Summative Assessment Strategic Leadership Plan Draft Outline .docx
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Summative Assessment: Strategic Leadership Plan Draft Outline Assignment Content Prepare a draft outline of your strategic leadership plan that clearly demonstrates how you will explicate, communicate, support, and monitor critical improvements to the instructional systems in your educational setting. Your outline should also incorporate annotations from peer reviewed literature to support the structure of your argument, decisions, and assertions. Review “ 4 Dimensions of Instructional Leadership™: Instructional Leadership Framework 2.0 ,” created by the University of Washington Center for Educational Leadership, to help inform the development of your strategic leadership plan. Your assignment should not exceed 4 double-spaced pages and must be formatted according to APA guidelines. A title page is not required. .
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MBA 550 Final Project Part II Milestone One Guidelines and R.docx
MBA 550 Final Project Part II Milestone One Guidelines and Rubric
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Analysis of Executive
Team-Building Practices,
Theory, Concepts, and
Techniques
Explores some cognitive factors
associated with executive
team-building through some
detail and analysis to make
informed conclusions
Explores minimal cognitive
factors associated with
effective executive team-
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and analysis to make informed
conclusions
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factors associated with
executive team-building
through detail and analysis and
does not mak ...
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This document provides instructions for two assignments in MGT 521 Week 1 and Week 4. For the Week 1 assignment, students are asked to complete a worksheet summarizing and applying key management concepts from the course materials. They must define concepts, cite sources, and explain how each concept can be applied for success. For the Week 4 assignment, students must write a 700-1,050 word paper describing leadership approaches, analyzing a prominent leader's style, explaining two situational leadership models, and assessing transformational leadership behaviors. Both assignments require using APA style and referencing the required course resources.
Unit 2 Assignment InformationGreetings!Since we don’t ha
Unit 2 Assignment Information
Greetings!
Since we don’t have a seminar tonight and I won’t have an opportunity to “discuss” the paper with you, I wanted to provide you with some early guidance, so you will have ample time to ask questions, if needed.
Based on feedback from students last term, I have added my personal notes to the standard rubric. In addition, I have created an “assignment guide” – somewhat like a template. Each contain essentially the same information but in different formats.
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Unit 2 - Assignment 1: Focus Paper
Write a seven to nine (7–9) page paper (2000–2500 words), not including the title and reference pages, explaining the leadership necessary to accomplish business goals and maximize organizational performance that includes the following:
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Conclusion should summarize the primary points of the paper and bring forward a call to action.
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The overall point distribution for the Assignment will be as follows:
50% (75 points): Content, focus, use of research, and organization
30% (45 points): Analysis and critical thinking
20% (30 points): Writing style, grammar, APA format
Submit the
Focus Paper to the Unit 2: As ...
Supporting Developmentally Appropriate PracticesSupporting D.docx
Supporting Developmentally Appropriate Practices
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Due by Day 7
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For this paper, complete the following:
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Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
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Student’s name
Course name and number
Instructor’s name
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Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
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Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
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Grading Rubric (Links to an external site.)
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For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper.
For this paper, complete the following:
Part I (this should be in narrative form)
Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail:
Describe how the program does or does not meet DAP guidelines.
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Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
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Due by Day 7
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For this paper, complete the following:
Part I (this should be in narrative form)
Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail:
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Provide one action and three strategies of how the DAP is/can be implemented.
Part II (this can be a continuation of the document created in Week 2 of the course)
According to
NAEYC Standard 5 (Links to an external site.)
, a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated:
Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.
The Supporting Developmentally Appropriate Practices paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined (This should include the Part I narrative and Part II table)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least two outside sources in addition to the course text.
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Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined
Must include a separate references page that is formatted according to APA style as outlined
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This document provides instructions for two assignments in MGT 521 Week 1 and Week 4. For the Week 1 assignment, students are asked to complete a worksheet summarizing and applying key management concepts from the course materials. They must define concepts, cite sources, and explain how each concept can be applied for success. For the Week 4 assignment, students must write a 700-1,050 word paper describing leadership approaches, analyzing a prominent leader's style, explaining two situational leadership models, and assessing transformational leadership behaviors. Both assignments require using APA style and referencing the required course resources.
Unit 2 Assignment InformationGreetings!Since we don’t ha
Unit 2 Assignment Information
Greetings!
Since we don’t have a seminar tonight and I won’t have an opportunity to “discuss” the paper with you, I wanted to provide you with some early guidance, so you will have ample time to ask questions, if needed.
Based on feedback from students last term, I have added my personal notes to the standard rubric. In addition, I have created an “assignment guide” – somewhat like a template. Each contain essentially the same information but in different formats.
My goal is for each of you to do exceedingly well on these papers! My recommendation is that you get started on the introduction ASAP – this will allow you time to write a great goal to maximize organizational performance through leadership. Next, locate the research and other sources you desire to use and “map” them to the various sections of the paper. The way this is organized, you should be able to write about the various topics independently … or a little each day. Allow time for the research portion to “soak in” and then you will be ready for the analysis followed by your recommendation.
Please let me know if you have any questions!
Rebecca
Unit 2 - Assignment 1: Focus Paper
Write a seven to nine (7–9) page paper (2000–2500 words), not including the title and reference pages, explaining the leadership necessary to accomplish business goals and maximize organizational performance that includes the following:
Introduction to specific business and organizational performance goals you desire to achieve through leadership.
Discussion of the behaviors, skills, and attitudes necessary for effective leadership.
Research on charismatic, transformational, contingency, and situational leadership.
Selection of two of the researched leadership theories and analysis of the ability of those leadership styles and approaches to accomplish the goals as stated in the introduction. Be sure to connect the research to the analysis.
Based on the analysis, provide a recommendation for the leadership style most appropriate for achieving the business and organizational performance goals identified in the introduction. Connecting the research to the recommendations will make them stronger.
Conclusion should summarize the primary points of the paper and bring forward a call to action.
The Assignment will be evaluated using the Unit 2 Assignment Grading Rubric. Therefore, please ensure it is written with proper grammar, in APA format (including clear section headings), and includes a minimum of four cited and referenced resources—at least two of which must be peer reviewed (scholarly) journal articles.
The overall point distribution for the Assignment will be as follows:
50% (75 points): Content, focus, use of research, and organization
30% (45 points): Analysis and critical thinking
20% (30 points): Writing style, grammar, APA format
Submit the
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Due by Day 7
. For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper.
For this paper, complete the following:
Part I (this should be in narrative form)
Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail:
Describe how the program does or does not meet DAP guidelines.
Provide one action and three strategies of how the DAP is/can be implemented.
Part II (this can be a continuation of the document created in Week 2 of the course)
According to
NAEYC Standard 5 (Links to an external site.)
