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rocess, Physical Distribution, and Logistics Consulting Services.docx
rocess, Physical Distribution, and Logistics Consulting Services
541611 Administrative Management and General Management Consulting Services
541619 Other management consulting services
Abstract:
This article discusses the main lessons learned from the management of the design of the 'Water Cube' National Swimming Aquatic Centre (a landmark building for the Beijing 2008 Olympic Games), including forming an international partnership, managing cultural differences and risks, dealing with intellectual property and ownership of design to establish a legacy. The article also discusses design management strategies and innovations. It was found that Beijing's lack of regulatory transparency, regional differences and a relationship-based business culture were some of the factors that made China a challenging project environment. Cultural understanding and relationship (guanxi) building were fundamental strategies in responding to these challenges. It was also found that developing a shared ownership of intellectual property and innovative design ideas may facilitate the collaboration between Western and Chinese partners. In addition, it was necessary for the foreign design and project management teams to be continuously involved in the construction stage to ensure the conversion of design into reality, construction quality and personal fulfilment. [ABSTRACT FROM AUTHOR]
Copyright of Architectural Engineering & Design Management is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1Faculty of the Built Environment, The University of New South Wales, Sydney, Australia
2Arup Project Management, Sydney, Australia
ISSN:
1745-2007
This article discusses the main lessons learned from the management of the design of the ‘Water Cube’ National Swimming Aquatic Centre (a landmark building for the Beijing 2008 Olympic Games), including forming an international partnership, managing cultural differences and risks, dealing with intellectual property and ownership of design to establish a legacy. The article also discusses design management strategies and innovations. It was found that Beijing's lack of regulatory transparency, regional differences and a relationship-based business culture were some of the factors that made China a challenging project environment. Cultural understanding and relationship (guanxi) building were fundamental strategies in responding to these challenges. It was also found that developing a shared ownership of intellectual property and innovative design ideas may facilitate the collaboration between W.
Rock Crystal Story by A. Stifter Albert Bier.docx
Rock Crystal
Story by A. Stifter
Albert Bierstadt,
Strom Among the Alps.
Long, long ago — perhaps maybe some time in the seventeenth century somewhere in the Alps, two valleys with a village each - Gschaid and Millsdorf - lay next to each other, ringed by high mountains and linked by a sole, lonely path. Due to this separation, the inhabitants considered each other as strangers. Yet it came to pass that the shoemaker from Gschaid married the Millsdorf dyer's daughter, and the couple had two children, Conrad and Sanna.
One unusually warm Christmas Eve, the two children set out on the path from the northward valley, through pine forest and over the pass, to visit their grandmother in the valley to the south. Their mother had sent Conrad and Sanna to their grandparents in Millsdorf to give them Christmas greetings and presents. Conrad and little Sanna set out early, arrived in time for lunch, and were kissed and showered with gifts by their adoring grandmother. Yet she insisted that they start for home early. The temperature was dropping, and ice was forming on the puddles in the road. As Conrad and Sanna climbed the path back toward home, a significant snowfall began. It was a snowfall the villagers later called once in a century: "unprecedented, unwearying, and voracious." The children climbed and climbed, but their path never descended as it should; they never find their familiar landmark.
On the way home, they “fell into” heavy snowfall which became so dense that they could see only the very nearest trees. They looked for their usual signpost.
"Shall we see the post today?" asked the girl. "The snow will fall on it and the red color will be white."
"We shall be able to see it," replied the boy; "even if the snow falls upon it and makes it white all over we are bound to see it, because it is a thick post, and because it has the black iron cross on its top will surely stick out."
"Yes, Conrad."
Yet they did not see the signpost, and instead of going down into the valley, the children wound up wandering up into the bare rock and ice region. The big brother who made a little roof out of the shawl that his sister was wearing to keep the snow off her face; meanwhile, the sister, maintained her brother's courage simply by how much she trusted him. Meanwhile, it had been growing dark. At last they climbed into a stone cave to spend the night there. To shield themselves against the cold, they drink from the coffee their grandmother had packed for their parents. The exceedingly strong extract took effect at once and all the more powerfully as the children had never in their lives tasted coffee. Despite the dangers, Conrad, the elder of the siblings, was overwhelmed by the great canvas of nature before them. They saw a northern light wafting in the night sky, and the stars gleamed and shone and twinkled. Only an occasional shooting star traversed them.. At dawn, Konrad and Sanna set off to fi.
Rogers Communications Historical BackgroundOne of the Largest an.docx
Rogers Communications Historical Background
One of the Largest and Most Diverse Canadian Companies
Ted Rogers, who died in 2008 was the visionary behind Rogers Communications Inc.. He was considered a communications industry pioneer and a titan in Canadian business.
Mr. Rogers, known for his relentless drive, built Rogers Communications into a Canadian leader in wireless telecommunications, cable television, broadcasting, and publishing. Rogers Communications Inc. owns Canada's largest wireless telecommunications company, the country's largest cable company, the Toronto Blue Jays and Rogers Centre (formerly the SkyDome), 52 radio stations, several television properties including five CityTV outlets, five OMNI multicultural stations, Rogers Sportsnet, the Shopping Channel and more than 70 consumer and trade magazines.
In naming him Man of the Year in 2000, Toronto Life magazine dubbed Ted Rogers "Mr. Toronto". In only a matter of months, Ted Rogers had stepped up to the plate and saved the city's beleaguered major league baseball team, the Toronto Blue Jays, and, along with wife Loretta, donated $25 million to the University of Toronto (the school's largest-ever personal donation) and $10 million to Ryerson University. In May 2007, he gave another $15 million to Ryerson.
"Education can remake a country, a city, can make it ... a different place in only one generation" Mr. Rogers told Toronto Life.
In the Beginning:
Mr. Rogers, Sr.
Any history of the Rogers group of companies today must begin with a salute to Edward S. Rogers, Sr. Every time a radio is turned on in Canada, the dream of Edward S Rogers, Sr. continues to be realized. He envisioned radio as an electric pipeline, reaching into people’s homes to entertain, inform and educate.
In 1925, Mr. Rogers, Sr. invented the world’s first alternating current (AC) radio tube, which enabled radios to be powered by ordinary household current. This was a dramatic breakthrough in technology and it became the key factor in popularizing radio reception. After this invention radios became far more commonplace.
In 1931, Mr. Rogers, Sr. was awarded an experimental TV licence. He was working on radar when on May 6, 1939 he died at the young age of 38. He left a widow, Velma, and a 5 year old son, Edward. His business interests were sold. However, his son Edward (Ted Rogers) was determined to carry on the important legacy.
From Father to Son:
Ted Rogers
Ted Rogers earned his Bachelor of Arts from the University of Toronto in 1956. He was awarded an LL.B. in 1961 from Osgoode Hall Law School and was called to the bar of Ontario on April 13, 1962.
In business, Mr. Rogers has always emphasized customer service and pioneering engineering and has been involved at the start-up stage with a number of ventures in broadcasting, cable television and communications. Mr. Rogers specializes in identifying technologies that he can develop and popularize through technological innovation and marketing techni.
Rob and Dave run a 100-m race, crossing the finish line in a dead he.docx
Rob and Dave run a 100-m race, crossing the finish line in a dead heat, both taking 10.0s. They each accelerate uniformly(i assume constant acceleration, yet different rates), but Rob takes 2.00s to reach his max speed, while dave takes 3.00s. Each maintains their maximum speed for the rest of the race.
1) Find the acceleration of each runner
2) what are their respective maximum speeds
3) which sprinter is ahead after 6.00s, by how much
.
ROBERT M. BOHMUniversity of Central FloridaandBRENDA.docx
ROBERT M. BOHM
University of Central Florida
and
BRENDA L. VOGEL
California State University, Long Beach
A Primer on Crime and
Delinquency Theory
T H I R D E D I T I O N
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or
eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights
restrictions require it.
F
O
S
T
E
R
,
C
E
D
R
I
C
1
6
9
2
T
S
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or
eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights
restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may
be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall
learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights
restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and
alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
F
O
S
T
E
R
,
C
E
D
R
I
C
1
6
9
2
T
S
Printed in the United States of America
1 2 3 4 5 6 7 14 13 12 11 10
A Primer on Crime and
Delinquency Theory,
Third Edition
Robert M. Bohm, Brenda L.
Vogel
Editor: Carolyn Henderson-Meier
Editorial Assistant: John Chell
Media Editor: Andy Yap
Marketing Manager: Michelle
Williams
Marketing Communications
Manager: Laura Localio
Content Project Manager:
Pre-PressPMG
Art Director: Maria Epes
Print Buyer: Linda Hsu
Permissions Editor: Roberta
Broyer
Production Service:
Pre-PressPMG
Text Designer: Pre-PressPMG
Cover Designer: Riezebos
Holzbaur/Brie Hattey
Cover Image: Corbis Yellow
Compositor: Pre-PressPMG
© 2011, 2001, 1997 Wadsworth, Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the
copyright herein may be reproduced, transmitted, stored or used in
any form or by any means graphic, electronic, or mechanical,
including but not limited to photocopying, recording, scanning,
digitizing, taping, Web distribution, information networks, or
information storage and retrieval systems, except as permitted
under Section 107 or .
RobertA multicultural city means a city whose members have a d.docx
Robert
A multicultural city means a city whose members have a diverse cultural values and beliefs. When working in such a city, a nurse should be culturally competence in order to serve all the occupants of the city effectively. Miami for example is a multicultural city because its population involves people from different ethnic backgrounds like Latin American and Caribbean. The main benefit for practicing in such a city is that;
Multicultural city helps a nurse to learn more about different cultures and their beliefs and values concerning nursing and healthcare. This helps to expand the mind of the practitioner. For a nurse to give quality services to patients, he or she must be aware of the patient’s culture and background information. Though it may take a while before the nurse learns about the different cultures, it helps him or her become more experienced.
Challenges of practicing in a multicultural city
There are so many challenges of practicing in a multicultural city. Communication barrier is one of the challenges. When the practitioner and the patient cannot communicate efficiently, therefore the nurse will not be able to deliver effectively (Murcia & Lopez, 2016). Secondly, a nurse may experience culture shock in a multicultural city. This happens when nurses are confronted with very new cultural beliefs and values and then they try to compare with their own beliefs and everything looks so new. Thirdly, another challenge could be rejection by the city residents. When there is a new nurse with different cultural beliefs and values, chances are the residents might reject the nurse’s services and prefer to be served by only home nurses. This is because people feel comfortable receiving care from people who understand their cultural beliefs and values.
References
Murcia, S. E. A., & Lopez, L. (2016). The experience of nurses in care for culturally diverse families: A qualitative meta-synthesis. Revista latino-americana de enfermagem, 24.
Written assignment 2: Funding proposal
Develop a program and write a funding proposal in 2500 words. You will need to choose a public health issue from the National Health Priority Areas (or another public health issue, with agreement from the course coordinator); you can draw on the information collected in Assignment 1 if you wish. As with Assignment 1, you may choose to focus on one of these health issues in a specific population group such as Aboriginal and Torres Strait Islander people. For this health issue, write a funding proposal which addresses the points below. You should structure your plan using headings and subheadings. Your proposal should include the following project details:
1. Project name
2. Expected length of the project
3. Population target
· A brief description of the characteristics of your target population (e.g., CALD, Indigenous, disability, other)
4. A project summary or abstract
· Briefly outline who the program is designed for, the goals and objectives of the pro.
