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Speaker Name: Speech Title: Directions: For each area listed below, check either strong or weak. Then write a 2-3 sentence for each area, explaining the response you chose (give specific examples from your speech) and how you intend to improve the areas marked as weak. Area Strong Weak How I can improve Check here or Check here Write out 2-3 sentence explanation why you checked strong or weak and improvement (if needed) Opening/Introduction Attention-getter, Thesis, Credibility Structure Logical, Good supports (examples, details, statistics), Transitions Closing Concise Summary, Memorable? Connection to audience Enthusiasm? Relevant to audience? Physical Posture, Gestures, Eye contact Voice Volume, Pace, Pauses, Distractors? Sources or Visuals Used Strong, Valid Sources? Type of visual used (if any). Effectiveness? *One Paragraph Summary of your review: .
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Speech Title Person of Interest John F KennedyDirections.docx
Speech Title: Person of Interest John F Kennedy
Directions:
For each area listed below, check either strong or weak. Then write a 2-3 sentence for each area, explaining the response you chose (give specific examples from your speech) and how you intend to improve the areas marked as weak.
Opening/Introduction
Attention-getter, Thesis, Credibility
Structure
Logical, Good supports (examples, details, statistics), Transitions
Closing
Concise Summary, Memorable?
Connection to audience
Enthusiasm? Relevant to audience?
Physical
Posture, Gestures, Eye contact
Voice
Volume, Pace, Pauses, Distractors?
Sources or Visuals Used
Strong, Valid Sources? Type of visual used (if any). Effectiveness?
*One Paragraph Summary of your review
:
Discuss your upcoming speech topic for your Person of Interest Speech. Tell us about the sources you chose to use and how you evaluated their credibility. How do these sources contribute to support your speech? How does the support you chose create audience connection with your topic? You should also cite these sources for us at the end of this discussion in APA format.
What is the overall danger of people not carefully analyzing and evaluating sources?
See attached form below for accurate instructions
.
A minimum of four paragraphs is required. Please explain your terms.docx
A minimum of four paragraphs is required. Please explain your terms, citing specific examples and sources from outside research as well as your Readings/Viewings to support your claims and ideas.
Comment on the presentation here on this Discussion Forum in terms of overall presentation.
Responses should be well thought out, well supported and well written. Please explain your terms, citing specific examples from the video to support your claims and ideas.
1.
Structure
Introduction Elements: Attention Getter, Credibility Statement, State Topic and Preview of Main Points),
Body: connectives and supporting materials and reasoning; testimony, statistics, facts, examples -- specific and extended (illustrations, descriptions, and explanations)
Rhetorical Devices MLK uses [see video by Prof. Matt McGarrity, University of Washington at left menu link under Course Materials.]
Conclusion Elements: Review of Main Points and Unifying Statement.
2.
Non Verbal Communication
Posture, poise, eye contact, audience focus, facial expressions, body and hand gestures.
3.
Oral Delivery
Volume, Pitch, Rate, Vocal Variety, Choice of Language, Articulation, Pronunciation, enunciation.
.
Type Individual ProjectEffective SpeakingMon, 3716.docx
Type: Individual Project
Effective Speaking
Mon, 3/7/16
Numeric
100
0
400-600 words
View objectives for this assignment
Go To:
Assignment Details
Scenario
Learning Materials
Reading Assignment
My Work:
Online Deliverables:
Submissions
Looking for tutoring?
Go to Smarthinking
Collapse All
|
Expand All
Collapse All
|
Expand All
Assignment Details
Assignment Description
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Click
here
to access American Rhetoric's Top 100 speeches.
Select the link for the top 100 speeches.
Select and listen to 2 speeches.
While listening, critique the speeches using the following guidelines;
Speech #1
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
Speech #2
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
.
Analysis of feedback webinar
Slides from Jisc Assessment and Feedback webinar on analysis of feedback 24 June 2013
Recommended
Speech Title Person of Interest John F KennedyDirections.docx
Speech Title: Person of Interest John F Kennedy
Directions:
For each area listed below, check either strong or weak. Then write a 2-3 sentence for each area, explaining the response you chose (give specific examples from your speech) and how you intend to improve the areas marked as weak.
Opening/Introduction
Attention-getter, Thesis, Credibility
Structure
Logical, Good supports (examples, details, statistics), Transitions
Closing
Concise Summary, Memorable?
Connection to audience
Enthusiasm? Relevant to audience?
Physical
Posture, Gestures, Eye contact
Voice
Volume, Pace, Pauses, Distractors?
Sources or Visuals Used
Strong, Valid Sources? Type of visual used (if any). Effectiveness?
*One Paragraph Summary of your review
:
Discuss your upcoming speech topic for your Person of Interest Speech. Tell us about the sources you chose to use and how you evaluated their credibility. How do these sources contribute to support your speech? How does the support you chose create audience connection with your topic? You should also cite these sources for us at the end of this discussion in APA format.
What is the overall danger of people not carefully analyzing and evaluating sources?
See attached form below for accurate instructions
.
A minimum of four paragraphs is required. Please explain your terms.docx
A minimum of four paragraphs is required. Please explain your terms, citing specific examples and sources from outside research as well as your Readings/Viewings to support your claims and ideas.
Comment on the presentation here on this Discussion Forum in terms of overall presentation.
Responses should be well thought out, well supported and well written. Please explain your terms, citing specific examples from the video to support your claims and ideas.
1.
