…if one of the primary purposes of education is to teach young .docxanhlodge
“…if one of the primary purposes of education is to teach young people the skills, knowledge, and critical awareness to become productive members of a diverse and democratic society, a broadly conceptualize multicultural education can have a decisive influence.” Textbook page 338.
What steps do you think schools can or should take to promote our democracy in today’s very diverse country?
Food festivals and celebrating a cultural holiday will not be accepted as an answer. Those are examples of tokenism to make the dominant culture feel like they are doing something. These two activities are fun and interesting, but not how we will strengthen our democracy.
.
✍Report OverviewIn this assignment, you will Document an.docxanhlodge
✍
Report Overview
In this assignment, you will
Document and reflect on your university education and on learning experiences outside of the university;
Articulate how your upper-level coursework is an integrated and individualized curriculum built around your interests; and
Highlight the experiences, skills, and projects that show what you can do.
A successful report submission will be the product of many hours of work over several weeks.
A report earning maximum available points will be a carefully curated and edited explanation of your work that provides tangible evidence of—and insights into—your competencies and capabilities over time. In each section of this report, you are (1) telling a story about your own abilities, and (2) providing specific examples and evidence that illustrate and support your claims.
✍
Required Report Sections
Here the sections are listed as they must appear in your final graded submission. You’ll arrange the sections in this order when
submitting
the final report BUT you won’t follow this order when
writing
drafts of each section.
Note that each section description contains a Pro Tip that tells you how to proceed with the work – what to attempt first, second, and third, etc.
❖ I. Statement of Purpose ❖
Step 1.
Read these four very different
examples of successful Statement of Purpose sections
.
Step 2.
Consider the differences in tone, style, level of detail etc. Your own statement of purpose may resemble one of these. Indeed, writing a first draft based on an example or combination of examples is a good idea. BUT don’t let these examples limit your thinking or personal expression. You may want to begin with a quote from a famous person, use a quote from your mom, or skip the quote. You may want to discuss your personal motivations or get right down to the facts. You may want to list your classes or discuss how your work-life led you to this path.
Step 3.
Write a rough draft – let’s call that Statement of Purpose 1.0. Write Statement of Purpose 1.0 as quickly as you can and then put it away until after you have completed most of the report. Forget about Statement of Purpose 1.0 until most of your report is at least in draft form.
Step 4.
Once you have a draft of all sections of your report, you are in a good position to revise Statement of Purpose 1. You are ready for Step 4. Take Statement of Purpose 1.0 out its dusty vault and hold it up to the sun. Ah. Now read your report draft and compare it to the claims you made in Statement of Purpose 1.0. Ask yourself these questions:
Does Statement of Purpose 1.0. accurately introduce my report?
Are there important ideas or representative experiences in the report that should be highlighted in the Statement of Purpose but aren’t? Remember this isn’t a treasure hunt where its your reader’s job to figure out what matters. It’s your job to show the reader what matters.
If Statement of Purpose 1.0. isn’t the best map it can be for th.
☰Menu×NURS 6050 Policy and Advocacy for Improving Population H.docxanhlodge
☰
Menu
×
NURS 6050 Policy and Advocacy for Improving Population Health
Back to Course Home
Course Calendar
Syllabus
Course Information
Resource List
Support, Guidelines, and Policies
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
.
▪ Learning Outcomes1.Understand the basic concepts and termin.docxanhlodge
▪
Learning Outcomes:1.
Understand the basic concepts and terminology used in Strategic Management. (Lo 1.2)2.
Understand the Corporation Social Responsibility
(Lo 1.4).3.
Explain how executive leadership is an important part of strategic management (Lo 3.4)
✓
Question 1
: How does strategic management typically evolve in a corporation? (
1Mark)
✓
Question 2
: Discuss the influence of globalization, social responsibility and environmental sustainability on strategic management of a corporation.(
2 Marks
)
✓
Question 3:
In what ways can a corporation’s structure and culture be internal strengths or weaknesses? Justify your answer by examples from real market. (
1Mark)
✓
Question 4:
When does a corporation need a board of directors? Justify your answer by an example from Saudi market.
(1 Mark)
Notes:
-
Your answers
(for the
4
questions)
MUST include at least
three scholarly peer-reviewed references
,
using a proper referencing style (APA).
Keep in mind that these scholarly references
can be found
in the
Saudi Digital Library (SDL).
-
Make sure to support your statements with logic and argument, citing all sources referenced.
Your answers should not include m
.
● What are some of the reasons that a MNE would choose internationa.docxanhlodge
● What are some of the reasons that a MNE would choose international expansion through an acquisition? An IJV? An alliance?
● What are the variables that would influence the decision?
● Which choice do you believe is best for the likely benefit of the firm? (Cite and reference).
.
▶︎ Prompt 1 Think about whether you identify with either Blue or .docxanhlodge
▶︎ Prompt 1:
Think about whether you identify with either Blue or Red or "Left vs. Right" characteristics of conservative or liberal, left or right America. Do you see yourself, or the people in the place you grew up, on either side of the divide, or perhaps in a different political category? Share some ways in which you identify with some of the descriptions, or ways in which they seem foreign to you.
I'll attach the picture below
.
⁞ InstructionsChoose only ONE of the following options .docxanhlodge
⁞ Instructions
Choose only
ONE
of the following options below and, in your post, write a paraphrase that avoids plagiarism of the paragraph you have chosen. Your paraphrase can be as long as the excerpt you have chosen, but should not duplicate any phrasing from the excerpt. If you must, you can quote up to three words in a phrase.
Choose to paraphrase ONE of the excerpts below:
Option 1
Morrison began writing Sula in 1969, a time of great activism among African Americans and others who were working toward equal civil rights and opportunities. The book addresses issues of racism, bigotry, and suppression of African Americans; it depicts the despair people feel when they can't get decent jobs, and the determination of some to survive. Eva, for example, cuts off her leg in order to get money to raise her family. Morrison shows how, faced with racist situations, some people had to grovel to whites simply to get by, as Helene does on a train heading through the South. Others, however, fought back, as Sula does when she threatens some white boys who are harassing her and Nel.
or
Option 2
In 1993, Morrison was awarded the Nobel Prize for literature, and thus became the first African American and only the eighth woman ever to win the award. According to Maureen O'Brien in Publishers Weekly, Morrison said, "What is most wonderful for me personally is to know that the Prize has at last been awarded to an African American. I thank God that my mother is alive to see this day." In 1996, she received the National Book Foundation Medal for Distinguished Contribution to American Letters.
.
…if one of the primary purposes of education is to teach young .docxanhlodge
“…if one of the primary purposes of education is to teach young people the skills, knowledge, and critical awareness to become productive members of a diverse and democratic society, a broadly conceptualize multicultural education can have a decisive influence.” Textbook page 338.
What steps do you think schools can or should take to promote our democracy in today’s very diverse country?
Food festivals and celebrating a cultural holiday will not be accepted as an answer. Those are examples of tokenism to make the dominant culture feel like they are doing something. These two activities are fun and interesting, but not how we will strengthen our democracy.
.
✍Report OverviewIn this assignment, you will Document an.docxanhlodge
✍
Report Overview
In this assignment, you will
Document and reflect on your university education and on learning experiences outside of the university;
Articulate how your upper-level coursework is an integrated and individualized curriculum built around your interests; and
Highlight the experiences, skills, and projects that show what you can do.
A successful report submission will be the product of many hours of work over several weeks.
A report earning maximum available points will be a carefully curated and edited explanation of your work that provides tangible evidence of—and insights into—your competencies and capabilities over time. In each section of this report, you are (1) telling a story about your own abilities, and (2) providing specific examples and evidence that illustrate and support your claims.
✍
Required Report Sections
Here the sections are listed as they must appear in your final graded submission. You’ll arrange the sections in this order when
submitting
the final report BUT you won’t follow this order when
writing
drafts of each section.
Note that each section description contains a Pro Tip that tells you how to proceed with the work – what to attempt first, second, and third, etc.
❖ I. Statement of Purpose ❖
Step 1.
