Self Reflection PaperAt the end of the semester, students are re.docx

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Self Reflection Paper At the end of the semester, students are required to write a 5 to 6-page Self Reflection Paper (Times New Roman font size: 12, double-spaced) in the APA style, of what they have taken away from this class. The Self Reflection Paper is somewhat like a process of analyzing, reviewing, summarizing and also questioning the experiences gained; it is not a summary of the seven (7) Modules of the assigned reading from the text, Seven Trends in Corporate Training and Development. Rationale for Assignment: One way we learn is from experiences—they let us absorb (through reading, hearing and feeling), they let us do the activity, and they let us interact and apply the knowledge we learn when we socialize. Dewey (1933) wrote that another way we learn is by reflecting on these experiences. When we reflect, we are linking what we had just experienced and promoting a mental framework which is more complex and interrelated. This reflection and thinking allow us to look for things that are different, having commonalities, and also those that are interrelated, hence achieving the goal of developing higher order thinking skills. MUST USED THESE TO FOR CITATIONS Seven Trends in Corporate Training and Development. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Health. Rubric Grading Rubric for Reflection/Response Paper Grading Rubric for Reflection/Response Paper Criteria Ratings Pts This criterion is linked to a Learning OutcomeQuality of Information 1.5 pts Good understanding in the depth and breadth of the subject matter fully and all related concepts. Quality of work suggests personal reflection. Work is of exceptional quality. 1.0 pts Some understanding of the key concepts and draws valid inferences. Articulately reflects some ideas, opinion, and alternate approaches. 0.5 pts Understands basic key concepts but is unable to draw inferences. Information presented has some errors. 0.0 pts Misunderstands key concepts. Significant errors in content, interpretation of the material. Reflection not relevant to material. 1.5 pts This criterion is linked to a Learning OutcomeCritical Thinking 1.5 pts Enhances the critical thinking process consistently through reflection in responses. 1.0 pts Critical thinking & reflection are sometimes demonstrated in responses. 0.5 pts Responds to some questions but does not engage in reflection. 0.0 pts Does not respond to posted questions. 1.5 pts This criterion is linked to a Learning OutcomeConnection to Outside Experiences 1.0 pts In-depth synthesis of thoughtfully selected aspects of experiences related to the topic. Makes clear connections between what is learned from outside experiences and the topic. 0.7 pts Goes into some detail explaining some specific ideas or issues from outside experiences related to the topic. Makes general connections between what is learned from outside experiences and the topic. 0.3 pts I.

Education

Good understanding in the depth and breadth of the subject
matter fully and all related concepts. Quality of work suggests
personal reflection. Work is of exceptional quality.
1.0 pts
Some understanding of the key concepts and draws valid
inferences. Articulately reflects some ideas, opinion, and
alternate approaches.
0.5 pts
Understands basic key concepts but is unable to draw
inferences. Information presented has some errors.
0.0 pts
Misunderstands key concepts. Significant errors in content,
interpretation of the material. Reflection not relevant to
material.
1.5 pts
This criterion is linked to a Learning OutcomeCritical Thinking
1.5 pts
Enhances the critical thinking process consistently through
reflection in responses.
1.0 pts
Critical thinking & reflection are sometimes demonstrated in
responses.
0.5 pts
Responds to some questions but does not engage in reflection.
0.0 pts
Does not respond to posted questions.
1.5 pts
This criterion is linked to a Learning OutcomeConnection to
Outside Experiences
1.0 pts
In-depth synthesis of thoughtfully selected aspects of
experiences related to the topic. Makes clear connections
between what is learned from outside experiences and the topic.
0.7 pts

Goes into some detail explaining some specific ideas or issues
from outside experiences related to the topic. Makes general
connections between what is learned from outside experiences
and the topic.
0.3 pts
Identify some general ideas or issues from outside experiences
related to the topic.
0.0 pts
Does not relate to the issues identified in the topic with outside
experiences.
1.0 pts
This criterion is linked to a Learning OutcomeProfessional
Language
0.5 pts
Professional vocabulary & writing style are used consistently.
0.3 pts
Professional vocabulary & writing style are used Frequently.
0.15 pts
Professional vocabulary & writing style are used only
occasionally.
0.0 pts
Professional vocabulary & writing style are not used.
0.5 pts
This criterion is linked to a Learning OutcomeTimeliness
0.5 pts
On Time
0.0 pts
Late
0.5 pts
Total Points: 5.0
Previous

