This document provides instructions and a rubric for a strategic problem-solving assignment involving an agricultural science program. The assignment has three parts: a memo, documentation, and a reflection. For the memo, students must create a new vision statement for the program aligned with the campus vision. They must also describe steps taken to develop the vision statement and share details of stakeholder involvement. The memo must address these points using four "building blocks" - modeling collaboration, establishing expectations, defining roles, and aligning priorities. Documentation to support the memo and a reflective component are also required. The rubric evaluates students' demonstration of problem-solving skills and capacity to support a school's mission and vision through management and operations.
WILMINGTON UNIVERSITYCOLLEGE OF TECHNOLOGYSYLLABUSFACULTY ME.docxambersalomon88660
WILMINGTON UNIVERSITY
COLLEGE OF TECHNOLOGYSYLLABUS
FACULTY MEMBER: Greg Hughes TERM: Summer 2016 Block 2
COURSE TITLE: IT Policy & Strategy
COURSE NUMBER: IST.7100
TEXTBOOK: TITLE:
AUTHOR:
If you would like more precise information regarding the textbook(s) for this class, please visit the bookstore website at http://www.wilmcoll.edu/bookstore
METHOD OF CONTACT:
PREREQUISITE: IST7000, IST7020, IST7040, IST7060
All courses are open to students from all divisions. Only where a course is preceded by an introduction course is there a need to observe a prerequisite. However, students might benefit from prior knowledge on some of the courses, and this is given as the content found in your course catalogue by course code.
I. COURSE DESCRIPTION
The focus of this course includes: 1) The top management’s strategic perspective for aligning competitive strategy, core competencies, and information systems; 2) The development and implementation of policies and plans to achieve organizational goals; 3) Defining the systems that support the operational, administrative, and strategic needs of the organization, its business units, and individual employees; 4) Approaches to managing the information systems’ function in organizations, including examination of the dual challenges of effectively controlling the use of well-established information technologies, while experimenting with selected emerging technologies; and 5) The role of the CIO.
II. RATIONALE
Students develop an understanding of the strategic use of information technology from a business perspective at the enterprise level. They are expected to understand the internal management of information systems services from the point of view of the CIO and to examine alternative strategies and tactics available to management to achieve goals. Working students and students with post-baccalaureate experience will be able to examine the current and potential impact of information and information technology on all aspects of their position, firm, and industry.
III. MAJOR INSTRUCTIONAL GOALS
Goal A. Understand the role of IT in reaching business objectives
Learning Outcomes: The student will be able to:
A-1 Differentiate between strategy, vision and strategic objectives
A-2 Differentiate between effective business strategies based on a company’s vision, strategy, and mission statements
A-3 Identify the significance of the five levels of Strategic Alignment Maturity
A-4 Identify the primary differences between strategic, tactical and operational processes
Goal B. Understand the role of governance and communication in the selection and use of organizational processes to make decisions about how to obtain and deploy IT resources
Learning Outcome:The student will be able to:
B-1 Understand the components of a strategic plan
B-2 Identify organizational types and use in case study application
B-3 Identify the components of IT architecture
B-4 Identify .
EDD9953: Signature Assignment
Guide last revised September 15, 2021
Action Plan Guide
Overall Instructions
Follow the instructions contained within this Action Plan Guide to develop your Action Plan.
Develop your Action Plan on the Action Plan Signature Assignment template.
Introduction
In this section, refer to your approved EDD9951 Signature Assignment to provide a brief
introduction to your EDD9953 Signature Assignment: Action Plan. Use the Preliminary Site
Information, the Statement of the Problem, and your Approach to the Problem of Practice
from your EDD9951 Signature Assignment to craft the introduction. (Maximum of 250 words)
NOTE: The problem and project you describe must be the same one that was
approved in your approved Signature Assignment in EDD9951.
Action Plan
Provide a paragraph (3–5 sentences) that introduces the sections of the Action Plan.
The action plan comprises the following sections:
• Purpose of the Project
• Stakeholders and Participants
• Description of the Applied Project
• Implementation Plan
• Guiding Questions
• Data Collection Plan
• Data Analysis Plan
Purpose of the Project
In this section, provide a statement of purpose. You may use the following formulation and add
a few sentences of clarification if desired.
The purpose of the project is to implement [insert your intervention] to improve [insert area
to be improved—be sure it aligns with your problem statement and guiding questions].
Example: The purpose of the project is to implement a professional development program to
improve the instructional leadership skills of district principals. (The problem the professional
development program addresses is that teachers do not receive feedback and coaching that
lead to improvement of instruction. The root-cause analysis identified one of the problem’s
causes: inadequacy of district principals’ classroom observation and coaching skills.)
EDD9953: Signature Assignment
Guide last revised September 15, 2021
A program evaluation project might be formulated slightly differently:
Example: The purpose of the project is to implement an evaluation of ABC school’s
science curriculum to inform a comprehensive revision of the science program. (The
problem the evaluation will be used to addresses is poor student achievement in science.
One of the problem’s causes identified in the root-cause analysis was an outdated
curriculum.)
Stakeholders and Participants
In this section, briefly describe the project’s stakeholders and their roles. Use two
subheadings—one for stakeholders and one for participants.
1. Identify and describe the key stakeholders of your project, including their role(s) in
the organization and why they would be impacted by your project.
2. I ...
LED514 Module 3 Session Long Project Checklist (Rev. 5-3-15)INST.docxcroysierkathey
LED514 Module 3 Session Long Project Checklist (Rev. 5-3-15)
INSTRUCTIONS FOR STUDENT: After you complete your references section in your assignment, copy and paste this grading rubric to your Word document and use it as a checklist to help make sure you covered all the required content, structure, and mechanical expectations.
Content (Student should structure the paper into sections below.)
Student should use mark the box below as a checklist.
Student Notes
Section 1- Introduction ( Use this header): describes what the memo is going to be about; it mentions the upcoming sections.
Section 2- Goal 1 of 3( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 3- Goal 1 of 3 ( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 4- Goal 1 of 3 ( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 5- References ( Use this header): has 2 peer-reviewed/scholarly references from the databases within the CyberLibrary. The references are also integrated within the paper.
Section 6- Grading Rubric ( Use this header): contains this grading rubric.
Organization / Development
Student should use mark the box below as a checklist.
Student Notes
The 6 required sections are organized separately in sequence as listed in the Content section.
The memo is at least 2 full pages in length (excluding references and headers) size 12 Times New Roman font with double spacing text.
Each section is labelled with the header prescribed above.
Mechanics
Student should use mark the box below as a checklist.
Student Notes
Formatting or layout and graphics are pleasing to the eye (font, colors, spacing).
Rules of grammar, word usage, punctuation, capitalization, and spelling are followed.
Sentences are complete, clear, varied, and concise with proper syntax.
Used size 12 Times New Roman font for main body text and References.
Used double spacing between sentences and in References section.
35 Slides Presentation about the Corporate Governance in C ...
Campus Budget assignment
Objective:
In EDAD 5384, Resource Management in Education, you have learned about school finance, methods of budgeting, and procedures for resource acquisition and allocation. For the campus budget project (course final), you will demonstrate your mastery of these concepts by developing and coding a plan for addressing an academic problem on your campus. Your evaluation of Texas Academic Performance Report (TAPR) or other longitudinal campus data, along with your approach to strategic problem solving for the challenges described below, will formulate the basis for your budgeting decisions.
Instructions:
Part 1: Identifying and Addressing the Problem
You have been offered a budget of $250,000 specifically for targeted improvement on your campus.
1. Identify longitudinal data to address a targeted area of growth on your campus for either reading or math performance. What longitudinal student data would you use to identify the problem? Provide examples of data used and describe the problem that you are addressing.
2. Identify resources you would use to address the problem. Describe your plan to address the problem. Provide a planning document (including timeline, checkpoints and specific action steps) of your overall plan to address the problem.
3. Describe how you would address your stakeholders to include them in your planning process. Include a sample agenda for a stakeholder meeting.
4. Explain how much of the budget would be allocated to personnel (i.e. tutoring, content specialists) or materials (technology supports or instructional materials for students).
5. Make a chart of how you would code at least 5 expenditures for this task using the 20-digit coding structure provided by TEA.
Part 2: Reporting Progress
Imagine that you made significant progress on this issue. Write a brief follow-up report to be shared at your stakeholder meeting. In your narrative, explain your problem-solving process and your rationale for the budget.
Sample Budget Scenario Project
Jane D. Doe
The University of Texas at Arlington
EDAD 5384
Summer 2021
Jane D. Doe, Department of Educational Leadership and Policy Studies, The University of Texas at Arlington.
[Type text] [Type text] [Type text]
Running head: SAMPLE BUDGET SCENARIO PROJECT 1
Correspondence concerning this article should be addressed to Jane D. Doe, E-mail: [email protected]
Sample Budget Scenario Project
This section introduces the scenario by describing what you have been asked to accomplish with this report. You should begin by stating your objective for the report and describe the parts of the report in this section (see below). Since this part of the report is fairly generic, you are welcome to copy and paste the sample introduction shown below directly into your own paper to serve as your introduction to the assignment. You will not lose any points for doing so. You should not copy the rest of the paper, but you will find that it will serve as a good ...
This ePortfolio documents the major deliverables I created for the completion of Successful Teaching Online Mentoring Program (STOMP) at Harper College. The contents are as follows:
Community-Building Activity
Time Management Tip List
Final Project: Lesson idea, assessment and rubric developed using Backwards Design principles
Final Reflections/Lessons Learned
WILMINGTON UNIVERSITYCOLLEGE OF TECHNOLOGYSYLLABUSFACULTY ME.docxambersalomon88660
WILMINGTON UNIVERSITY
COLLEGE OF TECHNOLOGYSYLLABUS
FACULTY MEMBER: Greg Hughes TERM: Summer 2016 Block 2
COURSE TITLE: IT Policy & Strategy
COURSE NUMBER: IST.7100
TEXTBOOK: TITLE:
AUTHOR:
If you would like more precise information regarding the textbook(s) for this class, please visit the bookstore website at http://www.wilmcoll.edu/bookstore
METHOD OF CONTACT:
PREREQUISITE: IST7000, IST7020, IST7040, IST7060
All courses are open to students from all divisions. Only where a course is preceded by an introduction course is there a need to observe a prerequisite. However, students might benefit from prior knowledge on some of the courses, and this is given as the content found in your course catalogue by course code.
I. COURSE DESCRIPTION
The focus of this course includes: 1) The top management’s strategic perspective for aligning competitive strategy, core competencies, and information systems; 2) The development and implementation of policies and plans to achieve organizational goals; 3) Defining the systems that support the operational, administrative, and strategic needs of the organization, its business units, and individual employees; 4) Approaches to managing the information systems’ function in organizations, including examination of the dual challenges of effectively controlling the use of well-established information technologies, while experimenting with selected emerging technologies; and 5) The role of the CIO.
II. RATIONALE
Students develop an understanding of the strategic use of information technology from a business perspective at the enterprise level. They are expected to understand the internal management of information systems services from the point of view of the CIO and to examine alternative strategies and tactics available to management to achieve goals. Working students and students with post-baccalaureate experience will be able to examine the current and potential impact of information and information technology on all aspects of their position, firm, and industry.
III. MAJOR INSTRUCTIONAL GOALS
Goal A. Understand the role of IT in reaching business objectives
Learning Outcomes: The student will be able to:
A-1 Differentiate between strategy, vision and strategic objectives
A-2 Differentiate between effective business strategies based on a company’s vision, strategy, and mission statements
A-3 Identify the significance of the five levels of Strategic Alignment Maturity
A-4 Identify the primary differences between strategic, tactical and operational processes
Goal B. Understand the role of governance and communication in the selection and use of organizational processes to make decisions about how to obtain and deploy IT resources
Learning Outcome:The student will be able to:
B-1 Understand the components of a strategic plan
B-2 Identify organizational types and use in case study application
B-3 Identify the components of IT architecture
B-4 Identify .
EDD9953: Signature Assignment
Guide last revised September 15, 2021
Action Plan Guide
Overall Instructions
Follow the instructions contained within this Action Plan Guide to develop your Action Plan.
Develop your Action Plan on the Action Plan Signature Assignment template.
Introduction
In this section, refer to your approved EDD9951 Signature Assignment to provide a brief
introduction to your EDD9953 Signature Assignment: Action Plan. Use the Preliminary Site
Information, the Statement of the Problem, and your Approach to the Problem of Practice
from your EDD9951 Signature Assignment to craft the introduction. (Maximum of 250 words)
NOTE: The problem and project you describe must be the same one that was
approved in your approved Signature Assignment in EDD9951.
Action Plan
Provide a paragraph (3–5 sentences) that introduces the sections of the Action Plan.
The action plan comprises the following sections:
• Purpose of the Project
• Stakeholders and Participants
• Description of the Applied Project
• Implementation Plan
• Guiding Questions
• Data Collection Plan
• Data Analysis Plan
Purpose of the Project
In this section, provide a statement of purpose. You may use the following formulation and add
a few sentences of clarification if desired.
The purpose of the project is to implement [insert your intervention] to improve [insert area
to be improved—be sure it aligns with your problem statement and guiding questions].
Example: The purpose of the project is to implement a professional development program to
improve the instructional leadership skills of district principals. (The problem the professional
development program addresses is that teachers do not receive feedback and coaching that
lead to improvement of instruction. The root-cause analysis identified one of the problem’s
causes: inadequacy of district principals’ classroom observation and coaching skills.)
EDD9953: Signature Assignment
Guide last revised September 15, 2021
A program evaluation project might be formulated slightly differently:
Example: The purpose of the project is to implement an evaluation of ABC school’s
science curriculum to inform a comprehensive revision of the science program. (The
problem the evaluation will be used to addresses is poor student achievement in science.
One of the problem’s causes identified in the root-cause analysis was an outdated
curriculum.)
Stakeholders and Participants
In this section, briefly describe the project’s stakeholders and their roles. Use two
subheadings—one for stakeholders and one for participants.
1. Identify and describe the key stakeholders of your project, including their role(s) in
the organization and why they would be impacted by your project.
2. I ...
LED514 Module 3 Session Long Project Checklist (Rev. 5-3-15)INST.docxcroysierkathey
LED514 Module 3 Session Long Project Checklist (Rev. 5-3-15)
INSTRUCTIONS FOR STUDENT: After you complete your references section in your assignment, copy and paste this grading rubric to your Word document and use it as a checklist to help make sure you covered all the required content, structure, and mechanical expectations.
Content (Student should structure the paper into sections below.)
Student should use mark the box below as a checklist.
Student Notes
Section 1- Introduction ( Use this header): describes what the memo is going to be about; it mentions the upcoming sections.
Section 2- Goal 1 of 3( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 3- Goal 1 of 3 ( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 4- Goal 1 of 3 ( Use this header): Answer these questions:
· What is the goal?
· Why is it important?
· How does the goal connect to your personal values?
· How do you measure you achieved it?
· What is the timeline for this goal?
· How will you hold yourself accountable for finishing the goal?
· What resources do you need?
· What specific steps/actions do you need to take to complete the goal?
Section 5- References ( Use this header): has 2 peer-reviewed/scholarly references from the databases within the CyberLibrary. The references are also integrated within the paper.
Section 6- Grading Rubric ( Use this header): contains this grading rubric.
Organization / Development
Student should use mark the box below as a checklist.
Student Notes
The 6 required sections are organized separately in sequence as listed in the Content section.
The memo is at least 2 full pages in length (excluding references and headers) size 12 Times New Roman font with double spacing text.
Each section is labelled with the header prescribed above.
Mechanics
Student should use mark the box below as a checklist.
Student Notes
Formatting or layout and graphics are pleasing to the eye (font, colors, spacing).
Rules of grammar, word usage, punctuation, capitalization, and spelling are followed.
Sentences are complete, clear, varied, and concise with proper syntax.
Used size 12 Times New Roman font for main body text and References.
Used double spacing between sentences and in References section.
35 Slides Presentation about the Corporate Governance in C ...
Campus Budget assignment
Objective:
In EDAD 5384, Resource Management in Education, you have learned about school finance, methods of budgeting, and procedures for resource acquisition and allocation. For the campus budget project (course final), you will demonstrate your mastery of these concepts by developing and coding a plan for addressing an academic problem on your campus. Your evaluation of Texas Academic Performance Report (TAPR) or other longitudinal campus data, along with your approach to strategic problem solving for the challenges described below, will formulate the basis for your budgeting decisions.