Robin went to work for Titans, Inc., a major banking house, as a sec.docx
Robin went to work for Titans, Inc., a major banking house, as a security specialist. He had charge of designing and implementing all security protocols and equipment at Titan Towers for Titan’s physical security and security of their business transactions. Before starting work, Robin signed a written employment agreement. The agreement included a non-compete clause that stated as follows:
“18. NON-COMPETE - Employee agrees that for a period of two years following Employee’s term as an employee of Company, Employee shall not be employed as a security specialist for any other company in the financial service industry, anywhere in the world. Provided Employee shall comply with all terms of this provision, at the end of said two year term, Company shall pay to Employee a bonus payment of Ten Thousand (10,000) Dollars within 30 days of the end of the aforesaid two year period.
Robin worked for Titans, Inc. for a year and then left to return to his prior life as a circus acrobat. He toured the world with Hailey’s Circus for two years, doing no work at all in the financial services industry. At the end of two years from the date he left Titans, Inc., Robin returned to the US and opened his own security firm, aimed at the financial services industry. Robin also wrote to Titans, Inc. and informed them that he had lived up to his obligations under the non-compete clause in his agreement, and requested they send him the $10,000 bonus.
Titans writes back thanking Robin for abiding by his agreement.
Robin waits patiently, but after six months, his savings are running low and his new business could use an influx of cash. Robin sells his right to collect the $10,000 to Speedy, a friend from his Titans, Inc. days who has also left the company. Two weeks later, Speedy sends a letter to Titans, Inc., telling them that he has acquired the rights to the debt owed to Robin and demanding payment in ten (10) days.
A week after Robin sells the debt to Speedy, Titan’s Inc,’s accountants do an internal audit. They discover that many debts from former employees to the company, from participating in the company’s Home Down Payment Borrowing Program, had never been collected. Among these debts are $5,000 from Robin and also $5,000 from Speedy. When Titans, Inc. gets Speedy’s letter, they ignore it, believing they are now even with Robin and Speedy.
When he does not hear back from Titans, Inc., Speedy sues them for the $10,000 debt to Robin.
In the lawsuit between Speedy and Titan’s Inc., who should win and who should collect what?
.
Risk Management Program Analysis Part One 1Unsatisfactory0.docx
Risk Management Program Analysis Part One
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
15.0 %Summary Description of the Type of Risk Management Plan Selected With Rationale
Not included.
A summary description of the type of risk management plan selected with rationale is somewhat incorporated, but the information provided is incomplete, inaccurate, or otherwise deficient.
A summary description of the type of risk management plan selected with rationale is incorporated, but minimal detail or support is provided for one or more components.
A summary description of the type of risk management plan selected with rationale is present and incorporated in full. The submission encompasses essential details and provides appropriate support.
A summary description of the type of risk management plan selected with rationale is present and comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
15.0 %Description of Recommended Risk Management Program Administrative Steps and Processes Contrasted With the Administrative Steps and Processes in the Exemplar
Not included.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is somewhat incorporated, but the information provided is incomplete, inaccurate, or otherwise deficient.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is incorporated, but minimal detail or support is provided for one or more components.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is present and incorporated in full. The submission encompasses essential details and provides appropriate support.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is present and comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
15.0 %Analysis of Key Regulatory Agencies and Organizations Inclusive of Their Roles in the Risk Management Oversight Process
Not included.
An analysis of key regulatory agencies and organizations inclusive of their roles in the risk management oversight process is somewhat incorporated, but the information provided is incomplete, inaccurate, or otherwise deficient.
An analysis of key regulatory agencies and organizations inclusive of their roles in the risk management oversight process is incorporated, but minimal detail or support is provided for one or more components.
A.
Recommended
rocess, Physical Distribution, and Logistics Consulting Services.docx
rocess, Physical Distribution, and Logistics Consulting Services
541611 Administrative Management and General Management Consulting Services
541619 Other management consulting services
Abstract:
This article discusses the main lessons learned from the management of the design of the 'Water Cube' National Swimming Aquatic Centre (a landmark building for the Beijing 2008 Olympic Games), including forming an international partnership, managing cultural differences and risks, dealing with intellectual property and ownership of design to establish a legacy. The article also discusses design management strategies and innovations. It was found that Beijing's lack of regulatory transparency, regional differences and a relationship-based business culture were some of the factors that made China a challenging project environment. Cultural understanding and relationship (guanxi) building were fundamental strategies in responding to these challenges. It was also found that developing a shared ownership of intellectual property and innovative design ideas may facilitate the collaboration between Western and Chinese partners. In addition, it was necessary for the foreign design and project management teams to be continuously involved in the construction stage to ensure the conversion of design into reality, construction quality and personal fulfilment. [ABSTRACT FROM AUTHOR]
Copyright of Architectural Engineering & Design Management is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1Faculty of the Built Environment, The University of New South Wales, Sydney, Australia
2Arup Project Management, Sydney, Australia
ISSN:
1745-2007
This article discusses the main lessons learned from the management of the design of the ‘Water Cube’ National Swimming Aquatic Centre (a landmark building for the Beijing 2008 Olympic Games), including forming an international partnership, managing cultural differences and risks, dealing with intellectual property and ownership of design to establish a legacy. The article also discusses design management strategies and innovations. It was found that Beijing's lack of regulatory transparency, regional differences and a relationship-based business culture were some of the factors that made China a challenging project environment. Cultural understanding and relationship (guanxi) building were fundamental strategies in responding to these challenges. It was also found that developing a shared ownership of intellectual property and innovative design ideas may facilitate the collaboration between W.
Rock Crystal Story by A. Stifter Albert Bier.docx
Rock Crystal
Story by A. Stifter
Albert Bierstadt,
Strom Among the Alps.
Long, long ago — perhaps maybe some time in the seventeenth century somewhere in the Alps, two valleys with a village each - Gschaid and Millsdorf - lay next to each other, ringed by high mountains and linked by a sole, lonely path. Due to this separation, the inhabitants considered each other as strangers. Yet it came to pass that the shoemaker from Gschaid married the Millsdorf dyer's daughter, and the couple had two children, Conrad and Sanna.
One unusually warm Christmas Eve, the two children set out on the path from the northward valley, through pine forest and over the pass, to visit their grandmother in the valley to the south. Their mother had sent Conrad and Sanna to their grandparents in Millsdorf to give them Christmas greetings and presents. Conrad and little Sanna set out early, arrived in time for lunch, and were kissed and showered with gifts by their adoring grandmother. Yet she insisted that they start for home early. The temperature was dropping, and ice was forming on the puddles in the road. As Conrad and Sanna climbed the path back toward home, a significant snowfall began. It was a snowfall the villagers later called once in a century: "unprecedented, unwearying, and voracious." The children climbed and climbed, but their path never descended as it should; they never find their familiar landmark.
On the way home, they “fell into” heavy snowfall which became so dense that they could see only the very nearest trees. They looked for their usual signpost.
"Shall we see the post today?" asked the girl. "The snow will fall on it and the red color will be white."
"We shall be able to see it," replied the boy; "even if the snow falls upon it and makes it white all over we are bound to see it, because it is a thick post, and because it has the black iron cross on its top will surely stick out."
"Yes, Conrad."
Yet they did not see the signpost, and instead of going down into the valley, the children wound up wandering up into the bare rock and ice region. The big brother who made a little roof out of the shawl that his sister was wearing to keep the snow off her face; meanwhile, the sister, maintained her brother's courage simply by how much she trusted him. Meanwhile, it had been growing dark. At last they climbed into a stone cave to spend the night there. To shield themselves against the cold, they drink from the coffee their grandmother had packed for their parents. The exceedingly strong extract took effect at once and all the more powerfully as the children had never in their lives tasted coffee. Despite the dangers, Conrad, the elder of the siblings, was overwhelmed by the great canvas of nature before them. They saw a northern light wafting in the night sky, and the stars gleamed and shone and twinkled. Only an occasional shooting star traversed them.. At dawn, Konrad and Sanna set off to fi.
Rogers Communications Historical BackgroundOne of the Largest an.docx
Rogers Communications Historical Background
One of the Largest and Most Diverse Canadian Companies
Ted Rogers, who died in 2008 was the visionary behind Rogers Communications Inc.. He was considered a communications industry pioneer and a titan in Canadian business.
Mr. Rogers, known for his relentless drive, built Rogers Communications into a Canadian leader in wireless telecommunications, cable television, broadcasting, and publishing. Rogers Communications Inc. owns Canada's largest wireless telecommunications company, the country's largest cable company, the Toronto Blue Jays and Rogers Centre (formerly the SkyDome), 52 radio stations, several television properties including five CityTV outlets, five OMNI multicultural stations, Rogers Sportsnet, the Shopping Channel and more than 70 consumer and trade magazines.
In naming him Man of the Year in 2000, Toronto Life magazine dubbed Ted Rogers "Mr. Toronto". In only a matter of months, Ted Rogers had stepped up to the plate and saved the city's beleaguered major league baseball team, the Toronto Blue Jays, and, along with wife Loretta, donated $25 million to the University of Toronto (the school's largest-ever personal donation) and $10 million to Ryerson University. In May 2007, he gave another $15 million to Ryerson.
"Education can remake a country, a city, can make it ... a different place in only one generation" Mr. Rogers told Toronto Life.
In the Beginning:
Mr. Rogers, Sr.
Any history of the Rogers group of companies today must begin with a salute to Edward S. Rogers, Sr. Every time a radio is turned on in Canada, the dream of Edward S Rogers, Sr. continues to be realized. He envisioned radio as an electric pipeline, reaching into people’s homes to entertain, inform and educate.
In 1925, Mr. Rogers, Sr. invented the world’s first alternating current (AC) radio tube, which enabled radios to be powered by ordinary household current. This was a dramatic breakthrough in technology and it became the key factor in popularizing radio reception. After this invention radios became far more commonplace.
In 1931, Mr. Rogers, Sr. was awarded an experimental TV licence. He was working on radar when on May 6, 1939 he died at the young age of 38. He left a widow, Velma, and a 5 year old son, Edward. His business interests were sold. However, his son Edward (Ted Rogers) was determined to carry on the important legacy.
From Father to Son:
Ted Rogers
Ted Rogers earned his Bachelor of Arts from the University of Toronto in 1956. He was awarded an LL.B. in 1961 from Osgoode Hall Law School and was called to the bar of Ontario on April 13, 1962.
In business, Mr. Rogers has always emphasized customer service and pioneering engineering and has been involved at the start-up stage with a number of ventures in broadcasting, cable television and communications. Mr. Rogers specializes in identifying technologies that he can develop and popularize through technological innovation and marketing techni.
Rob and Dave run a 100-m race, crossing the finish line in a dead he.docx
Rob and Dave run a 100-m race, crossing the finish line in a dead heat, both taking 10.0s. They each accelerate uniformly(i assume constant acceleration, yet different rates), but Rob takes 2.00s to reach his max speed, while dave takes 3.00s. Each maintains their maximum speed for the rest of the race.
