Unit 6Policy Brief Presentation1. 2. 3. InstructionsUs.docx
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Unit 6Policy Brief Presentation 1. 2. 3. Instructions Use your previous assignments to identify a policy related to your chosen health issue and create a Prezi or PowerPoint presentation that focuses on the development, needed change, or implementation related to your health issue. Policy briefs are overviews of issues that are intended to inform policymakers. The presentation should be succinct, colorful, and designed to catch the attention of a busy policymaker. See the attached document below for more information. The presentation should have the following structure: Executive Summary An overview of the problem, why change is needed, and your recommendations for change Introduction A clear statement of the problem, its causes, and why it is important What are the key issues that are relevant to the health issue? Approaches/policy options Summarize facts, issues, contexts. Provide facts or examples that support the need for policy to change/impact/solve the issue. Recommendations Provide recommendations on development, implementation or changes that need to be considered to solve the health issue. Provide specific steps and reemphasize the importance of this change. References Each content component will have one or two slides. Include a title and references slide Use bullet points rather than paragraph form. The target audience is a policymaker, not a medical professional, so keep scientific jargon to a minimum. Upload to your completed assignment to the ePortfolio from Unit 1 by Sunday night at midnight CT, for course objective #1. Failure to submit to your ePortfolio by the due date will result in a zero for this assignment. Estimated time to complete: 6 hours Assignment Resources 1. Guidelines for Writing a Policy BriefDownload Guidelines for Writing a Policy Brief Rubric NSG423 Paper Rubric 6 (1) NSG423 Paper Rubric 6 (1) Criteria Ratings Pts This criterion is linked to a Learning OutcomeTopic 15 pts 5 Identifies a creative, focused, and manageable topic that addresses potentially significant aspects of the topic. 13.5 pts 4 Identifies a creative, focused and manageable topic that addresses important and notable aspects of the topic. 12 pts 3 Identifies a focused and manageable/ doable topic that appropriately addresses relevant aspects of the topic. 10.5 pts 2 Identifies a topic that while manageable/ doable, is too narrowly focused and leaves out relevant aspects of the topic. 9 pts 1 Identifies a topic that is far too general and wide-ranging as to be manageable and doable. 0 pts 0 Does not clearly identify a topics that is relative to the assignment. 15 pts This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views 15 pts 5 Synthesizes in-depth information from relevant sources representing various points of view/ approaches. 13.5 pts 4 Examines in-depth information from relevant sources representing various points of view/approaches. 12 pts 3 Explains in-depth information from rele.
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What are learning objectivesThese are the concepts we are learn.docx
What are learning objectives?
These are the concepts we are learning in the class and the skills we are practicing. Each person comes into this class on a different learning path. For some of you, some of these objectives might be totally new, while for others they may be refreshers. Either way, the goal is to come away from the class further along than when you came in. Each person will develop in their own way, and that is OK. There is no “right way” or “one way” to accomplish these objectives.
I am your guide. It’s my job to design meaningful learning experiences, guide you through those experiences, give you meaningful and timely feedback, and work with you in class and one-on-one to help you learn in a way that is unique to you and your goals. The best way I can tailor your learning experience is for you to communicate with me often. Drop me a note, come by office hours, or chat with me after class and let me get to know you and your needs and goals!
English 288 Learning Objectives
As part of the general education curriculum, English 288 engages with writing as both a means of communicating and a way of making meaning. At the end of this course you will be able to:
1. Write for specialist and non-specialist audiences in specific professional situations. Analyze diverse audiences, social contexts, and professional cultures, and explain the way these factors influence the creation of specific instances of workplace writing for internal and external audiences.
2. Manage writing processes and projects. Identify, develop, and use effective strategies for planning, researching, drafting, and editing documents, individually and collaboratively.
3. Design usable and rhetorically effective documents. Make rhetorical design decisions about workplace documents and assess the usability of documents.
4. Collaborate with writing partners and on writing teams. Identify and apply strategies for successful teamwork and collaboration on multidisciplinary teams including giving and making effective use of peer feedback.
5. Plan and carry out primary and secondary research. Distinguish between and select appropriate research methods to produce professional documents.
6. Respond ethically to specific writing tasks. Explain ethical responsibilities in professional writing situations, and produce texts that respond ethically to global, local, economic, environmental, cultural, and societal contexts.
Instructions
You have created a policy brief presentation that has theoretically caught the attention of a lawmaker. He/she would like more information about this. Write a formal paper, including title page, table of contents, executive summary, topic headings, in-text citations, and references about your selected health issue. Using the outline that you created last week for the presentation, write a formal Policy Brief with the sections outlined below as APA headings. Be sure each section is well developed and supported with in-text citations and logical discus.
Cw2 Marking Rubric Managerial Finance0Fail2(1-29) Fail.docx
Cw2 Marking Rubric Managerial Finance
0
Fail
2
(1-29) Fail
30-39
Fail
40-49
3rd
50-59
2:2
60-69
2:1
70+
1st
Grade Descriptors (Right)
Learning Pillars, Criterion Description and Expectations (Below)
Module Learning Outcome and Industry Competencies
Weighting
No attempt, No submission, Absent
Unsatisfactory, Poor, Week
Incomplete, Inadequate, Limited
Basic, Satisfactory, Sufficient
Appropriate, Fair, Reasonable,
Commendable, Competent, Judicious
Highly Commendable, Outstanding, Exceptional
1
Professional Skills - Executive Summary - Degree to which the executive summary explains the key themes and outcomes of the report in a one page summary
1A,1C
5%
As per grade descriptor
Poor attempt at identifying and
including key themes and/or outcomes. Is unlikely to be limited to one page only
The summary is limited in approach and
therefore incomplete. Possibly over one page in length.
Covers most of the key themes and
outcomes, basic use of information and sources, likely over one page in length.
A one page summary, which provides a
fair and appropriate executive summary to the report.
A commendable, one page summary.
Efficient structure which conveys and logically explains key themes and outcomes.
A strong one page summary. Which is
proficient in explaining key themes and outcomes. Very good structure to the summary.
2
Knowledge and Understanding:
- Introduction completeness and clarity of introduction to the organisation, background, context and rationale for the report being prepared
LO5,4A,4B,5A
10%
As per grade descriptor
Unsatisfactory introduction to the
organisation and background to report. Poor rational is presented. The scope of the report is very broad.
Incomplete introduction and/or background,
inadequate rationale for the report presented. Scope not adequately defined
Acceptable intro and/or background.
Somewhat basic rationale for the research presented. Satisfactory definition of report scope.
Appropriate introduction and/or
background. Fair rationale for the report presented. Scope reasonably well defined.
Commendable introduction and
background presented. Competent rationale presented. Scope well defined.
A strong and well articulated
introduction, the background is proficiently presented with excellent explanation of rationale to the report.
Scope very well defined.
3
Cognitive (thinking) Skills: Literature review:
Information is gathered from multiple, research- based sources. The appropriate content in consideration is covered in depth without being redundant. Sources are cited when specific statements are made. Significance to the
course is unquestionable
LO2,4A,1C,3C,3D
10%
As per grade descriptor
The literature review is
unsatisfactory in that the research content is irrelevant and/or incomplete with poor analysis and conclusions.
The literature review is inadequate in
that the research content is limited and/or incomplete with the same for it's analysis and conclusions.
The review is a.
Cw2 Marking Rubric Managerial Finance0Fail2(1-29) Fail.docx
Cw2 Marking Rubric Managerial Finance
0
Fail
2
(1-29) Fail
30-39
Fail
40-49
3rd
50-59
2:2
60-69
2:1
70+
1st
Grade Descriptors (Right)
Learning Pillars, Criterion Description and Expectations (Below)
Module Learning Outcome and Industry Competencies
Weighting
No attempt, No submission, Absent
Unsatisfactory, Poor, Week
Incomplete, Inadequate, Limited
Basic, Satisfactory, Sufficient
Appropriate, Fair, Reasonable,
Commendable, Competent, Judicious
Highly Commendable, Outstanding, Exceptional
1
Professional Skills - Executive Summary - Degree to which the executive summary explains the key themes and outcomes of the report in a one page summary
1A,1C
5%
As per grade descriptor
Poor attempt at identifying and
including key themes and/or outcomes. Is unlikely to be limited to one page only
The summary is limited in approach and
therefore incomplete. Possibly over one page in length.
Covers most of the key themes and
outcomes, basic use of information and sources, likely over one page in length.
A one page summary, which provides a
fair and appropriate executive summary to the report.
A commendable, one page summary.
Efficient structure which conveys and logically explains key themes and outcomes.
A strong one page summary. Which is
proficient in explaining key themes and outcomes. Very good structure to the summary.
2
Knowledge and Understanding:
- Introduction completeness and clarity of introduction to the organisation, background, context and rationale for the report being prepared
LO5,4A,4B,5A
10%
As per grade descriptor
Unsatisfactory introduction to the
organisation and background to report. Poor rational is presented. The scope of the report is very broad.
Incomplete introduction and/or background,
inadequate rationale for the report presented. Scope not adequately defined
Acceptable intro and/or background.
Somewhat basic rationale for the research presented. Satisfactory definition of report scope.
Appropriate introduction and/or
background. Fair rationale for the report presented. Scope reasonably well defined.
Commendable introduction and
background presented. Competent rationale presented. Scope well defined.
A strong and well articulated
introduction, the background is proficiently presented with excellent explanation of rationale to the report.
Scope very well defined.
3
Cognitive (thinking) Skills: Literature review:
Information is gathered from multiple, research- based sources. The appropriate content in consideration is covered in depth without being redundant. Sources are cited when specific statements are made. Significance to the
course is unquestionable
LO2,4A,1C,3C,3D
10%
As per grade descriptor
The literature review is
unsatisfactory in that the research content is irrelevant and/or incomplete with poor analysis and conclusions.
The literature review is inadequate in
that the research content is limited and/or incomplete with the same for it's analysis and conclusions.
The review is a.
Clinical Field Experience C Special Education Teacher Observa.docx
Clinical Field Experience C: Special Education Teacher Observation and
Feedback - Rubric
Summary of Collaboration Experience 7 points
Criteria Description
Summary of Collaboration Experience
5. Target 7 points
Reflection substantially reflects on the collaboration with the mentor of the
teacher’s performance including agreed upon ideas for enhancing instructional
delivery and student learning outcomes, and how feedback would be delivered in a
post-observation conference.
4. Acceptable 6.09 points
Reflection soundly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
3. Approaching 5.18 points
Reflection shallowly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
2. Insufficient 4.83 points
Reflection inefficiently reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
1. No Submission 0 points
Not addressed.
Evaluation Tool 7 points
Criteria Description
Evaluation Tool
Collapse All
5. Target 7 points
Reflection includes a thorough examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
4. Acceptable 6.09 points
Reflection includes a clear examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
3. Approaching 5.18 points
Reflection includes a minimal examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
2. Insufficient 4.83 points
Reflection includes a weak examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
1. No Submission 0 points
Not addressed.
PSEL Standard 5 and Implications for Future Practice 14 points
Criteria.
Clinical Field Experience C Professional Development for Impr.docx
Clinical Field Experience C: Professional Development for Improving Teaching
Strategies - Rubric
Professional Development Presentation and Evaluation 15 points
Criteria Description
Professional Development Presentation and Evaluation
5. Target 15 points
Reflection on professional development presentation, including discussion of
evaluation received and changes that could be made to improve the presentation,
engage teachers, and create accountability is thorough and includes substantial
supporting details.
4. Acceptable 13.05 points
Reflection on professional development presentation, including discussion of
evaluation received and changes that could be made to improve the presentation,
engage teachers, and create accountability is complete and contains supporting
details.
3. Approaching 11.1 points
Reflection on professional development presentation, including discussion of
evaluation received and changes that could be made to improve the presentation,
engage teachers, and create accountability is vague and lacks supporting details.
2. Insufficient 10.35 points
Reflection on professional development presentation, including discussion of
evaluation received and changes that could be made to improve the presentation,
engage teachers, and create accountability is incomplete.
Peer Evaluation 10 points
Criteria Description
Peer Evaluation
5. Target 10 points
Reflection on sharing the presentation with a peer and suggested improvements is
thorough and includes substantial supporting details.
4. Acceptable 8.7 points
Collapse All
Reflection on sharing the presentation with a peer and suggested improvements is
complete and contains supporting details.
3. Approaching 7.4 points
Reflection on sharing the presentation with a peer and suggested improvements is
vague and lacks supporting details.
2. Insufficient 6.9 points
Reflection on sharing the presentation with a peer and suggested improvements is
incomplete.
PSEL Standards 6 and 7 and Implications for Future Practice 15 points
Criteria Description
PSEL Standards 6 and 7 and Implications for Future Practice
5. Target 15 points
Reflection proficiently discusses implications for application as a future practitioner.
Elements of PSEL Standards 6 and 7 and any other standards that apply are
expertly incorporated into reflection.
4. Acceptable 13.05 points
Reflection logically discusses implications for application as a future practitioner.
Elements of PSEL Standards 6 and 7 and any other standards that apply are
accurately incorporated into reflection.
3. Approaching 11.1 points
Reflection inexplicitly discusses implications for application as a future practitioner.
Elements of PSEL Standards 6 and 7 and any other standards that apply are vaguely
addressed.
2. Insufficient 10.35 points
Reflection unrealistically discusses implications for application as a future
practitioner. Elements of PSEL Standards 6 and 7 and any other standards that
apply a.
Your major project is a full-scale, formal analytical Career E.docx
Your major project is a full-scale, formal analytical Career Exploration Business Report. Each week, we will master components of the full report so that you will be prepared for the larger submission.
The Research Report is worth 150 points and must be completed with a minimum score of 75 points (50%) in order to earn a course grade of C or higher.
We have been building on this report since Week 1 of this term. The format of the business report can be found in Chapter 13, page 421 of your textbook.
The documents below will ensure you are on the right path:
Written Business Report Lecture
Business Report Layout, Example, & Rubric
Upload your report as a Word Document by hitting the submit button.
Reminder:
Research Report must be completed with a minimum score of 75 points (50%) in order to earn a course grade of C or higher.
GRADING RUBRIC
Rubric
Research Report Research Report Criteria Ratings Pts This criterion is linked to a Learning Outcome Secondary Sources (3 required) Second-Hand Information: Library Research—published material—annual reports, etc. – 6.0 pts Excellent Student has three required published sources that are current and legitimate. 2.0 pts Adequate Two published sources that are up-to-date 0.0 pts Deficient Published sources are non-existent, lack legitimacy, are not current or missing. 6.0 pts
This criterion is linked to a Learning Outcome Primary Methods (1 method required) First-Hand Information - survey/questionnaire or interview(s) 6.0 pts Excellent Primary research conducted as shown with survey, interview questions, or observation criteria. 1.0 pts Adequate Limited primary research. Lacking 30 responses, three interviews, or thorough criteria. 0.0 pts Deficient Primary research was not conducted. 6.0 pts
This criterion is linked to a Learning Outcome Title Page - Lists Title, Prepared for, Prepared by, Date Submitted 4.0 pts Excellent Title page includes title of paper, prepared for, prepared by, date. 0.0 pts Deficient Title page is missing one or more of the required attributes. 4.0 pts
This criterion is linked to a Learning Outcome Letter/Memo of Transmittal - direct approach, brief highlight of important data, thank you, contact information, 9.0 pts Excellent Letter of Transmittal is written directly and is appropriately formatted. Is written directly, includes project highlights, author observations, and/or thoughtful feedback and suggestions about the project. Includes tha.
Week 3 Assignment - OnboardingInstructionsThe first written as.docx
Week 3 Assignment - Onboarding
Instructions
The first written assignment for this course is due in Week 3 and requires you to draw upon what you have learned in the first 3 weeks of class to analyze the total rewards system offered by two well-known organizations, L.L. Bean and Aflac.
