4.2 Electronic Medication Administration Record
2 1.4.3 Bar Code Medication Administration
2 1.4.4 Pharmacy Inpatient/Outpatient Information System
© 2013 Laureate Education, Inc. 3
1. Electronic Health
Record
1.1 Patient
Information
Management
Module
1.1.1 Admission,
Discharge, and
Transfer Module
1.1.2 Registration
Module
1.1.3 Master Patient
Index
1.1.4 Patient
Scheduling Module
1.2 Clinical
Information System
1.2.1 Clini.
© 2013 Laureate Education, Inc. 1 Comprehensive Write-u.docx
© 2013 Laureate Education, Inc. 1
Comprehensive Write-up Guide
Week 2 Assignment: Comprehensive Patient Assessment
When completing practicum requirements in clinical settings, you and your Preceptor
might complete several patient assessments in the course of a day or even just a few
hours. This schedule does not always allow for a thorough discussion or reflection on
every patient you have seen. As a future advanced practice nurse, it is important that
you take the time to reflect on a comprehensive patient assessment that includes
everything from patient medical history to evaluations and follow-up care. For this
Assignment, you begin to plan and write a comprehensive assessment paper that
focuses on one female patient from your current practicum setting.
To complete:
Write an 8- to 10-page comprehensive paper that addresses the following:
1. General patient information
a. Age
b. Race/ethnicity
c. Partner status
2. Current health status
a. Chief concern/complaint and history of present illness (include a complete
symptom analysis of chief complaint(s) utilizing OLDCART for a sick/problem
focused visit)
b. Last menstrual period or year of menopause
c. DES exposure (if born between 1948 and 1971)
d. Sexual activity status
e. Barrier prevention
f. Sexual preference
g. Satisfaction with sexual relations
3. Contraception method (if any)
4. Patient history
a. Past medical history
• Major medical events (including pediatric events)
• Psychological and mental health
• Surgeries and/or hospitalizations if pertinent
• Medications, including prescriptions, over-the-counter medications, home
and herbal remedies, calcium, and vitamin supplements
• Allergies, including drug, food, and environment
© 2013 Laureate Education, Inc. 2
• Health maintenance/screenings, including results of patient’s last Pap and
mammogram as appropriate, as well as previous vaccinations (HPV,
MMR, hepatitis B, last dT, and pneumovax/influenza as appropriate)
b. Family medical history
c. Gynecologic history
• Nullipara vs. multipara
• History of sexually transmitted infections and sexually transmitted
diseases
• Menarche and menstrual patterns
• Menopause or peri-menopausal symptoms (if applicable)
d. Obstetric history
• Gravida and parity status (TPAL)
• Pregnancy history, including history of preterm or low birth weight, other
pregnancy complications, history of sexually transmitted diseases, and
any pertinent negatives
e. Personal social history (as appropriate to the current problem)
• Cultural background
• Education and economic condition
• Abuse history including assault and forced sex (past and current)
• Occupational health patterns
• Environment
• Current health habits and/or risk factors
• Substance use (must include for every patient)
• Tobacco including frequency and longevity
• Alcohol including results of CAGE unless patient has never used
• Recre.
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.Mc.docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.McGraw-Hill/Irwin
Friendship, Intimacy, and
Singlehood
Chapter 9
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-2
Friendship, Love, and
Commitment
Friendship is the foundation for love and
commitment
Love reflects the positive factors that draw
people together
Commitment reflects the stable factors that
help maintain relationships for better or worse
These three things are in all relationships to
some degree. It is the degree that defines
relationships
All Closely linked
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-3
Fabric of Friendship
Enjoyment
Acceptance
Trust
Respect
Mutual Assistance
Confiding
Understanding
Spontaneity
Degrees of each… Davis and Todd, 1985
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-4
Love versus Friendship
Fascination
Exclusiveness
Sexual desire
Depth of caring
Potential for enjoyment
Potential for conflict, distress, criticism
Love Has Greater
Than Friendship
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-5
Sternberg’s Love Triangle
Argues three dimensions found in love
Presence or absence of these
dimensions determine type of love
Dimensions:
Commitment—cognitive aspect
Passion—motivational aspect
Intimacy—emotional aspect
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-6
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-7
The Love Triangle:
Commitment
A person’s attachment to another
Process develops over time
Represents desire to be faithful
Can be expressed by moving to a more
advanced stage of a relationship
This part of love is present in long-term
relationships and is responsible for
people staying together through difficulty
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-8
The Love Triangle:
Intimacy
The bonding and emotional closeness or
connectedness
Involves:
sharing feelings
self disclosure
emotional support
Increases as the closeness grows
Gains greater depth as a relationship matures
Is defined differently throughout:
Illness example
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-9
The Love Triangle:
Passion
Develops quickly
Romantic feelings, desires, and arousal
Often involves touching, kissing, and being
affectionate
Passion is wonderful but it can fade quickly
Passion does not give people the sticking
power for raising children
Passion does not get you through illness,
death, or other crises
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-10
Sternberg’s Eight Types of Love
Non-love
Nothing there: “Meh.”