1) Find the acceleration of each runner
2) what are their respective maximum speeds
3) which sprinter is ahead after 6.00s, by how much
.
ROBERT M. BOHMUniversity of Central FloridaandBRENDA.docx
ROBERT M. BOHM
University of Central Florida
and
BRENDA L. VOGEL
California State University, Long Beach
A Primer on Crime and
Delinquency Theory
T H I R D E D I T I O N
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or
eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights
restrictions require it.
F
O
S
T
E
R
,
C
E
D
R
I
C
1
6
9
2
T
S
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or
eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights
restrictions require it.
This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may
be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall
learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights
restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and
alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
F
O
S
T
E
R
,
C
E
D
R
I
C
1
6
9
2
T
S
Printed in the United States of America
1 2 3 4 5 6 7 14 13 12 11 10
A Primer on Crime and
Delinquency Theory,
Third Edition
Robert M. Bohm, Brenda L.
Vogel
Editor: Carolyn Henderson-Meier
Editorial Assistant: John Chell
Media Editor: Andy Yap
Marketing Manager: Michelle
Williams
Marketing Communications
Manager: Laura Localio
Content Project Manager:
Pre-PressPMG
Art Director: Maria Epes
Print Buyer: Linda Hsu
Permissions Editor: Roberta
Broyer
Production Service:
Pre-PressPMG
Text Designer: Pre-PressPMG
Cover Designer: Riezebos
Holzbaur/Brie Hattey
Cover Image: Corbis Yellow
Compositor: Pre-PressPMG
© 2011, 2001, 1997 Wadsworth, Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the
copyright herein may be reproduced, transmitted, stored or used in
any form or by any means graphic, electronic, or mechanical,
including but not limited to photocopying, recording, scanning,
digitizing, taping, Web distribution, information networks, or
information storage and retrieval systems, except as permitted
under Section 107 or .
RobertA multicultural city means a city whose members have a d.docx
Robert
A multicultural city means a city whose members have a diverse cultural values and beliefs. When working in such a city, a nurse should be culturally competence in order to serve all the occupants of the city effectively. Miami for example is a multicultural city because its population involves people from different ethnic backgrounds like Latin American and Caribbean. The main benefit for practicing in such a city is that;
Multicultural city helps a nurse to learn more about different cultures and their beliefs and values concerning nursing and healthcare. This helps to expand the mind of the practitioner. For a nurse to give quality services to patients, he or she must be aware of the patient’s culture and background information. Though it may take a while before the nurse learns about the different cultures, it helps him or her become more experienced.
Challenges of practicing in a multicultural city
There are so many challenges of practicing in a multicultural city. Communication barrier is one of the challenges. When the practitioner and the patient cannot communicate efficiently, therefore the nurse will not be able to deliver effectively (Murcia & Lopez, 2016). Secondly, a nurse may experience culture shock in a multicultural city. This happens when nurses are confronted with very new cultural beliefs and values and then they try to compare with their own beliefs and everything looks so new. Thirdly, another challenge could be rejection by the city residents. When there is a new nurse with different cultural beliefs and values, chances are the residents might reject the nurse’s services and prefer to be served by only home nurses. This is because people feel comfortable receiving care from people who understand their cultural beliefs and values.
References
Murcia, S. E. A., & Lopez, L. (2016). The experience of nurses in care for culturally diverse families: A qualitative meta-synthesis. Revista latino-americana de enfermagem, 24.
Written assignment 2: Funding proposal
Develop a program and write a funding proposal in 2500 words. You will need to choose a public health issue from the National Health Priority Areas (or another public health issue, with agreement from the course coordinator); you can draw on the information collected in Assignment 1 if you wish. As with Assignment 1, you may choose to focus on one of these health issues in a specific population group such as Aboriginal and Torres Strait Islander people. For this health issue, write a funding proposal which addresses the points below. You should structure your plan using headings and subheadings. Your proposal should include the following project details:
1. Project name
2. Expected length of the project
3. Population target
· A brief description of the characteristics of your target population (e.g., CALD, Indigenous, disability, other)
4. A project summary or abstract
· Briefly outline who the program is designed for, the goals and objectives of the pro.
Robin went to work for Titans, Inc., a major banking house, as a sec.docx
Robin went to work for Titans, Inc., a major banking house, as a security specialist. He had charge of designing and implementing all security protocols and equipment at Titan Towers for Titan’s physical security and security of their business transactions. Before starting work, Robin signed a written employment agreement. The agreement included a non-compete clause that stated as follows:
“18. NON-COMPETE - Employee agrees that for a period of two years following Employee’s term as an employee of Company, Employee shall not be employed as a security specialist for any other company in the financial service industry, anywhere in the world. Provided Employee shall comply with all terms of this provision, at the end of said two year term, Company shall pay to Employee a bonus payment of Ten Thousand (10,000) Dollars within 30 days of the end of the aforesaid two year period.
Robin worked for Titans, Inc. for a year and then left to return to his prior life as a circus acrobat. He toured the world with Hailey’s Circus for two years, doing no work at all in the financial services industry. At the end of two years from the date he left Titans, Inc., Robin returned to the US and opened his own security firm, aimed at the financial services industry. Robin also wrote to Titans, Inc. and informed them that he had lived up to his obligations under the non-compete clause in his agreement, and requested they send him the $10,000 bonus.
Titans writes back thanking Robin for abiding by his agreement.
Robin waits patiently, but after six months, his savings are running low and his new business could use an influx of cash. Robin sells his right to collect the $10,000 to Speedy, a friend from his Titans, Inc. days who has also left the company. Two weeks later, Speedy sends a letter to Titans, Inc., telling them that he has acquired the rights to the debt owed to Robin and demanding payment in ten (10) days.
A week after Robin sells the debt to Speedy, Titan’s Inc,’s accountants do an internal audit. They discover that many debts from former employees to the company, from participating in the company’s Home Down Payment Borrowing Program, had never been collected. Among these debts are $5,000 from Robin and also $5,000 from Speedy. When Titans, Inc. gets Speedy’s letter, they ignore it, believing they are now even with Robin and Speedy.
When he does not hear back from Titans, Inc., Speedy sues them for the $10,000 debt to Robin.
In the lawsuit between Speedy and Titan’s Inc., who should win and who should collect what?
.
Risk Management Program Analysis Part One 1Unsatisfactory0.docx
Risk Management Program Analysis Part One
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
15.0 %Summary Description of the Type of Risk Management Plan Selected With Rationale
Not included.
A summary description of the type of risk management plan selected with rationale is somewhat incorporated, but the information provided is incomplete, inaccurate, or otherwise deficient.
A summary description of the type of risk management plan selected with rationale is incorporated, but minimal detail or support is provided for one or more components.
A summary description of the type of risk management plan selected with rationale is present and incorporated in full. The submission encompasses essential details and provides appropriate support.
A summary description of the type of risk management plan selected with rationale is present and comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
15.0 %Description of Recommended Risk Management Program Administrative Steps and Processes Contrasted With the Administrative Steps and Processes in the Exemplar
Not included.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is somewhat incorporated, but the information provided is incomplete, inaccurate, or otherwise deficient.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is incorporated, but minimal detail or support is provided for one or more components.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is present and incorporated in full. The submission encompasses essential details and provides appropriate support.
A description of recommended risk management program administrative steps and processes contrasted with the administrative steps and processes in the exemplar is present and comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
15.0 %Analysis of Key Regulatory Agencies and Organizations Inclusive of Their Roles in the Risk Management Oversight Process
Not included.
An analysis of key regulatory agencies and organizations inclusive of their roles in the risk management oversight process is somewhat incorporated, but the information provided is incomplete, inaccurate, or otherwise deficient.
An analysis of key regulatory agencies and organizations inclusive of their roles in the risk management oversight process is incorporated, but minimal detail or support is provided for one or more components.
A.
rite an essay that considers the historical relationship between.docx
rite an essay that considers the historical relationship between humans and machines based on Tim’s Vermeer and AlphaGo, and the texts by Alfred B. Lord, Lewis Mumford, and Michel Foucault, as well as the connected lecture content.
In these movies and texts, it is often stated or implied that humans becoming more like machines is something negative because it turns us into the opposite of what we (supposedly) are. Why are machines opposed to humans? Why and how do various media turn us into machines? What are the consequences of this transformation for how we act, behave and think? That is, what happens to notions of human agency, creativity, and artistic genius when we become more like machines that we use? Finally, and in your opinion, to what degree should we be concerned if humans are becoming more like machines or if machines become more like humans? Explain your reasoning.
.
Risk Management Plan Exercise 1 CIS 6208 IT.docx
Risk Management Plan Exercise
1
CIS 6208
IT Project Management
Exercise Name
Risk Management Plan
Purpose
Development of the risk management plan template provides students with hands-on experience
in creating this key project management deliverable. Development of the template supports the
ability to evaluate and recommend project risk management processes and best practices. In
addition, effective project managers have experience in creating project documentation for all
aspects of a project effort. Completion of this exercise will provide students with an opportunity
to gain experience in developing a risk management plan based on a specific case scenario.
Description
As the assigned Project Manager at Rolls Royce in support of the Enterprise Resource Planning
(ERP) project, you have been asked to create a Risk Management Plan for the effort. Since the
organization is just beginning development of their project management practices, they have
asked you to create a Risk Management Plan template for use in their new Project Management
Office (PMO). They are also asking you to develop a Risk Management Plan in support of the
ERP system rollout – using your template. The following two items must be submitted for this
assignment.
1. Template – Risk Management Plan
This will be a blank template with a cover page, section headings, and section
descriptions. Students are expected to develop their own template based on online
research. Search using keywords “Project Risk Management Plan”,“Project Risk
Management Plan Template”, “Project Risk Management Plan Sample”, and “Project
Risk Management Plan Best Practices”.
2. Risk Management Plan
You will use your template to create a risk management plan in support of the course case
study using your template. Leverage details from the case scenario to develop your plan.
You are free to fill in any gaps in the case details to develop a comprehensive plan.
Check with your instructor in regard to any questions related to the case scenario.
Note: Assignments with spelling and/or grammar errors will be returned for correction and
resubmission which may result in a late penalty.
Risk Management Plan Exercise
2
Rubric
Criteria Exemplary Accomplished Developing Beginning
Template -
Format
Provides a
comprehensive
and adaptable
template that
may be used for
most project
types.
15 Points
Covers all key
elements
required to plan
an effective risk
management
approach that
may be used for
most project
types.
10 Points
Covers most key
elements
required to plan
an effective risk
management
approach that
may be used for
some project
types.
5 Points
Limited coverage
of key elements
required to plan
an effective risk
management
approach.
0 Points
Template -
Section
Descriptions
Provides concise
and clear
descriptions
within each
.
Risks, Threats, and VulnerabilitiesScenarioFullsoft, Inc.docx
Risks, Threats, and Vulnerabilities
Scenario
Fullsoft, Inc. is a software development company based in New York City. Fullsoft’s software product development code is kept confidential in an effort to safeguard the company’s competitive advantage in the marketplace. Fullsoft recently experienced a malware attack; as a result, proprietary information was leaked. The company is now in the process of recovering from this breach.You are a security professional who reports into Fullsoft’s infrastructure operations team. The chief technology officer (CTO) asks you and your colleagues to participate in a team meeting to discuss the incident and its potential impact on the company.
