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Table of Contents Week 4 Week 4 Discussion Week 4 Discussion Previous Next Significance of the Differences Between Mitosis and Meiosis Mitosis and meiosis are the two major processes by which eukaryotic cells reproduce. Compare and contrast the processes of mitosis and meiosis. Consider the stages involved in each and their eventual products. How are the differences biologically significant relative to growth and reproduction? Be prepared to discuss how life is dependent upon both types of cellular reproduction. Submission Details: Post your response to the Discussion Area by the due date assigned. Respond to at least two posts by the end of the week. Rubrics .
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Take a few moments to research the contextual elements surrounding P.docx
Take a few moments to research the contextual elements surrounding President Kennedy’s inauguration in 1961 and then critically examine this speech:
“Inaugural Address,” by John F. KennedyLinks to an external site.<
https://urldefense.com/v3/__https://nam01.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fwww.jfklibrary.org*2FAsset-Viewer*2FBqXIEM9F4024ntFl7SVAjA.aspx__*3B!!ACPuPu0!nRyVaN_vHAO7VokwK2jIluLRE3Rbgg_zTzlKs2LU0jy7JJDLOQzoLng5O9kq8Ar2xqOxu6ASoTCCAw*24&data=02*7C01*7Cs3521396*40students.fscj.edu*7C3dbff0e6302e40df260508d83ebef2dd*7C4258f8b94f8d44abb87f21ab35a63470*7C0*7C0*7C637328337145689500&sdata=rjSnrpQbmBtBYheBjJTh*2B57JapV8a8uLTbS*2BwaXQFps*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!ACPuPu0!lzlmNESbzfxzfV0D2RFZGvC0P4JM5SVIIXnoztdLO3J83rBb44XpTJOZcRrT89Wp_du_$
> is made available by the John F. Kennedy Presidential Library and Museum. It is in the public domain.
In a short rhetorical analysis (minimum of four paragraphs in length), please answer all of the questions below. Your work should include an introduction, a body of supporting evidence, and a conclusion. Please take some time to edit your writing for punctuation, usage, and clarity prior to submission.
Questions for Analysis
1. Which important historical and social realities had an impact on this speech in 1961, and how do these contextual elements figure in President Kennedy’s organization of this speech?
2. What is President Kennedy saying about the nature of human progress (science and technology) and the challenges that we must navigate as a global community? Are these challenges unique to 1961, or relative throughout human history?
3. What are the goals of this speech? Isolate at least three aims of President Kennedy’s address, identify his strategy for supporting these goals, and critique their efficacy. Is this an effective speech? Where applicable, please include a quotation or two from the speech.
In a rhetorical analysis (minimum of eight paragraphs in length), please answer all of the questions below. Your work should include an introduction, a body of supporting evidence, and a conclusion. Please take some time to edit your writing for punctuation, usage, and clarity prior to submission.
Questions for Analysis
1. How does Jefferson organize this important document? How many subdivisions does it have, how do they operate, and how does his approach to organization impact the document’s efficacy?
2. Using at least one citation from the text, analyze Jefferson’s approach to style, voice, and tone. How does he create a sense of urgency in moving toward the conclusion of the work?
3. The complexities of this document’s reach are immense. How many different audiences was Jefferson writing to, and what were the needs of those different groups?
4. In terms of the approaches to formal rhetoric that we studied in the first learning module, which does The Declaration of Independence most closely resemble? .
Table of Contents Section 2 Improving Healthcare Quality from.docx
Table of Contents Section 2: Improving Healthcare Quality from Within Week 4
Week 4 - Assignment: Interpret Performance Measures
Week 4 - Assignment: Interpret
Performance Measures
Instructions
Course Home Content Dropbox Grades Bookshelf ePortfolio Library The Commons Calendar
You have just been appointed as the administrator of a large managed healthcare organization
with multiple facilities in your state, including facilities in city X and Y (table below). A task your
office is charged with is to reimburse facilities based on how they perform on a set of healthcare
quality measures.
Based on the information provided below, what considerations will you make in your decision-
making process? To complete this assignment, prepare a PowerPoint presentation that
highlights whether or not these two facilities (A and B) should be treated equally when
conducting your assessment. If any, what are the implications of treating these facilities as
equals for the purpose of comparison? Also, address the techniques you will use to ensure these
facilities are assessed fairly.
Measures Facility A Facility B
1
Population
characteristics
City X: Mostly people
with high economic
status and those with
more than high school
education
City Y: Mostly people
with low economic
status, minorities,
high school or less
education
2 Population served All ages
Mostly older adults
and people with
disabilities and
chronic conditions
3
Staff to patient
ratio
1:4 1:8
4
Physician and
nurses continuing
education
Required Required
5 Average number of
hours staff work
per week
50 hours 60 hours
Reflect in ePortfolio
Submissions
No submissions yet. Drag and drop to upload your assignment below.
Drop files here, or click below!
Upload Choose Existing
You can upload files up to a maximum of 1 GB.
Length: 8-10 slides (excluding title slide and references slide)
References: Include a minimum of 3-5 peer-reviewed, scholarly resources referenced on a
separate slide at the end of your presentation.
Your assignment should reflect scholarly academic writing, current APA standards,
Record
Week 4
Course Home Content Dropbox Grades Bookshelf More
Interpreting Performance Improvement Measures
and Benchmarking
As a healthcare administrator/manager, it is in your best
interest to help the facility you serve to move in the
direction charted in the National Quality Strategy (Joshi et
al., 2014). Organizations that fail to meet set standards are
known to face sanctions and sometimes required to close
shop. In consideration of this, you will want to ensure that
the facility you manage is adopting a culture of quality that
puts its patients at the center of healthcare delivery. You will
want to do this by making sure that your facility provides
quality patient care, while also keeping the facility’s
bottom-line healthy.
To ensure you are moving in the right direction, you must
measure and monitor key qual.
Take a company and build a unique solution not currently offered. Bu.docx
Take a company and build a unique solution not currently offered. Build a
Lean Business Model Canvas.jpg
and present your idea using all 5 frameworks below:
1.Start with Why (by Simon Sinek)
2.Blue Ocean Strategy(by Chan Kim & Renee Mauborgne)
3.Being re"Markable"
4.The Tipping Point (by Malcolm Gladwell)
5.Story Brand (by Donald Miller)
.
Tackling a Crisis Head-onThis week, we will be starting our .docx
Tackling a Crisis Head-on
This week, we will be starting our work on Assignment 2. Go to
The Wall Street Journal
menu item and find an article about a crisis that occurred at a specific organization in the last year.
Considering the course materials for this week, answer the following:
Describe the crisis faced by the organization.
What communication tactics did the organization use to address its crisis? Refer to Jack and Warren's guidance for dealing with crises.
To what extent, if any, was the organization's crisis communication plan effective?
If you were a senior leader in the organization, would you have responded differently? Why or why not?
This week and next, continue to research this specific crisis so that you can better prepare for Assignment 2.
Post your initial response by Wednesday, midnight of your time zone, and reply to at least 2 of your classmates' initial posts by Sunday, midnight of your time zone.
1st response
The Bank of America Earnings Crisis
In 2020, many businesses experienced notable challenges due to the outbreak of the coronavirus. The Bank of America was no exception based on its reports of firm earnings in 2020. According to Eisen (2021), many large financial organizations in the United States withstood the recession due to COVID-19. However, the author explains that the banks have not been fully protected against the minimal rates brought about by the pandemic. For Bank of America, the outcomes of the COVID-19 outbreak have been felt in many ways, particularly the reduction of earnings by 22%. Additionally, lenders have also experienced significant challenges based on low-interest rates, and Bank of America is among them. Since the financial institution gains earnings on the difference between their lending payments and what they pay to depositors, the bank's interest rates downfall. The earnings crisis also affected the firm's operations in the last quarter of 2020 even though it made considerable profits.
Communication Tactics and Addressing the Crisis
Handling a crisis in organizations presents notable problems for managers and leaders that do not understand the proper ways of solving a crisis. Warren Buffet explains that there are four significant steps a leader can take to address a crisis. First, getting the crisis right and understanding why it happens and what can stop it will help address the crisis. The Bank of America leaders understood that the company needs to introduce measures that will increase the earnings. Secondly, according to Buffet, responding to the crisis fast is also a core step in managing a crisis. The Bank of America did not wait until the last quarter of 2020 to react to the earnings crisis. Rather, they resorted to ensuring the loan demands are stabilized by business consumers and focused more on investment activities (Eisen, 2021). The third and fourth steps based on Warren's advice involve getting the crisis out by dealing with it and getting over with. Th.
take a look at the latest Presidential Order that relates to str.docx
take a look at the latest Presidential Order that relates to strengthening cybersecurity that relates to critical infrastructure:
https://www.whitehouse.gov/presidential-actions/presidential-executive-order-strengthening-cybersecurity-federal-networks-critical-infrastructure/
Let’s look at a real-world scenario and how the Department of Homeland Security (DHS) plays into it. In the scenario, the United States will be hit by a large-scale, coordinated cyber attack organized by China. These attacks debilitate the functioning of government agencies, parts of the critical infrastructure, and commercial ventures. The IT infrastructure of several agencies are paralyzed, the electric grid in most of the country is shut down, telephone traffic is seriously limited and satellite communications are down (limiting the Department of Defense’s [DOD’s] ability to communicate with commands overseas). International commerce and financial institutions are also severely hit. Please explain how DHS should handle this situation.
please explain how DHS should handle the situation described in the preceding paragraph.
.
Table of Contents-Perioperative Care.-Perioperative Med.docx
Table of Contents:
-Perioperative Care.
-Perioperative Medications
-Nursing Interventions
-Therapeutic Positions.
-Therapeutic Environment.
-Therapeutic Communication.
-Sensory/Perceptual Alterations.
-Stress Management.
-Religious and Spiritual Influences on Health.
Your Leadership presentation :
Thesis Title :———-
-Power point 50 slides.
Slide 1
-Presentation Title, -Student name,
-School name, -Professor name.
Slide 2:
-Table of Contents.
Slide 3:
-Objectives.
-From Slide 4 to 50:
Class, explanation, information ,pictures.
-References.
.
Take a look at the sculptures by Giacometti and Moore in your te.docx
Take a look at the sculptures by Giacometti and Moore in your text. Both pieces are good examples of the relationship between form, content, and subject matter. How do you feel the form of each sculpture expresses the content? What specific characteristics give us clues and communicate meaning?
Select a third work of art from the text and discuss how the form and content relate. Identify at least five visual elements and/or principles of design in your analysis of the third piece.
.
Table of ContentsLOCAL PEOPLE PERCEPTION TOWARDS SUSTAINABLE TOU.docx
Table of Contents
LOCAL PEOPLE PERCEPTION TOWARDS SUSTAINABLE TOURISM IN DENMARK1
Declaration:2
ACKNOWLEDGEMENT2
CHAPTER:15
Introduction5
1.1 Background of the study6
1.2 Problem Statement:7
1.3 Research Questions:8
1.4 Research Objectives:8
1.5 Thesis Structure8
CHAPTER:29
Literature review9
2.1 Attitudes of local people towards Sustainable tourism9
2.2 Practices of Sustainable tourism10
2.3 Sustainable tourism development.12
2.4 Involvement of people in Sustainability.14
2.5 Theoretical Framework.15
3.1 Introduction17
3.2 Research Design17
3.3 Sampling method18
3.4 Data collection18
3.5 Measurements and Variables18
3.6 Data analysis19
CHAPTER:1Introduction
Sustainable tourism is a form of tourism, which requires a tourist to respect the local culture, environment, preserving cultural heritage, and supporting local economies by purchasing local products which also benefits the people of that country. Sustainable tourism is a form of development, which is Social development, Economic development and Nature protection. According to the World Tourism Organization, Sustainable tourism is “Tourism that takes full account of its current and future economic, social and environmental impacts, addressing the needs of visitors, the industry, the environment, and host communities” UNWTO (2013). Denmark is more concerned about sustainable environment, for instance the Government is aiming at Copenhagen becoming the world’s first carbon-neutral capital by 2025. Government have put high taxation on vehicles, cars so Danes have to think twice before buying or using them. This could be the strategy of the nation. As they are on the way to gain something remarkable, they also have some challenges. The tourism industry has a million of turnover in Danish economy and Danish government puts a high effort in order to make it more sustainable. The big topic could be how the tourist react on it? All the government efforts could be result less if the customer and the business does not act smart. To the Danes, sustainability is a holistic approach that includes renewable energy, water management, waste recycling and green transportation including bicycle culture. Most of the local restaurants use re-usable things during their service also, practices waste deposable for take away.
Tourism is the best way to experience the culture however, damage and waste can occur due to inappropriate behavior of tourists. According to the Denmark statics (2019), every year tourist spends around 128 billion DKK in Denmark. Denmark is very responsible towards environment and most of the hotels are practicing Corporate Social Responsibility (CSR). For example, Scandic Kødbyen is one of the hotels practicing sustainability, first to implement CSR. It plays a significant support in sustainable tourism business, which includes hotel, restaurant and the service provided sectors. Visit Copenhagen states that 70% of hotels hold an official eco-certification and also known as the hap.