Structure
Introduction Elements: Attention Getter, Credibility Statement, State Topic and Preview of Main Points),
Body: connectives and supporting materials and reasoning; testimony, statistics, facts, examples -- specific and extended (illustrations, descriptions, and explanations)
Rhetorical Devices MLK uses [see video by Prof. Matt McGarrity, University of Washington at left menu link under Course Materials.]
Conclusion Elements: Review of Main Points and Unifying Statement.
2.
Non Verbal Communication
Posture, poise, eye contact, audience focus, facial expressions, body and hand gestures.
3.
Oral Delivery
Volume, Pitch, Rate, Vocal Variety, Choice of Language, Articulation, Pronunciation, enunciation.
.
Type Individual ProjectEffective SpeakingMon, 3716.docx
Type: Individual Project
Effective Speaking
Mon, 3/7/16
Numeric
100
0
400-600 words
View objectives for this assignment
Go To:
Assignment Details
Scenario
Learning Materials
Reading Assignment
My Work:
Online Deliverables:
Submissions
Looking for tutoring?
Go to Smarthinking
Collapse All
|
Expand All
Collapse All
|
Expand All
Assignment Details
Assignment Description
Weekly tasks or assignments (Individual or Group Projects) will be due
by
Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Click
here
to access American Rhetoric's Top 100 speeches.
Select the link for the top 100 speeches.
Select and listen to 2 speeches.
While listening, critique the speeches using the following guidelines;
Speech #1
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
Speech #2
How did the speaker gain the audience’s attention?
Explain the topic and purpose of the speech.
Describe any facts or explanations given to support the speaker’s argument or topic of discussion.
Evaluate the speaker’s delivery. Explain how the speaker used their voice to show enthusiasm, or to emphasize information while speaking.
Discuss how the speaker transitioned to the conclusion.
Identify where you feel the speaker did well.
Express any improvements the speaker could have made.
.
Analysis of feedback webinar
Slides from Jisc Assessment and Feedback webinar on analysis of feedback 24 June 2013
Paper 2 - Info Speech Personal AnalysisCritiqueCOMM 1.docx
Paper 2 - Info Speech Personal Analysis/Critique
COMM 111.Mann
View the recording of your speech and analyze and critique your presentation and delivery. DO NOT focus on the content – on what you said. But rather, focus on HOW you said it. In a 2-4 page paper, consider and discuss what you did well and what/how you could improve. Cover these points:
Vocal Delivery – did your delivery enhance or support your points effectively?
Did it enhance meaning/understanding? Consider:
Rate & use of pauses
Volume
Pitch and inflection
Articulation and pronunciation
Physical Delivery – did your nonverbal signals complement and reinforce your
message, as well as connect you with the audience? Consider:
Appearance
Posture
Facial expression
Eye contact
Movement
Gestures
Presentation Aids – did your PAs increase the clarity and impact of your
speech? Consider:
Type
Quality
Appropriateness for audience/topic/point
Did you effectively present and integrate your PA(s) into your speech?
Evaluation
NAME_______________________________Grade_________________(50 pts)
Vocal Delivery (15 pts)
_____
Physical Delivery (15 pts)
_____
Presentation Aids (15 pts)
_____
Paper Style (5 pts)
_____
.
Concert Review RubricBy the appropriate deadlines (see Cou
Concert Review Rubric
By the appropriate deadlines (see Course Syllabus) turn in Concert Reviews which will
be graded using the following rubric.
C
ri
te
ri
a
Unacceptable
0 Points
Needs Improvement
5
Acceptable
7 Points
Good
9 Points
Excellent
10 Points
1
P
e
rf
o
rm
e
rs
Does not reference soloist
or ensemble
References both soloist,
conductor and/or
ensemble specifically but
provides no name
References both
soloist, conductor and/or
ensemble specifically but
provides name of only one
Includes name of soloist,
conductor or ensemble but
not both
Includes names of all
soloists, conductor(s)
and ensembles
2
C
o
n
te
x
t
Provides no context for the
performance
Provides little context for
the performance
Provides some context for
the performance
Provides good context for
the performance
Provides clear context
for the performance
including time, place
and reason for concert
3
M
u
si
c
D
e
sc
ri
p
ti
o
n
The text contains no
musical description.
The text contains limited
facts and examples related
to the topic. The text may
fail to offer a conclusion.
The text provides facts,
definitions, details,
quotations, and examples
that attempt to develop and
explain the topic. The
conclusion merely restates
the development.
The text provides
relevant facts,
definitions, concrete
details, quotations, and
examples that develop
and explain the topic.
The conclusion ties to
and supports the
information/explanation.
The text provides
significant facts,
definitions, concrete
details, and examples
that fully develop and
explain the topic. The
conclusion provides
insight to the
implications, explains
the significance of the
topic, and projects to the
future, etc.
4 W
ri
te
r’
s
O
p
in
io
n
The text does not contain a
writer's opinion.
The text contains an
unclear opinion that
suggests a vague position.
The text attempts a
structure
and organization to
support the position.
The text introduces a an
opinion but may not be
supported by evidence of
descriptions.
The text has a
structure and organization
that is aligned with the
claim.
The text introduces an
opinion that is clearly
arguable and takes an
identifiable position on the
performance. The text has
an effective structure and
organization that is aligned
with the claim.
The text introduces a
compelling opinion that
is clearly arguable and
takes a purposeful
position on the
performance. The report
has a structure and
organization that is
carefully crafted to
support the opinion.
5
Le
n
g
th
The text is
significantly less than
400 words.
The text is significantly more
than 600 words.
The text is a little
less than 400 words.
The text is a little more than
600 words.
The text is between
400 and 600 words in
length.
6
S
tr
u
ct
u
re
The text has no identifiable
structure.