To complete the assignment, you will need to read the Society for Human Resource Management (SHRM) case study,
Benefits and Business at Aflac and L.L. Bean
, that is posted at the bottom of this page. After reading the case study, you are to answer the questions below. Be sure to incorporate appropriate scholarly and practitioner references to support your key ideas. The total length of your assignment should be no more than 5-6 pages, not including the cover page and reference list. The assignment is worth 100 points and 20% of your total grade. It will be scored according to the corresponding grading rubric that is posted at the end of this page.
Case Study Questions. Pick
one
of the companies presented in the SHRM case study, either Aflac or L.L. Bean, and answer the following:
Think about the internal strengths and weaknesses of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Consider the external opportunities and threats of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Given the corporate values of the organization, what revisions would you make to its benefits program in order to better align it with the accomplishment of the company’s organizational goals and values? 50 points
1st Assignment Benefits at AFLAC and LLBean.pdf
rubric:
Written Assignment Grading Rubric
A
B
C
F
Response Quality
50 points/50%
Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course.
Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others.
Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.
Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others.
Evidence
20 points/20%
Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoni ...
Recommended
What are learning objectivesThese are the concepts we are learn.docx
What are learning objectives?
These are the concepts we are learning in the class and the skills we are practicing. Each person comes into this class on a different learning path. For some of you, some of these objectives might be totally new, while for others they may be refreshers. Either way, the goal is to come away from the class further along than when you came in. Each person will develop in their own way, and that is OK. There is no “right way” or “one way” to accomplish these objectives.
I am your guide. It’s my job to design meaningful learning experiences, guide you through those experiences, give you meaningful and timely feedback, and work with you in class and one-on-one to help you learn in a way that is unique to you and your goals. The best way I can tailor your learning experience is for you to communicate with me often. Drop me a note, come by office hours, or chat with me after class and let me get to know you and your needs and goals!
English 288 Learning Objectives
As part of the general education curriculum, English 288 engages with writing as both a means of communicating and a way of making meaning. At the end of this course you will be able to:
1. Write for specialist and non-specialist audiences in specific professional situations. Analyze diverse audiences, social contexts, and professional cultures, and explain the way these factors influence the creation of specific instances of workplace writing for internal and external audiences.
2. Manage writing processes and projects. Identify, develop, and use effective strategies for planning, researching, drafting, and editing documents, individually and collaboratively.
3. Design usable and rhetorically effective documents. Make rhetorical design decisions about workplace documents and assess the usability of documents.
4. Collaborate with writing partners and on writing teams. Identify and apply strategies for successful teamwork and collaboration on multidisciplinary teams including giving and making effective use of peer feedback.
5. Plan and carry out primary and secondary research. Distinguish between and select appropriate research methods to produce professional documents.
6. Respond ethically to specific writing tasks. Explain ethical responsibilities in professional writing situations, and produce texts that respond ethically to global, local, economic, environmental, cultural, and societal contexts.
Instructions
You have created a policy brief presentation that has theoretically caught the attention of a lawmaker. He/she would like more information about this. Write a formal paper, including title page, table of contents, executive summary, topic headings, in-text citations, and references about your selected health issue. Using the outline that you created last week for the presentation, write a formal Policy Brief with the sections outlined below as APA headings. Be sure each section is well developed and supported with in-text citations and logical discus.
Cw2 Marking Rubric Managerial Finance0Fail2(1-29) Fail.docx
Cw2 Marking Rubric Managerial Finance
0
Fail
2
(1-29) Fail
30-39
Fail
40-49
3rd
50-59
2:2
60-69
2:1
70+
1st
Grade Descriptors (Right)
Learning Pillars, Criterion Description and Expectations (Below)
Module Learning Outcome and Industry Competencies
Weighting
No attempt, No submission, Absent
Unsatisfactory, Poor, Week
Incomplete, Inadequate, Limited
Basic, Satisfactory, Sufficient
Appropriate, Fair, Reasonable,
Commendable, Competent, Judicious
Highly Commendable, Outstanding, Exceptional
1
Professional Skills - Executive Summary - Degree to which the executive summary explains the key themes and outcomes of the report in a one page summary
1A,1C
5%
As per grade descriptor
Poor attempt at identifying and
including key themes and/or outcomes. Is unlikely to be limited to one page only
The summary is limited in approach and
therefore incomplete. Possibly over one page in length.
Covers most of the key themes and
outcomes, basic use of information and sources, likely over one page in length.
A one page summary, which provides a
fair and appropriate executive summary to the report.
A commendable, one page summary.
Efficient structure which conveys and logically explains key themes and outcomes.
A strong one page summary. Which is
proficient in explaining key themes and outcomes. Very good structure to the summary.
2
Knowledge and Understanding:
- Introduction completeness and clarity of introduction to the organisation, background, context and rationale for the report being prepared
LO5,4A,4B,5A
10%
As per grade descriptor
Unsatisfactory introduction to the
organisation and background to report. Poor rational is presented. The scope of the report is very broad.
Incomplete introduction and/or background,
inadequate rationale for the report presented. Scope not adequately defined
Acceptable intro and/or background.
Somewhat basic rationale for the research presented. Satisfactory definition of report scope.
Appropriate introduction and/or
background. Fair rationale for the report presented. Scope reasonably well defined.
Commendable introduction and
background presented. Competent rationale presented. Scope well defined.
A strong and well articulated
introduction, the background is proficiently presented with excellent explanation of rationale to the report.
Scope very well defined.
3
Cognitive (thinking) Skills: Literature review:
Information is gathered from multiple, research- based sources. The appropriate content in consideration is covered in depth without being redundant. Sources are cited when specific statements are made. Significance to the
course is unquestionable
LO2,4A,1C,3C,3D
10%
As per grade descriptor
The literature review is
unsatisfactory in that the research content is irrelevant and/or incomplete with poor analysis and conclusions.
The literature review is inadequate in
that the research content is limited and/or incomplete with the same for it's analysis and conclusions.
The review is a.
Cw2 Marking Rubric Managerial Finance0Fail2(1-29) Fail.docx
Cw2 Marking Rubric Managerial Finance
0
Fail
2
(1-29) Fail
30-39
Fail
40-49
3rd
50-59
2:2
60-69
2:1
70+
1st
Grade Descriptors (Right)
Learning Pillars, Criterion Description and Expectations (Below)
Module Learning Outcome and Industry Competencies
Weighting
No attempt, No submission, Absent
Unsatisfactory, Poor, Week
Incomplete, Inadequate, Limited
Basic, Satisfactory, Sufficient
Appropriate, Fair, Reasonable,
Commendable, Competent, Judicious
Highly Commendable, Outstanding, Exceptional
1
Professional Skills - Executive Summary - Degree to which the executive summary explains the key themes and outcomes of the report in a one page summary
1A,1C
5%
As per grade descriptor
Poor attempt at identifying and
including key themes and/or outcomes. Is unlikely to be limited to one page only
The summary is limited in approach and
therefore incomplete. Possibly over one page in length.
Covers most of the key themes and
outcomes, basic use of information and sources, likely over one page in length.
A one page summary, which provides a
fair and appropriate executive summary to the report.
A commendable, one page summary.
Efficient structure which conveys and logically explains key themes and outcomes.
A strong one page summary. Which is
proficient in explaining key themes and outcomes. Very good structure to the summary.
2
Knowledge and Understanding:
- Introduction completeness and clarity of introduction to the organisation, background, context and rationale for the report being prepared
LO5,4A,4B,5A
10%
As per grade descriptor
Unsatisfactory introduction to the
organisation and background to report. Poor rational is presented. The scope of the report is very broad.
Incomplete introduction and/or background,
inadequate rationale for the report presented. Scope not adequately defined
Acceptable intro and/or background.
Somewhat basic rationale for the research presented. Satisfactory definition of report scope.
Appropriate introduction and/or
background. Fair rationale for the report presented. Scope reasonably well defined.
Commendable introduction and
background presented. Competent rationale presented. Scope well defined.
A strong and well articulated
introduction, the background is proficiently presented with excellent explanation of rationale to the report.
Scope very well defined.
3
Cognitive (thinking) Skills: Literature review:
Information is gathered from multiple, research- based sources. The appropriate content in consideration is covered in depth without being redundant. Sources are cited when specific statements are made. Significance to the
course is unquestionable
LO2,4A,1C,3C,3D
10%
As per grade descriptor
The literature review is
unsatisfactory in that the research content is irrelevant and/or incomplete with poor analysis and conclusions.
The literature review is inadequate in
that the research content is limited and/or incomplete with the same for it's analysis and conclusions.
The review is a.
Clinical Field Experience C Special Education Teacher Observa.docx
Clinical Field Experience C: Special Education Teacher Observation and
Feedback - Rubric
Summary of Collaboration Experience 7 points
Criteria Description
Summary of Collaboration Experience
5. Target 7 points
Reflection substantially reflects on the collaboration with the mentor of the
teacher’s performance including agreed upon ideas for enhancing instructional
delivery and student learning outcomes, and how feedback would be delivered in a
post-observation conference.
4. Acceptable 6.09 points
Reflection soundly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
3. Approaching 5.18 points
Reflection shallowly reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
2. Insufficient 4.83 points
Reflection inefficiently reflects on the collaboration with the mentor of the teacher’s
performance including agreed upon ideas for enhancing instructional delivery and
student learning outcomes, and how feedback would be delivered in a post-
observation conference.
1. No Submission 0 points
Not addressed.
Evaluation Tool 7 points
Criteria Description
Evaluation Tool
Collapse All
5. Target 7 points
Reflection includes a thorough examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
4. Acceptable 6.09 points
Reflection includes a clear examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
3. Approaching 5.18 points
Reflection includes a minimal examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
2. Insufficient 4.83 points
Reflection includes a weak examination of the formal evaluation tool, policies
regarding how the tool is administered, how ratings are assigned, how and with
whom results are shared, what happens with the results, and if any of these are
different for a special education teacher compared to the general educator.
1. No Submission 0 points
Not addressed.
PSEL Standard 5 and Implications for Future Practice 14 points
Criteria.
Clinical Field Experience C Professional Development for Impr.docx
Clinical Field Experience C: Professional Development for Improving Teaching
Strategies - Rubric
Professional Development Presentation and Evaluation 15 points
Criteria Description
Professional Development Presentation and Evaluation
5. Target 15 points
Reflection on professional development presentation, including discussion of
evaluation received and changes that could be made to improve the presentation,
engage teachers, and create accountability is thorough and includes substantial
supporting details.
4. Acceptable 13.05 points
Reflection on professional development presentation, including discussion of
evaluation received and changes that could be made to improve the presentation,
engage teachers, and create accountability is complete and contains supporting
details.
3. Approaching 11.1 points
Reflection on professional development presentation, including discussion of
evaluation received and changes that could be made to improve the presentation,
engage teachers, and create accountability is vague and lacks supporting details.
2. Insufficient 10.35 points
Reflection on professional development presentation, including discussion of
evaluation received and changes that could be made to improve the presentation,
engage teachers, and create accountability is incomplete.
Peer Evaluation 10 points
Criteria Description
Peer Evaluation
5. Target 10 points
Reflection on sharing the presentation with a peer and suggested improvements is
thorough and includes substantial supporting details.
4. Acceptable 8.7 points
Collapse All
Reflection on sharing the presentation with a peer and suggested improvements is
complete and contains supporting details.
3. Approaching 7.4 points
Reflection on sharing the presentation with a peer and suggested improvements is
vague and lacks supporting details.
2. Insufficient 6.9 points
Reflection on sharing the presentation with a peer and suggested improvements is
incomplete.
PSEL Standards 6 and 7 and Implications for Future Practice 15 points
Criteria Description
PSEL Standards 6 and 7 and Implications for Future Practice
5. Target 15 points
Reflection proficiently discusses implications for application as a future practitioner.
Elements of PSEL Standards 6 and 7 and any other standards that apply are
expertly incorporated into reflection.
4. Acceptable 13.05 points
Reflection logically discusses implications for application as a future practitioner.
Elements of PSEL Standards 6 and 7 and any other standards that apply are
accurately incorporated into reflection.
3. Approaching 11.1 points
Reflection inexplicitly discusses implications for application as a future practitioner.
Elements of PSEL Standards 6 and 7 and any other standards that apply are vaguely
addressed.
2. Insufficient 10.35 points
Reflection unrealistically discusses implications for application as a future
practitioner. Elements of PSEL Standards 6 and 7 and any other standards that
apply a.
Your major project is a full-scale, formal analytical Career E.docx
Your major project is a full-scale, formal analytical Career Exploration Business Report. Each week, we will master components of the full report so that you will be prepared for the larger submission.
The Research Report is worth 150 points and must be completed with a minimum score of 75 points (50%) in order to earn a course grade of C or higher.
We have been building on this report since Week 1 of this term. The format of the business report can be found in Chapter 13, page 421 of your textbook.
The documents below will ensure you are on the right path:
Written Business Report Lecture
Business Report Layout, Example, & Rubric
Upload your report as a Word Document by hitting the submit button.
Reminder:
Research Report must be completed with a minimum score of 75 points (50%) in order to earn a course grade of C or higher.
GRADING RUBRIC
Rubric
Research Report Research Report Criteria Ratings Pts This criterion is linked to a Learning Outcome Secondary Sources (3 required) Second-Hand Information: Library Research—published material—annual reports, etc. – 6.0 pts Excellent Student has three required published sources that are current and legitimate. 2.0 pts Adequate Two published sources that are up-to-date 0.0 pts Deficient Published sources are non-existent, lack legitimacy, are not current or missing. 6.0 pts
This criterion is linked to a Learning Outcome Primary Methods (1 method required) First-Hand Information - survey/questionnaire or interview(s) 6.0 pts Excellent Primary research conducted as shown with survey, interview questions, or observation criteria. 1.0 pts Adequate Limited primary research. Lacking 30 responses, three interviews, or thorough criteria. 0.0 pts Deficient Primary research was not conducted. 6.0 pts
This criterion is linked to a Learning Outcome Title Page - Lists Title, Prepared for, Prepared by, Date Submitted 4.0 pts Excellent Title page includes title of paper, prepared for, prepared by, date. 0.0 pts Deficient Title page is missing one or more of the required attributes. 4.0 pts
This criterion is linked to a Learning Outcome Letter/Memo of Transmittal - direct approach, brief highlight of important data, thank you, contact information, 9.0 pts Excellent Letter of Transmittal is written directly and is appropriately formatted. Is written directly, includes project highlights, author observations, and/or thoughtful feedback and suggestions about the project. Includes tha.
Week 3 Assignment - OnboardingInstructionsThe first written as.docx
Week 3 Assignment - Onboarding
Instructions
The first written assignment for this course is due in Week 3 and requires you to draw upon what you have learned in the first 3 weeks of class to analyze the total rewards system offered by two well-known organizations, L.L. Bean and Aflac.
To complete the assignment, you will need to read the Society for Human Resource Management (SHRM) case study,
Benefits and Business at Aflac and L.L. Bean
, that is posted at the bottom of this page. After reading the case study, you are to answer the questions below. Be sure to incorporate appropriate scholarly and practitioner references to support your key ideas. The total length of your assignment should be no more than 5-6 pages, not including the cover page and reference list. The assignment is worth 100 points and 20% of your total grade. It will be scored according to the corresponding grading rubric that is posted at the end of this page.
Case Study Questions. Pick
one
of the companies presented in the SHRM case study, either Aflac or L.L. Bean, and answer the following:
Think about the internal strengths and weaknesses of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Consider the external opportunities and threats of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Given the corporate values of the organization, what revisions would you make to its benefits program in order to better align it with the accomplishment of the company’s organizational goals and values? 50 points
1st Assignment Benefits at AFLAC and LLBean.pdf
rubric:
Written Assignment Grading Rubric
A
B
C
F
Response Quality
50 points/50%
Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course.
Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others.
Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.
Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others.
Evidence
20 points/20%
Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoni ...
NUR 699 – CapstoneProblem Description Holistic AssessmentD.docx
NUR 699 – Capstone
Problem Description Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Problem Description
Describe the background of the problem.
Identify the stakeholders/change agents and list the interested parties.
Provide the PICOT question.