Recommended
Take a few moments to research the contextual elements surrounding P.docx
Take a few moments to research the contextual elements surrounding President Kennedy’s inauguration in 1961 and then critically examine this speech:
“Inaugural Address,” by John F. KennedyLinks to an external site.<
https://urldefense.com/v3/__https://nam01.safelinks.protection.outlook.com/?url=https*3A*2F*2Furldefense.com*2Fv3*2F__https*3A*2F*2Fwww.jfklibrary.org*2FAsset-Viewer*2FBqXIEM9F4024ntFl7SVAjA.aspx__*3B!!ACPuPu0!nRyVaN_vHAO7VokwK2jIluLRE3Rbgg_zTzlKs2LU0jy7JJDLOQzoLng5O9kq8Ar2xqOxu6ASoTCCAw*24&data=02*7C01*7Cs3521396*40students.fscj.edu*7C3dbff0e6302e40df260508d83ebef2dd*7C4258f8b94f8d44abb87f21ab35a63470*7C0*7C0*7C637328337145689500&sdata=rjSnrpQbmBtBYheBjJTh*2B57JapV8a8uLTbS*2BwaXQFps*3D&reserved=0__;JSUlJSUlJSUlJSUlJSUlJSUlJSUlJSU!!ACPuPu0!lzlmNESbzfxzfV0D2RFZGvC0P4JM5SVIIXnoztdLO3J83rBb44XpTJOZcRrT89Wp_du_$
> is made available by the John F. Kennedy Presidential Library and Museum. It is in the public domain.
In a short rhetorical analysis (minimum of four paragraphs in length), please answer all of the questions below. Your work should include an introduction, a body of supporting evidence, and a conclusion. Please take some time to edit your writing for punctuation, usage, and clarity prior to submission.
Questions for Analysis
1. Which important historical and social realities had an impact on this speech in 1961, and how do these contextual elements figure in President Kennedy’s organization of this speech?
2. What is President Kennedy saying about the nature of human progress (science and technology) and the challenges that we must navigate as a global community? Are these challenges unique to 1961, or relative throughout human history?
3. What are the goals of this speech? Isolate at least three aims of President Kennedy’s address, identify his strategy for supporting these goals, and critique their efficacy. Is this an effective speech? Where applicable, please include a quotation or two from the speech.
In a rhetorical analysis (minimum of eight paragraphs in length), please answer all of the questions below. Your work should include an introduction, a body of supporting evidence, and a conclusion. Please take some time to edit your writing for punctuation, usage, and clarity prior to submission.
Questions for Analysis
1. How does Jefferson organize this important document? How many subdivisions does it have, how do they operate, and how does his approach to organization impact the document’s efficacy?
2. Using at least one citation from the text, analyze Jefferson’s approach to style, voice, and tone. How does he create a sense of urgency in moving toward the conclusion of the work?
3. The complexities of this document’s reach are immense. How many different audiences was Jefferson writing to, and what were the needs of those different groups?
4. In terms of the approaches to formal rhetoric that we studied in the first learning module, which does The Declaration of Independence most closely resemble? .
Table of Contents Section 2 Improving Healthcare Quality from.docx
Table of Contents Section 2: Improving Healthcare Quality from Within Week 4
Week 4 - Assignment: Interpret Performance Measures
Week 4 - Assignment: Interpret
Performance Measures
Instructions
Course Home Content Dropbox Grades Bookshelf ePortfolio Library The Commons Calendar
You have just been appointed as the administrator of a large managed healthcare organization
with multiple facilities in your state, including facilities in city X and Y (table below). A task your
office is charged with is to reimburse facilities based on how they perform on a set of healthcare
quality measures.
Based on the information provided below, what considerations will you make in your decision-
making process? To complete this assignment, prepare a PowerPoint presentation that
highlights whether or not these two facilities (A and B) should be treated equally when
conducting your assessment. If any, what are the implications of treating these facilities as
equals for the purpose of comparison? Also, address the techniques you will use to ensure these
facilities are assessed fairly.
Measures Facility A Facility B
1
Population
characteristics
City X: Mostly people
with high economic
status and those with
more than high school
education
City Y: Mostly people
with low economic
status, minorities,
high school or less
education
2 Population served All ages
Mostly older adults
and people with
disabilities and
chronic conditions
3
Staff to patient
ratio
1:4 1:8
4
Physician and
nurses continuing
education
Required Required
5 Average number of
hours staff work
per week
50 hours 60 hours
Reflect in ePortfolio
Submissions
No submissions yet. Drag and drop to upload your assignment below.
Drop files here, or click below!
Upload Choose Existing
You can upload files up to a maximum of 1 GB.
Length: 8-10 slides (excluding title slide and references slide)
References: Include a minimum of 3-5 peer-reviewed, scholarly resources referenced on a
separate slide at the end of your presentation.
Your assignment should reflect scholarly academic writing, current APA standards,
Record
Week 4
Course Home Content Dropbox Grades Bookshelf More
Interpreting Performance Improvement Measures
and Benchmarking
As a healthcare administrator/manager, it is in your best
interest to help the facility you serve to move in the
direction charted in the National Quality Strategy (Joshi et
al., 2014). Organizations that fail to meet set standards are
known to face sanctions and sometimes required to close
shop. In consideration of this, you will want to ensure that
the facility you manage is adopting a culture of quality that
puts its patients at the center of healthcare delivery. You will
want to do this by making sure that your facility provides
quality patient care, while also keeping the facility’s
bottom-line healthy.
To ensure you are moving in the right direction, you must
measure and monitor key qual.
Take a company and build a unique solution not currently offered. Bu.docx
Take a company and build a unique solution not currently offered. Build a
Lean Business Model Canvas.jpg
and present your idea using all 5 frameworks below:
1.Start with Why (by Simon Sinek)
2.Blue Ocean Strategy(by Chan Kim & Renee Mauborgne)
3.Being re"Markable"
4.The Tipping Point (by Malcolm Gladwell)
5.Story Brand (by Donald Miller)
.
Tackling a Crisis Head-onThis week, we will be starting our .docx
Tackling a Crisis Head-on
This week, we will be starting our work on Assignment 2. Go to
The Wall Street Journal
menu item and find an article about a crisis that occurred at a specific organization in the last year.
Considering the course materials for this week, answer the following:
Describe the crisis faced by the organization.
What communication tactics did the organization use to address its crisis? Refer to Jack and Warren's guidance for dealing with crises.
To what extent, if any, was the organization's crisis communication plan effective?
If you were a senior leader in the organization, would you have responded differently? Why or why not?
This week and next, continue to research this specific crisis so that you can better prepare for Assignment 2.
Post your initial response by Wednesday, midnight of your time zone, and reply to at least 2 of your classmates' initial posts by Sunday, midnight of your time zone.
1st response
The Bank of America Earnings Crisis
In 2020, many businesses experienced notable challenges due to the outbreak of the coronavirus. The Bank of America was no exception based on its reports of firm earnings in 2020. According to Eisen (2021), many large financial organizations in the United States withstood the recession due to COVID-19. However, the author explains that the banks have not been fully protected against the minimal rates brought about by the pandemic. For Bank of America, the outcomes of the COVID-19 outbreak have been felt in many ways, particularly the reduction of earnings by 22%. Additionally, lenders have also experienced significant challenges based on low-interest rates, and Bank of America is among them. Since the financial institution gains earnings on the difference between their lending payments and what they pay to depositors, the bank's interest rates downfall. The earnings crisis also affected the firm's operations in the last quarter of 2020 even though it made considerable profits.
Communication Tactics and Addressing the Crisis
Handling a crisis in organizations presents notable problems for managers and leaders that do not understand the proper ways of solving a crisis. Warren Buffet explains that there are four significant steps a leader can take to address a crisis. First, getting the crisis right and understanding why it happens and what can stop it will help address the crisis. The Bank of America leaders understood that the company needs to introduce measures that will increase the earnings. Secondly, according to Buffet, responding to the crisis fast is also a core step in managing a crisis. The Bank of America did not wait until the last quarter of 2020 to react to the earnings crisis. Rather, they resorted to ensuring the loan demands are stabilized by business consumers and focused more on investment activities (Eisen, 2021). The third and fourth steps based on Warren's advice involve getting the crisis out by dealing with it and getting over with. Th.
take a look at the latest Presidential Order that relates to str.docx
take a look at the latest Presidential Order that relates to strengthening cybersecurity that relates to critical infrastructure:
https://www.whitehouse.gov/presidential-actions/presidential-executive-order-strengthening-cybersecurity-federal-networks-critical-infrastructure/
Let’s look at a real-world scenario and how the Department of Homeland Security (DHS) plays into it. In the scenario, the United States will be hit by a large-scale, coordinated cyber attack organized by China. These attacks debilitate the functioning of government agencies, parts of the critical infrastructure, and commercial ventures. The IT infrastructure of several agencies are paralyzed, the electric grid in most of the country is shut down, telephone traffic is seriously limited and satellite communications are down (limiting the Department of Defense’s [DOD’s] ability to communicate with commands overseas). International commerce and financial institutions are also severely hit. Please explain how DHS should handle this situation.
please explain how DHS should handle the situation described in the preceding paragraph.
.
Table of Contents-Perioperative Care.-Perioperative Med.docx
Table of Contents:
-Perioperative Care.
-Perioperative Medications
-Nursing Interventions
-Therapeutic Positions.
-Therapeutic Environment.
-Therapeutic Communication.
-Sensory/Perceptual Alterations.
-Stress Management.
-Religious and Spiritual Influences on Health.
Your Leadership presentation :
Thesis Title :———-
-Power point 50 slides.
Slide 1
-Presentation Title, -Student name,
-School name, -Professor name.
Slide 2:
-Table of Contents.
Slide 3:
-Objectives.
-From Slide 4 to 50:
Class, explanation, information ,pictures.
-References.
.
Take a look at the sculptures by Giacometti and Moore in your te.docx
Take a look at the sculptures by Giacometti and Moore in your text. Both pieces are good examples of the relationship between form, content, and subject matter. How do you feel the form of each sculpture expresses the content? What specific characteristics give us clues and communicate meaning?
Select a third work of art from the text and discuss how the form and content relate. Identify at least five visual elements and/or principles of design in your analysis of the third piece.
.
Table of ContentsLOCAL PEOPLE PERCEPTION TOWARDS SUSTAINABLE TOU.docx
Table of Contents
LOCAL PEOPLE PERCEPTION TOWARDS SUSTAINABLE TOURISM IN DENMARK1
Declaration:2
ACKNOWLEDGEMENT2
CHAPTER:15
Introduction5
1.1 Background of the study6
1.2 Problem Statement:7
1.3 Research Questions:8
1.4 Research Objectives:8
1.5 Thesis Structure8
CHAPTER:29
Literature review9
2.1 Attitudes of local people towards Sustainable tourism9
2.2 Practices of Sustainable tourism10
2.3 Sustainable tourism development.12
2.4 Involvement of people in Sustainability.14
2.5 Theoretical Framework.15
3.1 Introduction17
3.2 Research Design17
3.3 Sampling method18
3.4 Data collection18
3.5 Measurements and Variables18
3.6 Data analysis19
CHAPTER:1Introduction
Sustainable tourism is a form of tourism, which requires a tourist to respect the local culture, environment, preserving cultural heritage, and supporting local economies by purchasing local products which also benefits the people of that country. Sustainable tourism is a form of development, which is Social development, Economic development and Nature protection. According to the World Tourism Organization, Sustainable tourism is “Tourism that takes full account of its current and future economic, social and environmental impacts, addressing the needs of visitors, the industry, the environment, and host communities” UNWTO (2013). Denmark is more concerned about sustainable environment, for instance the Government is aiming at Copenhagen becoming the world’s first carbon-neutral capital by 2025. Government have put high taxation on vehicles, cars so Danes have to think twice before buying or using them. This could be the strategy of the nation. As they are on the way to gain something remarkable, they also have some challenges. The tourism industry has a million of turnover in Danish economy and Danish government puts a high effort in order to make it more sustainable. The big topic could be how the tourist react on it? All the government efforts could be result less if the customer and the business does not act smart. To the Danes, sustainability is a holistic approach that includes renewable energy, water management, waste recycling and green transportation including bicycle culture. Most of the local restaurants use re-usable things during their service also, practices waste deposable for take away.
Tourism is the best way to experience the culture however, damage and waste can occur due to inappropriate behavior of tourists. According to the Denmark statics (2019), every year tourist spends around 128 billion DKK in Denmark. Denmark is very responsible towards environment and most of the hotels are practicing Corporate Social Responsibility (CSR). For example, Scandic Kødbyen is one of the hotels practicing sustainability, first to implement CSR. It plays a significant support in sustainable tourism business, which includes hotel, restaurant and the service provided sectors. Visit Copenhagen states that 70% of hotels hold an official eco-certification and also known as the hap.