Instructions:
Part 1: Identifying and Addressing the Problem
You have been offered a budget of $250,000 specifically for targeted improvement on your campus.
1. Identify longitudinal data to address a targeted area of growth on your campus for either reading or math performance. What longitudinal student data would you use to identify the problem? Provide examples of data used and describe the problem that you are addressing.
2. Identify resources you would use to address the problem. Describe your plan to address the problem. Provide a planning document (including timeline, checkpoints and specific action steps) of your overall plan to address the problem.
3. Describe how you would address your stakeholders to include them in your planning process. Include a sample agenda for a stakeholder meeting.
4. Explain how much of the budget would be allocated to personnel (i.e. tutoring, content specialists) or materials (technology supports or instructional materials for students).
5. Make a chart of how you would code at least 5 expenditures for this task using the 20-digit coding structure provided by TEA.
Part 2: Reporting Progress
Imagine that you made significant progress on this issue. Write a brief follow-up report to be shared at your stakeholder meeting. In your narrative, explain your problem-solving process and your rationale for the budget.
Sample Budget Scenario Project
Jane D. Doe
The University of Texas at Arlington
EDAD 5384
Summer 2021
Jane D. Doe, Department of Educational Leadership and Policy Studies, The University of Texas at Arlington.
[Type text] [Type text] [Type text]
Running head: SAMPLE BUDGET SCENARIO PROJECT 1
Correspondence concerning this article should be addressed to Jane D. Doe, E-mail: [email protected]
Sample Budget Scenario Project
This section introduces the scenario by describing what you have been asked to accomplish with this report. You should begin by stating your objective for the report and describe the parts of the report in this section (see below). Since this part of the report is fairly generic, you are welcome to copy and paste the sample introduction shown below directly into your own paper to serve as your introduction to the assignment. You will not lose any points for doing so. You should not copy the rest of the paper, but you will find that it will serve as a good ...
This ePortfolio documents the major deliverables I created for the completion of Successful Teaching Online Mentoring Program (STOMP) at Harper College. The contents are as follows:
Community-Building Activity
Time Management Tip List
Final Project: Lesson idea, assessment and rubric developed using Backwards Design principles
Final Reflections/Lessons Learned
GE 3000 – Introduction Section (Research Problem Statement)Int.docxshericehewat
GE 3000 – Introduction Section (Research Problem Statement)
Introduction: Formulating a Research Problem is the first and most important step of the research process. While the main portion of your work for this semester is focused on the Literature Review, the introduction to the research paper - The Research Problem Statement – is an important step in setting up the research problem to be investigated.
The Research Problem Statement comes before the Literature Review and acts as an introduction in a full-length research paper. The Research Problem Statement should be about 250-350 words in length, or about a page to a page-and-a-half when double-spaced. You must cite a minimum of two references (two scholarly sources) in proper MLA or APA format.
The main questions a Research Problem answers are:
· What will be researched? Identify a specific problem, program, or phenomenon
· Who will be researched? Who is the study population (people)?
Questions you should ask yourself when composing the Research Problem:
(Note that these questions are not necessarily going to be explicitly answered question-by-question in the Research Problem Statement. Rather, these are things that you should be thinking about and able to answer for yourself before you begin constructing the document).
· Who is the study population? How can you further refine the study population?
· What exactly do you want to understand about the topic/problem?
· Is the Research Problem too broad?
· How relevant is the research to your study area/discipline/major/interests?
· What motivates you to do the research on the chosen topic/problem?
· Why should others be interested in your chosen topic/problem?
· What are the concepts and issues to be studied?
· What concepts and measurements have to be further defined before the study begins?
· Do you have enough time to complete the research?
· Is an answer to the Research Problem obvious?
Constructing a Research Problem
A Research Problem typically consists of three parts: 1) the ideal, 2) the reality, and 3) the consequences.
1. Part A- the ideal: Describes a desired goal or ideal situation; explains how things should be.
2. Part B - the reality: Describes a condition that prevents the goal, state, or value in Part A from being achieved or realized at this time; explains how the current situation falls short of the goal or ideal.
3. Part C - the consequences: Identifies the way you propose to improve the current situation and move it closer to the goal or ideal.
Steps to Writing a Research Problem:
Step 1 (statement 1): Construct statement 1 by describing a goal or desired state of a given situation, phenomenon etc. This will build the ideal situation (what should be, what is expected, desired). How should things be in your topic? What is the ideal scenario?
Step 2 (statement 2): Describe a condition that prevents the goal, state, or value discussed in step 1 from being achieved or realized at the present time. This will build ...
Writing Assignment 2- Instruction Sheet
Pride
Envy
Anger
Greed
Lust
Gluttony
Sloth
Vices are traits of character that make life go badly for people.
Instructions: The vices listed above are commonly referred to as “The Seven Deadly Sins”. Your job is to decide which ONE of the seven is the WORST vice to possess and make an argument that explains what makes it worse than the others on the list. Be careful not to make an argument that includes two or tries to address both sides. The purpose of this essay is to inform and persuade the reader that ONE of these sins supersedes all others. Use examples from Serial, the OJ series/case, Galileo articles, any of our serial killer notes, etc. One approach might be to choose which killer you think was the worst and focus on how the specific vice caused him to go down this path to destruction. Consider which sin has the most lasting effects or severe consequences and why.
Possible information to include in your essay:
o What is __________ (envy, greed, etc.)?
o Why is ___________ so bad? How is __________ a poison that hurts both others and oneself?
o What virtue is the opposite of ________? What are some ways to get rid of ________ from our lives?
· Use at least two CREDIBLE outside sources in addition to the podcast scripts (try to use at least 2 references to secondary sources in each body paragraph). Make sure that you cite your sources correctly. Use plenty of specific, concrete examples to support your argument. Write clearly and coherently. Focus on effectively using the rhetorical strategies we have discussed in class (see Rhetorical Devices sheet or the Thank You for Arguing pdf on D2L for more info on this if you need ideas on what this should look like in context). Also, there are numerous examples of essays on D2L for you to peruse.
· Be sure to format your essay according to MLA (12 point Times New Roman font, double spaced, labeled correctly, title, etc.).
Step 1- Write your thesis statement and have it approved
Step 2- Write your topic sentences and have them approved
Step 3- Type or write a complete outline of your essay (example given in class—document on D2L)
Step 4- Visit the writing center with your outline; compose a draft, reread, and edit. Have MORE than one person (tutor, professor, friend, peer) read and edit your essay.
Step 5- Read, revise, and edit draft and make corrections. Check the feedback sheet and formal writing rules as well as notes from your first assignment before submitting to the WA2 drop box. (Must be saved as either Word, RTF, or PDF file before submitting to DB).
write a review of an evaluation book (6 cases)
. (1) Summarize & reviewed major points, and then reflect upon: (2) how its content relates to your experience, and (3) does the content make sense (and why)?
Please write a one-page report and make a presentation to the class
· my EX is (Businesses Evaluate / Fraud Risks Assessment)
Caterpillar won the overall Corporate University Best .
Criteria Ratings Points
Mission
Statement
CAEP 1.3,
CEC 7
10 to >8.0 pts
Advanced
The mission statement
clarifies priorities and
gives direction to the
organization.
8 to >6.0 pts
Proficient
The mission statement clarifies
priorities but gives limited
direction to the organization.
6 to >0.0 pts
Developing
The mission
statement is vague
and does not clarify
priorities or give
direction to the
organization.
0 pts
Not
Present
10 pts
Character
Education
CEC 2
20 to >18.0 pts
Advanced
Character traits are
identified in learning
experiences that are
morally purposeful and
engaging.
18 to >16.0 pts
Proficient
Character traits are identified in
learning experiences that are
morally purposeful but not
engaging.
16 to >0.0 pts
Developing
Character traits are
unclear. Minimal
and vague
description of
learning
experiences.
0 pts
Not
Present
20 pts
Standards
Comparison
CAEP 1.1;
1.3 InTASC
4 MCEE 2
CEC 3
20 to >18.0 pts
Advanced
Detailed general to
specific comparison of
standards. Assertions are
clear and effectively
supported with citation of
specific standards.
18 to >16.0 pts
Proficient
Some general to specific
comparison of
standards--Assertions are vague
and/or minimally supported with
citation of specific standards.
16 to >0.0 pts
Developing
Minimal and vague
comparison of
standards.
Assertions are
unclear and
unsupported by
citation of specific
standards.
0 pts
Not
Present
20 pts
Standards
Integration
CAEP 1.1;
1.3 InTASC
4 MCEE 2
CEC 3
20 to >18.0 pts
Advanced
Learning activities address
state standards. Activities
are engaging and
interdisciplinary.
18 to >16.0 pts
Proficient
Learning activities address state
standards and are engaging. Most
activities are interdisciplinary.
16 to >0.0 pts
Developing
Learning activities
are engaging but
do not fully address
state standards.
Few activities are
interdisciplinary.
0 pts
Not
Present
20 pts
Curriculum Project: Curriculum Essentials Project Grading Rubric |
EDUC571_D03_202220
Criteria Ratings Points
Spelling
and
Grammar
20 to >18.0 pts
Advanced
Spelling and grammar are
correct. Sentences are
complete, clear, and
concise. Paragraphs have
varied sentence structure.
18 to >16.0 pts
Proficient
Some spelling and grammar
errors are present. Sentences are
presented well. Paragraphs
contain some varied sentence
structures.
16 to >0.0 pts
Developing
Spelling and
grammar errors
distract. Sentences
are incomplete or
unclear.
Paragraphs are
poorly formed.
0 pts
Not
Present
20 pts
Current
APA
Formatting
and Citation
10 to >8.0 pts
Advanced
Title page, headings, and
pagination are current APA
format. References are
provided for each template
section. References are
cited in current APA
format.
8 to >6.0 pts
Proficient
Some mistakes in current APA
format for the title page, headings,
and/or pagination. References are
provided for some template
sections. References have some
mistakes in current APA
formatting.
6 to >0.0 pts
Developing
S ...
2012 templatesA Template with Ideas for the structure of the Co.docxfelicidaddinwoodie
2012 templates/A Template with Ideas for the structure of the Consolidated Portfolio.pdf
Ideas for the structure of the Consolidated Portfolio
There are many possible approaches, and it is the intention to test how well the students are at
tackling the problem. In real life (as you probably know) a project manager is frequently confronted
with the need to write a report and structuring the report for the audience is always a tricky thing to
do.
However, a way of tackling the consolidated portfolio is to do the following: -
1. Introduction and summary of outcomes
2. Itemise each learning outcome: -
a. LO1
i. Summary
ii. Evidence
b. LO2
i. Summary
ii. Evidence
c. … etc.
3. Discussion and Conclusion
4. References
5. Appendix of the weeks
a. Week 1
b. Week 2
c. ... etc.
Without going overboard then when formatted bullets 1 to 3 above will be most likely 8 to 10
pages. It might be more, but it should not be less. Each LO would contain two to three
paragraphs. The important thing is to say in the LO section how the student achieved the LO. This is
done through the summary and the evidence that points to each week in the appendix.
In the course profile students are encouraged to imagine they are going before an interview panel
and had been asked to show them how they could meet the job criteria (learning outcomes). So, as
a prerequisite they had to prepare a paper for them.
The marking criteria can often be encapsulated into a four stage criteria: -
1. Does the section or topic meet all of the basic learning requirements relevant of the
course, such as knowledge of fundamental concepts and performance of basic skills;
demonstrates sufficient quality of performance to be considered satisfactory or
adequate or competent or capable in relation to the learning outcomes of the
assignment? (25%)
2. Does the section or topic reflect an ability to use and apply fundamental concepts
and skills of the course, going beyond mere replication of content knowledge or skill
to show understanding of key ideas, awareness of their relevance, some use of
analytical skills, and some originality or insight? (50%)
3. Does the section or topic demonstrate awareness and understanding of deeper and
less obvious aspects of the course, such as ability to identify and debate critical
issues or problems, ability to solve non-routine problems, ability to adapt and apply
ideas to new situations, and ability to invent and evaluate new ideas? (75%)
4. Has the section or topic been presented with imagination, originality or flair, based
on proficiency in all the relevant learning outcomes of the course; work is interesting
or surprisingly exciting, challenging, well read or scholarly? (100%)
This criterion is ADDITIVE. In other words, the last item (4) is inclusive of the previous
ones (1, 2, and 3). If you feel that a student did most of 4 then you might give them 25% of
the overall mark for the ...
#1 Assignment Objectives (The Successful Leader - Assessing Your.docxmayank272369
#1 Assignment Objectives (The Successful Leader - Assessing Your Leadership Traits)
Describe and recognize organizational culture, with specific examination of organizational change models.
8 total pages
Leadership is one of the essential ingredients in effectively leading and managing a project. Without excellent leadership skills, the best planned projects are at a risk for failure. In this class, you are asked to examine your leadership strengths and weaknesses and determine how to adapt them to one of the effective project management leadership styles. You will be provided with an opportunity to perform a personal leadership assessment, enhance project leadership skills, promote teamwork and innovation, determine some best practices, and build a culture to support and manage change.
Throughout this course, you will be working on developing several components of your final Key Assignment. Additional information and the deliverables for each Individual Project will be provided in each Individual Project assignment description.
You will also be setting up the final Key Assignment outline that you will add to each week. The combined Individual Project (IP) assignments will be your final Key Assignment deliverable.
Project Selection
The first step will be to select an organization of your choice in which you will implement your project. This organization will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:
•Nontrivial: The selected organization candidate should reflect a real-life organization.
•Domain knowledge: Students will utilize their knowledge of this organization to address assignments that are related to discussing the organization’s structure and its impact on organizational members.
Select an organization that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first few days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.
Your first task in this process will be to select an organization to use as the basis of your Key Assignment. You will also create the shell document for the final project Key Assignment document deliverable that you will be working on throughout the course. As you proceed through each project phase, you will add content to each section of the final document to gradually complete the final project delivery.
The project deliverables are as follows:
1. Submit a project proposal to instructor for approval
2. Key Assignment Document Shell
•Use Word
•Title Page
1.Course number and name
2.Project name
3.Student name
4.Date
•Table of Contents
1.Use auto-generated TOC
2.Separate page
3.Maximum of three levels deep
4.Be sure to update the fields of the TOC so that it is up-to-date before submitting your project
•Section Headings (create ea ...
In light of a changing cyber environment, is the Presidents Natio.docxbradburgess22840
In light of a changing cyber environment, is the President's National Strategy for Securing Cyberspace efficient enough? Explain your answer.
In your opinion, what are the inherent flaws in the Department of Homeland Security's Blueprint for a Secure Cyber Future? Explain your answer.
HSA 599 – Health Services Administration Capstone
Welcome Message to HSA 599
Facilitator: Dr. Louisa-O, Ukoch
Office hours: Monday 5:00-10:00pm EST all other dates/times are by appointment only.
Mobile Phone: 919-889-4922 (you can call or text me with questions);
Here are just a few mobile phone rules - please do not call me after 10pm EST or before 8:30am EST. Additionally, Sundays I attend church and other family activities so unless we have set up a time please send me email instead.
Email: (Work) [email protected]
COURSE DESCRIPTION
Examines the strategic management process and implementation of successful strategies in health care organizations. This course is the capstone course for the HSA program. Analytic, integrative, and decision-making skills will be exercised through the use of case analysis and decision making. A grade of "B" or higher is required.
INSTRUCTIONAL MATERIALS
Required Resources
Casepack HSA 599: Health Services Administration Capstone. Ann Arbor, MI: XanEdu.
Ginter, P. M., Duncan, W. J., & Swayne, L. E. (2013). Strategic management of health care organizations (7th ed.). San Francisco, CA: Jossey-Bass.
Supplemental Resources
Association for Strategic Planning. (2013). Resources. Retrieved from http://www.strategyplus.org/resources_articles.shtml
Beckham, D. (2010). Physician involvement in hospital strategic planning. Trustee, 63(6), 6-7.
Health Research & Educational Trust. (2012). A guide to strategic cost transformation in hospitals and health systems. Retrieved from http://www.hpoe.org/strategic-cost-transformation
Longest Jr., B. B. (Fall 2012). Management challenges at the intersection of public policy environments and strategic decision making in public hospitals. Journal of Health & Human Services Administration, 35(3), 207-230.
