Thank you for agreeing to be a mentor for a College student. Our professionally-focused academic programs count on professionals such as yourself to help guide and open our students up to incredibly valuable real-world experiences. This guide was created to help you understand baseline expectations of being a mentor, and to provide specific contact information should you have any questions.
Baseline Expectations of Mentorship
You are being asked to work with a student in a professional setting that you are familiar with, and help them: 1) gain valuable real-world experience in an area of their choosing, and 2) help the student successfully reach a set of predefined Essential Learning Competencies, or learning goals. The student approaching you is enrolled in the course MGMT-470: Business Management Capstone which is the final course in the B.S. in Business Management degree program at College. This is their culminating academic experience and for most, their last course before graduation. We’re asking students to utilize their learning in the program and prior experiences to develop a capstone project that proves their competence in at least five of the aforementioned essential business competency areas.
The Learning Contract
These essential competencies are defined in a Learning Contract the student will fill out with your help. By the time the student approaches you s/he will have anywhere from 4-6 weeks to complete their fieldwork experience in-full. The final product of their fieldwork experience is a written capstone paper which will detail their experience, learning, and competence.
First, the student should have approached you with an initial idea they are interested in, and that you are familiar with. This idea may be a bit vague at first but, together, you can work to hone-down the idea into an actionable plan. There are a series of steps we are asking you to take with the student over the next few weeks, and to also sign a Learning Contract with the student (which will be provided).
Second, In the Learning Contract you will clearly identify the following (the Learning Contract has a pre-filled example if you need some clarity):
1. The five Essential Competencies the student wishes to focus on (the complete list and explanation of each competency will be provided to you);
2. The Learning Objectives to reach those competencies (what, specifically, the student wants [and needs] to learn);
3. The Strategies and Resources required to meet the learning objectives (how, specifically, the student will learn? What will they be doing?);
4. The Evidence to be presented as proof of their learning (how will they demonstrate that they’ve learned?); and
5. The Criteria for Evaluation and means of validating their learning (how will the student’s performance be evaluated?)
Third, please know that strategies and resources really come down to identifying a set of tasks and/or actions that you (or someone you appoint) can walk the stud.
APPLIED MANAGEMENT PROJECT 1
APPLIED MANAGEMENT PROJECT
STUDENT SYLLABUS—MGNT 4800
COURSE DESCRIPTION
This course, which culminates the entire student experience in the BSM program,
allows students to identify a current management issue and to find solutions to the
issue by applying the key concepts they have learned from the BSM program
experience.
COURSE OBJECTIVES
Upon completion of the Applied Management Project, each student will be able to:
Identify a specific current management issue.
Develop a problem or issue statement
Develop a reference list related to your proposed research topic and
problem/issue statement.
Develop introductory background information relative to the specific
management issue.
Discuss the specific management issue and identify related organizational
implications.
Establish appropriate procedures for conducting the review of relevant
published information to resolve the issue.
Develop alternatives for resolving the issue and analyzing these in terms
of feasibility or appropriateness for the particular situation.
Recommend a specific course of action to resolve the management issue.
APPLIED MANAGEMENT PROJECT 2
COURSE OUTCOMES
The following outcomes are expected of each student for Applied Management Project:
Through exploration and, identify a current management issue, develop
problem/issue statement, conduct the appropriate research to further the
understanding of the problem or issue develop and analyze alternatives,
and make a specific recommendation for resolving the issue.
Through a written report, integrate appropriate information, analyze and
synthesize this information, and develop a written report of their findings
and recommendations.
Through oral presentations, demonstrate a mastery of chosen topic of
research and present results from the projects.
APPLIED MANAGEMENT PROJECT 3
INTRODUCTORY NOTES TO STUDENTS
Applied Management Project is different from other BSM courses due to the following
four aspects:
Students work independently during the 10 weeks. The learning teams
take on a supportive role of encouraging, reviewing, generating ideas, and
helping to solve problems for each other.
The paper should be written using APA (6
th
ed) guidelines, which can be
found in the APA Publication Manual, published by the American
Psychological Association. Summaries of APA guidelines may be found
on the Internet (e.g., "APA Style Sheet").
This course does not have the same instructor-student interaction as
other BSM courses. However, students are expected to meet with the
instructor at least twice during the ten week period. The first meeting is to
ensure that the student has chosen an acceptable management topic and
has prepared an adequate problem statement (or research question(s)).
The second meeting is to provide the instructor with an update regarding
the status of th.
Unit Outline BUS301 - Integrated Capstone Proj.docxmarilucorr
Unit Outline
BUS301 - Integrated Capstone Project
Unit Coordinator
Dr. Chun Jiang
Email Address
[email protected]
Lecture Time
N/A
Seminar/Workshop Time
Week 3, Monday 10:00am-1:00pm;
Week 7, Monday 10:00am-1:00pm;
Week 11, Monday 10:00am-1:00pm;
Week 14, Monday 10:00am-1:00pm;
Consultation Times
Monday 1pm-3pm. For additional consultation times you should email me and request an appointment.
Block/Trimester
Trimester 2
Year
2017
1
UNIT OUTLINE
CONTENTS:-
Section 1: General Information
1.1. Administrative details
1.2. Core or elective unit
1.3. Unit weighting
1.4. Student workload
1.5. Mode of delivery
1.6. Pre-requisites 1.7. Other Resource requirements
Section 2: Academic Details
2.1 Unit Content and Structure
2.2 Student learning outcomes
2.3 Link to graduate attributes
2.4 Unit content and structure
2.5 Seminar/Workshop Topics
2.6 Teaching methods/strategies
2.7 Student assessments
2.8 Prescribed and recommended readings
Section 3: Academic Misconduct &Plagiarism
3.1 Definitions
3.2 Dealing with academic misconduct
3.3 Penalties for academic misconduct
Section 4: Assessment Submission
4.1 Assignment submission
4.2 Penalties for late submission of assignments
4.3 Assignment submission using ‘Turnitin’
Section 5: Appeals Section 6: Special Consideration
Section 7: Course Evaluation and Development
Section 8: Quality Assurance
SECTION 1: GENERAL INFORMATION
1.1 Administrativedetails:
Associated higher education awards
Duration
Level
Unit Coordinator
Bachelor of Business
14 weeks
AQF Level 7
Dr. Chun Jiang
1.2 Core or elective unit
Core Unit
Elective Unit
Other (Please specify below):
Mandatory unit for Bachelor of Business (Professional Accounting), Bachelor of Business (Business Management) and Bachelor of Business (Communication & Public Relations)
1.3 Unitweighting
Unit credit points
Total course credit points
6 Credit Points
; 144 Credit Points Bachelor of Business
1.4 Student workload
Indicate below, the expected student workload per Session for this unit:
No. timetabled hours/Session*
No. personal study hours/Session**
Total workload hours/Session***
3 hours face-to-face Seminar
6
9
* Total time spent per Session at lectures, tutorials, seminars, workshops, clinical and other placements, etc.
** Total time students are expected to spend per Session in studying, completing assignments, etc. *** That is,* + ** = work load hours.
1.5 Delivery mode
Tick all applicable delivery modes for the subject:
Face to face on site
E-learning (online)
Intensive (provide details)
Block release (provide details)
Work-integrated learning activity
Mixed/blended
Distance/independent learning (un-timetabled)
Full-time
Part-time
External
Fast track (provide details)
Other (please specify)
1.6 Pre-requisites
Are students required have undertaken a prerequisite or co-requisite subject for this subject?
Yes ...
Training program design is the process of developing new training and development courses or lessons for employees. Designing training programs can spot skill gaps that need to be filled in order to improve employee performance.
APPLIED MANAGEMENT PROJECT 1
APPLIED MANAGEMENT PROJECT
STUDENT SYLLABUS—MGNT 4800
COURSE DESCRIPTION
This course, which culminates the entire student experience in the BSM program,
allows students to identify a current management issue and to find solutions to the
issue by applying the key concepts they have learned from the BSM program
experience.
COURSE OBJECTIVES
Upon completion of the Applied Management Project, each student will be able to:
Identify a specific current management issue.
Develop a problem or issue statement
Develop a reference list related to your proposed research topic and
problem/issue statement.
Develop introductory background information relative to the specific
management issue.
Discuss the specific management issue and identify related organizational
implications.
Establish appropriate procedures for conducting the review of relevant
published information to resolve the issue.
Develop alternatives for resolving the issue and analyzing these in terms
of feasibility or appropriateness for the particular situation.
Recommend a specific course of action to resolve the management issue.
APPLIED MANAGEMENT PROJECT 2
COURSE OUTCOMES
The following outcomes are expected of each student for Applied Management Project:
Through exploration and, identify a current management issue, develop
problem/issue statement, conduct the appropriate research to further the
understanding of the problem or issue develop and analyze alternatives,
and make a specific recommendation for resolving the issue.
Through a written report, integrate appropriate information, analyze and
synthesize this information, and develop a written report of their findings
and recommendations.
Through oral presentations, demonstrate a mastery of chosen topic of
research and present results from the projects.