The text ha ...
Chapters 4-6 Preparing Written MessagesPrepari.docx
Chapters 4-6: Preparing Written Messages
Preparing Written Messages
Lesson Outline
Seven Steps to Preparing Written Messages
Effective Sentences and Coherent Paragraphs
Revise to Grab Your Audience’s Attention
Improve Readability
Proofread and Revise
Seven Steps to Preparing
Written Messages
Seven Preparation Steps
Step 1: Consider Contextual Forces
Step 2: Determine Purpose, Channel, and Medium
Step 3: Envision Audience
Step 4: Adapt Message to Audience Needs and Concerns
Step 5: Organize the Message
Step 6: Prepare First Draft
Step 7: Revise, Edit, and Proofread
Effective Sentences and
Coherent Paragraphs
Step 6: Prepare the First Draft
Proceed Deductively or Inductively
Know Logical Sequence of Minor Points
Write rapidly with Intent to Rewrite
Use Active More Than Passive Voice
Craft Powerful Sentences
Rely on Active Voice—Subject Doer of Action
(Passive—Subject Receiver of Action Sentence Is Less Emphatic)
Passive Voice Uses
Conceal the Doer/Avoid Finger Pointing
Doer Is Unknown
Place More Emphasis on What Was Done
(Receiver of Action)
5
Emphasize Important Ideas
Techniques
Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis)
Repetition—repeat a word in a sentence
Labeling Words—use words that signal important
Position—position it first or last in a clause, sentence, paragraph, or presentation
Space and Format—use extraordinary amount of space for important items or use headings
Develop Coherent Paragraphs
Develop Deductive/Inductive Paragraphs Consistently
Link Ideas to Achieve Coherence
Keep Paragraphs Unified
Vary Sentence and Paragraph Length
Position Topic Sentences and
Link Ideas
Deductive—topic sentence precedes details
Inductive—topic sentence follows details
Link Ideas to Achieve Coherence (Cohesion)
Repeat Word from Preceding Sentence
Use a Pronoun for a Noun in Preceding Sentence
Use Connecting Words (e.g., Conjunctive Adverbs)
Link Paragraphs by Using Transition Words
Use Transition Sentences before Headings,
But Not Subheadings
Paragraph Unity
Keep Paragraphs Unified—support must be focused on topic sentences
Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials
Arrange Paragraphs in a Logical and Systematic Sequence
Vary Sentence and
Paragraph Length
Vary Sentence Length (Average—Short)
Vary Sentence Structure (Sentence Variety)
Vary Paragraph Length (Average—Short
8-10 Lines)
Changes in Tense, Voice, and Person in Paragraphs Are Discouraged
Revise to Grab
Reader’s Attention
Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading
Have Your Revising/Editing Space/Room
View from Audience Perspective (You Attitude)
Revise until No More Changes Would Improve the Document
Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?)
Ensure Error-Free Messages
Use Visual Enhancements for More Readability
Add Only When They Aid Comprehension
Create an A.
Speaking asssesmentslide shares
A brief review about how to asses speaking aprooaches and activities.
Some common problems wiht our students.
Writing Assignment 2 Listening Styles Assignment Directio.docx
Writing Assignment 2: Listening Styles
Assignment Directions: Spring 2019
The revised Listening Styles Profile (LSP-R) measures four constructs including relational listening, analytical listening,
task-oriented listening and critical listening (Bodie, Worthington & Gearhart, 2013) styles are outlined in chapter 7 of
your textbook. For this writing assignment, you are asked to complete the Listening Styles Profile (LSP-R) and then
answer the following prompts.
Take time to read each of the following and assess how each statement applies to you by marking your level of
agreement/disagreement with each item. Do not think of any specific listening situation. The stronger you disagree with a
statement the lower the number you will write in the far right column next to the statement. The stronger you agree with a
statement, the higher the number you will write down. Your score for each item should reflect the following: Strongly
Disagree = 1, Disagree =2, Somewhat Disagree =3, Unsure = 4, Somewhat Agree = 5, Agree = 6, Strongly Agree = 7.
Calculate your scores for each of the four categories.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on understanding the feelings behind words.
Relational Listening Total Score
Analytical Listening
I wait until all the facts are presented before forming judgments and opinions.
I tend to withhold judgment about another’s ideas until I have heard everything they have to say.
When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message.
When listening to others, I consider all sides of the issue before responding.
I fully listen to what a person has to say before forming any opinions.
To be fair to others, I fully listen to what they have to say before making judgments.
Analytical Listening Total Score
Task-Oriented Listening
I am impatient with people who ramble on during conversations.
I get frustrated when people get off topic during a conversation.
When listening to others, I become impatient when they appear to be wasting time.
I prefer speakers who quickly get to the point.
I find it difficult to listen to people who take too long to get their ideas across.
When listening to others, I appreciate speakers who give brief, to the-point presentations.
Task-Oriented Listening Total Score
Critical Listening
When listening to others, I focus on any inconsistencies and/or errors in what’s being said.
I often catch errors in othe ...