Read these four very different
examples of successful Statement of Purpose sections
.
Step 2.
Consider the differences in tone, style, level of detail etc. Your own statement of purpose may resemble one of these. Indeed, writing a first draft based on an example or combination of examples is a good idea. BUT don’t let these examples limit your thinking or personal expression. You may want to begin with a quote from a famous person, use a quote from your mom, or skip the quote. You may want to discuss your personal motivations or get right down to the facts. You may want to list your classes or discuss how your work-life led you to this path.
Step 3.
Write a rough draft – let’s call that Statement of Purpose 1.0. Write Statement of Purpose 1.0 as quickly as you can and then put it away until after you have completed most of the report. Forget about Statement of Purpose 1.0 until most of your report is at least in draft form.
Step 4.
Once you have a draft of all sections of your report, you are in a good position to revise Statement of Purpose 1. You are ready for Step 4. Take Statement of Purpose 1.0 out its dusty vault and hold it up to the sun. Ah. Now read your report draft and compare it to the claims you made in Statement of Purpose 1.0. Ask yourself these questions:
Does Statement of Purpose 1.0. accurately introduce my report?
Are there important ideas or representative experiences in the report that should be highlighted in the Statement of Purpose but aren’t? Remember this isn’t a treasure hunt where its your reader’s job to figure out what matters. It’s your job to show the reader what matters.
If Statement of Purpose 1.0. isn’t the best map it can be for th.
☰Menu×NURS 6050 Policy and Advocacy for Improving Population H.docxanhlodge
☰
Menu
×
NURS 6050 Policy and Advocacy for Improving Population Health
Back to Course Home
Course Calendar
Syllabus
Course Information
Resource List
Support, Guidelines, and Policies
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
.
▪ Learning Outcomes1.Understand the basic concepts and termin.docxanhlodge
▪
Learning Outcomes:1.
Understand the basic concepts and terminology used in Strategic Management. (Lo 1.2)2.
Understand the Corporation Social Responsibility
(Lo 1.4).3.
Explain how executive leadership is an important part of strategic management (Lo 3.4)
✓
Question 1
: How does strategic management typically evolve in a corporation? (
1Mark)
✓
Question 2
: Discuss the influence of globalization, social responsibility and environmental sustainability on strategic management of a corporation.(
2 Marks
)
✓
Question 3:
In what ways can a corporation’s structure and culture be internal strengths or weaknesses? Justify your answer by examples from real market. (
1Mark)
✓
Question 4:
When does a corporation need a board of directors? Justify your answer by an example from Saudi market.
(1 Mark)
Notes:
-
Your answers
(for the
4
questions)
MUST include at least
three scholarly peer-reviewed references
,
using a proper referencing style (APA).
Keep in mind that these scholarly references
can be found
in the
Saudi Digital Library (SDL).
-
Make sure to support your statements with logic and argument, citing all sources referenced.
Your answers should not include m
.
● What are some of the reasons that a MNE would choose internationa.docxanhlodge
● What are some of the reasons that a MNE would choose international expansion through an acquisition? An IJV? An alliance?
● What are the variables that would influence the decision?
● Which choice do you believe is best for the likely benefit of the firm? (Cite and reference).
.
▶︎ Prompt 1 Think about whether you identify with either Blue or .docxanhlodge
▶︎ Prompt 1:
Think about whether you identify with either Blue or Red or "Left vs. Right" characteristics of conservative or liberal, left or right America. Do you see yourself, or the people in the place you grew up, on either side of the divide, or perhaps in a different political category? Share some ways in which you identify with some of the descriptions, or ways in which they seem foreign to you.
I'll attach the picture below
.
⁞ InstructionsChoose only ONE of the following options .docxanhlodge
⁞ Instructions
Choose only
ONE
of the following options below and, in your post, write a paraphrase that avoids plagiarism of the paragraph you have chosen. Your paraphrase can be as long as the excerpt you have chosen, but should not duplicate any phrasing from the excerpt. If you must, you can quote up to three words in a phrase.
Choose to paraphrase ONE of the excerpts below:
Option 1
Morrison began writing Sula in 1969, a time of great activism among African Americans and others who were working toward equal civil rights and opportunities. The book addresses issues of racism, bigotry, and suppression of African Americans; it depicts the despair people feel when they can't get decent jobs, and the determination of some to survive. Eva, for example, cuts off her leg in order to get money to raise her family. Morrison shows how, faced with racist situations, some people had to grovel to whites simply to get by, as Helene does on a train heading through the South. Others, however, fought back, as Sula does when she threatens some white boys who are harassing her and Nel.
or
Option 2
In 1993, Morrison was awarded the Nobel Prize for literature, and thus became the first African American and only the eighth woman ever to win the award. According to Maureen O'Brien in Publishers Weekly, Morrison said, "What is most wonderful for me personally is to know that the Prize has at last been awarded to an African American. I thank God that my mother is alive to see this day." In 1996, she received the National Book Foundation Medal for Distinguished Contribution to American Letters.
.
⁞ InstructionsChoose only ONE of the following options below.docxanhlodge
⁞ Instructions
Choose only
ONE
of the following options below and, in your post, write a paraphrase that avoids plagiarism of the paragraph you have chosen. Your paraphrase can be as long as the excerpt you have chosen, but should not duplicate any phrasing from the excerpt. If you must, you can quote up to three words in a phrase.
When you are done posting your paraphrase, reply to at least one classmate’s paraphrase, commenting on what s/he has done well and what s/he can improve with the wording. Your response should be written in no fewer than 75 words.
Choose to paraphrase ONE of the excerpts below:
Option 1
Morrison began writing Sula in 1969, a time of great activism among African Americans and others who were working toward equal civil rights and opportunities. The book addresses issues of racism, bigotry, and suppression of African Americans; it depicts the despair people feel when they can't get decent jobs, and the determination of some to survive. Eva, for example, cuts off her leg in order to get money to raise her family. Morrison shows how, faced with racist situations, some people had to grovel to whites simply to get by, as Helene does on a train heading through the South. Others, however, fought back, as Sula does when she threatens some white boys who are harassing her and Nel.
or
Option 2
In 1993, Morrison was awarded the Nobel Prize for literature, and thus became the first African American and only the eighth woman ever to win the award. According to Maureen O'Brien in Publishers Weekly, Morrison said, "What is most wonderful for me personally is to know that the Prize has at last been awarded to an African American. I thank God that my mother is alive to see this day." In 1996, she received the National Book Foundation Medal for Distinguished Contribution to American Letters.
Your discussion post will be graded according to the following criteria:
- Clear paraphrase the selected text in your own words with minimal use of quotations
.
⁞ InstructionsAfter reading The Metamorphosis by Frank .docxanhlodge
⁞ Instructions
After reading
The Metamorphosis
by Frank Kafka , choose
one
of the following assertions and write a 200-word response supporting why you agree or disagree with it.
Gregor’s transformation highlights his isolation and alienation before his metamorphosis.
Or
Despite having become an insect, Gregor is more humane and sensitive than his family.
Or
If Gregor had been a stronger person, he would have been able to avoid all of the suffering and alienation he endures.
.
⁞ InstructionsAfter reading all of Chapter 5, please se.docxanhlodge
⁞ Instructions:
After reading all of
Chapter 5
, please select
ONE
of the following
primary source readings
:
“Utilitarianism” by John Stuart Mill
(starting on page 111)
-or-
“A Theory of Justice” by John Rawls
(starting on page 115)
-or-
“The Entitlement Theory of Justice” by Robert Nozick
(starting on page 122)
Write a short, objective summary of
250-500 words
which summarizes the main ideas being put forward by the author in this selection. Your summary should include no direct quotations from any author. Instead, summarize in your own words, and include a citation to the original. Format your Reading Summary assignment according to either MLA or APA formatting standards, and attach as either a .doc, .docx, or .rtf filetype. Other filetypes, or assignments that are merely copy/pasted into the box will be returned ungraded.
.