Liking
Intimacy only
Infatuation
Passion only
Empty love
Commitment only
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
9-11
Sternberg’s Eight Ty.
© 2011 The McGraw-Hill Companies, Inc. All rights reserved..docx
© 2011 The McGraw-Hill Companies, Inc. All rights reserved.
Police in America
Chapter Seven
Patrol: The Backbone of Policing
The Central Role of PatrolMajority of police officers assigned to patrolGatekeepers of the CJ System and therefore most important decision makersExperience on patrol formative part of police officer’s careerLeast desirable assignment
The Functions of Patrol
To deter crime
To enhance feelings of public safety
To make officers available for service
The Organization and Delivery of PatrolFactors affecting the delivery of patrol services
Number of sworn officers
Police-population ratio
Assignment to Patrol
Distribution of Patrol Officers
One versus two officer cars
Work styles of officers“Hot Spots”
An area that receives a disproportionate number of calls for police service/ has a high crime rate Types of Patrol:
- Foot patrolAutomobile patrol
- One officer versus two officer cars Staffing Patrol Beats
- On any given night, no officer is available for many patrol beats
- Police patrol is very expensive
Styles of PatrolIndividual Styles
Officer-initiated activity
Includes stopping, questioning, frisking suspicious citizens, stopping vehicles, writing traffic tickets, etc.
Amount varies between departmentsSupervisor Styles
Also affect an officer’s level of activity
Organizational Styles
James Q. Wilson identified three distinct organizational styles.
The watchman style emphasizes peace-keeping without aggressive law enforcement and few controls over rank-and-file officers.
The legalistic style emphasizes aggressive crime-fighting an attempts to control officer behavior through a rule-bound, “by the book” administrative approach.
The service style emphasizes responsiveness to community expectations and is generally found in suburban police departments where there is relatively little crime.
Patrol SupervisionThe Role of Sergeant: Patrol supervision is usually accomplished by the sergeant on duty. The principle of span of control holds that a supervisor can effectively manage only a limited number of people. The recommended span of control is one sergeant for about every eight officers.
The Communications Center
The Nerve Center of Policing
911 Communications center
Citizen-dominated
Reactive
Incident-based
911 Systems
Processing Calls for Service
Operator-Citizen Interactions
911 Systems
Introduced by AT&T Company in 1968
911 systems contributed to increase in calls for service
To handle this increase, departments assign priorities to incoming calls based on seriousness of problem
Police able to more efficiently manage delayed responses to non-emergency calls
Processing Calls for ServiceCommunication center operators
Obtain information from caller and makes decision about appropriate response
Exercise tremendous discretion
Only ½ of all calls to 911 result in a dispatch
Operators ask questions of callers
Operators assess situation
Operators decide how many and which officers to dispat.
© 2010 by The Johns Hopkins University PressConflicting Va.docx
© 2010 by The Johns Hopkins University Press
Conflicting Values
and Disparate
Epistemologies:
The Ethical Necessity
of Engagement
Mohammed Abouelleil Rashed
Keywords: communication, harm, psychiatry, lan-
guage
I
am delighted for the occasion to respond
to Verhagen’s insightful commentary and
Gupta’s important critique of my paper. In the
process, I hope to further clarify my thesis and the
proposal that stems from it. I start by attending to
Verhagen’s commentary, because in many ways we
are in substantial agreement and, if anything, his
observations help to further elucidate many of the
ideas I propose. After that I turn to Gupta, who
disagrees with me on several important points.