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Seminar in Strategic-3 Management-V3B Ajay K. Garg 604-648-4495 [email protected] Executive Summary An executive summary is a brief section at the beginning of a long report, article, recommendation, or proposal that summarizes the document. It is not background and not an introduction. People who read only the executive summary should get the essence of the document without fine details. The executive summary is concise, typically one to two pages long, and presents the main points in a formal tone. For example, a business plan for an external audience includes financial information and details on the size and scale of a company. Startups seeking funding and investors treat the executive summary as a way to get the reader’s attention by highlighting specific financial requirements and how it impacts the business strategy. Summarize the information you’re presenting in a manner that keeps the reader engaged and motivated to continue reading. Introduction Introduction: The opening statement, paragraph, or section should clearly state the document’s purpose and the content to follow. Deciding on how to use this section comes down to the desired outcome for the reader or audience. They want to immediately find value in the information you present, so the details included in the introduction should grab and hold the reader’s attention. Company Information Company Information: When writing an executive summary for an external audience, include your company name, a description of your mission or purpose, contact information, location, and the size and scale of your operations. In some cases, the summary introduces the founders, investors, and corporate leadership. It might include background information of each that outlines previous industry or startup experience, or historical context on the current state of the company. When used in a presentation or research report, introduce the team presenting or responsible for the report’s findings. Products and Services Products and Services: The executive summary is the place to highlight the problem you solve or the need you fulfill. For a report, this is where you might highlight what you researched and what the reader should know about your findings. For marketing plans or product launch presentations, tell the reader why your service or product is relevant at this particular moment in time. Market Analysis Market Analysis: The executive summary of a business plan might profile the target customer and explain the market opportunity for a product or service. Consider answering questions like: Is there a five year plan for this market? How do you anticipate growing the customer base and improving market share? What stands out from your research about your customers that the reader should know before you summarize the rest of the business? Competition Analysis Competition Analysis: This section should include answers to the following questions: Wh.

Seminar in Strategic-3 Management-V3BAjay K. Garg604-648-4.docx

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Semi-literate children in a remote village were given access to a co.docx

tcarolyn

Semester: Spring 2020 Course Code: PHYS218 Course Title: Modern Mechanics Experiment #: TAP 3 Experiment Title: VARIABLE g PENDULUM Date: ……………………….. Lab#................................ Section: ………………………. Student Name Student ID Feedback/Comments: Grade: …….. /100 1. Introduction This experiment explores the dependence of the period of a simple pendulum on the acceleration due to gravity. A simple rigid pendulum consists of a 35-cm long lightweight (28 g) aluminum tube with a 150-g mass at the end, mounted on a Rotary Motion Sensor. The pendulum is constrained to oscillate in a plane tilted at an angle from the vertical. This effectively reduces the acceleration due to gravity because the restoring force is decreased. 2. Objectives · Measure the effective length of variable-g pendulum. · Measure the period of a variable-g pendulum for different values of the tilt angle and verify the dependence of the function T versus . · Measure moment of inertia 3. Experimental setup: · Large rod base · 45 cm stainless steel rod · Angle indicator · Rotary motion sensor · Pendulum accessories · Air link PASPORT interface 4. Theory The period of a simple pendulum is given by: (1) Where is the acceleration due to gravity and the approximation becomes exact as the amplitude of the oscillation goes to zero. We will limit to angles less than 10° (0.17 rad) where assuming the equality in equation 1 holds produces an error of a fraction of a percent. Here it is understood that is a constant acceleration that acts in the plane of oscillation. The pendulum we use is actually a physical pendulum (not a point mass) so equation 1 is replaced by the rotational analog: (2) where I is the moment of inertia of the system about the fixed axis, m is the mass of the brass masses (150 g) plus the rod (26 g), and r is the distance from the axis to the center of mass of the rod plus masses (~31 cm). Note that I, m, & r are all constant and that I/mr must have the units of length so we may write: (3) where is the effective length of a simple pendulum that would behave the same as our physical pendulum. We may then re-write equation 2 in the form of equation 1: (4) We will determine by measuring the period when . Then we have: (5) In this experiment, the acceleration will be varied by tipping the plane of oscillation of the pendulum by an angle of θ from the vertical (figure 1). The component of g that is in the plane of oscillation is where: (6) Figure 1: Components of g Note that the component of g perpendicular to the plane of oscillation, , is cancelled by forces in the rod since no motion is allowed in this direction. Putting it all together gives: (7) Finally, combining equation (4) and (6) we have: (8) 5. Pre-lab Preparation Read section 11.2 (page 422). Also read the slides posted on Moodle corresponding to chapter 11. 6. Experimental Procedure a) Adjust the an initial angle of 0° (figure.