, a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated:
Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.
The Supporting Developmentally Appropriate Practices paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
. (This should include the Part I narrative and Part II table)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least two outside sources in addition to the course text.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your ass.
Supporting Developmentally Appropriate Practices.For this as.docx
Supporting Developmentally Appropriate Practices.
For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper.
For this paper, complete the following:
Part I (this should be in narrative form)
Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail:
Describe how the program does or does not meet DAP guidelines.
Provide one action and three strategies of how the DAP is/can be implemented.
Part II (this can be a continuation of the document created in Week 2 of the course)
According to
NAEYC Standard 5
, a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated:
Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.
The Supporting Developmentally Appropriate Practices paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center
. (This should include the Part I narrative and Part II table)
.
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Supporting Developmentally Appropriate Practices
Supporting Developmentally Appropriate Practices.
Due by Day 7
. For this assignment, you will return to the resources from the center you selected in Week 1 and your personal core values shared early in this course to write a response paper.
For this paper, complete the following:
Part I (this should be in narrative form)
Referencing your personal core value, and the values, vision, and mission you obtained from the center you selected in Week 1, address the following in detail:
Describe how the program does or does not meet DAP guidelines.
Provide one action and three strategies of how the DAP is/can be implemented.
Part II (this can be a continuation of the document created in Week 2 of the course)
According to
NAEYC Standard 5 (Links to an external site.)
, a program promotes the nutrition and health of children and protects children and staff from illness and injury. Children must be healthy and safe in order to learn and grow. Programs must be healthy and safe to support children’s healthy development. More specifically NAEYC outlines the following as “what to look for in a program” (see below). Create a document/table with at least one example of how the following guidelines are communicated:
Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.
The Supporting Developmentally Appropriate Practices paper
Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined (This should include the Part I narrative and Part II table)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least two outside sources in addition to the course text.
The
Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)
table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined
Must include a separate references page that is formatted according to APA style as outlined
Recommended Resources
Book
Aronson, S.S. (Ed.). (2014). Model child care health policies (5th ed.). Elk Grove Village, IL: Academy of Pediatrics.
This comprehensive resource provides practical advice and guidelines describing how you can p.
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Nutrition and Health
Using data gathered from the course textbooks, the
South University Online Library
, and websites (World Health Organization, United Nations, etc.), create a profile of the nutrition habits of two countries.
On the basis of your research, create a 2- to 3-page report that answers the following questions:
What are the main sources of food for these countries? What are gaps in nutrition for these countries?
How do social, political and cultural factors affect access to adequate nutrition in each country?
Are there groups within the populations of each country that are affected at greater rates? Who are they? Why do you think this is?
Does this affect other health issues in each country? How?
Be sure to support your points for each of the components in parentheses with data from the program and outside research.
Submission Details:
Name your document SU_PHE4015_W3_Project_LastName_FirstInitial.doc.
Submit your document to the
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Supply and Demand Guide
To solve the homework problems do the following:
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2. Shift the appropriate curve in the correct direction
3. Change price appropriately
4. Move along the other curve (the one that did not shift) in response to the price change.
The following information will tell you the determinants and how the change, as well as definitions of the key terms.
Demand
Demand: The amount that consumers are willing and able to purchase at various prices.
Law of Demand: Price and Quantity Demanded vary inversely.
Quantity Demanded: The amount that consumers are willing and able to buy at a particular price.
Change in Quantity Demanded: Changes in price change the quantity demanded. This is a Movement Along a Demand Curve in Response to a Price Change.
Change in Demand: This is a shift in the position of the demand curve, either upward or downward. If the curve shifts upward, consumers are saying they will pay more for all quantities of the good or service. If it shifts downward, consumers are saying they will pay less for all quantities of the good or service.
Determinants of Demand: The Demand Curve will shift only when one (or more) of the Determinants of Demand changes. These determinants are:
1. Size of Market: the number of consumers in the market for the good or service. If this factor increases, the curve shifts upward (increase in demand). If this decreases, the curve shifts downward (decrease in demand).
2. Consumer Tastes and Preferences: if these shift in favor of a product, the demand curve shifts upward (demand increases); if these shift against a product, the demand curve shifts downward (demand decreases).
3. Consumer Income: as the income of consumers increase, consumers purchase more of all normal goods (assume all the goods in the homework are normal goods), this shifts the demand curve upward (demand increases); if income decreases, then consumers buy less of all normal goods, this shifts the demand curve downward (demand decreases).
4. Prices of Related Goods:
a. Complimentary Goods: These are goods that are used to together like peanut butter and jelly. If the price of peanut butter goes up, the Quantity Demanded of peanut butter will decrease (a movement along a demand curve in response to a price change). However, the Demand for jelly will decline (decrease in demand) as fewer people buy it to go with the peanut butter, since they are buying less peanut butter.
b. Substitute Goods: These are goods that are used in place of each other. If the price of Coke Cola goes up, the Quantity Demanded of Coke does down (a movement along the demand curve). But the Demand for Pepsi – the substitute good – goes up as people substitute the lower priced Pepsi for the higher priced Coke (the Pepsi demand curve shifts upward).
5. Expectations about the Future: If people have a positive view of the future they will consumer more and save less. This shifts th.
Support or refute this statement [T]he Declaration functioned .docx
Support or refute this statement: “[T]he Declaration functioned to mobilize certain groups of Americans, ignoring others. Surely, inspirational language to create secure consensus is still used, in our time, to cover up serious conflicts of interest in that consensus, and to cover up, also, the omission of large parts of the human race”.
I support this statement because the Declaration list was made by listing anything from quartering troops inn colonial homes to imposing taxes without the colonists’ agreement.[footnoteRef:1] Jefferson also stated in the second paragraph of the Declaration that “all men are created to be equal” and that everyone was born with natural rights that no government could take them away and if they ever did, the people have the right to destroy it (the government).[footnoteRef:2] The old ways of freedom will no longer be in use but instead people were to create their own kinds of freedom by self fulfillment and shape the society as they will.[footnoteRef:3] Also Jefferson raised an idea of cutting slave trades for the King because he was afraid of a potential slave riots against the colonies but this was brought down by the Congress because the slave owners did not want to give up the slaves. So this Declaration was not for blacks and the slaves at all.[footnoteRef:4] The statement that “all men are created equal” was not benefitting women much. Politically women were invisible although they gained some power in households, farms, and on the fields. The whole Declaration was to benefit white men of authority.[footnoteRef:5] Also the last part of the Declaration was that the rich could avoid military draft by paying for the substitute while the poor absolutely had to serve.[footnoteRef:6] [1: Foner, Eric, Give Me Liberty!, An American History, Seagull Fourth Ed., Vol 1, (W. W .Norton & Company : New York 2014), 196] [2: Foner, 197] [3: Ibid., 197] [4: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.] [5: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.] [6: Zinn, Howard. "History Is a Weapon., A People's History Of The United States." The Meaning of July Fourth for the Negro by Frederick Douglass. http://www.historyisaweapon.com/defcon1/zinntyr4.html.]