Tasks
Prepare for the meeting by deliberating on the following questions:
What circumstances may have allowed this incident to occur, or could allow a similar incident to occur in the future?
What insights about risks, threats, and/or vulnerabilities can you glean from reports of similar incidents that have occurred in other organizations?
What potential outcomes should the company anticipate as a result of the malware attack and possible exposure of intellectual property?
Which countermeasures would you recommend the company implement to detect current vulnerabilities, respond to the effects of this and other successful attacks, and prevent future incidents?
Write an outline of key points related to the questions above that the team should discuss at the meeting.
Required Resources
Textbook for this course
Internet access
Submission Requirements
Format: Microsoft Word or compatible
Font: APA Format
Citation Style: APA Format
Length: 3-4 pages plus citation page
Submit in the Group Project Part 1 Assignment
Name the document Group-project-part-1
You are encouraged to respond creatively, but you must cite credible sources to support your work.
Self-Assessment Checklist
I created an outline that describes key points the team should discuss at the meeting.
My outline describes:
Circumstances that may have allowed the malware infection to occur, or could allow a similar incident to occur in the future
Insights about risks, threats, and/or vulnerabilities from reports of similar incidents that have occurred in other organizations
Potential outcomes of a malware attack and exposure of confidential information
Countermeasures the company should implement
I conducted adequate independent research for this part of the project.
I followed the submission guidelines.
.
Risk, Vulnerability, and ThreatsHello Class! Please respond to.docx
Risk, Vulnerability, and Threats
Hello Class! Please respond to
BOTH
of the following questions:
Question A
Explain the difference between a risk, vulnerability, and threat?
Question B
Each week, research a unique news story or article related to Information Security/Information Technology. Post a summary of what you learned to the discussion thread, please also provide a link to the original article. Source is your choice; however please fully cite your source.
.
Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Imp.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Implementation of the IOM Future of Nursing Report150.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Any specific references should be cited.5.0%Did not attempt to provide a summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health, or failed to cite specific references to the IOM report.Provided a skeletal summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Some of the specific references to the IOM report were cited or were done incorrectly.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. References specific to the IOM report were properly cited.Identify the role of the Robert Wood Johnson Foundation Initiative and the American Association of Retired Persons on the Future of Nursing Campaign for Action and the State Based Action Coalitions15.0%Does not demonstrate knowledge of role. Fails to identify the impact of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.Demonstrates minimal knowledge of subject. Does not adequately visualize or justify the work of the Committee of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.Demonstrates a full and deep knowledge of subject. Develops and explains an informed position on the committee's initiative, integrates and justifies the impact on the Future of NursingIdentify the importance of the IOM FON report related to the nursing workforce15.0%Does not demonstrate knowledge of the concept or its role. Fails to identify the importance of the IOM FON report related to the nursing workforce.Demonstrates minimal knowledge of the subject. Does not adequately visualize or justify the importance of the IOM FON report related to the nursing workforce.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the importance of the IOM FON report related to the nursing workforce.Demonstrates good knowledge of the subject. Correctly describes importance of the IOM FON report related to the nursing workforce.Demonstrates a full and.
RISK RESPONSE STRATEGIES AND PERFORMANCE OF PROJECTS IN KIRINYAGA .docx
RISK RESPONSE STRATEGIES AND PERFORMANCE OF PROJECTS IN KIRINYAGA COUNTY, KENYA
JAMES KADEGHE WARUI
D53/OL/CTY/26217/15
A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF BUSINESS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF BUSINESS ADMINISTRATION (PROJECT MANAGEMENT) OF KENYATTA UNIVERSITY Comment by user: Proposal
MAY, 2019
DECLARATION
I declare that, this proposal is my own original work and has not been presented for award of any degree in any university. No part of this proposal should be reproduced without the authority of the author and/or Kenyatta University.
Signature Date .
James Kadeghe Warui,
D53/OL/CTY/26217/15.
This research proposal has been submitted for the course examination with my approval as the University supervisor.
Signature . Date.
Dr. Lucy Ngugi,
Department of Management Science,
Kenyatta University.
DEDICATION
This work is dedicated to my family for giving me a chance to pursue an education. I also wish to dedicate this proposal to my colleagues for the encouragement and support they gave me towards the completion of this work
ACKNOWLEDGEMENT
I am thankful to God for the good health and strength He installed upon me to pursue this project. I wish to most sincerely thank my entire family for their overwhelming support throughout this process, they have always been a source of inspiration from whom I get my strength. I also appreciate my friends and colleagues who shared this journey with me and encouraged me in this journey. Comment by user: Need to acknowledge supervisor
TABLE OF CONTENTS
DECLARATIONii
DEDICATIONiii
ACKNOWLEDGEMENTiv
LIST OF TABLESvii
LIST OF FIGURESviii
OPERATIONAL DEFINITION OF TERMSix
ABBREVIATIONS AND ACRONYMSx
ABSTRACTxi
CHAPTER ONE1 put chapter and its heading on same line
INTRODUCTION1
1.1Background of the Study1
1.1.1 Project Performance2
1.1.2 Risk Response Strategies3
1.1.3 Projects in Kirinyaga County5
1.2 Statement of the Problem5
1.3 Objectives of the Study6
1.3.1 General Objective of the Study6
1.3.1 Specific Objectives of the Study6
1.4 Research Questions7
1.5 Significance of the Study7
1.6 Scope of the Study8
1.7 Limitation of the Study8
1.8 Organization of the Study9
CHAPTER TWO10 put chapter and its heading on same line
LITERATURE REVIEW10
2.1 Introduction10
2.2 Theoretical Review10
2.2.1 Enterprise Risk Management Model10
2.2.2 Expectancy Theory11
2.2.3 Network Theory12
2.3 Empirical Literature Review12
2.3.1 Risk Avoidance and Project Performance13
2.3.2 Risk Acceptance and Project Performance14
2.3.3 Risk Monitoring and Project Performance15
2.3.4 Risk Mitigation and Project Performance16
2.3.5 Risk Transfer and Project Performance17
2.4 Summary of Literature Review and Research Gaps19
2.5 Conceptual Framework23
CHAPTER THREE24 put chapter and its heading on same line
RESEARCH METHODOLOGY24
3.1 Introduction24
3.2 Research Design24
3.3 Target Population24
3.4 Data Collection Instruments25
.
RTE Cereal Industry Table of Barriers to Entry”Sept 18, 2017.docx
RTE Cereal Industry Table of “Barriers to Entry”
Sept 18, 2017 Kyu Ho Lee
BADM 449
Entry Barrier
Level
Evidence
Page
Economies of Scale
High
-“Because of economies resulting from feeding a single packaging line from multiple production lines, an RTE cereal plant was estimated to require a capacity of 75 million pounds per year to achieve minimum efficient scale”
-“major firms continually introduced new products, either through creation of a new brand or by the extension of an existing one…Brand extensions were generally considered more likely to succeed than new brands…economies of scale in advertising, and were technologically simpler to develop…”
-Pg. 3
-Pg. 5-6
Experience
Curve
Advantages
High
-“Since the production process was relatively similar for all cereals and the main source of scale economies was in bagging, a single plant could produce many brands of cereal”
-Pg. 3
Intended
Excess
Capacity
Moderate
-“General Mills announced it planned to cut $175 million out of its trade promotions and couponing budget, and simultaneously to reduce prices on its biggest brands…by an average of 11 percent.”
-Pg. 11
Reputation
High
-“Big Three had restrained competition among themselves by achieving effective unwritten agreements to limit in-pack premiums”
-Pg. 2
Product Differentiation
High
-“most advertising intensive of all industries, with an advertising/sales ratio as high as %18.5…”
-Pg. 5
Capital Requirements
High
-“a plant of this capacity that combined production and packaging together in one plant employed about 12t employees and required a capital investment in excess of $100 million”
-Pg. 3
High Switching Costs of Buyers
Low
-“neither coupons nor other forms of trade promotions were believed to stimulate total cereal demand very dramatically. Rather, these competitive tactics led primarily to stockpiling and brand-switching by the most fickle consumers”
-Pg. 5
Access
To
Distribution Channels
High
-“As the number of RTE cereal brands expanded, prime shelf space became even more important. Securing shelf space for a new brand required payment to grocers…While large cereal firms were not exempt from this policy, they had more flexibility than new entrants in shuffling their allocation of space among brands...”
-Pg. 4
Favorable Access to Raw Materials and to Markets
Moderate
-“FTC argued that the leading RTE cereal manufacturers had jointly monopolized the RTE cereal market…”
-“incumbent firms may have filled all profitable niches in the cereal market…”
-Pg. 2
-Pg. 3
Proprietary Technology
High
-“some processes-particularly the extrusion processes used in many children’s cereals-were quite complex and required substantial engineering expertise and production experience to master”
-“RTE cereal industry as a whole spent about one percent of gross sales on R&D”
-“breakfast cereal R&D did generate proprietary new product developments”
-Pg. 3
-Pg. 3
-Pg. 4
Exit Barriers
High
-“RTE breakfast cereals accounted for o.
Rubic_Print_FormatCourse CodeClass CodePCN-518PCN-518-O500Older Ad.docx
Rubic_Print_FormatCourse CodeClass CodePCN-518PCN-518-O500Older Adult Development Interview and Reflection (Obj. 7.1, 7.2, and 7.3)70.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent 70.0%Describe the Selected Theory15.0%Paper does not include a description of the selected theory. Paper includes an inaccurate or vague description of the selected theory.Paper demonstrates an understanding of the selected theory by including an accurate description of the theory that includes major points of importance on the topic. Paper demonstrates a thorough understanding of the selected theory by providing an accurate description of the theory that includes major points of importance on the topic. Paper demonstrates an understanding of the selected theory by including a detailed and accurate description of the theory, in addition to major points of importance to the topic. Clearly ties the information provided to the practice of professional counseling. Describe the Interviewee (gender, age, ethnicity, etc.)10.0%Paper does not include a description of the interviewee and/or the person interviewed is not appropriate for the assignment. Paper includes a minimal description of the interviewee and/or the person interviewed is minimally appropriate for the assignment. Paper includes a detailed description of the interviewee and the interviewee selected is appropriate. Paper includes a thorough description of the interviewee and the interviewee selected is appropriate.Paper includes a comprehensive description of the interviewee and the interviewee selected is appropriate.Illustrate the Selected Theory in Relation to the Interviewee's Responses35.0%Paper does not illustrate how the selected theory relates to the interviewee's responses. Paper minimally illustrates how the selected theory relates to the interviewee's responses.Paper adequately illustrates how the selected theory relates to the interviewee's responses.Paper thoroughly illustrates how the selected theory relates to the interviewee's responses. In addition, the paper makes minimal connections to scholarly based research to support the relationship. Paper does a comprehensive job of illustrating how the selected theory relates to the interviewee's responses. In addition, the relationship is supported with direct ties to scholarly research. Ethical and Cultural Strategies in Older Adults10.0%Paper omits or incompletely describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in older adults. Paper does not demonstrate understanding of the topic. Paper inadequately describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in older adults. Paper demonstrates poor understanding of the topic. Paper adequately describes the ethical and cultural strategies that can be used to pro.
Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O102Contem.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O102Contemporary Nursing Practice150.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Evolution of Nursing Practice Over Time and Resulting Changes to Scope of Practice and Approach to Patient Care10.0%Explanation of how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual is not presented.Explanation of how nursing practice has changed over time is incomplete. A partial summary of how scope of practice and approach to treating the individual have changed over time is presented. There are major inaccuracies. More information is needed.A general explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is summarized. There are some minor inaccuracies. Some information is needed for clarity.An explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed. Minor detail is needed for clarity. The explanation is accurate and captures all significant aspects. A thorough explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed in detail. An insightful account of the evolution of nursing practice and its influence on scope of practice and patient care is presented.Comparison of Differentiated Practice Competencies of ADN and BSN15.0%The differentiated practice competencies of the ADN and BSN are not compared. An incomplete comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice is unclear. There are significant inaccuracies. More information is needed.A general comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice are summarized. Some information is needed for clarity or support.A comparison of the differentiated practice competencies of the ADN and BSN is nursing is presented. Differences between ADN and BSN scope of practice are described. Minor detail or rationale is needed for clarity or support.A comparison of the differentiated practice competencies of the ADN and BSN is clearly presented. Differences between ADN and BSN scope of practice are described in detail. The narrative demonstrates a strong understanding of differentiated competencies and scope of practice for the ADN and BSN.Use of Patient Care Situation to Describe Differences in Approach to Nursing Care Based Upon ADN and BSN Education20.0%A patient care situation illustrating the difference between ADN and BSN in decision making and approaches to patient care.
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategi.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategic Plan Part 1: Overview80.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Plan20.0%A description of the type of plan including the vision, mission, and values of the organization is not included.A description of the type of plan is included however a description of the vision, mission, or values of the organization is not included. Subject knowledge is unclear or inconsistent.A description of the type of plan including the vision, mission, and values of the organization is included. Some subject knowledge is evident.A description of the type of plan including the vision, mission, and values of the organization is included. Subject knowledge is competent.A description of the type of plan including the vision, mission, and values of the organization is included. Description demonstrates comprehensive subject knowledge and understanding.Values and Culture20.0%An explanation of how organizational values drive culture is not included. An explanation of the culture you intend to build or that currently exist is not included.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Subject knowledge is unclear or inconsistent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Some subject knowledge is evident.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Competitive Advantage20.0%An explanation of your competitive advantage is not included.An explanation of your competitive advantage is included. Subject knowledge is unclear or inconsistent.An explanation of your competitive advantage is included. Some subject knowledge is evident.An explanation of your competitive advantage is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of your competitive advantage is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Presentation of Content10.0%The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.The content is vague in conveying a point of view and does not create a strong sense .
RTI Overview 20.0 Includes an RTI overview that is comprehensi.docx
RTI Overview
20.0
Includes an RTI overview that is comprehensive and includes a thorough explanation of the RTI tiers.
Tier Placement
20.0
Includes a thorough and insightful explanation of what factors determine appropriate student placement within the RTI tiers.
RTI and Individuals with Disabilities
15.0
Includes a comprehensive, thoughtful explanation of how the RTI model can help meet the needs of students with and without disabilities.
Intervention Strategies
15.0
Includes realistic research-based intervention strategies for students with and without disabilities who are struggling in ELA or math. Strategies are well-crafted for meeting a variety of RTI tiers.
Presentation
10.0
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
Research
5.0
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
Language Use and Audience Awareness
5.0
Word choice in slides and speaker's notes is distinctive, creative and well-suited to purpose, discipline, scope, and audience of the presentation.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
New York Times
“The American Dream, Quantified at Last”
By David Leonhardt
Dec. 8, 2016
The phrase “American dream” was invented during the Great Depression. It comes from a popular 1931 book by the historian James Truslow Adams, who defined it as “that dream of a land in which life should be better and richer and fuller for everyone.”
In the decades that followed, the dream became a reality. Thanks to rapid, widely shared economic growth, nearly all children grew up to achieve the most basic definition of a better life — earning more money and enjoying higher living standards than their parents had.
These days, people are arguably more worried about the American dream than at any point since the Depression. But there has been no real measure of it, despite all of the data available. No one has known how many Americans are more affluent than their parents were — and how the number has changed.
It’s a thorny research question, because it requires tracking individual families over time rather than (as most economic statistics do) taking one-time snapshots of the country.
The beginnings of a breakthrough came several years ago, when a team of economists led by Raj Chetty received access to millions of tax records that stretched over decades. The records were anonymous and came with stric.
Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O501Profes.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O501Professional Development of Nursing Professionals250.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%IOM Summary of Four Messages and Significance to Nursing Practice16.0%Summary of the four messages outlined in the IOM report and explanation of why these are significant to nursing practice is omitted. Summary of the four messages outlined in the IOM report is partially presented. Explanation of why these are significant to nursing practice is incomplete. There are significant inaccuracies.Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is generally presented. There are some inaccuracies. Some information or rationale is needed to fully support summary.Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is presented. Minor detail is needed for clarity. Summary of the four messages outlined in the IOM report is clearly presented. A detailed explanation of why these are significant to nursing practice is presented. A strong understanding of the IOM report and its influence on nursing practice is demonstrated.Influence of IOM on Education, Leadership, Benefits and Opportunities for BSN-Prepared Nurses16.0%The direct influence of the IOM report on nursing education, nursing leadership, and the benefits and opportunities for BSN-prepared nurses is not discussed.The direct influence of the IOM report on nursing education and nursing leadership is partially presented. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are summarized. There are inaccuracies. The direct influence of the IOM report on nursing education and nursing leadership is summarized. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are generally described. Overall, a general understanding of the IOM report and its influence on nursing is demonstrated.The direct influence of the IOM report on nursing education and nursing leadership is discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described. Overall, an understanding of the IOM report and its influence on nursing is demonstrated.The direct influence of the IOM report on nursing education and nursing leadership is thoroughly discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described in detail. Overall, an in-depth understanding of the IOM report and its influence on nursing is demonstrated.Importance of the Evolution of the Education and Role of the Nurse to Meet the Needs of an Aging and Diverse Population16.0%The importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population.
Rubic_Print_FormatCourse CodeClass CodePOS-500POS-500-O503Constitu.docx
Rubic_Print_FormatCourse CodeClass CodePOS-500POS-500-O503Constitution Day Presentation100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Create a 12-15 slide PowerPoint presentation about the core tenets of the U.S. Constitution: Checks and balances Federalism Judicial review Limited government Popular sovereignty Separation of powers 30.0%PowerPoint content does not address the core tenets of the U.S. Constitution.Some of the core tenets of the U.S. Constitution are minimally presented and are overgeneralized, or lacking detail. One or more core tenets from the list are missing.All of the listed core tenets of the U.S. Constitution are adequately presented.All of the listed core tenets of the U.S. Constitution are presented clearly with a logical progression of ideas.All of the listed core tenets of the U.S. Constitution are thoroughly presented and clearly delineated.Speaker notes include content-related commentary for each slide, in a minimum of 50-100 words. 15.0%Speaker notes are not included.Speaker notes are not complete sentences and do not appropriately describe the content of the slide. Minimum word count is not met.Speaker notes are included with some detail. Minimum required word count is met.Speaker notes are clear and brief with appropriate details. Minimum required word count is met. Speaker notes are clear and thoroughly describe content presented on each slide. Minimum word count is met. Audience selection and appropriateness of language and content (includes sentence construction, word choice, etc.) 15.0%Intended audience is not specified and is not clear based on content of presentation. Intended audience is specified, however the vocabulary and content are not appropriate for the intended audience. Intended audience is specified, and the vocabulary and content are appropriate for the intended audience. Intended audience is specified, and the writer is clearly aware of audience. Uses a variety of appropriate vocabulary to enhance the content for the specified audience. Intended audience is specified, and the writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.Include a 250-500-word essay describing two interactive learning activities for your intended audience to coincide with your presentation. 20.0%The essay describing two interactive learning activities for your intended audience is missing.The activities are not described clearly, not interactive, or not appropriate for the audience.The description of the activities is somewhat unclear or the activities do not fully contribute to the learning of the intended material.Both activities are described well enough, interactive, and suitable for the intended audience.Both activities are clearly described and thoughtfully developed to provide meaning.
Royal Commission for Jubail and Yanbu Jubail University Coll.docx
Royal Commission for Jubail and Yanbu
Jubail University College
Computer Science & Engineering Department
Cover Page
FX-ACA-002
Issue 0 Rev. 1
January 2, 2014
i
Exam Type: Assign 1(LT) Semester: 391
Course Code CS 313 Course Title Design and analysis of Algorithms
Submission Date WEEK 7(Sunday)
PART I TO BE FILLED BY THE STUDENT
STUDENT’S
NAME
ID. No.
Course Section
TO BE FILLED BY THE CONCERNED DEPARTMENT
PART II 1st Marker 2nd Marker
Question
No.
Max
Marks
Actual
Marks
Comments/Remarks
Actual
Marks
Comments/Remarks
1 20
2 3
3 3
4 4
Total 30
Name: Dr. Ruchi Tuli Name:
Signature: Signature:
1. Calculate the time and space complexity(total amount of space required) of the
following: (20 Marks)
a. Algorithm sum(a[ ], n) [4 Marks]
sum =0
for(i=0 to n)
sum = sum + a[i]
return sum
b. Algorithm A1() [3 Marks]
int i
for(i= 1 to n)
print(i)
c. Algorithm A3() [4 Marks]
int i, j
for(i= 1 to n)
for(j= 1 to n)
print(“hello”)
d. int sum(int x, int y, int z) { [2 Marks]
int w = x + y + z;
return w;
}
Instructions :-
Write the answers in your own handwriting. Do not type it
Late submissions will face penalties.
No email submission. Only hard copy submission
e. void Add(int a[ ], int b[ ], int c[ ], int n) { [4 Marks]
for (int i = 0; i < n; ++i) {
c[i] = a[i] + b[j]
}
}
f. void Multiply(int a[ ], int b[ ], int c[ ][ ], int n) { [3 Marks]
for (int i = 0; i < n; ++i) {
for (int j = 0; j < n; ++j) {
c[i] = a[i] + b[j];
}}}
2. Show that 3n3+2n2+7n+9 is O(n3) [3 Marks]
3. Show that n! is O(nn) [3 Marks]
4. Prove that n10 is O(2n ) [4 Marks]
.
Roy Watson bought vacuum cleaners from T & F Distributing Co. and th.docx
Roy Watson bought vacuum cleaners from T & F Distributing Co. and then resold them door-to-door. He was an independent contractor. Before hiring Watson, the president of T & F checked with two former employers but could not remember if he called Watson’s two references. Watson had an extensive criminal record, primarily under the alias Leroy Turner, but he was listed in FBI records under both Leroy Turner and Roy Watson. T & F granted Watson sales territory that included Neptune City, New Jersey. This city required that all “peddlers” such as Watson be licensed. Applicants for this license were routinely fingerprinted. T & F never insisted that Watson apply for such a license. Watson attacked Miriam Bennett after selling a vacuum cleaner to her at her home in Neptune City. Is T & F liable to Bennett?