Src TemplateStandard Recipe CardName of dishSpanish Vegie Tray Ba.docx
Src TemplateStandard Recipe CardName of dish:Spanish Vegie Tray BakePortion nos.:50Ref.source:Total Cost:$252.89Portion size.:150Portion Cost:$5.06Sales Price at $20.0030%( Food Cost)Desired Sales Price$16.86Desired Food Cost %30.0%Sales Price$20.00Food Cost %25.3%CommoditiesItemSpecificationWeight kg/l/UnitCost per kg/l/UnitActual costPotatoesBrush5.625Kg$3.00Kg$16.88TomatoesRiped2.025kg$8.67kg$17.56ZuchiniCut into 4cm4.900kg$4.90kg$24.01Red OnionSliced, Round0.355kg$3.50kg$1.24Olive oilExtra virgin0.179lts$10.00lts$1.79Oregano leavesDried0.105kg$256.00kg$26.88Sweet paprika0.052kg$20.00kg$1.040.0$0.000.0$0.00GREEN OLIVE PICADA0.0$0.00Green olivesPitted, rinse0.688kg$13.04kg$8.97Smoked almondsChopped0.750kg$17.50kg$13.13Fresh parsleyFresh0.750kg$187.00kg$140.25GarlicChopped0.050kg$16.67kg$0.83Red wine vinegar0.052lts$6.00lts$0.310.0$0.000.0$0.000.0$0.000.0$0.00Total Cost$252.89Portion Cost$5.06
&"Arial,Regular"&8&K000000Standard Recipe Card
A La CarteNameQty.Qty.UOMCostEntrée1Pork & Prawn Gyoza (6 PCS per Serve)5All Purpose Flour27054g.0.05Warm Water13527ml.0.02Salt1/41Tsp0.01Mince Pork21010g.0.07Mince Prawn9010g.0.27Savoy Cabbage21010g.0.01Garlic30.6Cloves0.01Cheives6010g.0.01Soy Sauce (Shoyu)30.6Tsp0.01Oyster Sauce30.6Tsp0.01Sugar10.2Tsp0.01White Pepper1/20.0166666667Tsp0.01Potato Starch20.4Tsp0.01Sesami Oil10.2Tsp0.01Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost0.50Selling Price1.672Vegetable Spring Rolls (5 PCS per Serve) (V)4Vermicelli Noodle10025g.0.15Vegetable Oil11Tsp0.01Garlic20.5Cloves0.01Carrot (grated)10025g.0.03Cabbage (grated)10025g.0.03Soy Sauce (Vegetarian)10.25Tsp0.01White Pepper1/40.25Tsp0.01Sugar10.25Tsp0.01Sesami Oil1/20.25Tsp0.01Corn Flour21Tsp0.01Tofu (Hard) Chop10025g.0.33Frozen spring roll wrappers (21.5 cm)205PCS0.20Sweet Chilli Sauce30ml.0.05Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost0.87Selling Price2.893Chicken Soup (Clear Soup) (GF)4Chicken Breast800200g.1.80Brown Onion (Chop)5012.5g.0.02Carrot (Chop)10025g.0.03Daikon (Chop)10025g.0.03Potato (Chop)10025g.0.02Coriander Root20.5Root0.01Coriander (Chop)20.5Tbsp0.01Whole Black peppercorn1/20.125Tsp0.01Salt1/40.0625Tsp0.01Garlic20.5Cloves0.01Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,400.00Total Cost1.95Selling Price 6.494Beef Noodle Salad (Cold) (GF) Beef Rib Eye (Grilled)150150g.3.45Soba Noodle (GF)200180g.0.60White Sesami1010g.0.01Black Sesami1010g.0.01Pumpkin Seed1010g.0.01Carrot (shredded)3030g.0.02Zuchini (shredded)3030g.0.02Daikon (pickle)3030g.0.03Spring Onion (Chop)1010g.0.01Coriander (Chop)1010g.0.01Soy Sauce (Shoyu)11Tbsp0.01Sesami Oil11Tsp0.01White pepper1/41/4Tsp0.01Sugar1/21/2Tsp0.01Mirin11Tbsp0.01Japanese Dressing22Tbsp0.02Fixed Cost - Utility (per Month)500.00Fixed Cost - Rent (per Month)2,500.00Fixed Cost - Staff (per Month)14,4.
SPT 208 Final Project Guidelines and Rubric Overview .docx
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docxR.docx
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docx
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docx
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Sports Business Landscape Graphic OrganizerContent.docx
Sports Business Landscape Graphic Organizer
Content Providers
Distribution Channels
Goods and Service Providers
Job Title
Training and Education Requirements
Job Roles and Responsibilities
Salary Outlook
Job Availability
(State and Country)
Job Outlook
Pros and Cons
© 2019. Grand Canyon University. All Rights Reserved.
.
Spring 2020Carlow University Department of Psychology & Co.docx
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docx
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
More Related Content
Similar to Speaker NameSpeech TitleDirections For each area li.docx
Paper 2 - Info Speech Personal AnalysisCritiqueCOMM 1.docx
Paper 2 - Info Speech Personal Analysis/Critique
COMM 111.Mann
View the recording of your speech and analyze and critique your presentation and delivery. DO NOT focus on the content – on what you said. But rather, focus on HOW you said it. In a 2-4 page paper, consider and discuss what you did well and what/how you could improve. Cover these points:
Vocal Delivery – did your delivery enhance or support your points effectively?
Did it enhance meaning/understanding? Consider:
Rate & use of pauses
Volume
Pitch and inflection
Articulation and pronunciation
Physical Delivery – did your nonverbal signals complement and reinforce your
message, as well as connect you with the audience? Consider:
Appearance
Posture
Facial expression
Eye contact
Movement
Gestures
Presentation Aids – did your PAs increase the clarity and impact of your
speech? Consider:
Type
Quality
Appropriateness for audience/topic/point
Did you effectively present and integrate your PA(s) into your speech?
Evaluation
NAME_______________________________Grade_________________(50 pts)
Vocal Delivery (15 pts)
_____
Physical Delivery (15 pts)
_____
Presentation Aids (15 pts)
_____
Paper Style (5 pts)
_____
.