Table of Contents Title PageWELCOMETHE VAJRA.docx
Table of Contents
Title Page
WELCOME
THE VAJRACCHEDIKA PRAJÑAPARAMITA SUTRA
COMMENTARIES
PART ONE - THE DIALECTICS OF
PRAJÑAPARAMITA
Chapter 1 - THE SETTING
Chapter 2 - SUBHUTI’S QUESTION
Chapter 3 - THE FIRST FLASH OF LIGHTNING
Chapter 4 - THE GREATEST GIFT
Chapter 5 - SIGNLESSNESS
PART TWO - THE LANGUAGE OF
NONATTACHMENT
Chapter 6 - A ROSE IS NOT A ROSE
Chapter 7 - ENTERING THE OCEAN OF REALITY
Chapter 8 - NONATTACHMENT
PART THREE - THE ANSWER IS IN
THE QUESTION
Chapter 9 - DWELLING IN PEACE
Chapter 10 - CREATING A FORMLESS PURE
LAND
Chapter 11 - THE SAND IN THE GANGES
Chapter 12 - EVERY LAND IS A HOLY LAND
Chapter 13 - THE DIAMOND THAT CUTS
THROUGH ILLUSION
Chapter 14 - ABIDING IN NON-ABIDING
Chapter 15 - GREAT DETERMINATION
Chapter 16 - THE LAST EPOCH
Chapter 17 - THE ANSWER IS IN THE QUESTION
PART FOUR - MOUNTAINS AND
RIVERS ARE OUR OWN BODY
Chapter 18 - REALITY IS A STEADILY FLOWING
STREAM
Chapter 19 - GREAT HAPPINESS
Chapter 20 - THIRTY-TWO MARKS
Chapter 21 - INSIGHT-LIFE
Chapter 22 - THE SUNFLOWER
Chapter 23 - THE MOON IS JUST THE MOON
Chapter 24 - THE MOST VIRTUOUS ACT
Chapter 25 - ORGANIC LOVE
Chapter 26 - A BASKET FILLED WITH WORDS
Chapter 27 - NOT CUT OFF FROM LIFE
Chapter 28 - VIRTUE AND HAPPINESS
Chapter 29 - NEITHER COMING NOR GOING
Chapter 30 - THE INDESCRIBABLE NATURE OF
ALL THINGS
Chapter 31 - TORTOISE HAIR AND RABBIT
HORNS
Chapter 32 - TEACHING THE DHARMA
CONCLUSION
Copyright Page
WELCOME
WELCOME
BROTHERS AND SISTERS, please read The Diamond
That Cuts through Illusion with a serene mind, a mind
free from views. It’s the basic sutra for the practice of
meditation. Late at night, it’s a pleasure to recite the
Diamond Sutra alone, in complete silence. The sutra is
so deep and wonderful. It has its own language. The
first Western scholars who obtained the text thought it
was talking nonsense. Its language seems mysterious,
but when you look deeply, you can understand.
Don’t rush into the commentaries or you may be
unduly influenced by them. Please read the sutra first.
You may see things that no commentator has seen. You
can read as if you were chanting, using your clear body
and mind to be in touch with the words. Try to
understand the sutra from your own experiences and
your own suffering. It is helpful to ask, “Do these
teachings of the Buddha have anything to do with my
daily life?” Abstract ideas can be beautiful, but if they
have nothing to do with our life, of what use are they?
So please ask, “Do the words have anything to do with
eating a meal, drinking tea, cutting wood, or carrying
water?”
The sutra’s full name is The Diamond That Cuts
through Illusion, Vajracchedika Prajñaparamita in
Sanskrit. Vajracchedika means “the diamond that cuts
through afflictions, ignorance, delusion, or illusion.” In
China and Vietnam, people generally call it the Diamond
Sutra, emphasizing the word “diamond,” but, in fact,
the phrase “cutting through” is the most important.
Prajñaparamita means “per.
Take a few minutes to reflect on this course. How has your think.docx
Take a few minutes to reflect on this course. How has your thinking (e.g., worldview, knowledge, etc.) been challenged from what you thought prior to taking this course? What are your thoughts now on the significance of correctly diagnosing mental health disorders? What are your thoughts on the treatment of psychopathology? In general, what thoughts do you have about psychopathology and its impact on an individual and the family?
.
Taiwan The Tail That Wags DogsMichael McDevittAsia Po.docx
Taiwan: The Tail That Wags Dogs
Michael McDevitt
Asia Policy, Number 1, January 2006, pp. 69-93 (Article)
Published by National Bureau of Asian Research
DOI: 10.1353/asp.2006.0011
For additional information about this article
Access provided by Florida International University (9 Sep 2013 16:14 GMT)
http://muse.jhu.edu/journals/asp/summary/v001/1.mcdevitt.html
http://muse.jhu.edu/journals/asp/summary/v001/1.mcdevitt.html
asia p olicy, number 1 (january 2006 ), 69–93
Michael McDevitt (Rear Admiral, retired) is Vice President and Director
of the Center for Naval Analyses at the CNA Corporation. These views are his
own and do not represent the views of the CNA Corporation. He can be reached
at <[email protected]>.
keywords: taiwan; china; united states; japan; foreign relations
Taiwan: The Tail That Wags Dogs
Michael McDevitt
[ 70 ]
execu tive summary
asia p olicy
This essay explores how Taiwan has been able to seize the political initiative
from China, Japan, and the United States.
main argument
Taiwan has attained this leverage due to the interrelationship of four factors:
• Strategic considerations stemming from Taiwan’s geographic position lead
Tokyo and Washington to prefer the status quo, while leading China to
strive for reunification. China’s increasing military power, however, may
suggest a Chinese intention to change the status quo.
• Shared democratic values and the fact that the “democracy issue” has great-
ly prolonged the timetable for reunification give Taipei political influence
in both Washington and Tokyo.
• China’s constant threats of force actually empower Taipei in its relationship
with Washington, and cause the United States to plan for the worst.
• Taiwan is a litmus test of U.S. credibility as an ally, a condition that in turn
creates a perception on the island that U.S. military backing is uncondi-
tional.
policy implications
• Taipei’s high-risk diplomatic approach carries with it the very real possibil-
ity of miscalculation, which could easily lead to great power conflict.
• The United States would benefit from exploring with Beijing ways in which
to demilitarize the issue of Taiwan independence so that the threat of great
power conflict over Taiwan is greatly moderated.
• Tensions may eventually lessen substantially if Beijing can be encouraged to
substitute political deterrence for military deterrence.
• In order to ensure that the U.S. position in the region would survive a
Taipei-provoked conflict should the United States choose not to become
directly involved, Washington can undertake extensive talks with Japan de-
signed to ensure that Japan does not lose confidence in Washington.
organization of the essay
The first four sections of the essay respectively explore the four factors of the
complex U.S.-Taiwan-Japan-China relationship outlined above:
Geostrategic Issues and Considerations . . . . . . . . . . . . . . . . . ..
TABLE 1-1 Milestones of Medicine and Medical Education 1700–2015 ■.docx
TABLE 1-1 Milestones of Medicine and Medical Education 1700–2015 ■ 1700s: Training and apprenticeship under one physician was common until hospitals were founded in the mid-1700s. In 1765, the first medical school was established at the University of Pennsylvania. ■ 1800s: Medical training was provided through internships with existing physicians who often were poorly trained themselves. In the United States, there were only four medical schools, which graduated only a handful of students. There was no formal tuition with no mandatory testing. ■ 1847: The AMA was established as a membership organization for physicians to protect the interests of its members. It did not become powerful until the 1900s when it organized its physician members by county and state medical societies. The AMA wanted to ensure these local societies were protecting physicians’ financial well-being. It also began to focus on standardizing medical education. ■ 1900s–1930s: The medical profession was represented by general or family practitioners who operated in solo practices. A small percentage of physicians were women. Total expenditures for medical care were less than 4% of the gross domestic product. ■ 1904: The AMA created the Council on Medical Education to establish standards for medical education. ■ 1910: Formal medical education was attributed to Abraham Flexner, who wrote an evaluation of medical schools in the United States and Canada indicating many schools were substandard. The Flexner Report led to standardized admissions testing for students called the Medical College Admission Test (MCAT), which is still used as part of the admissions process today. ■ 1930s: The healthcare industry was dominated by male physicians and hospitals. Relationships between patients and physicians were sacred. Payments for physician care were personal. ■ 1940s–1960s: When group health insurance was offered, the relationship between patient and physician changed because of third-party payers (insurance). In the 1950s, federal grants supported medical school operations and teaching hospitals. In the 1960s, the Regional Medical Programs provided research grants and emphasized service innovation and provider networking. As a result of the Medicare and Medicaid enactment in 1965, the responsibilities of teaching faculty also included clinical responsibilities. ■ 1970s–1990s: Patient care dollars surpassed research dollars as the largest source of medical school funding. During the 1980s, third-party payers reimbursed academic medical centers with no restrictions. In the 1990s with the advent of managed care, reimbursement was restricted. ■ 2014: According to the 2014 Association of American Medical Colleges (AAMAC) annual survey, over 70% of medical schools have or will be implementing policies and programs to encourage primary care specialties for medical school students. TABLE 1-2 Milestones of the Hospital and Healthcare Systems 1820–2015 ■ 1820s: Almshouses or poorhouses, the pr.
Tackling wicked problems A public policy perspective Ple.docx
Tackling wicked problems : A
public policy perspective
Please note - this is an archived publication.
Commissioner’s foreword
The Australian Public Service (APS) is increasingly being tasked with solving very
complex policy problems. Some of these policy issues are so complex they have
been called ‘wicked’ problems. The term ‘wicked’ in this context is used, not in the
sense of evil, but rather as an issue highly resistant to resolution.
Successfully solving or at least managing these wicked policy problems requires
a reassessment of some of the traditional ways of working and solving problems
in the APS. They challenge our governance structures, our skills base and our
organisational capacity.
It is important, as a first step, that wicked problems be recognised as such.
Successfully tackling wicked problems requires a broad recognition and
understanding, including from governments and Ministers, that there are no quick
fixes and simple solutions.
Tackling wicked problems is an evolving art. They require thinking that is capable
of grasping the big picture, including the interrelationships among the full range of
causal factors underlying them. They often require broader, more collaborative
and innovative approaches. This may result in the occasional failure or need for
policy change or adjustment.
Wicked problems highlight the fundamental importance of the APS building on the
progress that has been made with working across organisational boundaries both
within and outside the APS. The APS needs to continue to focus on effectively
engaging stakeholders and citizens in understanding the relevant issues and in
involving them in identifying possible solutions.
The purpose of this publication is more to stimulate debate around what is
needed for the successful tackling of wicked problems than to provide all the
answers. Such a debate is a necessary precursor to reassessing our current
systems, frameworks and ways of working to ensure they are capable of
responding to the complex issues facing the APS.
I hope that this publication will encourage public service managers to reflect on
these issues, and to look for ways to improve the capacity of the APS to deal
effectively with the complex policy problems confronting us.
Lynelle Briggs
Australian Public Service Commissioner
1. Introduction
Many of the most pressing policy challenges for the APS involve dealing with very
complex problems. These problems share a range of characteristics—they go
beyond the capacity of any one organisation to understand and respond to, and
there is often disagreement about the causes of the problems and the best way to
tackle them. These complex policy problems are sometimes called ‘wicked’
problems.
Usually, part of the solution to wicked problems involves changing the behaviour
of groups of citizens or all citizens. Other key ingredients in solving or at least
managing complex policy problems include successfu.
Tahira Longus Week 2 Discussion PostThe Public Administration.docx
Tahira Longus Week 2 Discussion Post:
The Public Administrations may entrust the development of collective bargaining activities to bodies created by them, of a strictly technical nature, which will hold their representation in collective bargaining before the corresponding political instructions and without prejudice to the ratification of the agreements reached by the bodies. Government or administrative with competence for it. In addition, public bargaining involves the process of resolving labor-management conflicts. It alsoensuresboth the employee and the employer fair treatment during the negotiation process. The Tables will be validly constituted when, in addition to the representation of the corresponding Administration, and without prejudice to the right of all legitimate trade union organizations to participate in them in proportion to their representatives, such union organizations represent, at least, the absolute majority of the members of the unitary representative bodies in the area in question.
www.ilo.org ›
The Public Administrations may entrust the development of collective bargaining activities to bodies created by them, of a strictly technical nature, which will hold their representation in collective bargaining before the corresponding political instructions and without prejudice to the ratification of the agreements reached by the bodies. Government or administrative with competence for it. In addition, public bargaining involves the process of resolving labor-management conflicts. It also assures both the employee and the employer fair treatment during the negotiation process. The Tables will be validly constituted when, in addition to the representation of the corresponding Administration, and without prejudice to the right of all legitimate trade union organizations to participate in them in proportion to their representatives, such union organizations represent, at least, the absolute majority of the members of the unitary representative bodies in the area in question.
Tara St Laurent Post
.
Tabular and Graphical PresentationsStatistics (exercises).docx
Tabular and Graphical Presentations
Statistics (exercises)
Aleksandra Pawłowska
April 7, 2020
Glossary (part 1)
Categorical data Labels or names used to identify categories of like items.
Quantitative data Numerical values that indicate how much or how many.
Frequency distribution A tabular summary of data showing the number (fre-
quency) of data values in each of several nonoverlapping classes.
Relative frequency distribution A tabular summary of data showing the fraction
or proportion of data values in each of several nonoverlapping classes.
Percent frequency distribution A tabular summary of data showing the percent-
age of data values in each of several nonoverlapping classes.
Bar chart A graphical device for depicting qualitative data that have been sum-
marized in a frequency, relative frequency, or percent frequency distribution.
Pie chart A graphical device for presenting data summaries based on subdivision
of a circle into sectors that correspond to the relative frequency for each class.
Dot plot A graphical device that summarizes data by the number of dots above
each data value on the horizontal axis.
Aleksandra Pawłowska Tabular and Graphical Presentations
Glossary (part 2)
Histogram A graphical presentation of a frequency distribution, relative frequency
distribution, or percent frequency distribution of quantitative data constructed
by placing the class intervals on the horizontal axis and the frequencies, relative
frequencies, or percent frequencies on the vertical axis.
Cumulative frequency distribution A tabular summary of quantitative data show-
ing the number of data values that are less than or equal to the upper class limit
of each class.
Cumulative relative frequency distribution A tabular summary of quantitative
data showing the fraction or proportion of data values that are less than or equal
to the upper class limit of each class.
Cumulative percent frequency distribution A tabular summary of quantitative
data showing the percentage of data values that are less than or equal to the
upper class limit of each class.