⁞ InstructionsAfter reading all of Chapter 2, please select.docxanhlodge
⁞ Instructions:
After reading all of
Chapter 2
, please select
ONE
of the following
primary source readings
:
“Anthropology and the Abnormal” by Ruth Benedict
(starting on page 33)
-or-
“Trying Out One’s New Sword” by Mary Midgley
(starting on page 35)
Write a short, objective summary of
250
which summarizes the main ideas being put forward by the author in this selection.
Write a short summary that identifies the thesis and outlines the main argument.
Reading summaries are not about your opinion or perspective – they are expository essays that explain the content of the reading.
All reading summaries must include substantive content based on the students reading of the material.
Reading Material: Doing Ethics
ORIGINIAL WORK. NO PLAGIARISM
.
⁞ Instructions After reading all of Chapter 9, please .docxanhlodge
⁞ Instructions:
After reading all of
Chapter 9
, please select the following
primary source reading
:
“A Defense of Abortion” by Judith Jarvis Thomson
(starting on page 237)
Write a short, objective summary of
250-500 words
which summarizes the main ideas being put forward by the author in this selection. Your summary should include no direct quotations from any author. Instead, summarize in your own words, and include a citation to the original. Format your Reading Summary assignment according to either MLA or APA formatting standards, and attach as either a .doc, .docx, or .rtf filetype. Other filetypes, or assignments that are merely copy/pasted into the box will be returned ungraded.
.
…Multiple intelligences describe an individual’s strengths or capac.docxanhlodge
“…Multiple intelligences describe an individual’s strengths or capacities; learning styles describe an individual’s traits that relate to where and how one best learns” (textbook quote, [H2] Learning Styles].
This week you’ve read about the importance of getting to know your students in order to create relevant and engaging lesson plans that cater to multiple intelligences and are multimodal.
Assignment Instructions:
A. Using
SurveyMonkey
, create a survey that has:
At least five questions based on Gardner’s theory
Five questions on individual learning style inventory
A specific targeted student population grade level (elementary/ middle/ high school/adults)
Include the survey link for your peers
B. Post a minimum 150 word introduction to your survey, using at least one research-based article (cited in APA format) explaining how it will:
Evaluate students’ readiness
Assist in the creation of differentiated lesson plans.
.
••• JONATHAN LETHEM CRITICS OFTEN USE the word prolifi.docxanhlodge
- Jonathan Lethem is known for publishing many novels, stories, essays and other works across different genres. He is described as a "protean" or shape-shifting writer.
- Lethem believes creativity comes from influence and interaction with other works, not isolated originality. He celebrates the "ecstasy of influence" where culture is built upon what came before through borrowing and remixing.
- Many artists, including musicians, visual artists and writers, engage in practices that borrow and reuse elements from other works but these practices are seen as essential to creativity rather than plagiarism. Appropriation and remixing are at the core of cultural production.
•••••iA National Profile ofthe Real Estate Industry and.docxanhlodge
•••••i
A National Profile of
the Real Estate Industry and
the Appraisal Profession
by J. Reid Cummings and Donald R. Epley, PhD, MAI, SRA
FEATURES
T
J- he
he real estate industry has been devastated on many fronts' in the years
following the Great Recession, whieh began in 2007^ due to the bursting of the
housing bubble and the subsequent finaneial crisis relating to the mortgage
market meltdown.' The implosion of the mortgage markets initially began when
two Bear Stearns mortgage-backed securities hedge funds, holding nearly $10
billion in assets, disintegrated into nothing.* Panie quickly spread to financial
institutions that could not hide the extent of their toxic, subprime exposures, and
a massive, worldwide credit squeeze ensued; outright fear soon replaced panic.
Subsequent eredit tightening and substantial illiquidity in the financial markets
rapidly and severely affected the housing and construction markets.' Throughout
the United States, properties of all kinds saw dramatic value declines.
In thousands of cases, real estate foreclosures disrupted people's lives,
forced businesses to close, eaused financial institutions to falter, capsized wbole
market segments, devastated entire industries, and squeezed municipal and state
government budgets dependent upon use and property tax revenues.* While the
effeets of property value declines and the waves of foreclosures in markets across
the country captured most of the headlines, one significant impact of the upheaval
in US real estate markets has gone largely unreported: its impact on employment
in the real estate industry, and specifically, the real estate appraisal profession.
This article presents a
current employment
profile of the US real
estate industry, with
special attention given
to appraisal profes-
sionals. It serves as an
informative picture of
the appraisal profession
for use as a benchmark
for future assessment
of growth. As a
component of the real
estate industry, the
appraisal profession
ranks as the smallest
in employment, is
highly correlated to
movements in empioy-
ment of brokers and
agents, and relies on
commerciai banking,
credit, and real estate
lessors and managers
to deliver its products.
1. James R. DeLisle, "At the Crossroads of Expansion and Recession," TheAppraisalJournal 75, no. 4 (Fall 2007):
314-322; James R. DeLisle, "The Perfect Storm Rippiing Over to Reai Estate," The Appraisal Journal 76, no,
3 (Summer 2008): 200-210.
2. Randaii W. Eberts, "When Wiii US Empioyment Recover from tiie Great Recession?" International Labor Brief
9, no. 2 (2011): 4-12 (W. E. Upjohn Institute for Employment Research): Chad R. Wilkerson, "Recession and
Recovery Across the Nation: Lessons from History," Economic Review 94, no. 2 (2009): 5-24.
3. Kataiina M. Bianco, The Subprime Lending Crisis: Causes and Effects of the Mortgage Meltdown (New York:
CCH, inc., 2008): Lawrence H. White, "Fédérai Reserve Policy and the Housing Bubbie," in Lessons Fro.
Let us consider […] a pair of cases which I shall call Rescue .docxanhlodge
“Let us consider […] a pair of cases which I shall call Rescue I and Rescue II. In the first Rescue story we are hurrying in our jeep to save some people – let there be five of them – who are imminently threatened by the ocean tide. We have not a moment to spare, so when we hear of a single person who also needs rescuing from some other disaster we say regretfully that we cannot rescue him, but must leave him to die. To most of us, this seems clear […]. This is Rescue I and with it I contrast Rescue II. In this second story we are again hurrying to the place where the tide is coming in in order to rescue the party of people, but this time it is relevant that the road is narrow and rocky. In this version, the lone individual is trapped (do not ask me how) on the path. If we are to rescue the five we would have to drive over him. But can we do so? If we stop he will be all right eventually: he is in no danger unless from us. But of course, all five of the others will be drowned. As in the first story, our choice is between a course of action that will leave one man dead and five alive at the end of the day and a course of action which will have the opposite result. (Philippa Foot, “Killing and Letting Die,” from Abortion and Legal Perspectives, eds. Garfield and Hennessey, 2004, University of Massachusetts Press)
1. What would Mill tell the rescuer to do, in Rescue I and Rescue II, according to his theory of utilitarianism? Be clear in explaining Mill’s recommendation, and how he would justify it. In doing so, you must include a discussion of the following:
o The Principle of Utility and how it would specifically apply in this situation—who gets “counted” and how?
2. What would Kant tell the rescuer to do, in Rescue I and Rescue II, according to his deontological theory? Be clear in explaining Kant’s recommendation and how he would justify it. In doing so, you must include a discussion of the following:
o The first version of the Categorical Imperative and how it would specifically apply in these two situations (hint, you have to say what the maxim would be and what duty would be generated according to it).
o The second version of the Categorical Imperative and how it would specifically apply in this situation.
3. Explain one criticism of both Mill and Kant. Afterward, argue for which ethical approach, on your view is superior. Be specific and provide reasons for your claim.
.
• Enhanced eText—Keeps students engaged in learning on th.docxanhlodge
• Enhanced eText—Keeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic practice
allows students to apply the very concepts they are reading about. Combining
resources that illuminate content with accessible self-assessment, MyLab
with Enhanced eText provides students with a complete digital learning
experience—all in one place.
• MediaShare for Business—Consisting of a curated collection of business
videos tagged to learning outcomes and customizable, auto-scored
assignments, MediaShare for Business helps students understand why they
are learning key concepts and how they will apply those in their careers.