Concert Review RubricBy the appropriate deadlines (see Cou
Concert Review Rubric
By the appropriate deadlines (see Course Syllabus) turn in Concert Reviews which will
be graded using the following rubric.
C
ri
te
ri
a
Unacceptable
0 Points
Needs Improvement
5
Acceptable
7 Points
Good
9 Points
Excellent
10 Points
1
P
e
rf
o
rm
e
rs
Does not reference soloist
or ensemble
References both soloist,
conductor and/or
ensemble specifically but
provides no name
References both
soloist, conductor and/or
ensemble specifically but
provides name of only one
Includes name of soloist,
conductor or ensemble but
not both
Includes names of all
soloists, conductor(s)
and ensembles
2
C
o
n
te
x
t
Provides no context for the
performance
Provides little context for
the performance
Provides some context for
the performance
Provides good context for
the performance
Provides clear context
for the performance
including time, place
and reason for concert
3
M
u
si
c
D
e
sc
ri
p
ti
o
n
The text contains no
musical description.
The text contains limited
facts and examples related
to the topic. The text may
fail to offer a conclusion.
The text provides facts,
definitions, details,
quotations, and examples
that attempt to develop and
explain the topic. The
conclusion merely restates
the development.
The text provides
relevant facts,
definitions, concrete
details, quotations, and
examples that develop
and explain the topic.
The conclusion ties to
and supports the
information/explanation.
The text provides
significant facts,
definitions, concrete
details, and examples
that fully develop and
explain the topic. The
conclusion provides
insight to the
implications, explains
the significance of the
topic, and projects to the
future, etc.
4 W
ri
te
r’
s
O
p
in
io
n
The text does not contain a
writer's opinion.
The text contains an
unclear opinion that
suggests a vague position.
The text attempts a
structure
and organization to
support the position.
The text introduces a an
opinion but may not be
supported by evidence of
descriptions.
The text has a
structure and organization
that is aligned with the
claim.
The text introduces an
opinion that is clearly
arguable and takes an
identifiable position on the
performance. The text has
an effective structure and
organization that is aligned
with the claim.
The text introduces a
compelling opinion that
is clearly arguable and
takes a purposeful
position on the
performance. The report
has a structure and
organization that is
carefully crafted to
support the opinion.
5
Le
n
g
th
The text is
significantly less than
400 words.
The text is significantly more
than 600 words.
The text is a little
less than 400 words.
The text is a little more than
600 words.
The text is between
400 and 600 words in
length.
6
S
tr
u
ct
u
re
The text has no identifiable
structure.
The text ha ...
Chapters 4-6 Preparing Written MessagesPrepari.docx
Chapters 4-6: Preparing Written Messages
Preparing Written Messages
Lesson Outline
Seven Steps to Preparing Written Messages
Effective Sentences and Coherent Paragraphs
Revise to Grab Your Audience’s Attention
Improve Readability
Proofread and Revise
Seven Steps to Preparing
Written Messages
Seven Preparation Steps
Step 1: Consider Contextual Forces
Step 2: Determine Purpose, Channel, and Medium
Step 3: Envision Audience
Step 4: Adapt Message to Audience Needs and Concerns
Step 5: Organize the Message
Step 6: Prepare First Draft
Step 7: Revise, Edit, and Proofread
Effective Sentences and
Coherent Paragraphs
Step 6: Prepare the First Draft
Proceed Deductively or Inductively
Know Logical Sequence of Minor Points
Write rapidly with Intent to Rewrite
Use Active More Than Passive Voice
Craft Powerful Sentences
Rely on Active Voice—Subject Doer of Action
(Passive—Subject Receiver of Action Sentence Is Less Emphatic)
Passive Voice Uses
Conceal the Doer/Avoid Finger Pointing
Doer Is Unknown
Place More Emphasis on What Was Done
(Receiver of Action)
5
Emphasize Important Ideas
Techniques
Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis)
Repetition—repeat a word in a sentence
Labeling Words—use words that signal important
Position—position it first or last in a clause, sentence, paragraph, or presentation
Space and Format—use extraordinary amount of space for important items or use headings
Develop Coherent Paragraphs
Develop Deductive/Inductive Paragraphs Consistently
Link Ideas to Achieve Coherence
Keep Paragraphs Unified
Vary Sentence and Paragraph Length
Position Topic Sentences and
Link Ideas
Deductive—topic sentence precedes details
Inductive—topic sentence follows details
Link Ideas to Achieve Coherence (Cohesion)
Repeat Word from Preceding Sentence
Use a Pronoun for a Noun in Preceding Sentence
Use Connecting Words (e.g., Conjunctive Adverbs)
Link Paragraphs by Using Transition Words
Use Transition Sentences before Headings,
But Not Subheadings
Paragraph Unity
Keep Paragraphs Unified—support must be focused on topic sentences
Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials
Arrange Paragraphs in a Logical and Systematic Sequence
Vary Sentence and
Paragraph Length
Vary Sentence Length (Average—Short)
Vary Sentence Structure (Sentence Variety)
Vary Paragraph Length (Average—Short
8-10 Lines)
Changes in Tense, Voice, and Person in Paragraphs Are Discouraged
Revise to Grab
Reader’s Attention
Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading
Have Your Revising/Editing Space/Room
View from Audience Perspective (You Attitude)
Revise until No More Changes Would Improve the Document
Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?)
Ensure Error-Free Messages
Use Visual Enhancements for More Readability
Add Only When They Aid Comprehension
Create an A.