Ogive A graph of a cumulative distribution.
Scatter diagram A graphical presentation of the relationship between two quan-
titative variables. One variable is shown on the horizontal axis and the other
variable is shown on the vertical axis.
Trendline A line that provides an approximation of the relationship between two
variables.
Aleksandra Pawłowska Tabular and Graphical Presentations
Useful tips (part 1)
1 Often the number of classes in a frequency distribution is the same as the
number of categories found in the data. Most statisticians recommend
that classes with smaller frequencies be grouped into an aggregate class
called „other”. Classes with frequencies of 5% or less would most often be
treated in this fashion.
2 The sum of the frequencies in any frequency distribution always equals
the number of observations. The sum of the relative frequencies in any
relative frequency distribution.
Table 4-5 CSFs for ERP ImplementationCritical Success Fact.docx
Table 4-5 CSFs for ERP Implementation
Critical Success Factors
Description
Management Support
Top management advocacy, provision of adequate resources, and commitment to project
Release of Full-Time Subject Matter Experts (SME)
Release full time on to the project of relevant business experts who provide assistance to the project
Empowered Decision Makers
The members of the project team(s) must be empowered to make quick decisions
Deliverable Dates
At planning stage, set realistic milestones and end date
Champion
Advocate for system who is unswerving in promoting the benefits of the new system
Vanilla ERP
Minimal customization and uncomplicated option selection
Smaller Scope
Fewer modules and less functionality implemented, smaller user group, and fewer site(s)
Definition of Scope and Goals
The steering committee determines the scope and objectives of the project in advance and then adheres to it
Balanced Team
Right mix of business analysts, technical experts, and users from within the implementation company and consultants from external companies
Commitment to Change
Perseverance and determination in the face of inevitable problems with implementation
Question 11 pts
The melody of a piece of music is
the harmony
the rhythm
the tune
the chords
Flag this Question
Question 21 pts
Chords are an element of
melody
rhythm
all of the above
harmony
Flag this Question
Question 31 pts
The distance between pitches is called
a space
an interval
a beat
all of the above
Flag this Question
Question 41 pts
Rhythmic organization in pre-Conquest Native American music was
divisive
in duple meter
in triple meter
additive
Flag this Question
Question 51 pts
Pan-Indian music often uses:
all of the above
the Navajo language
vocables
English
Flag this Question
Question 61 pts
Pre-conquest Native American musicians were primarily valued for their expertise in spiritual matters.
True
False
Flag this Question
Question 71 pts
Traditional Native American melodies have a wide melodic range
True
False
Flag this Question
Question 81 pts
Early Native American music features intervals that are:
rhythmically longer
rhythmically shorter
farther apart than what we have in the western system
closer together than what we have in the western system
Flag this Question
Question 91 pts
In the early New England colonies folk songs were:
derived from Irish melodies
derived from English melodies
all of the above
usually sung without accompaniment
Flag this Question
Question 101 pts
Early Anglo - American folks songs were:
often in polymeters
often in triple meter
often in duple meter
often in free meter
Flag this Question
Question 111 pts
Of the following, which is not a form of early Anglo-American folk songs?
ballads
lyric songs
work songs
jubilees
Flag this Question
Question 121 pts
Of the following which instrument was not brought to the Americas by European colonists?
clavichord
recorder
viol
banjo
Flag this Question
Quest.
Table 7.7 Comparative Financial Statistics Universal Office Fur.docx
Table 7.7 Comparative Financial Statistics: Universal Office Furnishings and Its Major Competitors (All figures are for year-end 2016 or for the 5-year period ending in 2016; $ in millions)
Financial Measure
Universal Office Furnishings
Cascade Industries
Colwyn Furniture
High Design, Inc.
Total assets
$ 941.20
$ 906.70
$342.70
$ 3,037.60
Long-term debt
$ 177.80
$ 124.20
$ 73.90
$ 257.80
Stockholders’ equity
$ 294.50
$ 501.30
$183.90
$1,562.20
Stockholders’ equity as a % of total assets
31.30%
55.30%
53.70%
51.40%
Total revenues
$1,938.00
$1,789.30
$642.20
$3,316.10
Net earnings
$ 139.70
$ 87.40
$ 38.50
$ 184.20
Net profit margin
7.20%
4.90%
6.00%
5.50%
5-year growth rates in:
Total assets
14.4%
19.4%
17.3%
17.7%
Total revenues
15.0%
17.8%
15.9%
15.8%
EPS
56.7%
38.9%
21.1%
24.7%
Dividends
1.5%
11.1%
N/A
12.0%
Total asset turnover
2.06
1.97
1.88
1.09
Debt-equity ratio
0.60
0.43
1.46
0.17
Times interest earned
17.55
13.38
8.35
14.36
ROA
14.80%
9.50%
6.70%
6.70%
ROE
47.40%
18.80%
21.80%
13.00%
P/E ratio
18.4
14.4
13.3
12.4
PEG ratio
1.2
2.4
2.0
1.1
Payout ratio
6.60%
26.20%
N/A
32.40%
Dividend yield
0.40%
1.80%
N/A
2.60%
Price-to-book-value ratio
8.7
2.7
2.9
1.6
find the financial statement analysis
.
TableOfContentsTable of contents with hyperlinks for this document.docx
TableOfContentsTable of contents with hyperlinks for this documentExcluding standard worksheets that come with the original dataSheet namePurposeNotesOnDataPrep!A1Tips and tricks for students in doing data analysis in ExcelSalaryPivotTable!A1Using a histogram of salary to compare other variables in terms of chunks of salaryDescriptiveStatsForFrequency!A1Example of producing descriptive stats for chunks of a numeric variable (grouping, frequency table as 'categories')VariableDescriptiveStatsPHStat!A1Example of descriptive stats produced by PHStat and then edited, items removed that are not neededCorrelations!A1Instructor reference for how all variables are inter-relatedRegressionAge!A1Example of regression output highighting output to pay attention toSPSSRegressionAllEnter!A1Instructor reference - regressing salary on all independent variables to discern stongest, independent predictorsPivotTableCreatePercentPolygon!A1Example of comparing distributions between two categories with different number of cases or different scales, i.e., version of percent polygonAnalysis resultsGender univariate descriptive statisticsGenderAnalysis!A1Gender/Salary; Gender/Job Grade Classification analysis; Gender/other independent variables Salary histogram, distributionCompare gender/salary descriptive statisticsGenderCompareDescriptives!A1Comparison Table gender descriptive statistics in terms of all variables. This might be something worth doing.EthnicitySalaryAnalysis!A1Ethnicity/Salary analysisOptionalEthnicitySalaryAnalysis!A1Optional ethnicity/salary analysis - distribution of ethnicity over chunks of salary, percent polygonEthnicityJGClassAnalysis!A1Ethnicity/Job Grade Classification analysisAgeSalaryAnalysis!A1Age/Salary analysisAgeJobGradeClassAnalysis!A1Age/Job grade classification analysisYearsWorkedSalaryAnalysis!A1Years worked/Salary analysisYears worked/Job grade classification analysisRelationship between endogenous variablesJob grade classification/Salary analysisRelationship between independent variablesPercentPolygonGenderYearsWorked!A1Compare years worked distribution by gender; Example of comparing distributions between two categories with different number of cases or different scales, i.e., version of percent polygon Standard sheets that come with the dataVariable INFO'!A1Information on variablesHuman Resources DATA'!A1DataCross-Class-Table'!A1Summary Table'!A1Histogram!A1% Polygons 2 Groups'!A1Freq. & % Distribution'!A1
Variable INFOTableOfContents!A1The data are a random sample of 120 responses to a survey conducted by the VP of Human Resources at a large company.Source:INFO 501 class at Montclair State UniversityVariablesSalaryin thousands of dollars (K)Age in years YrsWorkin years JGClassjob-grade classification of 1, 3, 5, 7, 9, 11 (lowest skill job to highest skill job)Ethnicity1=Minority0=Not MinorityGender(Male, Female)Named ranges created in this worksheet - use these names to address the data more quickly then manually selecting dat.
Tajfel and Turner (in chapter two of our reader) give us the followi.docx
Tajfel and Turner (in chapter two of our reader) give us the following definition of Social Identity Theory: "SIT proposes that individuals make sense of their social environment by categorizing themselves and others into groups that can be contrasted with others" (Oksanen et al., 2014). SIT brings order to chaos, you might say, in that individuals define themselves as being different from everyone else.
Considering what we have read about the perpetrators of group violence, how do you suppose that it is that people make the leap from their own social identity to group violence? What social and psychological mechanisms are at work that would go from simple categorization to overt violence?
.
tabOccupational Safety & Health for Technologists, Enginee.docx
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
Radiation Hazards
Chapter 21 – Section 13
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
Radiation Hazards
Radiation hazards in the workplace fall into one of two categories: ionizing nonionizing
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
IONIZING RADIATION: TERMS AND CONCEPTS An ion is an electrically charged atom (or group of atoms) that becomes charged when a neutral atom (or group of atoms) loses or gains one or more electrons as a result of a chemical reaction.If an electron is lost during this process—a positively charged ion is produced.If an electron is gained—a negatively charged ion is produced.To ionize is to become electrically charged or to change into ions.Ionizing radiation is radiation that becomes electrically charged or changed into ions.
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
IONIZING RADIATION: TERMS AND CONCEPTS
TYPES OF IONIZING RADIATION
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
IONIZING RADIATION: TERMS AND CONCEPTS OSHA CFR 1910.1096 - Basic terms and concepts:Radiation - energetic nuclear particles.Alpha, beta, gamma rays & X-rays.Neutrons, high-speed electrons, and high-speed protons.Radioactive material - material that emits corpuscular or electromagnetic emanations.As the result of spontaneous nuclear disintegration.Restricted area - any area to which access is restricted
in an attempt to protect employees from exposure to radiation or radioactive materials.An unrestricted area is any area to which access is not controlled because there is no radioactivity hazard present.
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
IONIZING RADIATION: TERMS AND CONCEPTS OSHA CFR 1910.1096 - Basic terms and concepts:A dose is the amount of ionizing radiation absorbed per unit of mass by part of the body or the whole body.Rad - me.
Tableau Homework 3 – Exploring Chart Types with QVC Data .docx
Tableau Homework 3 – Exploring Chart Types with QVC Data
Getting familiar with the data
You will focus on five dimensions as you start to explore the QVC data:
• order date (Order Dt)
• merchandise department (Merchandise Dept)
• region of the country (Region)
• customer state (Ship To State)
• location of the originating warehouse (Warehouse Zip).
You will use five measures:
• price (Total Line Amt)
• number of orders (Number of Records)
• average order value (AOV to be calculated)
• delivery time ([Days Shipped] to be calculated)
Create two calculated fields:
AOV = SUM([Total Line Amt])/SUM([Number of Records]). On the Data Pane, change the number
format to Currency with 2 decimal places.
Days Shipped = CEILING( [Delivery Confirmation Dt]-[Shipped Dt])
In the next homework, we will explore additional measures to address the QVC analytics challenge more
explicitly. In this homework, the primary goal is to continue to build basic Tableau skills for creating
tables, maps, and charts.
Change the label in the Region dimension for Alaska and Hawaii:
Alaska and Hawaii were not assigned a region in the input data, but we are going to change the Null
label to AK/HI. Depending on the context, we may filter out these states.
To change the label, go to the blue pill for Region and right-click (or click on the down arrow) to get the
menu of actions. Select Aliases…. In the pop-up box, change the alias for Null to AK/HI.
For the rest of the course, you are expected to have complete titles on every worksheet you complete. I
will guide you through this process for the first few worksheets.
Chapter 19 – Highlight Tables
1. Create a text table with merchandise departments for rows and the sum of sales (Total Line Amt) in
the table. Sort in descending order by sales.
Add Region to the Columns Shelf. You should have a crosstab table with 5 columns and 11 rows of data.
Drag the Total Line Amt to the Color marks card. Change the mark type to Square. Note that the East
region has highest sales overall and the ordering within region is similar. Name the sheet Highlight
Table.
Edit the title (double-click on the Highlight Table text and type over <Sheet Name>) to be something like
‘Total sales by region and merchandise department’.
Chapter 22 – Scatter Plot
2. Open a new worksheet. Create a scatter plot of average Days Shipped (Columns Shelf) and average
order value AOV (Row Shelf). Make sure you change the default SUM aggregate function to AVG for
Days Shipped. Drag Merchandise Dept to the Detail marks card. Drag Total Line Amt to the Size marks
card.
At this point, you will want to change the axis settings so they do not include 0. Right-click on each axis,
select Edit Axis, and uncheck the Include zero box.
Add an average line for each measure. This plot highlights that the jewelry department has high average
ship times, though is a small revenue department. .
Systems engineering organizations are often created for just one pro.docx
Systems engineering organizations are often created for just one project.
What do you think are the key items and issues that need to be implemented to manage a system engineering organization created for a project implementation?
Consider the following in your response:
The major aspects of organizing and staffing a team.
Processes that are needed
How the project is staffed
Where personnel will be located
How personnel will be trained
Tools that will be needed
.