Instructors can also assign favorite YouTube clips or original content and
employ MediaShare’s powerful repository of tools to maximize student
accountability and interactive learning, and provide contextualized feedback
for students and teams who upload presentations, media, or business plans.
• Writing Space—Better writers make great
learners who perform better in their courses.
Designed to help you develop and assess concept
mastery and critical thinking, the Writing Space
offers a single place to create, track, and grade
writing assignments, provide resources, and
exchange meaningful, personalized feedback with
students, quickly and easily. Thanks to auto-graded, assisted-graded, and create-your-own assignments, you
decide your level of involvement in evaluating students’ work. The auto-graded option allows you to assign
writing in large classes without having to grade essays by hand. And because of integration with Turnitin®,
Writing Space can check students’ work for improper citation or plagiarism.
• Branching, Decision-Making Simulations—Put your students in the
role of manager as they make a series of decisions based on a realistic
business challenge. The simulations change and branch based on their
decisions, creating various scenario paths. At the end of each simulation,
students receive a grade and a detailed report of the choices they made
with the associated consequences included.
Engage, Assess, Apply
• Learning Catalytics™—Is an interactive, student response tool that
uses students’ smartphones, tablets, or laptops to engage them in
more sophisticated tasks and thinking. Now included with MyLab
with eText, Learning Catalytics enables you to generate classroom
discussion, guide your lecture, and promote peer-to-peer learning
with real-time analytics.
• LMS Integration—You can now link from Blackboard Learn, Brightspace
by D2L, Canvas, or Moodle to MyManagementLab. Access assignments,
rosters, and resources, and synchronize grades with your LMS gradebook.
For students, single sign-on provides access to all the personalized
learning resources that make studying more efficient and effective.
• Reporting Dashboard—View, analyze, and re.
• Here’s the approach you can take for this paperTitle.docxanhlodge
This document outlines the structure for a 15-20 page paper on risk management for an organization. It should include an introduction providing background on the selected organization, descriptions of 3 risks with their impacts and recommendations for managing each risk, a conclusion, and references. The paper needs a title page and should follow APA style formatting.
•Your team will select a big data analytics project that is intr.docxanhlodge
•Your team will select a big data analytics project that is introduced to an organization of your choice … please address the following items:
•Provide a background of the company chosen.
•Determine the problems or opportunities that that this project will solve. What is the value of the project?
•Describe the impact of the problem. In other words, is the organization suffering financial losses? Are there opportunities that are not exploited?
•Provide a clear description regarding the metrics your team will use to measure performance. Please include a discussion pertaining to the key performance indicators (KPIs).
•Recommend a big data tool that will help you solve your problem or exploit the opportunity, such as Hadoop, Cloudera, MongoDB, or Hive.
•Evaluate the data requirements. Here are questions to consider: What type of data is needed? Where can you find the data? How can the data be collected? How can you verify the integrity of the data?
•Discuss the gaps that you will need to bridge. Will you need help from vendors to do this work? Is it necessary to secure the services of other subject matter experts (SMEs)?
•What type of project management approach will you use this initiative? Agile? Waterfall? Hybrid? Please provide a justification for the selected approach.
•Provide a summary and conclusion.
.
•your reason for applying to Waldorf •your academic and p.docxanhlodge
•your reason for applying to Waldorf
•your academic and professional goals
•explanation of past academic history issues
•explanation of withdrawals
•any other information you would like us to consider regarding admitting you to the University
.
•You work for a large corporation. The company(technology sector.docxanhlodge
•You work for a large corporation. The company(technology sector) has decided to take its operations to a global level.
•You have been hired to create the plan for going global.
•You must find examples of other companies that have expanded globally.
•At least 15 pages, no more than 25
•Double spaced APA style
•At least 15 references
•At least 5 of your references have to be scholarly peer-reviewed articles
.
•your reason for applying to Waldorf •your academic and profes.docxanhlodge
•your reason for applying to Waldorf
•your academic and professional goals
•explanation of past academic history issues
•explanation of withdrawals
•any other information you would like us to consider regarding admitting you to the University
.
•Use the Internet to research a social learning theory applicabl.docxanhlodge
•
Use the Internet to research a social learning theory applicable to the workplace that is not addressed Attribution and Social Learning" Please respond to the following:
From the second e-Activity, choose a social learning theory and research it.
Determine whether the social learning theory that you researched can be applied your current or past work experience. Support your reasoning.
Need at least two paragraphs and please follow attached grading rubric!
.
•What are interest groups Explain. •What are the various types of i.docxanhlodge
•What are interest groups? Explain. •What are the various types of interest groups? Explain. •What are the types of activities that are conducted by interest groups? •How are interest groups connected to the average citizen, if at all? Provide examples of average citizens’ involvement in interest groups. •What types of public policies might interest groups influence that impact government at the federal, state or local level? Explain in detail and provide examples. •What significant issues do you think exist with regard to interest groups? How might interest groups promote corruption in government? Explain.
600 words apa format in text citations two referwnces
.
•Total 550 words discussion•Plagiarism Check•Provide li.docxanhlodge
This document outlines a two-part assignment on team dynamics. For part one, the group must review at least six academic articles on team dynamics and write a 300-word discussion supported by APA-formatted citations. For part two, the group must write a 250-word discussion summarizing their key learnings from the article review and backing it up with appropriate references cited in APA style.
•Total 600 words•Plagiarism Check•Provide link to resourc.docxanhlodge
• Total 600 words
• Plagiarism Check
• Provide link to resources
Topic: Computerized Operating Systems (OS) are almost everywhere. We encounter them when we use out laptop or desktop computer.
We use them when we use our phone or tablet. Find articles that describes the different types of operating systems (Linux, Unix, Android, ROS, z/OS, z/VM, z/VSE, etc).
Do not select MS WINDOWS. Write a scholarly review of comparing any two or more OS; attach a copy of the article to your postings.
Remember, this assignment is to be scholarly; it is not enough for you to simply post your article and add cursory reviews.
Cited references are required. In addition you must read the postings of the other students and comment significantly on those areas.
Please see Discussion Forum of the class syllabus for additional details on content.
.
•Total 500 words discussion•Plagiarism Check•Provide li.docxanhlodge
• Total 500 words discussion
• Plagiarism Check
• Provide link to resources
Part 1: Group Information Dependence Problem (250 words)
As a group, review at least one(1) academically reviewed articles on Group Information Dependence Problem.
Use APA format throughout.
Part 2: GGroup Decision Making:(25s0 words)
As a group, review at least one (1) academically reviewed articles on Group Decision Making.
Use APA format throughout.
.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
⁞ InstructionsChoose only ONE of the following options below.docxanhlodge
⁞ Instructions
Choose only
ONE
of the following options below and, in your post, write a paraphrase that avoids plagiarism of the paragraph you have chosen. Your paraphrase can be as long as the excerpt you have chosen, but should not duplicate any phrasing from the excerpt. If you must, you can quote up to three words in a phrase.
When you are done posting your paraphrase, reply to at least one classmate’s paraphrase, commenting on what s/he has done well and what s/he can improve with the wording. Your response should be written in no fewer than 75 words.
Choose to paraphrase ONE of the excerpts below:
Option 1
Morrison began writing Sula in 1969, a time of great activism among African Americans and others who were working toward equal civil rights and opportunities. The book addresses issues of racism, bigotry, and suppression of African Americans; it depicts the despair people feel when they can't get decent jobs, and the determination of some to survive. Eva, for example, cuts off her leg in order to get money to raise her family. Morrison shows how, faced with racist situations, some people had to grovel to whites simply to get by, as Helene does on a train heading through the South. Others, however, fought back, as Sula does when she threatens some white boys who are harassing her and Nel.
or
Option 2
In 1993, Morrison was awarded the Nobel Prize for literature, and thus became the first African American and only the eighth woman ever to win the award. According to Maureen O'Brien in Publishers Weekly, Morrison said, "What is most wonderful for me personally is to know that the Prize has at last been awarded to an African American. I thank God that my mother is alive to see this day." In 1996, she received the National Book Foundation Medal for Distinguished Contribution to American Letters.