APPLIED MANAGEMENT PROJECT 3
INTRODUCTORY NOTES TO STUDENTS
Applied Management Project is different from other BSM courses due to the following
four aspects:
Students work independently during the 10 weeks. The learning teams
take on a supportive role of encouraging, reviewing, generating ideas, and
helping to solve problems for each other.
The paper should be written using APA (6
th
ed) guidelines, which can be
found in the APA Publication Manual, published by the American
Psychological Association. Summaries of APA guidelines may be found
on the Internet (e.g., "APA Style Sheet").
This course does not have the same instructor-student interaction as
other BSM courses. However, students are expected to meet with the
instructor at least twice during the ten week period. The first meeting is to
ensure that the student has chosen an acceptable management topic and
has prepared an adequate problem statement (or research question(s)).
The second meeting is to provide the instructor with an update regarding
the status of th.
Unit Outline BUS301 - Integrated Capstone Proj.docxmarilucorr
Unit Outline
BUS301 - Integrated Capstone Project
Unit Coordinator
Dr. Chun Jiang
Email Address
[email protected]
Lecture Time
N/A
Seminar/Workshop Time
Week 3, Monday 10:00am-1:00pm;
Week 7, Monday 10:00am-1:00pm;
Week 11, Monday 10:00am-1:00pm;
Week 14, Monday 10:00am-1:00pm;
Consultation Times
Monday 1pm-3pm. For additional consultation times you should email me and request an appointment.
Block/Trimester
Trimester 2
Year
2017
1
UNIT OUTLINE
CONTENTS:-
Section 1: General Information
1.1. Administrative details
1.2. Core or elective unit
1.3. Unit weighting
1.4. Student workload
1.5. Mode of delivery
1.6. Pre-requisites 1.7. Other Resource requirements
Section 2: Academic Details
2.1 Unit Content and Structure
2.2 Student learning outcomes
2.3 Link to graduate attributes
2.4 Unit content and structure
2.5 Seminar/Workshop Topics
2.6 Teaching methods/strategies
2.7 Student assessments
2.8 Prescribed and recommended readings
Section 3: Academic Misconduct &Plagiarism
3.1 Definitions
3.2 Dealing with academic misconduct
3.3 Penalties for academic misconduct
Section 4: Assessment Submission
4.1 Assignment submission
4.2 Penalties for late submission of assignments
4.3 Assignment submission using ‘Turnitin’
Section 5: Appeals Section 6: Special Consideration
Section 7: Course Evaluation and Development
Section 8: Quality Assurance
SECTION 1: GENERAL INFORMATION
1.1 Administrativedetails:
Associated higher education awards
Duration
Level
Unit Coordinator
Bachelor of Business
14 weeks
AQF Level 7
Dr. Chun Jiang
1.2 Core or elective unit
Core Unit
Elective Unit
Other (Please specify below):
Mandatory unit for Bachelor of Business (Professional Accounting), Bachelor of Business (Business Management) and Bachelor of Business (Communication & Public Relations)
1.3 Unitweighting
Unit credit points
Total course credit points
6 Credit Points
; 144 Credit Points Bachelor of Business
1.4 Student workload
Indicate below, the expected student workload per Session for this unit:
No. timetabled hours/Session*
No. personal study hours/Session**
Total workload hours/Session***
3 hours face-to-face Seminar
6
9
* Total time spent per Session at lectures, tutorials, seminars, workshops, clinical and other placements, etc.
** Total time students are expected to spend per Session in studying, completing assignments, etc. *** That is,* + ** = work load hours.
1.5 Delivery mode
Tick all applicable delivery modes for the subject:
Face to face on site
E-learning (online)
Intensive (provide details)
Block release (provide details)
Work-integrated learning activity
Mixed/blended
Distance/independent learning (un-timetabled)
Full-time
Part-time
External
Fast track (provide details)
Other (please specify)
1.6 Pre-requisites
Are students required have undertaken a prerequisite or co-requisite subject for this subject?
Yes ...
Training program design is the process of developing new training and development courses or lessons for employees. Designing training programs can spot skill gaps that need to be filled in order to improve employee performance.
1
BIRMINGHAM CITY BUSINESS SCHOOL
UNDERGRADUATE/ POSTGRADUATE DEGREES
COURSEWORK FRONT SHEET
MODULE TITLE: Major Project Options 1 & 2 (Dissertation)
MODULE CODE: BUS7048
LECTURER: Dr Peter Samuels
ISSUE DATE: September 2018
HAND IN DATE: Research Topic: Monday 8th April 2019
Research Proposal (25%): 12:00Noon Wednesday 3rd July 2019
Dissertation/Report (75%): 12:00Noon Friday 20th September
2019
(Resit date to be confirmed)
HAND BACK DATE: 20 working days from the date of submission.
Learning outcomes and assessment criteria specific to this
assignment:
Learning outcomes:
By the end of this module, students will be able to:
1. Identify, determine and justify a disciplinary-relevant project, including its aims,
scopes and objectives.
2. Self-manage research, including managing the supervisory process and
reflecting critically on the work undertaken to identify improvements in research
and project practice
3. Understand how to identify and synthesise the relevant conceptual theory and
methodological techniques from the programme pathway, using a range of
sources and data, applying them to a particular topic, case or organisation.
4. Professionally present the analysis of the data and the results of the project,
including drawing appropriate conclusions and providing recommendations and
guidance for managerial judgements and decision making in the chosen
discipline or pathway.
Assessment Criteria:
Assessment criteria are specified in the assessment brief marking scheme depending on
the option chosen.
2
BIRMINGHAM CITY BUSINESS SCHOOL
BUS7048
MSc Management programme
Dissertation Assessment Brief for Options 1 & 2
September 2019 submission
Module Coordinator: Dr Peter Samuels
e-mail: [email protected]
Phone: 0121 331 6962
Room: C242
mailto:[email protected]
3
MSc Management Dissertation Guide
1. The Aim of the Dissertation
The aim of the dissertation is to provide you with an opportunity to further your intellectual and
personal development in your chosen pathway by undertaking a significant practical unit of
activity, having an educational value, and at a level commensurate with the award of an MSc
degree.
The dissertation is one element of your degree where you have the freedom to select what to
study or investigate in your chosen pathway. Because of this, it can be one of the most valuable
learning experiences you could ever go through. Most students, for instance, have used the
dissertation not only to develop a detailed study of a topic that interests them, but also to learn
about themselves and to produce a dissertation which fully demonstrates their intellectual and
personal capabilities.
A subsidiary benefit of the dissertation is that it provides tangible evidence of your abilities and
can be shown to prospective employers to lend further support to your job application.
Option 1 and Option 2
The key d.
Objective
The learning objective of the project is to give you the practical experience of designing a compensation structure for an organization, beginning with the actual creation of a business, staffing it, implementing the pay plan, and assessing performance. You will also gain experience in utilizing a project team.
Team Project Tour
Â
Objective
The learning objective of the project is to give you the practical experience of designing a compensation structure for an organization, beginning with the actual creation of a business, staffing it, implementing the pay plan, and assessing performance. You will also gain experience in utilizing a project team.
Team Project Tour
Assessment 1 Develop and maintain professional competenceSubmiss.docxdavezstarr61655
Assessment 1: Develop and maintain professional competenceSubmission details
Candidate’s Name
Phone No.
Assessor’s Name
Phone No.
Assessment Site
Assessment Date/s
Time/s
In this assessment you will develop a “Professional Development Plan” to help you maintain and develop the skills and knowledge you require to be successful in your current or future role(s).
Step 1:
In this step you will complete the following tasks. They will help you gather information about your personal and professional skills and attributes.
· Personal and Key Skills - Appendix 1
· Job analysis - Appendix 2
(Obtain a copy of your job description from your employer or locate a job description for a role you are interested in working in the future)
· Learning Style Assessment - Appendix 3
· Indicators of stress - Appendix 4
Step 2
In this step you will gather information about your time management skills as well as examining your ability to establish and maintain work goals and achieve business outcomes.
For one working week (5 days) you need to maintain a,
· Daily Activity Log - Appendix 5
Here, you will record the activities that make up your day and whether you have completed some, or all, of the goals you set out to achieve.
Step 3:
In this step you will summarize your findings and give them a score.
· Competency Summary Feedback Sheet - Appendix 6
You then need to obtain feedback about your self-evaluation from 3 clients or colleagues (eg Manager or Trainer).
Step4:
From the information you have gathered in Step 1 and Step 2 consider the following:
· What new skills do you need to acquire and/or maintain to give you a competitive edge in your role?
· What personal attributes do you need to develop and/or maintain to continue being effective in your work-life.
· Do you manage your daily activities and time effectively?
· Are your stress levels affecting your mental and physical health?
· How will your learning style impact on how you improve/maintain your skills?
You now need to complete the SWOT analysis worksheet - Appendix 7
Step 5:
Considering all the above information you now need to complete your
· Professional Development / Action Plan - Appendix 8
Step 6:
In a journal format;
· Explain the findings for each area of reflection eg Personal SWOT analysis and the reasons why you have chosen to include these in your Personal Development Plan and how they relate to your professional competency.
· Discuss your stress level and how these may be impacting on you work and overall productivity.
· Discuss your daily activity and how efficient you are at managing your time.