TableofContentsALSOBYIRVIND.Y.docx
Table of Contents
ALSO BY IRVIN D. YALOM
Title Page
Dedication
Preface
Acknowledgements
Chapter 1 - THE THERAPEUTIC FACTORS
INSTILLATION OF HOPE
UNIVERSALITY
IMPARTING INFORMATION
ALTRUISM
THE CORRECTIVE RECAPITULATION OF THE PRIMARY FAMILY GROUP
DEVELOPMENT OF SOCIALIZING TECHNIQUES
IMITATIVE BEHAVIOR
Chapter 2 - INTERPERSONAL LEARNING
THE IMPORTANCE OF INTERPERSONAL RELATIONSHIPS
THE CORRECTIVE EMOTIONAL EXPERIENCE
THE GROUP AS SOCIAL MICROCOSM
THE SOCIAL MICROCOSM: A DYNAMIC INTERACTION
RECOGNITION OF BEHAVIORAL PATTERNS IN THE SOCIAL MICROCOSM
THE SOCIAL MICROCOSM—IS IT REAL?
OVERVIEW
TRANSFERENCE AND INSIGHT
Chapter 3 - GROUP COHESIVENESS
THE IMPORTANCE OF GROUP COHESIVENESS
MECHANISM OF ACTION
SUMMARY
Chapter 4 - THE THERAPEUTIC FACTORS: AN INTEGRATION
COMPARATIVE VALUE OF THE THERAPEUTIC FACTORS: THE CLIENT’S
VIEW
COMPARATIVE VALUE OF THE THERAPEUTIC FACTORS: DIFFERENCES
BETWEEN CLIENTS’ AND …
THERAPEUTIC FACTORS: MODIFYING FORCES
Chapter 5 - THE THERAPIST: BASIC TASKS
CREATION AND MAINTENANCE OF THE GROUP
CULTURE BUILDING
HOW DOES THE LEADER SHAPE NORMS?
EXAMPLES OF THERAPEUTIC GROUP NORMS
Chapter 6 - THE THERAPIST: WORKING IN THE HERE - AND - NOW
DEFINITION OF PROCESS
PROCESS FOCUS: THE POWER SOURCE OF THE GROUP
THE THERAPIST’S TASKS IN THE HERE-AND-NOW
TECHNIQUES OF HERE-AND-NOW ACTIVATION
TECHNIQUES OF PROCESS ILLUMINATION
HELPING CLIENTS ASSUME A PROCESS ORIENTATION
HELPING CLIENTS ACCEPT PROCESS-ILLUMINATING COMMENTS
PROCESS COMMENTARY: A THEORETICAL OVERVIEW
THE USE OF THE PAST
GROUP - AS - A - WHOLE PROCESS COMMENTARY
Chapter 7 - THE THERAPIST: TRANSFERENCE AND TRANSPARENCY
TRANSFERENCE IN THE THERAPY GROUP
THE PSYCHOTHERAPIST AND TRANSPARENCY
Chapter 8 - THE SELECTION OF CLIENTS
CRITERIA FOR EXCLUSION
CRITERIA FOR INCLUSION
AN OVERVIEW OF THE SELECTION PROCEDURE
SUMMARY
Chapter 9 - THE COMPOSITION OF THERAPY GROUPS
THE PREDICTION OF GROUP BEHAVIOR
PRINCIPLES OF GROUP COMPOSITION
OVERVIEW
A FINAL CAVEAT
Chapter 10 - CREATION OF THE GROUP: PLACE, TIME, SIZE, PREPARATION
PRELIMINARY CONSIDERATIONS
DURATION AND FREQUENCY OF MEETINGS
BRIEF GROUP THERAPY
PREPARATION FOR GROUP THERAPY
Chapter 11 - IN THE BEGINNING
FORMATIVE STAGES OF THE GROUP
THE IMPACT OF CLIENTS ON GROUP DEVELOPMENT
MEMBERSHIP PROBLEMS
Chapter 12 - THE ADVANCED GROUP
SUBGROUPING
CONFLICT IN THE THERAPY GROUP
SELF-DISCLOSURE
TERMINATION
Chapter 13 - PROBLEM GROUP MEMBERS
THE MONOPOLIST
THE SILENT CLIENT
THE BORING CLIENT
THE HELP-REJECTING COMPLAINER
THE PSYCHOTIC OR BIPOLAR CLIENT
THE CHARACTEROLOGICALLY DIFFICULT CLIENT
Chapter 14 - THE THERAPIST: SPECIALIZED FORMATS AND PROCEDURAL
AIDS
CONCURRENT INDIVIDUAL AND GROUP THERAPY
COMBINING GROUP THERAPY AND TWELVE-STEP GROUPS
CO-THERAPISTS
THE LEADERLESS MEETING
DREAMS
AUDIOVISUAL TECHNOLOGY
WRITTEN SUMMARIES
GROUP THERAPY RECORD KEEPING
STRUCTURED EXERCISES
Chapter 15 - SPECIALIZED THERAPY.
Table to use is attached.Complete a 1- to 2-page table using t.docx
Table to use is attached.
Complete
a 1- to 2-page table using the Positive Rights Table Template provided comparing your opinion of the rights listed below to a corresponding ethical theory:
The right to a higher education
The right to private phone conversations
The right to health care
The right of a presidential or government candidate to receive time on television
List
1 ethical challenge that could impact a U.S. company that wants to acquire a non-U.S.-based company.
.
T-1.8.1_v3Details of AssessmentTerm and Year2, 2020Time .docx
T-1.8.1_v3
Details of Assessment
Term and Year
2, 2020
Time allowed
8 Weeks
Assessment No
1
Assessment Weighting
100%
Assessment Type
Individual Assessment: Workplace Scenario
Due Date
Week 8
Room
611
Details of Subject
Qualification
BSB61218 Advanced Diploma of Program Management
Subject Name
Leadership
Details of Unit(s) of competency
Unit Code (s) and Names
BSBPMG617 Provide leadership for the program
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me.
Student’s
Signature: ____________________
Date: _____/_____/_________
Details of Assessor
Assessor’s Name
ROBERT CUTULI
Assessment Outcome
Assessment Result
|_| Competent |_| Not Yet Competent
Marks
/100
Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
|_| Student attended the feedback session.
|_| Student did not attend the feedback session.
Assessor’s
Signature: ___________________
Date: _____/_____/________
Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning outcomes:
Competent
(C)
Not Yet Competent
(NYC)
KNOWLEDGE EVIDENCE
Compare behavioural models for the role of program manager
Explain communication and negotiating styles and approaches
Describe current ethics, equity and fairness norms, regulations and legislation
List learning and development methods and strategy
Compare types and formats for program vision
PERFORMANCE CRITERIA
1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values
1.2 Conduct ongoing negotiations with stakeholders to maintain program vision
1.3 Demonstrate commitment to the program vision
2.1 Treat stakeholders fairly and equitably
2.2 Encourage and facilitate open discussion
2.3 Manage differences constructively
2.4 Attend to issues and concerns in a timely manner
2.5 Choose and apply interpersonal and leadership styles based on the circumstances
2.6 Honour realistic personal commitments
3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders
3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation
3.3 Identify and address threats to socially responsible practice within the program
4.1 Establish individual behavioural expectations for constituent project managers
4.2 Define, document and communicat.
Systems TheoriesModule 5Week 9SWK313 Engaging Individu.docx
Systems Theories
Module 5
Week 9
SWK313 Engaging Individuals and Families In Partnership
1
Case Study continued: Working with the family
Consider everything you have learnt about Erica and her family to date.
Critically examine how systems/ecological approaches be applied to understand the circumstances of Erica and her family. How could these theories guide your practice in this case?
Module 5 Learning Activity
“Person in environment”
Context is important
Multiple factors & levels of systems impact on people – micro, meso, macro
Theories include: General Systems Theory, Bio-Ecological Systems Theory, Person in Environment Model, Life Course Model
Broad application for practice in a range of contexts – assessment & intervention
Systems Theory Overview
3
Bio-Ecological Systems Perspective
https://www.youtube.com/watch?v=08M_K0GIti8
4
Developed in 1970s by Bronfenbrenner
Human development is influenced by the environment
Provides the theoretical foundation for the life course model of social work (Germain & Gitterman, 1980)
Adds a humanistic and dynamic element to systems theory
Process of interaction, change & adaptation
PPTC Model – Process Person Context Time
Bio-Ecological Systems Perspective
5
Multiple “systems” relevant to people’s lives
Interact in complex ways
Patterns of interaction are important for understanding human behaviour
Changes and actions in one part of the system impacts others
Networks – social networks, support networks, “connectedness”, boundaries, resources
Tools for practice – genogram & eco-map
Main concepts
6
Holistic view of client’s circumstances
Different systems and levels are always interacting and influencing each other
There are many variables to consider in assessment and intervention
Consider structural factors (link to AOP)
Context of practice & worker is also a ‘system’ to be considered
Maidment & Egan (2016 p.252)
Ecological Systems & Practice
7
Pincus & Minahan (1974) – 4 systems:
Change agent system (worker/agency)
Client system (client, families, groups, communities engaged with worker)
Target system (target for change - may or may not be the same as the client system)
Action system (work with for change – client, target & action systems may not be the same)
Systems Theory & the Worker
8
Systems for practice
http://ecosocialwork.wixsite.com/ecosocialwork/blank-1
Systems can be simple or complex, intrapersonal, interpersonal or environmental
Some examples:
Biophysical, cognitive, affective, behavioural functioning
Physical environment
Kinship
Social support networks
Peer groups
Neighbourhoods
Society
Cultural
Which systems are most important to the client?
Some types of systems…
Social support systems can provide the following:
Attachment – a sense of security and belonging
Social integration
Practical support and resources
Alliances
Guidance
Help in a crisis
Source of stress and conflict
Social Supports
.
Table 4.1 A Functional Classification of Group Leadership Skil.docx
Table 4.1 A Functional Classification of Group Leadership Skills
Facilitating Group
Processes
Data Gathering and
Assessment
Action
1. Involving group
members
2. Attending to
others
3. Expressing self
4. Responding to
others
5. Focusing
group
communication
6. Making group
processes
explicit
7. Clarifying
content
8. Cuing,
blocking, and
guiding group
interactions
1. Identifying
and
describing
thoughts,
feelings, and
behaviors
2. Requesting
information,
questioning,
and probing
3. Summarizing
and
partializing
information
4. Synthesizing
thoughts,
feelings, and
actions
5. Analyzing
information
1. Supporting
2. Reframing and
redefining
3. Linking
members’
communications
4. Directing
5. Giving advice,
suggestions, or
instructions
6. Providing
resources
7. Disclosure
8. Modeling, role
playing,
rehearsing, and
coaching
9. Confronting
10. Resolving
conflicts
member’s actions or words facilitates communication, responding may also lead to additional
data gathering, assessment, or action.
Facilitating Group Processes
Table 4.1 lists several different skills in the category of facilitating group processes. All
of these skills can be used by workers differentially, depending on their intentions when
attempting to influence various group processes. In general, however, skills in
facilitating group processes contribute to positive group outcomes when they improve
understanding among group members, build open communication channels, and
encourage the development of trust so that all members are willing to contribute as
much as they can to the problem on which the group is working.
https://jigsaw.chegg.com/books/9780134059006/epub/OPS/xhtml/fileP7000499464000000000000000000BE2.xhtml#P7000499464000000000000000000BE8
Involving Group Members
Ideally, all members should be involved and interested in what is being discussed in the
group. Yalom (2005) has called this universalizing a group member’s experience. Involving
members who have been silent helps identify commonalities and differences in their life
experiences. As members become involved, they realize how particular problems affect them and
how a solution to one member’s problem can directly or indirectly help them. Involving others is
also essential for building group cohesiveness, developing a sense of mutual aid, and
encouraging shared decision-making.
Involving group members also means helping them take on leadership roles within the group.
The worker should be cautious about doing too much for members and thereby stifling individual
initiative. Instead of jealously guarding the leadership role, workers should encourage members
to contribute to the content of group meetings and help shape group dynamic processes. This can
be done by providing members with opportunities for leadership roles during program activities,
by praising members.
Table 2A-1 Leading Causes of Death and Rates for Those Causes in .docx
Table 2A-1 Leading Causes of Death and Rates for Those Causes in 1900 and 2003, United States
Rank 1900
Cause of Death
Rate per 100,000 Population
1900
2003*
1
All Causes
1,719,1
841.9
2
Influenza and pneumonia, except pneumonia of newborn
202.2
22.4
3
Tb, all forms
194.4
NA+
4
Gastroenteritis
142.7
NA
5
Disease of Heart
137.4
235.6
6
Cerebrovascular diseases
106.9
54.2
7
Accidents and adverse effects
72.3
37.6++
8
Malignant Neoplasms
64.0
191.5
9
Certain diseases of early infancy
62.6
NA
10
Diphtheria
40.3
NA
*Crude death rate; +No longer listed among the top 10; ++Accidents (unintentional injuries)
Source: Friis & Sellers, 4th Edition, p. 92.
.