Verhagen’s four levels of analysis of psychiatric
knowledge bring in to focus the fault lines, or
the points in psychiatric practice and theory that
require critical attention if we are not to inadver-
tently bring harm upon patients. It is already at
the junction of the first level (experience of the
patient as incorporated in to a narrative) and the
second level (the clinician’s formulation of the
story), as Verhagen observes, that there is a risk
of losing the uniqueness of the patient’s story, and
with it the values she attaches to her experiences
and current predicament. Diagnostic devices like
‘criterion B’ and ‘cultural congruence’ may have
been introduced to safe guard against patholo-
gizing normality, but as I have demonstrated
throughout section 3 of my paper, that cannot be
guaranteed, and these devices may in fact be part
of the problem.
The problems between the second and third
levels of analysis really start at the second level
when the story is reformulated in to a ‘case’ with
a specific ‘diagnosis.’ Once that is done, clinicians
inevitably appeal to the known explanations for
the diagnosed disorder, whether psychological or
biological. The problem here is that other pos-
sible explanatory frameworks, such as spiritual/
religious, are eliminated as possibilities, partly
because the patient’s story has been redescribed
in the language of disorder thereby losing the
essential characteristics that make it her story.
Redescribing the patient’s experiences hampers
further attempts at meaning seeking (which in-
cludes a search for explanation), especially if that
occurs in a coercive context (I address this again
in my response to Gupta). Finally, it is the fourth
level where the epistemological foundation for
psychiatry stands. The psychiatric commitment to
a positivist/empiricist approach to experience and
214 ■ PPP / Vol. 17, No. 3 / September 2010
belief feeds in to the other two levels; it limits the
availability of alternative explanatory models in
the third and the legitimacy of subjective narrative
in the second.
I am in agreement with Verhagen that psychia-
trists “need to understand how they are related to
their knowledge,” and they also need to be aware
what could go wrong at t.
© 2009 • Journal of Sport Administration & Supervision • Vol. .docx
© 2009 • Journal of Sport Administration & Supervision • Vol. 1, No. 1, April 200952
Examining the Effectiveness of Athlete Celebrity
endorser characteristics and Product Brand
type: the endorser Sexpertise continuum
Christina S. Simmers, Datha Damron-Martinez, & Diana L. Haytko
ABStrAct
This research furthers the theoretical perspectives that athlete endorsers are brands unto
themselves, and that athlete-endorser effectiveness is determined by congruent pairings of the
athlete-endorser brand and the product brand by introducing the Endorser Sexpertise Continuum.
This model categorizes athlete celebrity endorsers on the Endorser Sexpertise Continuum with
anchor points referred to as “acquirable expertise” and “likeability.” As in successful brand
alliances, this model suggests the types of products/brands the athlete celebrities would be most
successful in endorsing, depending on their positioning on the continuum.
Simmers, C. S., Damron-Martinez, D., & Haytko, D. L. (2009). Examining the effectiveness of athlete celebrity endorser
characteristics and product brand type: The Endorser Sexpertise Continuum. Journal of Sport Administration & Supervision 1(1),
52-64. doi:10.3883/v1i1_simmers; published online April, 2009.
introduction
Forbes reported that the 10 richest male and
female athletes made a combined $600 million
in salary, prize money and endorsements,
including men’s professional golfer Tiger
Woods who alone earned nearly $100 million
in sponsorships in 2008 (Badenhausen, 2008;
Thomaselli, 2008). Interestingly, many top
athlete endorsers make considerably more
money as endorsers than as athletes in their
chosen sport. For example from June 2007 to
June 2008, female professional golfer Michelle
Wie earned $12 million in endorsement money
but only $39,000 in prize money. Similarly,
former professional basketball player Michael
Jordan made $45 million in endorsements,
despite not having participated in his sport
for many years (Badenhausen, 2008). Some
athletes endorse a multitude of products (e.g.,
National Football League quarterback Peyton
Manning, Woods, and female racecar driver
Danica Patrick), while others limit themselves
keyWordS:
Sport marketing, brand
management, celebrity
endorser, sponsorship, product
endorsement, celebrity
athlete, athlete spokesperson,
source credibility, source
attractiveness
Dr. Christina S. Simmers is
an assistant professor of marketing
at Missouri State University in
Springfield, Missouri. She holds
an MBA from Nicholls State
University and a PhD in marketing
from Louisiana State University.