· Discuss your Learning Style and how this has influenced you in the way(s) you plan to learn or maintain your skills and knowledge.
You are required to submit the following to your trainer for assessment.
1. Completed Templates - 1 to 8
2. Learning Style Summary - Print out from the internet
BSBWOR501 Manage personal work priorities and professional develop.
A step by step guide to acing your summer internship and walking away with a pre-placement offer. Prepared using the cumulative experience of managers across business realms who have years of experience in managing interns
Proposing a system; an application which would be acting as a one-stop platform connecting the incoming fresher students with the alumni and seniors of that particular university which would assist the students with choosing courses.
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Texas Government PaperWriting and Citing TipsSpring 2019 A.docxtodd191
Texas Government Paper
Writing and Citing Tips
Spring 2019 Assignment
Professor Cindy Casey Brown
Department Chair and Faculty
El Centro College
My Top 10
Writing Tips
Write about something you enjoy – if you are not enjoying what you are writing about the reader can tell!
Organize your thoughts before you write – make an OUTLINE of what you are going to write about. This helps you put your thoughts in logical order and tells you what research you need to complete. DO NOT do this last minute! Writing is a process and editing takes time.
**You will do an outline for me and it is worth 25 points!**
Never underestimate the power of simple words. Do NOT over-use your thesaurus. Many people will do this – be careful! Using “big” misplaced words can make your writing choppy and break up your reader’s concentration. Sometimes saying it simply is best! Which one holds your attention better?
“It was a great class. I learned a lot of valuable information.”
VERSUS
“The program was stupendous and provided immense opportunity for engaging my colleagues in banter on numerous topics of consequence. I was pedantic in my studies and this manufactured an astonishingly engaging atmosphere for scholarship.”
BUT do make your writing come alive – edit your work and see where you can do this - close your eyes and listen to this quote:
“Don't tell me the moon is shining; show me the glint of light on broken glass.”
― Anton Chekhov
Make sure you use words or transitional sentences to tell your reader where you are going and what you are telling them next – it helps your reader stay engaged – and helps your teachers grade your work.
Example: “There are three major challenges that the President is confronting this year. First…., Second… Finally….
Vary your sentence length. It keeps your readers engaged if every so often you have some nice, short sentences. It wakes your reader up and keeps them moving.
6. PROOFREAD. Write it, put it down for 24 hours, read it out loud to yourself. Double check your spell check (i.e. there and their – too, two, and to).
Read your paper out loud to yourself to make sure it flows.
8. Make sure your grammar and punctuation are PERFECT. Making silly mistakes makes your reader lose faith in your arguments. Presentation is important!
Read your paper and do a “Search and Find” for the words this, that, and these. Determine if you can take those words out – a lot of times they are extra words and you can remove them and clean up your writing and make it “crisper.”
10. CITE YOUR SOURCES!
When should you cite a source?
When you quote two or more words verbatim or even one word if it is unique to a source. (Example: “Let’s Roll!”)
When you introduce facts to your reader that are not common knowledge you need to cite to something.
When you paraphrase ideas, conclusions, discussions from a source – even though it .
More Related Content
Similar to Thank you for agreeing to be a mentor for a College student..docx
1
BIRMINGHAM CITY BUSINESS SCHOOL
UNDERGRADUATE/ POSTGRADUATE DEGREES
COURSEWORK FRONT SHEET
MODULE TITLE: Major Project Options 1 & 2 (Dissertation)
MODULE CODE: BUS7048
LECTURER: Dr Peter Samuels
ISSUE DATE: September 2018
HAND IN DATE: Research Topic: Monday 8th April 2019
Research Proposal (25%): 12:00Noon Wednesday 3rd July 2019
Dissertation/Report (75%): 12:00Noon Friday 20th September
2019
(Resit date to be confirmed)
HAND BACK DATE: 20 working days from the date of submission.
Learning outcomes and assessment criteria specific to this
assignment:
Learning outcomes:
By the end of this module, students will be able to:
1. Identify, determine and justify a disciplinary-relevant project, including its aims,
scopes and objectives.
2. Self-manage research, including managing the supervisory process and
reflecting critically on the work undertaken to identify improvements in research
and project practice
3. Understand how to identify and synthesise the relevant conceptual theory and
methodological techniques from the programme pathway, using a range of
sources and data, applying them to a particular topic, case or organisation.
4. Professionally present the analysis of the data and the results of the project,
including drawing appropriate conclusions and providing recommendations and
guidance for managerial judgements and decision making in the chosen
discipline or pathway.
Assessment Criteria:
Assessment criteria are specified in the assessment brief marking scheme depending on
the option chosen.
2
BIRMINGHAM CITY BUSINESS SCHOOL
BUS7048
MSc Management programme
Dissertation Assessment Brief for Options 1 & 2
September 2019 submission
Module Coordinator: Dr Peter Samuels
e-mail: [email protected]
Phone: 0121 331 6962
Room: C242
mailto:[email protected]
3
MSc Management Dissertation Guide
1. The Aim of the Dissertation
The aim of the dissertation is to provide you with an opportunity to further your intellectual and
personal development in your chosen pathway by undertaking a significant practical unit of
activity, having an educational value, and at a level commensurate with the award of an MSc
degree.
The dissertation is one element of your degree where you have the freedom to select what to
study or investigate in your chosen pathway. Because of this, it can be one of the most valuable
learning experiences you could ever go through. Most students, for instance, have used the
dissertation not only to develop a detailed study of a topic that interests them, but also to learn
about themselves and to produce a dissertation which fully demonstrates their intellectual and
personal capabilities.
A subsidiary benefit of the dissertation is that it provides tangible evidence of your abilities and
can be shown to prospective employers to lend further support to your job application.
Option 1 and Option 2
The key d.
Objective
The learning objective of the project is to give you the practical experience of designing a compensation structure for an organization, beginning with the actual creation of a business, staffing it, implementing the pay plan, and assessing performance. You will also gain experience in utilizing a project team.
Team Project Tour
Â
Objective
The learning objective of the project is to give you the practical experience of designing a compensation structure for an organization, beginning with the actual creation of a business, staffing it, implementing the pay plan, and assessing performance. You will also gain experience in utilizing a project team.
Team Project Tour
Assessment 1 Develop and maintain professional competenceSubmiss.docxdavezstarr61655
Assessment 1: Develop and maintain professional competenceSubmission details
Candidate’s Name
Phone No.
Assessor’s Name
Phone No.
Assessment Site
Assessment Date/s
Time/s
In this assessment you will develop a “Professional Development Plan” to help you maintain and develop the skills and knowledge you require to be successful in your current or future role(s).
Step 1:
In this step you will complete the following tasks. They will help you gather information about your personal and professional skills and attributes.
· Personal and Key Skills - Appendix 1
· Job analysis - Appendix 2
(Obtain a copy of your job description from your employer or locate a job description for a role you are interested in working in the future)
· Learning Style Assessment - Appendix 3
· Indicators of stress - Appendix 4
Step 2
In this step you will gather information about your time management skills as well as examining your ability to establish and maintain work goals and achieve business outcomes.
For one working week (5 days) you need to maintain a,
· Daily Activity Log - Appendix 5
Here, you will record the activities that make up your day and whether you have completed some, or all, of the goals you set out to achieve.
Step 3:
In this step you will summarize your findings and give them a score.
· Competency Summary Feedback Sheet - Appendix 6
You then need to obtain feedback about your self-evaluation from 3 clients or colleagues (eg Manager or Trainer).
Step4:
From the information you have gathered in Step 1 and Step 2 consider the following:
· What new skills do you need to acquire and/or maintain to give you a competitive edge in your role?
· What personal attributes do you need to develop and/or maintain to continue being effective in your work-life.
· Do you manage your daily activities and time effectively?
· Are your stress levels affecting your mental and physical health?
· How will your learning style impact on how you improve/maintain your skills?
You now need to complete the SWOT analysis worksheet - Appendix 7
Step 5:
Considering all the above information you now need to complete your
· Professional Development / Action Plan - Appendix 8
Step 6:
In a journal format;
· Explain the findings for each area of reflection eg Personal SWOT analysis and the reasons why you have chosen to include these in your Personal Development Plan and how they relate to your professional competency.
· Discuss your stress level and how these may be impacting on you work and overall productivity.
· Discuss your daily activity and how efficient you are at managing your time.
· Discuss your Learning Style and how this has influenced you in the way(s) you plan to learn or maintain your skills and knowledge.
You are required to submit the following to your trainer for assessment.
1. Completed Templates - 1 to 8
2. Learning Style Summary - Print out from the internet
BSBWOR501 Manage personal work priorities and professional develop.
A step by step guide to acing your summer internship and walking away with a pre-placement offer. Prepared using the cumulative experience of managers across business realms who have years of experience in managing interns
Proposing a system; an application which would be acting as a one-stop platform connecting the incoming fresher students with the alumni and seniors of that particular university which would assist the students with choosing courses.