.
Support your argument for and against hospice. As well as furthe.docx
This document discusses hospice care and asks for a two-paragraph argument - one arguing for and one against hospice care. It also requests a definition and discussion of hospice, as well as the public policies related to the issue.
Support for Caregivers of Cancer Patient.docx
Support for Caregivers of Cancer Patients: Transition After Active
Treatment
Barbara A. Given, Paula Sherwood and Charles W. Given
Cancer Epidemiol Biomarkers Prev 2011;20:2015-2021.
Updated version Access the most recent version of this article at:
http://cebp.aacrjournals.org/content/20/10/2015
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[email protected]
on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.orgDownloaded from on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.orgDownloaded from on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.orgDownloaded from on September 30, 2013. © 2011 American Association for Cancer Research.Downloaded fromDownloaded fromDownloaded fromDownloaded fromDownloaded from cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org
http://cebp.aacrjournals.org/content/20/10/2015
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http://cebp.aacrjournals.org/cgi/alerts
mailto:[email protected]
mailto:[email protected]
http://cebp.aacrjournals.org/
http://cebp.aacrjournals.org/
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http://cebp.aacrjournals.org/
CEBP FOCUS
Support for Caregivers of Cancer Patients: Transition After
Active Treatment
Barbara A. Given1, Paula Sherwood3, and Charles W. Given2
Abstract
Family caregivers provide uncompensated care and assistance to a family member who has cancer. When
patients move through the care trajectory into the survivorship phase, roles and demands of caregivers change
and caregivers assume responsibility to assist with coordination of ongoing care. The goal of this article is to
describe aspects of caregiver experiences and the roles of caregivers as patients transition from active cancer
treatment into the first and early phase of cancer care. Residual problems for patients and caregivers remain for
some period of time. Cancer Epidemiol Biomarkers Prev; 20(10); 2015–21. �2011 AACR.
Introduction
Family .
SUPPLEMENTARY LOW SPEED AERODYNAMICS (DEN233) .docx
SUPPLEMENTARY
LOW SPEED AERODYNAMICS (DEN233)
Thin Boundary Lauer Equations
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1.6 0.42032 0.51676 0.29667
1.8 0.52952 0.57477 0.28293
2.0 0.65003 0.62977 0.26675
2.2 0.78120 0.68132 0.24835
2.4 0.92230 0.72899 0.22809
2.6 1.07252 0.77246 0.20646
2.8 1.23099 0.81152 0.18401
3.0 1.39682 0.84605 0.16136
3.2 1.56911 0.87609 0.13913
3.4 1.74696 0.90177 0.11788
3.6 1.92954 0.92333 0.09809
3.8 2.11605 0.94112 0.08013
4.0 2.30576 0.95552 0.06424
4.2 2.49806 0.96696 0.05052
4.4 2.69238 0.97587 0.03897
4.6 2.88826 0.98269 0.02948
4.8 3.08534 0.98779 0.02187
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5.2 3.48189 0.99425 0.01134
5.4 3.68094 0.99616 0.00793
5.6 3.88031 0.99748 0.00543
5.8 4.07990 0.99838 0.00365
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6.2 4.47948 0.99937 0.00155
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Supply Market Analysis for a Competitive Advantage Davi.docx
The document provides a detailed guide for conducting a supply market analysis to gain competitive advantage. It outlines key elements that should be examined, including developing a commodity profile, determining cost structures, researching suppliers, and identifying key market indicators. Conducting primary research is emphasized as essential for developing unique insights. Tracking market indicators over time allows anticipating trends to improve sourcing strategies and reduce supply risk. A thorough supply market analysis can help procurement decisions by providing intelligence on market dynamics, the supply base, and optimal times to purchase.
Supply ChainManagementA LOGISTICS PERSPECTIVE9e.docx
Supply Chain
Management
A LOGISTICS PERSPECTIVE
9e
JOHN J. COYLE
The Pennsylvania State University
•
C. JOHN LANGLEY, JR.
The Pennsylvania State University
•
ROBERT A. NOVACK
The Pennsylvania State University
•
BRIAN J. GIBSON
Auburn University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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some third party content may be suppressed. Editorial review has deemed that any suppressed
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formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
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Supply Chain Management: A Logistics
Perspective, Ninth Edition
John J. Coyle, C. John Langley Jr.,
Robert A. Novack, Brian J. Gibson
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Summative Productivity Lab Maxi Widjojo IB S1 ESS Mrs. .docx
Summative Productivity Lab Maxi Widjojo
IB S1 ESS
Mrs. Henard
Research Question (RQ): What is the effect of Temperature on productivity at the Southern shore of
Lake Borodun?
Variables:
Variable(s):
Independent: Temperature of the water extracted from Lake
Borodun
Dependent: Oxygen concentration in the water from the lake
Raw Data:
Displays the data of initial amounts of oxygen concentration in Lake Borodun in dark and light based on
the given temperatures.
Month: January March May June July September November
Temperature
(Celsius)
8 12 16 17 18 15 9
Initial amount
of dissolved
oxygen: (mg/l)
13.22 12.81 12.44 12.12 11.83 12.8 12.45
Trial 1: (Light) 14.65 17.00 17.21 18.08 17.91 17.12 16.23
Trial 2: (Light) 14.21 16.26 17.34 18.00 17.88 17.34 16.21
Trial 3: (Light) 14.44 16.55 17.68 17.86 17.77 17.15 16.11
Trial 4: (Light) 14.35 16.69 17.7 17.88 17.42 17.78 16.38
Trial 1: (Dark) 11.67 10.97 10.78 10.61 10.42 11.21 10.14
Trial 2: (Dark) 11.88 11.11 10.56 10.79 10.10 10.88 10.56
Trial 3: (Dark) 11.92 11.28 10.72 10.65 10.44 10.56 10.72
Trial 4: (Dark) 11.65 11.07 10.32 10.37 10.57 10.38 10.32
Processed Data Table: Displays the relationship between the amount of productivity and the given
temperatures.