State the purpose and project objectives in specific, realistic, and measurable terms. Develop an initial reference list
No discernible problem description and/or objectives. The problem selection rationale is not addressed or minimally addressed. Expected changes before and after the evidence-based practice is not addressed or minimally addressed. Reveals inaccurate comprehension of material and lacks the ability to apply information. Subject matter is absent, inappropriate, and/or irrelevant. Initial reference list is missing. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Addresses the problem description and objectives but not all components. Alignment is difficult to discern. The problem is not in the correct format. Objectives are lacking measurement or may be ambiguous; The problem selection rationale is not addressed or minimally introduced with now supporting details. Expected changes before and after the evidence-based practice are listed. Displays a lack of comprehension but attempts to apply information. Develops partial initial reference list .There is weak, marginal coverage of subject matter with large gaps in presentation. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Problem description and objectives are stated but may not be fully developed or aligned; The problem is in the PICOT format but not appropriately developed. Objectives are measurable but may be ambiguous; The problem selection rationale is present but the significance is unclear. Expected changes are briefly introduced. Exhibits comprehension of the material and clearly attempts to integrate and apply information. Develops an initial reference list. All subject matter is covered in minimal quantity and quality. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Problem description and objectives are presented and tie together; Identifies the stakeholders/change agents, who or what organizations are concerned, may benefit from, or are affected by this proposal. The problem is in the PICOT format and developed appropriately. Objectives are measurable; The problem selection is justified using liter.
The name of the company is South west airlinei chose action pla.docx
The name of the company is South west airline
i chose action plan and evaluative plan
Final Project: Final Paper, Presentation, and Peer Assessment
This assignment is a group project. Students will be placed into groups consisting of groups of four or five students each. Groups will be assigned early, and the expectation is that the groups will work on the various parts of the assignment as relevant material is covered throughout the course. The group will act as a self-directed team, and will therefore determine its own timetable, task list, guidelines for communication, goals, and so forth. As an individual, you are expected to participate fully in the project. Everyone in your group will receive the same grade for the project.
Your group will create a strategic plan and present the plan in a professional manner. The plan requires a paper turn in to the Assignment Folder and a PowerPoint presentation that is presented in the last week of class.
All students in the group will receive the same grade for the final paper and the presentation.
However, if a student fails to contribute to the project, the student will earn a zero for the assignment and/or PowerPoint presentation.
By completing this assignment, students will meet the outcome(s):
examine the impact of ethical decision making, social responsibility, stakeholder analysis, and corporate governance on organizations and society
formulate and evaluate an organization's vision and mission statement, and develop long-term objectives
analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to write and present a strategic plan
evaluate the outcomes of selected strategies to determine their success and impact on the achievement of an organization's vision and mission
Required Elements to include in Applied Final Project:
The strategic plan should include:
Ø vision and mission
Ø background organization
Ø industry analysis
Ø competitive analysis
Ø financial analysis
Ø technique analysis (using one technique from chapter 6)
Ø alternative strategy generation
Ø SWOT analysis
Ø strategy and prioritization selection
Ø action plan
Ø evaluative plan
Identify strategies
Discuss strategies used at the corporate, business and function levels using the concepts learned in the course.
Demonstrate critical thinking in the assessment.
Required Formatting of Paper:
This report should be double spaced, 12-point font, 20 - 25 pages in length excluding the title page and reference page;
This paper should be written in the third person. No script should contain the words “I or we;”
Title page with your name, the course name, the date, and instructor’s name;
Include a reference page;
Use APA formatting for in-text citations and reference page. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Cyb207 v2 wk 5 – assignment template poamcyb205 v2page 2 of
Cyb207 v2 wk 5 – assignment template poamcyb205 v2page 2 of
InstructionsGenerate a PowerPoint presentation about your EB.docx
Instructions
Generate a PowerPoint presentation about your EBP project grant proposal. Imagine you are meeting with a grant funding agency and you need to sell them your project and why it is important. Refer to the instructions on how to generate an audiovisual presentation. This recording should be a minimum of five minutes long and not exceed 15 minutes.
To record your video, use Zoom, Skype, or your personal preference and follow these
create an unlisted YouTube video
instructions:
For this assignment, submit your YouTube video
url
. The best way to do this is to copy and paste the hyperlink
url
for the YouTube video into a Word document. Your faculty will access your video via the link.
Do not upload a video file (mp4).
Please include the following in your presentation:
Introduce yourself
Title
Background
Purpose
Gaps that your project aims to address
Proposed project methodology (i.e., research method, research design, sampling method, participant recruitment, and so on)
Significance to the field of nursing
Innovation
Describe why your proposal should be funded (assume there is only one grant available)
Follow APA and grammatical/punctuation expectations throughout the presentation.
Please refer to the
Grading Rubric
for details on how this activity will be graded.
Visual Learning Presentation
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Make sure to review the assignment instructions for any required components that are not listed within the rubric.
Visual Learning Presentation – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent and FocusIn addition to meeting the expectations, clear examples supported by course content and references articulate the relationship to the focus of the assignment along with the implications to the role of an APRN and the profession of nursing.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components of the visual assignment are topic focused and accurately and thoroughly presented via use of evidence-based practice, ethics, theory, and/or role content.
Cites two references.
All instruction requirements noted.
35 points
Components are mostly accurate and/or ideas may be overstated with minimal contribution to the subject matter.
Minimal application to evidence-based practice, theory, or role development.
Cites one reference, or references do not clearly support content.
31 points
Components do not relate to the topic of the assignment but an attempt was made to articulate a relationship, or there is no attempt to explain how the content relates to the topic or why the sources were chosen.
Absent applic.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
The name of the company is south air lineFinal Project Fi.docx
The name of the company is south air line
Final Project: Final Paper, Presentation, and Peer Assessment
This assignment is a group project. Students will be placed into groups consisting of groups of four or five students each. Groups will be assigned early, and the expectation is that the groups will work on the various parts of the assignment as relevant material is covered throughout the course. The group will act as a self-directed team, and will therefore determine its own timetable, task list, guidelines for communication, goals, and so forth. As an individual, you are expected to participate fully in the project. Everyone in your group will receive the same grade for the project.
Your group will create a strategic plan and present the plan in a professional manner. The plan requires a paper turn in to the Assignment Folder and a PowerPoint presentation that is presented in the last week of class.
All students in the group will receive the same grade for the final paper and the presentation.
However, if a student fails to contribute to the project, the student will earn a zero for the assignment and/or PowerPoint presentation.
By completing this assignment, students will meet the outcome(s):
examine the impact of ethical decision making, social responsibility, stakeholder analysis, and corporate governance on organizations and society
formulate and evaluate an organization's vision and mission statement, and develop long-term objectives
analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to write and present a strategic plan
evaluate the outcomes of selected strategies to determine their success and impact on the achievement of an organization's vision and mission
Required Elements to include in Applied Final Project:
The strategic plan should include:
Ø vision and mission
Ø background organization
Ø industry analysis
Ø competitive analysis
Ø financial analysis
Ø technique analysis (using one technique from chapter 6)
Ø alternative strategy generation
Ø SWOT analysis
Ø strategy and prioritization selection
Ø action plan
Ø evaluative plan
Identify strategies
Discuss strategies used at the corporate, business and function levels using the concepts learned in the course.
Demonstrate critical thinking in the assessment.
Required Formatting of Paper:
This report should be double spaced, 12-point font, 20 - 25 pages in length excluding the title page and reference page;
This paper should be written in the third person. No script should contain the words “I or we;”
Title page with your name, the course name, the date, and instructor’s name;
Include a reference page;
Use APA formatting for in-text citations and reference page. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Required Formatting of PowerPoint Present.
LASA 2—Capstone Strategic AuditUnsatisfactory70 - 77.docx
LASA 2—Capstone Strategic Audit
Unsatisfactory
70 - 77%
(C- to C)
Emerging
78 – 82%
(C+ to B-)
Proficient
83 – 89%
(B to B+)
Exemplary
90 – 100 %
(A- to A)
Score
To calculate score:
(% / 100) x max pts.
e.g.
(80% / 100) x 12 = 9.6
Summarize the significant findings of your analyses. A concise and insightful summary of the significant findings of your analysis findings and the recommendations you have for your executive team.
(Course Objective [CO] 1, 3)
Executive summary is unclear or incomplete throughout. The overview only addresses some of the findings from the analyses, or the findings discussed are inaccurate.
Executive summary is somewhat unclear or is slightly incomplete. It provides a broad overview of the findings from the analyses.
Executive summary is clear, complete, and provides an accurate overview of the most significant findings from all the analyses.
Executive summary is clear, thorough, and concise. It provides an insightful overview of all significant, both apparent and subtle, findings from all the analyses.
/ 12 pts
Identify the most important Strategic Issues facing your business unit.
CO 1,3
Too many apparent Strategic Issues are missing, or issues identified are inappropriate to the business or too vague.
Examples, evidence, and information gathered in previous assignments are present, but they do not clearly support issues identified and/or they are inappropriate in relation to Strategic Issues.
Most of the apparent Strategic Issues are identified, but some are missing. Many are specific, but some are slightly vague.
Examples, evidence, and information gathered in previous assignments are used, but how they support issues identified and/or their explanation must be inferred.
The most apparent Strategic Issues are identified. They are specific and detailed in a brief explanation.
Specific examples, evidence, and information gathered in previous assignments are appropriately used to support issues identified and/or their explanation.
The most important, but apparent and subtle, Strategic Issues are identified. They are insightful, focused, and detailed in a brief explanation.
Specific examples, evidence, and information gathered in both the previous assignments and in external research are used to illustrate or support issues identified and/or their explanation.
/ 10 pts
Represent all misalignments found in the following categories: Product portfolio, Structure, Organizational culture/behavior, Value chain actions, Performance measures
CO 1,4
Identifies a few strategic misalignments appropriately, but many are either missing or inaccurate. It describes elements of the organization that do not align with the strategy, but some are inaccurate or severely incomplete. Too many misalignments are missing relevant facts or findings from the research; its impact on organizational performance is stated but inaccurate or unreasonable.
Collectively, the misalignments address many of the following ...
Performing health assessments as an APRN will help you to develo
Performing health assessments as an APRN will help you to develop a collaborative partnership with your patients. After reading Chapter 4 and 12 in your Pender text, think about the vulnerable population that you choose during Week 1 - consider what you perceive / know about this group in relation to the following topics:
Health assets
Health problems
Health-related lifestyle strengths
Key health-related beliefs
Health behaviors that put the person at risk
Changes that could improve their quality of life
Now consider the pros and cons of implementing a Community-Based Participatory Research health promotion project with the vulnerable group. You should consider not only the benefit of the actions but the active role the vulnerable will play in the development and implementation of the health promotion plan. How does your population’s health disparities and health inequities benefit and/or hinder this type of project’s success? Remember that you should include citations/references from at least three scholarly sources.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post ...
My selected Topic Hydrocele & Spermatocele & Varicocele .docx
My selected Topic: Hydrocele & Spermatocele & Varicocele
Your initial post should also include the following:
The most common presenting symptoms.
The manner in which your disorder is routinely diagnosed.
A standard treatment plan.
Link(s) to routine screening and treatment guidelines.
If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey.
There is an abundance of information available on these disorders.In your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic.
RUBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction require.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
Ashford 3 - Week 2 - AssignmentGlobal Supply Chain Management Qu.docx
Ashford 3: - Week 2 - Assignment
Global Supply Chain Management: Quality Strategy
This assignment is based on a case study that is in Ashford University’s library. Please read Soltani, Azadegan, Liao, and Phillips (2011) which may be found in the Ashford University library (EBSCO database). You are the senior executive in charge of supply chain management for the focal firm or buyer in the United States. M-case and H-case are two important suppliers for your firm. The CEO of the focal firm wants action. The CEO has asked you to respond to the following statements.
Examine the problems and causes that may contribute to low quality throughout the supply chain. Soltani, et al. (2011) recommended that the leadership in the focal firm or buyer select good partners, ensure cooperation, and motivate loyalty to the buyer.
Describe how you would implement the recommendations developed in the case study.
Propose changes to the supplier contract in order for the supply chain to be successful.
Submit your three to four-page paper (not including the title and reference pages) written according to APA style as shown in the approved style guide. The CEO has also asked you to include two scholarly sources in addition to the textbook to support your answers.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 9.00
Examines the Problems and Causes That Contribute to Low Quality Throughout the Supply Chain
Total: 3.00
Distinguished - Comprehensively examines the problems and causes that contribute to low quality throughout the supply chain.
Proficient - Examines the problems and causes that contribute to low quality throughout the supply chain. Minor details are missing.
Basic - Partially examines the problems and the causes that contribute to low quality throughout the supply chain. Relevant details are missing.
Below Expectations - Attempts to examine the problems and causes that contribute to low quality throughout the supply chain; however, significant details are missing.
Non-Performance - The examination of the problems and causes that contribute to low quality is either nonexistent or lacks the components described in the assignment instructions.
Describes How to Implement the Recommendations Developed in the Case Study
Total: 2.00
Distinguished - Thoroughly describes how to implement the recommendations developed in the case study.
Proficient - Describes how to implement the recommendations developed in the case study. The description is slightly underdeveloped.
Basic - Vaguely describes how to implement the recommendations developed in the case study. The description is underdeveloped.
Below Expectations - Attempts to describe how to implement the recommendations developed in the case study; however, the description is significantly underdeveloped.
Non-Performance - The description of how to implement the recommendations is either nonexistent or lacks the compo.
Program BS in Computing Technology ILO #5 – Integrated L.docx
Program: BS in Computing Technology
ILO: #5 – Integrated Learning
Course #/ Title: CSCU-315 Organizational Information Systems
Assignment Title Final Paper
Week Assessment Occurs: Week 8
Total Points for Assignment: 75
Name in GradeMark: CSCU_315_Final_Paper
Learning
Outcome
Criteria EXEMPLARY PROFICIENT DEVELOPING EMERGING
ILO Connections
Connections to
Experience or Among
Disciplines
4
Synthesizes
relationships among
experiences outside of
the formal classroom to
deepen understanding
of multiplefields of
study and to broaden
own points of view.
Or
Synthesizes
hypothetical examples,
facts, or theories from
more than one field of
study or perspective in
a clear easy to
understand manner to
deepen understanding
of multiple fields of
study and to broaden
3
Analyzes examples of
life experiences, drawn
from a variety of
contexts , to illuminate
concepts/theories/
frameworks of fields of
study.
Or
Analyzes hypothetical
examples, facts, or
theories from more
than one field of study
or perspective in a
clear easy to
understand manner.
2
Applies life experiences
and academic
knowledge to infer
differences, as well as
similarities, and
acknowledge
perspectives other than
own.
Or
Describes hypothetical
examples, facts, or
theories from more
than one field of study
or perspective that is
somewhat unclear or
confusing.
1
Explains connections
between life
experiences and those
academic texts and
ideas perceived as
similar and related to
own interests.
Or
Identifies hypothetical
examples, facts, or
theories from one field
of study or perspective.
own points of view.
ILO Transfer
4
Synthesizes and applies
skills, abilities, theories,
or methodologies
gained in one situation
to explore complex
issues and problem
solve in an innovative
way in a new situation.
3
Analyzes skills, abilities,
theories, or
methodologies gained
in one situation to
problem solve or make
revisions in a new
situation.
2
Applies skills, abilities,
theories, or
methodologies gained
in one situation to
contribute to the
understanding of
problems or issues in a
new situation.
1
Explains skills, abilities,
theories, or
methodologies gained
in one situation that
can be used in a new
situation.
ILO Reflection
Reflection and Self-
Assessment
4
Synthesizes, envisions
and designs a “future”
self that builds on
experiences and
continued learning that
occurs across multiple
and diverse contexts.
3
Analyzes changes in
own learning over
time, including
strengths and
challenges, recognizing
complex contextual
factors that include,
but not limited to
working with ambiguity
and risk, dealing with
frustration and
considering ethical
frameworks with
increasing self-
awareness.
2
Apply strengths and
challenges in learning
experiences,
recognizing contextual
factors that inclu.