Texas Legislative Council
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Texas Government PaperWriting and Citing TipsSpring 2019 A.docxtodd191
Texas Government Paper
Writing and Citing Tips
Spring 2019 Assignment
Professor Cindy Casey Brown
Department Chair and Faculty
El Centro College
My Top 10
Writing Tips
Write about something you enjoy – if you are not enjoying what you are writing about the reader can tell!
Organize your thoughts before you write – make an OUTLINE of what you are going to write about. This helps you put your thoughts in logical order and tells you what research you need to complete. DO NOT do this last minute! Writing is a process and editing takes time.
**You will do an outline for me and it is worth 25 points!**
Never underestimate the power of simple words. Do NOT over-use your thesaurus. Many people will do this – be careful! Using “big” misplaced words can make your writing choppy and break up your reader’s concentration. Sometimes saying it simply is best! Which one holds your attention better?
“It was a great class. I learned a lot of valuable information.”
VERSUS
“The program was stupendous and provided immense opportunity for engaging my colleagues in banter on numerous topics of consequence. I was pedantic in my studies and this manufactured an astonishingly engaging atmosphere for scholarship.”
BUT do make your writing come alive – edit your work and see where you can do this - close your eyes and listen to this quote:
“Don't tell me the moon is shining; show me the glint of light on broken glass.”
― Anton Chekhov
Make sure you use words or transitional sentences to tell your reader where you are going and what you are telling them next – it helps your reader stay engaged – and helps your teachers grade your work.
Example: “There are three major challenges that the President is confronting this year. First…., Second… Finally….
Vary your sentence length. It keeps your readers engaged if every so often you have some nice, short sentences. It wakes your reader up and keeps them moving.
6. PROOFREAD. Write it, put it down for 24 hours, read it out loud to yourself. Double check your spell check (i.e. there and their – too, two, and to).
Read your paper out loud to yourself to make sure it flows.
8. Make sure your grammar and punctuation are PERFECT. Making silly mistakes makes your reader lose faith in your arguments. Presentation is important!
Read your paper and do a “Search and Find” for the words this, that, and these. Determine if you can take those words out – a lot of times they are extra words and you can remove them and clean up your writing and make it “crisper.”
10. CITE YOUR SOURCES!
When should you cite a source?
When you quote two or more words verbatim or even one word if it is unique to a source. (Example: “Let’s Roll!”)
When you introduce facts to your reader that are not common knowledge you need to cite to something.
When you paraphrase ideas, conclusions, discussions from a source – even though it .
TEXAS GOVERNOR I. Introduction The Governor is just .docxtodd191
TEXAS GOVERNOR
I. Introduction:
The Governor is just like a mini president in each state. A governor is
generally seen as setting the agenda for the legislative branch, and is basically the lead
political actor; the figure most likely to appear on television on a regular basis. A
governor term of office is four years with exceptions of New Hampshire and Vermont.
The governor may serve any number of terms, but he or she cannot serve more than
two terms in a row.
II. Body:
A. Requirement and Salary:
1. Age
a. At least 30 years of age.
b. Must be a US resident for the last 5 years.
2. Salary
a. $150,000
b. Governor’s Mansion
B. Powers of Governor of Texas
1. Legislative Powers
a. VETO
b. Appoints State Officials
2. Judicial Powers
a. Grant Clemency
b. Appoints member for The Board of Pardons & Parole
3. Military Power
a. Commander-in-chief of Military
C. History of Texas Governors
1. First Governor of Texas: James Pinckney Henderson
a. Government service in the Republic
b. Governor of Texas & War with Mexico
2. Current Governor of Texas: Greg Abbott
a. Greg Abbott ‘s achievements
b. His Initiatives: Four pillars (1) safety and security, (2) education, (3)
economic advancement and (4) the preservation of liberty
III. Conclusion:
A. Analytical Facts
1. List of governors of Texas
B. Concluding Statement
References:
Brown, J. (1935). Life and times of Henry Smith : The first American Governor of Texas.
Austin, Tex.: Steck Company.
Morris, C. (1992). Storming the Statehouse : Running for governor with Ann Richards and
Dianne Feinstein. New York : Toronto : New York: Scribner's Sons ; Maxwell Macmillan
Canada ; M. Macmillan International.
Parton, J. (1888). The Annexation of Texas as Essential to the United States, vol. III, pp.
658–660.
Ann Richards.(Ann Richards, governor of Texas)(Obituary). (2006). The Economist (US),
380(8497), 96US.
Submitted by: SHUBHANKAR SHAH, 2018FA GOVT-2306-51408
.
Texas Government 2306 – Spring 2019TEST III – Chapters 6, 8, Dea.docxtodd191
Texas Government 2306 – Spring 2019
TEST III – Chapters 6, 8, Death Penalty and the Insanity Defense
DIRECTIONS FOR ESSAYS: Please turn your Essays in on BlackBoard by 5:00 p.m. on Monday, May 13, 2019.
DIRECTIONS FOR MULTIPLE CHOICE:Please turn your Scantrons in to me by 10:00 a.m. on Monday, May 13, 2019. You may bring them to my office (A520) and I will be in my office from 8:00 – 10:00 a.m. on Monday, May 13, 2019. You may also put your Scantron in my faculty mailbox in the Academic Transfer Office (A442) before that time. PLEASE put your full name, Class, ID Number, and Section on your Scantron (if you do not you may not get credit).
I. ESSAYS (70 points)
Chapter 6 – The Texas Executive
1. Pick one position in the Texas Executive Branch and write me a one paragraph overview of that position. Then research the person in the position now and write me a paragraph about that person.
2. Does Texas have a weak governor or a strong governor? Fully explain your answer.
Chapter 8 – The Judicial System in Texas, the Death Penalty and the Insanity Defense
3. Should prisons exist for rehabilitation OR for punishment? Fully explain your answer.
4. You are a Untied States Supreme Court Justice. A case comes before the Court from Texas arguing the death penalty is unconstitutional under the Eighth Amendment of the United States Constitution. What is your opinion and why?
5. During our study of The Texas Seven and Randy Halprin you learned a defendant can be given the death penalty under the Law of Parties in Texas. Do you agree or disagree with the Law of Parties being applied in death penalty cases? Do you think Randy Halprin have been charged with capital murder? Fully explain your answer.
6. We did a case study over Andrea Yates to study the Insanity Defense. You are on the jury in Andrea Yates’ capital murder trial. Do you vote guilty, not guilty, or not guilty by reason of insanity? Fully explain your answer.
7. As part of your study of the death penalty you watched a 60 minute documentary. What did you learn from the documentary? Did anything you saw change your personal opinions about the death penalty and its application? Why or why not and fully explain your answer.
II. EXTRA CREDIT (5 points each) (You must use complete sentences for credit!)
Bonus 1 What part of this class did you enjoy the most / what should stay the same – AND - what part did you not enjoy / think I should change / what can I do differently to improve the student experience? (Thank you for your opinions – I take your opinions seriously and apply them to future classes!).
Bonus 2 What did you learn in this class that you will remember one year from today?
II. MULTIPLE CHOICE (30 points total)
Chapter 6 – The Texas Executive
1. Which of the following individuals are a part of the Texas Plural Executive?
A. The Texas Governor.
B. The Texas Lieutenant Governor.
C. The Texas Attorney General.
D. The Texas Secretary of State.
E. All of .
Testing 2
Testing
Christy Mock
PSY-FP7610
Assignment 3
Capella University
May 2017
Testing
Test
The Kaufman Assessment Battery for Children (KABC), Second Edition offers testing that can be completed in twenty-five to seventy-minute test settings. This test is designed to be administer in a school setting by a testing administer that has completed specific training and read the testing manual thoroughly with complete understanding. The scoring is completed through specialized software. This test consists of eighteen subtests that an administrator can administer in sections to avoid testing fatigue for the student. Per the website Pearson Clinical, the test is administered in eighteen subsets that are broken down into five categories. The five categories focus on specific aspects that will be assessed and offer different categories for different age ranges. Category 1 focuses on Simultaneous Triangles, this includes seven subsets that are: Face Recognition, Pattern Reasoning, Block Counting which are designed to be tested on students from five to eight years old (Pearson Clinical Psychology, 2017). This subset also includes Story Completion, Conceptual Thinking, Rover, and Gestalt Closure that can be used to test any ages between five and eighteen. Category two is Sequential Word Order, this set includes Number Recall, and Hand Movements that can also be used for any age category (Pearson Clinical Psychology, 2017). The third category Planning which measures the pattern reasoning and story completion in students from 7-18 (Pearson Clinical Psychology, 2017). This category includes testing the Learning Atlantis, Atlantis Delayed, Rebus, and Rebus. The last category is Delayed Knowledge which is included in the CHC model only Riddles, Expressive Vocabulary, and Verbal Knowledge (Pearson Clinical Psychology, 2017).This form of testing offers reliability and validity to the results.
Reliability and Validity
The validity evidence from associations that are compared to different mediums produced outcomes that offered the same as the results that would have been expected. Per the article published by Kaufman, the subscale and index-score relationships are commonly offered in association with the K-ABC, also per the index and IQ scores of the WISC-III, WISC-IV, and WPPSI-III, with the KAIT, and with the Cognitive clusters of the Woodcock-Johnson III. Correlations of KABC-II scales with the like-named clusters of the WJ III Cog battery reveal weak discriminant validity (Kaufman, A. S., & Kaufman, N. L, 2004). Large amounts of clinical studies disclose variances that exist in different section of students with disabilities and the norm group. In the group that included Autistic Disorder, ADHD, and emotional disturbance the greatest pattern of differences could be found. The authors of the study often warn about considering the smaller differences too much as it could take focus off the larger benefits of using the test.