COURSE LEARNING OUTCOMES
1. Differentiate between strategic management, strategic thinking, strategic planning, and managing strategic momentum.
2. Analyze the significance of the external environment’s impact on health care organizations.
3. Examine the purpose and importance of service area competitor analysis.
4. Examine the role of internal environmental analysis in identifying the basis for sustained competitive advantage.
5. Examine the organizational value chain, including the components of the service delivery and support activities.
6. Analyze the roles of and the relationships among organizational mission, vision, values, and strategic goals, and why they are called directional strategies.
7. Apply analytic skills to define strategic problems, generate and evaluate strategic alternatives, and develop implementation tactics.
8. Examine the nature of directional, adaptive, ma.
Assessment task 1 Knowledge TestRequired documents and equiVinaOconner450
Assessment task 1: Knowledge Test
Required documents and equipment:
Computer with internet connection to refer to various resources.
Australian School of Commerce Learners’ resources for the unit BSBINN601 – Lead and manage organisational change (organised by the trainer/assessor)
Learner’s notes
Instructions for students:
§ This assessment will be conducted in Computer lab with access to the resources listed above.
§ You must answer all knowledge questions as part of this assessment and submit answers in electronic copy. The assessor will verify the authenticity of the work by asking questions regarding the answers provided. You must satisfactorily answer all questions to be deemed Satisfactory for this assessment.
§ Be concise provide explanation according to the given word-limit and do not provide irrelevant information. Be careful, quantity is not quality.
§ Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
§ When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
§ You are required to mention your name and student Id in either header or footer of the assessment document to be submitted.
Planning the assessment
Access all resources mentioned in required resources, either printed copies or access via the internet.
You must answer all questions in the knowledge test assessment.
Time allocated to complete this assessment is 1 hours.
Complete and submit the assessment on the same day of the assessment.
Assessor will set a time to provide feedback.
Evidence specifications:
At the end of the assessment, student will be required to submit the following evidence on the same day of the assessment.
Completed assessment task with all questions answered.
Completed and signed cover sheet for the assessment.
Evidence submission:
· Documentation must be submitted electronically.
Assessor will record the assessment outcome on the assessment cover sheet.
Knowledge Test
QUESTION NUMBER
QUESTIONS
Students response (to be completed by the assessor)
Question 1:
Explain the
three
major stages in the change management process.
S
NS
Question 2:
Identify and explain
five
of the steps used in a communication strategy when communicating and embedding change.
S
NS
Question 3:
Explain how organisational behaviour impacts change strategies.
S
NS
Question 4:
Explain
five
ways the external environmental can impact change strategies.
S
NS
Question 5:
Describe
two
components of a change management project plan.
S
NS
Question 6:
List
four
examples of bar ...
Project Overview –Virtual PMO Services for PJM Students and Alum.docxwoodruffeloisa
Project Overview –
Virtual PMO Services for PJM Students and Alumni
This project is one I have wanted to do for some time now – in order to move it forward to our leaders for approval, it would be very helpful to have an integrated plan to share for decision making – a draft charter/ scope statement and workplan has been created for this project. The next planning step is to complete the risk work.
Project Background
Currently, each faculty within our PJM program shares a number of project management templates used in their own project management work for use within their courses. The intent is to collect and share these templates across all sections of a course so that all students have access to a number of potential templates in that subject area and can then create their own version of the template that best meets the needs of their assignment projects. This will also store all templates in one place for easy access – regardless of the course that one is in it is convenient to locate other templates that might be helpful for the work in any course.
We also would like to make this available to alumni of the program – to allow them to benefit from our inventory of templates and also to allow them to contribute templates to the NU PJM community. This provides yet another opportunity for industry alignment and maintains a connection with our esteemed alumni.
This project is still considered to be at the beginning of its efforts. It will be a visible project within the Northeastern community – for faculty, current students and alumni.
Work to date – currently, there are many project management templates floating around our program. There has not been a coordinated effort to locate, vet and store these templates – nor have we considered if there are gaps in the templates provided.
Work includes understanding the needs of faculty, students and alumni and then creating a shared repository solution that will meet these needs. At minimum, the project will identify all available templates from faculty, reviewing these to ensure they are comprehensive, clear and ready for use and well as to review the inventory of templates against good practices in project management and the PMBOK - and that there are no copyright issues with posting on our shared site. Both faculty and students near the end of the program should be included in the review of the templates.
The shared site tool needs to be selected – this will require understanding the needs of faculty, students and alumni as well as standards to be followed in the IT constraints. The site needs to be designed and the templates uploaded.
A process needs to be created and implemented for upkeep on the templates as well as how additional templates are submitted for consideration, vetted and the site updated.
• • •
Ÿ 1
A plan for transition and sustainment needs to be created and implemented – how will students and alumni find out about this site? Who do they contact if they have questions o ...
Communications exampleStakeholder NameRoleInformationTimeframeMediaResponsible for UpdatesResponsible for DeliveryCarol AndersonProject SponsorSummary project status1st each monthe-mailTeamJames White (PM)Critical risks and issuesWeeklyDashboardJames White (PM)James White (PM)Budget & timeline performance1st each monthDashboardJames White (PM)James White (PM)James WhiteProject ManagerDetailed project statusWeeklyTeam status systemTeanTeam status systemAll risks and issuesWeeklyTeam status systemTeamTeam status systemResource, supplier, procurement budget & timeline performancee/o weeke-mailTeamFinance MatrixSam DeanSafety AuditorLevel of safety compliance of all deliverables produced1st each month1st each monthQuality ManagerQuality Manager
AMBERTON UNIVERSITY
MGT6220
Managing the Global Workforce
Dr. Di Ann Sanchez, SPHR, SHRM-SCP
ASSIGNMENTS
All assignments should be submitted in Microsoft Word using a 12 pt. Font size and formatted as
double-spaced using Times New Roman. Each of the Assignments has been divided into specific
questions with the suggested completion order. However, all the questions in Assignment One will
be submitted together by the due date and so forth. Only one Assignment will be submitted at a time.
Assignments may be submitted early so you can work around other scheduling issues; however, they
will not be graded until after the official due date. Once one Assignment has been graded and
returned to you, another may be submitted. All Assignments are to be of graduate-level quality and
will be graded accordingly.
ORIENTATION TO CLASS AND TEXT REVIEW – DUE SEE MOODLE AND SYLLABI
(11:30 pm CST). POST AN INTRODUCTION OF YOURSELF FOLLOWING THE
OUTLINE BELOW (DISCUSSION AND PARTICIPATION – 2.5 pts.)
Discussion Forum Assignment: Access the Discussion Forum for the class and post a Welcome
Introduction to your Classmates. Include such things as highlighted below.
Enrollment Assignment:
Your posting to the class should include the following:
Your Name
Your Occupation
Your Field of Study
What State do you live in?
How long have you been a student at Amberton University?
Why are you interested in this topic?
What is your learning style? MBTI
What do you hope to achieve at the end of this course?
Your expectations of Professor Sanchez
I have been in the Moodle Platform and have downloaded AND READ the Syllabus, Study
Guide, Assignments, and Reference Materials. I understand that all Assignments are due by
11:30 pm CST on the due dates.
Assignment Guidelines:
When completing assignments, please identify the question to which you are responding by retyping
the question. While retyping the question is not a typical APA style, it will assure that I see your
complete response. The following orientation should be submitted first to verify that students can
submit readable attached files and post information in the Disc ...
1Grand Canyon UniversityInstructor Name MIS-652 BusinesEttaBenton28
1
Grand Canyon University
Instructor Name:
MIS-652 Business Process Analysis
December 1, 2021
Introduction
Cummins is a global engine manufacturer that also designs and manufactures turbochargers for engine applications. Cummins Turbocharger is the market leader in medium and heavy-duty car applications worldwide.
The Process and Relevant Data Comment by Seon A Levius: Since you are using “Cummins” in this section, you need to pinpoint some process problem with data issues for optimization. The optimization or improvement can be for both the process and technology.
Prototype - A Model of the Construction Process: The organization's prototyping process is ineffective and results in a lengthier lead time in comparison to client needs. According to data from the last six months, the average lead time for proto-sample building is approaching 12 days, rather than the five days requested by the customer.
Process Improvement Methods Comment by Seon A Levius: In this section you will basically explain how you will improve the process problem you identified above. This is basically the articulation of your solution (which must for this case include technology optimization). Also, how will you evaluate it.
You mentioned Six Sigma as the tool to enhance the process. But that is not what we want here. Six Sigma can be the tool you used to evaluate the proposed solution to the problem you identified.
So, in this sense, I didn’t see any articulation about how you will evaluate your improvements to ensure, they are efficient and effective.
For example, Six Sigma can be used as the process improvement method. The Define, Measure, Analyze, Improve, and Control (DMAIC) sub-methodology within Six Sigma can be helpful in defining the details of the future state process and Key Performance Indicators (KPIs) that the future state process should be able to meet.
Other methods in our reading this week that can be explored includes PDCA (Plan Do Check Act).
Six Sigma is a technique for process improvement. Six sigma methodology is being designed for process improvement and the implementation of six sigma tools in order to correctly assess the process and achieve improvement (Thomas, et al., 2017)
The following format explains the problem statement and execution of the process improvement method.
Problem Statement
Articulate your problem statement here
Problem Statement Worksheet
Original problem or focus question
The lead time for the proto sample process is longer than anticipated by the customer.
12 days rather than 5.
Stakeholders who are most affected by the problem
The Customer prototyping team and the Company program management team are the most impacted by this issue.
Type of Problem
Problems with resources and processes Comment by Seon A Levius: Technology has to be one of the problems
Suspected cause of the problem
Suspected reasons based on the cross functional team's root cause analysis are as follows.
1.Because the process is dependent ...
. EDU 571 Week 5 Discussion 1 -
"Data Collection" Please respond to the following:
· Using your planned evaluation project, assume that the client paying for the evaluation has requested that you primarily use audio/visual interview and observation techniques. The client envisions using clips in the evaluation report and in marketing campaigns. Discuss the appropriateness, advantages, and disadvantages of using digital capabilities to capture sound, video, and photographs of the interviewees, focus groups, and observations. Provide reasons for opposing or supporting the request (partially or completely).
Total Reviews(0)
·
EDU 571 Week 5 Discussion 2 -
"Benefits of Meta-Evaluation" Please respond to the following:
· Your client told you that a meta-evaluation should not be included in the plan or budget. Explain two (2) reasons for including a meta-evaluation in the evaluation plan. Recommend two (2) ways to reduce the costs.
Total Reviews(0)
EDU 571 Week 3 Target of Program Evaluation Plan, Part 1 -
Target of Program Evaluation Plan, Part 1
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a 1000 words paper in which you:
1. Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
2. Describe the program's history, primary purpose(s), and / or expected outcomes.
3. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
4. Discuss three (3) advantages of evaluating the program at this time.
5. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
6. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewe.
. Each answer must be at least 50 words in length and written in complete sentences. Submit Parts I, II, & III in Week Two.
Silence of the Lambs
Question
Your Response
Identify aspects of cinematography in your selected film. Discuss them in terms of how they affected your viewing experience; in other words, did the art of cinematography add value to your experience? If so, how? If not, why not?
Identify aspects of sound in your selected film. Discuss them in terms of how they affected your viewing experience; in other words, did the art of sound effects add value to your experience?
If so, how? If not, why not?
Identify the type of music in your selected film. Discuss them in terms of how it affected your viewing experience; in other words, did the score or songs add value to your experience?
If so, how? If not, why not?
Identify the types of editing in your selected film. Discuss them in terms of how it affected your viewing experience; in other words, did the different types of shots and framing add value to your experience?
If so, how? If not, why not?
Part III: What is the Cultural Value of Film?
In completing Parts I & II, you have engaged your critical thinking skills by becoming aware of and assessing various elements of film. How do these exercises connect the study of film to real-world experience? Additionally, in what other ways do films have cultural value? Explain and defend your opinion. Your response should be at least 50 words in length and written in complete sentences.
<Type your response here.>
...
School of Science, Technology, Engineering and MathITMG6.docxkenjordan97598
School of Science, Technology, Engineering and Math
ITMG624: Information Technology Project Management
Credit Hours: 3
Length of Course: 8 WeeksPrerequisite(s) None
Table of Contents
Instructor Information
Course Submissions
Course Description
Grading Rubric
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Resources
Academic Services
Evaluation Procedures
Selected Bibliography
Instructor Information
Instructor: Dr. Austin.Umezurike [biography]
Email: [email protected] at any time.
Telephone:
Office Hours: 6-9PM EST (M-F)
Table of Contents
Course Description (Catalog)
This course explores successful project management for information technology projects. The System Development Life Cycle (SDLC) models are defined including the waterfall, spiral, incremental release, and prototyping models. Students will differentiate between these models and apply corresponding project management methods to identify critical checkpoints and reviews. Risk management, as applied to technology projects, is examined. Key project indicators are discussed, and students will explore defining measurement criteria for determining critical success factors on a project. The course defines the application of knowledge, skills, tools, and techniques to project activities and includes a tutorial for Microsoft Project. Emphasis is placed on the three dimensions of the information technology project constraints: scope, time, and cost. Students are recommended to have access to Microsoft Project. Course software requirements with the appropriate versions are listed under the Resources.
Table of Contents
Course Scope
This course provides students with the foundations for effective project management in modern organizations. The course begins with a comprehensive introduction to the main components of the project management discipline. Specifically, a comprehensive and thorough examination of the five project management process groups will increase the knowledge and understanding to oversee critical projects. Students will understand the challenges of initiating a project and developing a critical planning strategy to begin the project management cycle. Students will apply the concepts to develop critical project management plans that are used in the business environment. The course culminates with development of a detailed final project including concepts such as scope management, risk management, resource management, and schedule development.
This course explores successful techniques for managing information technology projects. Emphasis will be placed on typical corporate/organizational technology projects such as developing websites, upgrading software and hardware, implementing commercial off the shelf (COTS) software, etc. Several System Development Life Cycle (SDLC) models are examined including the waterfall, spiral, incremental release, and prototyping models. Students will differentiate between these .
Developing Leadership and Management (6HR510)SensitiLinaCovington707
Developing Leadership and Management (6HR510)
Sensitivity: Internal
The Task
Section 1:
Critically evaluate the contemporary definitions of leadership and management examining current perspectives of the roles and responsibilities of both leaders and managers generally.
This section should account for approximately 60-65% of your total word count (probable ballpark 2,000 to 2,100 words)
You should be using in the region of 20 – 25 appropriate and robust academic references to supplement and validate your evaluation
Sensitivity: Internal
2
Assignment Considerations
Only pick four or five key models or theories and focus your attention on them (rationale is that if you try to focus on too many different models or theories you establish no depth of awareness or understanding in any of them).
Make sure you use multiple academic perspectives when discussing each key theory.
Think about the evolutionary process of management and leadership and consider writing your assignment through that mechanism.
Remember to use both leadership and management theories / models.
Remember also – you are not writing for you but for your audience (in this case your tutors).
Sensitivity: Internal
3
Structuring Work
Using the information provided in Lecture 4 (week of 22nd February) build a body of dialogue around each key model or theory.
Do not use single sentence, or simply use limited, paragraphs (2-10 lines) to create that awareness and understanding as this limits insight and awareness of the point you wish to discuss.
Construct good robust paragraphs using at least 3 (ideally 4) appropriate academic sources to help inform the reader of the point you are making.
Avoid using the same source multiple times in the same paragraph, it slightly undermines the credibility of your evaluation.
Each paragraph is more likely to be in the region of 15 – 20 lines and using multiple academic sources gives the reader a chance to appreciate the breadth and depth of your research (which is always a plus).
Sensitivity: Internal
4
The Task
Section 2:
Based on your evaluation in section one, propose a minimum of three critical skills and behaviours required to be a successful 21st century leader. Consider specific methods of leadership and management development that could develop these critical skills and recommend how to implement and evaluate these development interventions effectively. (LO3)
(You may present your recommended interventions and respective evaluations in a table format for section 2).
This section will account for approximately 35-40% of your word count
You should be using in the region of 10 – 12 appropriate and robust academic references to supplement and validate your proposals
Sensitivity: Internal
5
Assignment Considerations
Pick ONLY three skills and / or behaviours and construct a rationale outlining the purpose and value of these skills and why development in these areas would be beneficial for prospective 21st century leaders.
Co ...