Speaking asssesmentslide shares
A brief review about how to asses speaking aprooaches and activities.
Some common problems wiht our students.
Writing Assignment 2 Listening Styles Assignment Directio.docx
Writing Assignment 2: Listening Styles
Assignment Directions: Spring 2019
The revised Listening Styles Profile (LSP-R) measures four constructs including relational listening, analytical listening,
task-oriented listening and critical listening (Bodie, Worthington & Gearhart, 2013) styles are outlined in chapter 7 of
your textbook. For this writing assignment, you are asked to complete the Listening Styles Profile (LSP-R) and then
answer the following prompts.
Take time to read each of the following and assess how each statement applies to you by marking your level of
agreement/disagreement with each item. Do not think of any specific listening situation. The stronger you disagree with a
statement the lower the number you will write in the far right column next to the statement. The stronger you agree with a
statement, the higher the number you will write down. Your score for each item should reflect the following: Strongly
Disagree = 1, Disagree =2, Somewhat Disagree =3, Unsure = 4, Somewhat Agree = 5, Agree = 6, Strongly Agree = 7.
Calculate your scores for each of the four categories.
Relational Listening
When listening to others, it is important to understand the feelings of the speaker.
When listening to others, I am mainly concerned with how they are feeling.
I listen to understand the emotions and mood of the speaker.
I listen primarily to build and maintain relationships with others.
I enjoy listening to others because it allows me to connect with them.
When listening to others, I focus on understanding the feelings behind words.
Relational Listening Total Score
Analytical Listening
I wait until all the facts are presented before forming judgments and opinions.
I tend to withhold judgment about another’s ideas until I have heard everything they have to say.
When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message.
When listening to others, I consider all sides of the issue before responding.
I fully listen to what a person has to say before forming any opinions.
To be fair to others, I fully listen to what they have to say before making judgments.
Analytical Listening Total Score
Task-Oriented Listening
I am impatient with people who ramble on during conversations.
I get frustrated when people get off topic during a conversation.
When listening to others, I become impatient when they appear to be wasting time.
I prefer speakers who quickly get to the point.
I find it difficult to listen to people who take too long to get their ideas across.
When listening to others, I appreciate speakers who give brief, to the-point presentations.
Task-Oriented Listening Total Score
Critical Listening
When listening to others, I focus on any inconsistencies and/or errors in what’s being said.
I often catch errors in othe ...
Similar to Speaker NameSpeech TitleDirections For each area li.docx (14)
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Paper 2 - Info Speech Personal AnalysisCritiqueCOMM 1.docx
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Concert Review RubricBy the appropriate deadlines (see Cou
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MODULE 3 Writing n Exposition or Discussion on a Familiar Issue to Include Ke...
Chapters 4-6 Preparing Written MessagesPrepari.docx
Chapters 4-6 Preparing Written MessagesPrepari.docx
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Src TemplateStandard Recipe CardName of dish:Spanish Vegie Tray BakePortion nos.:50Ref.source:Total Cost:$252.89Portion size.:150Portion Cost:$5.06Sales Price at $20.0030%( Food Cost)Desired Sales Price$16.86Desired Food Cost %30.0%Sales Price$20.00Food Cost %25.3%CommoditiesItemSpecificationWeight kg/l/UnitCost per kg/l/UnitActual costPotatoesBrush5.625Kg$3.00Kg$16.88TomatoesRiped2.025kg$8.67kg$17.56ZuchiniCut into 4cm4.900kg$4.90kg$24.01Red OnionSliced, Round0.355kg$3.50kg$1.24Olive oilExtra virgin0.179lts$10.00lts$1.79Oregano leavesDried0.105kg$256.00kg$26.88Sweet paprika0.052kg$20.00kg$1.040.0$0.000.0$0.00GREEN OLIVE PICADA0.0$0.00Green olivesPitted, rinse0.688kg$13.04kg$8.97Smoked almondsChopped0.750kg$17.50kg$13.13Fresh parsleyFresh0.750kg$187.00kg$140.25GarlicChopped0.050kg$16.67kg$0.83Red wine vinegar0.052lts$6.00lts$0.310.0$0.000.0$0.000.0$0.000.0$0.00Total Cost$252.89Portion Cost$5.06
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SPT 208 Final Project Guidelines and Rubric Overview .docx
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docxR.docx
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docx
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docx
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Sports Business Landscape Graphic OrganizerContent.docx
Sports Business Landscape Graphic Organizer
Content Providers
Distribution Channels
Goods and Service Providers
Job Title
Training and Education Requirements
Job Roles and Responsibilities
Salary Outlook
Job Availability
(State and Country)
Job Outlook
Pros and Cons
© 2019. Grand Canyon University. All Rights Reserved.
.
Spring 2020Carlow University Department of Psychology & Co.docx
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docx
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docx
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docx
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docx
Sponsorship Works 2018 8
PROJECT DETAILS
Sponsorship title:
Audi Cup
Duration of sponsorship:
2009-present
Case study entered by:
Audi AG
Sponsor’s industry sector:
Automotive
Rights-holder:
Audi AG (Ownership Platform)
Agency:
brands and emotions GmbH
– Lead Agency, Audi Cup
Other organisations involved in the
planning, activation or evaluation:
FC Bayern Munich;
Several service providers (including event
agency, TV commercialisation,
TV production, etc.).
Campaign summary
Launched in 2009, the year of Audi’s 100th anniversary,
the Audi Cup is a pre-seasonal worldwide football
tournament. Leading teams including FC Barcelona,
Real Madrid and Manchester United meet in Munich
for the biennial Audi Cup during the summer break in
football.