Please write 1~2 paragraph to answer the question.
.
RTI Special Education .docx
RTI Special Education
RTI Special Education
Program Transcript
[MUSIC PLAYING]
NARRATOR: The following presentation features educators from an elementary
school who discuss best practices for integrating special education into general
education to assess, intervene with, and improve the educational experiences of
their students.
MERLE SCHWARTZ: So I feel inclined to say that, while we demonstrated an
RTI meeting, at your school, you call it a problem solving team, which is terrific.
And so my first question, really, is how did you get this model up and running?
How did it start? How has it evolved? Ingrid, would you like to kick it off?
INGRID WIEMER: Yeah, in our district, we've been under the belief that its best
practice is to have a problem solving team to help general education teachers
when problems arise with students, whether that's academic or behavioral or
social emotional. So we've been doing teams like this in our district for probably
over a decade.
But where we slid into the response to intervention mode and formalized the
process a little more was when special ed law was reauthorized in 2004. But a
year or two before that, our district saw the trend that legislation was taking. And
so we were proactive in getting together groups.
And in our state, we have special education coops. And so they had written a
grant called Principal-Led Problem Solving Teams. So they helped us and
trained administrators in neighboring districts and districts that were part of the
coop in this model. So I would say that we've been pretty proactive and started
the response to intervention and problem solving teams even before the
authorization came down.
SUE BARKHAUSEN: And I would say here, at our school, we've been doing this
problem solving team for about six years with a staff of over 50 people. Everyone
has been trained in this problem solving process, particularly response to
intervention. And what's wonderful about this is with everyone trained, we have
volunteers who will volunteer to be on the committee. And so we were able to
see that in our meeting earlier.
BRIDGET BOOKER: Another interesting component-- thinking back nine years,
when we started with the principal-led problem solving teams, we did do it
throughout all the schools in our district. And so it was not just our school here.
© 2016 Laureate Education, Inc. 1
RTI Special Education
And I think, at our district in particular, because we are a high performing district,
we had students that were struggling that wouldn't typically be considered special
education students, but students that struggled academically among the peers in
their school.
And we really looked at trying to find interventions that would be general
education in order to help them to be successful in their classroom among their
peers here. And they would oftentimes be average students in other schools that
were just struggling here in o.
Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK Analysis Paper100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Personal Learning Styles According to VARK Questionnaire20.0%Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. Preferred Learning Strategies20.0%Personal learning strategy content is missing.Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)20.0%Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them a.
Rubic_Print_FormatCourse CodeClass CodeNRS-451VNNRS-451VN-O502Heal.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-451VNNRS-451VN-O502Health Organization Case Study200.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade30.0%Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is not provided.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is offered; however, relevant information is missing as indicated in the assignment instructions. Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade meets the basic criteria for the assignment as indicated in the assignment instructions.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade meets all criteria for the assignment, as indicated in the assignment instructions, and is offered in detail.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.Case study includes a strategic plan that addresses issues pertaining to network growth10.0%Case study including a strategic plan that addresses issues pertaining to network growth is not provided.Case study including a strategic plan that addresses issues pertaining to network growth is provided; however, relevant information is missing as indicated in the assignment instructions.Case study including a strategic plan that addresses issues pertaining to network growth; meets the basic criteria for the assignment as indicated by the assignment instructions.Case study including a strategic plan that addresses issues pertaining to network growth; meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.Case study including a strategic plan that addresses issues pertaining to network growth; is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.Case study includes a strategic plan that addresses issues pertaining to nurse staffing10.0%Case study including a strategic plan that addresses issues pertaining to nurse staffing is not offered.Case study including a strategic plan that addresses issues pertaining to nurse staffing is provided; however, relevant information is missing as indicated in the assignment instructions.Case study including a strategic plan that addresses issues pertaining to nurse staffing mee.
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmar.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmark – Strategic Plan Part 2: External and Internal Assessment100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Environmental Scan15.0%A description of what you learned about the industry and your organization is not included.A description of what you learned about the industry and your organization is included, but lacks sufficient detail. Subject knowledge is unclear or inconsistent.A description of what you learned about the industry and your organization is included. Some subject knowledge is evident.A description of what you learned about the industry and your organization is included. Subject knowledge is competent.A description of what you learned about the industry and your organization is included. Description demonstrates comprehensive subject knowledge and understanding. External and Internal Assessment Tools15.0%Appendix of external and internal assessment tools is not included. An explanation of how you applied the results of your internal and external assessment tools is not included. Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included, yet does not include sufficient detail to support claims or findings. Subject knowledge is unclear or inconsistent.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. Some subject knowledge is evident.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. Detailed examples and evidence are included. Subject knowledge is competent.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. External and internal assessment includes relevant examples and applicable insight and demonstrates comprehensive subject knowledge and understanding.Key Issues15.0%An explanation of how what you learned has challenges or supports your original vision/concept is not included. An explanation of what has emerged from your learning is not included.An explanation of how what you learned has challenges or supports your original vision/concept is included. An explanation of what has emerged from your learning is included, however, the explanation lacks clarity. Subject knowledge is unclear or inconsistent.An explanation of how what you learned has challenges or supports your original vision/concept is included. An explanation of what is has emerged from your learning is included. Some subject knowledge is evident.An explanation of how what you learned has challenges or supports y.
Rubic_Print_FormatCourse CodeClass CodeECS-570ECS-570-O500Developm.docx
Rubic_Print_FormatCourse CodeClass CodeECS-570ECS-570-O500Developmental Milestones Brochure100.0CriteriaPercentageNo submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Brochure Description: Oral Communication Developmental Milestones [CEC 7.1, 1.3; NAEYC 2c; InTASC 10(e)] 15.0%Not addressed.Brochure includes underdeveloped or inadequate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old.Brochure includes minimal descriptions of developmental milestones in the area of oral communication for children birth to 8 years old that may or may not be appropriate for the audience.Brochure includes clear, audience appropriate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old.Brochure includes comprehensive, thoughtful, and audience-appropriate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old.Brochure Description: Everyday Learning Strategies For Home [CEC S1.3, S2.2, S2.3, CEC 7.1, 1.3; NAEYC 2c; InTASC 10(e)] 15.0%Not addressed.Brochure describes ineffective or irrelevant strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure describes simplistic or somewhat unrealistic strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure describes sound strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure describes creative, effective strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings.Brochure Description: Communication in Everyday Routines [CEC S1.3, S2.2, S2.3] 10.0%Not addressed.Brochure describes ineffective or irrelevant learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure includes minimal learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure contains clear learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure contains comprehensive, and effective learning opportunities that encourage communication in everyday routines, relationships, activities, and places, inside the classroom. Brochure Description: Strategies for Students with Exceptionalities [InTASC 2(h); NAEYC 1a] 15.0%Not addressed.Brochure identifies ineffective or irrelevant strategies for developing oral commu.
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This is a notes for the D.Pharm students and related to the antibiotic drugs.
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Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
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Risk Management Plan Exercise
1
CIS 6208
IT Project Management
Exercise Name
Risk Management Plan
Purpose
Development of the risk management plan template provides students with hands-on experience
in creating this key project management deliverable. Development of the template supports the
ability to evaluate and recommend project risk management processes and best practices. In
addition, effective project managers have experience in creating project documentation for all
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Description
As the assigned Project Manager at Rolls Royce in support of the Enterprise Resource Planning
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1. Template – Risk Management Plan
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You are free to fill in any gaps in the case details to develop a comprehensive plan.
Check with your instructor in regard to any questions related to the case scenario.
Note: Assignments with spelling and/or grammar errors will be returned for correction and
resubmission which may result in a late penalty.
Risk Management Plan Exercise
2
Rubric
Criteria Exemplary Accomplished Developing Beginning
Template -
Format
Provides a
comprehensive
and adaptable
template that
may be used for
most project
types.
15 Points
Covers all key
elements
required to plan
an effective risk
management
approach that
may be used for
most project
types.
10 Points
Covers most key
elements
required to plan
an effective risk
management
approach that
may be used for
some project
types.
5 Points
Limited coverage
of key elements
required to plan
an effective risk
management
approach.
0 Points
Template -
Section
Descriptions
Provides concise
and clear
descriptions
within each
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Risks, Threats, and Vulnerabilities
Scenario
Fullsoft, Inc. is a software development company based in New York City. Fullsoft’s software product development code is kept confidential in an effort to safeguard the company’s competitive advantage in the marketplace. Fullsoft recently experienced a malware attack; as a result, proprietary information was leaked. The company is now in the process of recovering from this breach.You are a security professional who reports into Fullsoft’s infrastructure operations team. The chief technology officer (CTO) asks you and your colleagues to participate in a team meeting to discuss the incident and its potential impact on the company.
Tasks
Prepare for the meeting by deliberating on the following questions:
What circumstances may have allowed this incident to occur, or could allow a similar incident to occur in the future?
What insights about risks, threats, and/or vulnerabilities can you glean from reports of similar incidents that have occurred in other organizations?
What potential outcomes should the company anticipate as a result of the malware attack and possible exposure of intellectual property?
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Write an outline of key points related to the questions above that the team should discuss at the meeting.
Required Resources
Textbook for this course
Internet access
Submission Requirements
Format: Microsoft Word or compatible
Font: APA Format
Citation Style: APA Format
Length: 3-4 pages plus citation page
Submit in the Group Project Part 1 Assignment
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You are encouraged to respond creatively, but you must cite credible sources to support your work.
Self-Assessment Checklist
I created an outline that describes key points the team should discuss at the meeting.
My outline describes:
Circumstances that may have allowed the malware infection to occur, or could allow a similar incident to occur in the future
Insights about risks, threats, and/or vulnerabilities from reports of similar incidents that have occurred in other organizations
Potential outcomes of a malware attack and exposure of confidential information
Countermeasures the company should implement
I conducted adequate independent research for this part of the project.
I followed the submission guidelines.
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Question B
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RISK RESPONSE STRATEGIES AND PERFORMANCE OF PROJECTS IN KIRINYAGA COUNTY, KENYA
JAMES KADEGHE WARUI
D53/OL/CTY/26217/15
A RESEARCH PROJECT SUBMITTED TO THE SCHOOL OF BUSINESS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTER OF BUSINESS ADMINISTRATION (PROJECT MANAGEMENT) OF KENYATTA UNIVERSITY Comment by user: Proposal
MAY, 2019
DECLARATION
I declare that, this proposal is my own original work and has not been presented for award of any degree in any university. No part of this proposal should be reproduced without the authority of the author and/or Kenyatta University.
Signature Date .
James Kadeghe Warui,
D53/OL/CTY/26217/15.
This research proposal has been submitted for the course examination with my approval as the University supervisor.
Signature . Date.
Dr. Lucy Ngugi,
Department of Management Science,
Kenyatta University.