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
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Table of Contents Title PageWELCOMETHE VAJRA.docx
Table of Contents
Title Page
WELCOME
THE VAJRACCHEDIKA PRAJÑAPARAMITA SUTRA
COMMENTARIES
PART ONE - THE DIALECTICS OF
PRAJÑAPARAMITA
Chapter 1 - THE SETTING
Chapter 2 - SUBHUTI’S QUESTION
Chapter 3 - THE FIRST FLASH OF LIGHTNING
Chapter 4 - THE GREATEST GIFT
Chapter 5 - SIGNLESSNESS
PART TWO - THE LANGUAGE OF
NONATTACHMENT
Chapter 6 - A ROSE IS NOT A ROSE
Chapter 7 - ENTERING THE OCEAN OF REALITY
Chapter 8 - NONATTACHMENT
PART THREE - THE ANSWER IS IN
THE QUESTION
Chapter 9 - DWELLING IN PEACE
Chapter 10 - CREATING A FORMLESS PURE
LAND
Chapter 11 - THE SAND IN THE GANGES
Chapter 12 - EVERY LAND IS A HOLY LAND
Chapter 13 - THE DIAMOND THAT CUTS
THROUGH ILLUSION
Chapter 14 - ABIDING IN NON-ABIDING
Chapter 15 - GREAT DETERMINATION
Chapter 16 - THE LAST EPOCH
Chapter 17 - THE ANSWER IS IN THE QUESTION
PART FOUR - MOUNTAINS AND
RIVERS ARE OUR OWN BODY
Chapter 18 - REALITY IS A STEADILY FLOWING
STREAM
Chapter 19 - GREAT HAPPINESS
Chapter 20 - THIRTY-TWO MARKS
Chapter 21 - INSIGHT-LIFE
Chapter 22 - THE SUNFLOWER
Chapter 23 - THE MOON IS JUST THE MOON
Chapter 24 - THE MOST VIRTUOUS ACT
Chapter 25 - ORGANIC LOVE
Chapter 26 - A BASKET FILLED WITH WORDS
Chapter 27 - NOT CUT OFF FROM LIFE
Chapter 28 - VIRTUE AND HAPPINESS
Chapter 29 - NEITHER COMING NOR GOING
Chapter 30 - THE INDESCRIBABLE NATURE OF
ALL THINGS
Chapter 31 - TORTOISE HAIR AND RABBIT
HORNS
Chapter 32 - TEACHING THE DHARMA
CONCLUSION
Copyright Page
WELCOME
WELCOME
BROTHERS AND SISTERS, please read The Diamond
That Cuts through Illusion with a serene mind, a mind
free from views. It’s the basic sutra for the practice of
meditation. Late at night, it’s a pleasure to recite the
Diamond Sutra alone, in complete silence. The sutra is
so deep and wonderful. It has its own language. The
first Western scholars who obtained the text thought it
was talking nonsense. Its language seems mysterious,
but when you look deeply, you can understand.
Don’t rush into the commentaries or you may be
unduly influenced by them. Please read the sutra first.
You may see things that no commentator has seen. You
can read as if you were chanting, using your clear body
and mind to be in touch with the words. Try to
understand the sutra from your own experiences and
your own suffering. It is helpful to ask, “Do these
teachings of the Buddha have anything to do with my
daily life?” Abstract ideas can be beautiful, but if they
have nothing to do with our life, of what use are they?
So please ask, “Do the words have anything to do with
eating a meal, drinking tea, cutting wood, or carrying
water?”
The sutra’s full name is The Diamond That Cuts
through Illusion, Vajracchedika Prajñaparamita in
Sanskrit. Vajracchedika means “the diamond that cuts
through afflictions, ignorance, delusion, or illusion.” In
China and Vietnam, people generally call it the Diamond
Sutra, emphasizing the word “diamond,” but, in fact,
the phrase “cutting through” is the most important.
Prajñaparamita means “per.
Take a few minutes to reflect on this course. How has your think.docx
Take a few minutes to reflect on this course. How has your thinking (e.g., worldview, knowledge, etc.) been challenged from what you thought prior to taking this course? What are your thoughts now on the significance of correctly diagnosing mental health disorders? What are your thoughts on the treatment of psychopathology? In general, what thoughts do you have about psychopathology and its impact on an individual and the family?
.
Taiwan The Tail That Wags DogsMichael McDevittAsia Po.docx
Taiwan: The Tail That Wags Dogs
Michael McDevitt
Asia Policy, Number 1, January 2006, pp. 69-93 (Article)
Published by National Bureau of Asian Research
DOI: 10.1353/asp.2006.0011
For additional information about this article
Access provided by Florida International University (9 Sep 2013 16:14 GMT)
http://muse.jhu.edu/journals/asp/summary/v001/1.mcdevitt.html
http://muse.jhu.edu/journals/asp/summary/v001/1.mcdevitt.html
asia p olicy, number 1 (january 2006 ), 69–93
Michael McDevitt (Rear Admiral, retired) is Vice President and Director
of the Center for Naval Analyses at the CNA Corporation. These views are his
own and do not represent the views of the CNA Corporation. He can be reached
at <[email protected]>.
keywords: taiwan; china; united states; japan; foreign relations
Taiwan: The Tail That Wags Dogs
Michael McDevitt
[ 70 ]
execu tive summary
asia p olicy
This essay explores how Taiwan has been able to seize the political initiative
from China, Japan, and the United States.
main argument
Taiwan has attained this leverage due to the interrelationship of four factors:
• Strategic considerations stemming from Taiwan’s geographic position lead
Tokyo and Washington to prefer the status quo, while leading China to
strive for reunification. China’s increasing military power, however, may
suggest a Chinese intention to change the status quo.
• Shared democratic values and the fact that the “democracy issue” has great-
ly prolonged the timetable for reunification give Taipei political influence
in both Washington and Tokyo.
• China’s constant threats of force actually empower Taipei in its relationship
with Washington, and cause the United States to plan for the worst.
• Taiwan is a litmus test of U.S. credibility as an ally, a condition that in turn
creates a perception on the island that U.S. military backing is uncondi-
tional.
policy implications
• Taipei’s high-risk diplomatic approach carries with it the very real possibil-
ity of miscalculation, which could easily lead to great power conflict.
• The United States would benefit from exploring with Beijing ways in which
to demilitarize the issue of Taiwan independence so that the threat of great
power conflict over Taiwan is greatly moderated.
• Tensions may eventually lessen substantially if Beijing can be encouraged to
substitute political deterrence for military deterrence.
• In order to ensure that the U.S. position in the region would survive a
Taipei-provoked conflict should the United States choose not to become
directly involved, Washington can undertake extensive talks with Japan de-
signed to ensure that Japan does not lose confidence in Washington.
organization of the essay
The first four sections of the essay respectively explore the four factors of the
complex U.S.-Taiwan-Japan-China relationship outlined above:
Geostrategic Issues and Considerations . . . . . . . . . . . . . . . . . ..
TABLE 1-1 Milestones of Medicine and Medical Education 1700–2015 ■.docx
TABLE 1-1 Milestones of Medicine and Medical Education 1700–2015 ■ 1700s: Training and apprenticeship under one physician was common until hospitals were founded in the mid-1700s. In 1765, the first medical school was established at the University of Pennsylvania. ■ 1800s: Medical training was provided through internships with existing physicians who often were poorly trained themselves. In the United States, there were only four medical schools, which graduated only a handful of students. There was no formal tuition with no mandatory testing. ■ 1847: The AMA was established as a membership organization for physicians to protect the interests of its members. It did not become powerful until the 1900s when it organized its physician members by county and state medical societies. The AMA wanted to ensure these local societies were protecting physicians’ financial well-being. It also began to focus on standardizing medical education. ■ 1900s–1930s: The medical profession was represented by general or family practitioners who operated in solo practices. A small percentage of physicians were women. Total expenditures for medical care were less than 4% of the gross domestic product. ■ 1904: The AMA created the Council on Medical Education to establish standards for medical education. ■ 1910: Formal medical education was attributed to Abraham Flexner, who wrote an evaluation of medical schools in the United States and Canada indicating many schools were substandard. The Flexner Report led to standardized admissions testing for students called the Medical College Admission Test (MCAT), which is still used as part of the admissions process today. ■ 1930s: The healthcare industry was dominated by male physicians and hospitals. Relationships between patients and physicians were sacred. Payments for physician care were personal. ■ 1940s–1960s: When group health insurance was offered, the relationship between patient and physician changed because of third-party payers (insurance). In the 1950s, federal grants supported medical school operations and teaching hospitals. In the 1960s, the Regional Medical Programs provided research grants and emphasized service innovation and provider networking. As a result of the Medicare and Medicaid enactment in 1965, the responsibilities of teaching faculty also included clinical responsibilities. ■ 1970s–1990s: Patient care dollars surpassed research dollars as the largest source of medical school funding. During the 1980s, third-party payers reimbursed academic medical centers with no restrictions. In the 1990s with the advent of managed care, reimbursement was restricted. ■ 2014: According to the 2014 Association of American Medical Colleges (AAMAC) annual survey, over 70% of medical schools have or will be implementing policies and programs to encourage primary care specialties for medical school students. TABLE 1-2 Milestones of the Hospital and Healthcare Systems 1820–2015 ■ 1820s: Almshouses or poorhouses, the pr.
Tackling wicked problems A public policy perspective Ple.docx
Tackling wicked problems : A
public policy perspective
Please note - this is an archived publication.
Commissioner’s foreword
The Australian Public Service (APS) is increasingly being tasked with solving very
complex policy problems. Some of these policy issues are so complex they have
been called ‘wicked’ problems. The term ‘wicked’ in this context is used, not in the
sense of evil, but rather as an issue highly resistant to resolution.
Successfully solving or at least managing these wicked policy problems requires
a reassessment of some of the traditional ways of working and solving problems
in the APS. They challenge our governance structures, our skills base and our
organisational capacity.
It is important, as a first step, that wicked problems be recognised as such.
Successfully tackling wicked problems requires a broad recognition and
understanding, including from governments and Ministers, that there are no quick
fixes and simple solutions.
Tackling wicked problems is an evolving art. They require thinking that is capable
of grasping the big picture, including the interrelationships among the full range of
causal factors underlying them. They often require broader, more collaborative
and innovative approaches. This may result in the occasional failure or need for
policy change or adjustment.
Wicked problems highlight the fundamental importance of the APS building on the
progress that has been made with working across organisational boundaries both
within and outside the APS. The APS needs to continue to focus on effectively
engaging stakeholders and citizens in understanding the relevant issues and in
involving them in identifying possible solutions.
The purpose of this publication is more to stimulate debate around what is
needed for the successful tackling of wicked problems than to provide all the
answers. Such a debate is a necessary precursor to reassessing our current
systems, frameworks and ways of working to ensure they are capable of
responding to the complex issues facing the APS.
I hope that this publication will encourage public service managers to reflect on
these issues, and to look for ways to improve the capacity of the APS to deal
effectively with the complex policy problems confronting us.
Lynelle Briggs
Australian Public Service Commissioner
1. Introduction
Many of the most pressing policy challenges for the APS involve dealing with very
complex problems. These problems share a range of characteristics—they go
beyond the capacity of any one organisation to understand and respond to, and
there is often disagreement about the causes of the problems and the best way to
tackle them. These complex policy problems are sometimes called ‘wicked’
problems.
Usually, part of the solution to wicked problems involves changing the behaviour
of groups of citizens or all citizens. Other key ingredients in solving or at least
managing complex policy problems include successfu.
Tahira Longus Week 2 Discussion PostThe Public Administration.docx
Tahira Longus Week 2 Discussion Post:
The Public Administrations may entrust the development of collective bargaining activities to bodies created by them, of a strictly technical nature, which will hold their representation in collective bargaining before the corresponding political instructions and without prejudice to the ratification of the agreements reached by the bodies. Government or administrative with competence for it. In addition, public bargaining involves the process of resolving labor-management conflicts. It alsoensuresboth the employee and the employer fair treatment during the negotiation process. The Tables will be validly constituted when, in addition to the representation of the corresponding Administration, and without prejudice to the right of all legitimate trade union organizations to participate in them in proportion to their representatives, such union organizations represent, at least, the absolute majority of the members of the unitary representative bodies in the area in question.
www.ilo.org ›
The Public Administrations may entrust the development of collective bargaining activities to bodies created by them, of a strictly technical nature, which will hold their representation in collective bargaining before the corresponding political instructions and without prejudice to the ratification of the agreements reached by the bodies. Government or administrative with competence for it. In addition, public bargaining involves the process of resolving labor-management conflicts. It also assures both the employee and the employer fair treatment during the negotiation process. The Tables will be validly constituted when, in addition to the representation of the corresponding Administration, and without prejudice to the right of all legitimate trade union organizations to participate in them in proportion to their representatives, such union organizations represent, at least, the absolute majority of the members of the unitary representative bodies in the area in question.
Tara St Laurent Post
.
Tabular and Graphical PresentationsStatistics (exercises).docx
Tabular and Graphical Presentations
Statistics (exercises)
Aleksandra Pawłowska
April 7, 2020
Glossary (part 1)
Categorical data Labels or names used to identify categories of like items.
Quantitative data Numerical values that indicate how much or how many.
Frequency distribution A tabular summary of data showing the number (fre-
quency) of data values in each of several nonoverlapping classes.
Relative frequency distribution A tabular summary of data showing the fraction
or proportion of data values in each of several nonoverlapping classes.
Percent frequency distribution A tabular summary of data showing the percent-
age of data values in each of several nonoverlapping classes.
Bar chart A graphical device for depicting qualitative data that have been sum-
marized in a frequency, relative frequency, or percent frequency distribution.
Pie chart A graphical device for presenting data summaries based on subdivision
of a circle into sectors that correspond to the relative frequency for each class.
Dot plot A graphical device that summarizes data by the number of dots above
each data value on the horizontal axis.
Aleksandra Pawłowska Tabular and Graphical Presentations
Glossary (part 2)
Histogram A graphical presentation of a frequency distribution, relative frequency
distribution, or percent frequency distribution of quantitative data constructed
by placing the class intervals on the horizontal axis and the frequencies, relative
frequencies, or percent frequencies on the vertical axis.
Cumulative frequency distribution A tabular summary of quantitative data show-
ing the number of data values that are less than or equal to the upper class limit
of each class.
Cumulative relative frequency distribution A tabular summary of quantitative
data showing the fraction or proportion of data values that are less than or equal
to the upper class limit of each class.