Milestones Navigating Late Childhood to AdolescenceFrom the m.docxjessiehampson
Milestones: Navigating Late Childhood to Adolescence
From the movie, Lila, Eight to Thirteen in this week's materials, identify 2–3 developmental milestones Lila reaches, and assess whether or not you think she successfully navigates her way through them as she prepares for adolescence. Support your assertions with evidence from your text and this week's materials.
.
Migration and RefugeesMany immigrants in the region flee persecu.docxjessiehampson
Migration and Refugees
Many immigrants in the region flee persecution and then return after they are liberated. For example, 700,000 Jews were allowed to leave the former Soviet Union and enter Israel in the 1990s. There has also been a migration of Palestinian people. Discuss the following:
Why do you think that Israel is such an important place for the Jews?
What is the importance of the area to the Palestinians?
What do you think the impact would be on you and your families if you participated in such long-distance migration?
No references needed, need response within 3 hours!
.
Min-2 pagesThe goal is to develop a professional document, take .docxjessiehampson
Min-2 pages
The goal is to develop a professional document, take a stake in your company (its a t-shirt and apparel company; see attached) as a business owner, and develop a business plan with the aim of securing financing to expand one’s business for an established firm.
Complete the following: (using the business plan working document)
10.0 Financials Plan
*Annotated plan has additional details if you have questions or need explanation
.
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GE 3000 – Introduction Section (Research Problem Statement)Int.docxshericehewat
GE 3000 – Introduction Section (Research Problem Statement)
Introduction: Formulating a Research Problem is the first and most important step of the research process. While the main portion of your work for this semester is focused on the Literature Review, the introduction to the research paper - The Research Problem Statement – is an important step in setting up the research problem to be investigated.
The Research Problem Statement comes before the Literature Review and acts as an introduction in a full-length research paper. The Research Problem Statement should be about 250-350 words in length, or about a page to a page-and-a-half when double-spaced. You must cite a minimum of two references (two scholarly sources) in proper MLA or APA format.
The main questions a Research Problem answers are:
· What will be researched? Identify a specific problem, program, or phenomenon
· Who will be researched? Who is the study population (people)?
Questions you should ask yourself when composing the Research Problem:
(Note that these questions are not necessarily going to be explicitly answered question-by-question in the Research Problem Statement. Rather, these are things that you should be thinking about and able to answer for yourself before you begin constructing the document).
· Who is the study population? How can you further refine the study population?
· What exactly do you want to understand about the topic/problem?
· Is the Research Problem too broad?
· How relevant is the research to your study area/discipline/major/interests?
· What motivates you to do the research on the chosen topic/problem?
· Why should others be interested in your chosen topic/problem?
· What are the concepts and issues to be studied?
· What concepts and measurements have to be further defined before the study begins?
· Do you have enough time to complete the research?
· Is an answer to the Research Problem obvious?
Constructing a Research Problem
A Research Problem typically consists of three parts: 1) the ideal, 2) the reality, and 3) the consequences.
1. Part A- the ideal: Describes a desired goal or ideal situation; explains how things should be.
2. Part B - the reality: Describes a condition that prevents the goal, state, or value in Part A from being achieved or realized at this time; explains how the current situation falls short of the goal or ideal.
3. Part C - the consequences: Identifies the way you propose to improve the current situation and move it closer to the goal or ideal.
Steps to Writing a Research Problem:
Step 1 (statement 1): Construct statement 1 by describing a goal or desired state of a given situation, phenomenon etc. This will build the ideal situation (what should be, what is expected, desired). How should things be in your topic? What is the ideal scenario?
Step 2 (statement 2): Describe a condition that prevents the goal, state, or value discussed in step 1 from being achieved or realized at the present time. This will build ...
Writing Assignment 2- Instruction Sheet
Pride
Envy
Anger
Greed
Lust
Gluttony
Sloth
Vices are traits of character that make life go badly for people.
Instructions: The vices listed above are commonly referred to as “The Seven Deadly Sins”. Your job is to decide which ONE of the seven is the WORST vice to possess and make an argument that explains what makes it worse than the others on the list. Be careful not to make an argument that includes two or tries to address both sides. The purpose of this essay is to inform and persuade the reader that ONE of these sins supersedes all others. Use examples from Serial, the OJ series/case, Galileo articles, any of our serial killer notes, etc. One approach might be to choose which killer you think was the worst and focus on how the specific vice caused him to go down this path to destruction. Consider which sin has the most lasting effects or severe consequences and why.
Possible information to include in your essay:
o What is __________ (envy, greed, etc.)?
o Why is ___________ so bad? How is __________ a poison that hurts both others and oneself?
o What virtue is the opposite of ________? What are some ways to get rid of ________ from our lives?
· Use at least two CREDIBLE outside sources in addition to the podcast scripts (try to use at least 2 references to secondary sources in each body paragraph). Make sure that you cite your sources correctly. Use plenty of specific, concrete examples to support your argument. Write clearly and coherently. Focus on effectively using the rhetorical strategies we have discussed in class (see Rhetorical Devices sheet or the Thank You for Arguing pdf on D2L for more info on this if you need ideas on what this should look like in context). Also, there are numerous examples of essays on D2L for you to peruse.
· Be sure to format your essay according to MLA (12 point Times New Roman font, double spaced, labeled correctly, title, etc.).
Step 1- Write your thesis statement and have it approved
Step 2- Write your topic sentences and have them approved
Step 3- Type or write a complete outline of your essay (example given in class—document on D2L)
Step 4- Visit the writing center with your outline; compose a draft, reread, and edit. Have MORE than one person (tutor, professor, friend, peer) read and edit your essay.
Step 5- Read, revise, and edit draft and make corrections. Check the feedback sheet and formal writing rules as well as notes from your first assignment before submitting to the WA2 drop box. (Must be saved as either Word, RTF, or PDF file before submitting to DB).
write a review of an evaluation book (6 cases)
. (1) Summarize & reviewed major points, and then reflect upon: (2) how its content relates to your experience, and (3) does the content make sense (and why)?
Please write a one-page report and make a presentation to the class
· my EX is (Businesses Evaluate / Fraud Risks Assessment)
Caterpillar won the overall Corporate University Best .
Criteria Ratings Points
Mission
Statement
CAEP 1.3,
CEC 7
10 to >8.0 pts
Advanced
The mission statement
clarifies priorities and
gives direction to the
organization.
8 to >6.0 pts
Proficient
The mission statement clarifies
priorities but gives limited
direction to the organization.
6 to >0.0 pts
Developing
The mission
statement is vague
and does not clarify
priorities or give
direction to the
organization.
0 pts
Not
Present
10 pts
Character
Education
CEC 2
20 to >18.0 pts
Advanced
Character traits are
identified in learning
experiences that are
morally purposeful and
engaging.
18 to >16.0 pts
Proficient
Character traits are identified in
learning experiences that are
morally purposeful but not
engaging.
16 to >0.0 pts
Developing
Character traits are
unclear. Minimal
and vague
description of
learning
experiences.
0 pts
Not
Present
20 pts
Standards
Comparison
CAEP 1.1;
1.3 InTASC
4 MCEE 2
CEC 3
20 to >18.0 pts
Advanced
Detailed general to
specific comparison of
standards. Assertions are
clear and effectively
supported with citation of
specific standards.
18 to >16.0 pts
Proficient
Some general to specific
comparison of
standards--Assertions are vague
and/or minimally supported with
citation of specific standards.
16 to >0.0 pts
Developing
Minimal and vague
comparison of
standards.
Assertions are
unclear and
unsupported by
citation of specific
standards.
0 pts
Not
Present
20 pts
Standards
Integration
CAEP 1.1;
1.3 InTASC
4 MCEE 2
CEC 3
20 to >18.0 pts
Advanced
Learning activities address
state standards. Activities
are engaging and
interdisciplinary.
18 to >16.0 pts
Proficient
Learning activities address state
standards and are engaging. Most
activities are interdisciplinary.
16 to >0.0 pts
Developing
Learning activities
are engaging but
do not fully address
state standards.
Few activities are
interdisciplinary.
0 pts
Not
Present
20 pts
Curriculum Project: Curriculum Essentials Project Grading Rubric |
EDUC571_D03_202220
Criteria Ratings Points
Spelling
and
Grammar
20 to >18.0 pts
Advanced
Spelling and grammar are
correct. Sentences are
complete, clear, and
concise. Paragraphs have
varied sentence structure.
18 to >16.0 pts
Proficient
Some spelling and grammar
errors are present. Sentences are
presented well. Paragraphs
contain some varied sentence
structures.
16 to >0.0 pts
Developing
Spelling and
grammar errors
distract. Sentences
are incomplete or
unclear.
Paragraphs are
poorly formed.
0 pts
Not
Present
20 pts
Current
APA
Formatting
and Citation
10 to >8.0 pts
Advanced
Title page, headings, and
pagination are current APA
format. References are
provided for each template
section. References are
cited in current APA
format.
8 to >6.0 pts
Proficient
Some mistakes in current APA
format for the title page, headings,
and/or pagination. References are
provided for some template
sections. References have some
mistakes in current APA
formatting.
6 to >0.0 pts
Developing
S ...
2012 templatesA Template with Ideas for the structure of the Co.docxfelicidaddinwoodie
2012 templates/A Template with Ideas for the structure of the Consolidated Portfolio.pdf
Ideas for the structure of the Consolidated Portfolio
There are many possible approaches, and it is the intention to test how well the students are at
tackling the problem. In real life (as you probably know) a project manager is frequently confronted
with the need to write a report and structuring the report for the audience is always a tricky thing to
do.
However, a way of tackling the consolidated portfolio is to do the following: -
1. Introduction and summary of outcomes
2. Itemise each learning outcome: -
a. LO1
i. Summary
ii. Evidence
b. LO2
i. Summary
ii. Evidence
c. … etc.
3. Discussion and Conclusion
4. References
5. Appendix of the weeks
a. Week 1
b. Week 2
c. ... etc.
Without going overboard then when formatted bullets 1 to 3 above will be most likely 8 to 10
pages. It might be more, but it should not be less. Each LO would contain two to three
paragraphs. The important thing is to say in the LO section how the student achieved the LO. This is
done through the summary and the evidence that points to each week in the appendix.
In the course profile students are encouraged to imagine they are going before an interview panel
and had been asked to show them how they could meet the job criteria (learning outcomes). So, as
a prerequisite they had to prepare a paper for them.
The marking criteria can often be encapsulated into a four stage criteria: -
1. Does the section or topic meet all of the basic learning requirements relevant of the
course, such as knowledge of fundamental concepts and performance of basic skills;
demonstrates sufficient quality of performance to be considered satisfactory or
adequate or competent or capable in relation to the learning outcomes of the
assignment? (25%)
2. Does the section or topic reflect an ability to use and apply fundamental concepts
and skills of the course, going beyond mere replication of content knowledge or skill
to show understanding of key ideas, awareness of their relevance, some use of
analytical skills, and some originality or insight? (50%)
3. Does the section or topic demonstrate awareness and understanding of deeper and
less obvious aspects of the course, such as ability to identify and debate critical
issues or problems, ability to solve non-routine problems, ability to adapt and apply
ideas to new situations, and ability to invent and evaluate new ideas? (75%)
4. Has the section or topic been presented with imagination, originality or flair, based
on proficiency in all the relevant learning outcomes of the course; work is interesting
or surprisingly exciting, challenging, well read or scholarly? (100%)
This criterion is ADDITIVE. In other words, the last item (4) is inclusive of the previous
ones (1, 2, and 3). If you feel that a student did most of 4 then you might give them 25% of
the overall mark for the ...
#1 Assignment Objectives (The Successful Leader - Assessing Your.docxmayank272369
#1 Assignment Objectives (The Successful Leader - Assessing Your Leadership Traits)
Describe and recognize organizational culture, with specific examination of organizational change models.
8 total pages
Leadership is one of the essential ingredients in effectively leading and managing a project. Without excellent leadership skills, the best planned projects are at a risk for failure. In this class, you are asked to examine your leadership strengths and weaknesses and determine how to adapt them to one of the effective project management leadership styles. You will be provided with an opportunity to perform a personal leadership assessment, enhance project leadership skills, promote teamwork and innovation, determine some best practices, and build a culture to support and manage change.
Throughout this course, you will be working on developing several components of your final Key Assignment. Additional information and the deliverables for each Individual Project will be provided in each Individual Project assignment description.
You will also be setting up the final Key Assignment outline that you will add to each week. The combined Individual Project (IP) assignments will be your final Key Assignment deliverable.
Project Selection
The first step will be to select an organization of your choice in which you will implement your project. This organization will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:
•Nontrivial: The selected organization candidate should reflect a real-life organization.
•Domain knowledge: Students will utilize their knowledge of this organization to address assignments that are related to discussing the organization’s structure and its impact on organizational members.
Select an organization that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first few days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.
Your first task in this process will be to select an organization to use as the basis of your Key Assignment. You will also create the shell document for the final project Key Assignment document deliverable that you will be working on throughout the course. As you proceed through each project phase, you will add content to each section of the final document to gradually complete the final project delivery.
The project deliverables are as follows:
1. Submit a project proposal to instructor for approval
2. Key Assignment Document Shell
•Use Word
•Title Page
1.Course number and name
2.Project name
3.Student name
4.Date
•Table of Contents
1.Use auto-generated TOC
2.Separate page
3.Maximum of three levels deep
4.Be sure to update the fields of the TOC so that it is up-to-date before submitting your project
•Section Headings (create ea ...
In light of a changing cyber environment, is the Presidents Natio.docxbradburgess22840
In light of a changing cyber environment, is the President's National Strategy for Securing Cyberspace efficient enough? Explain your answer.
In your opinion, what are the inherent flaws in the Department of Homeland Security's Blueprint for a Secure Cyber Future? Explain your answer.
HSA 599 – Health Services Administration Capstone
Welcome Message to HSA 599
Facilitator: Dr. Louisa-O, Ukoch
Office hours: Monday 5:00-10:00pm EST all other dates/times are by appointment only.
Mobile Phone: 919-889-4922 (you can call or text me with questions);
Here are just a few mobile phone rules - please do not call me after 10pm EST or before 8:30am EST. Additionally, Sundays I attend church and other family activities so unless we have set up a time please send me email instead.
Email: (Work) [email protected]
COURSE DESCRIPTION
Examines the strategic management process and implementation of successful strategies in health care organizations. This course is the capstone course for the HSA program. Analytic, integrative, and decision-making skills will be exercised through the use of case analysis and decision making. A grade of "B" or higher is required.
INSTRUCTIONAL MATERIALS
Required Resources
Casepack HSA 599: Health Services Administration Capstone. Ann Arbor, MI: XanEdu.
Ginter, P. M., Duncan, W. J., & Swayne, L. E. (2013). Strategic management of health care organizations (7th ed.). San Francisco, CA: Jossey-Bass.
Supplemental Resources
Association for Strategic Planning. (2013). Resources. Retrieved from http://www.strategyplus.org/resources_articles.shtml
Beckham, D. (2010). Physician involvement in hospital strategic planning. Trustee, 63(6), 6-7.
Health Research & Educational Trust. (2012). A guide to strategic cost transformation in hospitals and health systems. Retrieved from http://www.hpoe.org/strategic-cost-transformation
Longest Jr., B. B. (Fall 2012). Management challenges at the intersection of public policy environments and strategic decision making in public hospitals. Journal of Health & Human Services Administration, 35(3), 207-230.
COURSE LEARNING OUTCOMES
1. Differentiate between strategic management, strategic thinking, strategic planning, and managing strategic momentum.
2. Analyze the significance of the external environment’s impact on health care organizations.
3. Examine the purpose and importance of service area competitor analysis.
4. Examine the role of internal environmental analysis in identifying the basis for sustained competitive advantage.
5. Examine the organizational value chain, including the components of the service delivery and support activities.
6. Analyze the roles of and the relationships among organizational mission, vision, values, and strategic goals, and why they are called directional strategies.
7. Apply analytic skills to define strategic problems, generate and evaluate strategic alternatives, and develop implementation tactics.
8. Examine the nature of directional, adaptive, ma.
Assessment task 1 Knowledge TestRequired documents and equiVinaOconner450
Assessment task 1: Knowledge Test
Required documents and equipment:
Computer with internet connection to refer to various resources.
Australian School of Commerce Learners’ resources for the unit BSBINN601 – Lead and manage organisational change (organised by the trainer/assessor)
Learner’s notes
Instructions for students:
§ This assessment will be conducted in Computer lab with access to the resources listed above.