Sample average calculation for 12℃℃ = (12℃℃ for light): 17.00 + 16.26 + 16.55 + 16.69 = 66.5
= 66.5 / 4 = 16.63
Month: January March May June July September November
Temperature
(Celsius)
8 12 16 17 18 15 9
Initial amount
of dissolved
oxygen: (mg/l)
13.22 12.81 12.44 12.12 11.83 12.80 12.45
Trial 1: (Light) 14.65 17.00 17.21 18.08 17.91 17.12 16.23
Trial 2: (Light) 14.21 16.26 17.34 18.00 17.88 17.34 16.21
Trial 3: (Light) 14.44 16.55 17.68 17.86 17.77 17.15 16.11
Trial 4: (Light) 14.35 16.69 17.78 17.88 17.42 17.78 16.38
Average
(Light): mg/l
14.41 16.63 17.53 18.00 17.75 17.35 16.23
Trial 1: (Dark) 11.67 10.97 10.78 10.61 10.42 11.21 10.14
Trial 2: (Dark) 11.88 11.11 10.56 10.79 10.10 10.88 10.56
Trial 3: (Dark) 11.92 11.28 10.72 10.65 10.44 10.56 10.72
Trial 4: (Dark) 11.65 11.07 10.32 10.37 10.57 10.38 10.32
Average
(Dark): mg/l
11.78 11.12 10.60 10.61 10.38 10.76 10.44
Processed data table for the relationship between temperature and productivity:
Sample calculations for data table below:
NPP: Light - Initial E.g. for 8℃℃: 14.41 - 13.22 = 1.19
R: Dark - Initial E.g. for 8℃℃:
GPP: NPP + R E.g. for 8℃℃:
Temperature (℃) NPP (Net Primary
Production)
R (Respiration) GPP (Gross
Primary
Production)
8 1.19 -1.44 -0.25
12 3.82 -1.69 2.13
16 5.09 -1.84 3.25
17 5.88 -1.51 4.37
18 5.92 -1.45 4.47
15 4.55 -2.04 2.51
9 3.78 -2.01 1.77
Calculations for processed data table for average oxygen concentrations according to varying
temperatures: (mg/)
Sample average calculation for 12℃℃ = (12℃℃ for light): 17.00 + 16.26 + 16.
Summative Discussion BoardReview and reflect on the knowledg.docx
This document provides instructions for a summative discussion board asking students to reflect on the course by discussing the most compelling topics learned, how class discussions helped their understanding, and if anything remains unclear. Students are asked to write at least three paragraphs addressing these points and include at least one research reference cited in APA format.
Sun, sea, sand and tsunami examiningdisaster vulnerability .docx
Sun, sea, sand and tsunami: examining
disaster vulnerability in the tourism
community of Khao Lak, Thailand
Emma Calgaro1 and Kate Lloyd2
1Department of Human Geography, Macquarie University, Sydney, Australia and Stockholm Environment
Institute – Asia Centre, Bangkok, Thailand
2Department of Human Geography, Macquarie University, Sydney, Australia
Correspondence: Emma Calgaro (email: [email protected])
The impact of the 2004 Indian Ocean tsunami on coastal tourism communities highlights the
vulnerability of tourism destinations to external shocks. Based on fieldwork conducted in Thailand
in the wake of this disaster, this paper addresses one fundamental question: what sociopolitical and
environmental conditions contributed to the vulnerability of the affected tourism community of
Khao Lak in the southern Phang Nga Province. We argue that an understanding of the root causes
of destination vulnerability is vital not only for the successful implementation of regional recovery
plans, but also for building long-term resilience against future shocks. In the absence of an appro-
priate tourism vulnerability framework, this paper analyzes Khao Lak’s vulnerability through an
innovative theoretical framework comprised of the sustainability vulnerability framework, rela-
tional scale and place. The findings reveal that Khao Lak’s vulnerability is shaped by 13 interlinked
factors. These are the complex outcomes of social norms and developmental and dynamic gover-
nance processes driven by the competing agendas and scaled actions of key government and industry
stakeholders. The identification and understanding of the drivers of Khao Lak’s vulnerability and a
strong vulnerability framework have significant implications for the wider tourism community. First,
the empirical findings provide tourism communities with a blueprint for understanding the foun-
dations of their vulnerability to external shocks. Second, the tourism vulnerability framework
presented here provides destination communities and government stakeholders with an analytical
tool through which to analyze their unique sociopolitical conditions. Together, these empirical and
theoretical contributions bring us closer to securing sustainable livelihood futures for tourism
dependent communities.
Keywords: coastal hazards, place, relational scale, sustainable development, tourism, vulnerability
assessment
Introduction
The World Tourism Organization (WTO) and nongovernment organizations (NGOs)
such as Tourism Concern and the Netherlands Development Programme have endorsed
tourism as having the capacity to stimulate development, economic growth, new oppor-
tunities for poverty alleviation and self-governance, particularly in regions that are
resource-scarce and have limited livelihood options. (Ashley et al., 2000; WTO, 2005a).
Such endorsements have enticed many developing countries to embrace tourism as a
viable livelihood alternative where fragmented small economies, .
Summary 1271 Wordssecond hand smoke55SIMILARITY.docx
Second hand smoke contains over 7,000 chemicals, including hundreds that are toxic and at least 70 that cause cancer. There is no safe level of exposure to second hand smoke. Second hand smoke can cause numerous health issues in infants such as increased risk of asthma, ear infections, respiratory infections, and Sudden Infant Death Syndrome. It may also be linked to conditions like Attention Deficit Hyperactivity Disorder. Health professionals recommend that parents quit smoking, avoid smoking around children, and choose caregivers and environments that are smoke free in order to protect infants from second hand smoke exposure.
Superior Electrical (Superior) was in the business of installing ele.docx
Superior Electrical (Superior) was in the business of installing electrical wiring and related components at new construction sites. Because some employees were assigned company vehicles equipped with company tools and materials and were expected to drive those vehicles to the work sites, Superior required all employment applicants to hold a valid driver’s license. Employees who were assigned a company vehicle were expected to drive for the company during the workday in order to transport job materials and company tools that were kept on the vehicle to job sites. These employees were expected to take the company issued vehicle home at the end of the work day.
Superior hired Cory Jones as an apprentice electrician. Jones had completed an employment application in which he stated that he had a valid driver’s license and had not been cited for any traffic violations. These statements were untrue. His license had been suspended because of numerous traffic violations, including careless driving and driving without a license. Superior did not check on his driving record at the time he was hired because, as an apprentice electrician, he was not being assigned a company vehicle and was not expected to drive for the company during the work day.
About a year after hiring Jones, Superior promoted him to electrician and assigned Jones a company vehicle equipped with a rack for transporting wiring and other materials to and from the work sites. Superior intended that Jones drive during the day for the company and to take the vehicle home after the end of the work day. On a later date, when Jones’s work hours had ended and he was driving home in the company vehicle, he collided with two cars. The collision resulted solely from Jones’s negligence. Carolyn Carson and her son were severely injured in the collision and they sued Superior. The Carson’s alleged two theories of recovery against Superior: respondeat superior and negligent hiring.