The event is an owned and mainly refinanced
platform by Audi with a strong international media
presence, achieving around 2.5 billion consumer
contacts across television and online media at each
tournament in around 200 countries. With cutting-edge
technologies as an integral part of its staging and
coverage, the event provides a global opportunity to
highlight Audi’s “Vorsprung durch Technik” values.
Planning
Business needs
The Audi Cup provides an ideal platform to present
a strong, resonating connection between top-level
international football and the brand’s “Vorsprung
durch Technik” positioning. Audi has been involved in
international football for over 14 years and the launch
of the Audi Cup in 2009 established a new benchmark
in proprietary sports marketing, creating a whole new
way for Audi to implement its own rights in a highly
controlled and targeted manner.
Taking a “high-tech” approach to the world of
football broadcasting and marketing, the Audi Cup
meets the clear business need for Audi to demonstrate
Audi and the Audi Cup
A u d i a n d t h e A u d i C u p
Sponsorship Works 2018 9
A u d i a n d t h e A u d i C u p
and underpin its core brand proposition as a highly
innovative, technologically advanced automotive
company.
The development and implementation of tools
including the first ever implementation of digital overlay
of led boards in live broadcasting and the first ever live
holographic press conference in sport, a dedicated
chatbot and Alexa Skill and the Audi Player Index, not
only underline Audi’s status as a “high-tech” brand but
genuinely enhance enjoyment of the tournament for
fans, building a truly relevant connection.
Sponsorship selection
Audi’s long association with football, with its focus on
high-profile, global clubs, saw the brand develop from
a classic sponsor to an owner and organiser of various
leading platforms in its own right – the Audi Cup, Audi
Summer Tour and Audi Football Summit. With these
properties and its year-round association with the
game, Audi set itself the goal of elevating its successful
sponsorships into full ownership; Audi shifted from a
host or a marque associated with the.
SPM 4723 Annotated Bibliography You second major proje.docx
SPM 4723
Annotated Bibliography
You second major project for the course will be an annotated bibliography. Instead of writing a
paper, an annotated bibliography requires you to research a particular legal topic or question, of
your choosing, in sports and find academic and law review articles that address that topic. You
will develop a question about a legal topic in sports and find seven law review articles to
summarize. Each article summary should be 300-350 words in length and should both explain
the contents of the article and its relevance to your question or topic. The summaries should be
written in your own words. You are required to select law review articles using LexisNexis. The
format for the annotated bibliography is explained below.
Please put your topic as the title for your paper. Next, each annotation should begin with the
APA citation for the article in bold print (do not include web links), followed by a summary of
the article (300-350 words) explaining how it addresses your question. The complete annotated
bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You
will be submitting it through Turnitin via Canvas, do not include your name, course number,
date or UFID on your annotated bibliography (similar to the case briefs). You should start each
annotation on a separate page, and please remember to begin each annotation with the APA
citation for the article as instructed above. This assignment is due on Wednesday, April 22nd.
1.Which of the following is not a key component of the conceptual framework of accounting?
Select one:
a. internal users
b. the objective of financial reporting
c. cost constraint on useful financial reporting
d. elements of the financial statements
2.The balance sheet and income statement for Joe's Fish Hut are presented below:
Joe's Fish Hut
Balance Sheet
As at December 31
2016
2015
ASSETS
Current Assets
Cash
$180,623
$60,300
Accounts receivable
$18,900
$14,200
Inventory
$23,600
$25,300
Total Current Assets
$223,123
$99,800
Property, plant & equipment
$129,000
$184,000
Less: Accumulated depreciation
$-26,900
$-21,600
TOTAL ASSETS
$325,223
$262,200
LIABILITIES AND EQUITY
Liabilities
Current Liabilities
Accounts payable
$28,000
$41,800
Current portion of bank loan
$9,500
$9,500
Total Current Liabilities
$37,500
$51,300
Non-current portion of bank loan
$71,000
$42,000
TOTAL LIABILITIES
$108,500
$93,300
Shareholders' Equity
Common shares
$80,000
$54,400
Retained earnings
$136,723
$114,500
TOTAL SHAREHOLDERS' EQUITY
$216,723
$168,900
TOTAL LIABILITIES AND EQUITY
$325,223
$262,200
Joe's Fish Hut
Income Statement
For the Year Ended December 31, 2016
Sales
$137,000
COGS
$83,200
Gross Profit
$53,800
Operating Expenses
Insurance Expense
$1,600
Rent Expense
$5,380
Salaries Expense
$5,150
Telephone Expense
$840
Interest Expense
$1,340
Depreciation Expense
$5,300
Total Operating Expenses
$19,610
Operating Profit Before .
Speech Environment and Recording Requirements• You must have a.docx
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docx
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
Speech Recognition in the Electronic Health Record (2013 u.docx
Speech Recognition in the Electronic Health
Record (2013 update)
Introduction
Many technologies exist to assist with better clinical documentation and speech recognition technology (SRT) is one
solution. Since SRT uses mathematic probabilities, the technology can be complicated. The goals of its use in
healthcare today, however, are clear: Increase productivity, decrease costs, and improve documentation while
placing it closest to the point of care.
This practice brief focuses on increasing the understanding of how speech recognition works by highlighting the
driving forces that are shaping current and future applications of this technology and its associated benefits and risks.
This practice brief also provides tools including illustrated work flow, tasks and skills, and best practices to assist in
efficient and effective application of SRT for day-to-day operations.