Her research interests include
advertising issues, consumer
information processing, consumer
behavior and brand alliances.
Dr. Datha Damron-Martinez
is an assistant professor of
marketing at Truman State
University in Kirksville, Missouri.
She holds an MBA, an MA in
Economics, and a PhD in Business
Administration/Marketing from
New Mexico State .
© 2009 John Wiley and Sons AustraliaDistribution (place).docx
© 2009 John Wiley and Sons Australia
Distribution (place)
Week 8
Part 2
\assap dawgs
*
© 2009 John Wiley and Sons Australia
Vertical Marketing System
(VMS)
A channel of distribution in which there is formal cooperation among members at the manufacturing, wholesaling, and retailing levels
A marketing channel in which all stages occur under a single management structure.
e.g.15 independently owned restaurants enter into an agreement with a produce wholesaler, the total costs go down for everyone thanks to bulk ordering and shipping
© 2009 John Wiley and Sons Australia
Vertical Marketing System
(VMS) Firestone manufactures tires and owns the service centers that sell the tires to customers.
Australia Post owns post boxes situated on street corners, post offices that sell envelopes, stamps, boxes and other goods as well as accept mail, a fleet of delivery vans and bikes, storage and sorting facilities and so on.
© 2009 John Wiley and Sons Australia
VMS - FranchisingFranchises are also a type of VMS in which individual retail outlets are contractually obliged to cooperate closely with the franchisor.
Franchising is a type of business where the right to sell products or rights to use the main elements of a business model are licensed by one party to another.
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchiser:
licenses the right to use its business model or to sell its products
provides services such as advertising, business know-how and supplier networks
stipulates standards and rules by which the franchise business must operate
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchiser:
sometimes promises exclusive rights to a particular geographic area
e.g. 7-11 video
http://franchise.7eleven.com.au/benefits.html
© 2009 John Wiley and Sons Australia
VMS - Franchising
In franchising the franchisee:
pays the franchiser a fee and/or percentage of sales receipts (e.g. 7-11, $400K-$1m(Inititial) + 50% Gross Sale)
supplies labour and capital
operates the business in accordance with the conditions of the franchise agreement.
© 2009 John Wiley and Sons Australia
VMS - Franchising
Franchising offers franchisers a way to expand relatively rapidly, keep some control of the distribution of their products, and to share risk;
It offers franchisees a way to start a business without needing to formulate an idea, systems or raise a profile and, statistically, gives them a much higher rate of business success (50 per cent compared to 10 per cent for new independent businesses)
© 2009 John Wiley and Sons Australia
VMS - Franchising
In Australia, retail franchises operate in the following ways:
a producer licenses distributors to sell its products to retailers: Coca-Cola licenses bottlers to make up its drinks then sell the finished beverage to retail stores.
© 2009 John Wiley and Sons Australia
VMS - Franchising
In Australia, retail franchis.
© 2003 Applied Scholastics International. All Rights Reser.docx
© 2003 Applied Scholastics International. All Rights Reserved.
Grateful acknowledgement is made to L. Ron Hubbard
Library for permission to reproduce selections from
the copyrighted works of L. Ron Hubbard.
Applied Scholastics provides education services and materials
based on the works of L. Ron Hubbard. Applied Scholastics
and the Applied Scholastics logo and the Effective Education
Publishing Symbol are trademarks and service marks owned
by Association for Better Living and Education International
and are used with its permission.
Printed in the United States of America.
1
It has been discovered that there are three definite barriers
which can block a person’s ability to study and thus his ability to
be educated. These barriers actually produce physical and
mental reactions.
If one knows and understands what these barriers are and
how to handle them, his ability to study and learn will be greatly
increased.
INTRODUCTION
2
Education in the absence of the mass in which the technology
will be involved is very hard on the student.
In this context “mass” refers to the actual physical objects of
a subject; the things of life; as opposed to significance.1
Absence of mass actually makes a student feel squashed,
THE FIRST BARRIER:
ABSENCE OF MASS
1. significance: any thought, decision, concept, idea, purpose or meaning connected with
something, as opposed to its mass.
sort of spinny,
3
makes him feel bent,
4
sort of dead,
bored,
2. physiological: having to do with living things and the ways their parts and organs work.