§ You must answer all knowledge questions as part of this assessment and submit answers in electronic copy. The assessor will verify the authenticity of the work by asking questions regarding the answers provided. You must satisfactorily answer all questions to be deemed Satisfactory for this assessment.
§ Be concise provide explanation according to the given word-limit and do not provide irrelevant information. Be careful, quantity is not quality.
§ Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
§ When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
§ You are required to mention your name and student Id in either header or footer of the assessment document to be submitted.
Planning the assessment
Access all resources mentioned in required resources, either printed copies or access via the internet.
You must answer all questions in the knowledge test assessment.
Time allocated to complete this assessment is 1 hours.
Complete and submit the assessment on the same day of the assessment.
Assessor will set a time to provide feedback.
Evidence specifications:
At the end of the assessment, student will be required to submit the following evidence on the same day of the assessment.
Completed assessment task with all questions answered.
Completed and signed cover sheet for the assessment.
Evidence submission:
· Documentation must be submitted electronically.
Assessor will record the assessment outcome on the assessment cover sheet.
Knowledge Test
QUESTION NUMBER
QUESTIONS
Students response (to be completed by the assessor)
Question 1:
Explain the
three
major stages in the change management process.
S
NS
Question 2:
Identify and explain
five
of the steps used in a communication strategy when communicating and embedding change.
S
NS
Question 3:
Explain how organisational behaviour impacts change strategies.
S
NS
Question 4:
Explain
five
ways the external environmental can impact change strategies.
S
NS
Question 5:
Describe
two
components of a change management project plan.
S
NS
Question 6:
List
four
examples of bar ...
Project Overview –Virtual PMO Services for PJM Students and Alum.docxwoodruffeloisa
Project Overview –
Virtual PMO Services for PJM Students and Alumni
This project is one I have wanted to do for some time now – in order to move it forward to our leaders for approval, it would be very helpful to have an integrated plan to share for decision making – a draft charter/ scope statement and workplan has been created for this project. The next planning step is to complete the risk work.
Project Background
Currently, each faculty within our PJM program shares a number of project management templates used in their own project management work for use within their courses. The intent is to collect and share these templates across all sections of a course so that all students have access to a number of potential templates in that subject area and can then create their own version of the template that best meets the needs of their assignment projects. This will also store all templates in one place for easy access – regardless of the course that one is in it is convenient to locate other templates that might be helpful for the work in any course.
We also would like to make this available to alumni of the program – to allow them to benefit from our inventory of templates and also to allow them to contribute templates to the NU PJM community. This provides yet another opportunity for industry alignment and maintains a connection with our esteemed alumni.
This project is still considered to be at the beginning of its efforts. It will be a visible project within the Northeastern community – for faculty, current students and alumni.
Work to date – currently, there are many project management templates floating around our program. There has not been a coordinated effort to locate, vet and store these templates – nor have we considered if there are gaps in the templates provided.
Work includes understanding the needs of faculty, students and alumni and then creating a shared repository solution that will meet these needs. At minimum, the project will identify all available templates from faculty, reviewing these to ensure they are comprehensive, clear and ready for use and well as to review the inventory of templates against good practices in project management and the PMBOK - and that there are no copyright issues with posting on our shared site. Both faculty and students near the end of the program should be included in the review of the templates.
The shared site tool needs to be selected – this will require understanding the needs of faculty, students and alumni as well as standards to be followed in the IT constraints. The site needs to be designed and the templates uploaded.
A process needs to be created and implemented for upkeep on the templates as well as how additional templates are submitted for consideration, vetted and the site updated.
• • •
Ÿ 1
A plan for transition and sustainment needs to be created and implemented – how will students and alumni find out about this site? Who do they contact if they have questions o ...
Communications exampleStakeholder NameRoleInformationTimeframeMediaResponsible for UpdatesResponsible for DeliveryCarol AndersonProject SponsorSummary project status1st each monthe-mailTeamJames White (PM)Critical risks and issuesWeeklyDashboardJames White (PM)James White (PM)Budget & timeline performance1st each monthDashboardJames White (PM)James White (PM)James WhiteProject ManagerDetailed project statusWeeklyTeam status systemTeanTeam status systemAll risks and issuesWeeklyTeam status systemTeamTeam status systemResource, supplier, procurement budget & timeline performancee/o weeke-mailTeamFinance MatrixSam DeanSafety AuditorLevel of safety compliance of all deliverables produced1st each month1st each monthQuality ManagerQuality Manager
AMBERTON UNIVERSITY
MGT6220
Managing the Global Workforce
Dr. Di Ann Sanchez, SPHR, SHRM-SCP
ASSIGNMENTS
All assignments should be submitted in Microsoft Word using a 12 pt. Font size and formatted as
double-spaced using Times New Roman. Each of the Assignments has been divided into specific
questions with the suggested completion order. However, all the questions in Assignment One will
be submitted together by the due date and so forth. Only one Assignment will be submitted at a time.
Assignments may be submitted early so you can work around other scheduling issues; however, they
will not be graded until after the official due date. Once one Assignment has been graded and
returned to you, another may be submitted. All Assignments are to be of graduate-level quality and
will be graded accordingly.
ORIENTATION TO CLASS AND TEXT REVIEW – DUE SEE MOODLE AND SYLLABI
(11:30 pm CST). POST AN INTRODUCTION OF YOURSELF FOLLOWING THE
OUTLINE BELOW (DISCUSSION AND PARTICIPATION – 2.5 pts.)
Discussion Forum Assignment: Access the Discussion Forum for the class and post a Welcome
Introduction to your Classmates. Include such things as highlighted below.
Enrollment Assignment:
Your posting to the class should include the following:
Your Name
Your Occupation
Your Field of Study
What State do you live in?
How long have you been a student at Amberton University?
Why are you interested in this topic?
What is your learning style? MBTI
What do you hope to achieve at the end of this course?
Your expectations of Professor Sanchez
I have been in the Moodle Platform and have downloaded AND READ the Syllabus, Study
Guide, Assignments, and Reference Materials. I understand that all Assignments are due by
11:30 pm CST on the due dates.
Assignment Guidelines:
When completing assignments, please identify the question to which you are responding by retyping
the question. While retyping the question is not a typical APA style, it will assure that I see your
complete response. The following orientation should be submitted first to verify that students can
submit readable attached files and post information in the Disc ...
1Grand Canyon UniversityInstructor Name MIS-652 BusinesEttaBenton28
1
Grand Canyon University
Instructor Name:
MIS-652 Business Process Analysis
December 1, 2021
Introduction
Cummins is a global engine manufacturer that also designs and manufactures turbochargers for engine applications. Cummins Turbocharger is the market leader in medium and heavy-duty car applications worldwide.
The Process and Relevant Data Comment by Seon A Levius: Since you are using “Cummins” in this section, you need to pinpoint some process problem with data issues for optimization. The optimization or improvement can be for both the process and technology.
Prototype - A Model of the Construction Process: The organization's prototyping process is ineffective and results in a lengthier lead time in comparison to client needs. According to data from the last six months, the average lead time for proto-sample building is approaching 12 days, rather than the five days requested by the customer.
Process Improvement Methods Comment by Seon A Levius: In this section you will basically explain how you will improve the process problem you identified above. This is basically the articulation of your solution (which must for this case include technology optimization). Also, how will you evaluate it.
You mentioned Six Sigma as the tool to enhance the process. But that is not what we want here. Six Sigma can be the tool you used to evaluate the proposed solution to the problem you identified.
So, in this sense, I didn’t see any articulation about how you will evaluate your improvements to ensure, they are efficient and effective.
For example, Six Sigma can be used as the process improvement method. The Define, Measure, Analyze, Improve, and Control (DMAIC) sub-methodology within Six Sigma can be helpful in defining the details of the future state process and Key Performance Indicators (KPIs) that the future state process should be able to meet.
Other methods in our reading this week that can be explored includes PDCA (Plan Do Check Act).
Six Sigma is a technique for process improvement. Six sigma methodology is being designed for process improvement and the implementation of six sigma tools in order to correctly assess the process and achieve improvement (Thomas, et al., 2017)
The following format explains the problem statement and execution of the process improvement method.
Problem Statement
Articulate your problem statement here
Problem Statement Worksheet
Original problem or focus question
The lead time for the proto sample process is longer than anticipated by the customer.
12 days rather than 5.
Stakeholders who are most affected by the problem
The Customer prototyping team and the Company program management team are the most impacted by this issue.
Type of Problem
Problems with resources and processes Comment by Seon A Levius: Technology has to be one of the problems
Suspected cause of the problem
Suspected reasons based on the cross functional team's root cause analysis are as follows.
1.Because the process is dependent ...
. EDU 571 Week 5 Discussion 1 -
"Data Collection" Please respond to the following:
· Using your planned evaluation project, assume that the client paying for the evaluation has requested that you primarily use audio/visual interview and observation techniques. The client envisions using clips in the evaluation report and in marketing campaigns. Discuss the appropriateness, advantages, and disadvantages of using digital capabilities to capture sound, video, and photographs of the interviewees, focus groups, and observations. Provide reasons for opposing or supporting the request (partially or completely).
Total Reviews(0)
·
EDU 571 Week 5 Discussion 2 -
"Benefits of Meta-Evaluation" Please respond to the following:
· Your client told you that a meta-evaluation should not be included in the plan or budget. Explain two (2) reasons for including a meta-evaluation in the evaluation plan. Recommend two (2) ways to reduce the costs.
Total Reviews(0)
EDU 571 Week 3 Target of Program Evaluation Plan, Part 1 -
Target of Program Evaluation Plan, Part 1
Assignment 1 is the first part of a five-part project to plan the various elements of a program evaluation for education. Select a program target from your school district, workplace, (e.g., business training program) or your university (where you are a student). For you to gain the most from the assignment, you should select a program that you are interested in, would like to see evaluated, and are able to obtain information about. (Possible programs include: student assessment, teacher assessment, pay for student achievement, new teacher or employee training, online classrooms, anti-bullying, gender equity for girls in math and science, school to work, retention of at-risk students, and schools of choice (charter schools), etc.). As you develop the entire plan, gather information, and receive feedback from your professor (or others), you should revise and refine each part of the project. Think of your professor as your project evaluator and supervisor who will help guide you so that you produce an outstanding, well-developed evaluation plan for the stakeholders.
Write a 1000 words paper in which you:
1. Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
2. Describe the program's history, primary purpose(s), and / or expected outcomes.
3. Explain three (3) reasons for selecting the program (e.g., program's value or lack of it, issues surrounding it, age, relevance, cost, impact on students, etc.).
4. Discuss three (3) advantages of evaluating the program at this time.
5. Discuss two (2) major constraints in conducting an evaluation on this program and a method of addressing them.
6. Use at least three (3) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewe.
. Each answer must be at least 50 words in length and written in complete sentences. Submit Parts I, II, & III in Week Two.
Silence of the Lambs
Question
Your Response
Identify aspects of cinematography in your selected film. Discuss them in terms of how they affected your viewing experience; in other words, did the art of cinematography add value to your experience? If so, how? If not, why not?
Identify aspects of sound in your selected film. Discuss them in terms of how they affected your viewing experience; in other words, did the art of sound effects add value to your experience?
If so, how? If not, why not?
Identify the type of music in your selected film. Discuss them in terms of how it affected your viewing experience; in other words, did the score or songs add value to your experience?
If so, how? If not, why not?
Identify the types of editing in your selected film. Discuss them in terms of how it affected your viewing experience; in other words, did the different types of shots and framing add value to your experience?
If so, how? If not, why not?
Part III: What is the Cultural Value of Film?
In completing Parts I & II, you have engaged your critical thinking skills by becoming aware of and assessing various elements of film. How do these exercises connect the study of film to real-world experience? Additionally, in what other ways do films have cultural value? Explain and defend your opinion. Your response should be at least 50 words in length and written in complete sentences.
<Type your response here.>
...
School of Science, Technology, Engineering and MathITMG6.docxkenjordan97598
School of Science, Technology, Engineering and Math
ITMG624: Information Technology Project Management
Credit Hours: 3
Length of Course: 8 WeeksPrerequisite(s) None
Table of Contents
Instructor Information
Course Submissions
Course Description
Grading Rubric
Course Scope
Grading Scale
Course Objectives
Course Outline
Course Delivery Method
Policies
Resources
Academic Services
Evaluation Procedures
Selected Bibliography
Instructor Information
Instructor: Dr. Austin.Umezurike [biography]
Email: [email protected] at any time.
Telephone:
Office Hours: 6-9PM EST (M-F)
Table of Contents
Course Description (Catalog)
This course explores successful project management for information technology projects. The System Development Life Cycle (SDLC) models are defined including the waterfall, spiral, incremental release, and prototyping models. Students will differentiate between these models and apply corresponding project management methods to identify critical checkpoints and reviews. Risk management, as applied to technology projects, is examined. Key project indicators are discussed, and students will explore defining measurement criteria for determining critical success factors on a project. The course defines the application of knowledge, skills, tools, and techniques to project activities and includes a tutorial for Microsoft Project. Emphasis is placed on the three dimensions of the information technology project constraints: scope, time, and cost. Students are recommended to have access to Microsoft Project. Course software requirements with the appropriate versions are listed under the Resources.
Table of Contents
Course Scope
This course provides students with the foundations for effective project management in modern organizations. The course begins with a comprehensive introduction to the main components of the project management discipline. Specifically, a comprehensive and thorough examination of the five project management process groups will increase the knowledge and understanding to oversee critical projects. Students will understand the challenges of initiating a project and developing a critical planning strategy to begin the project management cycle. Students will apply the concepts to develop critical project management plans that are used in the business environment. The course culminates with development of a detailed final project including concepts such as scope management, risk management, resource management, and schedule development.
This course explores successful techniques for managing information technology projects. Emphasis will be placed on typical corporate/organizational technology projects such as developing websites, upgrading software and hardware, implementing commercial off the shelf (COTS) software, etc. Several System Development Life Cycle (SDLC) models are examined including the waterfall, spiral, incremental release, and prototyping models. Students will differentiate between these .
Developing Leadership and Management (6HR510)SensitiLinaCovington707
Developing Leadership and Management (6HR510)
Sensitivity: Internal
The Task
Section 1:
Critically evaluate the contemporary definitions of leadership and management examining current perspectives of the roles and responsibilities of both leaders and managers generally.
This section should account for approximately 60-65% of your total word count (probable ballpark 2,000 to 2,100 words)
You should be using in the region of 20 – 25 appropriate and robust academic references to supplement and validate your evaluation
Sensitivity: Internal
2
Assignment Considerations
Only pick four or five key models or theories and focus your attention on them (rationale is that if you try to focus on too many different models or theories you establish no depth of awareness or understanding in any of them).
Make sure you use multiple academic perspectives when discussing each key theory.
Think about the evolutionary process of management and leadership and consider writing your assignment through that mechanism.
Remember to use both leadership and management theories / models.
Remember also – you are not writing for you but for your audience (in this case your tutors).
Sensitivity: Internal
3
Structuring Work
Using the information provided in Lecture 4 (week of 22nd February) build a body of dialogue around each key model or theory.
Do not use single sentence, or simply use limited, paragraphs (2-10 lines) to create that awareness and understanding as this limits insight and awareness of the point you wish to discuss.
Construct good robust paragraphs using at least 3 (ideally 4) appropriate academic sources to help inform the reader of the point you are making.
Avoid using the same source multiple times in the same paragraph, it slightly undermines the credibility of your evaluation.
Each paragraph is more likely to be in the region of 15 – 20 lines and using multiple academic sources gives the reader a chance to appreciate the breadth and depth of your research (which is always a plus).
Sensitivity: Internal
4
The Task
Section 2:
Based on your evaluation in section one, propose a minimum of three critical skills and behaviours required to be a successful 21st century leader. Consider specific methods of leadership and management development that could develop these critical skills and recommend how to implement and evaluate these development interventions effectively. (LO3)
(You may present your recommended interventions and respective evaluations in a table format for section 2).
This section will account for approximately 35-40% of your word count
You should be using in the region of 10 – 12 appropriate and robust academic references to supplement and validate your proposals
Sensitivity: Internal
5
Assignment Considerations
Pick ONLY three skills and / or behaviours and construct a rationale outlining the purpose and value of these skills and why development in these areas would be beneficial for prospective 21st century leaders.
Co ...