Cumulative percent frequency distribution A tabular summary of quantitative
data showing the percentage of data values that are less than or equal to the
upper class limit of each class.
Ogive A graph of a cumulative distribution.
Scatter diagram A graphical presentation of the relationship between two quan-
titative variables. One variable is shown on the horizontal axis and the other
variable is shown on the vertical axis.
Trendline A line that provides an approximation of the relationship between two
variables.
Aleksandra Pawłowska Tabular and Graphical Presentations
Useful tips (part 1)
1 Often the number of classes in a frequency distribution is the same as the
number of categories found in the data. Most statisticians recommend
that classes with smaller frequencies be grouped into an aggregate class
called „other”. Classes with frequencies of 5% or less would most often be
treated in this fashion.
2 The sum of the frequencies in any frequency distribution always equals
the number of observations. The sum of the relative frequencies in any
relative frequency distribution.
Table 4-5 CSFs for ERP ImplementationCritical Success Fact.docx
Table 4-5 CSFs for ERP Implementation
Critical Success Factors
Description
Management Support
Top management advocacy, provision of adequate resources, and commitment to project
Release of Full-Time Subject Matter Experts (SME)
Release full time on to the project of relevant business experts who provide assistance to the project
Empowered Decision Makers
The members of the project team(s) must be empowered to make quick decisions
Deliverable Dates
At planning stage, set realistic milestones and end date
Champion
Advocate for system who is unswerving in promoting the benefits of the new system
Vanilla ERP
Minimal customization and uncomplicated option selection
Smaller Scope
Fewer modules and less functionality implemented, smaller user group, and fewer site(s)
Definition of Scope and Goals
The steering committee determines the scope and objectives of the project in advance and then adheres to it
Balanced Team
Right mix of business analysts, technical experts, and users from within the implementation company and consultants from external companies
Commitment to Change
Perseverance and determination in the face of inevitable problems with implementation
Question 11 pts
The melody of a piece of music is
the harmony
the rhythm
the tune
the chords
Flag this Question
Question 21 pts
Chords are an element of
melody
rhythm
all of the above
harmony
Flag this Question
Question 31 pts
The distance between pitches is called
a space
an interval
a beat
all of the above
Flag this Question
Question 41 pts
Rhythmic organization in pre-Conquest Native American music was
divisive
in duple meter
in triple meter
additive
Flag this Question
Question 51 pts
Pan-Indian music often uses:
all of the above
the Navajo language
vocables
English
Flag this Question
Question 61 pts
Pre-conquest Native American musicians were primarily valued for their expertise in spiritual matters.
True
False
Flag this Question
Question 71 pts
Traditional Native American melodies have a wide melodic range
True
False
Flag this Question
Question 81 pts
Early Native American music features intervals that are:
rhythmically longer
rhythmically shorter
farther apart than what we have in the western system
closer together than what we have in the western system
Flag this Question
Question 91 pts
In the early New England colonies folk songs were:
derived from Irish melodies
derived from English melodies
all of the above
usually sung without accompaniment
Flag this Question
Question 101 pts
Early Anglo - American folks songs were:
often in polymeters
often in triple meter
often in duple meter
often in free meter
Flag this Question
Question 111 pts
Of the following, which is not a form of early Anglo-American folk songs?
ballads
lyric songs
work songs
jubilees
Flag this Question
Question 121 pts
Of the following which instrument was not brought to the Americas by European colonists?
clavichord
recorder
viol
banjo
Flag this Question
Quest.
Table 7.7 Comparative Financial Statistics Universal Office Fur.docx
Table 7.7 Comparative Financial Statistics: Universal Office Furnishings and Its Major Competitors (All figures are for year-end 2016 or for the 5-year period ending in 2016; $ in millions)
Financial Measure
Universal Office Furnishings
Cascade Industries
Colwyn Furniture
High Design, Inc.
Total assets
$ 941.20
$ 906.70
$342.70
$ 3,037.60
Long-term debt
$ 177.80
$ 124.20
$ 73.90
$ 257.80
Stockholders’ equity
$ 294.50
$ 501.30
$183.90
$1,562.20
Stockholders’ equity as a % of total assets
31.30%
55.30%
53.70%
51.40%
Total revenues
$1,938.00
$1,789.30
$642.20
$3,316.10
Net earnings
$ 139.70
$ 87.40
$ 38.50
$ 184.20
Net profit margin
7.20%
4.90%
6.00%
5.50%
5-year growth rates in:
Total assets
14.4%
19.4%
17.3%
17.7%
Total revenues
15.0%
17.8%
15.9%
15.8%
EPS
56.7%
38.9%
21.1%
24.7%
Dividends
1.5%
11.1%
N/A
12.0%
Total asset turnover
2.06
1.97
1.88
1.09
Debt-equity ratio
0.60
0.43
1.46
0.17
Times interest earned
17.55
13.38
8.35
14.36
ROA
14.80%
9.50%
6.70%
6.70%
ROE
47.40%
18.80%
21.80%
13.00%
P/E ratio
18.4
14.4
13.3
12.4
PEG ratio
1.2
2.4
2.0
1.1
Payout ratio
6.60%
26.20%
N/A
32.40%
Dividend yield
0.40%
1.80%
N/A
2.60%
Price-to-book-value ratio
8.7
2.7
2.9
1.6
find the financial statement analysis
.
TableOfContentsTable of contents with hyperlinks for this document.docx
TableOfContentsTable of contents with hyperlinks for this documentExcluding standard worksheets that come with the original dataSheet namePurposeNotesOnDataPrep!A1Tips and tricks for students in doing data analysis in ExcelSalaryPivotTable!A1Using a histogram of salary to compare other variables in terms of chunks of salaryDescriptiveStatsForFrequency!A1Example of producing descriptive stats for chunks of a numeric variable (grouping, frequency table as 'categories')VariableDescriptiveStatsPHStat!A1Example of descriptive stats produced by PHStat and then edited, items removed that are not neededCorrelations!A1Instructor reference for how all variables are inter-relatedRegressionAge!A1Example of regression output highighting output to pay attention toSPSSRegressionAllEnter!A1Instructor reference - regressing salary on all independent variables to discern stongest, independent predictorsPivotTableCreatePercentPolygon!A1Example of comparing distributions between two categories with different number of cases or different scales, i.e., version of percent polygonAnalysis resultsGender univariate descriptive statisticsGenderAnalysis!A1Gender/Salary; Gender/Job Grade Classification analysis; Gender/other independent variables Salary histogram, distributionCompare gender/salary descriptive statisticsGenderCompareDescriptives!A1Comparison Table gender descriptive statistics in terms of all variables. This might be something worth doing.EthnicitySalaryAnalysis!A1Ethnicity/Salary analysisOptionalEthnicitySalaryAnalysis!A1Optional ethnicity/salary analysis - distribution of ethnicity over chunks of salary, percent polygonEthnicityJGClassAnalysis!A1Ethnicity/Job Grade Classification analysisAgeSalaryAnalysis!A1Age/Salary analysisAgeJobGradeClassAnalysis!A1Age/Job grade classification analysisYearsWorkedSalaryAnalysis!A1Years worked/Salary analysisYears worked/Job grade classification analysisRelationship between endogenous variablesJob grade classification/Salary analysisRelationship between independent variablesPercentPolygonGenderYearsWorked!A1Compare years worked distribution by gender; Example of comparing distributions between two categories with different number of cases or different scales, i.e., version of percent polygon Standard sheets that come with the dataVariable INFO'!A1Information on variablesHuman Resources DATA'!A1DataCross-Class-Table'!A1Summary Table'!A1Histogram!A1% Polygons 2 Groups'!A1Freq. & % Distribution'!A1
Variable INFOTableOfContents!A1The data are a random sample of 120 responses to a survey conducted by the VP of Human Resources at a large company.Source:INFO 501 class at Montclair State UniversityVariablesSalaryin thousands of dollars (K)Age in years YrsWorkin years JGClassjob-grade classification of 1, 3, 5, 7, 9, 11 (lowest skill job to highest skill job)Ethnicity1=Minority0=Not MinorityGender(Male, Female)Named ranges created in this worksheet - use these names to address the data more quickly then manually selecting dat.
Tajfel and Turner (in chapter two of our reader) give us the followi.docx
Tajfel and Turner (in chapter two of our reader) give us the following definition of Social Identity Theory: "SIT proposes that individuals make sense of their social environment by categorizing themselves and others into groups that can be contrasted with others" (Oksanen et al., 2014). SIT brings order to chaos, you might say, in that individuals define themselves as being different from everyone else.
Considering what we have read about the perpetrators of group violence, how do you suppose that it is that people make the leap from their own social identity to group violence? What social and psychological mechanisms are at work that would go from simple categorization to overt violence?
.
tabOccupational Safety & Health for Technologists, Enginee.docx
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
Radiation Hazards
Chapter 21 – Section 13
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
Radiation Hazards
Radiation hazards in the workplace fall into one of two categories: ionizing nonionizing
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
IONIZING RADIATION: TERMS AND CONCEPTS An ion is an electrically charged atom (or group of atoms) that becomes charged when a neutral atom (or group of atoms) loses or gains one or more electrons as a result of a chemical reaction.If an electron is lost during this process—a positively charged ion is produced.If an electron is gained—a negatively charged ion is produced.To ionize is to become electrically charged or to change into ions.Ionizing radiation is radiation that becomes electrically charged or changed into ions.
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
IONIZING RADIATION: TERMS AND CONCEPTS
TYPES OF IONIZING RADIATION
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
IONIZING RADIATION: TERMS AND CONCEPTS OSHA CFR 1910.1096 - Basic terms and concepts:Radiation - energetic nuclear particles.Alpha, beta, gamma rays & X-rays.Neutrons, high-speed electrons, and high-speed protons.Radioactive material - material that emits corpuscular or electromagnetic emanations.As the result of spontaneous nuclear disintegration.Restricted area - any area to which access is restricted
in an attempt to protect employees from exposure to radiation or radioactive materials.An unrestricted area is any area to which access is not controlled because there is no radioactivity hazard present.
tab
Occupational Safety & Health for Technologists, Engineers, and Managers
By David L. Goetsch
© 2011, 2008, 2005, 2002, 1999 Pearson Education, Inc.
Pearson Prentice Hall - Upper Saddle River, NJ 07458
Chapter 21 - Radiation Hazards
IONIZING RADIATION: TERMS AND CONCEPTS OSHA CFR 1910.1096 - Basic terms and concepts:A dose is the amount of ionizing radiation absorbed per unit of mass by part of the body or the whole body.Rad - me.
Tableau Homework 3 – Exploring Chart Types with QVC Data .docx
Tableau Homework 3 – Exploring Chart Types with QVC Data
Getting familiar with the data
You will focus on five dimensions as you start to explore the QVC data:
• order date (Order Dt)
• merchandise department (Merchandise Dept)
• region of the country (Region)
• customer state (Ship To State)
• location of the originating warehouse (Warehouse Zip).
You will use five measures:
• price (Total Line Amt)
• number of orders (Number of Records)
• average order value (AOV to be calculated)
• delivery time ([Days Shipped] to be calculated)
Create two calculated fields:
AOV = SUM([Total Line Amt])/SUM([Number of Records]). On the Data Pane, change the number
format to Currency with 2 decimal places.
Days Shipped = CEILING( [Delivery Confirmation Dt]-[Shipped Dt])
In the next homework, we will explore additional measures to address the QVC analytics challenge more
explicitly. In this homework, the primary goal is to continue to build basic Tableau skills for creating
tables, maps, and charts.
Change the label in the Region dimension for Alaska and Hawaii:
Alaska and Hawaii were not assigned a region in the input data, but we are going to change the Null
label to AK/HI. Depending on the context, we may filter out these states.
To change the label, go to the blue pill for Region and right-click (or click on the down arrow) to get the
menu of actions. Select Aliases…. In the pop-up box, change the alias for Null to AK/HI.
For the rest of the course, you are expected to have complete titles on every worksheet you complete. I
will guide you through this process for the first few worksheets.
Chapter 19 – Highlight Tables
1. Create a text table with merchandise departments for rows and the sum of sales (Total Line Amt) in
the table. Sort in descending order by sales.
Add Region to the Columns Shelf. You should have a crosstab table with 5 columns and 11 rows of data.
Drag the Total Line Amt to the Color marks card. Change the mark type to Square. Note that the East
region has highest sales overall and the ordering within region is similar. Name the sheet Highlight
Table.
Edit the title (double-click on the Highlight Table text and type over <Sheet Name>) to be something like
‘Total sales by region and merchandise department’.
Chapter 22 – Scatter Plot
2. Open a new worksheet. Create a scatter plot of average Days Shipped (Columns Shelf) and average
order value AOV (Row Shelf). Make sure you change the default SUM aggregate function to AVG for
Days Shipped. Drag Merchandise Dept to the Detail marks card. Drag Total Line Amt to the Size marks
card.
At this point, you will want to change the axis settings so they do not include 0. Right-click on each axis,
select Edit Axis, and uncheck the Include zero box.
Add an average line for each measure. This plot highlights that the jewelry department has high average
ship times, though is a small revenue department. .
Systems engineering organizations are often created for just one pro.docx
Systems engineering organizations are often created for just one project.
What do you think are the key items and issues that need to be implemented to manage a system engineering organization created for a project implementation?
Consider the following in your response:
The major aspects of organizing and staffing a team.
Processes that are needed
How the project is staffed
Where personnel will be located
How personnel will be trained
Tools that will be needed
.