5
exasperated.
If he is studying how to do something with the mass absent,
this will be the result.
Photographs help and motion pictures would do pretty
good, as they are a sort of promise or hope of the mass, but the
printed page and the spoken word are not a substitute for a
tractor if he’s studying about tractors.
You have to understand this data in its purity—and that is
that educating a person in a mass that they don’t have and which
isn’t available produces physiological2 reactions.
6
It’s just a fact.
You’re trying to teach this fellow all about tractors and
you’re not giving him any tractors. Well, he’s going to wind up
with a face that feels squashed, with headaches and with his
stomach feeling funny. He’s going to feel dizzy from time to
time and very often his eyes are going to hurt.
You could therefore expect the greatest incidence of suicide
or illness in that field of education most devoted to studying
absent masses.
7
This one of studying the something without its mass ever
being around produces the most distinctly recognizable
reactions.
If a child felt sick in the field of study and it were traced back
to this one, the positive remedy would be to supply the mass—
the object or a reasonable substitute—and it would clear it up.
8
There is another series of physiological reactions that exist
which is based on the fact of too steep a study gradient.
By “gradient” we .
© 2005 Chris Thompson and Katarina Weslien PAJ 82 (2006), pp. .docx
© 2005 Chris Thompson and Katarina Weslien PAJ 82 (2006), pp. 29–50. � 29
PURE RAW
Performance, Pedagogy, and
(Re)presentation
Marina Abramovic; interviewed by
Chris Thompson and Katarina Weslien
M
arina Abramovic ; has been pushing the limits of performance for over
three decades. From 1965–70 she studied at the Academy of Fine Arts in
Belgrade, and soon after that at the Academy of Fine Arts in Zagreb,
where she later taught. In 1970 she began working with sound environments, film,
video, and performance. Five years later she met the artist Ulay (Uwe Laysiepen) in
Amsterdam, with whom she worked until 1988. Together they devised perfor-
mances that centered on the limits of human endurance, consciousness, and
perception. Working independently since then, she has exhibited, performed, and
taught internationally, establishing a body of work whose combination of extremity
and intimacy is singular in the history of performance. In 1996 she completed two
important theatre pieces, Biography and Delusional, and the following year her
controversial performance Balkan Baroque won the International Venice Biennale
Award. She received the Niedersächsicher Kunstpreis as well as the New York Dance
and Performance Award for her recent performance/exhibition The House with the
Ocean View at the Sean Kelly Gallery. For her November 2005 exhibition at the
Guggenheim Museum in New York, Marina Abramovic ;: Seven Easy Pieces, she will
re-perform seminal works by Vito Acconci, Joseph Beuys, VALIE EXPORT, Bruce
Nauman, Gina Pane, as well as her own Lips of Thomas, and premiere a new
performance. This interview is based on three conversations with the artist, the first
of which took place in October, 2004 (Amsterdam), and the other two in April,
2005 (New York), around the time of her participation in the “(Re)presenting
Performance” symposium at the Guggenheim Museum.1
�
THE IDEA OF THE COLLECTIVE
THOMPSON: In reading the transcripts from the catalogue for the 1990 “Art
Meets Science and Spirituality in a Changing Economy conference,”2 I was struck
by your notion that that there could be some blend of Buddhism and communism.
Is this an idea you have continued to develop over the past decade?
30 � PAJ 82
ABRAMOVIC:: It’s really not developed or thought about; I come from communist
country, so communism is something that was very close to me. I know the idealism
of communism in the beginning, and I know the failure of communism in the end,
and I know all the problems, and why it could not succeed. It was a very interesting
concept in Burma; at one point, it was a communist government and a very strong
Buddhist country, so in the government there were Buddhist monks. Again it didn’t
work. So all these concepts don’t work because the mentality and the consciousness
of people are not raised to the level that could make it work. The solution is really
that we have to have a completely different relation to the materialistic world, and
not to be attached to.
© 2002, The Ripple Effect 1 permission granted to use for.docx
© 2002, The Ripple Effect 1 permission granted to use for educational purposes,
for more information, visit www.the-ripple-effect.org provided credit is given.