Milestones Navigating Late Childhood to AdolescenceFrom the m.docxjessiehampson
Milestones: Navigating Late Childhood to Adolescence
From the movie, Lila, Eight to Thirteen in this week's materials, identify 2–3 developmental milestones Lila reaches, and assess whether or not you think she successfully navigates her way through them as she prepares for adolescence. Support your assertions with evidence from your text and this week's materials.
.
Migration and RefugeesMany immigrants in the region flee persecu.docxjessiehampson
Migration and Refugees
Many immigrants in the region flee persecution and then return after they are liberated. For example, 700,000 Jews were allowed to leave the former Soviet Union and enter Israel in the 1990s. There has also been a migration of Palestinian people. Discuss the following:
Why do you think that Israel is such an important place for the Jews?
What is the importance of the area to the Palestinians?
What do you think the impact would be on you and your families if you participated in such long-distance migration?
No references needed, need response within 3 hours!
.
Min-2 pagesThe goal is to develop a professional document, take .docxjessiehampson
Min-2 pages
The goal is to develop a professional document, take a stake in your company (its a t-shirt and apparel company; see attached) as a business owner, and develop a business plan with the aim of securing financing to expand one’s business for an established firm.
Complete the following: (using the business plan working document)
10.0 Financials Plan
*Annotated plan has additional details if you have questions or need explanation
.
Mingzhi Hu
First Paper
3/5/2020
POLS 203
Application of Realism Theory on Civil war in Syria and International Relations
International relation can be best understood through the various schools of thought or
rather theories. They are significant in giving a comprehensive detail of the constructs that make
international relations. Realism theory still remains one of the most influential tools in
understanding events related to international relations. This is because it provides a pragmatic
approach in examining current events in the sphere of international relations (Maghroori, pg. 17).
Realism is divided into three subdivisions, seeking to explain causes of state conflict. This
include classical realism that argues that the conflict comes from the nature of man, neorealist
which associates conflict the elements of the state, and neoclassical realism which associates it to
both human nature and elements of the state. This school of thought is grounded on some
fundamental principles that make the core of its arguments.
The first assumption in realism is the idea that a country, usually referred to as a state,
serves as the main actor in international relations. It acknowledges the fact that there are other
actors like individuals and organizations, which have limited influence (Maghroori 11).
Secondly, the state is considered a unitary player, which is expected to work harmoniously, with
regard to matters of national interest. In addition, realists believe that the people who make
decisions are rational players, since this rationality is required in pursuing the interest of the
nation. In essence, the leaders are believed to understand these assumptions regardless of their
Laci Hubbard-Mattix
90000004849605
But selfish
Laci Hubbard-Mattix
90000004849605
Laci Hubbard-Mattix
90000004849605
What do you mean by "work harmoniously"
Laci Hubbard-Mattix
90000004849605
It is not clear what this sentence means.
political position, so ensure their sustainability and continuity. Consequently, it is assumed that
states exist in an anarchy context, where there is no single international leader. In this
theorization, the role of nature in influencing human action is not ignored. It asserts that nature
influence people to continue acting in repetitive tendencies. In this assumption, it comes out that
people desire power because of the egoistic nature. The innate selfishness of human beings,
mistrust and their thirst for power explains the unpredicted consequences that can result from
their actions (Maghroori 20). Such human tendencies can explain the unending wars among
nations. Bearing the fact that nations are governed by human beings, their nature contributes
largely to their behavioral tendencies, which in turn influence its security.
Realist therefore assume that leaders have the responsibility to promote the security of
their country in all fronts. This can be realized through consta.
Miller, 1 Sarah Miller Professor Kristen Johnson C.docxjessiehampson
Miller, 1
Sarah Miller
Professor Kristen Johnson
CHID 230
2 April 2019
The Myth of Disability as Isolating in Tim Burton’s Edward Scissorhands
Jay Timothy Dolmage discusses the common disability myths that condition our
understanding of disability in his work Disability Rhetoric. He argues that these myths create the
perception that disabled people are “others”, through the portrayal of them as lesser, surplus, or
improper (Dolmage, 31). One of the myths that Dolmage examines is disability as isolating or
individualizing, which is perpetrated through narratives of disabled people living in isolation,
rarely having romantic relationships or friendships, and often being left alone at the end
(Dolmage, 43). This myth can be seen in the film Edward Scissorhands, directed by Tim Burton.
Edward is a human being created by an inventor, yet the inventor’s death before his completion
leaves him with scissor blades for hands. Edward lives in a gothic mansion atop a hill,
completely in isolation until local Avon saleswoman Peg Boggs visits. She is initially frightened
by his appearance, yet decides to take him home with her upon the realization that he is
harmless. Edward’s disability causes his transition into society to be largely unsuccessful, as he
is objectified and used by other people for their benefit, and at the end of the film he is forced to
return to living in isolation after their perception of him turns to one of fear and scorn.
Edward’s isolation from society is symbolically portrayed through many film design
techniques. The mansion in which he lives at the beginning and the end of the film starkly
contrasts the community in which the able-bodied society lives. The mansion is gothic, dark, and
partially in ruins, whereas the rest of the houses are brightly colored in pinks, yellows, and
Miller, 2
greens, all with perfectly manicured green lawns. His appearance also separates him from the
rest of society, as he has very pale skin, dark under-eyes, black untamed hair, and wears gothic
industrial clothes. The able-bodied individuals often wear colorful or light clothes and appear
quite “ordinary”. The contrast created between Edward and society through set, clothing,
makeup, and hair design work to portray Edward and his disability as unusual, creepy, and
“other”. Peg even attempts to “normalize” his appearance by giving him different clothes to wear
and attempting to cover his scars with makeup, in the hopes that it will ease his transition into the
community. This film phenomenon is discussed by Martin F. Norden in his book The Cinema of
Isolation: A History of Physical Disabilities in the Movies. He argues that filmmakers will
separate disabled characters from their able-bodied peers not only through the storyline, but also
through a number of design elements. He also states that this technique allows filmmakers to
reflect an able-bodied point of view and reduce d.
Migrating to the Cloud Please respond to the following1. .docxjessiehampson
"Migrating to the Cloud" Please respond to the following:
1. Imagine that you are a CIO and you have been tasked to examine the process of moving from one host server or storage location to another. Predict two foreseen challenges of migrating an application to the cloud in a live migration and high- availability setting. Propose a preventative measure or a solution for each of these challenges.
2. Imagine that you are the CIO for a midsized organization in this industry. Determine, in 10 or less steps, the timeline for a live migration to the cloud in your organization. Determine the three greatest risks in this deployment.
.
Mike, Ana, Tiffany, Josh and Annie are heading to the store to get.docxjessiehampson
Mike, Ana, Tiffany, Josh and Annie are heading to the store to get some snacks. Mike has $1, Ana has $2, Tiffany has $3, Josh has $4, and Annie has $5.
What's the average (mean) amount of cash the five kids have? What's the median? A few days later, Annie's family won the lottery, and the kids go together to the store to get some snacks again. This time Mike has $1, Ana has $2, Tiffany has $3, Josh has $4, and Annie has wad of cash totaling $5,000.
What's the average (mean) amount of cash the five kids have this time? What's the median?
From part a, how have the mean and the median changed?
Which one - the mean or the median - is a better reflection of how much money they have together? Take you time before answering.
.
Michelle Wrote; There are several different reasons why an inter.docxjessiehampson
Michelle Wrote;
There are several different reasons why an intervention fails, such as the wrong intervention being selected or trying to solve the wrong problem. It is important that when performing and intervention that every thing have been severely observed and taken into consideration. I worked with an organization that was a travel agency, and they operated off of the commission that was collected from the booking that are processed, but they also provided a discount to the members that was taken out of the commission total. The issue was that when they initially opened the department there was no budget plan done and no guidelines were given, the agents were told to use discretion, and all though the department was a huge success in booking reservations they were still failing, because they were not withholding enough commission for the organization to operate under. Where the intervention process failed is that they never had formal training, which would have been a focus group to define the exact percentage to give to customer and the amount the organization needed to cover their overhead. During the meeting process there should have been definite guidelines to lead employees and managers from the accounting department so that the employees did not need to play the guessing game. Although they had the meeting nothing changed, because the problem was not solved with the employees and managers and was not addressed by the accounting department. The business is now in danger of folding because of the poor communication practices.
William Wrote:
Although what I am going to talk about is not my workplace but the place that I volunteer my time to sit on the board of directors for a non profit agency. As a board member we oversee the agency as a whole but we also break down into small committee groups to address needs as they arise. One of the committees that I am on is the planning committee. A change that was implemented by administration, program staff, and the board was all departments would start entering all their own data. At the time the agency had two data entry personal that was entering all agency data. So the change we made was that instead of hiring another data entry person we would require all programs to enter their own data into the collection software. This ended up being a failure that could have been huge had we not pulled reports the first two quarters of the year. What we found was some programs were right on target with getting their information entered with the first quarter. The Executive Director addressed this with staff. When the second quarter reports were pulled the data did not get any better. As an agency this failed due to program staff just did not have the appropriate time to take on more data entry. The agency ended up where we should have to start off, hiring another data entry staff member. I will say with this failure it actually turned into a very positive experience over all.
.
Midterm Lad Report 7
Midterm Lab Report
Introduction
Cellular respiration refers to all the metabolic processes and chemical reactions that take place in living organisms, particularly at the cellular level. These processes focus on the extraction of energy from nutrients. It is also responsible for converting the biochemical energy into 'adenosine triphosphate' (ATP) by the breakdown of sugars in the cells (Bennet 58). Cellular respiration is also responsible for the process by which cells release chemical energy required for conducting cellular activities. The reactions and processes facilitate the release of waste products from the cells. This experiment seeks to conduct a study of the processes and reactions involved during cellular respiration. The experiment will include several activities, such as having a study on the amount of Carbon dioxide produced during the experiment.
The number of levels of the growth of a yeast medium as a dependent variable will also be monitored during the experiment. There are other several independent variables associated with the experiment. These independent variables include sugar and temperature, among others, and their role in the experiment were also monitored. The experiment design involved the use of airtight balloons capped over reaction chambers that were used to collect the Carbon dioxide produced during the experiment. The reaction chambers contained sugars and yeast medium, which facilitated the reactions. Thermometers and pH scale were used to monitor the changes in temperature and acidity levels during the experiment. The paper involves a lab design that institute steps such as arranging the bottles used on the experiment. Notably, a proper arrangement to make sure that all the carbon dioxide released during the respiration process is well tapped in the bottles for correct lab results
Methodology
The actual procedure for experimenting involved taking measurements and recording of all observations made during the experiment. For accurate results, measures were taken three times, and a mean measurement was calculated and recorded. Winzler asserts that the mean obtained from the measurements should be used to calculate the standard deviation, which in turn facilitated the calculation of uncertainty (276). Below are the steps for conducting the experiment. It is essential to read the instructions carefully safety and accuracy during the experiment. Notably, all the lab and experiment results were well observed and thus making sure that there are limited errors in the whole process.
Consequently, all the steps required in the lab report were also clearly followed to help in getting the correct data and even not to affect the whole experiment process. The experiment involved setting the apparatus as per the set standard and the requirement. As per this concept, all the apparatus were set in a proper way to avoid vague results. Notably, to get the correct measurement and results, it is import.
MicroEssay Identify a behavioral tendency that you believe.docxjessiehampson
MicroEssay
Identify a behavioral tendency that you believe you have inherited (one that is determined, at least in part, by your genetic make-up). Explain the ways you think this trait has been affected by your environment by applying the different types of gene x environment correlations to your example (passive, evocative, and active)? What does this suggest about the nature-nurture debate?
.
MILNETVisionMILNETs vision is to leverage the diverse mili.docxjessiehampson
MILNET
Vision
MILNETs vision is to leverage the diverse military experience of Crawford employees to create awareness opportunities that help forester an appreciation, understand, and respect for the military culture and members we serve
Benefits
· Know our Members
· Support recruiting and retention
· Facilitate transition from military to Crawford
· Centralized source to connect with peer veterans
· Provide Member Experience, Marketing, and other Crawford initiatives and expert knowledge base.
MILNET Leadership Team (Volunteer position)
· Event & Volunteer Lead- Plan and execute mandatory enterprise events
· Technology Lead- Maintain MILNET budget throughout the year and reports overview or expenses monthly
· MILNET Spouse Lead- Ensures connect of sites are up to date/accurate, to include Veteran/Military Spouse Registration
· Secretary-Manages relationships by identifying opportunism for partnership
· Communications/Marketing Lead- Communicates to the MILNET community regularly via multiple channels (Email, Internal Social) regarding upcoming events, announcement, and other communications.
Background
Grandfather Air force
Parents- Army
Myself- Army
Spouse Army
Skills
Knowledgeable
Passionate
Qualified
Education
-Associates Accounting
-Bachelor’s in business and HR
-MRA w/ HR concentration
1 – Paragraph for each question (Professional answers)
Question 1- What is your visions of MILNET?
Question 2-How would your selection impact the Leadership Team?
.
midtermAnswer all question with proper number atleast 1 and half.docxjessiehampson
midterm
Answer all question with proper number atleast 1 and half page
APA FORMAT SIZE 12
1. Why is culture important to political scientists?
2. How is political science an interdisciplinary major?
3. How can politics be treated as a science?
4. Describe how modern liberalism differs from classical liberalism and explain how modern conservatism related to classical liberalism?
5. Explain how nationalism can be dangerous to a nation. Use both theoretical ideas and concrete examples to support your claims
6.
Evaluate the "end of ideology" argument by considering the facts that fit and contradict this view on today's world
7. What are the means by which power is institutionalized? What makes for good institutions? Provide examples from the United States and one other country
8. Identify the purposes of constitutions and explain why they are necessary
9. Describe how the principle of separation of powers is manifested in the U.S. Constitution and explain how this principle has evolved over time in the United States.
10. Bonus Question: What are the 10 Bill of Rights
.
Midterm QuestionIs the movement towards human security a true .docxjessiehampson
Midterm Question
Is the movement towards human security a true paradigm shift? In answering this question make sure to consider which of the authors whom you have read in Weeks one to four of the course support your view and which do not. *The sole use of attached readings is required for the midterm*
Midterm Assignment – Instructions (Read Carefully)
In university courses, assignments (or assessments) are meant to give students the opportunity to demonstrate what they have been learning in the course – and give instructors evidence that such learning is occurring within the classroom. Because of these objectives, it is imperative to incorporate the specifics of what you’ve been studying in the course into your writing assignments. You accomplish this by answering the Midterm question in the assessment via the course objectives and readings from the course. The midterm will cover the following objectives:
1. Describe the role of rapid globalization in changing perceptions of security
2. Identify key threats to human security (food security, personal security, environmental security)
3. Apply the concepts of human security
4. Compare and contrast traditional international relations approaches to security with the doctrine of human security.
Additional Instructions
To answer the Midterm question you will write an analytical essay. The analytical essay is a practical approach to solving a problem. So think of this essay question as you would an assignment from your boss: “I need you to take a look at this problem and solve it for me using things from your IR toolkit (what you have learned, or know). Present a well-written, concise answer to me in four pages. I need it by tomorrow morning.” This is how it happens in the real world, and this is what we want to prepare you to do. To achieve this structure of the essay please keep the following tips in mind:
1. Remember that the analytical essay is highly-structured. Each paragraph should look like the others in terms of style and substance. Writing to the limit of four pages is an art and something you need to learn to do. So, don’t write fewer than four pages and don’t write more. You may need to write over just a little and then edit away the extra parts of the essay to reach the concise four pages.
2. Review your submission and make sure that you have covered the requirements of the assignment using only material from the lessons and readings.
Format for the Essay:
1. Do not use a cover page. Instead, create a header with your name, assignment name, and date. To do this in Word, go to “insert” and then “header.” Do the same thing to insert a ‘footer’ and include page numbers. If you need help, use the ‘help’ function to learn more within Word.
2. Your submission should be four pages (no more, no less) and look like this:
a. Introduction: Introduce your topic & include a thesis. To help you set up your analytical essay include three reasons why you agree or disagree with the midterm quest.
MGT/526 v1
Wk 2 – Apply: Organizational Analysis
MGT/526 v1
Page 2 of 2
Wk 2 – Apply: Organizational AnalysisInstructions
Complete the worksheet based on your chosen organization. Use Business Source Complete and your selected company’s website, annual report, and other available sources. Part 1: Organization Information
Organization
Define your chosen company and its industry.
Mission and Vision
Identify the mission and vision of the organization.