DEDICATION
This work is dedicated to my family for giving me a chance to pursue an education. I also wish to dedicate this proposal to my colleagues for the encouragement and support they gave me towards the completion of this work
ACKNOWLEDGEMENT
I am thankful to God for the good health and strength He installed upon me to pursue this project. I wish to most sincerely thank my entire family for their overwhelming support throughout this process, they have always been a source of inspiration from whom I get my strength. I also appreciate my friends and colleagues who shared this journey with me and encouraged me in this journey. Comment by user: Need to acknowledge supervisor
TABLE OF CONTENTS
DECLARATIONii
DEDICATIONiii
ACKNOWLEDGEMENTiv
LIST OF TABLESvii
LIST OF FIGURESviii
OPERATIONAL DEFINITION OF TERMSix
ABBREVIATIONS AND ACRONYMSx
ABSTRACTxi
CHAPTER ONE1 put chapter and its heading on same line
INTRODUCTION1
1.1Background of the Study1
1.1.1 Project Performance2
1.1.2 Risk Response Strategies3
1.1.3 Projects in Kirinyaga County5
1.2 Statement of the Problem5
1.3 Objectives of the Study6
1.3.1 General Objective of the Study6
1.3.1 Specific Objectives of the Study6
1.4 Research Questions7
1.5 Significance of the Study7
1.6 Scope of the Study8
1.7 Limitation of the Study8
1.8 Organization of the Study9
CHAPTER TWO10 put chapter and its heading on same line
LITERATURE REVIEW10
2.1 Introduction10
2.2 Theoretical Review10
2.2.1 Enterprise Risk Management Model10
2.2.2 Expectancy Theory11
2.2.3 Network Theory12
2.3 Empirical Literature Review12
2.3.1 Risk Avoidance and Project Performance13
2.3.2 Risk Acceptance and Project Performance14
2.3.3 Risk Monitoring and Project Performance15
2.3.4 Risk Mitigation and Project Performance16
2.3.5 Risk Transfer and Project Performance17
2.4 Summary of Literature Review and Research Gaps19
2.5 Conceptual Framework23
CHAPTER THREE24 put chapter and its heading on same line
RESEARCH METHODOLOGY24
3.1 Introduction24
3.2 Research Design24
3.3 Target Population24
3.4 Data Collection Instruments25
.
RTE Cereal Industry Table of Barriers to Entry”Sept 18, 2017.docx
RTE Cereal Industry Table of “Barriers to Entry”
Sept 18, 2017 Kyu Ho Lee
BADM 449
Entry Barrier
Level
Evidence
Page
Economies of Scale
High
-“Because of economies resulting from feeding a single packaging line from multiple production lines, an RTE cereal plant was estimated to require a capacity of 75 million pounds per year to achieve minimum efficient scale”
-“major firms continually introduced new products, either through creation of a new brand or by the extension of an existing one…Brand extensions were generally considered more likely to succeed than new brands…economies of scale in advertising, and were technologically simpler to develop…”
-Pg. 3
-Pg. 5-6
Experience
Curve
Advantages
High
-“Since the production process was relatively similar for all cereals and the main source of scale economies was in bagging, a single plant could produce many brands of cereal”
-Pg. 3
Intended
Excess
Capacity
Moderate
-“General Mills announced it planned to cut $175 million out of its trade promotions and couponing budget, and simultaneously to reduce prices on its biggest brands…by an average of 11 percent.”
-Pg. 11
Reputation
High
-“Big Three had restrained competition among themselves by achieving effective unwritten agreements to limit in-pack premiums”
-Pg. 2
Product Differentiation
High
-“most advertising intensive of all industries, with an advertising/sales ratio as high as %18.5…”
-Pg. 5
Capital Requirements
High
-“a plant of this capacity that combined production and packaging together in one plant employed about 12t employees and required a capital investment in excess of $100 million”
-Pg. 3
High Switching Costs of Buyers
Low
-“neither coupons nor other forms of trade promotions were believed to stimulate total cereal demand very dramatically. Rather, these competitive tactics led primarily to stockpiling and brand-switching by the most fickle consumers”
-Pg. 5
Access
To
Distribution Channels
High
-“As the number of RTE cereal brands expanded, prime shelf space became even more important. Securing shelf space for a new brand required payment to grocers…While large cereal firms were not exempt from this policy, they had more flexibility than new entrants in shuffling their allocation of space among brands...”
-Pg. 4
Favorable Access to Raw Materials and to Markets
Moderate
-“FTC argued that the leading RTE cereal manufacturers had jointly monopolized the RTE cereal market…”
-“incumbent firms may have filled all profitable niches in the cereal market…”
-Pg. 2
-Pg. 3
Proprietary Technology
High
-“some processes-particularly the extrusion processes used in many children’s cereals-were quite complex and required substantial engineering expertise and production experience to master”
-“RTE cereal industry as a whole spent about one percent of gross sales on R&D”
-“breakfast cereal R&D did generate proprietary new product developments”
-Pg. 3
-Pg. 3
-Pg. 4
Exit Barriers
High
-“RTE breakfast cereals accounted for o.
Rubic_Print_FormatCourse CodeClass CodePCN-518PCN-518-O500Older Ad.docx
Rubic_Print_FormatCourse CodeClass CodePCN-518PCN-518-O500Older Adult Development Interview and Reflection (Obj. 7.1, 7.2, and 7.3)70.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent 70.0%Describe the Selected Theory15.0%Paper does not include a description of the selected theory. Paper includes an inaccurate or vague description of the selected theory.Paper demonstrates an understanding of the selected theory by including an accurate description of the theory that includes major points of importance on the topic. Paper demonstrates a thorough understanding of the selected theory by providing an accurate description of the theory that includes major points of importance on the topic. Paper demonstrates an understanding of the selected theory by including a detailed and accurate description of the theory, in addition to major points of importance to the topic. Clearly ties the information provided to the practice of professional counseling. Describe the Interviewee (gender, age, ethnicity, etc.)10.0%Paper does not include a description of the interviewee and/or the person interviewed is not appropriate for the assignment. Paper includes a minimal description of the interviewee and/or the person interviewed is minimally appropriate for the assignment. Paper includes a detailed description of the interviewee and the interviewee selected is appropriate. Paper includes a thorough description of the interviewee and the interviewee selected is appropriate.Paper includes a comprehensive description of the interviewee and the interviewee selected is appropriate.Illustrate the Selected Theory in Relation to the Interviewee's Responses35.0%Paper does not illustrate how the selected theory relates to the interviewee's responses. Paper minimally illustrates how the selected theory relates to the interviewee's responses.Paper adequately illustrates how the selected theory relates to the interviewee's responses.Paper thoroughly illustrates how the selected theory relates to the interviewee's responses. In addition, the paper makes minimal connections to scholarly based research to support the relationship. Paper does a comprehensive job of illustrating how the selected theory relates to the interviewee's responses. In addition, the relationship is supported with direct ties to scholarly research. Ethical and Cultural Strategies in Older Adults10.0%Paper omits or incompletely describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in older adults. Paper does not demonstrate understanding of the topic. Paper inadequately describes the ethical and cultural strategies that can be used to promote resilience, optimum development, and wellness in older adults. Paper demonstrates poor understanding of the topic. Paper adequately describes the ethical and cultural strategies that can be used to pro.
Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O102Contem.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O102Contemporary Nursing Practice150.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Evolution of Nursing Practice Over Time and Resulting Changes to Scope of Practice and Approach to Patient Care10.0%Explanation of how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual is not presented.Explanation of how nursing practice has changed over time is incomplete. A partial summary of how scope of practice and approach to treating the individual have changed over time is presented. There are major inaccuracies. More information is needed.A general explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is summarized. There are some minor inaccuracies. Some information is needed for clarity.An explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed. Minor detail is needed for clarity. The explanation is accurate and captures all significant aspects. A thorough explanation of how nursing practice has changed over time is presented. How scope of practice and approach to treating the individual have changed over time is discussed in detail. An insightful account of the evolution of nursing practice and its influence on scope of practice and patient care is presented.Comparison of Differentiated Practice Competencies of ADN and BSN15.0%The differentiated practice competencies of the ADN and BSN are not compared. An incomplete comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice is unclear. There are significant inaccuracies. More information is needed.A general comparison of the differentiated practice competencies of the ADN and BSN is presented. Differences between ADN and BSN scope of practice are summarized. Some information is needed for clarity or support.A comparison of the differentiated practice competencies of the ADN and BSN is nursing is presented. Differences between ADN and BSN scope of practice are described. Minor detail or rationale is needed for clarity or support.A comparison of the differentiated practice competencies of the ADN and BSN is clearly presented. Differences between ADN and BSN scope of practice are described in detail. The narrative demonstrates a strong understanding of differentiated competencies and scope of practice for the ADN and BSN.Use of Patient Care Situation to Describe Differences in Approach to Nursing Care Based Upon ADN and BSN Education20.0%A patient care situation illustrating the difference between ADN and BSN in decision making and approaches to patient care.
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategi.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Strategic Plan Part 1: Overview80.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Plan20.0%A description of the type of plan including the vision, mission, and values of the organization is not included.A description of the type of plan is included however a description of the vision, mission, or values of the organization is not included. Subject knowledge is unclear or inconsistent.A description of the type of plan including the vision, mission, and values of the organization is included. Some subject knowledge is evident.A description of the type of plan including the vision, mission, and values of the organization is included. Subject knowledge is competent.A description of the type of plan including the vision, mission, and values of the organization is included. Description demonstrates comprehensive subject knowledge and understanding.Values and Culture20.0%An explanation of how organizational values drive culture is not included. An explanation of the culture you intend to build or that currently exist is not included.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Subject knowledge is unclear or inconsistent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Some subject knowledge is evident.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Competitive Advantage20.0%An explanation of your competitive advantage is not included.An explanation of your competitive advantage is included. Subject knowledge is unclear or inconsistent.An explanation of your competitive advantage is included. Some subject knowledge is evident.An explanation of your competitive advantage is included. Detailed examples and evidence are included. Subject knowledge is competent.An explanation of your competitive advantage is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.Presentation of Content10.0%The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.The content is vague in conveying a point of view and does not create a strong sense .
RTI Overview 20.0 Includes an RTI overview that is comprehensi.docx
RTI Overview
20.0
Includes an RTI overview that is comprehensive and includes a thorough explanation of the RTI tiers.
Tier Placement
20.0
Includes a thorough and insightful explanation of what factors determine appropriate student placement within the RTI tiers.
RTI and Individuals with Disabilities
15.0
Includes a comprehensive, thoughtful explanation of how the RTI model can help meet the needs of students with and without disabilities.
Intervention Strategies
15.0
Includes realistic research-based intervention strategies for students with and without disabilities who are struggling in ELA or math. Strategies are well-crafted for meeting a variety of RTI tiers.
Presentation
10.0
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
Research
5.0
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
Language Use and Audience Awareness
5.0
Word choice in slides and speaker's notes is distinctive, creative and well-suited to purpose, discipline, scope, and audience of the presentation.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
New York Times
“The American Dream, Quantified at Last”
By David Leonhardt
Dec. 8, 2016
The phrase “American dream” was invented during the Great Depression. It comes from a popular 1931 book by the historian James Truslow Adams, who defined it as “that dream of a land in which life should be better and richer and fuller for everyone.”