Religious Views & Domestic Violence
Christine Hagion Rzepka
Founder & Director, The Ripple Effect
By conservative estimates, a million
Christian women in America are abused by
their husbands (Ingram, 1985), but this is
grossly underestimated (Pagelow &
Johnson, 1988). A survey done in 1993 by
the North American Council for Muslim
Women found that domestic violence
occurred in 10% of the Muslim population
(Alkhateeb, 1999). However, this study
assessed only physical abuse: if verbal and
psychological abuse were added, this
percentage would be greatly increased. One
study in Denver found that 4% of the
victims of domestic violence served in that
community were Jewish (Walker, 1997).
Clearly, the religious community is not
immune from the existence of domestic
violence—and, in some cases, may actually
encourage it through teachings and
traditional beliefs about the roles of men and
women.
While the society struggles to accept
the reality of violence in the family, many
within the religious community, as well as
members of the “clergy… refuse to believe
that abuse exists within their congregations”
(Bussert, 1986, p. 2). This denial further
compounds the sense of isolation and shame
that many victims of domestic violence
endure. Pagelow & Johnson (1988) write:
“Silence within the religious community has
served to keep the lid on the simmering pain
that not only immobilizes victims but
encourages the behavior of the perpetrators”
(p. 9).
Davidson (1978) claims that male-
oriented church doctrines and teachings “about
a woman’s place, duty and nature have added
to the problem (p. 207). This is true not only
of the Judaic and Christian traditions, but of
virtually all religions. According to Gardner
(1977): “All religions preach subordination of
women not just to God, but to men, as an
article of faith…. Moreover, Judeo/Christian
theological writings are explicitly
misogynous.”
ministers are often
the ‘counselors of choice’
for many victims
Christianity & Domestic Violence
In one study on wife abuse, several
wives were abused by their husbands, who
were ministers (Pagelow, 1984). Another
study of 350 battered women found that
28% had sought counsel from the clergy
(Pagelow, 1981b, pp. 277-300). In this
study, the top responses the women received
were a) a reminder of their wifely duty and
instructions to forgive and forget, b) referral
to another resource to limit church
involvement, and c) impractical advice
based on religious doctrine that was not only
insensitive to their needs, but at times,
dangerous. Some were reminded of their
vows “for better or worse,” and were
exhorted pray more. “One, scolded by her
minister for ‘betraying’ her husband by
revealing what had occurred in the privacy
of t.
© 2005 Society for the Study of Addiction doi10.1111j.1360-.docx
© 2005 Society for the Study of Addiction doi:10.1111/j.1360-0443.2005.01171.x
Addiction,
100
, 1040 – 1050
Blackwell Science, Ltd
Oxford, UK
ADDAddiction
0965-2140© 2005 Society for the Study of Addiction
100
Original Article
Commentary
Commentary
Commentaries
WHEN POPULARITY OUTSTRIPS THE
EVIDENCE: COMMENT ON WEST (2005)
Robert West (2005) has taken the bold step of asserting
that the Transtheoretical Model (TTM) is so flawed that it
should be discarded. Whether one agrees with West’s
conclusion or not, his editorial should stimulate long-
overdue debate about the TTM.
A sharp divide of opinion about the TTM has surfaced
in recent years. On one side the model enjoys substantial
popularity in the form of a voluminous research litera-
ture and a large following among clinicians. On the other
side there is discontent among many scholars (e.g. Sutton
2001) who have closely scrutinized the scientific rigor of
the model. There can be no questioning the popular suc-
cess of the TTM: it is established fact. But the scientific
merit of the model can be questioned, and West has fur-
thered the debate with his provocative editorial. Consis-
tent with West, this commentary will focus on smoking
as the model addiction because smoking has been the pri-
mary focus of the TTM.
The TTM became popular because it brought atten-
tion to the intuitive notion that some smokers are more
ready to quit than others. For this, the originators of the
TTM deserve credit, though as West and others (e.g.
Bandura 1998) have pointed out, the observation that
some smokers are riper for change than others is a con-
firmation of the obvious. As a scientific model, however,
the TTM got off to an inauspicious start. The lynchpin of
the TTM is, of course, the stages of change. Thus it would
seem essential to take great care in formulating how the
stages were to be conceptualized and measured. However,
there has never been a peer-reviewed account of the
developmental research that led to the creation of the
stages of change algorithm. In fact, it is not clear that any
systematic developmental research took place at all, and
the consequences of this omission plague the model to the
present time. Instead, the authors of the TTM essentially
decreed that readiness to quit smoking should be mea-
sured using the stages of change. For the most part, the
addictions research community then adopted the stages
of change, with few questions asked.