Your discussion post will be graded according to the following criteria:
- Clear paraphrase the selected text in your own words with minimal use of quotations
.
⁞ InstructionsAfter reading The Metamorphosis by Frank .docxanhlodge
⁞ Instructions
After reading
The Metamorphosis
by Frank Kafka , choose
one
of the following assertions and write a 200-word response supporting why you agree or disagree with it.
Gregor’s transformation highlights his isolation and alienation before his metamorphosis.
Or
Despite having become an insect, Gregor is more humane and sensitive than his family.
Or
If Gregor had been a stronger person, he would have been able to avoid all of the suffering and alienation he endures.
.
⁞ InstructionsAfter reading all of Chapter 5, please se.docxanhlodge
⁞ Instructions:
After reading all of
Chapter 5
, please select
ONE
of the following
primary source readings
:
“Utilitarianism” by John Stuart Mill
(starting on page 111)
-or-
“A Theory of Justice” by John Rawls
(starting on page 115)
-or-
“The Entitlement Theory of Justice” by Robert Nozick
(starting on page 122)
Write a short, objective summary of
250-500 words
which summarizes the main ideas being put forward by the author in this selection. Your summary should include no direct quotations from any author. Instead, summarize in your own words, and include a citation to the original. Format your Reading Summary assignment according to either MLA or APA formatting standards, and attach as either a .doc, .docx, or .rtf filetype. Other filetypes, or assignments that are merely copy/pasted into the box will be returned ungraded.
.
⁞ InstructionsAfter reading all of Chapter 2, please select.docxanhlodge
⁞ Instructions:
After reading all of
Chapter 2
, please select
ONE
of the following
primary source readings
:
“Anthropology and the Abnormal” by Ruth Benedict
(starting on page 33)
-or-
“Trying Out One’s New Sword” by Mary Midgley
(starting on page 35)
Write a short, objective summary of
250
which summarizes the main ideas being put forward by the author in this selection.
Write a short summary that identifies the thesis and outlines the main argument.
Reading summaries are not about your opinion or perspective – they are expository essays that explain the content of the reading.
All reading summaries must include substantive content based on the students reading of the material.
Reading Material: Doing Ethics
ORIGINIAL WORK. NO PLAGIARISM
.
⁞ Instructions After reading all of Chapter 9, please .docxanhlodge
⁞ Instructions:
After reading all of
Chapter 9
, please select the following
primary source reading
:
“A Defense of Abortion” by Judith Jarvis Thomson
(starting on page 237)
Write a short, objective summary of
250-500 words
which summarizes the main ideas being put forward by the author in this selection. Your summary should include no direct quotations from any author. Instead, summarize in your own words, and include a citation to the original. Format your Reading Summary assignment according to either MLA or APA formatting standards, and attach as either a .doc, .docx, or .rtf filetype. Other filetypes, or assignments that are merely copy/pasted into the box will be returned ungraded.
.
…Multiple intelligences describe an individual’s strengths or capac.docxanhlodge
“…Multiple intelligences describe an individual’s strengths or capacities; learning styles describe an individual’s traits that relate to where and how one best learns” (textbook quote, [H2] Learning Styles].
This week you’ve read about the importance of getting to know your students in order to create relevant and engaging lesson plans that cater to multiple intelligences and are multimodal.
Assignment Instructions:
A. Using
SurveyMonkey
, create a survey that has:
At least five questions based on Gardner’s theory
Five questions on individual learning style inventory
A specific targeted student population grade level (elementary/ middle/ high school/adults)
Include the survey link for your peers
B. Post a minimum 150 word introduction to your survey, using at least one research-based article (cited in APA format) explaining how it will:
Evaluate students’ readiness
Assist in the creation of differentiated lesson plans.
.
••• JONATHAN LETHEM CRITICS OFTEN USE the word prolifi.docxanhlodge
- Jonathan Lethem is known for publishing many novels, stories, essays and other works across different genres. He is described as a "protean" or shape-shifting writer.
- Lethem believes creativity comes from influence and interaction with other works, not isolated originality. He celebrates the "ecstasy of influence" where culture is built upon what came before through borrowing and remixing.
- Many artists, including musicians, visual artists and writers, engage in practices that borrow and reuse elements from other works but these practices are seen as essential to creativity rather than plagiarism. Appropriation and remixing are at the core of cultural production.
•••••iA National Profile ofthe Real Estate Industry and.docxanhlodge
•••••i
A National Profile of
the Real Estate Industry and
the Appraisal Profession
by J. Reid Cummings and Donald R. Epley, PhD, MAI, SRA
FEATURES
T
J- he
he real estate industry has been devastated on many fronts' in the years
following the Great Recession, whieh began in 2007^ due to the bursting of the
housing bubble and the subsequent finaneial crisis relating to the mortgage
market meltdown.' The implosion of the mortgage markets initially began when
two Bear Stearns mortgage-backed securities hedge funds, holding nearly $10
billion in assets, disintegrated into nothing.* Panie quickly spread to financial
institutions that could not hide the extent of their toxic, subprime exposures, and
a massive, worldwide credit squeeze ensued; outright fear soon replaced panic.
Subsequent eredit tightening and substantial illiquidity in the financial markets
rapidly and severely affected the housing and construction markets.' Throughout
the United States, properties of all kinds saw dramatic value declines.
In thousands of cases, real estate foreclosures disrupted people's lives,
forced businesses to close, eaused financial institutions to falter, capsized wbole
market segments, devastated entire industries, and squeezed municipal and state
government budgets dependent upon use and property tax revenues.* While the
effeets of property value declines and the waves of foreclosures in markets across
the country captured most of the headlines, one significant impact of the upheaval
in US real estate markets has gone largely unreported: its impact on employment
in the real estate industry, and specifically, the real estate appraisal profession.
This article presents a
current employment
profile of the US real
estate industry, with
special attention given
to appraisal profes-
sionals. It serves as an
informative picture of
the appraisal profession
for use as a benchmark
for future assessment
of growth. As a
component of the real
estate industry, the
appraisal profession
ranks as the smallest
in employment, is
highly correlated to
movements in empioy-
ment of brokers and
agents, and relies on
commerciai banking,
credit, and real estate
lessors and managers
to deliver its products.
1. James R. DeLisle, "At the Crossroads of Expansion and Recession," TheAppraisalJournal 75, no. 4 (Fall 2007):
314-322; James R. DeLisle, "The Perfect Storm Rippiing Over to Reai Estate," The Appraisal Journal 76, no,
3 (Summer 2008): 200-210.
2. Randaii W. Eberts, "When Wiii US Empioyment Recover from tiie Great Recession?" International Labor Brief
9, no. 2 (2011): 4-12 (W. E. Upjohn Institute for Employment Research): Chad R. Wilkerson, "Recession and
Recovery Across the Nation: Lessons from History," Economic Review 94, no. 2 (2009): 5-24.
3. Kataiina M. Bianco, The Subprime Lending Crisis: Causes and Effects of the Mortgage Meltdown (New York:
CCH, inc., 2008): Lawrence H. White, "Fédérai Reserve Policy and the Housing Bubbie," in Lessons Fro.
Let us consider […] a pair of cases which I shall call Rescue .docxanhlodge
“Let us consider […] a pair of cases which I shall call Rescue I and Rescue II. In the first Rescue story we are hurrying in our jeep to save some people – let there be five of them – who are imminently threatened by the ocean tide. We have not a moment to spare, so when we hear of a single person who also needs rescuing from some other disaster we say regretfully that we cannot rescue him, but must leave him to die. To most of us, this seems clear […]. This is Rescue I and with it I contrast Rescue II. In this second story we are again hurrying to the place where the tide is coming in in order to rescue the party of people, but this time it is relevant that the road is narrow and rocky. In this version, the lone individual is trapped (do not ask me how) on the path. If we are to rescue the five we would have to drive over him. But can we do so? If we stop he will be all right eventually: he is in no danger unless from us. But of course, all five of the others will be drowned. As in the first story, our choice is between a course of action that will leave one man dead and five alive at the end of the day and a course of action which will have the opposite result. (Philippa Foot, “Killing and Letting Die,” from Abortion and Legal Perspectives, eds. Garfield and Hennessey, 2004, University of Massachusetts Press)
1. What would Mill tell the rescuer to do, in Rescue I and Rescue II, according to his theory of utilitarianism? Be clear in explaining Mill’s recommendation, and how he would justify it. In doing so, you must include a discussion of the following:
o The Principle of Utility and how it would specifically apply in this situation—who gets “counted” and how?