CLC - Productivity Measurement - RubricBenchmarking Data 1
CLC - Productivity Measurement - Rubric
Benchmarking Data 16 points
Criteria Description
Benchmarking Data
5. Excellent 16 points
The presentation comprehensively explains how the benchmarking data was
collected and how the information could be used for an employee review.
4. Good 13.6 points
The presentation thoroughly explains how the benchmarking data was collected
and how the information could be used for an employee review.
3. Satisfactory 12 points
The presentation clearly explains how the benchmarking data was collected and
how the information could be used for an employee review.
2. Less Than Satisfactory 10.4 points
The presentation does not clearly explain how the benchmarking data was collected
and how the information could be used for an employee review.
1. Unsatisfactory 0 points
The presentation does not adequately explain how the benchmarking data was
collected and how the information could be used for an employee review.
Educational Requirements 8 points
Criteria Description
Educational Requirements
5. Excellent 8 points
The presentation concisely explains the minimal educational requirements.
4. Good 6.8 points
The presentation thoroughly explains the minimal educational requirements.
Collapse All
3. Satisfactory 6 points
The presentation clearly explains the minimal educational requirements.
2. Less Than Satisfactory 5.2 points
The presentation does not clearly explain the minimal educational requirements.
1. Unsatisfactory 0 points
The presentation does not adequately explain the minimal educational
requirements.
Licensing or Certi�cation 8 points
Criteria Description
Licensing or Certification
5. Excellent 8 points
The presentation comprehensively explains the licensing or certification process in
the selected state.
4. Good 6.8 points
The presentation thoroughly explains the licensing or certification process in the
selected state.
3. Satisfactory 6 points
The presentation clearly explains the licensing or certification process in the
selected state.
2. Less Than Satisfactory 5.2 points
The presentation does not clearly explain the licensing or certification process in
the selected state.
1. Unsatisfactory 0 points
The presentation does not adequately explain the licensing or certification process
in the selected state.
Advancement Opportunities 8 points
Criteria Description
Advancement Opportunities
5. Excellent 8 points
The presentation comprehensively examines what career advancement
opportunities exist such as additional certifications or board certifications.
4. Good 6.8 points
The presentation thoroughly examines what career advancement opportunities
exist such as additional certifications or board certifications.
3. Satisfactory 6 points
The presentation clearly examines what career advancement opportunities exist
such as additional certifications or board certifications.
2. Less Than Satisfactory 5.2 points
The presentation does not clearly exami ...
You will present information on the AAC Tobii Dynavox I Seri.docx
You will present information on the AAC Tobii Dynavox I
Series device and SNAP Core First Software.
The following objectives should be met:
1. Identify the AAC Device and communication APP
2. Discuss/demonstrate its function, use specs, and the
population it is best suited for
3. Identify research, evidence of efficacy, list pros and
cons of the device/app
4. Use 3D visuals and video of demonstrating how it is
used
5. Steps the individual that it is best suited for needs to
take for improvement.
6. Roles of the speech pathologist and who they would
collaborate with.
7. Resources
8. At least 8-10 slides with slide transcript
.
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Task· This is an individual task. · The task focuses on areas .docx
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
Strategic Management.docxby CHUANLING MASubmission date.docx
Strategic Management.docx
by CHUANLING MA
Submission date: 12-Dec-2022 05:28PM (UTC+0000)
Submission ID: 192054511
File name: Strategic_Management.docx (17.77K)
Word count: 1489
Character count: 8839
2
4
4
10
9
1
3
5
6
7
8
11
12
20%
SIMILARITY INDEX
18%
INTERNET SOURCES
9%
PUBLICATIONS
19%
STUDENT PAPERS
1 2%
2 2%
3 2%
4 2%
5 2%
6 2%
7 2%
8 2%
9 1%
Strategic Management.docx
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to University of Bolton
Student Paper
Submitted to Chapman University
Student Paper
Submitted to University of Lincoln
Student Paper
ejournals.library.ualberta.ca
Internet Source
www.conftool.net
Internet Source
Submitted to University of Northampton
Student Paper
bura.brunel.ac.uk
Internet Source
ppe.mcmaster.ca
Internet Source
Submitted to Association of Business
Executives
Student Paper
10 1%
11 1%
12 1%
Exclude quotes Off
Exclude bibliography Off
Exclude matches Off
Submitted to Central Queensland University
Student Paper
Submitted to York St John University
Student Paper
Submitted to University of Dundee
Student Paper
Organization & Environment
24(4) 444 –458
© The Author(s) 2011
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1086026611436328
http://oae.sagepub.com
Citation Classics and Foundational Works
436328OAEXXX10.1177/1086026611436328Jermier and
ForbesOrganization & Environment
1University of South Florida, Tampa, FL, USA
2Western Connecticut State University, Danbury, CT, USA
Corresponding Author:
John M. Jermier, PhD, College of Business, University of South Florida, Tampa, FL 33620-5500, USA
Email: [email protected]
Metaphor as the Foundation of
Organizational Studies: Images of
Organization and Beyond
John M. Jermier1 and Linda C. Forbes2
Abstract
This article is the first part of a Citation Classics and Foundational Works feature focused on
metaphor and organizational studies. The second part of the feature is a personal reflection by
Gareth Morgan on the genesis and impact of his pathbreaking book, Images of Organization (IO).
In this article, we summarize the nature of the contributions made by IO, sketch ways in which
the book has prompted and served as a touchstone for new research on metaphor and orga-
nization, and discuss the application of contemporary metaphorical analysis to the problems of
theory development, research methods, and puzzle solving facing scholars interested in sustain-
ability studies and research on organizations and the natural environment (ONE). We illustrate
how early research that fostered ONE scholarship is marked by the use of particularly powerful
metaphorical language and attention to poetic technique as well as rigorous science. We suggest
how ONE research (and organizational studies in general) can benefit from studying IO and
related literature on metaphorical analysis.
Keywords
Gareth Morgan, paradigm, tropes, root metaphor, analogical reasoning, cogniti.
Team ProjectMBA687What it is…The team project in MBA68.docx
Team Project
MBA687
What it is…
The team project in MBA687 gives you, the learner and person who is one course away from an MBA:
The opportunity to demonstrate that you can work as a member of a high-functioning team to complete a complex analysis, synthesis and presentation task.
The opportunity to demonstrate mastery of the knowledge and skills that you have acquired through the MBA program.
Where to find information in the syllabus, 1
Page 6
Group Case Study
Prior to the start of Unit 7, students will be assigned into groups of no more than 4 students per group. Each group will be assigned to complete a case study chosen by the instructor from 20 cases located in Appendix C. The 20 case materials can be found in the required textbook (see Appendix C for relevant page numbers). Group case studies should follow the same requirements as the writing assignments stated above. Group case studies are due in Unit 7. Earlier submissions are encouraged.
Also from Page 6
Writing Assignments
Writing assignments must be APA compliant and include a title page, appropriate citations, and references.
Where to find information in the syllabus, 2
Appendix C (Page 24)
This was the list from which your team selected its case
Pages 43-45
This is the rubric (grading guide) that the instructor will use to evaluate and grade the team’s submission.
General outline for the submission
This submission is much like one that you would present in a workplace situation. Imagine that you are presenting your findings on the case to senior management of your company, or to the board of directors.
For your paper, use the outline found in Table 2, page C-6 of your text.
Strategic Profile and Case Analysis Purpose
Situation Analysis
A. General environmental analysis
B. Industry analysis
C. Competitor analysis
D. Internal analysis
III. Identification of Environmental Opportunities and Threats and Firm Strengths and Weaknesses (SWOT Analysis)
Strategy Formulation
A. Strategic alternatives
B. Alternative evaluation
C. Alternative choice
Strategic Alternative Implementation
A. Action items
B. Action plan
Parts I, II and II
Parts I, II and III are much like the introduction, external analysis and internal analysis that you did for your individual project.
The author provides a list of things that you can consider about the external analysis of the industry in Table 3 (C-7)
The author discusses industry analysis (C-6), competitor analysis (C-7) and industry analysis (C-8). It will be helpful to review these areas, even though you have done your individual projects.
In the following pages, the author suggests many tools that you can use to analyze the company and its industry.
Strategy in the paper, 1
Strategy formulation
This is your team’s recommendations for the company
Recommendations should be either business level strategy alternatives or corporate level strategy alternatives.
Recommendations should be based on and sup.
T he fifteen year-old patient was scheduled for surgery on t.docx
T he fifteen year-old patient was
scheduled for surgery on the right
side of his brain to remove a right tem-
poral lobe lesion that was believed to be
causing his epileptic seizures.
The surgery began with the sur-
geon making an incision on the left
side, opening the skull, penetrating the
dura and removing significant portions
of the left amygdala, hippocampus and
other left-side brain tissue before it was
discovered that they were working on
the wrong side.
The left-side wound was closed,
the right side was opened and the pro-
cedure went ahead on the right, correct
side.
The error in the O.R. was revealed
to the parents shortly after the surgery,
but only as if it was a minor and incon-
sequential gaffe.
The patient recuperated, left the
hospital, returned to his regular activi-
ties and graduated from high school
before his parents could no longer deny
he was not all right. After a thorough
neurological assessment he had to be
placed in an assisted living facility for
brain damaged individuals.
When the full magnitude of the
consequences came to light a lawsuit
was filed which resulted in a $11 mil-
lion judgment which was affirmed by
the Supreme Court of Arkansas.
A circulating nurse has a le-
gal duty to see that surgery
does not take place on the
wrong side of the body.
The preoperative documents
failed to identify on which side
the surgery was to be done.
It was below the standard of
care for the circulating nurse
not to notice that fact and not
to seek out the correct infor-
mation.
SUPREME COURT OF ARKANSAS
December 13, 2012
Operating Room: Surgical Error Blamed, In
Part, On Circulating Nurse’s Negligence.
Surgical Error Blamed, In Part, On
Circulating Nurse’s Negligence
The Court accepted the testimony
of the family’s nursing expert that a
circulating nurse has a fundamental
responsibility as a member of the surgi-
cal team to make sure that surgery is
done on the correct anatomical site,
especially when it is brain surgery.
The circulating nurse is supposed
to understand imposing terms like se-
lective amygdala hippocampectomy
and know the basics of how it is sup-
posed to be done.
Hospital policy called for the sur-
geon, the anesthesiologist, the circulat-
ing nurse and the scrub nurse or tech to
take a “timeout” prior to starting a sur-
gical case for final verification of the
correct anatomical site.
The circulating nurse should have
available three essential documents, the
surgical consent form, the preoperative
history and the O.R. schedule.
The full extent of the error, that is,
a full list of the parts of the brain that
were removed from the healthy side,
should have been documented by the
circulating nurse, and failure to do so
was a factor that adversely affected the
patient’s later medical course, the pa-
tient’s nursing expert said. Proassur-
ance v. Metheny, __ S.W. 3d __, 2012 WL
6204231 (Ark.
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NUR 699 – CapstoneProblem Description Holistic AssessmentD.docx
NUR 699 – Capstone
Problem Description Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Problem Description
Describe the background of the problem.
Identify the stakeholders/change agents and list the interested parties.
Provide the PICOT question.
State the purpose and project objectives in specific, realistic, and measurable terms. Develop an initial reference list
No discernible problem description and/or objectives. The problem selection rationale is not addressed or minimally addressed. Expected changes before and after the evidence-based practice is not addressed or minimally addressed. Reveals inaccurate comprehension of material and lacks the ability to apply information. Subject matter is absent, inappropriate, and/or irrelevant. Initial reference list is missing. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Addresses the problem description and objectives but not all components. Alignment is difficult to discern. The problem is not in the correct format. Objectives are lacking measurement or may be ambiguous; The problem selection rationale is not addressed or minimally introduced with now supporting details. Expected changes before and after the evidence-based practice are listed. Displays a lack of comprehension but attempts to apply information. Develops partial initial reference list .There is weak, marginal coverage of subject matter with large gaps in presentation. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Problem description and objectives are stated but may not be fully developed or aligned; The problem is in the PICOT format but not appropriately developed. Objectives are measurable but may be ambiguous; The problem selection rationale is present but the significance is unclear. Expected changes are briefly introduced. Exhibits comprehension of the material and clearly attempts to integrate and apply information. Develops an initial reference list. All subject matter is covered in minimal quantity and quality. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Problem description and objectives are presented and tie together; Identifies the stakeholders/change agents, who or what organizations are concerned, may benefit from, or are affected by this proposal. The problem is in the PICOT format and developed appropriately. Objectives are measurable; The problem selection is justified using liter.
The name of the company is South west airlinei chose action pla.docx
The name of the company is South west airline
i chose action plan and evaluative plan
Final Project: Final Paper, Presentation, and Peer Assessment
This assignment is a group project. Students will be placed into groups consisting of groups of four or five students each. Groups will be assigned early, and the expectation is that the groups will work on the various parts of the assignment as relevant material is covered throughout the course. The group will act as a self-directed team, and will therefore determine its own timetable, task list, guidelines for communication, goals, and so forth. As an individual, you are expected to participate fully in the project. Everyone in your group will receive the same grade for the project.
Your group will create a strategic plan and present the plan in a professional manner. The plan requires a paper turn in to the Assignment Folder and a PowerPoint presentation that is presented in the last week of class.
All students in the group will receive the same grade for the final paper and the presentation.
However, if a student fails to contribute to the project, the student will earn a zero for the assignment and/or PowerPoint presentation.
By completing this assignment, students will meet the outcome(s):
examine the impact of ethical decision making, social responsibility, stakeholder analysis, and corporate governance on organizations and society
formulate and evaluate an organization's vision and mission statement, and develop long-term objectives
analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to write and present a strategic plan
evaluate the outcomes of selected strategies to determine their success and impact on the achievement of an organization's vision and mission
Required Elements to include in Applied Final Project:
The strategic plan should include:
Ø vision and mission
Ø background organization
Ø industry analysis
Ø competitive analysis
Ø financial analysis
Ø technique analysis (using one technique from chapter 6)
Ø alternative strategy generation
Ø SWOT analysis
Ø strategy and prioritization selection
Ø action plan
Ø evaluative plan
Identify strategies
Discuss strategies used at the corporate, business and function levels using the concepts learned in the course.
Demonstrate critical thinking in the assessment.
Required Formatting of Paper:
This report should be double spaced, 12-point font, 20 - 25 pages in length excluding the title page and reference page;
This paper should be written in the third person. No script should contain the words “I or we;”
Title page with your name, the course name, the date, and instructor’s name;
Include a reference page;
Use APA formatting for in-text citations and reference page. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Cyb207 v2 wk 5 – assignment template poamcyb205 v2page 2 of
Cyb207 v2 wk 5 – assignment template poamcyb205 v2page 2 of
InstructionsGenerate a PowerPoint presentation about your EB.docx
Instructions
Generate a PowerPoint presentation about your EBP project grant proposal. Imagine you are meeting with a grant funding agency and you need to sell them your project and why it is important. Refer to the instructions on how to generate an audiovisual presentation. This recording should be a minimum of five minutes long and not exceed 15 minutes.
To record your video, use Zoom, Skype, or your personal preference and follow these
create an unlisted YouTube video
instructions:
For this assignment, submit your YouTube video
url
. The best way to do this is to copy and paste the hyperlink
url
for the YouTube video into a Word document. Your faculty will access your video via the link.
Do not upload a video file (mp4).
Please include the following in your presentation:
Introduce yourself
Title
Background
Purpose
Gaps that your project aims to address
Proposed project methodology (i.e., research method, research design, sampling method, participant recruitment, and so on)
Significance to the field of nursing
Innovation
Describe why your proposal should be funded (assume there is only one grant available)
Follow APA and grammatical/punctuation expectations throughout the presentation.
Please refer to the
Grading Rubric
for details on how this activity will be graded.
Visual Learning Presentation
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Make sure to review the assignment instructions for any required components that are not listed within the rubric.
Visual Learning Presentation – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsContent and FocusIn addition to meeting the expectations, clear examples supported by course content and references articulate the relationship to the focus of the assignment along with the implications to the role of an APRN and the profession of nursing.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components of the visual assignment are topic focused and accurately and thoroughly presented via use of evidence-based practice, ethics, theory, and/or role content.