There would be little consequence to the omission of
developmental data on the stages of change if the stages
had subsequently been proved to be valid and effective.
However, as West (2005) and others (e.g. Etter & Sutton
2002) point out, this is not the case. The stage of change
algorithm is a magpie collection of questionnaire items
that do not cohere particularly well. Two of the question-
naire items rely on arbitrary timeframes and binary yes-
no response options. One need not be an expert.
¡A Presentar en Español!Prepare To prepare for this activit.docx
¡A Presentar en Español!
Prepare: To prepare for this activity, review the vocabulary and grammar explanations from Capítulo 4. Continue to practice conjugating verbs in the present tense, to ask and answer questions, and to familiarize yourself with the vocabulary by completing several of the assigned practice activities in MySpanishLab.
Reflect: What makes your city unique? What kinds of things do you and your friends enjoy doing on the weekends? Can you convey what you think will happen in the future? When was the last time that you wrote a postcard? What picture would make a perfect postcard for your city or town?
Write: Choose one of the following activities to use for your initial response.
· Activity #1: In Capítulo 4 of your primary text, explore activity 4-20 Qué Será, Será… (p. 148). Use the ir + a + infinitive construction to predict the future for yourself, your friends, your family, famous people, and so forth.
Write five predictions of what will occur in the future for five different subjects (e.g., your children, the president of the United States, you, etc.). Consult page 148 for a model.
· Activity #2: In Capítulo 4 of your primary text, explore activity 4-38 Una Tarjeta Postal (A Postcard) (p. 159). Write a postcard highlighting different things in your city or town. See if you can convince your classmates to visit!
Use the following questions to organize your ideas. Write at least five complete sentences. Consult the model on page 159 of your primary text if needed.
· ¿Qué lugares hay en tu pueblo o ciudad?
· ¿Por qué son importantes o interesantes?
· Normalmente, ¿qué haces allí?
· ¿Adónde vas los fines de semana?
· ¿Qué te gusta de tu pueblo o de tu ciudad?
· Activity #3: In Capítulo 4 of your primary text, explore activity 4-22 En Tu Opinión (p. 150). Complete the following sentences about volunteer work. Be sure to follow up with additional details to give the reader a clear description of your opinion. Refer to the model on page 150.
· Yo (no) soy un/a consejero/a perfecto/a porque…
· Dos trabajos voluntarios que me gustan son …
· Hay muchas residencias de ancianos en los Estados Unidos porque…
· Yo apoyo al candidato __________ porque . . .
· Cuando repartes comidas, puedes . . .
Respond to Peers: Read through your classmates’ posts. Choose two different posts, and ask one question to each classmate, in Spanish, to elicit more information (Due by Day 5). Also, respond to one of the questions posed by your classmates in response to your initial post (Due by Day 5).
Note: You will have a minimum of four posts, in Spanish, in this forum:
· Your initial post (Due by Day 3)
· A question posed to classmate 1 (Due by Day 5)
· A question posed to classmate 2 (Due by Day 5)
· An answer to a question posed by a classmate in response to your initial post (Due by Day 7)
Tips for success:
· Post your initial response by Day 3. If you post late, you may not have a question from a classmate to respond to in order to fu.
You are the Human Resource Director for a 500-.docx
You are the Human Resource Director for a 500-bed hospital. You have learned that the American Professionals Union is attempting to unionize your 1,000 registered nurses. The CEO has asked you to draft a plan—either supporting the nurses in their efforts OR attempting to remain union-free. Draft solid arguments—either pro or con—for presentation and recommendation to the CEO.
Your paper should be a well-organized paper of six to eight pages in length (in addition to a title page identifying your name and the course number), clearly articulated, and to the point. Your paper must reflect APA style and contain at least three references other than the textbook, which may include Internet sources, professional journal articles,
Carrell, M. R., & Heavrin, C. (2010).
Labor relations and collective bargaining: Cases, practice, and law
(9th ed.). Upper Saddle River, NJ: Prentice Hall.
.