2. What would Kant tell the rescuer to do, in Rescue I and Rescue II, according to his deontological theory? Be clear in explaining Kant’s recommendation and how he would justify it. In doing so, you must include a discussion of the following:
o The first version of the Categorical Imperative and how it would specifically apply in these two situations (hint, you have to say what the maxim would be and what duty would be generated according to it).
o The second version of the Categorical Imperative and how it would specifically apply in this situation.
3. Explain one criticism of both Mill and Kant. Afterward, argue for which ethical approach, on your view is superior. Be specific and provide reasons for your claim.
.
• Enhanced eText—Keeps students engaged in learning on th.docxanhlodge
• Enhanced eText—Keeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic practice
allows students to apply the very concepts they are reading about. Combining
resources that illuminate content with accessible self-assessment, MyLab
with Enhanced eText provides students with a complete digital learning
experience—all in one place.
• MediaShare for Business—Consisting of a curated collection of business
videos tagged to learning outcomes and customizable, auto-scored
assignments, MediaShare for Business helps students understand why they
are learning key concepts and how they will apply those in their careers.
Instructors can also assign favorite YouTube clips or original content and
employ MediaShare’s powerful repository of tools to maximize student
accountability and interactive learning, and provide contextualized feedback
for students and teams who upload presentations, media, or business plans.
• Writing Space—Better writers make great
learners who perform better in their courses.
Designed to help you develop and assess concept
mastery and critical thinking, the Writing Space
offers a single place to create, track, and grade
writing assignments, provide resources, and
exchange meaningful, personalized feedback with
students, quickly and easily. Thanks to auto-graded, assisted-graded, and create-your-own assignments, you
decide your level of involvement in evaluating students’ work. The auto-graded option allows you to assign
writing in large classes without having to grade essays by hand. And because of integration with Turnitin®,
Writing Space can check students’ work for improper citation or plagiarism.
• Branching, Decision-Making Simulations—Put your students in the
role of manager as they make a series of decisions based on a realistic
business challenge. The simulations change and branch based on their
decisions, creating various scenario paths. At the end of each simulation,
students receive a grade and a detailed report of the choices they made
with the associated consequences included.
Engage, Assess, Apply
• Learning Catalytics™—Is an interactive, student response tool that
uses students’ smartphones, tablets, or laptops to engage them in
more sophisticated tasks and thinking. Now included with MyLab
with eText, Learning Catalytics enables you to generate classroom
discussion, guide your lecture, and promote peer-to-peer learning
with real-time analytics.
• LMS Integration—You can now link from Blackboard Learn, Brightspace
by D2L, Canvas, or Moodle to MyManagementLab. Access assignments,
rosters, and resources, and synchronize grades with your LMS gradebook.
For students, single sign-on provides access to all the personalized
learning resources that make studying more efficient and effective.
• Reporting Dashboard—View, analyze, and re.
• Here’s the approach you can take for this paperTitle.docxanhlodge
This document outlines the structure for a 15-20 page paper on risk management for an organization. It should include an introduction providing background on the selected organization, descriptions of 3 risks with their impacts and recommendations for managing each risk, a conclusion, and references. The paper needs a title page and should follow APA style formatting.
•Your team will select a big data analytics project that is intr.docxanhlodge
•Your team will select a big data analytics project that is introduced to an organization of your choice … please address the following items:
•Provide a background of the company chosen.
•Determine the problems or opportunities that that this project will solve. What is the value of the project?
•Describe the impact of the problem. In other words, is the organization suffering financial losses? Are there opportunities that are not exploited?
•Provide a clear description regarding the metrics your team will use to measure performance. Please include a discussion pertaining to the key performance indicators (KPIs).
•Recommend a big data tool that will help you solve your problem or exploit the opportunity, such as Hadoop, Cloudera, MongoDB, or Hive.
•Evaluate the data requirements. Here are questions to consider: What type of data is needed? Where can you find the data? How can the data be collected? How can you verify the integrity of the data?
•Discuss the gaps that you will need to bridge. Will you need help from vendors to do this work? Is it necessary to secure the services of other subject matter experts (SMEs)?
•What type of project management approach will you use this initiative? Agile? Waterfall? Hybrid? Please provide a justification for the selected approach.
•Provide a summary and conclusion.
.
•your reason for applying to Waldorf •your academic and p.docxanhlodge
•your reason for applying to Waldorf
•your academic and professional goals
•explanation of past academic history issues
•explanation of withdrawals
•any other information you would like us to consider regarding admitting you to the University
.
•You work for a large corporation. The company(technology sector.docxanhlodge
•You work for a large corporation. The company(technology sector) has decided to take its operations to a global level.
•You have been hired to create the plan for going global.
•You must find examples of other companies that have expanded globally.
•At least 15 pages, no more than 25
•Double spaced APA style
•At least 15 references
•At least 5 of your references have to be scholarly peer-reviewed articles
.
•your reason for applying to Waldorf •your academic and profes.docxanhlodge
•your reason for applying to Waldorf
•your academic and professional goals
•explanation of past academic history issues
•explanation of withdrawals
•any other information you would like us to consider regarding admitting you to the University
.
•Use the Internet to research a social learning theory applicabl.docxanhlodge
•
Use the Internet to research a social learning theory applicable to the workplace that is not addressed Attribution and Social Learning" Please respond to the following:
From the second e-Activity, choose a social learning theory and research it.
Determine whether the social learning theory that you researched can be applied your current or past work experience. Support your reasoning.
Need at least two paragraphs and please follow attached grading rubric!
.
•What are interest groups Explain. •What are the various types of i.docxanhlodge
•What are interest groups? Explain. •What are the various types of interest groups? Explain. •What are the types of activities that are conducted by interest groups? •How are interest groups connected to the average citizen, if at all? Provide examples of average citizens’ involvement in interest groups. •What types of public policies might interest groups influence that impact government at the federal, state or local level? Explain in detail and provide examples. •What significant issues do you think exist with regard to interest groups? How might interest groups promote corruption in government? Explain.
600 words apa format in text citations two referwnces
.
•Total 550 words discussion•Plagiarism Check•Provide li.docxanhlodge
This document outlines a two-part assignment on team dynamics. For part one, the group must review at least six academic articles on team dynamics and write a 300-word discussion supported by APA-formatted citations. For part two, the group must write a 250-word discussion summarizing their key learnings from the article review and backing it up with appropriate references cited in APA style.
•Total 600 words•Plagiarism Check•Provide link to resourc.docxanhlodge
• Total 600 words
• Plagiarism Check
• Provide link to resources
Topic: Computerized Operating Systems (OS) are almost everywhere. We encounter them when we use out laptop or desktop computer.
We use them when we use our phone or tablet. Find articles that describes the different types of operating systems (Linux, Unix, Android, ROS, z/OS, z/VM, z/VSE, etc).
Do not select MS WINDOWS. Write a scholarly review of comparing any two or more OS; attach a copy of the article to your postings.
Remember, this assignment is to be scholarly; it is not enough for you to simply post your article and add cursory reviews.
Cited references are required. In addition you must read the postings of the other students and comment significantly on those areas.
Please see Discussion Forum of the class syllabus for additional details on content.
.
•Total 500 words discussion•Plagiarism Check•Provide li.docxanhlodge
• Total 500 words discussion
• Plagiarism Check
• Provide link to resources
Part 1: Group Information Dependence Problem (250 words)
As a group, review at least one(1) academically reviewed articles on Group Information Dependence Problem.
Use APA format throughout.
Part 2: GGroup Decision Making:(25s0 words)
As a group, review at least one (1) academically reviewed articles on Group Decision Making.
Use APA format throughout.