Write a four- to five-page paper (not including title and references pages) that addresses the following:
Identify and discuss the legal elements of negligent hiring.
Apply those elements of negligent hiring to the facts given in the case.
Analyze whether Superior would be liable for negligent hiring.
Identify and discuss the legal elements of respondeat superior.
Apply those elements of respondeat superior to the facts given in the case.
Analyze whether Superior would be liable on respondeat superior grounds.
.
Superstorm scenario–a so-called Superstorm” is predicted to affe.docx
Superstorm scenario:
–a so-called “Superstorm” is predicted to affect the New York City–Long Island, New York area, having travelled up the Atlantic seaboard. Long Island is particularly vulnerable to flooding from the storm if it occurs during the Spring-to-Autumn season; if the storm is predicted during the Fall-to-Spring months, particularly during the winter, the Island is vulnerable to heavy snowfall amounts since it is bounded on both sides by water. In either case, evacuation off of the island is a challenge given that all vehicular traffic must flow through New York City. While this scenario focuses on the response and recovery phases of the Disaster Management Cycle for a single entity, there are numerous such facilities located within Suffolk County. Given the vulnerability of the Island to such extreme weather, mitigation and preparedness issues should be reviewed prior to writing the Collaborative Report deliverable and should likewise inform the After-Action Report deliverable.
APA format, in-text citation, references include, finish the template attached to this assignment ONLY THE YELLOW HIGHLIGHT PART
Report it as clear, specific and details.Pretend that you are preparing recommendations to the Executive Director that will ultimately inform decisions by the Board of Directors. Fill out the Part 1 Template. If you use references, there will be a place in the Template Part 2 for listing your references as well as including additional, optional information.
➢ Address the following questions at each phase of the disaster – Initial Response, Short-Term Response, and Early Recovery and Restoration. For each area of responsibility, which activities are critical to perform as a part of the responses as it progresses (You will need to make inferences from the status information given above as well as use your imagination to create status information). What resources will you need? Consider organizations, people, information, equipment, materials and supplies. Are there recommendations or decisions that need to be made by the Board of Directors?
➢ Prepare the report to the Executive Director by phase. Use the template provided. Remember, reports need to be direct, specific and very clear.
➢ Each Person is to be the primary contributor to the role that he or she has selected (e.g. one of the operations branches, the command staff officers, or the sections). In addition, review and provide constructive feedback to the other members of the study group (e.g. law enforcement can comment on public works and vice versa). Contributions and comments on all areas are expected.
.
Supply Chain ManagementSTRATEGY, PLANNING, AND OPERATION.docx
Supply Chain Management
STRATEGY, PLANNING, AND OPERATION
Fi f t h E d i t i o n
Sunil Chopra
Kellogg School of Management
Peter Meindl
Kepos Capital
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Library of Congress Cataloging-in-Publication Data
Chopra, Sunil,
Supply chain management : strategy, planning, and operation / Sunil Chopra, Peter Meindl.—5th ed.
p. cm.
ISBN-13: 978-0-13-274395-2 (alk. paper)
ISBN-10: 0-13-274395-7 (alk. paper)
1. Marketing channels—Management. 2. Delivery of goods—Management. 3. Physical distribution of goods—
Management. 4. Customer services—Management. 5. Industrial procurement. 6. Materials management.
I. Meindl, Peter. II. Title.
HF5415.13.C533 2013
658.7—dc23
2011037269
10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-274395-7
ISBN 13: 978-0-13-274395-2
Microsoft and/or its respective suppliers make no representations about the suitability of the information contained in
the documents and related graphics published as part of the services for any purpose. All such documents and related
graphics are provided “as is” without warranty of any kind. Microsoft and/or its respective suppliers hereby disclaim all
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Summary Summary post includes what was learned from discussion,.docx
Summary
Summary post includes what was learned from discussion, lesson, and readings • Posts are substantive with evidence cited from a minimum of 2 scholarly sources to support thoughts and ideas, and engage group in further discussion • Posts reflect thoughts, ideas, and questions stimulated by content and group discussion
.
Supplement 4Reliability© McGraw-Hill Education. All rights r.docx
Supplement 4
Reliability
© McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
1
Learning Objectives
You should be able to:
4S.1 Define reliability
4S.2 Perform simple reliability computations
4S.3 Explain the term availability and perform simple calculations
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.1
Reliability
Reliability
The ability of a product, part, or system to perform its intended function under a prescribed set of conditions
Reliability is expressed as a probability:
The probability that the product or system will function when activated
The probability that the product or system will function for a given length of time
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (1 of 5)
Finding the probability under the assumption that the system consists of a number of independent components
Requires the use of probabilities for independent events
Independent event
Events whose occurrence or non-occurrence do not influence one another
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (2 of 5)
Rule 1
If two or more events are independent and success is defined as the probability that all of the events occur, then the probability of success is equal to the product of the probabilities of the events
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (3 of 5)
Though individual system components may have high reliabilities, the system’s reliability may be considerably lower because all components that are in series must function
One way to enhance reliability is to utilize redundancy
Redundancy
The use of backup components to increase reliability
4S-‹#›
© McGraw-Hill Education.
6
Learning Objective 4S.2
Reliability - When Activated (4 of 5)
Rule 2
If two events are independent and success is defined as the probability that at least one of the events will occur, the probability of success is equal to the probability of either one plus 1.00 minus that probability multiplied by the other probability
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (5 of 5)
Rule 3
If two or more events are involved and success is defined as the probability that at least one of them occurs, the probability of success is 1 - P(all fail)
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Example – Rule 1
A machine has two buttons. In order for the machine to function, both buttons must work. One button has a probability of working of .95, and the second button has a probability of working of .88.
→Button 1 (.95)→Button 2 (.88)
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Example – Rule 2 (1 of 2)
A restaurant located in area that has frequent power outages has a generator to run its refrigeration equipm.
Supply Chain Management ● The supply chain is the sequence.docx
This course examines global supply chain management. It addresses the challenges of integrating business operations across geographically dispersed and culturally diverse locations. Topics include supply chain strategy, risk management, forecasting, inventory management, and the use of analytics. Students will apply concepts through case studies, problem sets, and exams to develop their ability to address complex real-world supply chain scenarios.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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Demand
Demand: The amount that consumers are willing and able to purchase at various prices.
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Quantity Demanded: The amount that consumers are willing and able to buy at a particular price.