Strengths.
TestingdiagnosisTests that are used to diagnose autism are done.docxtodd191
Testing/diagnosis
Tests that are used to diagnose autism are done in various fields such as psychology, psychiatry, pediatrics, and neurology. Diagnosis is established after observing the child’s behavior and testing the child’s abilities in these fields. Any child should be examined for developmental abilities from birth to the age of three. If a child is detected with some developmental delays or disabilities, the pediatrician should refer the child to a specialist in early Intervention.
Some of the behaviors that need to be noticed are:
· Absence of babbling and making gestures by the age of 12 months
· Absence of any word utterances by the age of 16 months
· Absence of two-word unprompted phrases by the age of 24 months
· Loss of social and language skills at any age
In order to determine whether a child has a disorder in the autism spectrum a psychiatrist will likely look at a variety of factors. These might include such things as:
· Evaluation of the medical history of the child’s mother during her pregnancy
· Assessment of the developmental milestones
· Complete physical examination
· Habits of eating and sleeping
· Functioning of the stomach and bowels
· Coordination disabilities
· Sensory impairments
· Allergies
· Any medical diseases
· History of developmental disorders in the family
· History of genetic and metabolic disorders in the family
· Exposure of the child or parents to toxins
Some tests may be done to confirm that the symptoms of the child are not due to other conditions which may seem like autism spectrum disorder, such as genetic or metabolic diseases, mental retardation, and deafness. These tests are:
Chromosomal Analysis This is performed to test for mental retardation. If there is mental retardation in the child's family, this test may be conducted. For instance, fragile X syndrome that leads to symptoms of low levels of intelligent may be diagnosed with chromosomal analysis.
Electroencephalograph (EEG) If there are symptoms of seizures and developmental regression, then an EEG is conducted.
Magnetic Resonance Imaging (MRI) An MRI is done to detect any structural differences in the brain.
Running head: MEDIA IMAGES AND EATING DISORDERS1
MEDIA IMAGES AND EATING DISORDERS6
Title: Media Images and Eating Disorders
Name:
Course:
Lecturer:
Date: March 8, 2020
Introduction
In today's world, many people have an access to the media comprised of the Internet which includes social media platforms, the print media which is comprised of newspapers and magazines, and broadcast media which includes televisions and radios. The exposure to the aforementioned types of media has been associated with the increasing cases of eating disorders as reported by some researchers (Latzer, Spivak-Lavi, & Katz, 2015, p. 375). Studies have shown that children and young adolescents spent about 5 hours a day watching the television and about 7 hours using the various types of media combined (Morris & Katzman, 2003, p. 287).
Testicular Cancer Case Studies A 21-year-old m.docxtodd191
Testicular Cancer
Case Studies
A 21-year-old male noted pain in his right testicle while studying hard for his midterm college
examinations. On self-examination, he noted a “grape sized” mass in the right testicle. This
finding was corroborated by his healthcare provider. This young man had a history of delayed
descent of his right testicle until the age of 1 year old.
Studies Results
Routine laboratory studies Within normal limits (WNL)
Ultrasound the testicle Solid mass, right testicle associated with calcifications
HCG (human chorionic gonadotropin) 550mIU/mL (normal: <5)
CT scan of the abdomen Enlarged retroperitoneal lymph nodes
CT scan of the chest Multiple pulmonary nodules
Diagnostic Analysis
At semester break, this young man underwent right orchiectomy. Pathology was compatible with
embryonal cell carcinoma. CT directed biopsy of the most prominent pulmonary nodule
indicated embryonal cell carcinoma, compatible with metastatic testicular carcinoma. During a
leave of absence from college, and after banking his sperm, this young man underwent
aggressive chemotherapy. Repeat testing 12 weeks after chemotherapy showed complete
resolution of the pulmonary nodules and enlarged retroperitoneal lymph nodes.
Critical Thinking Questions
1. What impact did an undescended testicle have on this young man’s risk for developing
testicular cancer?
2. What might be the side effects of cytotoxic chemotherapy?
3. What was the purpose of preserving his sperm before chemotherapy?
4. Is this young man’s age typical for the development of testicular carcinoma?
Knee Injury
Case Studies
A 15-year-old gymnast has noted knee pain that has become progressively worse during the
past several months of intensive training for a statewide meet. Her physical examination
indicated swelling in and around the left knee. She had some decreased range of motion and
a clicking sound on flexion of the knee. The knee was otherwise stable.
Studies Results
Routine laboratory values Within normal limits (WNL)
Long bone (femur, fibula, and tibia) X-ray No fracture
Arthrocentesis with synovial fluid analysis
Appearance Bloody (normal: clear and straw-colored)
Mucin clot Good (normal: good)
Fibrin clot Small (normal: none)
White blood cells (WBCs) <200 WBC/mm3 (normal: <200 WBC/mm3)
Neutrophils <25% (WNL)
Glucose 100 mg/dL (normal: within 10 mg/dL of serum
glucose level)
Magnetic resonance imaging (MRI) of the knee Blood in the joint space. Tear in the posterior
aspect of the medial meniscus. No cruciate
or other ligament tears
Arthroscopy Tear in posterior aspect of medial meniscus
Diagnostic Analysis
The radiographic studies of the long bones eliminated any possibility of fracture.
Arthrocentesis indicated a bloody effusion, which was probably a result of trauma. The fibrin
clot was further evidence of bleeding within the joint. Arthrography indicated a tear of the
med.
Test 1. Jung Typology TestENFJ Learning StyleHow ENFJs acquire, .docxtodd191
Test 1. Jung Typology Test
ENFJ Learning Style
How ENFJs acquire, memorize and recollect information
An ENFJ’s interest in a subject is driven by the answer to the question, “Is this helpful to people?” The more they see a topic to be beneficial to others, the greater their interest in the topic and the greater their desire to actively engage in it and apply what they learn. Their interest in studying the material is motivated by their desire to find solutions to people-related issues.
ENFJs easily and quickly pick up new material, especially when it is delivered on a conceptual basis. Concrete information is also well received by individuals of this type. ENFJs are capable of grasping material lacking strong logical connection. For example, learning the rules of the road is no more difficult for them than grasping some theory. As a rule, they develop a great depth and breadth of understanding of new material. Learned material is better retained when a significant portion of it is devoted to highlighting the topic’s connection and relevance to people.
ENFJs are capable of independently learning expansive and complex material. They are good at both retention of information on a logical basis and mechanical memorization, although the latter is less effective. ENFJs are able to precisely recall learned information, whether or not it is all conceptually related. ENFJs can benefit from studying both independently and in a group setting.
ENFJs are able to actively apply acquired knowledge and skills to their work. They can apply it to concrete tasks or creatively develop it in a given direction. Working with material they have learned, understood, and internalized brings them great enjoyment.
ENFJs are able to remain very stable when experiencing a high level of learning related stress. They prefer to evenly distribute their efforts in learning new material, although they are capable of learning through short periods of overexertion.
An ENFJ finds it easy to establish a common ground with people of a mindset similar to theirs - or, in other words, the representatives of intuitive/feeling types (NF), including ENFJ, INFJ, ENFP, and INFP personality types. ENFJs are usually open to active communication with people of this type. They have a similar way of perceiving the world, which is why an ENFJ finds it easy to share their feelings and views with other NFs, and is also likely to relate to other NFs’ feelings and views.
In their interaction with the representatives of intuitive/thinking types (NT), including ENTJ, INTJ, ENTP, and INTP personality types, INFJs should rely on conceptual and logical communication. ENFJs’ communication with people from this group often involves a variety of topics and is seen as beneficial by both parties. And while many ENFJs form their opinion based on their feelings, whereas the NT people try to maintain an objective view of events for the most part, they often find common ground for compelling discussion and sear.
Testing Methodology Policy and Procedure (individual submission).docxtodd191
Testing Methodology Policy and Procedure (individual submission)
Research and document preferred testing methodologies for:
EMR, Mobile Apps, Patient Care devices, External websites, SDLC (hint: vulnerability scanning, penetration testing, medical device scanning, static code analysis, dynamic code analysis, etc.).
Research and document preferred remediation cycles for the in scope systems (hint: HIPAA, PCI, FERPA)
Research and document preferred reporting cycles / methods for the in scope systems (hint: vulnerability metrics, such as CVSS, NVD). Note: Still follow APA for this assignment, which may not be appropriate in an organization.
.
Testing should include—at a minimum—unit, integration, and system .docxtodd191
Testing should include—at a minimum—unit, integration, and system testing. Regression testing is highly encouraged. Include your results from additional types of testing, including network-readiness testing, volume testing, recovery testing, penetration testing, hardware-certification testing, migration testing, and ready-for-use testing.