.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
8. 45 73255876 4522Percent scoring at or
below test taker:
L-r
K-r
Uncommon Virtues
Adjustment Validity
RBS
6
45
45
12
86
590.9
The highest and lowest T scores possible on each scale are
indicated by a "---"; MMPI-2-RF T scores are non-gendered.
ID: Mr. IMMPI-2-RF® Interpretive Report: Clinical Settings
1/13/14, Page 2
SA
MP
LE
MMPI-2-RF Higher-Order (H-O) and Restructured Clinical
14. ---
---
---
47
Comparison Group Data: Psychiatric Inpatient, Community
Hospital (Men), N = 659
Standard Dev
Mean Score
1 SD+( ):
( ):
_
Percent scoring at or
below test taker:
14 19227566 3 4844 75 7655 99
The highest and lowest T scores possible on each scale are
indicated by a "---"; MMPI-2-RF T scores are non-gendered.
ID: Mr. IMMPI-2-RF® Interpretive Report: Clinical Settings
1/13/14, Page 3
SA
MP
LE
21. SUI
34 73443753 64 2551 44 3731 67 5551
Standard Dev
Mean Score
1 SD+( ):
( ):
_
Percent scoring at or
below test taker:
The highest and lowest T scores possible on each scale are
indicated by a "---"; MMPI-2-RF T scores are non-gendered.
ID: Mr. IMMPI-2-RF® Interpretive Report: Clinical Settings
1/13/14, Page 4
SA
MP
LE
MMPI-2-RF Externalizing, Interpersonal, and Interest Scales
20
100
22. 90
80
70
60
50
40
30
SAV MECAESACTAGGSUBJCP FML DSFIPP SHY
Raw Score:
T Score:
Response %:
FML
IPP
SAV
SHY
DSF
Family Problems
Interpersonal Passivity
Social Avoidance
Shyness
Disaffiliativeness
1
27. ( ):
_
Percent scoring at or
below test taker:
The highest and lowest T scores possible on each scale are
indicated by a "---"; MMPI-2-RF T scores are non-gendered.
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MMPI-2-RF PSY-5 Scales
20
100
90
80
70
60
50
30. ---
---
---
---
---
Comparison Group Data: Psychiatric Inpatient, Community
Hospital (Men), N = 659
Standard Dev
Mean Score
1 SD+( ):
( ):
_
Percent scoring at or
below test taker:
99.1 2336471
The highest and lowest T scores possible on each scale are
indicated by a "---"; MMPI-2-RF T scores are non-gendered.
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MMPI-2-RF T SCORES (BY DOMAIN)
PROTOCOL VALIDITY
SUBSTANTIVE SCALES
*The test taker provided scorable responses to less than 90% of
the items scored on this scale. See the relevant profile page for
the specific percentage.
Note. This information is provided to facilitate interpretation
following the recommended structure for MMPI-2-RF
interpretation in Chapter 5 of the
MMPI-2-RF Manual for Administration, Scoring, and
Interpretation, which provides details in the text and an outline
in Table 5-1.
Content Non-Responsiveness 17 48 57 T
CNS VRIN-r TRIN-r
Over-Reporting 74 42 66 32* 46
F-r Fp-r Fs FBS-r RBS
Under-Reporting 47 45*
L-r K-r
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SYNOPSIS
Scores on the MMPI-2-RF validity scales raise concerns about
the possible impact of unscorable
responses on the validity of this protocol. With that caution
noted, scores on the substantive scales
indicate cognitive complaints and emotional, thought,
behavioral, and interpersonal dysfunction.
Cognitive complaints include difficulties in memory and
concentration. Emotional-internalizing findings
relate to suicidal ideation. Dysfunctional thinking includes
ideas of persecution and aberrant
perceptions and thoughts. Behavioral-externalizing problems
include aggression and excessive
activation. Interpersonal difficulties relate to over-
assertiveness.
PROTOCOL VALIDITY
Content Non-Responsiveness
Unscorable Responses
34. The test taker answered less than 90% of the items on the
following scales. The resulting scores may
therefore be artificially lowered. In particular, the absence of
elevation on these scales is not
interpretable1. A list of all items for which the test taker
provided unscorable responses appears under
the heading "Item-Level Information."
Symptom Validity (FBS-r): 87%
Adjustment Validity (K-r): 86%
Cynicism (RC3): 47%
Aesthetic-Literary Interests (AES): 86%
Inconsistent Responding
The test taker responded to the items in a consistent manner,
indicating that he responded relevantly.
Over-Reporting
35. There are no indications of over-reporting in this protocol.
Under-Reporting
There are no indications of under-reporting in this protocol.
This interpretive report is intended for use by a professional
qualified to interpret the MMPI-2-RF.
The information it contains should be considered in the context
of the test taker's background, the
circumstances of the assessment, and other available
information.
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SUBSTANTIVE SCALE INTERPRETATION
Clinical symptoms, personality characteristics, and behavioral
36. tendencies of the test taker are
described in this section and organized according to an
empirically guided framework. Statements
containing the word "reports" are based on the item content of
MMPI-2-RF scales, whereas statements
that include the word "likely" are based on empirical correlates
of scale scores. Specific sources for
each statement can be viewed with the annotation features of
this report.
The following interpretation needs to be considered in light of
cautions noted about the possible
impact of unscorable responses on the validity of this protocol.
Somatic/Cognitive Dysfunction
The test taker reports a diffuse pattern of cognitive
difficulties2. He is likely to complain about memory
problems3, to have low tolerance for frustration4, not to cope
well with stress4, and to experience
difficulties in concentration5.
Emotional Dysfunction
The test taker reports a history of suicidal ideation and/or
attempts6. He is likely to be preoccupied with
suicide and death7 and to be at risk for current suicidal ideation
and attempts7. This risk is exacerbated by
poor impulse control8.
37. Thought Dysfunction
The test taker reports significant persecutory ideation such as
believing that others seek to harm him9.
He is likely to be suspicious of and alienated from others10, to
experience interpersonal difficulties as a
result of suspiciousness11, and to lack insight11.
He reports unusual thought processes12. He is likely to
experience thought disorganization13, to engage
in unrealistic thinking14, and to believe he has unusual sensory-
perceptual abilities15.
Behavioral Dysfunction
The test taker's responses indicate significant externalizing,
acting-out behavior, which is likely to have
gotten him into difficulties16. More specifically, he is very
likely to be restless and become bored17 and to
be acutely over-activated as manifested in aggression18, mood
instability19, euphoria17, excitability20, and
sensation-seeking, risk-taking, or other forms of under-
controlled, irresponsible behavior21. He reports
episodes of heightened excitation and energy level22 and may
have a history of symptoms associated
with manic or hypomanic episodes23. He also reports engaging
in physically aggressive, violent behavior
and losing control24, and is indeed likely to have a history of
violent behavior toward others25.
38. Interpersonal Functioning Scales
The test taker describes himself as having strong opinions, as
standing up for himself, as assertive and
direct, and able to lead others26. He is likely to believe he has
leadership capabilities, but to be viewed by
others as domineering, self-centered, and possibly grandiose27.
He also reports enjoying social situations
and events28, and is likely to be perceived as outgoing and
gregarious29.
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Interest Scales
The test taker reports an above average number of interests in
activities or occupations of a mechanical
or physical nature (e.g., fixing and building things, the
outdoors, sports)30. Individuals who respond in
this manner are likely to be adventure- and sensation-seeking31.
The extent to which he lacks aesthetic or
literary interests cannot be accurately gauged because of
39. unscorable responses. There is possible
evidence that he indicates little or no interest in activities or
occupations of an aesthetic or literary nature
(e.g., writing, music, the theater)32.
DIAGNOSTIC CONSIDERATIONS
This section provides recommendations for psychodiagnostic
assessment based on the test taker's
MMPI-2-RF results. It is recommended that he be evaluated for
the following:
Emotional-Internalizing Disorders
- Cycling mood disorder33
Thought Disorders
- Disorders involving persecutory ideation34
- Disorders manifesting psychotic symptoms35
- Personality disorders manifesting unusual thoughts and
perceptions36
40. - Schizoaffective disorder37
Behavioral-Externalizing Disorders
- Manic or hypomanic episode or other conditions associated
with excessive energy and activation38
- Disorders associated with interpersonally aggressive behavior
such as intermittent explosive disorder39
TREATMENT CONSIDERATIONS
This section provides inferential treatment-related
recommendations based on the test taker's
MMPI-2-RF scores.