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Support for Caregivers of Cancer Patients: Transition After Active
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Barbara A. Given, Paula Sherwood and Charles W. Given
Cancer Epidemiol Biomarkers Prev 2011;20:2015-2021.
Updated version Access the most recent version of this article at:
http://cebp.aacrjournals.org/content/20/10/2015
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[email protected]
on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.orgDownloaded from on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.orgDownloaded from on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.orgDownloaded from on September 30, 2013. © 2011 American Association for Cancer Research.Downloaded fromDownloaded fromDownloaded fromDownloaded fromDownloaded from cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org on September 30, 2013. © 2011 American Association for Cancer Research.cebp.aacrjournals.org
http://cebp.aacrjournals.org/content/20/10/2015
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CEBP FOCUS
Support for Caregivers of Cancer Patients: Transition After
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Barbara A. Given1, Paula Sherwood3, and Charles W. Given2
Abstract
Family caregivers provide uncompensated care and assistance to a family member who has cancer. When
patients move through the care trajectory into the survivorship phase, roles and demands of caregivers change
and caregivers assume responsibility to assist with coordination of ongoing care. The goal of this article is to
describe aspects of caregiver experiences and the roles of caregivers as patients transition from active cancer
treatment into the first and early phase of cancer care. Residual problems for patients and caregivers remain for
some period of time. Cancer Epidemiol Biomarkers Prev; 20(10); 2015–21. �2011 AACR.
Introduction
Family .
SUPPLEMENTARY LOW SPEED AERODYNAMICS (DEN233) .docx
SUPPLEMENTARY
LOW SPEED AERODYNAMICS (DEN233)
Thin Boundary Lauer Equations
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1.6 0.42032 0.51676 0.29667
1.8 0.52952 0.57477 0.28293
2.0 0.65003 0.62977 0.26675
2.2 0.78120 0.68132 0.24835
2.4 0.92230 0.72899 0.22809
2.6 1.07252 0.77246 0.20646
2.8 1.23099 0.81152 0.18401
3.0 1.39682 0.84605 0.16136
3.2 1.56911 0.87609 0.13913
3.4 1.74696 0.90177 0.11788
3.6 1.92954 0.92333 0.09809
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4.2 2.49806 0.96696 0.05052
4.4 2.69238 0.97587 0.03897
4.6 2.88826 0.98269 0.02948
4.8 3.08534 0.98779 0.02187
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Supply Market Analysis for a Competitive Advantage Davi.docx
The document provides a detailed guide for conducting a supply market analysis to gain competitive advantage. It outlines key elements that should be examined, including developing a commodity profile, determining cost structures, researching suppliers, and identifying key market indicators. Conducting primary research is emphasized as essential for developing unique insights. Tracking market indicators over time allows anticipating trends to improve sourcing strategies and reduce supply risk. A thorough supply market analysis can help procurement decisions by providing intelligence on market dynamics, the supply base, and optimal times to purchase.
Supply ChainManagementA LOGISTICS PERSPECTIVE9e.docx
Supply Chain
Management
A LOGISTICS PERSPECTIVE
9e
JOHN J. COYLE
The Pennsylvania State University
•
C. JOHN LANGLEY, JR.
The Pennsylvania State University
•
ROBERT A. NOVACK
The Pennsylvania State University
•
BRIAN J. GIBSON
Auburn University
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
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Perspective, Ninth Edition
John J. Coyle, C. John Langley Jr.,
Robert A. Novack, Brian J. Gibson
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Summative Productivity Lab Maxi Widjojo IB S1 ESS Mrs. .docx
Summative Productivity Lab Maxi Widjojo
IB S1 ESS
Mrs. Henard
Research Question (RQ): What is the effect of Temperature on productivity at the Southern shore of
Lake Borodun?
Variables:
Variable(s):
Independent: Temperature of the water extracted from Lake
Borodun
Dependent: Oxygen concentration in the water from the lake
Raw Data:
Displays the data of initial amounts of oxygen concentration in Lake Borodun in dark and light based on
the given temperatures.
Month: January March May June July September November
Temperature
(Celsius)
8 12 16 17 18 15 9
Initial amount
of dissolved
oxygen: (mg/l)
13.22 12.81 12.44 12.12 11.83 12.8 12.45
Trial 1: (Light) 14.65 17.00 17.21 18.08 17.91 17.12 16.23
Trial 2: (Light) 14.21 16.26 17.34 18.00 17.88 17.34 16.21
Trial 3: (Light) 14.44 16.55 17.68 17.86 17.77 17.15 16.11
Trial 4: (Light) 14.35 16.69 17.7 17.88 17.42 17.78 16.38
Trial 1: (Dark) 11.67 10.97 10.78 10.61 10.42 11.21 10.14
Trial 2: (Dark) 11.88 11.11 10.56 10.79 10.10 10.88 10.56
Trial 3: (Dark) 11.92 11.28 10.72 10.65 10.44 10.56 10.72
Trial 4: (Dark) 11.65 11.07 10.32 10.37 10.57 10.38 10.32
Processed Data Table: Displays the relationship between the amount of productivity and the given
temperatures.
Sample average calculation for 12℃℃ = (12℃℃ for light): 17.00 + 16.26 + 16.55 + 16.69 = 66.5
= 66.5 / 4 = 16.63
Month: January March May June July September November
Temperature
(Celsius)
8 12 16 17 18 15 9
Initial amount
of dissolved
oxygen: (mg/l)
13.22 12.81 12.44 12.12 11.83 12.80 12.45
Trial 1: (Light) 14.65 17.00 17.21 18.08 17.91 17.12 16.23
Trial 2: (Light) 14.21 16.26 17.34 18.00 17.88 17.34 16.21
Trial 3: (Light) 14.44 16.55 17.68 17.86 17.77 17.15 16.11
Trial 4: (Light) 14.35 16.69 17.78 17.88 17.42 17.78 16.38
Average
(Light): mg/l
14.41 16.63 17.53 18.00 17.75 17.35 16.23
Trial 1: (Dark) 11.67 10.97 10.78 10.61 10.42 11.21 10.14
Trial 2: (Dark) 11.88 11.11 10.56 10.79 10.10 10.88 10.56
Trial 3: (Dark) 11.92 11.28 10.72 10.65 10.44 10.56 10.72
Trial 4: (Dark) 11.65 11.07 10.32 10.37 10.57 10.38 10.32
Average
(Dark): mg/l
11.78 11.12 10.60 10.61 10.38 10.76 10.44
Processed data table for the relationship between temperature and productivity:
Sample calculations for data table below:
NPP: Light - Initial E.g. for 8℃℃: 14.41 - 13.22 = 1.19
R: Dark - Initial E.g. for 8℃℃:
GPP: NPP + R E.g. for 8℃℃:
Temperature (℃) NPP (Net Primary
Production)
R (Respiration) GPP (Gross
Primary
Production)
8 1.19 -1.44 -0.25
12 3.82 -1.69 2.13
16 5.09 -1.84 3.25
17 5.88 -1.51 4.37
18 5.92 -1.45 4.47
15 4.55 -2.04 2.51
9 3.78 -2.01 1.77
Calculations for processed data table for average oxygen concentrations according to varying
temperatures: (mg/)
Sample average calculation for 12℃℃ = (12℃℃ for light): 17.00 + 16.26 + 16.