Each test case should include (at a minimum) the following information:
Objective of test case
Setup procedure
Expected results
Procedure for executing test case
Results
.
Testing Access ControlDiscuss the purpose of the security de.docxtodd191
"Testing Access Control"
Discuss the purpose of the security development life cycle and how it is used for testing security systems. Using the Internet, find two to three tools that could be used to conduct a vulnerability assessment. Please include the web URL and share with your classmates. Are paid tools more effective than open-source tools? How does someone determine the best tool to use for an assessment? Justify your answers.
Additional post options:
Should a company conduct their own pentest or should they pay to have an outside company conduct the tests? Justify your answer.
.
Test Your Innovation IQ Holly Green, Contributor Origina.docxtodd191
Test Your Innovation IQ
Holly Green, Contributor
Original Source
Everyone knows that innovation means coming up with the next great idea in your
industry, right? Actually, there’s a lot more to it than that. Test your ability to separate
innovation fact from fiction by answering the following questions true or false:
1. Innovation is the act of coming up with new and creative ideas.
2. Innovation is a random process.
3. Innovation is the exclusive realm of a few naturally talented people.
4. The biggest obstacle to innovation is a lack of organizational resources and
know-how.
5. The most important type of innovation involves bringing new products and
services to market.
6. Teaching employees to think creatively will guarantee innovation.
7. The most powerful way to trigger your brain is to simply ask it a question.
8. Most companies pursue incremental rather than disruptive innovation.
9. Most companies are not structured to innovate.
10. Listening to your customers is a great way to innovate.
Answers:
1. False. In business, innovation is the act of applying knowledge, new or old, to the
creation of new processes, products, and services that have value for at least one of
your stakeholder groups. The key word here is applying. Generating creative ideas is
certainly part of the process. But in order to produce true innovation, you have to
actually do something different that has value.
2. False. Innovation is a discipline that can (and should) be planned, measured, and
managed. If left to chance, it won’t happen.
3. False. Everyone has the power to innovate by letting their brain wander, explore,
connect, and see the world differently. The problem is that we’re all running so fast that
we fail to make time for the activities that allow our brains to see patterns and make
connections. Such as pausing and wondering….what if?
4. False. In most organizations, the biggest obstacle to innovation is what people
already know to be true about their customers, markets, and business. Whenever you’re
absolutely, positively sure you’re right, any chance at meaningful innovation goes out
the window.
https://www.forbes.com/sites/work-in-progress/2011/12/06/test-your-innovation-iq/#3133e7f0395b
5. False. It’s certainly important to bring new products and services to market. But the
most important form of innovation, and the #1 challenge for today’s business leaders
may really be reinventing the way we manage ourselves and our companies.
6. False. New ideas are a dime a dozen. The hard part is turning those ideas into new
products and services that customers value and are willing to pay for -- a process that
requires knowledge about what your customers want and need, coupled with
implementation.
7. True. Ask a question and the brain responds instinctually to get closure. The key with
innovation is to ask questions that open people to possibilities, new ways of looking at
the same data, and new interpre.
testicular torsionPopulation most affected (ex Older Adul.docxtodd191
testicular torsion
Population
most
affected (ex: Older Adults, Middle Adults, Young Adults, Teenagers, Child, Infants)
Age related milestone for your chosen population
Socio-Demographic/Risk factors for getting the disease/condition
Impact on QOL
Current/new/recent research/EBP that will benefit/support this patient with the specific disease (If there are none please state so)
Recommendation for treatment or Gold standards for treatment if any (can be tied into the current research as above) (If there are no gold standards then please state so, but there should be some recommendations)
Please tell what/how
you
(speak in the first person) as the FNP caring for this patient with this specific disease can make a difference in his/her care and incorporate patient care/self-help teaching that can help him/her minimize disease symptoms.
Red flags for this condition (what specific S/S require urgent/ER care) or when should you refer patient to specialist.
references
.
Test the application in the Android Phone Emulator.Cre.docxtodd191
Test the application in the Android Phone Emulator.
Create screenshots of all of the relevant screens of your running application, and save them in a Word document named "yourname_ITSD427_IP4.docx." You should also use this document to describe the work you performed for this assignment, with specific details regarding the locations and changes of the code that you created and modified.
.
Tesla Motors strategy was no secret in 2006 the chairman and CEO.docxtodd191
Tesla Motors' strategy was no secret: in 2006 the chairman and CEO, Elon Musk, announced:
So, in short, the master plan is:
Build a sports car.
Use that money to build an affordable car.
Use that money to build an even more affordable car.
While doing above, also provide zero emission electric power generation options.
Don't tell anyone.1
The remarkable thing was that by 2015, Tesla had kept to that strategy and executed it almost flawlessly. Phase 1 (“Build a sports car”) was realized with the launch of its Roadster in 2007. Phase 2 (“Use that money to build an affordable car”) began in 2013 with the launch of the Model S.
The acclaim that greeted both cars had propelled Tesla's reputation and its share price. Since its initial public offering in June 2010, Tesla's share price had followed an upward trajectory. On June 12, 2015, Tesla's stock market value was $31.7 billion. By comparison, Fiat Chrysler was valued at $20.5 billion despite that fact that Fiat Chrysler would sell about 2.5 million cars in 2015 against Tesla's 55,000. The optimism that supported Tesla's valuation reflected the company's remarkable achievements during its short history and investors' faith in the ability of Elon Musk to realize his vision “to accelerate the advent of sustainable transport by bringing compelling mass market electric cars to market as soon as possible.”2
Indeed, Musk's vision for Tesla extended beyond revolutionizing the automobile industry: Tesla's battery technology would also provide an energy storage system that would change “the fundamental energy infrastructure of the world.”
A central issue in the debate over the appropriate market valuation of Tesla was whether Tesla should be valued as an automobile company or as a technology company. In practice, these two issues could not be separated: Tesla's principal source of revenue would be its cars, but realizing the expectations of earnings growth that were implicit in Tesla's share price required Tesla to maintain technological leadership in electric vehicles. Given that Tesla's rivals were some of the world's largest industrial companies—Toyota, General Motors, Ford, Volkswagen, and Renault–Nissan, to name a few—this was a daunting prospect.
Electric Cars
The 21st century saw the Second Coming of electric cars. Electric cars and buses were popular during the 1890s and 1900s, but by the 1920s they had been largely displaced by the internal combustion engine.
Most of the world's leading automobile companies had been undertaking research into electric cars since the 1960s, including developing electric “concept cars.” In the early 1990s, several automakers introduced electric vehicles to California in response to pressure from the California Air Resources Board. However, the first commercially successful electric cars were hybrid electric vehicles (HEVs). Sales of HEVs in the US grew from 9,350 in 2000 to 352,862 in 2007. By far the most successful HEV, both in the US and globally, was the .
Tesla Motors Inc. SWOT AnalysisStrengths -The quality of .docxtodd191
Tesla Motors Inc. SWOT Analysis
Strengths
-The quality of Tesla electric cars on the market can compete with the likes of BMW and Mercedes
-Brand Equity -Product Quality -Eco-friendly Product Line
-Tesla Superchargers are much faster than other charging stations. It covered most regions in the U.S and had made Tesla a feasible option for its consumers,
-The showroom technique of selling cars appeals to consumers
Weaknesses
-Tesla is not able to produce enough to meet consumers demand. Compare to other companies with more capital.
-Batteries are inefficient regarding mileage and the cost associated with producing the battery.
– Limited variety is provided for consumers.
-The selling price is very high.
-Majority of production is in the U.S. Shipping cost is high to deliver vehicles around the world.
Opportunities
-Oil is becoming more scarce and expensive; there will be high demand for electric cars.
- Increase Market Share through High-Growth EV Industry.
-Demand for electric cars is growing -Solar power technology is advancing -More low priced models to tap into the rising middle-class market. -Autonomous driving technology has become popular, and Tesla has plans to release fully autonomous vehicles.
Threats
-Tesla is facing intense competition from luxury and environment-friendly brands.
- Tesla has a premium image, and it will take time to break this image and bring affordable vehicles to consumers. Which will be an excellent way to reduce the competitive threat.
-Legal and regulatory troubles can be costly and can lead to an increase in costs. Tesla operates in many countries and subject to legal and political regulation in those markets.
-People do not want to deal with charging and the amount of time it takes and they believe charges do not give much mileage -Tesla is always the subject of unfair scrutiny.
January 1, 2015. Elon Musk, chief executive officer (CEO) of Tesla is taking it easy on this New Year’s
Day. While having his coffee, he scrolls through some recent issues of The Wall Street Journal on his iPad.
A headline from one current story jumps out at him, “Gasoline prices have declined for 88 consecutive
days, the longest streak of falling prices on record.”1 The slide in gas prices, which began in September
2014, also happened to coincide with the slide in Tesla Motors (TSLA) stock. With increasing oil, and
therefore gas, prices, people had an incentive for purchasing electric cars. Now with gas prices drop-
ping, the incentive to buy would decrease, and the demand for the product would probably drop. This
was one of the challenges facing Musk on this New Year’s Day. Tesla was confronting increasing com-
petition and economic headwinds that were likely going to lower the demand for electric cars. At the
same time, Tesla needed to ramp up production volume to drive down per-vehicle costs.