In the decades that followed, the dream became a reality. Thanks to rapid, widely shared economic growth, nearly all children grew up to achieve the most basic definition of a better life — earning more money and enjoying higher living standards than their parents had.
These days, people are arguably more worried about the American dream than at any point since the Depression. But there has been no real measure of it, despite all of the data available. No one has known how many Americans are more affluent than their parents were — and how the number has changed.
It’s a thorny research question, because it requires tracking individual families over time rather than (as most economic statistics do) taking one-time snapshots of the country.
The beginnings of a breakthrough came several years ago, when a team of economists led by Raj Chetty received access to millions of tax records that stretched over decades. The records were anonymous and came with stric.
Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O501Profes.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-430VNRS-430V-O501Professional Development of Nursing Professionals250.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%IOM Summary of Four Messages and Significance to Nursing Practice16.0%Summary of the four messages outlined in the IOM report and explanation of why these are significant to nursing practice is omitted. Summary of the four messages outlined in the IOM report is partially presented. Explanation of why these are significant to nursing practice is incomplete. There are significant inaccuracies.Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is generally presented. There are some inaccuracies. Some information or rationale is needed to fully support summary.Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is presented. Minor detail is needed for clarity. Summary of the four messages outlined in the IOM report is clearly presented. A detailed explanation of why these are significant to nursing practice is presented. A strong understanding of the IOM report and its influence on nursing practice is demonstrated.Influence of IOM on Education, Leadership, Benefits and Opportunities for BSN-Prepared Nurses16.0%The direct influence of the IOM report on nursing education, nursing leadership, and the benefits and opportunities for BSN-prepared nurses is not discussed.The direct influence of the IOM report on nursing education and nursing leadership is partially presented. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are summarized. There are inaccuracies. The direct influence of the IOM report on nursing education and nursing leadership is summarized. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are generally described. Overall, a general understanding of the IOM report and its influence on nursing is demonstrated.The direct influence of the IOM report on nursing education and nursing leadership is discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described. Overall, an understanding of the IOM report and its influence on nursing is demonstrated.The direct influence of the IOM report on nursing education and nursing leadership is thoroughly discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described in detail. Overall, an in-depth understanding of the IOM report and its influence on nursing is demonstrated.Importance of the Evolution of the Education and Role of the Nurse to Meet the Needs of an Aging and Diverse Population16.0%The importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population.
Rubic_Print_FormatCourse CodeClass CodePOS-500POS-500-O503Constitu.docx
Rubic_Print_FormatCourse CodeClass CodePOS-500POS-500-O503Constitution Day Presentation100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Create a 12-15 slide PowerPoint presentation about the core tenets of the U.S. Constitution: Checks and balances Federalism Judicial review Limited government Popular sovereignty Separation of powers 30.0%PowerPoint content does not address the core tenets of the U.S. Constitution.Some of the core tenets of the U.S. Constitution are minimally presented and are overgeneralized, or lacking detail. One or more core tenets from the list are missing.All of the listed core tenets of the U.S. Constitution are adequately presented.All of the listed core tenets of the U.S. Constitution are presented clearly with a logical progression of ideas.All of the listed core tenets of the U.S. Constitution are thoroughly presented and clearly delineated.Speaker notes include content-related commentary for each slide, in a minimum of 50-100 words. 15.0%Speaker notes are not included.Speaker notes are not complete sentences and do not appropriately describe the content of the slide. Minimum word count is not met.Speaker notes are included with some detail. Minimum required word count is met.Speaker notes are clear and brief with appropriate details. Minimum required word count is met. Speaker notes are clear and thoroughly describe content presented on each slide. Minimum word count is met. Audience selection and appropriateness of language and content (includes sentence construction, word choice, etc.) 15.0%Intended audience is not specified and is not clear based on content of presentation. Intended audience is specified, however the vocabulary and content are not appropriate for the intended audience. Intended audience is specified, and the vocabulary and content are appropriate for the intended audience. Intended audience is specified, and the writer is clearly aware of audience. Uses a variety of appropriate vocabulary to enhance the content for the specified audience. Intended audience is specified, and the writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.Include a 250-500-word essay describing two interactive learning activities for your intended audience to coincide with your presentation. 20.0%The essay describing two interactive learning activities for your intended audience is missing.The activities are not described clearly, not interactive, or not appropriate for the audience.The description of the activities is somewhat unclear or the activities do not fully contribute to the learning of the intended material.Both activities are described well enough, interactive, and suitable for the intended audience.Both activities are clearly described and thoughtfully developed to provide meaning.
Royal Commission for Jubail and Yanbu Jubail University Coll.docx
Royal Commission for Jubail and Yanbu
Jubail University College
Computer Science & Engineering Department
Cover Page
FX-ACA-002
Issue 0 Rev. 1
January 2, 2014
i
Exam Type: Assign 1(LT) Semester: 391
Course Code CS 313 Course Title Design and analysis of Algorithms
Submission Date WEEK 7(Sunday)
PART I TO BE FILLED BY THE STUDENT
STUDENT’S
NAME
ID. No.
Course Section
TO BE FILLED BY THE CONCERNED DEPARTMENT
PART II 1st Marker 2nd Marker
Question
No.
Max
Marks
Actual
Marks
Comments/Remarks
Actual
Marks
Comments/Remarks
1 20
2 3
3 3
4 4
Total 30
Name: Dr. Ruchi Tuli Name:
Signature: Signature:
1. Calculate the time and space complexity(total amount of space required) of the
following: (20 Marks)
a. Algorithm sum(a[ ], n) [4 Marks]
sum =0
for(i=0 to n)
sum = sum + a[i]
return sum
b. Algorithm A1() [3 Marks]
int i
for(i= 1 to n)
print(i)
c. Algorithm A3() [4 Marks]
int i, j
for(i= 1 to n)
for(j= 1 to n)
print(“hello”)
d. int sum(int x, int y, int z) { [2 Marks]
int w = x + y + z;
return w;
}
Instructions :-
Write the answers in your own handwriting. Do not type it
Late submissions will face penalties.
No email submission. Only hard copy submission
e. void Add(int a[ ], int b[ ], int c[ ], int n) { [4 Marks]
for (int i = 0; i < n; ++i) {
c[i] = a[i] + b[j]
}
}
f. void Multiply(int a[ ], int b[ ], int c[ ][ ], int n) { [3 Marks]
for (int i = 0; i < n; ++i) {
for (int j = 0; j < n; ++j) {
c[i] = a[i] + b[j];
}}}
2. Show that 3n3+2n2+7n+9 is O(n3) [3 Marks]
3. Show that n! is O(nn) [3 Marks]
4. Prove that n10 is O(2n ) [4 Marks]
.
Roy Watson bought vacuum cleaners from T & F Distributing Co. and th.docx
Roy Watson bought vacuum cleaners from T & F Distributing Co. and then resold them door-to-door. He was an independent contractor. Before hiring Watson, the president of T & F checked with two former employers but could not remember if he called Watson’s two references. Watson had an extensive criminal record, primarily under the alias Leroy Turner, but he was listed in FBI records under both Leroy Turner and Roy Watson. T & F granted Watson sales territory that included Neptune City, New Jersey. This city required that all “peddlers” such as Watson be licensed. Applicants for this license were routinely fingerprinted. T & F never insisted that Watson apply for such a license. Watson attacked Miriam Bennett after selling a vacuum cleaner to her at her home in Neptune City. Is T & F liable to Bennett?
Please write 1~2 paragraph to answer the question.
.
RTI Special Education .docx
RTI Special Education
RTI Special Education
Program Transcript
[MUSIC PLAYING]
NARRATOR: The following presentation features educators from an elementary
school who discuss best practices for integrating special education into general
education to assess, intervene with, and improve the educational experiences of
their students.
MERLE SCHWARTZ: So I feel inclined to say that, while we demonstrated an
RTI meeting, at your school, you call it a problem solving team, which is terrific.
And so my first question, really, is how did you get this model up and running?
How did it start? How has it evolved? Ingrid, would you like to kick it off?
INGRID WIEMER: Yeah, in our district, we've been under the belief that its best
practice is to have a problem solving team to help general education teachers
when problems arise with students, whether that's academic or behavioral or
social emotional. So we've been doing teams like this in our district for probably
over a decade.
But where we slid into the response to intervention mode and formalized the
process a little more was when special ed law was reauthorized in 2004. But a
year or two before that, our district saw the trend that legislation was taking. And
so we were proactive in getting together groups.
And in our state, we have special education coops. And so they had written a
grant called Principal-Led Problem Solving Teams. So they helped us and
trained administrators in neighboring districts and districts that were part of the
coop in this model. So I would say that we've been pretty proactive and started
the response to intervention and problem solving teams even before the
authorization came down.
SUE BARKHAUSEN: And I would say here, at our school, we've been doing this
problem solving team for about six years with a staff of over 50 people. Everyone
has been trained in this problem solving process, particularly response to
intervention. And what's wonderful about this is with everyone trained, we have
volunteers who will volunteer to be on the committee. And so we were able to
see that in our meeting earlier.
BRIDGET BOOKER: Another interesting component-- thinking back nine years,
when we started with the principal-led problem solving teams, we did do it
throughout all the schools in our district. And so it was not just our school here.
© 2016 Laureate Education, Inc. 1
RTI Special Education
And I think, at our district in particular, because we are a high performing district,
we had students that were struggling that wouldn't typically be considered special
education students, but students that struggled academically among the peers in
their school.
And we really looked at trying to find interventions that would be general
education in order to help them to be successful in their classroom among their
peers here. And they would oftentimes be average students in other schools that
were just struggling here in o.
Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK Analysis Paper100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Personal Learning Styles According to VARK Questionnaire20.0%Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. Preferred Learning Strategies20.0%Personal learning strategy content is missing.Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)20.0%Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them a.
Rubic_Print_FormatCourse CodeClass CodeNRS-451VNNRS-451VN-O502Heal.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-451VNNRS-451VN-O502Health Organization Case Study200.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade30.0%Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is not provided.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is offered; however, relevant information is missing as indicated in the assignment instructions. Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade meets the basic criteria for the assignment as indicated in the assignment instructions.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade meets all criteria for the assignment, as indicated in the assignment instructions, and is offered in detail.Case study assesses the readiness of the health care organization or network in addressing the health care needs of citizens in the next decade is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.Case study includes a strategic plan that addresses issues pertaining to network growth10.0%Case study including a strategic plan that addresses issues pertaining to network growth is not provided.Case study including a strategic plan that addresses issues pertaining to network growth is provided; however, relevant information is missing as indicated in the assignment instructions.Case study including a strategic plan that addresses issues pertaining to network growth; meets the basic criteria for the assignment as indicated by the assignment instructions.Case study including a strategic plan that addresses issues pertaining to network growth; meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail.Case study including a strategic plan that addresses issues pertaining to network growth; is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.Case study includes a strategic plan that addresses issues pertaining to nurse staffing10.0%Case study including a strategic plan that addresses issues pertaining to nurse staffing is not offered.Case study including a strategic plan that addresses issues pertaining to nurse staffing is provided; however, relevant information is missing as indicated in the assignment instructions.Case study including a strategic plan that addresses issues pertaining to nurse staffing mee.
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmar.docx
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