Cites two references.
All instruction requirements noted.
35 points
Components are mostly accurate and/or ideas may be overstated with minimal contribution to the subject matter.
Minimal application to evidence-based practice, theory, or role development.
Cites one reference, or references do not clearly support content.
31 points
Components do not relate to the topic of the assignment but an attempt was made to articulate a relationship, or there is no attempt to explain how the content relates to the topic or why the sources were chosen.
Absent applic.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides ade.
The name of the company is south air lineFinal Project Fi.docx
The name of the company is south air line
Final Project: Final Paper, Presentation, and Peer Assessment
This assignment is a group project. Students will be placed into groups consisting of groups of four or five students each. Groups will be assigned early, and the expectation is that the groups will work on the various parts of the assignment as relevant material is covered throughout the course. The group will act as a self-directed team, and will therefore determine its own timetable, task list, guidelines for communication, goals, and so forth. As an individual, you are expected to participate fully in the project. Everyone in your group will receive the same grade for the project.
Your group will create a strategic plan and present the plan in a professional manner. The plan requires a paper turn in to the Assignment Folder and a PowerPoint presentation that is presented in the last week of class.
All students in the group will receive the same grade for the final paper and the presentation.
However, if a student fails to contribute to the project, the student will earn a zero for the assignment and/or PowerPoint presentation.
By completing this assignment, students will meet the outcome(s):
examine the impact of ethical decision making, social responsibility, stakeholder analysis, and corporate governance on organizations and society
formulate and evaluate an organization's vision and mission statement, and develop long-term objectives
analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies in order to write and present a strategic plan
evaluate the outcomes of selected strategies to determine their success and impact on the achievement of an organization's vision and mission
Required Elements to include in Applied Final Project:
The strategic plan should include:
Ø vision and mission
Ø background organization
Ø industry analysis
Ø competitive analysis
Ø financial analysis
Ø technique analysis (using one technique from chapter 6)
Ø alternative strategy generation
Ø SWOT analysis
Ø strategy and prioritization selection
Ø action plan
Ø evaluative plan
Identify strategies
Discuss strategies used at the corporate, business and function levels using the concepts learned in the course.
Demonstrate critical thinking in the assessment.
Required Formatting of Paper:
This report should be double spaced, 12-point font, 20 - 25 pages in length excluding the title page and reference page;
This paper should be written in the third person. No script should contain the words “I or we;”
Title page with your name, the course name, the date, and instructor’s name;
Include a reference page;
Use APA formatting for in-text citations and reference page. You are expected to paraphrase and not use quotes. Deductions will be taken when quotes are used and found to be unnecessary;
Submit the paper in the Assignment Folder.
Required Formatting of PowerPoint Present.
LASA 2—Capstone Strategic AuditUnsatisfactory70 - 77.docx
LASA 2—Capstone Strategic Audit
Unsatisfactory
70 - 77%
(C- to C)
Emerging
78 – 82%
(C+ to B-)
Proficient
83 – 89%
(B to B+)
Exemplary
90 – 100 %
(A- to A)
Score
To calculate score:
(% / 100) x max pts.
e.g.
(80% / 100) x 12 = 9.6
Summarize the significant findings of your analyses. A concise and insightful summary of the significant findings of your analysis findings and the recommendations you have for your executive team.
(Course Objective [CO] 1, 3)
Executive summary is unclear or incomplete throughout. The overview only addresses some of the findings from the analyses, or the findings discussed are inaccurate.
Executive summary is somewhat unclear or is slightly incomplete. It provides a broad overview of the findings from the analyses.
Executive summary is clear, complete, and provides an accurate overview of the most significant findings from all the analyses.
Executive summary is clear, thorough, and concise. It provides an insightful overview of all significant, both apparent and subtle, findings from all the analyses.
/ 12 pts
Identify the most important Strategic Issues facing your business unit.
CO 1,3
Too many apparent Strategic Issues are missing, or issues identified are inappropriate to the business or too vague.
Examples, evidence, and information gathered in previous assignments are present, but they do not clearly support issues identified and/or they are inappropriate in relation to Strategic Issues.
Most of the apparent Strategic Issues are identified, but some are missing. Many are specific, but some are slightly vague.
Examples, evidence, and information gathered in previous assignments are used, but how they support issues identified and/or their explanation must be inferred.
The most apparent Strategic Issues are identified. They are specific and detailed in a brief explanation.
Specific examples, evidence, and information gathered in previous assignments are appropriately used to support issues identified and/or their explanation.
The most important, but apparent and subtle, Strategic Issues are identified. They are insightful, focused, and detailed in a brief explanation.
Specific examples, evidence, and information gathered in both the previous assignments and in external research are used to illustrate or support issues identified and/or their explanation.
/ 10 pts
Represent all misalignments found in the following categories: Product portfolio, Structure, Organizational culture/behavior, Value chain actions, Performance measures
CO 1,4
Identifies a few strategic misalignments appropriately, but many are either missing or inaccurate. It describes elements of the organization that do not align with the strategy, but some are inaccurate or severely incomplete. Too many misalignments are missing relevant facts or findings from the research; its impact on organizational performance is stated but inaccurate or unreasonable.
Collectively, the misalignments address many of the following ...
Performing health assessments as an APRN will help you to develo
Performing health assessments as an APRN will help you to develop a collaborative partnership with your patients. After reading Chapter 4 and 12 in your Pender text, think about the vulnerable population that you choose during Week 1 - consider what you perceive / know about this group in relation to the following topics:
Health assets
Health problems
Health-related lifestyle strengths
Key health-related beliefs
Health behaviors that put the person at risk
Changes that could improve their quality of life
Now consider the pros and cons of implementing a Community-Based Participatory Research health promotion project with the vulnerable group. You should consider not only the benefit of the actions but the active role the vulnerable will play in the development and implementation of the health promotion plan. How does your population’s health disparities and health inequities benefit and/or hinder this type of project’s success? Remember that you should include citations/references from at least three scholarly sources.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post ...
My selected Topic Hydrocele & Spermatocele & Varicocele .docx
My selected Topic: Hydrocele & Spermatocele & Varicocele
Your initial post should also include the following:
The most common presenting symptoms.
The manner in which your disorder is routinely diagnosed.
A standard treatment plan.
Link(s) to routine screening and treatment guidelines.
If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey.
There is an abundance of information available on these disorders.In your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic.
RUBRIC:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction require.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
COURSE CODE BCO 316 COURSE NAME: INDSTRIAL MARKETING Marketing Plan I Task brief & rubrics
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
During week 3 a particular industrial product will be assigned to you. You have to develop a marketing plan for your product including (but not exclusively) the following points (10 points each)
1. Description of the product
2. Classification of the product
3. Main uses of the product
4. Differentiation Strategy (Value Proposition)
5. Macrosegmentation
6. Microsegmentation
7. Main decision makers in the purchasing process of the product
8. Approach strategy towards customers
9. Critical discussion about the convenience of working with Key Accounts approach
10. Any other factor you consider key for the your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Submission: – Via Moodle (Turnitin). Week 6 November 13thth by 23.59 CEST
Weight: This task is a 40 % of your total grade for this subject.
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Cont.
Ashford 3 - Week 2 - AssignmentGlobal Supply Chain Management Qu.docx
Ashford 3: - Week 2 - Assignment
Global Supply Chain Management: Quality Strategy
This assignment is based on a case study that is in Ashford University’s library. Please read Soltani, Azadegan, Liao, and Phillips (2011) which may be found in the Ashford University library (EBSCO database). You are the senior executive in charge of supply chain management for the focal firm or buyer in the United States. M-case and H-case are two important suppliers for your firm. The CEO of the focal firm wants action. The CEO has asked you to respond to the following statements.
Examine the problems and causes that may contribute to low quality throughout the supply chain. Soltani, et al. (2011) recommended that the leadership in the focal firm or buyer select good partners, ensure cooperation, and motivate loyalty to the buyer.
Describe how you would implement the recommendations developed in the case study.
Propose changes to the supplier contract in order for the supply chain to be successful.
Submit your three to four-page paper (not including the title and reference pages) written according to APA style as shown in the approved style guide. The CEO has also asked you to include two scholarly sources in addition to the textbook to support your answers.
Carefully review the
Grading Rubric
for the criteria that will be used to evaluate your assignment.
Description
:
Total Possible Score
: 9.00
Examines the Problems and Causes That Contribute to Low Quality Throughout the Supply Chain
Total: 3.00
Distinguished - Comprehensively examines the problems and causes that contribute to low quality throughout the supply chain.
Proficient - Examines the problems and causes that contribute to low quality throughout the supply chain. Minor details are missing.
Basic - Partially examines the problems and the causes that contribute to low quality throughout the supply chain. Relevant details are missing.
Below Expectations - Attempts to examine the problems and causes that contribute to low quality throughout the supply chain; however, significant details are missing.
Non-Performance - The examination of the problems and causes that contribute to low quality is either nonexistent or lacks the components described in the assignment instructions.
Describes How to Implement the Recommendations Developed in the Case Study
Total: 2.00
Distinguished - Thoroughly describes how to implement the recommendations developed in the case study.
Proficient - Describes how to implement the recommendations developed in the case study. The description is slightly underdeveloped.
Basic - Vaguely describes how to implement the recommendations developed in the case study. The description is underdeveloped.
Below Expectations - Attempts to describe how to implement the recommendations developed in the case study; however, the description is significantly underdeveloped.
Non-Performance - The description of how to implement the recommendations is either nonexistent or lacks the compo.
Program BS in Computing Technology ILO #5 – Integrated L.docx
Program: BS in Computing Technology
ILO: #5 – Integrated Learning
Course #/ Title: CSCU-315 Organizational Information Systems
Assignment Title Final Paper
Week Assessment Occurs: Week 8
Total Points for Assignment: 75
Name in GradeMark: CSCU_315_Final_Paper
Learning
Outcome
Criteria EXEMPLARY PROFICIENT DEVELOPING EMERGING
ILO Connections
Connections to
Experience or Among
Disciplines
4
Synthesizes
relationships among
experiences outside of
the formal classroom to
deepen understanding
of multiplefields of
study and to broaden
own points of view.
Or
Synthesizes
hypothetical examples,
facts, or theories from
more than one field of
study or perspective in
a clear easy to
understand manner to
deepen understanding
of multiple fields of
study and to broaden
3
Analyzes examples of
life experiences, drawn
from a variety of
contexts , to illuminate
concepts/theories/
frameworks of fields of
study.
Or
Analyzes hypothetical
examples, facts, or
theories from more
than one field of study
or perspective in a
clear easy to
understand manner.
2
Applies life experiences
and academic
knowledge to infer
differences, as well as
similarities, and
acknowledge
perspectives other than
own.
Or
Describes hypothetical
examples, facts, or
theories from more
than one field of study
or perspective that is
somewhat unclear or
confusing.
1
Explains connections
between life
experiences and those
academic texts and
ideas perceived as
similar and related to
own interests.
Or
Identifies hypothetical
examples, facts, or
theories from one field
of study or perspective.
own points of view.
ILO Transfer
4
Synthesizes and applies
skills, abilities, theories,
or methodologies
gained in one situation
to explore complex
issues and problem
solve in an innovative
way in a new situation.
3
Analyzes skills, abilities,
theories, or
methodologies gained
in one situation to
problem solve or make
revisions in a new
situation.
2
Applies skills, abilities,
theories, or
methodologies gained
in one situation to
contribute to the
understanding of
problems or issues in a
new situation.
1
Explains skills, abilities,
theories, or
methodologies gained
in one situation that
can be used in a new
situation.
ILO Reflection
Reflection and Self-
Assessment
4
Synthesizes, envisions
and designs a “future”
self that builds on
experiences and
continued learning that
occurs across multiple
and diverse contexts.
3
Analyzes changes in
own learning over
time, including
strengths and
challenges, recognizing
complex contextual
factors that include,
but not limited to
working with ambiguity
and risk, dealing with
frustration and
considering ethical
frameworks with
increasing self-
awareness.
2
Apply strengths and
challenges in learning
experiences,
recognizing contextual
factors that inclu.
CLC - Productivity Measurement - RubricBenchmarking Data 1
CLC - Productivity Measurement - Rubric
Benchmarking Data 16 points
Criteria Description
Benchmarking Data
5. Excellent 16 points
The presentation comprehensively explains how the benchmarking data was
collected and how the information could be used for an employee review.
4. Good 13.6 points
The presentation thoroughly explains how the benchmarking data was collected
and how the information could be used for an employee review.
3. Satisfactory 12 points
The presentation clearly explains how the benchmarking data was collected and
how the information could be used for an employee review.
2. Less Than Satisfactory 10.4 points
The presentation does not clearly explain how the benchmarking data was collected
and how the information could be used for an employee review.
1. Unsatisfactory 0 points
The presentation does not adequately explain how the benchmarking data was
collected and how the information could be used for an employee review.
Educational Requirements 8 points
Criteria Description
Educational Requirements
5. Excellent 8 points
The presentation concisely explains the minimal educational requirements.
4. Good 6.8 points
The presentation thoroughly explains the minimal educational requirements.
Collapse All
3. Satisfactory 6 points
The presentation clearly explains the minimal educational requirements.
2. Less Than Satisfactory 5.2 points
The presentation does not clearly explain the minimal educational requirements.
1. Unsatisfactory 0 points
The presentation does not adequately explain the minimal educational
requirements.
Licensing or Certi�cation 8 points
Criteria Description
Licensing or Certification
5. Excellent 8 points
The presentation comprehensively explains the licensing or certification process in
the selected state.
4. Good 6.8 points
The presentation thoroughly explains the licensing or certification process in the
selected state.
3. Satisfactory 6 points
The presentation clearly explains the licensing or certification process in the
selected state.
2. Less Than Satisfactory 5.2 points
The presentation does not clearly explain the licensing or certification process in
the selected state.
1. Unsatisfactory 0 points
The presentation does not adequately explain the licensing or certification process
in the selected state.
Advancement Opportunities 8 points
Criteria Description
Advancement Opportunities
5. Excellent 8 points
The presentation comprehensively examines what career advancement
opportunities exist such as additional certifications or board certifications.
4. Good 6.8 points
The presentation thoroughly examines what career advancement opportunities
exist such as additional certifications or board certifications.
3. Satisfactory 6 points
The presentation clearly examines what career advancement opportunities exist
such as additional certifications or board certifications.
2. Less Than Satisfactory 5.2 points
The presentation does not clearly exami ...
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Ashford 3 - Week 2 - AssignmentGlobal Supply Chain Management Qu.docx
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You will present information on the AAC Tobii Dynavox I Seri.docx
You will present information on the AAC Tobii Dynavox I
Series device and SNAP Core First Software.
The following objectives should be met:
1. Identify the AAC Device and communication APP
2. Discuss/demonstrate its function, use specs, and the
population it is best suited for
3. Identify research, evidence of efficacy, list pros and
cons of the device/app
4. Use 3D visuals and video of demonstrating how it is
used
5. Steps the individual that it is best suited for needs to
take for improvement.
6. Roles of the speech pathologist and who they would
collaborate with.
7. Resources
8. At least 8-10 slides with slide transcript
.
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Task· This is an individual task. · The task focuses on areas .docx
Task
· This is an individual task.
· The task focuses on areas studied to date, requiring you to show knowledge and application in the parts stated.
· You should upload a single, correctly formatted document which may also include any relevant tables and diagrams
Continuing with the marketing plan you developed for the Midterm Assessment, complete it with according with the topics discussed in class during the 2nd part of the course with following points (but not exclusively)
1. Distribution Channels:
· Markets with direct sales (if any)
· Markets with distributors (if any)
· Markets with agents (if any)
2. Pricing Strategy:
· Pricing strategies per channel
· Take a product and show how should you fix the price according the channel
3. Communication Strategy
· Business Magazines
· Trade Shows
· Digital Tools
4. Any other factor you consider key for your marketing plan
Formalities:
· Wordcount: 2.000 words
· Cover, Table of Contents, References and Appendix are excluded from the total wordcount.