Summative Discussion BoardReview and reflect on the knowledg.docx
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Sun, sea, sand and tsunami examiningdisaster vulnerability .docx
Sun, sea, sand and tsunami: examining
disaster vulnerability in the tourism
community of Khao Lak, Thailand
Emma Calgaro1 and Kate Lloyd2
1Department of Human Geography, Macquarie University, Sydney, Australia and Stockholm Environment
Institute – Asia Centre, Bangkok, Thailand
2Department of Human Geography, Macquarie University, Sydney, Australia
Correspondence: Emma Calgaro (email: [email protected])
The impact of the 2004 Indian Ocean tsunami on coastal tourism communities highlights the
vulnerability of tourism destinations to external shocks. Based on fieldwork conducted in Thailand
in the wake of this disaster, this paper addresses one fundamental question: what sociopolitical and
environmental conditions contributed to the vulnerability of the affected tourism community of
Khao Lak in the southern Phang Nga Province. We argue that an understanding of the root causes
of destination vulnerability is vital not only for the successful implementation of regional recovery
plans, but also for building long-term resilience against future shocks. In the absence of an appro-
priate tourism vulnerability framework, this paper analyzes Khao Lak’s vulnerability through an
innovative theoretical framework comprised of the sustainability vulnerability framework, rela-
tional scale and place. The findings reveal that Khao Lak’s vulnerability is shaped by 13 interlinked
factors. These are the complex outcomes of social norms and developmental and dynamic gover-
nance processes driven by the competing agendas and scaled actions of key government and industry
stakeholders. The identification and understanding of the drivers of Khao Lak’s vulnerability and a
strong vulnerability framework have significant implications for the wider tourism community. First,
the empirical findings provide tourism communities with a blueprint for understanding the foun-
dations of their vulnerability to external shocks. Second, the tourism vulnerability framework
presented here provides destination communities and government stakeholders with an analytical
tool through which to analyze their unique sociopolitical conditions. Together, these empirical and
theoretical contributions bring us closer to securing sustainable livelihood futures for tourism
dependent communities.
Keywords: coastal hazards, place, relational scale, sustainable development, tourism, vulnerability
assessment
Introduction
The World Tourism Organization (WTO) and nongovernment organizations (NGOs)
such as Tourism Concern and the Netherlands Development Programme have endorsed
tourism as having the capacity to stimulate development, economic growth, new oppor-
tunities for poverty alleviation and self-governance, particularly in regions that are
resource-scarce and have limited livelihood options. (Ashley et al., 2000; WTO, 2005a).
Such endorsements have enticed many developing countries to embrace tourism as a
viable livelihood alternative where fragmented small economies, .
Summary 1271 Wordssecond hand smoke55SIMILARITY.docx
Second hand smoke contains over 7,000 chemicals, including hundreds that are toxic and at least 70 that cause cancer. There is no safe level of exposure to second hand smoke. Second hand smoke can cause numerous health issues in infants such as increased risk of asthma, ear infections, respiratory infections, and Sudden Infant Death Syndrome. It may also be linked to conditions like Attention Deficit Hyperactivity Disorder. Health professionals recommend that parents quit smoking, avoid smoking around children, and choose caregivers and environments that are smoke free in order to protect infants from second hand smoke exposure.
Superior Electrical (Superior) was in the business of installing ele.docx
Superior Electrical (Superior) was in the business of installing electrical wiring and related components at new construction sites. Because some employees were assigned company vehicles equipped with company tools and materials and were expected to drive those vehicles to the work sites, Superior required all employment applicants to hold a valid driver’s license. Employees who were assigned a company vehicle were expected to drive for the company during the workday in order to transport job materials and company tools that were kept on the vehicle to job sites. These employees were expected to take the company issued vehicle home at the end of the work day.
Superior hired Cory Jones as an apprentice electrician. Jones had completed an employment application in which he stated that he had a valid driver’s license and had not been cited for any traffic violations. These statements were untrue. His license had been suspended because of numerous traffic violations, including careless driving and driving without a license. Superior did not check on his driving record at the time he was hired because, as an apprentice electrician, he was not being assigned a company vehicle and was not expected to drive for the company during the work day.
About a year after hiring Jones, Superior promoted him to electrician and assigned Jones a company vehicle equipped with a rack for transporting wiring and other materials to and from the work sites. Superior intended that Jones drive during the day for the company and to take the vehicle home after the end of the work day. On a later date, when Jones’s work hours had ended and he was driving home in the company vehicle, he collided with two cars. The collision resulted solely from Jones’s negligence. Carolyn Carson and her son were severely injured in the collision and they sued Superior. The Carson’s alleged two theories of recovery against Superior: respondeat superior and negligent hiring.
Write a four- to five-page paper (not including title and references pages) that addresses the following:
Identify and discuss the legal elements of negligent hiring.
Apply those elements of negligent hiring to the facts given in the case.
Analyze whether Superior would be liable for negligent hiring.
Identify and discuss the legal elements of respondeat superior.
Apply those elements of respondeat superior to the facts given in the case.
Analyze whether Superior would be liable on respondeat superior grounds.
.
Superstorm scenario–a so-called Superstorm” is predicted to affe.docx
Superstorm scenario:
–a so-called “Superstorm” is predicted to affect the New York City–Long Island, New York area, having travelled up the Atlantic seaboard. Long Island is particularly vulnerable to flooding from the storm if it occurs during the Spring-to-Autumn season; if the storm is predicted during the Fall-to-Spring months, particularly during the winter, the Island is vulnerable to heavy snowfall amounts since it is bounded on both sides by water. In either case, evacuation off of the island is a challenge given that all vehicular traffic must flow through New York City. While this scenario focuses on the response and recovery phases of the Disaster Management Cycle for a single entity, there are numerous such facilities located within Suffolk County. Given the vulnerability of the Island to such extreme weather, mitigation and preparedness issues should be reviewed prior to writing the Collaborative Report deliverable and should likewise inform the After-Action Report deliverable.