Mission
Vision
Organizational Initiatives
Outline 1-2 major initiative for this organization. What are they currently doing to support these initiatives?
Organizational Plans
Describe the plans employed by the organization. Determine which types of managers create each type of plan.
Type of Plan
Description
Type of Manager
SWOT Analysis
There are various factors within the external environment of an organization that impacts its strategy.
Analyze the organization’s SWOT analysis. Identify the internal and external factors. Include a link to the SWOT analysis in the Reference section of this worksheet.
Internal Factors
External Factors
Part 2: Evaluation
Evaluate if the mission, vision, planning process, and SWOT analysis meets the current needs of the organization. Include the following in your evaluation:
· Describe the unmet need, (not limited to product or service, can be new demographic, new mode of delivery, etc.).
· Analyze your competitive advantages.
· Based upon the SWOT analysis, is there another business that is doing something similar that can be referred to? Provide examples.
· If there is not another business, describe how what you’re doing is a unique product or service offering.
· Propose a competitive business initiative to address the unmet need.
· Create a high-level timeline and operational steps necessary to implement your solution. References
Include a link to theSWOT analysis.
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.
COUN 6785: Social Change in Action:
Prevention, Consultation, and Advocacy
Social Change Portfolio
M. Negrón
Contents
Introduction
Scope and Consequences
Social-ecological Model
Theories of Prevention
Diversity and Ethical Considerations
Advocacy
INTRODUCTIONAdressing Teen Pregnancy in Pittsburg, California
In more recent years, there has been an effort in my community to address teen pregnancy due to its growing rates. Over the years teen pregnancy rates have continued to rise in Contra Costa County as well as surrounding counties. Unfortanately, the town I come from is a small town within Contra Costa County so resources are limited. In order to address teen pregnancy there needs to be easier access to resources to prevent teen pregnancy from occurring. Teen pregnancy can lead to a number of different problems such as low socioeconomic status, greater chance of contracting a sexually transmitted infec.
Microsoft Word Editing Version 1.0Software Requirement Speci.docxjessiehampson
Microsoft Word Editing
Version: 1.0
Software Requirement Specification
Date: 7/3/2020
YLLC-001
Yohammed LLCSoftware Requirements SpecificationFor Microsoft WORD
Version 2016
Revision History
Date
Version
Description
Author
7/3/2020
1.0
Initial document
Mohammed Allibalogun
10/3/2020
1.0.1
Revise documentation of Initial document
Mohammed Allibalogun
Table of Contents
Contents
1. Introduction 5
1.1 Purpose 5
1.2 Scope 5
1.3 Definitions, Acronyms, Abbreviations 5
1.4 References 5
1.5 Overview 6
2. Overall Description 6
2.1 Use-Case Model Survey 6
2.1.1 Sign in 6
2.1.2 Open 6
2.1.3 New 7
2.1.4 Save 7
2.1.5 Save As 7
2.1.6 Export 7
2.1.7 Print 7
2.1.8 Change Font 7
2.1.9 Use case Diagram: 7
2.2 Assumptions and Dependencies 7
3. Specific Requirements 7
3.1 Use-Case Reports 8
3.1.1 Sign in 8
3.1.2 Open: 9
3.1.3 New: 10
3.1.4 Save: 11
3.1.5 Save As: 12
3.1.6 Export: 13
3.1.7 Print: 14
3.1.8 Change Font: 15
3.2 Supplementary Requirements 16
3.2.1 Performance: 16
3.2.2 Usability: 16
3.2.3 Supportability: 16
3.2.4 Configurability: 16
3.2.5 Recoverability: 16
Software Requirements SpecificationIntroduction
Microsoft Word is a word processor created by Microsoft. It was first discharged on October 25, 1983, under the name Multi-Tool Word for Xenix frameworks. Microsoft Word 2016 was released in the year 2016. The Microsoft Word application location was made to facilitate its users in ways where they could document things, save them on their hard drives or online, and even print them. With a wide range of scopes, any type of document such as assignments, reports, proposals, brochures, memorandums, etc. can be made on created through MS Word. When the file is saved, a .docx extension file is made and saved on the system. Even though MS Word is a very helpful application location, it still has its drawbacks. One of them is due to the presence of too many options. A novice user may feel overwhelmed with the number of features that can be executed through this software.Purpose
The purpose of the Microsoft Word application location is to document i.e. write any type of document such as assignments, quizzes, reports, etc. This does not mean that you can only write something on the word. You can also use tools to make your document look better such as using different layouts, different shapes, adding pictures and tables, etc. Thus, word lets you make a document and edit it. There are no critical bugs and the defect rate of MS Word is zero. The learning time for an average user is 30 to 60 minutes. Scope
The project aims to efficiently document your need for both, your professional or personal life. The focus of this application location is to provide help for the user to inscribe a document in a multitude of formats. This will provide more options and facilitate the user with different modules so the document can always look professional. Definitions, Acronyms, Abbreviations
Following are the abbreviations in t.
Microsoft Windows implements access controls by allowing organiz.docxjessiehampson
Microsoft Windows implements access controls by allowing organizations to define users, groups, and object DACLs that support their environment. Organizations define the rules, and Windows enables those rules to be enforced.
Answer the following question(s):
Do you think access controls are implemented differently in a government agency versus a typical information technology company? Why or why not?
2. Do you think access controls differ among private industries, such as retail, banking, and manufacturing? Why or why not?
.
MGT520
Critical Thinking Writing Rubric - Module 10
Exceeds
Expectation
Meets Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements Exceeds
Expectation -
Includes all of the
required
components as
specified in the
assignment.
Meets Expectation-
Includes most of
the required
components as
specified in the
assignment.
Below Expectation-
Includes some of
the required
components as
specified in the
assignment.
Limited Evidence -
Includes few of the
required
components as
specified in the
assignment.
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Content Exceeds
Expectation -
Demonstrates
substantial and
extensive
knowledge of the
materials, with no
errors or major
omissions.
Meets Expectation-
Demonstrates
adequate
knowledge of the
materials; may
include some
minor errors or
omissions.
Below Expectation-
Demonstrates fair
knowledge of the
materials and/or
includes some
major errors or
omissions.
Limited Evidence -
Fails to
demonstrate
knowledge of the
materials and/or
includes many
major errors or
omissions.
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Analysis Exceeds
Expectation -
Provides strong
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Meets Expectation-
Provides adequate
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Below Expectation-
Provides poor
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Limited Evidence -
Provides little or no
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Sources Exceeds
Expectation -
Sources go above
and beyond
required criteria,
and are well
chosen to provide
effective
substance and
perspectives on
the issue under
examination.
Meets Expectation-
Sources meet
required criteria
and are adequately
chosen to provide
substance and
perspectives on the
issue under
examination.
Below Expectation-
Sources meet
required criteria,
but are poorly
chosen to provide
substance and
perspectives on the
issue under
examination.
Limited Evidence -
Source selection
and integration of
knowledge from
the course is
clearly deficient.
Mechanics and Writing
5 Points 4 Points 3 Points 1-2 Points
Demonstrates Exceeds Meets Expectation- Below Expectation- Limited Evidence -
MGT520
Critical Thinking Writing Rubric - Module 10
college-level
proficiency in
organization,
grammar and
style.
Expectation -
Project is clearly
organized, well
written, and in
proper format as
outlined in the
assignment. Strong
sentence and
paragraph
structure; contains
no errors in
grammar, spelling,
APA style, or APA
citations and
references..
Midterm PaperThe Midterm Paper is worth 100 points. It will .docxjessiehampson
Midterm Paper
The Midterm Paper is worth 100 points. It will consist of a 500 word written description and analysis of a work of art using terminology from Chapters 2-5.
For this assignment, you are to discuss the form, content, and subject matter of a work of art chosen from the list provided. This is an exercise in recognizing visual elements and principles of design in works of art and demonstrating an understanding of how they relate to each other to create meaning. This paper is about looking and seeing. This is not a research paper; you will not need to do additional research. Please follow the outline provided below.
First: Select a work of art
Select one of the following listed works of art:
Circle of Diego Quispe Tito.
The Virgin of Carmel Saving Souls in Purgatory
. Late 17th century. Fig. 1.22, pg. 17.
Henri Matisse.
Large Reclining Nude
. 1935. Fig. 4.24, pg. 85.
Faith Ringgold.
Tar Beach
. 1988. Fig. 13.18, pg. 219.
Henry Ossawa Tanner.
The Banjo Lesson
. 1893. Fig. 21.15, pg. 373
Andy Warhol.
Marilyn Diptych
. 1962. Fig. 24.23, pg. 447.
Format
Describe the use of each visual element and principle of design in the order they are listed in the outline. You can simply list each term and address how it is used in the painting. If you write in paragraph form be sure to identify each term clearly. Any term not addressed will receive 0 points. Provide specific examples. For example, don’t just say “there are lines,” give specific examples of how line is used in the piece you’ve selected.
Papers should be 500 words minimum (not including images), double-spaced, 10 or 12 point, with 1" margins. The preferred format is Microsoft Word (.doc or .docx). If these formats are not available, other acceptable formats are ASCII (.txt), rich text format (.rtf), Open Office (.odt), and PDF. Make sure you proofread your papers for incorrect grammar, spelling, punctuation, and other errors.
The Midterm Paper is due at 11:59 pm CT Sunday of Week 4.
Midterm Paper Outline
Introduction (First Paragraph)
In the first paragraph, called the introduction, you will include:
An identification of the work of art you selected: The name of the artist, title (which is underlined or italicized every time you use the title in your paper), date, and medium.
Your initial interpretation of the subject based on your initial observations.
Description
Describe how each of the following is used in the piece you selected.
Visual Elements
:
Line: what types of lines do you see in the piece? Provide examples.
Shape: what types of shapes do you see? Provide examples.
Mass: How is mass implied?
Space: How is the illusion of space created in the piece?
Time and Motion: Are time and motion evident in tis piece? How so?
Light: How is light used here?
Color: How does the artist use color?
Texture: How does the artist create the illusion of texture, or incorporate actual texture
Principles of Design
Unity and Variety: In what way is this pi.
Miami Florida is considered ground zero for climate change, in parti.docxjessiehampson
Miami Florida is considered ground zero for climate change, in particular rising seas will not only drown coastal sections of the city but will disrupt our local supply of drinking water.
Based on what you have learned so far from this class, discuss the following:
Explain where the drinking water from South Florida primarily comes from and why would rising sea levels disrupt this supply?
What efforts can be made and are being made to mitigate the effects of rising seas on our drinking water?
If you were a local politician, what advice would you give to state and federal officials on the best way to ensure residents in South Florida had a steady supply of drinking water for many years to come?
.
MGT230 v6Nordstrom Case Study AnalysisMGT230 v6Page 2 of 2.docxjessiehampson
MGT/230 v6
Nordstrom Case Study Analysis
MGT/230 v6
Page 2 of 2
Nordstrom Case Study Analysis
Nordstrom—“High Touch” with “High Tech”
How does Nordstrom stay profitable despite dips in consumer spending, changing fashion trends, and intense competition among retailers? One answer: Acute attention to detail and well-laid plans.
All in the Family
The fourth generation of family members that runs Nordstrom has brought the store’s time-honored and successful retail practices into a new era. “Nordstrom, it seems, is that rarity in American business: an enterprise run by a founding family that hasn’t wrecked it,” says one business writer. The company provides a quality customer experience via personalized service, a compelling merchandise offering, a pleasant shopping environment, and increasingly better management of its inventory.
Secret of Success
The secret of this company’s success lies in its strategic planning efforts and the ability of its management team to set broad, comprehensive, and longer-term action directions, all of which are focused on the customer experience. The current generation of Nordstrom family members was quick to spearhead an ultramodern multimillion-dollar, Web-based inventory management system. This upgrade helped the company meet two key goals: (1) correlate purchasing with demand to keep inventory as lean as possible, and (2) give customers and sales associates a comprehensive view of Nordstrom’s entire inventory, including every store and warehouse.
Demand Planning
Instead of relying on one-day sales, coupon blitzes, or marking down entire lines of product, Nordstrom discounts only certain items. “Markdown optimization” software assists in planning more profitable sale prices. According to retail analyst, Patricia Edwards, this helps Nordstrom calculate what will sell better at different discounts and forecast which single items should be marked down. If a style is no longer in demand, the company can ship it off to its Nordstrom Rack outlet stores. It’s all part of Nordstrom’s long-term investment in efficiency. “If we can identify what is not performing and move it out to bring in fresh merchandise,” says Pete Nordstrom, “that’s a decision we want to make.”
Inventory Planning
Although inventory naturally fluctuates, Nordstrom associates can easily locate any item in another store or verify when it will return to stock. Customers on their smart phones and associates behind sales counters see the same thing—the entire inventory of Nordstrom’s stores is presented as one selection, which the company refers to as perpetual inventory. “Customer service is not just a friendly, helpful, knowledgeable salesperson helping you buy something,” says Robert Spector, retail expert and author of The Nordstrom Way. “Part of customer service is having the right item at the right size at the right price at the right time. And that’s something perpetual inventory will help with.”
The upgraded inventory management system was an .
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Week 2 Assignment
Strategic Problem-Solving Assessment – Activity One -
Building Relationships and Creating Ownership
(Instructions, and Rubric for Submission - W2LO2, W2LO3,
CLO1, CLO2)
This assignment has three components. The components include
a memo, documentation, and a reflection. Please review the
rubric. Use all three components of the assignment to influence
the opinion of the grader.
I. Memo #1:
You will assume the role of a new hypothetical principal at a
campus as you respond to the issues found in the letter of
concern by the hypothetical superintendent. It is found in the
resource packet. In this activity, the candidate will prepare a
four-paragraph written memo that addresses the following
prescribed actions:
a) Create and share a new vision statement for the Agricultural
Science Programidentified in theresource packet. It should be
aligned with the following campus vision statement - “IN
COLLABORATION WITH OUR SCHOOL COMMUNITY, WE
TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING
OUR BEST TO REACH EVERY STUDENT EVERY DAY”;
b) Describe and share with the superintendent the specific steps
taken to develop, articulate, implement and steward a new
vision statement for the identified program;
c) Share who was involved, sample activities conducted, how
progress toward establishing the programs vision will be
tracked, and how the program’s vision is aligned to the campus
vision statement.
Special note: While preparing the simulated memo and
attachments, you must address the superintendent directives
described above. When addressing the superintendent
directives, you will use the Stage 1 “BUILDING BLOCKS”
2. found below to frame your memo. Use each building block as
the topic for one paragraph.
Stage 1 Building Blocks
a) modeled a collaborative approach – paragraph one;
b) established expectations and built relationships – paragraph
two;
c) defined roles and shared responsibilities – paragraph three;
d) aligned strategic priorities – paragraph four.
In the memo, you should write one paragraph on each individual
stage one building block. It should prove easy to address the
superintendent’s directives (a through c) in these four
paragraphs.
II. Documentation:
Additionally, you are expected to attach simulated
documentation that supports your four-paragraph memo to the
superintendent. (Be creative!) The documentation is limited to
two (2) additional pages. Documentation examples include:
· Agendas from meetings
· Minutes from meetings
· Pictures from meeting
· Emails
· Thank you notes
· News Articles
· List of those invited/attended
· Calendar of upcoming events
· Letters asking for Information
· Charts and graphs
· Others – be creative
III. Activity Reflection:
This submission requires an Activity Reflection. Answers to the
following reflective questions are required in the Activity
Reflection: (BE BRIEF- Use no less than 3 and no more than 5
sentences to answer each question in the reflection.) These
3. questions were structured for you to advocate for points in the
rubric. Do not take this lightly.
* How does this response make sense?
* Describe how the response fits with the established criteria
and models the elements found in the building blocks?
* What issues did the response address?
* In what other way could this issue be addressed and prove
equally or more successful?
The Rubric Is Located On The Next Page – Attach Your
Assignment After The Rubric And Submit It In Blackboard
Rubric for Activity 1: Use the following rubric to guide your
work.
Principal Standards Pillar - Strategic Problem-Solving
EDLD – Competency 8, 9, & 10 - NELP 6.1
Strategic Problem-Solving Assessment – Activity One –
Building Relationships Defining Roles and Responsibilities
Does not meet minimum criteria
Approaches minimum criteria
Meets criteria
4. Exceeds criteria
W2LO2 – The student will use effective research-based
problem-solving techniques to creatively resolve a simulated
campus problem. (CLO2)
Candidate discussed problem-solving or strategic planning
processes
0 points
Candidate demonstrated a knowledge of problem-solving skills
8 points
Candidate demonstrated a knowledge of problem-solving
techniques and strategic planning processes by modeling
collaboration, building relationships & establishing
organizational expectations.