· Font: Arial 12,5 pts.
· Text alignment: Justified.
· Harvard style in-text citations and bibliography
It assesses the following learning outcomes:
1. Have an in-depth understanding of B2B market opportunities.
2. Identify and differentiate between the different and unique challenges of business markets
3. Apply and analyze the different B2Bsystems and processes
4. Have a systematic understanding of how theoretical concepts can be applied in business markets.
5. Critically appreciate B2B marketing strategy assessments and developments.
6. Apply and assess the tools for B2Bmarketing strategy development and implementation
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Purpose & Understanding
KNOWLEDGE & UNDERSTANDING
15%
Very poor coverage of central purpose, goals, research questions or arguments with little relevant information evident. Virtually no evidence of understanding or focus.
Minimal understanding of purpose of the study; factual errors evident. Gaps in knowledge and superficial understanding. A few lines of relevant material.
Reasonable understanding and clearly identifies the purpose, goals, research questions or argument.
Reflect partial achievement of learning outcomes.
A sound grasp of, and clearly identifies, the purpose, goals, research questions or argument. Some wider study beyond the classroom content shown.
Effectively describes and explains the central purpose, arguments, research questions, or goals of the project; explanation is focused, detailed and compelling. Recognition of alternative forms of evidence beyond that supplied in the classroom.
Content
KNOWLEDGE & UNDERSTANDING
15%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limi.
Strategic Management.docxby CHUANLING MASubmission date.docx
Strategic Management.docx
by CHUANLING MA
Submission date: 12-Dec-2022 05:28PM (UTC+0000)
Submission ID: 192054511
File name: Strategic_Management.docx (17.77K)
Word count: 1489
Character count: 8839
2
4
4
10
9
1
3
5
6
7
8
11
12
20%
SIMILARITY INDEX
18%
INTERNET SOURCES
9%
PUBLICATIONS
19%
STUDENT PAPERS
1 2%
2 2%
3 2%
4 2%
5 2%
6 2%
7 2%
8 2%
9 1%
Strategic Management.docx
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to University of Bolton
Student Paper
Submitted to Chapman University
Student Paper
Submitted to University of Lincoln
Student Paper
ejournals.library.ualberta.ca
Internet Source
www.conftool.net
Internet Source
Submitted to University of Northampton
Student Paper
bura.brunel.ac.uk
Internet Source
ppe.mcmaster.ca
Internet Source
Submitted to Association of Business
Executives
Student Paper
10 1%
11 1%
12 1%
Exclude quotes Off
Exclude bibliography Off
Exclude matches Off
Submitted to Central Queensland University
Student Paper
Submitted to York St John University
Student Paper
Submitted to University of Dundee
Student Paper
Organization & Environment
24(4) 444 –458
© The Author(s) 2011
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1086026611436328
http://oae.sagepub.com
Citation Classics and Foundational Works
436328OAEXXX10.1177/1086026611436328Jermier and
ForbesOrganization & Environment
1University of South Florida, Tampa, FL, USA
2Western Connecticut State University, Danbury, CT, USA
Corresponding Author:
John M. Jermier, PhD, College of Business, University of South Florida, Tampa, FL 33620-5500, USA
Email: [email protected]
Metaphor as the Foundation of
Organizational Studies: Images of
Organization and Beyond
John M. Jermier1 and Linda C. Forbes2
Abstract
This article is the first part of a Citation Classics and Foundational Works feature focused on
metaphor and organizational studies. The second part of the feature is a personal reflection by
Gareth Morgan on the genesis and impact of his pathbreaking book, Images of Organization (IO).
In this article, we summarize the nature of the contributions made by IO, sketch ways in which
the book has prompted and served as a touchstone for new research on metaphor and orga-
nization, and discuss the application of contemporary metaphorical analysis to the problems of
theory development, research methods, and puzzle solving facing scholars interested in sustain-
ability studies and research on organizations and the natural environment (ONE). We illustrate
how early research that fostered ONE scholarship is marked by the use of particularly powerful
metaphorical language and attention to poetic technique as well as rigorous science. We suggest
how ONE research (and organizational studies in general) can benefit from studying IO and
related literature on metaphorical analysis.
Keywords
Gareth Morgan, paradigm, tropes, root metaphor, analogical reasoning, cogniti.
Team ProjectMBA687What it is…The team project in MBA68.docx
Team Project
MBA687
What it is…
The team project in MBA687 gives you, the learner and person who is one course away from an MBA:
The opportunity to demonstrate that you can work as a member of a high-functioning team to complete a complex analysis, synthesis and presentation task.
The opportunity to demonstrate mastery of the knowledge and skills that you have acquired through the MBA program.
Where to find information in the syllabus, 1
Page 6
Group Case Study
Prior to the start of Unit 7, students will be assigned into groups of no more than 4 students per group. Each group will be assigned to complete a case study chosen by the instructor from 20 cases located in Appendix C. The 20 case materials can be found in the required textbook (see Appendix C for relevant page numbers). Group case studies should follow the same requirements as the writing assignments stated above. Group case studies are due in Unit 7. Earlier submissions are encouraged.
Also from Page 6
Writing Assignments
Writing assignments must be APA compliant and include a title page, appropriate citations, and references.
Where to find information in the syllabus, 2
Appendix C (Page 24)
This was the list from which your team selected its case
Pages 43-45
This is the rubric (grading guide) that the instructor will use to evaluate and grade the team’s submission.
General outline for the submission
This submission is much like one that you would present in a workplace situation. Imagine that you are presenting your findings on the case to senior management of your company, or to the board of directors.
For your paper, use the outline found in Table 2, page C-6 of your text.
Strategic Profile and Case Analysis Purpose
Situation Analysis
A. General environmental analysis
B. Industry analysis
C. Competitor analysis
D. Internal analysis
III. Identification of Environmental Opportunities and Threats and Firm Strengths and Weaknesses (SWOT Analysis)
Strategy Formulation
A. Strategic alternatives
B. Alternative evaluation
C. Alternative choice
Strategic Alternative Implementation
A. Action items
B. Action plan
Parts I, II and II
Parts I, II and III are much like the introduction, external analysis and internal analysis that you did for your individual project.
The author provides a list of things that you can consider about the external analysis of the industry in Table 3 (C-7)
The author discusses industry analysis (C-6), competitor analysis (C-7) and industry analysis (C-8). It will be helpful to review these areas, even though you have done your individual projects.
In the following pages, the author suggests many tools that you can use to analyze the company and its industry.
Strategy in the paper, 1
Strategy formulation
This is your team’s recommendations for the company
Recommendations should be either business level strategy alternatives or corporate level strategy alternatives.
Recommendations should be based on and sup.
T he fifteen year-old patient was scheduled for surgery on t.docx
T he fifteen year-old patient was
scheduled for surgery on the right
side of his brain to remove a right tem-
poral lobe lesion that was believed to be
causing his epileptic seizures.
The surgery began with the sur-
geon making an incision on the left
side, opening the skull, penetrating the
dura and removing significant portions
of the left amygdala, hippocampus and
other left-side brain tissue before it was
discovered that they were working on
the wrong side.
The left-side wound was closed,
the right side was opened and the pro-
cedure went ahead on the right, correct
side.
The error in the O.R. was revealed
to the parents shortly after the surgery,
but only as if it was a minor and incon-
sequential gaffe.
The patient recuperated, left the
hospital, returned to his regular activi-
ties and graduated from high school
before his parents could no longer deny
he was not all right. After a thorough
neurological assessment he had to be
placed in an assisted living facility for
brain damaged individuals.
When the full magnitude of the
consequences came to light a lawsuit
was filed which resulted in a $11 mil-
lion judgment which was affirmed by
the Supreme Court of Arkansas.
A circulating nurse has a le-
gal duty to see that surgery
does not take place on the
wrong side of the body.
The preoperative documents
failed to identify on which side
the surgery was to be done.
It was below the standard of
care for the circulating nurse
not to notice that fact and not
to seek out the correct infor-
mation.
SUPREME COURT OF ARKANSAS
December 13, 2012
Operating Room: Surgical Error Blamed, In
Part, On Circulating Nurse’s Negligence.
Surgical Error Blamed, In Part, On
Circulating Nurse’s Negligence
The Court accepted the testimony
of the family’s nursing expert that a
circulating nurse has a fundamental
responsibility as a member of the surgi-
cal team to make sure that surgery is
done on the correct anatomical site,
especially when it is brain surgery.
The circulating nurse is supposed
to understand imposing terms like se-
lective amygdala hippocampectomy
and know the basics of how it is sup-
posed to be done.
Hospital policy called for the sur-
geon, the anesthesiologist, the circulat-
ing nurse and the scrub nurse or tech to
take a “timeout” prior to starting a sur-
gical case for final verification of the
correct anatomical site.
The circulating nurse should have
available three essential documents, the
surgical consent form, the preoperative
history and the O.R. schedule.
The full extent of the error, that is,
a full list of the parts of the brain that
were removed from the healthy side,
should have been documented by the
circulating nurse, and failure to do so
was a factor that adversely affected the
patient’s later medical course, the pa-
tient’s nursing expert said. Proassur-
ance v. Metheny, __ S.W. 3d __, 2012 WL
6204231 (Ark.
Submitted in part fulfilment of the requirements for the degree of.docx
Submitted in part fulfilment of the requirements for the degree of Master of Science in Marketing management
An investigation of the trend in consuming organic food towards consumer attitude and purchase intention in the UK
by
Supinda Kanchana-ampol
Faculty of Arts and Social Sciences
University of Surrey
September 2017
Word count: 14,985 words
© Supinda Kanchana-ampol
Executive summary
Over the past two decades, the industry of organic food business has developed into an immensity from a niche market. The revolution among the global population of organic food consumption has changed. Particularly, Britain is the third largest organic food market in the world leading to vitality of the sustainable food production. Moreover, consumers have exposed a great intention in organic products. While, self-awareness of food safety and quality are the factors of consumer’s concerns.
Currently, organic food consumers can easily find various places to buy organic food as many high street chains such as Nando’s, McDonalds, Pret, and Jamie’s Italian are offering organic products on their menus and supermarket chains are providing wider ranges of organic choices. As a result, organic food market has actually become one of the popular food business and purchase choices these days. Moreover, high price of organic food is seen as a barrier for organic market.
On the other hand, the various factors of consumer concerns and characteristic of organic food have an influence on consumer purchase intention. This research aims to investigate how various factors affect intention to buy such as taste followed by environmental concerns, price, and health consciousness among British consumers. Therefore, there are four main objectives of this research including to evaluate the relationship between consumer knowledge about organic food and purchase intention, and to analyse the characteristics of various factors (organic certification labels, health, taste, environment, food safety, price, better animal welfare) that affect purchase intention, and to identify the relationship between demographic factors and purchase intention. The last objective aims to find the most influential factor of organic food that affect consumer purchase intention.
In order to achieve the research aim, a quantitative approach was adopted. The primary and secondary data were used. The data for this research were collected from 120 respondents by using online questionnaires. In order to examine the data and answer the research aim, Pearson’s correlation, Pearson Chi-square and multiple linear regression were used. Additionally, descriptive statistics applied in data analysis were frequency distribution, percentage, mean and standard deviation.
The finding of this study indicates that organic certification labels on certain products could increase purchase intention of customer. Hence, the consumer will have a strong confidence to eat more of organic food. Generally, Bri.
Study Participants Answers to Interview QuestionsParticipant #1.docx
Study Participants Answers to Interview Questions
Participant #1:
1. What are the disparities between jail and youth rehabilitation for African American offenders?
a. African Americans will be imprisoned more than their white counterparts who will be given rehabilitation, institutional racism exists, and the system will spend more man hours and time dealing with white offenders than black offenders.
2. What are some social issues that African American juveniles are faced with?
a. Sociocultural stigmas, single-parent households, inadequate educational systems, poor role models, and single-parent households
3. Why are African American male juveniles not offered other means of rehabilitative punishments?
a. The New Jim Crow is our correctional system, which seeks to fill jail cells by incarcerating more black and Latino people who are then utilized as enslaved people in the system for huge corporations and the US Government. The system indicates they are not receptive and will not change.
4. What effects does the existing jail and punishment system have on this population?
a. Demeaning and discouraging—we should fund educational aid, mental health services, and instruction. Providing people with helpful tools, role models, and direction will also help them become contributing members of society
Participant #2:
1. Youth rehabilitation centers should provide mechanisms to prevent offenders from committing crimes but in order to effectively do that the differences amongst AA juveniles and other races must be addressed, while jail just allows for a separation from society to think about the crime.
2. African American male juveniles are faced with a predetermined
perception of being criminals as well as a lack of resources in their communities to educate them on the different career paths & trades that exist.
3. The funding doesn’t exist to provide other rehabilitative opportunities in AA communities.
4. The existing punishment system allows offenders to be separated from the public but it doesn’t provide them with any resources to be successful once their time is complete. Not addressing the underlying issues of how they entered the system as well as how to they can live a successful life after now being labeled as a criminal normally results in repeat offenders.
Participant #3:
1. The youth aren’t getting the proper guidance, mental healthcare and attentiveness in jail. They’re already “written off” which leads to them believing what they’re being taught and increasing the likelihood of them becoming repeat offenders. In youth rehab, you’re given a second chance, you’re being taught how to manage your mental and emotional state. You are being prepared for the world.
2. Prejudice. Are seen as thugs, no good. Etc. don’t have proper resources to get them back on their feet. Difficulty getting jobs, getting into school once released.
3. Unsure, but I’m sure it’s race.
4. You can become in.
STUDENT REPLIESSTUDENT REPLY #1 Vanessa Deleon GuerreroWhen .docx
STUDENT REPLIES
STUDENT REPLY #1 Vanessa Deleon Guerrero
When conducting surveillance, you are closely monitoring a person’s activities. Investigators or detectives watch their every move, at home, work, where they eat, shop all while being unnoticeable. When detectives conduct surveillance, they still need to ensure that they are respecting the person’s privacy. For example, detectives will not take photos of the person while they are in the shower. If the person is outside or in an area that has public view, then they can take photos of that person. They must conduct their surveillance in an orderly manner, without causing panic to the public in order to ensure public safety.
Private companies such as Facebook, Instagram or twitter are used for people to express themselves. However, what is posted on their social media becomes public and they make their lives public for everyone to see. If someone posted that they were just at a park where a shooting happened, law enforcement can use that to interview them because it puts them at the scene of the crime. However, private companies, for example like phone companies should not use data like text messaging for their benefit. They should not be allowed to read their customers’ messages or listen in on their phone calls. That is a true invasion of privacy.
Reference
Brandl, S. (2018). Criminal investigation (4th ed.). Thousand Oaks, CA: SAGE Publications.
Bedi, M. (2016). The curious case of cell phone location data: Fourth Amendment doctrine mash-up Links to an external site... Northwestern University Law Review, 110(2), 507–524
STUDENT REPLY #2 Danielle Berlus
Hello everyone, when I think of surveillance, I think of all the places that they put cameras like the ones at streetlights that catch you speeding or when they are looking for a suspect and they look to facial recognition devices. I think it is hard to balance what is expected to be private. I don't think anything is private anymore except possibly the bathrooms and even then, someone maybe recording you. Our cell phones I think are being monitored by so many companies and even those who want to steal our personal data as well.
"The government tracks movements through the acquisition of cell phone location data: historical cell phone location data, real-time cell phone location data, and actively "pinging" a cell phone for location data. Cell phone providers store location data as the normal part of their business of providing service. Police, in turn, can request that cell phone providers hand over this location data for a suspect over a set period of time. This information is classified as historical cell phone location data. This data stands in contrast to real-time location data. Whereas the former focuses on past locations, real-time data provides locations as they actually occur. Here, cell phone providers, upon request, give police contemporaneous data on the location of the nearest cell tower for tracking p.