TableofContentsALSOBYIRVIND.Y.docx
Table of Contents
ALSO BY IRVIN D. YALOM
Title Page
Dedication
Preface
Acknowledgements
Chapter 1 - THE THERAPEUTIC FACTORS
INSTILLATION OF HOPE
UNIVERSALITY
IMPARTING INFORMATION
ALTRUISM
THE CORRECTIVE RECAPITULATION OF THE PRIMARY FAMILY GROUP
DEVELOPMENT OF SOCIALIZING TECHNIQUES
IMITATIVE BEHAVIOR
Chapter 2 - INTERPERSONAL LEARNING
THE IMPORTANCE OF INTERPERSONAL RELATIONSHIPS
THE CORRECTIVE EMOTIONAL EXPERIENCE
THE GROUP AS SOCIAL MICROCOSM
THE SOCIAL MICROCOSM: A DYNAMIC INTERACTION
RECOGNITION OF BEHAVIORAL PATTERNS IN THE SOCIAL MICROCOSM
THE SOCIAL MICROCOSM—IS IT REAL?
OVERVIEW
TRANSFERENCE AND INSIGHT
Chapter 3 - GROUP COHESIVENESS
THE IMPORTANCE OF GROUP COHESIVENESS
MECHANISM OF ACTION
SUMMARY
Chapter 4 - THE THERAPEUTIC FACTORS: AN INTEGRATION
COMPARATIVE VALUE OF THE THERAPEUTIC FACTORS: THE CLIENT’S
VIEW
COMPARATIVE VALUE OF THE THERAPEUTIC FACTORS: DIFFERENCES
BETWEEN CLIENTS’ AND …
THERAPEUTIC FACTORS: MODIFYING FORCES
Chapter 5 - THE THERAPIST: BASIC TASKS
CREATION AND MAINTENANCE OF THE GROUP
CULTURE BUILDING
HOW DOES THE LEADER SHAPE NORMS?
EXAMPLES OF THERAPEUTIC GROUP NORMS
Chapter 6 - THE THERAPIST: WORKING IN THE HERE - AND - NOW
DEFINITION OF PROCESS
PROCESS FOCUS: THE POWER SOURCE OF THE GROUP
THE THERAPIST’S TASKS IN THE HERE-AND-NOW
TECHNIQUES OF HERE-AND-NOW ACTIVATION
TECHNIQUES OF PROCESS ILLUMINATION
HELPING CLIENTS ASSUME A PROCESS ORIENTATION
HELPING CLIENTS ACCEPT PROCESS-ILLUMINATING COMMENTS
PROCESS COMMENTARY: A THEORETICAL OVERVIEW
THE USE OF THE PAST
GROUP - AS - A - WHOLE PROCESS COMMENTARY
Chapter 7 - THE THERAPIST: TRANSFERENCE AND TRANSPARENCY
TRANSFERENCE IN THE THERAPY GROUP
THE PSYCHOTHERAPIST AND TRANSPARENCY
Chapter 8 - THE SELECTION OF CLIENTS
CRITERIA FOR EXCLUSION
CRITERIA FOR INCLUSION
AN OVERVIEW OF THE SELECTION PROCEDURE
SUMMARY
Chapter 9 - THE COMPOSITION OF THERAPY GROUPS
THE PREDICTION OF GROUP BEHAVIOR
PRINCIPLES OF GROUP COMPOSITION
OVERVIEW
A FINAL CAVEAT
Chapter 10 - CREATION OF THE GROUP: PLACE, TIME, SIZE, PREPARATION
PRELIMINARY CONSIDERATIONS
DURATION AND FREQUENCY OF MEETINGS
BRIEF GROUP THERAPY
PREPARATION FOR GROUP THERAPY
Chapter 11 - IN THE BEGINNING
FORMATIVE STAGES OF THE GROUP
THE IMPACT OF CLIENTS ON GROUP DEVELOPMENT
MEMBERSHIP PROBLEMS
Chapter 12 - THE ADVANCED GROUP
SUBGROUPING
CONFLICT IN THE THERAPY GROUP
SELF-DISCLOSURE
TERMINATION
Chapter 13 - PROBLEM GROUP MEMBERS
THE MONOPOLIST
THE SILENT CLIENT
THE BORING CLIENT
THE HELP-REJECTING COMPLAINER
THE PSYCHOTIC OR BIPOLAR CLIENT
THE CHARACTEROLOGICALLY DIFFICULT CLIENT
Chapter 14 - THE THERAPIST: SPECIALIZED FORMATS AND PROCEDURAL
AIDS
CONCURRENT INDIVIDUAL AND GROUP THERAPY
COMBINING GROUP THERAPY AND TWELVE-STEP GROUPS
CO-THERAPISTS
THE LEADERLESS MEETING
DREAMS
AUDIOVISUAL TECHNOLOGY
WRITTEN SUMMARIES
GROUP THERAPY RECORD KEEPING
STRUCTURED EXERCISES
Chapter 15 - SPECIALIZED THERAPY.
Table to use is attached.Complete a 1- to 2-page table using t.docx
Table to use is attached.
Complete
a 1- to 2-page table using the Positive Rights Table Template provided comparing your opinion of the rights listed below to a corresponding ethical theory:
The right to a higher education
The right to private phone conversations
The right to health care
The right of a presidential or government candidate to receive time on television
List
1 ethical challenge that could impact a U.S. company that wants to acquire a non-U.S.-based company.
.
T-1.8.1_v3Details of AssessmentTerm and Year2, 2020Time .docx
T-1.8.1_v3
Details of Assessment
Term and Year
2, 2020
Time allowed
8 Weeks
Assessment No
1
Assessment Weighting
100%
Assessment Type
Individual Assessment: Workplace Scenario
Due Date
Week 8
Room
611
Details of Subject
Qualification
BSB61218 Advanced Diploma of Program Management
Subject Name
Leadership
Details of Unit(s) of competency
Unit Code (s) and Names
BSBPMG617 Provide leadership for the program
Details of Student
Student Name
College
Student ID
Student Declaration: I declare that the work submitted is my own and has not been copied or plagiarised from any person or source. I acknowledge that I understand the requirements to complete the assessment tasks. I am also aware of my right to appeal. The feedback session schedule and reassessment procedure were explained to me.
Student’s
Signature: ____________________
Date: _____/_____/_________
Details of Assessor
Assessor’s Name
ROBERT CUTULI
Assessment Outcome
Assessment Result
|_| Competent |_| Not Yet Competent
Marks
/100
Feedback to Student
Progressive feedback to students, identifying gaps in competency and comments on positive improvements:
Assessor Declaration: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student.
|_| Student attended the feedback session.
|_| Student did not attend the feedback session.
Assessor’s
Signature: ___________________
Date: _____/_____/________
Purpose of the Assessment
The purpose of this assessment is to assess the student in the following learning outcomes:
Competent
(C)
Not Yet Competent
(NYC)
KNOWLEDGE EVIDENCE
Compare behavioural models for the role of program manager
Explain communication and negotiating styles and approaches
Describe current ethics, equity and fairness norms, regulations and legislation
List learning and development methods and strategy
Compare types and formats for program vision
PERFORMANCE CRITERIA
1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values
1.2 Conduct ongoing negotiations with stakeholders to maintain program vision
1.3 Demonstrate commitment to the program vision
2.1 Treat stakeholders fairly and equitably
2.2 Encourage and facilitate open discussion
2.3 Manage differences constructively
2.4 Attend to issues and concerns in a timely manner
2.5 Choose and apply interpersonal and leadership styles based on the circumstances
2.6 Honour realistic personal commitments
3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders
3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation
3.3 Identify and address threats to socially responsible practice within the program
4.1 Establish individual behavioural expectations for constituent project managers
4.2 Define, document and communicat.
Systems TheoriesModule 5Week 9SWK313 Engaging Individu.docx
Systems Theories
Module 5
Week 9
SWK313 Engaging Individuals and Families In Partnership
1
Case Study continued: Working with the family
Consider everything you have learnt about Erica and her family to date.
Critically examine how systems/ecological approaches be applied to understand the circumstances of Erica and her family. How could these theories guide your practice in this case?
Module 5 Learning Activity
“Person in environment”
Context is important
Multiple factors & levels of systems impact on people – micro, meso, macro
Theories include: General Systems Theory, Bio-Ecological Systems Theory, Person in Environment Model, Life Course Model
Broad application for practice in a range of contexts – assessment & intervention
Systems Theory Overview
3
Bio-Ecological Systems Perspective
https://www.youtube.com/watch?v=08M_K0GIti8
4
Developed in 1970s by Bronfenbrenner
Human development is influenced by the environment
Provides the theoretical foundation for the life course model of social work (Germain & Gitterman, 1980)
Adds a humanistic and dynamic element to systems theory
Process of interaction, change & adaptation
PPTC Model – Process Person Context Time
Bio-Ecological Systems Perspective
5
Multiple “systems” relevant to people’s lives
Interact in complex ways
Patterns of interaction are important for understanding human behaviour
Changes and actions in one part of the system impacts others
Networks – social networks, support networks, “connectedness”, boundaries, resources
Tools for practice – genogram & eco-map
Main concepts
6
Holistic view of client’s circumstances
Different systems and levels are always interacting and influencing each other
There are many variables to consider in assessment and intervention
Consider structural factors (link to AOP)
Context of practice & worker is also a ‘system’ to be considered
Maidment & Egan (2016 p.252)
Ecological Systems & Practice
7
Pincus & Minahan (1974) – 4 systems:
Change agent system (worker/agency)
Client system (client, families, groups, communities engaged with worker)
Target system (target for change - may or may not be the same as the client system)
Action system (work with for change – client, target & action systems may not be the same)
Systems Theory & the Worker
8
Systems for practice
http://ecosocialwork.wixsite.com/ecosocialwork/blank-1
Systems can be simple or complex, intrapersonal, interpersonal or environmental
Some examples:
Biophysical, cognitive, affective, behavioural functioning
Physical environment
Kinship
Social support networks
Peer groups
Neighbourhoods
Society
Cultural
Which systems are most important to the client?
Some types of systems…
Social support systems can provide the following:
Attachment – a sense of security and belonging
Social integration
Practical support and resources
Alliances
Guidance
Help in a crisis
Source of stress and conflict
Social Supports
.
Table 4.1 A Functional Classification of Group Leadership Skil.docx
Table 4.1 A Functional Classification of Group Leadership Skills
Facilitating Group
Processes
Data Gathering and
Assessment
Action
1. Involving group
members
2. Attending to
others
3. Expressing self
4. Responding to
others
5. Focusing
group
communication
6. Making group
processes
explicit
7. Clarifying
content
8. Cuing,
blocking, and
guiding group
interactions
1. Identifying
and
describing
thoughts,
feelings, and
behaviors
2. Requesting
information,
questioning,
and probing
3. Summarizing
and
partializing
information
4. Synthesizing
thoughts,
feelings, and
actions
5. Analyzing
information
1. Supporting
2. Reframing and
redefining
3. Linking
members’
communications
4. Directing
5. Giving advice,
suggestions, or
instructions
6. Providing
resources
7. Disclosure
8. Modeling, role
playing,
rehearsing, and
coaching
9. Confronting
10. Resolving
conflicts
member’s actions or words facilitates communication, responding may also lead to additional
data gathering, assessment, or action.
Facilitating Group Processes
Table 4.1 lists several different skills in the category of facilitating group processes. All
of these skills can be used by workers differentially, depending on their intentions when
attempting to influence various group processes. In general, however, skills in
facilitating group processes contribute to positive group outcomes when they improve
understanding among group members, build open communication channels, and
encourage the development of trust so that all members are willing to contribute as
much as they can to the problem on which the group is working.
https://jigsaw.chegg.com/books/9780134059006/epub/OPS/xhtml/fileP7000499464000000000000000000BE2.xhtml#P7000499464000000000000000000BE8
Involving Group Members
Ideally, all members should be involved and interested in what is being discussed in the
group. Yalom (2005) has called this universalizing a group member’s experience. Involving
members who have been silent helps identify commonalities and differences in their life
experiences. As members become involved, they realize how particular problems affect them and
how a solution to one member’s problem can directly or indirectly help them. Involving others is
also essential for building group cohesiveness, developing a sense of mutual aid, and
encouraging shared decision-making.
Involving group members also means helping them take on leadership roles within the group.
The worker should be cautious about doing too much for members and thereby stifling individual
initiative. Instead of jealously guarding the leadership role, workers should encourage members
to contribute to the content of group meetings and help shape group dynamic processes. This can
be done by providing members with opportunities for leadership roles during program activities,
by praising members.
Table 2A-1 Leading Causes of Death and Rates for Those Causes in .docx
Table 2A-1 Leading Causes of Death and Rates for Those Causes in 1900 and 2003, United States
Rank 1900
Cause of Death
Rate per 100,000 Population
1900
2003*
1
All Causes
1,719,1
841.9
2
Influenza and pneumonia, except pneumonia of newborn
202.2
22.4
3
Tb, all forms
194.4
NA+
4
Gastroenteritis
142.7
NA
5
Disease of Heart
137.4
235.6
6
Cerebrovascular diseases
106.9
54.2
7
Accidents and adverse effects
72.3
37.6++
8
Malignant Neoplasms
64.0
191.5
9
Certain diseases of early infancy
62.6
NA
10
Diphtheria
40.3
NA
*Crude death rate; +No longer listed among the top 10; ++Accidents (unintentional injuries)
Source: Friis & Sellers, 4th Edition, p. 92.
.
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2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2024.06.01 Introducing a competency framework for languag learning materials ...
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