APA format, in-text citation, references include, finish the template attached to this assignment ONLY THE YELLOW HIGHLIGHT PART
Report it as clear, specific and details.Pretend that you are preparing recommendations to the Executive Director that will ultimately inform decisions by the Board of Directors. Fill out the Part 1 Template. If you use references, there will be a place in the Template Part 2 for listing your references as well as including additional, optional information.
➢ Address the following questions at each phase of the disaster – Initial Response, Short-Term Response, and Early Recovery and Restoration. For each area of responsibility, which activities are critical to perform as a part of the responses as it progresses (You will need to make inferences from the status information given above as well as use your imagination to create status information). What resources will you need? Consider organizations, people, information, equipment, materials and supplies. Are there recommendations or decisions that need to be made by the Board of Directors?
➢ Prepare the report to the Executive Director by phase. Use the template provided. Remember, reports need to be direct, specific and very clear.
➢ Each Person is to be the primary contributor to the role that he or she has selected (e.g. one of the operations branches, the command staff officers, or the sections). In addition, review and provide constructive feedback to the other members of the study group (e.g. law enforcement can comment on public works and vice versa). Contributions and comments on all areas are expected.
.
Supply Chain ManagementSTRATEGY, PLANNING, AND OPERATION.docx
Supply Chain Management
STRATEGY, PLANNING, AND OPERATION
Fi f t h E d i t i o n
Sunil Chopra
Kellogg School of Management
Peter Meindl
Kepos Capital
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Editorial Director: Sally Yagan
Editor in Chief: Donna Battista
Senior Acquisitions Editor: Chuck Synovec
Editorial Project Manager: Mary Kate Murray
Editorial Assistant: Ashlee Bradbury
Director of Marketing: Maggie Moylan
Executive Marketing Manager: Anne Fahlgren
Production Project Manager: Clara Bartunek
Manager Central Design: Jayne Conte
Cover Designer: Suzanne Behnke
Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear
on the appropriate page within text.
Copyright © 2013, 2010, 2007, 2004, 2001 by Pearson Education, Inc., publishing as Prentice Hall. All rights
reserved. Manufactured in the United States of America. This publication is protected by Copyright, and
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval
system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise.
To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc.,
Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to
201-236-3290.
Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where
those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been
printed in initial caps or all caps.
Library of Congress Cataloging-in-Publication Data
Chopra, Sunil,
Supply chain management : strategy, planning, and operation / Sunil Chopra, Peter Meindl.—5th ed.
p. cm.
ISBN-13: 978-0-13-274395-2 (alk. paper)
ISBN-10: 0-13-274395-7 (alk. paper)
1. Marketing channels—Management. 2. Delivery of goods—Management. 3. Physical distribution of goods—
Management. 4. Customer services—Management. 5. Industrial procurement. 6. Materials management.
I. Meindl, Peter. II. Title.
HF5415.13.C533 2013
658.7—dc23
2011037269
10 9 8 7 6 5 4 3 2 1
ISBN 10: 0-13-274395-7
ISBN 13: 978-0-13-274395-2
Microsoft and/or its respective suppliers make no representations about the suitability of the information contained in
the documents and related graphics published as part of the services for any purpose. All such documents and related
graphics are provided “as is” without warranty of any kind. Microsoft and/or its respective suppliers hereby disclaim all
warranties and conditions with regard to this information, including all warranties and conditions of merchantability,
whether express, implied or statutory, fitness for a particular.
Summary Summary post includes what was learned from discussion,.docx
Summary
Summary post includes what was learned from discussion, lesson, and readings • Posts are substantive with evidence cited from a minimum of 2 scholarly sources to support thoughts and ideas, and engage group in further discussion • Posts reflect thoughts, ideas, and questions stimulated by content and group discussion
.
Supplement 4Reliability© McGraw-Hill Education. All rights r.docx
Supplement 4
Reliability
© McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
1
Learning Objectives
You should be able to:
4S.1 Define reliability
4S.2 Perform simple reliability computations
4S.3 Explain the term availability and perform simple calculations
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.1
Reliability
Reliability
The ability of a product, part, or system to perform its intended function under a prescribed set of conditions
Reliability is expressed as a probability:
The probability that the product or system will function when activated
The probability that the product or system will function for a given length of time
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (1 of 5)
Finding the probability under the assumption that the system consists of a number of independent components
Requires the use of probabilities for independent events
Independent event
Events whose occurrence or non-occurrence do not influence one another
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (2 of 5)
Rule 1
If two or more events are independent and success is defined as the probability that all of the events occur, then the probability of success is equal to the product of the probabilities of the events
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (3 of 5)
Though individual system components may have high reliabilities, the system’s reliability may be considerably lower because all components that are in series must function
One way to enhance reliability is to utilize redundancy
Redundancy
The use of backup components to increase reliability
4S-‹#›
© McGraw-Hill Education.
6
Learning Objective 4S.2
Reliability - When Activated (4 of 5)
Rule 2
If two events are independent and success is defined as the probability that at least one of the events will occur, the probability of success is equal to the probability of either one plus 1.00 minus that probability multiplied by the other probability
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Reliability – When Activated (5 of 5)
Rule 3
If two or more events are involved and success is defined as the probability that at least one of them occurs, the probability of success is 1 - P(all fail)
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Example – Rule 1
A machine has two buttons. In order for the machine to function, both buttons must work. One button has a probability of working of .95, and the second button has a probability of working of .88.
→Button 1 (.95)→Button 2 (.88)
4S-‹#›
© McGraw-Hill Education.
Learning Objective 4S.2
Example – Rule 2 (1 of 2)
A restaurant located in area that has frequent power outages has a generator to run its refrigeration equipm.
Supply Chain Management ● The supply chain is the sequence.docx
This course examines global supply chain management. It addresses the challenges of integrating business operations across geographically dispersed and culturally diverse locations. Topics include supply chain strategy, risk management, forecasting, inventory management, and the use of analytics. Students will apply concepts through case studies, problem sets, and exams to develop their ability to address complex real-world supply chain scenarios.
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What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
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Summative Assessment Strategic Leadership Plan Draft Outline .docx
- 1. Summative Assessment: Strategic Leadership Plan Draft Outline Assignment Content Prepare a draft outline of your strategic leadership plan that clearly demonstrates how you will explicate, communicate, support, and monitor critical improvements to the instructional systems in your educational setting. Your outline should also incorporate annotations from peer reviewed literature to support the structure of your argument, decisions, and assertions. Review “ 4 Dimensions of Instructional Leadership™: Instructional Leadership Framework 2.0 ,” created by the University of Washington Center for Educational Leadership, to help inform the development of your strategic leadership plan. Your assignment should not exceed 4 double-spaced pages and must be formatted according to APA guidelines. A title page is not required.