Student NameBUS 300 Pu.docx
Student Name
BUS 300 Public Relations
[Insert Instructor’s Name]
Month Date Year
BUS300 PR Plan Part 2 Outline
This paper will be a revised and expanded version of Developing a Public Relations Plan, Part 1 assignment in Week 4. Your paper should have a section with the bolded headers below. Ensure you have a section that discusses each of these:
Mix Media
In this section, you will describe the mix of media you would use to implement your public relations campaign and explain in detail your objectives for each media form. Include traditional and twenty-first- century integrated marketing communication strategies in your discussion. (This section should be at least three paragraphs).
Government Relations
In this section you will describe the government relations tactics you would use as part of your public relations campaign, and explain in detail how these tactics will help you achieve your objectives. In great detail explain how these tactics will help you achieve your objectives. (This section should be at least two paragraphs).
Community Relations
In this section please explain in detail how you can take advantage of community relations to generate positive publicity for your organization. (This section should be at least two paragraphs).
News Release
Draft a news release that you will use in your public relations campaign (Chapter 15). Explain in detail how the content, style, and essentials of your news release will help you persuade the public to your point of view. Use information from Chapter 15 as support. Describe the key elements of writing to consider when responding to a public relations crisis or scandal. (Your news release should be similar to the example provided in the book).
Crisis Management
In this section you will explain the five planning issues related to crisis management that can be employed to mitigate the scandal or risks (Chapter 17). (This section should be at least four to five paragraphs).
Additional Requirements
Remember to Include in-text citations when presenting information from other sources. You should begin your search for sources in the Strayer Library. Use a minimum of three credible, relevant, and appropriate sources. After you conclude the paper, you will need a separate page that includes your references. Include a sources page at the end of your paper.
Please ensure you proofread your paper and summarize when providing in-text citations.
1. Enter your first source entry here.
2. Enter your second source entry here.
3. Enter your third source entry here.
image1.png
BUS 300 Public Relations
Dr. Tenielle Buchanan
October 30, 2022BUS300 PR Plan Part 1 Outline
Your paper should have a section with the bolded headers below. Ensure you have a section that discusses each of these:
Name of organization
The United States-based publication Rolling Stone magazine is a news magazine that covers articles on current events relating to music, contempo.
Statistical Process Control 1 STATISTICAL PROCESS .docx
Statistical Process Control 1
STATISTICAL PROCESS CONTROL
by XXXXXXXX
Student ID: 2XXXXXXX
University of Northampton
(Amity Global Institute Pte Ltd, Singapore)
Managing Operations and The Supply Chain
Dr. Melvin Goh
BSOM046
BSOM046-SUM-1920-ES1-Statistical Process Control
18 Oct XXXX
Word Count: 1600 (± 50)
Statistical Process Control 2
Table of Content
1. Introduction………………………………………………………………….3
2. Literature Review……………………………………………………………3
3. Methodology…………………………………………………………………5
4. Case Study Analysis…………………………………………………………9
5. Recommendation…………………………………………………………….15
6. Conclusion…………………………………………………………………...17
7. References……………………………………………………………………18
8. Appendix……………………………………………………………………..22
Statistical Process Control 3
STATISTICAL PROCESS CONTROL
INTRODUCTION
This report will provide a literature review of the concept and relevance of statistical process
control (SPC) from its inception until the present day. A case study of Waterside’s Leather
Limited (WLL) using the temperature data of its combined effluent discharge over one hundred
and twenty days will be conducted, and a recommendation will also be proposed.
LITERATURE REVIEW
Man has always tried to imitate and better his competitors to develop a better and cheaper
product or service. This idea was as crucial for the hunter-gatherer as it is for the manufacturing
industry after many millennia. This awareness led to the requirement of apprentices having to
follow in the footsteps of the master craftsmen for many years until they could become masters
in their craft. However, this was not a scientifically tabulated and monitored process.
Bradford and Miranti (2019) state that “it was in 1924 that Walter A. Shewhart introduced the
use of control charts to evaluate data distribution patterns to determine whether manufacturing
processes remain under control at Bell Telephone Laboratories”. He also introduced the terms
of variation in the process which comprises of common cause and special cause variation
(Subhabrata and Marien, 2019).
SPC is a technique for controlling processes to distinguish causes of variation and signal for
corrective action (Chen 2005 cited in Avakh and Nasari 2016). While some say that “SPC is
the use of statistically based tools and techniques principally for the management and
Statistical Process Control 4
improvement of processes” (Stapenhurrst, 2005), others say that “SPC is not really about
statistics or control, it is about competitiveness” (Oakland and Oakland, 2018).
Figure 1: A typical Control Chart
(Graph from https://learning.oreilly.com/library/view/nonparametric-statistical-process/9781118456033/c02.xhtml#head-2-
18)
The USA War Department used these methods to enhance the quality of products during World
War II. W.E Deming used Shewhart’s cycle in his quality training in Japan in 1950 but made
a new version stress.
Student 1 Student Mr. Randy Martin Eng 102 MW .docx
Student 1
Student
Mr. Randy Martin
Eng 102 MW
6 December 2010
The Tragedy of Othello
The “Devil” throughout the ages has been referred to by many names; accuser, adversary,
enemy, and thief among others, no matter what title is given he is universally accepted as the
purest and ultimate form of evil. In William Shakespeare’s play, The Tragedy of Othello,
Shakespeare uses the element of drama of character to create a villain that embodies absolute
wickedness, a human form of the author of evil. The character Shakespeare creates to serve as
the ultimate antagonist is none other than “honest Iago.” Iago’s character is the best
representation of an elusive villain whose clever abilities to deceive and persuade bring
catastrophic destruction like that of an unexpected, nearly invisible black ice. Shakespeare uses
the character to advance the theme that mankind has the ability to be influenced and even driven
to engage in repulsive and devastatingly horrendous acts towards to each other. Iago himself is
driven and influences the actions Casio, Othello, and Rodrigo.
Spurred by jealousy and the pain of an injured pride Iago observes the man who was
granted/appointed the position he believed to have deserved and conceives a plan for taking
Cassio(this man) out. The character Cassio is deceived and manipulated by Iago in two manners.
First Iago sets up Cassio to betray himself and be demoted and then later uses Cassio as a pawn
to play into an even greater and more elaborate act of revenge against Othello.
Giving into anger and jealousy, Iago devises a plan to crush Cassio and satiate the pain of
Student 2
being passed over, Shakespeare writes:
I: With as little
a web as this will I ensnare as great a fly as Cassio. Ay, smile upon her, do!
I will gyve thee in thine own courtship…
If such tricks as these strip you out of your lieutenantry, (2.1.162-4)
Critic August Schlegel notes, “…he spreads his nets with a skill which nothing can escape.” The
devastation of being passed over for the position drove Iago to exact revenge on the unknowing
bystander, Cassio. Pride is a powerful internal motivator that takes a tremendous toll on those
who allow it contribute to their actions or control their thoughts. It is easy to give into the
feelings of being wronged and turn an evil eye rather than applauding another in their success.
More commonly found in relationships is the mentality of if I can’t have him nobody will.
With ease and grace Iago is able to show Cassio false sympathy and gain trust that allows
him to direct Cassio’s actions, by creating false hope. Shakespeare writes:
I: …, I could heartily wish this had not
befall’n; but since it is as it is, mend it for your own good.(2.3.270-1)
I: I tell you what you
shall do. Our general’s wife is now the general...
confess yourself freely to her; importune her help
to put you in your place again. She is of so free, .
SophiaPathwaysforCollegeCredit–EnglishCompositionII.docx
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
Logan Stevens
English Composition II
December 20, 2019
Where’s the Beef?: Ethics and the Beef Industry
Americans love their beef. Despite the high rate of its consumption, in recent years
people in the United States have grown increasingly concerned about where their food comes
from, how it is produced, and what environmental and health impacts result from its production.
These concerns can be distilled into two ethical questions: is the treatment of cattle humane and
is there a negative environmental impact of beef production? For many, the current methods of
industrial beef production and consumption do not meet personal ethical or environmental
standards. Therefore, for ethical and environmental reasons, people should limit their beef
consumption.
The first ethical question to consider is the humane treatment of domesticated cattle. It
has been demonstrated in multiple scientific studies that animals feel physical pain as well as
emotional states such as fear (Grandin & Smith, 2004, para. 2). In Concentrated Animal Feeding
Operations (CAFOs), better known as “factory farms” due to their industrialized attitude toward
cattle production, cattle are often confined to unnaturally small areas; fed a fattening, grain-based
diet; and given a constant stream of antibiotics to help combat disease and infection. In his essay,
“An Animal’s Place,” Michael Pollan (2002) states that beef cattle often live “standing ankle
Comment [SL1]: Hi Logan! This is a great title.
Comment [SL2]: It will help strengthen your opening
sentence to include some sort of facts or statistics about
beef consumption in America.
Comment [SL3]: Throughout your essay, you talk about
more than just limiting the consumption of beef. How could
you strengthen your Thesis Statement to connect all of
those points?
Sophia Pathways for College Credit – English Composition II
SAMPLE TOUCHSTONE AND SCORING
deep in their own waste eating a diet that makes them sick” (para. 40). Pollan describes
Americans’ discomfort with this aspect of meat production and notes that they are removed from
and uncomfortable with the physical and psychological aspects of killing animals for food. He
simplifies the actions chosen by many Americans: “we either look away—or stop eating
animals” (para. 32). This decision to look away has enabled companies to treat and slaughter
their animals in ways that cause true suffering for the animals. If Americans want to continue to
eat beef, alternative, ethical methods of cattle production must be considered.
The emphasis on a grain-based diet, and therefore a reliance on mono-cropping, also
contributes to the inefficient use of available land. The vast majority of grain production (75-
90% depending on whether corn or soy) goes to feeding animals rather than humans, and cattle
alone .
STORY TELLING IN MARKETING AND SALES – AssignmentThe Ethic.docx
STORY TELLING IN MARKETING AND SALES – Assignment
The Ethics of Storytelling
Assignment Description:
During the past week in class, we learned that all brand stories need to have a strong ethical foundation. Brands need to create and distribute messages that are honest and convey their corporate values.
FOR THIS ASSIGNMENT, “CHOOSE ANY 1” OF THE FOLLOWING SHORT VIDEOS TO WRITE ABOUT:
· “Apple 2013 Christmas commercial”
https://www.youtube.com/watch?v=03KQTCEM08k
· “WestJet Christmas Miracle”
https://www.youtube.com/watch?v=zIEIvi2MuEk&t=9s
For the video you choose, answer the following questions about the story that is being told:
(minimum 350 words, combine 1 to 5)
1. Does this story affirm the company’s core values? Why or why not?
2. Does this story foster trust with each and every stakeholder? Why or why not?
3. Does this story help build relationships? Why or why not?
4. Does this story showcase diverse and inclusive behaviors?
5. Does this story honor the company’s commitments and promises to its customers? Why or why not?
Note: Write a minimum of 350 words for above 5 questions, conveying your own thoughts and views.
image1.png
CHCCCS023 Learner Guide Version 1.1 Page 1 of 59
CHCCCS023
Support independence and
wellbeing
Learner Guide
CHCCCS023 Learner Guide Version 1.1 Page 2 of 59
Table of Contents
Unit of Competency ..................................................................................................................... 5
Application ...................................................................................................................................... 5
Unit Sector ...................................................................................................................................... 5
Performance Criteria ....................................................................................................................... 6
Foundation Skills ............................................................................................................................. 8
Assessment Requirements .............................................................................................................. 9
1. Recognise and support individual differences.......................................................................... 12
1.1 – Recognise and respect the person’s social, cultural and spiritual differences ........................ 13
Individual differences .................................................................................................................... 13
Social differences .......................................................................................................................... 13
Cultural differences ....................................................
STEP IV CASE STUDY & FINAL PAPERA. Based on the analysis in Ste.docx
STEP IV: CASE STUDY & FINAL PAPER
A. Based on the analysis in Step III, choose which theory best applies to this situation. Add any arguments justifying your choice of these ethical principles to support your decision.
Consequentialism (Utilitarian) Theory
Deontology Theory
Kant’s Categorical Imperative Principle
Social Contract Theory
Virtue Ethics Theory
NAME THE THEORY HERE: Deontology Theory
B. Explain your choice above: THIS AREA SHOULD BE 4-7 sentences or roughly 100-200 words.
Deontology is an approach to Ethics that focuses on the rightness or wrongness of actions themselves I choose this because ethical actions based on normative theories can be effective in developing better privacy practices for organizations. A business should be able to admit to making a mistake. This is especially important to shareholders, employees, and other stakeholders.It is important for businesses to operate with transparency. Consumers need to be able to trust what businesses present to them.
C. Your decision: What would you do? Why? List the specific steps needed to implement your defensible ethical decision. THIS AREA SHOULD BE 2 OR MORE PARAGRAPHS (250-350 words).
Deontology is a theory of ethics that suggests that actions can either be bad or good when judged based on a clear set of rules. So what I would do is set these rules in place. Businesses/companies should uphold the ethical standard of respect. People personal data shouldn’t be treated as ends rather than means. Companies should keep personal data about their customers/users and should be expected to keep this information private out of respect for these individual’s privacy.
Another rule, Businesses/companies should uphold complete transparency. This builds not only trust, but help builds a relationship with the users/customers. And if they don’t enclosed information the company’s actions would be considered unethical and wrong. Another rule is that there should always be accountability. A business/company should always be able to admit to making a mistake. This is especially important to shareholders, and stakeholders. They should be able to own up to missteps even when this could have serious consequences. With these rules emplaced it would be more ethical.
D. What longer-term changes (i.e., political, legal, societal, organizational) would help prevent your defined dilemma in the future? THIS AREA SHOULD BE 2 OR MORE PARAGRAPHS (250-350 words).
My dilemma is the misuse of personal information and data. Not just in social media but, also companies and business. One of the obvious ways to stop this dilemma is to make it that companies aren’t allowed to collect and store our personal data. User data can legally be sold as long as legal conditions for its collection and sale have been met and there isn’t any regulation against it. Our data is being sold for profit. This shouldn’t be allowed. There should be laws and regulations against that. They are the only ones benefiting.
Step 1Familiarize yourself with the video found here .docx
Step 1:
Familiarize yourself with the video found here:
Link to Who Leads Us? video
AND the website associated with the video, located here:
Who Leads Us?
AND the website of your Representative in the United States House:
The US House of Representatives
Step 2:
After learning about Reflective Democracy across the United States it is time to learn about how it affects you. Begin by examining yourself and your surrounding community. How would you describe your cultural background? How would you describe the cultural background of your US Representative? How would you describe the cultural background of the district that he or she represents (and that you are a part of)? Compare and contrast the culture of the district to the culture of your Representative. Compare and contrast the culture of your Representative and your culture. Compare and contrast your culture with the culture of the district that you live. Where do you see the greatest differences between cultures? What are some advantages and disadvantages of these cultural differences? How would you work to bridge the divide between cultures? (SR 1)Step 3:
Find a policy issue that your Representative has taken a stand on. Explain that issue in detail. Once you have explained the issue, provide information on where your representative stands on the issue. Where do you stand on the issue? What do you believe should be done? What might be another alternative solution? Thinking about your ideas on the issue who might object to your viewpoint and what might their objections be? Once you’ve laid out their objections, respond to them, and explain, with logic, why your perspective is correct and your opponents’ objections are mistaken. (PR 1 and PR 2)Step 4:
Now that you have officially staked out a policy position, you need to think about how to get it put into action. Who in the government, and who in your community. do you believe should be involved? What specific actions should you (and those in the community) take? Why is it important to get your community involved and what will be the benefits of activating people to the cause? (SR 2)Step 5:
Let’s assume that you are successful in your efforts, and you achieve your policy goal. What do you believe will be the consequences of putting this policy into practice? How far reaching do you think the consequences will be for your community? Your state? Your country? What do you think will be the effects over the short term? Over the long term? Be sure to mention both positive and negative consequences that might result? (PR 3)
.