Musk is a serial entrepreneur longing to leave a legacy, and he believes that Tesla just might be th.
Tesla SolarCity CaseFIN 440
Executive Summary
Tesla’s CEO, Elon Musk, has declared the intention to acquire SolarCity. SolarCity is a solar company that was founded by Peter and Lyndon Rive in 2006. During times where, fossil fuel prices are spiraling and the desire for clean energy is increasing, the company became the number-one solar panel installer in the United States. Its long-term financing agreements with customers also provides recurring revenue for this company. SolarCity had a five-year compounded annual growth rate of 62.25 percent. Despite these facts, the company has never had a profitable year. It is important to note that the firm has become dependent on large amounts of debt to finance its large capital expenditures.
On the other hand, analysts believe that SolarCity will finally become profitable in 2017. With the acquisition of SolarCity, both Tesla and SolarCity would increase their profits significantly and experience significant cost synergies. At present, Tesla specializes in designing, manufacturing, and selling electric cars. The acquisition of SolarCity could provide Tesla with a realistic opportunity to expand its market share, increase operational efficiency, and access cheaper financing.
Tesla’s CEO, Elon Musk believes that he can increase SolarCity’s operating margin to make it valuable, even though he is unsure about the fair purchase price. However, Tesla’s investors may not agree with the acquisition of SolarCity. SolarCity is unstable and unprofitable. Tesla is also experiencing cash and profitability issues and may not be able to sustain another risky company. The first step in determining if this acquisition would be beneficial is to conduct a valuation on SolarCity and determine what a fair purchase price would be.
Analysis
The markets for solar power and automotive industries are characterized by high level of competition, as the large-scale companies must sustain their market size. This explain the reason why SolarCity has required lots of financial supports to gain and maintain competitiveness. Tesla’s CEO, Elon Musk, has noticed the long-term growth opportunities for SolarCity, especially, because of the expected growth in demand for the Tesla model 3 and the proposed partnership with SolarCity to launch Gigafactory. Acquiring with SolarCity can play a significant role in helping to reduce Tesla’s operating costs and increase the revenue.
On the other hand, this acquisition would also influence economies of scale. It will provide a suitable stage for SolarCity products and enable Tesla to upsurge its production capacity. This merger and acquisition aims to eliminate the overhead expenses and improve efficiency, service delivery, and customers’ satisfaction. It will allow Tesla to downsize and focus on the key business activities. This deal could enable SolarCity to reduce the level of debt comparing to the other competitors in the industry.
SolarCity’s recent poor financial performance .
Test one, sp12TrueFalseIndicate whether the statement is t.docxtodd191
Test one, sp12
True/False
Indicate whether the statement is true or false.
____ 1. Humans are essentially social beings.
____ 2. America is so powerful that it doesn’t need the support of other nations.
____ 3. Unlike other aspects of society, like the economy, the media have not become truly global in nature.
____ 4. The most widely accepted definitions of sociology as a discipline are those that are narrow and focused.
____ 5. When we ask psychologists to help us understand the behavior of Eric Harris and Dylan Klebold, who murdered 13 people and injured 24 more at Columbine High School in 1999, we are using our sociological imaginations.
____ 6. If a sociologist attempts to study whether men are really less emotional than women, she is taking the role of the social analyst, rather than the everyday actor.
____ 7. The poem “The Blind Men and the Elephant” suggests that there is only one correct approach to understanding social life.
____ 8. Conflict theory uses a dynamic model of historical change that presents change as constant, ongoing, and inevitable.
____ 9. W. E. B. Du Bois became so disillusioned with the United States that he voluntarily exiled himself to Ghana near the end of his life.
____ 10. Thomas Kuhn, a philosopher of science, argues that truth is relative, in that it is dependent on the paradigm through which one understands the world.
____ 11. You are about to do a series of interviews about drug abuse and academic performance. In order to make people feel more comfortable, you tell them that these interviews are about student satisfaction with the university and have them sign a form showing that they’ve willingly agreed to participate. You have the informed consent of your research subjects.
____ 12. The order in which a questionnaire asks about different issues cannot affect the way people respond.
____ 13. Codes of ethics in the social sciences provide very strict guidelines for researchers to follow.
____ 14. Market research is probably the most common use of sociological methods for nonacademic purposes.
____ 15. Marxists are among the strongest supporters of value-free sociology.
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____ 16. Sociologists observe society:
a. by studying the various parts of a society and the ways they interact and influence each other
b. by studying the shape and boundaries of society as a whole
c. by studying society as if it were a concrete object, in the same way that a geologist studies rocks
d. by utilizing the preconceptions, assumptions, and beliefs that come from living in a society
e. through the use of special scientific tools that allow unmediated access to the very heart of society
____ 17. Even though a small number of people have been academically trained as sociologists, we all can be described as “natural sociologists” because:
a. we are born with certain skills .
TERRORIST RISING 3
Terrorist Rising
Columbia Southern University
Running head: TERRORIST RISING 1
Specific Goal: I will show how I will be a resource to help save thousands of people in an attack.
Introduction
I. Summarize the attack and establish resources and support
a. Transport victims to medical facilities
b. Avoid having an EMS that is not prepared for a mass attack (Sollid, et al., 2011)
c. Determine the needs of the injured and send them to correct facility
II. Establish a framework for recovery.
a. Determine what facility the initial casualties will be sent to.
b. Where will the casualties be buried (Commonweal, 2001)
Thesis
When terrorist attack a populated area; emergency responders can be used successfully.
Body
I. What assets will be needed to penetrate ground zero?
a. Establishing an incident command center to inventory all resources
b. Create a plan to enter the structure without harming anyone
II. Part of the structure is ablaze as well as neighboring areas
a. Method of getting emergency vehicles in to put out the fires
b. Protecting the team and equipment that will be sent in
III. After parts of the area are becoming secure SWAT and EMS will be sent in.
a. Timeline of the deployment of the teams is critical to save lives
III. How does the media alerts terrorists?
a. Using the media to assist us instead of allowing them to be a hindrance
b. Not allowing the media to magnify the terrorist propaganda (Biernatzki, 2002)
IV. Once the entire location has become secure rescue and recovery efforts become vital.
a. Tending to the wounded and setting up temporary treatment locations
b. Local physicians and nurses can be called out as volunteers (Silverman, 2001)
V. Evacuate all remaining visitors, employees, players, etc.
a. Setting up evacuation routes and methods of transportation
b. Being sure not to tamper any evidence on the crime scene in the process
VI. Determining the temporary placement of remaining causalities.
a. Utilizing all nearby hospitals, clinics, and urgent care facilities
b. Alerting all Oakland metropolitan morticians, examiners, forensics, etc. to assist
VII. Since an attack of this level can occur; react to this incident to be proactive for the next.
a. Create a large scale Emergency Action Plan
b. Preventative measures to alert the authorities of possible attacks
c. Planning the long road of recovery from the attack (Lenain, 2002)
Conclusion
I. I intend to establish the methods for a successful halt the attack, rescue survivors, recovery the causalities, and restore the city.
a. Determining the method to breach the structure
b. Taking control of the area, removing people, and tending to all that need help
c. Planning the road to recovery
References
Biernatzki, W. E. (2002). II. Mass media: collaborators with terrorists? Communication Research Trends, 21(1), 5+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA130933224&v=2.1&u=oran95108&it=r&p=AONE&sw=w&asid=30edb27ab50e78.
Test one, sp12TrueFalseIndicate whether the statement is true o.docxtodd191
Test one, sp12
True/False
Indicate whether the statement is true or false.
____ 1. Humans are essentially social beings.
____ 2. America is so powerful that it doesn’t need the support of other nations.
____ 3. Unlike other aspects of society, like the economy, the media have not become truly global in nature.
____ 4. The most widely accepted definitions of sociology as a discipline are those that are narrow and focused.
____ 5. When we ask psychologists to help us understand the behavior of Eric Harris and Dylan Klebold, who murdered 13 people and injured 24 more at Columbine High School in 1999, we are using our sociological imaginations.
____ 6. If a sociologist attempts to study whether men are really less emotional than women, she is taking the role of the social analyst, rather than the everyday actor.
____ 7. The poem “The Blind Men and the Elephant” suggests that there is only one correct approach to understanding social life.
____ 8. Conflict theory uses a dynamic model of historical change that presents change as constant, ongoing, and inevitable.
____ 9. W. E. B. Du Bois became so disillusioned with the United States that he voluntarily exiled himself to Ghana near the end of his life.
____ 10. Thomas Kuhn, a philosopher of science, argues that truth is relative, in that it is dependent on the paradigm through which one understands the world.
____ 11. You are about to do a series of interviews about drug abuse and academic performance. In order to make people feel more comfortable, you tell them that these interviews are about student satisfaction with the university and have them sign a form showing that they’ve willingly agreed to participate. You have the informed consent of your research subjects.
____ 12. The order in which a questionnaire asks about different issues cannot affect the way people respond.
____ 13. Codes of ethics in the social sciences provide very strict guidelines for researchers to follow.
____ 14. Market research is probably the most common use of sociological methods for nonacademic purposes.
____ 15. Marxists are among the strongest supporters of value-free sociology.
Multiple Choice
Identify the choice that best completes the statement or answers the question.