12 points
Candidate demonstrated a knowledge of problem-solving
techniques & strategic planning processes by modeling
collaboration, building relationships, establishing
organizational expectations, and defining roles & shared
responsibilities.
15 points
W2LO3 -The student will demonstrate the capacity to evaluate,
develop, and implement management, communication, and
operation systems that support each student’s learning needs
and promote the mission and vision of the school. (CLO3)
(NELP 6.1)
EDLD_Competency.010
EDLD_Domain.V
SBEC_Pillar.9
Candidate simulated:
a) an attempt to audit school processes.
5. (NELP 6.1a)
b) the use of research to discuss operational systems. (NELP
6.1b)
c) the discussion of an action plan regarding operation systems.
(NELP 6.1c)
0 points
The candidate simulated:
a) a collaborative audit of school process to discuss measurable
goals.
(NELP 6.1a)
b) the initiation of research to analyze tactical challenges of the
school system that ultimately lead to improved experiences for
students. (NELP 6.1b)
c) the collection of data to support the development of a vision
and action plan. (NELP 6.1C)
8 points
The candidate simulated activities that promoted the mission
and vision of the school including:
a) a collaborative effort to audit program processes and
discuss measurable goals and/or benchmarks for priority areas
6. that are aligned with identified needs. (NELP 6.1a)
b) the development of a research-based action planning process
that would analyze program challenges and solutions aimed at
improving student experiences (NELP 6.1b)
c) the development and articulation of a data-driven program
vision statement and
d) promoted the development of action steps aimed at improving
management, communication, assessment, and operation
systems. (NELP 6.1c)
12 points
The candidate simulated activities that promoted the mission
and vision of the school including:
a) a collaborative effort to audit program processes and discuss
measurable goals and/or benchmarks for priority areas that are
aligned with identified needs, and focused on improving student
experiences (including facilities, and personnel needs (including
the building of capacity of instructional leadership or other
identified personnel issues). (NELP 6.1a)
b) the development of an action plan that would use research to
develop solutions to challenges c) illustrated transformational
leadership during the planning of clear and articulated
initiatives capable of being monitored that would lead to
improved experiences for students. (NELP 6.1b)
d) the development, articulation, & stewardship of a program
vision statement aimed at increasing student achievement by
improving management, communication, assessment, and/or
operation systems.
e) the promotion of a data-driven, multi-step planning process
that would initiate changes in practice, and/or procedures
needed to support program improvement efforts. (NELP 6.1c)
15 points
7. Mechanics
5 or more spelling or grammatical issues.
0 points
No more than 4 spelling or grammatical errors.
1 point
No more than 3 spelling or grammatical errors.
2 points
No more than 2 spelling or grammatical errors.
5 points
Attach your assignment below this line.
_____________________________________________________
______________
Article Review Papers
-651 Computer Systems Security Foundations
8. · What is the security threat?
· How common is it?
· How easy is it?
· How many times has it caused problems?
Paper double-spaced (minimum of 2 pages, no more than 3
pages)
Two assignments, (One APA Format on an Article and One
powerpoint slides on the same article.)
Find an Article (software to hack) for your final paper (hack an
iPhone remotely) and review it.
***APA Format please see attachment.
***5-10 PowerPoint slides on article 1 review (slides should be
on the software being used)
EDLD 5339 Strategic Problem-Solving Resource Packet
I. Superintendent Letter
Dear New Principal:
I am excited about your arrival to our district. I have already
noted the positive impact that you are making at Ima Leader
9. High School here in Azodi, Texas. I hate to rush into issues that
we are facing. However, I need immediate assistance with
issues in our Agricultural Science Program in the Career and
Technology Department (CTE). The issues cannot be ignored.
Nor, can they be resolved overnight. Below, I will describe the
challenges confronting us. Following an explanation of the
challenges, I will map out improvement initiatives that I want
you to lead and a progress reporting process for you to follow.
I want to thank you in advance for your professionalism and
hard work.
I also want you to know that I am committed to improving this
situation. Our children and community deserve better. Together,
we can make a difference.
Challenge #1
In the past 12 months, we have received several complaints
from parents and community members regarding inappropriate
conduct in the Ag Science classes. Our previous principal
investigated the conduct and determined that there were some
specific issues of sexual harassment from some male students
toward female students. Those issues were addressed, and
appropriate consequences were handed out.
I remain concerned that there could be an unhealthy
environment in the classes. Here are some of the concerns:
* We have around 250 students in the Agricultural Science
classes. However, only 20 female students are enrolled in the
courses. Our male/female ratio at the high school finds that 62%
of the school are female.
* Out of the 250 students, 80% of those enrolled are listed as
white males and we only have 15 seniors enrolled in the classes.
This does not come close to matching the demographic profile
of our campus.
10. * We have 2 Agricultural Science teachers. Last year, each of
these teachers missed 30 days of class to attend contests and
stock shows. They have a group of about 40 students that
participate in these events. The teachers have been quoted as
calling these participants – “THE REAL MEN from Leader High
School.”
Challenge #2
It is hard to determine if a curriculum is being followed.
Consider the following:
* The substitute teachers who filled in during the many days of
absences report that the students seem lost and use the class to
visit and do homework from other classes.
*The assistant principals deal with quite a few behavior issues
and report that they have never seen any instruction going on in
the classes during drop by visits. They have seen the
competition teams working on projects and tending to show
stock.
*The local metal fab business reports that they have attempted
many times to hire our graduates with little success. The
students do not know basic safety or welding skills.
*The previous principal informed me that he visited with the
Agricultural Science Teachers about the curriculum. Each
teacher allegedly replied that ‘they did not like the state
curriculum and preferred to win at contest with the real
“winners” of the program. Both teachers received poor
evaluations as they showed little if any concern for the
instructional effort in the classes.
* Examination of the budget shows not expenditures for
technology, textbooks, software, or other instructional
11. expenses. Eighty-seven percent of the budget is spent on travel
and related expenses.
Challenge #3
CONFIDENTIAL - Personnel issues exist.
*Mr. Pritchard has 25 years of experience. He was written-up
and suspended last year for coaxing a SPED student not to
report a harassment incident to the office because it could affect
the eligibility of a student in a stock show and it would look
bad for the school. Because of this incident, the previous
principal created a growth plan for Pritchard that has been
followed to the “T”. Mr. Pritchard has seen the light and wants
to improve the Ag Science classes and has asked for assistance.
Because of this attitude and willingness to strive for
improvement, the previous principal recommended the renewal
of Pritchard’s contract.
*Mr. Fails is a former student of Mr. Pritchard. He has a degree
from a major agricultural university in Texas. He is capable and
when not feeling like a student, he has many ideas and could be
the future of the Agricultural Science program for our school.
*The district is committed to expanding the staffing and
offerings in the Agricultural Science program. However, neither
teacher sees the need to expand. They are happy in the kingdom
they have created. This is troublesome because we have
expanding agricultural opportunities in this region of Texas.
There are metal working jobs, meat processing jobs, feed and
fertilizer jobs, landscaping jobs, forestry jobs, florist jobs, fish
and wildlife management jobs and other industries that need a
capable workforce.
* The district is committed to the professional growth of each
teacher. However, it is now time to grow or GO. We cannot
12. allow our staffing to block the achievement potential of our
students.
Challenge #4
We have the following facility issues:
* We have three freshman classes that have 50 students in them.
We only have one Ag Science classroom and one lab area. This
is a very crowded situation.
*Both Ag Science teachers have their own office with a
restroom. They are proud of this office area and spend an
enormous amount of time in them on the phone…. reportedly
even during instructional time.
* The Ag Science area of the school only has one restroom.
Currently, when a female uses the facility, a red flag is posted
on the door to advise the male students not to enter.
* The Ag Science area of the school only has one locker area.
When the females change into their work clothes, they use the
classroom. One girl guards the door while the others change.
*The Wi-Fi network does not reach the Ag Science area of the
school.
Please review these challenges. As time passes, I will be
sending out some directives and activities that I want you to
address. If you ever have questions, feel free to contact me. I
know you will make a difference in our school.
Sincerely,
Dr. Hypothetical Superintendent
13. II. Student Achievement/Performance Information from Asst.
Supt
IMA LEADER HIGH SCHOOL
Student Achievement Data Prepared for our new principal
Ima Leader High School, Azodi, TX
Students per teacher
16.1
Statewide: 15.1
Avg. teacher experience
4.5 years
Statewide: 10.9 years
Four-year graduation rate
70 %
Statewide: 89.1%
As of the 2017-2018 school year, the high school had 1200
students. The school district received an accountability rating of
“met standard.” At the high school, 62.5% of students were
considered at risk of dropping out of school. 19.8% of students
were enrolled in bilingual and English language learning
programs.
An average teacher's salary was $46,681, which is $5,844
less than the state average. On average, teachers had 4.5
years of experience. The average SAT score at Ima Leader High
School was 1168. In the Class of 2016, 79.7% of students
received their high school diplomas on time or earlier. The
dropout rate was 3.7%. Less than 25% of the students plan to
attend college.
For exact performance on the State’s Assessment, refer to the
TAPR. Last year, approximately 40% of the student body failed
14. one or more classes for the year. Approximately 15% of the
student body participates in extracurricular activities. The
attendance rate for the campus is 83%.
If you need additional data, please let me know.
Sincerely,
G.A. Harrison
Asst. Superintendent
III. Staffing Patterns
To: New principal
From: Director of Personnel – P. White
RE: Staffing patterns at Ima Leader High School
Staffing Patterns
(We run an 8-period day. Each teacher has one conference
period.)
Subject
Number of Teachers
Students Served
Language Arts
11
1200
Mathematics
9
1000
Social Studies
10
1200
Science
9
1000
15. SPED
8
400
Athletics (Coaches are also teachers and are included in the
course count.)
12
Band/Choir/Art
5
400
CTE (Career Tech – Ag, Health Careers, Marketing, Building
Trades, Auto Mechanics) Special note – some of these classes
are for two hours.
6
600
IV. Relevant Memo about Personnel
To: New Principal
From: Dir. of Personnel – P. White
RE: Relevant Personnel Information - CONFIDENTIAL
Teacher #1
James Pritchard, Lead Agricultural Science Teacher
Years of Service – 25
Years in District – 25
*Mr. Pritchard attended High School at Ima Leader and
graduated in 1985. The school was much smaller then. In 1985,
we had 500 in the high school. He graduated from college with
a BS in 1993. He started as our Ag. Science teacher in 1994.
16. *Pritchard has had a less than stellar history of performance in
the last 15 years. During his first 10 years of service, he
enjoyed outstanding ratings from his former Ag. Science teacher
who had been promoted to the principal role.
*He is a teacher in need of assistance. His principals have noted
issues with classroom management, lack of curriculum focus,
attendance problems, and spending/fiscal irregularities. During
the past 10 years, his principals have mentioned that he needs
additional training to bring him into the modern era. I am not
sure what has been done.
Teacher #2
N. Everett Fails, Ag. Science Teacher – (junior member)
Years of Service – 5
Years in District – 2 (Fails came to our district after assisting in
a very successful program in East TX.)
*Mr. Fails attended High School at Ima Leader and graduated in
2008. Mr. Pritchard was his Ag. Science teacher. He graduated
with a master’s degree in Agricultural Technology from a major
university in just 5 years after high school. He is an expertise
includes the use of computerized drones, DNA analysis, and
marketing software.
*He is a teacher in need of assistance. His principal noted
issues with a lack of assertiveness. He sits and waits for
instruction from Mr. Pritchard. However, in private
conversation, Mr. Fails recognizes that the program is in a bind.
He does not know what to do.
V. Demographic Profile and Abbreviated Ag. Science Budget
17. Abbreviated Student Demographic Report of Ima Leader High
School
(Taken from the TAPR)
N=
African American
Hispanic
White
American Indian
SPED
Eco Dis.
ELL
9th Grade
400
40%
18%
40%
2%
20%
58%
12%
10th Grade
300
45%
20%
35%
*
15%
50%
12%
11th Grade
250
20. *
*
*
All Grades
250
2%
*
98%
*
*
*
*
Abbreviated Budget for the Ag. Science Classes
Category
Budgeted
Class Supplies
3000
Technology
500
Travel
23,000
Substitute Teachers
7500
Salaries & Benefits
120,000
Federal Grants
2800
Ag. Truck
12,000
21. VI. Letter from Chamber of Commerce
Chamber of Commerce
Azodi, Texas
Dear New Principal,
It is my pleasure to welcome you to our community. As
principal at our high school, you play a vital role in the life of
our community. I want to invite you to participate as much as
possible in the many activities of our growing community. As
you know, the quality of our school is important to the
continued growth and prosperity of our community.
We have around 25 churches in our community. Most are small
and have been here a very long time. We do have a new non-
denominational church that has just built a large sanctuary. The
pastor there has created a huge church in a short amount of
time.
Our community is rural. However, we are 30 minutes from a
large metropolitan area. Many of our community members work
there. However, we also have an industrial park that is the home
to six strong businesses. Most of these businesses are
agricultural in nature. We have 3 fabrication plants, two lumber
mills, and a new meat processing business that has invested
millions of dollars in a new facility. Our community also
supports several “mom and pop” retail businesses. We used to
have more of them. However, the new Super Walmart was too
much competition.
Uniquely, our greater community has many tree farms and
ranches. We also have a large fishery just north of town. The
timber from the tree farms is trucked daily to the paper mill in a
neighboring city. There are also many vehicles on the road
providing services to our ranches and the fishery.
Consequently, many of our citizens work in the support
businesses that keep these industries profitable.
22. The average value of the homes in our community is between
160,000 and 185,000 dollars. We have seen a huge growth in
our population as people move here to enjoy life outside of the
city. However, we are also the home town to many who cannot
afford a home. These citizens live in government housing or
neighborhoods that are deteriorating. Wouldn’t it be great to
help these families our of their culture of poverty?
It is the hope of the chamber that many of our high school
students will decide to live here in Azodi when they become
adults. We need them to help us grow into the future. Of
course, that means that we need quality capable students
graduating from our high school. We have placed a lot of hope
into your hands!
In the future, I would enjoy visiting with you about planning for
the future. I hope that we can work together for the common
good. Please feel free to contact me if I can ever help you or if
you need additional information.
Sincerely,
K. Delahoussey
Chamber President
VII. Facilities Report from Director of Operations
School Facilities Report
Agri-Science Facility
Ima Leader High School
Dear New Principal:
The Agri-Science facility at Ima Leader High is about 100 yards
from the High School Gym. It has its own parking lot that can
hold 20 vehicles. The Ag. Science teachers award parking
stickers for this lot to students who are members of their
competition teams. The remaining Ag students park in the high
23. school student parking lot.
Below, one will find a short description of the facilities. If you
need additional information, please do not hesitate to contact
me for assistance
H. Ed. Insand
Director of Operations
Building – the building was constructed in 1968.
* Classroom with 30 desks.
* A fabrication lab that is 40x40
* 2 offices for the Ag teachers
* 1 locker room
* 1 restroom
Grounds
* The Ag Building is on approximately one acre.
* There is a small garden and greenhouse on the property
also.
Technology
*Each office has a phone.
*The building has an intercom that works most of the time.
*I have been told that the offices also have computers.
Assignment Building Blocks
Week 2 – Activity 1
Stage 1 Building Blocks
a) modeled a collaborative approach – paragraph one;
b) established expectations and built relationships – paragraph
two;
c) defined roles and shared responsibilities – paragraph three;
d) aligned strategic priorities – paragraph four.
Week 3 – Activity 2
24. Stage 2 Building Blocks
a) Ensured alignment of activities/actions – paragraph one;
b) Identified and recommended changes in practice, procedure,
and policy needed to support improvement efforts – paragraph
two:
c) Built capacity of instructional leadership – paragraph 3;
d) Predicted needed resources needed including personnel,
supplies, facilities, and others – paragraph 4.
Week 4 – Activity 3
Stage 3 Building Blocks
a) Initiated a collaborative review process identified in a
timeline – paragraph one;
b) Included students in the teaching of values/ acceptable
behaviors to peers – paragraph two;
c) Distributed leadership on the instructional team – paragraph
three;
d) Considered the impact of future resources – paragraph four.