Driving Forces
Payment reform. Quality measures. Meaningful use. EHR adoption. Transition to ICD-10-CM/PCS. Health
information exchange. Consumer engagement. Personal health records and patient portals. What do these areas have
in common? They all point to the increasing need for accurate, complete, and accessible data in an environment that
requires real-time documentation.
Documentation should improve the quality of the patient encounter and create efficiencies.
In the past, handwriting provided an immediate record of care. Legibility came to the forefront as an issue and
documentation was often not as comprehensive when compared to a well-constructed dictated note. Today, speech
recognition or speech-to-text is used in conjunction with the EHR and is considered a viable option in the face of the
growing demand for near-real-time data.
Front-end speech recognition (FESR) and back-end speech recognition (BESR) technologies can help in the
production of legible and comprehensive document(s). It also serves as a productivity tool to help lower costs and
increase productivity, especially when compared to the manual labor required by traditional dictation and
transcription.
Emerging Roles
In 2012, The Association for Healthcare Documentation Integrity (AHDI) coined the term "healthcare
documentation specialist (HDS)," which they define as "an umbrella term that includes medical transcriptionists,
speech recognition editors and QA specialists."1
For the purposes of this practice brief, the term "HDS" will be used when referring to this role. Visit AHDI's website
for more information on the role of the HDS (www.ahdi.org).
Copyright © 2013 by The American Health Information Management Association. All Rights Reserved.
http://www.ahima.org/copyright
The use of medical scribes is increasing in various healthcare settings due to growing EHR implementations and the
need for timely, detailed point-of-care documentation.
There are distinct differences between HDS and scribes. HDS professionals work in a "one-way process" while
scri.
Sped Focus Group.m4aJodee [000001] This is a focus group wi.docx
Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.
Specialized Terms 20.0 Definitions and examples of specialized.docx
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
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Total Percentage
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Special notes Media and the media are plural and take plural verb.docx
Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment.
Write a 700- to 1,050-word paper in which you answer the following questions:
· What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone.
· What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction?
· What is meant by the term media convergence, and how has it affected everyday life?
· Conclude with a reflection on why media literacy is important for responsible media consumption today.
Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work.
Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments.
.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docx
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
forms of political violence that have emerged within the social movement tradition have
nevertheless been able to trace processes of conflict escalation through the detailed exam-
ination of historical cases. This article assesses some of the knowledge acquired in previous
research approaching issues of political violence from the social movement perspective, as
well as the challenges coming from new waves of debate on terrorist and counterterrorist
action and discourses. In doing this, the article reviews contributions coming from research
looking at violence as escalation of action repertoires within protest cycles; political
opportunity and the state in escalation processes; resource mobilization and violent
organizations; narratives of violence; and militant constructions of external reality.
Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
different forms of political violence have followed different approaches, with “breakdown”
theories mostly used for the analysis of right-wing radicalism, social movement theories
sometimes adapted to research on left-wing radical groups, and area study specialists focusing
on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify
Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docx
SPECIAL ISSUE: CRITICAL REALISM IN IS RESEARCH
CRITICAL REALISM IN INFORMATION SYSTEMS RESEARCH
John Mingers
Kent Business School, University of Kent,
Canterbury, Kent, CT2 7NZ UNITED KINGDOM {[email protected]}
Alistair Mutch
Nottingham Business School, Nottingham Trent University, Burton Street,
Nottingham NG1 4BU UNITED KINGDOM {[email protected]}
Leslie Willcocks
London School of Economics and Political Science, Houghton Street,
London WC2A 2AE UNITED KINGDOM {[email protected]}
Introduction
There has been growing interest in a range of disciplines
(Ackroyd and Fleetwood 2000; Danermark et al. 2002;
Fleetwood 1999; Fleetwood and Ackroyd 2004), not least
information systems (Dobson 2001; Longshore Smith 2006;
Mingers 2004b; Mutch 2010b; Volkoff et al. 2007; Wynn and
Williams 2012) in ideas derived from the philosophical tradi-
tion of critical realism. Critical realism offers exciting pros-
pects in shifting attention toward the real problems that we
face and their underlying causes, and away from a focus on
data and methods of analysis. As such, it offers a robust
framework for the use of a variety of methods in order to gain
a better understanding of the meaning and significance of
information systems in the contemporary world.
Although the term critical realism has been used in a number
of different traditions, we are primarily concerned with that
developed from the foundational work of Roy Bhaskar in the
philosophy of science, later extended in the social arena by
authors such as Archer and Sayer (Archer et al. 1998; Bhaskar
1978, 1979; Mingers 2004b; Sayer 2000). In this tradition,
the benefits of CR are seen as:
• CR defends a strongly realist ontology that there is an
existing, causally efficacious, world independent of our
knowledge. It defends this against both classical positi-
vism that would reduce the world to that which can be
empirically observed and measured, and the various
forms of constructivism that would reduce the world to
our human knowledge of it. Hence it is realist.
• CR recognizes that our access to this world is in fact
limited and always mediated by our perceptual and theo-
retical lenses. It accepts epistemic relativity (that knowl-
edge is always local and historical), but not judgmental
relativity (that all viewpoints must be equally valid).
Hence it is critical in a Kantian sense.
• CR accepts the existence of different types of objects of
knowledge—physical, social, and conceptual—which
have different ontological and epistemological charac-
teristics. They therefore require a range of different
research methods and methodologies to access them.
Since a particular object of research may well have
different characteristics, it is likely that a mixed-method
research strategy (i.e., a variety of methods in the same
research study) will be necessary and CR supports this.
In this introduction, we will first introduce the basic concepts
of critical realism as a philosophy of science.
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