____ 16. Sociologists observe society:
a. by studying the various parts of a society and the ways they interact and influence each other
b. by studying the shape and boundaries of society as a whole
c. by studying society as if it were a concrete object, in the same way that a geologist studies rocks
d. by utilizing the preconceptions, assumptions, and beliefs that come from living in a society
e. through the use of special scientific tools that allow unmediated access to the very heart of society
____ 17. Even though a small number of people have been academically trained as sociologists, we all can be described as “natural sociologists” because:
a. we are born with certain skills that naturally allow us to think sociologically
b. society is a par.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Thank you for agreeing to be a mentor for a College student..docx
1. Thank you for agreeing to be a mentor for a College student.
Our professionally-focused academic programs count on
professionals such as yourself to help guide and open our
students up to incredibly valuable real-world experiences. This
guide was created to help you understand baseline expectations
of being a mentor, and to provide specific contact information
should you have any questions.
Baseline Expectations of Mentorship
You are being asked to work with a student in a professional
setting that you are familiar with, and help them: 1) gain
valuable real-world experience in an area of their choosing, and
2) help the student successfully reach a set of predefined
Essential Learning Competencies, or learning goals. The student
approaching you is enrolled in the course MGMT-470: Business
Management Capstone which is the final course in the B.S. in
Business Management degree program at College. This is their
culminating academic experience and for most, their last course
before graduation. We’re asking students to utilize their
learning in the program and prior experiences to develop a
capstone project that proves their competence in at least five of
the aforementioned essential business competency areas.
The Learning Contract
These essential competencies are defined in a Learning Contract
the student will fill out with your help. By the time the student
approaches you s/he will have anywhere from 4-6 weeks to
complete their fieldwork experience in-full. The final product of
their fieldwork experience is a written capstone paper which
will detail their experience, learning, and competence.
2. First, the student should have approached you with an initial
idea they are interested in, and that you are familiar with. This
idea may be a bit vague at first but, together, you can work to
hone-down the idea into an actionable plan. There are a series
of steps we are asking you to take with the student over the next
few weeks, and to also sign a Learning Contract with the
student (which will be provided).
Second, In the Learning Contract you will clearly identify the
following (the Learning Contract has a pre-filled example if you
need some clarity):
1. The five Essential Competencies the student wishes to focus
on (the complete list and explanation of each competency will
be provided to you);
2. The Learning Objectives to reach those competencies (what,
specifically, the student wants [and needs] to learn);
3. The Strategies and Resources required to meet the learning
objectives (how, specifically, the student will learn? What will
they be doing?);
4. The Evidence to be presented as proof of their learning (how
will they demonstrate that they’ve learned?); and
5. The Criteria for Evaluation and means of validating their
learning (how will the student’s performance be evaluated?)
Third, please know that strategies and resources really come
down to identifying a set of tasks and/or actions that you (or
someone you appoint) can walk the student through, assist them
in-action, and follow up with them after-action. It will be
important that the student’s actions and resulting learning is
well documented, specific, and validated on a weekly basis. The
student will have to report on their progress each week so it will
be important to follow up with them weekly during the duration
of the fieldwork experience.
3. Summary
To summarize, here is what you’ll be responsible for as this
student’s mentor:
· Work with the student to identify/hone/solidify their fieldwork
experience, and/or ask your student what he/she would like to
learn at your agency;
· Thoroughly discuss the assigned activities and skills to be
developed;
· Complete and sign the Learning Contract;
· Have the student return the Learning Contract to his/her
instructor;
· Make a copy of the Learning Contract for your files;
· Review the Learning Contract throughout the term to verify
the student’s progress. Changes to the contract can be made as
needed;
· Be sure to turn in any paperwork to the student at the end of
the term or when they terminate their fieldwork.
Contact Information
I am the student’s primary capstone advisor and MGMT-470:
Business Management Capstone professor. Feel free to reach
out to me at any time with questions or concerns.
Dr. XXX
Assistant Professor
Program Director - Business Management
College | Division of Continuing Professional Studies
Email: xxxxxxxxxx
Mobile: xxxxxx
Thank you, once again, for agreeing to be this student’s mentor.
It means a lot to us here at School, and I know it means a lot to
them...you are making a big difference in their life!
4. Cheers!
-XX
MGMT-470: Business Management Capstone
Project Proposal Form
Please fill in all the designated sections of this form completely
and thoughtfully. You should anticipate this taking 2-3 hours of
thought and writing. All sections with a * are required. This
form should be submitted as soon as possible.
Demographic | Background Information
1. Today’s Date (mm/dd/yyyy)*
2. Student’s Name (First - Last)*
3. Student’s College Email Address*
4. Student’s Preferred 10-digit Phone Number*
5. Associate’s Degree Major (if applicable)
6. Bachelor’s Degree Major*
7. Bachelor’s Concentration / Specialization*
8. Anticipated Graduation Date (mm/yyyy)*
9. Current Employer (if applicable)
10. Current Position / Title (if applicable)
11. Main Duties / Responsibilities
5. Capstone Project Track Choice*
(place an “X” in the empty box of your choice)
Track 1: Independent Learning Activity
Track 2: Employer-Sponsored, Task-Focused, Work-Based
Learning Activity
Track 3: Employer-Sponsored, Career Exploration Work-Based
Learning Activity
(Page left intentionally blank)
Track 1: Independent Learning Activity
(This section is required only if you choose Track 1:
Independent Learning Activity as your project choice. If you
have not chosen Track 1, please leave this page blank and move
to the appropriate Track of your choice)
1. PROPOSAL: Summarize your proposal activity in one short
statement (what are you proposing to accomplish?)
2. BACKGROUND: What industry/field of business is this
activity connected to? Where did you hear about it? What makes
this topic so important?
6. 3. CORE RESEARCHABLE PROBLEM OR CORE
OPPORTUNITY: What specific researchable problem, or
opportunity will you be researching, analyzing, and addressing?
4. STATEMENT OF PERSONAL INTEREST AND
JUSTIFICATION: How did you choose this activity? What
inspires you to pursue it?k How are you qualified to pursue it?
Will anyone else benefits from it (if so, how?).In addition to
answering these questions, include your personal and/or
professional goals, and include the appropriate Essential
Competencies you will cover.
7. 5. RESEARCH METHODOLOGY & PROCEDURES: What
types of data are needed to address your core problem or
opportunity? What research tools will you use to collect them?
6. RESULTS: What tangible written outcome will you have to
show at the end of the course? A thesis? A business plan? A
certification? Be explicit.
8. Track 2: Employer-Sponsored, Task-Focused, Work-Based
Learning Activity
(This section is required only if you choose Track 2. If you
have not chosen Track 2, please leave this page blank and move
to the appropriate Track of your choice)
1. RATIONALE: Please explain why you chose this specific
field experience
2. MAJOR RANKED GOALS: Include personal, professional /
career development goals. Rank them in order from most
relevant/important to least relevant/important.
9. 3. TASK & TIME: What will you be performing to achieve your
major ranked goals? Provide time estimates for each task.
4. PERSONAL | PROFESSIONAL OUTCOMES &
COMPETENCIES: What specific outcomes or tangible results
do you expect by the end of the project for your personal and
professional development? Also, choose and explain at least 5
of the Ten Essential Competencies you will be covering.
5. EMPLOYER OUTCOMES: What specific outcomes or
tangible results do you expect by the end of the project for your
employer?
10. Track 3: Employer-Sponsored, Career Exploration Work-Based
Learning Activity
(This section is required only if you choose Track 3. If you
have not chosen Track 3, please leave this page blank and move
11. to the appropriate Track of your choice)
1. INTERESTS: Please state the career goals/plans/interests
which you plan to explore during this field experience.
2. MAJOR RANKED GOALS: Include your personal,
professional / career development goals. Rank them in order
from most relevant/important to least relevant/important.
3. TASK & TIME: What will you be performing to achieve your
major ranked goals? Provide time estimates for each task.
12. 4. PERSONAL | PROFESSIONAL OUTCOMES &
COMPETENCIES: What specific outcomes or tangible results
do you expect by the end of the project for your personal and
professional development? Also, choose and explain at least 5
of the Ten Essential Competencies you will be covering.
5. EMPLOYER OUTCOMES: What specific outcomes or
tangible results do you expect by the end of the project for your
employer?
13. Reading & Resource List (all students)*
Please provide a detailed estimation of the resources and
research materials you will use to complete your capstone
project. This can include everything from the databases you
plan on using for peer-reviewed research, to the manuals you
plan on using during your fieldwork experience. Put some time
into this section and really think about what you’ll need to
accomplish your tasks. No resource is too insignificant.
· Reading List
Books, trade journals, databases, websites, industry reports,
employer orientation materials, study materials (etc.) that will
strengthen your knowledge and substantiate your capstone
project. Please provide a brief explanation of each.
14. · Resource List
People, information, time, money, equipment (etc.) that you will
need to successfully complete your capstone. Please provide a
brief explanation of each.