Areas for Further Evaluation
- Risk for suicide should be assessed immediately40.
- May require inpatient treatment due to hypomania 41.
- Need for mood-stabilizing medication42.
41. - Origin of cognitive complaints43. May require a
neuropsychological evaluation.
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- Unlikely to be internally motivated for treatment45.
- At significant risk for treatment non-compliance45.
- Excessive behavioral activation may interfere with
treatment42.
Possible Targets for Treatment
- Mood stabilization in initial stages of treatment41
- Persecutory ideation44
- Inadequate self-control45
42. - Reduction in interpersonally aggressive behavior39
ITEM-LEVEL INFORMATION
Unscorable Responses
Following is a list of items to which the test taker did not
provide scorable responses. Unanswered or
double answered (both True and False) items are unscorable.
The scales on which the items appear are
in parentheses following the item content.
9. Item Content Omitted. (RC7, NEGE-r)
15. Item Content Omitted. (Fs, FBS-r, RC1)
36. Item Content Omitted. (FBS-r, K-r, RC3)
55. Item Content Omitted. (VRIN-r, FBS-r, RC3)
99. Item Content Omitted. (VRIN-r, FBS-r, K-r, RC3)
107. Item Content Omitted. (BXD, RC9, DISC-r)
121. Item Content Omitted. (RC3)
185. Item Content Omitted. (RC3)
191. Item Content Omitted. (Fp-r)
194. Item Content Omitted. (VRIN-r, RC6)
43. 203. Item Content Omitted. (F-r, THD, RC8, PSYC-r)
209. Item Content Omitted. (NEGE-r)
238. Item Content Omitted. (RC3)
296. Item Content Omitted. (AES)
304. Item Content Omitted. (RC3)
313. Item Content Omitted. (RC1, NUC)
326. Item Content Omitted. (RC3)
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Special Note:
The content of the test items
is included in the actual reports.
To protect the integrity of the test,
the item content does not appear
in this sample report.
ITEMS
NOT
SHOWN
Psychotherapy Process Issues
- Persecutory ideation may interfere with forming a therapeutic
relationship and treatment compliance44.
- Impaired thinking may disrupt treatment36.
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percentage of the MMPI-2-RF normative sample (NS) and of the
Psychiatric Inpatient, Community
Hospital (Men) comparison group (CG) that answered each item
in the keyed direction are provided in
parentheses following the item content.
Suicidal/Death Ideation (SUI, T Score = 79)
251. Item Content Omitted. (True; NS 3.0%, CG 20.8%)
334. Item Content Omitted. (True; NS13.5%, CG 35.5%)
Ideas of Persecution (RC6, T Score = 70)
14. Item Content Omitted. (True; NS 2.9%, CG 8.5%)
34. Item Content Omitted. (True; NS 10.6%, CG 27.3%)
71. Item Content Omitted. (True; NS 2.0%, CG 17.3%)
110. Item Content Omitted. (True; NS 9.9%, CG 32.5%)
46. is included in the actual reports.
To protect the integrity of the test,
the item content does not appear
in this sample report.
ITEMS
NOT
SHOWN
Critical Responses
Seven MMPI-2-RF scales--Suicidal/Death Ideation (SUI),
Helplessness/Hopelessness (HLP), Anxiety
(AXY), Ideas of Persecution (RC6), Aberrant Experiences
(RC8), Substance Abuse (SUB), and
Aggression (AGG)--have been designated by the test authors as
having critical item content that may
require immediate attention and follow-up. Items answered by
the individual in the keyed direction
(True or False) on a critical scale are listed below if his T score
on that scale is 65 or higher. The
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User-Designated Item-Level Information
47. The following item-level information is based on the report
user's selection of additional scales, and/or
of lower cutoffs for the critical scales from the previous
section. Items answered by the test taker in the
keyed direction (True or False) on a selected scale are listed
below if his T score on that scale is at the
user-designated cutoff score or higher. The percentage of the
MMPI-2-RF normative sample (NS) and
of the Psychiatric Inpatient, Community Hospital (Men)
comparison group (CG) that answered each
item in the keyed direction are provided in parentheses
following the item content.
Hypomanic Activation (RC9, T Score = 80)
13. Item Content Omitted. (True; NS 40.9%, CG 43.4%)
39. Item Content Omitted. (True; NS 51.0%, CG 53.3%)
47. Item Content Omitted. (True; NS 42.7%, CG 45.7%)
61. Item Content Omitted. (False; NS 61.6%, CG 73.4%)
72. Item Content Omitted. (True; NS 81.5%, CG 69.3%)
97. Item Content Omitted. (True; NS 50.5%, CG 45.2%)
118. Item Content Omitted. (True; NS 57.4%, CG 61.3%)
48. 131. Item Content Omitted. (True; NS 43.3%, CG 47.0%)
143. Item Content Omitted. (True; NS 27.5%, CG 32.3%)
155. Item Content Omitted. (True; NS 41.6%, CG 37.9%)
166. Item Content Omitted. (True; NS 38.9%, CG 31.7%)
181. Item Content Omitted. (True; NS 35.3%, CG 36.7%)
193. Item Content Omitted. (True; NS 32.8%, CG 38.2%)
207. Item Content Omitted. (True; NS 66.9%, CG 47.3%)
219. Item Content Omitted. (True; NS 51.5%, CG 54.9%)
244. Item Content Omitted. (True; NS 56.9%, CG 64.5%)
248. Item Content Omitted. (True; NS 16.1%, CG 25.6%)
256. Item Content Omitted. (True; NS 65.7%, CG 58.1%)
267. Item Content Omitted. (True; NS 12.9%, CG 32.0%)
292. Item Content Omitted. (True; NS 26.1%, CG 30.3%)
305. Item Content Omitted. (True; NS 37.6%, CG 47.2%)
316. Item Content Omitted. (True; NS 45.1%, CG 50.5%)
327. Item Content Omitted. (True; NS 41.7%, CG 46.4%)
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Special Note:
The content of the test items
is included in the actual reports.
To protect the integrity of the test,
the item content does not appear
in this sample report.
ITEMS
NOT
SHOWN
337. Item Content Omitted. (True; NS 50.2%, CG 52.2%)
Activation (ACT, T Score = 67)
49. 72. Item Content Omitted. (True; NS 81.5%, CG 69.3%)
166. Item Content Omitted. (True; NS 38.9%, CG 31.7%)
181. Item Content Omitted. (True; NS 35.3%, CG 36.7%)
207. Item Content Omitted. (True; NS 66.9%, CG 47.3%)
219. Item Content Omitted. (True; NS 51.5%, CG 54.9%)
267. Item Content Omitted. (True; NS 12.9%, CG 32.0%)
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ENDNOTES
This section lists for each statement in the report the MMPI-2-
RF score(s) that triggered it. In addition,
each statement is identified as a Test Response, if based on item
content, a Correlate, if based on
empirical correlates, or an Inference, if based on the report
authors' judgment. (This information can
also be accessed on-screen by placing the cursor on a given
statement.) For correlate-based statements,
research references (Ref. No.) are provided, keyed to the
consecutively numbered reference list
following the endnotes.
1 Correlate: Response % < 90, Ref. 5
2 Test Response: COG=69
3 Correlate: COG=69, Ref. 3, 10, 21
4 Correlate: COG=69, Ref. 21
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37 Inference: RC6=70; RC9=80
38 Correlate: ACT=67, Ref. 14, 23
39 Inference: AGG=67
40 Inference: SUI=79
41 Inference: RC9=80
42 Inference: RC9=80; ACT=67
43 Inference: COG=69
44 Inference: RC6=70
45 Inference: BXD=68
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RESEARCH REFERENCE LIST
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