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Home assignment II on Spectroscopy 2024 Answers.pdf
Presentation RubricIn a professional career, one may be called.docx
- 1. Presentation Rubric In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner. Principles of an Effective Presentation: · You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation. · There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus. · Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts. · Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide. · References should be listed at the bottom of the slide in slightly smaller text. · Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
- 2. · Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible). Below are some links that offer helpful tips and examples for developing your presentations: · Making PowerPoint Slides · Really Bad PowerPoint and How to Avoid It Guidelines for Submission: When applicable, discipline- appropriate citations must be used. Instructor Feedback: Students can find their feedback in the grade book as an attachment. See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric Individual Presentation Rubric Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Content: Inquiry and Analysis Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25) Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22) Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
- 3. Does not include any of the main elements and requirements; does not provide in-depth analysis (0-17) 25 Organization Slides are organized in a logical way that complements the central theme; transitions are well-paced to create a natural and engaging flow (18-20) Slides are organized in a logical way and transitions are paced so that the material is easily accessible (16-17) Slides are organized mostly in a logical way and transitions are paced so that the material can be understood with focus and effort (14-15) Slides are organized in a way that is illogical OR transitions are paced so that the material cannot be understood (0-13) 20 Critical Thinking Draws insightful conclusions that are thoroughly defended with evidence and examples (23-25) Draws informed conclusions that are justified with evidence (20-22) Draws logical conclusions, but does not defend with evidence (18-19) Does not draw logical conclusions (0-17) 25 Visual Appeal There is a consistent visual theme that helps enhance understanding of the ideas; includes multiple types of media (18-20) Original images are created using proper size and resolution that enhance the content; includes more than one type of media (16-17) Visually depicts topic and assists audience; images are proper size and resolution (14-15) Graphics are unrelated to content and cross over each other. Distracting, busy, and detract from presentation (0-13) 20
- 4. Narration (Research/Writing) Mechanics and style ensure clarity. Incorporates multiple properly cited scholarly resources (9-10) Mechanics and style promote clarity. Incorporates some properly cited scholarly resources (8) Mechanics and style make narration intelligible. Incorporates very few properly cited scholarly resources (7) Several mechanical errors OR does not incorporate scholarly resources (0-6) 10 Earned Total Comments: 100% Group Presentation Rubric Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Content: Inquiry and Analysis Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25) Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22) Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19) Does not include any of the main elements and requirements; does not provide in-depth analysis (0-17) 25 Organization
- 5. Slides are organized in a logical way that complements the central theme; transitions are well-paced to create a natural and engaging flow (18-20) Slides are organized in a logical way and transitions are paced so that the material is easily accessible (16-17) Slides are organized mostly in a logical way and transitions are paced so that the material can be understood with focus and effort (14-15) Slides are organized in a way that is illogical OR transitions are paced so that the material cannot be understood (0-13) 20 Critical Thinking Draws insightful conclusions that are thoroughly defended with evidence and examples (18-20) Draws informed conclusions that are justified with evidence (16-17) Draws logical conclusions, but does not defend with evidence (14-15) Does not draw logical conclusions (0-13) 20 Visual Appeal There is a consistent visual theme that helps enhance understanding of the ideas; includes multiple types of media (14-15) Original images are created using proper size and resolution that enhance the content; includes more than one type of media (12-13) Visually depict topic and assist audience; images are proper size and resolution (11) Graphics are unrelated to content and cross over each other. Distracting, busy, and detract from presentation (0-10) 15 Narration (Research/Writing) Mechanics and style ensure clarity. Incorporates multiple properly cited scholarly resources (9-10) Mechanics and style promote clarity. Incorporates some
- 6. properly cited scholarly resources (8) Mechanics and style make narration intelligible. Incorporates very few properly cited scholarly resources (7) Several mechanical errors OR does not incorporate scholarly resources (0-6) 10 Teamwork Demonstrates effective interactions with team members and makes numerous quality contributions to team discussions and tasks (9-10) Demonstrates moderately effective interactions with team members and makes some quality contributions to team discussions and tasks (8) Demonstrates minimal interactions with team members and makes minimal quality contributions to team discussions and tasks (7) Does not demonstrate effective interactions with team members and does not make quality contributions to team discussions and tasks (0-6) 10 Earned Total Comments: 100%