Statistical application and the interpretation of data is importan.docx
Statistical application and the interpretation of data is important in health care. Review the statistical concepts covered in this topic. In a 800-1,000 words paper, discuss the significance of statistical application in health care. Include the following:
1. Describe the application of statistics in health care. Specifically discuss its significance to quality, safety, health promotion, and leadership.
2. Consider your organization or specialty area and how you utilize statistical knowledge. Discuss how you obtain statistical data, how statistical knowledge is used in day-to-day operations and how you apply it or use it in decision making.
Three peer-reviewed, scholarly or professional references are required.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
RUBRICS:
1, Application of statistics in health care is described in detail. The significance to quality, safety, health promotion, and leadership is described thoroughly for all criteria. Strong information and rationale is provided to fully illustrate the application of statistics, and its significance, to health care and the specific areas.
2, Application of statistical knowledge to organization or specialty area is thoroughly discussed. How statistical data are obtained, used in day-to-day operations, or applied in decision making is described in detail. The ability to understand and apply statistical data is clearly demonstrated.
3, Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4, Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5, Writer is clearly in command of standard, written, academic English
6, Paper Format (use of appropriate style for the major and assignment)
Compañías utilizando la Inteligencia Artificial
La Inteligencia Artificial es un campo donde se combina las ciencias de las computadoras y bases de datos para ayudar a resolver problemas o para simular Inteligencia Humana. Comprende varios subcampos donde se utilizan varios métodos en los cuales se pueden mencionar los más comunes que son: las maquinas aprendiendo o Machine Learning y el aprendizaje profundo o Deep Learning. Estos métodos o disciplinas están comprometidas con los Algoritmos de la Inteligencia Artificial que buscan crear sistemas expertos que pueden hacer predicciones o clasificaciones basadas en una data introducida por un usuario. Algunas de las funciones primarias de la Inteligencia Artificial varían entre razonar, aprender, resolver problemas, toma de decisiones y principalmente entender el comportamiento humano. Este concepto esta formado por dos tipos de acercamientos, el primero es el acercamiento humano y el acercamiento ideal. Cuando hablamos del acercamiento humano, estamos emprendiendo sistemas que piensan y actúan como humanos. El acercami.
SOURCE httpeyeonhousing.org20130924property-tax-remai.docx
SOURCE: http://eyeonhousing.org/2013/09/24/property-tax-remains-largest-revenue-source/
Property tax comes from housing. More new construction means more property taxes collected. The
better (so more expensive the home) the more property taxes collected. Defaults, foreclosures can
drive down house values and reduce property taxes. You are simply trying to understand some
forecasting regarding the future (maybe near-term future) of property taxes to be collected. CERNIK
Property Tax Remains Largest Revenue Source
According to the latest data from the Census Bureau, taxes paid by homeowners and other real
estate owners remain the largest single source of revenue for state and local governments. At
34%, property taxes represent a significantly larger share than the next largest sources: individual
income taxes (24%) and sales taxes (21%).
State and local government property tax collections continue to increase on a nominal basis.
From the third quarter of 2012 through the end of the second quarter of 2013, approximately
$479 billion in taxes were paid by property owners. This was a small increase from the
previous trailing four-quarter record of $477 billion, set last quarter.
The modest changes throughout the Great Recession in nominal state and local government
property tax collections are due in large part to lagging property assessments and the ability of
local jurisdiction to make annual adjustments to tax rates. In general, declining property values
are not reflected in the system until a few years after the decline occurs. Once assessments are
updated, property tax authorities can adjust rates thus maintaining a desired level of collection.
http://eyeonhousing.org/2013/09/24/property-tax-remains-largest-revenue-source/
http://www.census.gov/govs/qtax/
http://eyeonhousing.files.wordpress.com/2013/09/piechart.png
As state and local government property tax collections increased in recent years, the share of
local tax collections due to property taxes fell from a high of 37.4% in the second quarter of
2010 to the current share of 33.5%. The average share for property taxes since 2000 is 32.4%.
The changing share of local collections is due predominantly to fluctuations in all other tax
receipts. State and local individual income tax, corporate income tax, and sales tax collections
are very responsive to changing economic conditions. For example, in the second quarter of 2009
state and local governments collected $76 billion in individual income tax. In the second quarter
of 2013, the most recent, state and local governments collected $114 billion in individual income
tax. The dramatic 50% increase in state and local individual income tax receipts is due to
improving economic conditions, rising incomes, and higher rates in several states.
http://eyeonhousing.files.wordpress.com/2013/09/chart_13.png
The S&P/Case-Shiller House Price Index – National Index grew by 7.1% on a n.
Solving Equations using Square Roots or the Quadratic FormulaI.docx
Solving Equations using Square Roots or the Quadratic Formula
Initial Post Instructions
Present a quadratic equation in the form ax2 + bx + c = 0 where a > 1.
1. How many solutions does your quadratic have based on the discriminant?
2. Pick TWO ways to find the specific solutions or show that there is no solution:
a. Quadratic Formula
b. Graphing
c. Factoring
d. Square Root Property
e. Completing the Square
3. Why did you choose those two specific methods versus the others?
4. .
Writing Requirements
· APA format for in-text citations and list of references
· Due Wednesday
Revel enables students to read and interact with course material on
the devices they use, anywhere and anytime. Responsive design
allows students to access Revel on their tablet devices, with content
displayed clearly in both portrait and landscape view.
Highlighting, note taking, and a glossary personalize the learning
experience. Educators can add notes for students, too, including
reminders or study tips
Revel’s variety of writing activities and assignments develop and
assess concept mastery and critical thinking.
Superior assignability and tracking
Revel’s assignability and tracking tools help educators make
sure students are completing their reading and understanding
core concepts.
Revel allows educators to indicate precisely which readings must be
completed on which dates. This clear, detailed schedule helps
students stay on task and keeps them motivated throughout the
course.
Revel lets educators monitor class assignment completion and
individual student achievement. It offers actionable information that
helps educators intersect with their students in meaningful ways, such
as points earned on quizzes and time on task.
THE STRUGGLE FOR
DEMOCRACY
2018 Elections and Updates Edition
THE STRUGGLE FOR
DEMOCRACY
2018 Elections and Updates Edition
Edward S. GREENBERG
University of Colorado, Boulder
Benjamin I. PAGE
Northwestern University with assistance by
David Doherty
Loyola University Chicago
Scott L. Minkoff
SUNY New Paltz
Josh M. Ryan
Utah State University
Executive Portfolio Manager: Jeff Marshall
Content Producer: Mary Donovan
Content Developer: Allison Collins
Portfolio Manager Assistant: Christina Winterburn
Product Marketer: Candice Madden
Field Marketer: Alexa Macri
Content Producer Manager: Amber Mackey
Content Development Manager: Rebecca Green
Art/Designer: Lumina Datamatics, Inc.
Digital Studio Course Producer: Tina Gagliostro
Full-Service Project Manager: Lumina Datamatics, Inc.
Compositor: Lumina Datamatics, Inc.
Printer/Binder: LSC Communications, Inc.
Cover Printer: LSC Communications, Inc.
Cover Design: Lumina Datamatics, Inc.
Cover Credit: José Miguel Hernández Hernández/Moment
Open/Getty Images
Acknowledgements of third party content appear on page 645, which
constitutes an extension of this copyright page.
Copyright © 2020, 2018, 2016 by Pearson Education, Inc. 221
River Street, Hoboken, NJ 07030, or its affiliates..
SophiaPathwaysforCollegeCredit–EnglishCompositionI .docx
Sophia Pathways for College Credit – English Composition I
Are you ready to write Touchstone 4?
The essay below provides an example of an advanced level argumentative essay. As you read through
the essay, notice how the author effectively incorporates elements of argument, has a strong thesis
statement which takes a stand on one side of a debatable topic, and utilizes the classical model of
argumentation with effective incorporation and utilization of support.
______________________________________________________________________
Marcus Bishop
English Composition I
March 15, 2018
Teenage Sleep and School Start Times
John, an average teenager, tries to get to school on time in the mornings. He sets two
alarms on his phone and often skips a shower or breakfast, or both, so that he doesn’t miss the
school bus that stops at his corner at 7:00 AM. Once at school, John joins his sleep-deprived
peers in mad dashes to their first classes. School is on, whether students are prepared to learn
or not. According to numerous studies, the average U.S. teenager gets between 7 and 7.25
hours of sleep a night, while his body needs between 9 and 9.5 hours. With the average start
time for high school in the U.S. 8:03 AM (Croft, Ferro, and Wheaton, 2015), it’s not a great leap
to conclude many high school students are sleep-deprived. High schools should implement later
start times to maintain healthy biological functions and to maximize learning for teenagers.
Comment [SL1]: While the sentence structure is a bit
repetitive, this introduction does a good job of engaging the
reader with the average teenager and providing the
necessary background information for the reader to fully
understand the importance of the thesis.
Comment [SL2]: This is a well written thesis statement. It
takes a clear position on one side of a debatable topic. It is
concise, yet provides adequate detail so that the reader
knows what your key points within the essay will likely be.
Sophia Pathways for College Credit – English Composition I
Sleep deprivation in teens affects their health, including issues like mood and behavior,
increased anxiety or depression, use of caffeine, tobacco, or alcohol, and even weight gain. Lack
of sleep increases the likelihood that teens across all socio-economic spectrums will be unable
to concentrate and will suffer poor grades in school as a result. In addition, teens, already in a
high risk category as new drivers, are more susceptible to “drowsy-driving incidents.” (Richter,
2015). These are all compelling reasons to consider changes in school start times for teenagers.
Our internal body clocks – what scientists call circadian rhythm - regulate biological
processes according to light and dark. When our eyes tell us it’s dark, we begin to tire, and
when our eyes tell us it’s light, we begin to waken. Adults often refer to themselves as a
“morning person” or a “night person” because t.
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Unit 6Policy Brief Presentation1. 2. 3. InstructionsUs.docx
- 1. Unit 6Policy Brief Presentation 1. 2. 3. Instructions Use your previous assignments to identify a policy related to your chosen health issue and create a Prezi or PowerPoint presentation that focuses on the development, needed change, or implementation related to your health issue. Policy briefs are overviews of issues that are intended to inform policymakers. The presentation should be succinct, colorful, and designed to catch the attention of a busy policymaker. See the attached document below for more information. The presentation should have the following structure: Executive Summary An overview of the problem, why change is needed, and your recommendations for change Introduction A clear statement of the problem, its causes, and why it is important What are the key issues that are relevant to the health issue? Approaches/policy options Summarize facts, issues, contexts. Provide facts or examples that support the need for policy to change/impact/solve the issue. Recommendations Provide recommendations on development, implementation or changes that need to be considered to solve the health issue. Provide specific steps and reemphasize the importance of this change. References Each content component will have one or two slides. Include a title and references slide
- 2. Use bullet points rather than paragraph form. The target audience is a policymaker, not a medical professional, so keep scientific jargon to a minimum. Upload to your completed assignment to the ePortfolio from Unit 1 by Sunday night at midnight CT, for course objective #1. Failure to submit to your ePortfolio by the due date will result in a zero for this assignment. Estimated time to complete: 6 hours Assignment Resources 1. Guidelines for Writing a Policy BriefDownload Guidelines for Writing a Policy Brief Rubric NSG423 Paper Rubric 6 (1) NSG423 Paper Rubric 6 (1) Criteria Ratings Pts This criterion is linked to a Learning OutcomeTopic 15 pts 5 Identifies a creative, focused, and manageable topic that addresses potentially significant aspects of the topic. 13.5 pts 4 Identifies a creative, focused and manageable topic that addresses important and notable aspects of the topic. 12 pts 3 Identifies a focused and manageable/ doable topic that appropriately addresses relevant aspects of the topic. 10.5 pts 2 Identifies a topic that while manageable/ doable, is too narrowly focused and leaves out relevant aspects of the topic. 9 pts
- 3. 1 Identifies a topic that is far too general and wide-ranging as to be manageable and doable. 0 pts 0 Does not clearly identify a topics that is relative to the assignment. 15 pts This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views 15 pts 5 Synthesizes in-depth information from relevant sources representing various points of view/ approaches. 13.5 pts 4 Examines in-depth information from relevant sources representing various points of view/approaches. 12 pts 3 Explains in-depth information from relevant sources representing various points of view/ approaches. 10.5 pts 2 Relates information from relevant sources representing limited points of view/ approaches. 9 pts 1 Relates information from irrelevant sources representing limited points of view/ approaches. 0 pts 0 Information is irrelevant to the topic. No clear point of view/approaches.
- 4. 15 pts This criterion is linked to a Learning OutcomeDesign Process 10 pts 5 All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant sub-disciplines. 9 pts 4 Most critical elements of the methodology or theoretical framework are appropriately developed. Appropriate methodology or theoretical frameworks may be analyzed from across disciplines or from relevant sub-disciplines. 8 pts 3 Some critical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for. 7 pts 2 Critical elements of the methodology or theoretical framework are missing, incorrectly developed, or unfocused. 6 pts 1 Inquiry design demonstrates a misunderstanding of the methodology or theoretical framework. 0 pts 0 The design of the paper is not based upon a clear methodology or framework. 10 pts This criterion is linked to a Learning OutcomeAnalysis 15 pts 5
- 5. Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus. 13.5 pts 4 Organizes and analyzes evidence to reveal insightful patterns, differences, or similarities related to focus. 12 pts 3 Organizes evidence to reveal important patterns, differences, or similarities related to focus. 10.5 pts 2 Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities. 9 pts 1 Describes evidence, but it is not organized and/ or is unrelated to focus. 0 pts 0 Lists evidence, but it is not organized and/ or is unrelated to focus. 15 pts This criterion is linked to a Learning OutcomeConclusion 15 pts 5 States a conclusion that is a logical extrapolation from the inquiry findings. 13.5 pts 4 States a conclusion that is a logical interpretation of the inquiry findings. 12 pts 3 States a conclusion focused solely on the inquiry findings. The
- 6. conclusion arises specifically from and responds specifically to the inquiry findings. 10.5 pts 2 States a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings. 9 pts 1 States an ambiguous or unsupportable conclusion from inquiry findings. 0 pts 0 States an illogical conclusion from inquiry findings. 15 pts This criterion is linked to a Learning OutcomeLimitations and Implications 10 pts 5 Insightfully discusses in detail relevant and supported limitations and implications. 9 pts 4 Examines relevant and supported limitations and implications. 8 pts 3 Discusses relevant and supported limitations and implications. 7 pts 2 Presents relevant and supported limitations and implications. 6 pts 1 Presents limitations and implications, but they are unsupported. 0 pts 0 Presents limitations and implications, but they are irrelevant.
- 7. 10 pts This criterion is linked to a Learning OutcomeWriting 5 pts 5 The presentation exhibits a superior command of written English language conventions. The presentation has no errors in mechanics, grammar, or spelling. 4.5 pts 4 The presentation exhibits a stronger command of written English language conventions. The presentation has no errors in mechanics, grammar, or spelling that impair the flow of communication. 4 pts 3 The presentation exhibits command of written English language conventions. The presentation has minor errors in mechanics, grammar, or spelling that impact the flow of communication. 3.5 pts 2 The presentation exhibits a limited command of written English language conventions. The presentation has frequent errors in mechanics, grammar, or spelling that impede the flow of communication. 3 pts 1 The presentation exhibits little command of written English language conventions. The presentation has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning. 0 pts 0 The presentation does not demonstrate command of written English language conventions. The presentation has multiple errors in mechanics, grammar, or spelling that cause the reader
- 8. difficulty discerning the meaning. 5 pts This criterion is linked to a Learning OutcomeAPA 5 pts 5 The required APA elements are all included with correct formatting, including in-text citations and references. 4.5 pts 4 The required APA elements are all included with minor formatting errors, including in-text citations and references. 4 pts 3 The required APA elements are all included with multiple formatting errors, including in-text citations and references. 3.5 pts 2 The required APA elements are not all included. AND/OR there are major formatting errors, including in-text citations and references. 3 pts 1 Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text- citations, and references. 0 pts 0 There is little to no evidence of APA formatting. AND/OR there are no in-text citations AND/OR references. 5 pts Total Points: 90 PreviousNext