Semester Spring 2020Course Code PHYS218Course Title.docx

tcarolyn

Semester Paper • The paper must be a minimum eight page (excluding the cover and reference pages) double spaced paper in APA format (consult a model which is on Blackboard above where the videos for this class are located). • This paper should be over a peace and justice topic the student has a genuine interest in (and be related in one or more ways with the organization one has selected). • The student’s identification and initial contact with a peace group or organization must be an important part of this paper around which selected peace study theory, concepts and ideas must revolve (consult Louisville Peace Web on Blackboard above where the videos for this class are located). If a student in this class does not live in or close to the Louisville area, and a peace and justice organization of interest is in their area, it is best that that organization be the student’s focus. • The peace study group or organization with which one will work must be documented in an appendix to the paper, as well as in the references page(s). • Students must be given written email approval for the paper topic by the instructor at least one calendar month prior to the due date. • The student will provide a purpose for the topic, a tentative title, and, two sources with one being a peer review journal source in order for approval to be granted. NOTE: Since the capstone course (PEAC 550) requires a longer paper and hours of work with a peace and justice organization, this assignment in PEAC 325 is designed to make the transition to the capstone class considerably easier. As such this paper should not only focus on an instructor approved topic of genuine interest to the student, but also requires the documentation of the initial stage of identification, (in-person) contact and acceptance for later work with a peace and justice organization in the Louisville area (or the area nearest where the student is located if the student does not reside in the Louisville area). Additionally, the peace and justice organization name, mission and goal(s) must be integrated into the paper in an appropriate place. NUR204: Week 9 Assignment Page 1 ` Assignment: Change Paper Assignment Overview In this assignment, you will assess a current semi-direct or indirect nursing situation that is in need of change. Observe a healthcare environment, focusing on areas of the nursing process that are inefficient, unsafe, or problematic in nature. Diagnose the problem and choose a nursing change theory that suits the change(s) you want to make. Propose a detailed plan based on your chosen change theory, explaining how to implement change. Develop criteria to evaluate the effectiveness of the plan and include a timeline for your change proposal. Finally, reflect on how your change affects the nursing profession. Assignment Details: Perform the following tasks:  Complete the reading assignment and.

Semester Paper • The paper must be a minimum eight page (e.docx

tcarolyn

Selling to the Government : Best Prospects for Small Entrepreneurial Firms Page 2 International Management Summer B Professor J. Haar Selling to the Government: Best Prospects for Small Entrepreneurial Firms Prepared By: Andrew Hussey Cecilia Jimenez Juan Diego Membreño Table of Contents 3Introduction - Why Sell to the Government? 4Department of Defense (DoD) - Brief Information 5Laws, Rules, Restrictions/ Limitations 7Confidentiality and Security 8Small Businesses Programs 12Contracting Methods & Bidding Procedures 15Contracts 16General Services Administration - GSA 17Advantages and Disadvantages of Selling to the Government 18Effects of Political Change 19Best Prospects for Small Businesses Entrepreneurs – By Industry 21Other Government Trends 23CASES AND SUCCESS STORIES: 24Rose Wang &Binary Consulting Inc. 24Lurita Doan & New Technologies Management Inc. 25Turkish Firms Using DoD Procurement Programs 25Bavarian Nordic – Denmark, Biopharmaceutical Company 26Steps to Consider 28Difficulties 30Foreign Firms and US Government Contracts 31Strategies and Final Recommendations 32Conclusion 34REFERENCES 38APPENDIX Selling to the Government: Best Prospects for Small Entrepreneurial Firms Introduction - Why Sell to the Government? Selling to the United States government is a multi-billion dollar market – per year. The size of this market cannot be given a specific monetary value, due to the fact that every year, the U.S. government spends more money than it did in the previous year. Trends are showing that government spending increases every year sometimes by as much as ten to twenty percent. Back in the mid-1980s, selling to the government was roughly a $30 billion per year market (Black 1989). Since then, government spending has increased more than ten fold. This is especially apparent in the defense segment of the government. The United States government will not hesitate to spend whatever it needs to satisfy the wants of its defense, regardless of how much it stands to lose or gain. With a market this big, there is no end to the opportunities that exist for the small business man or woman. This paper will focus on the opportunities that exist for disadvantaged small entrepreneurial firms who would like to sell to the government and touch on what would be required for such a firm to do so. The thought of having the government as a consumer of these small disadvantaged businesses seems like an awkward situation, but it provides for much of the growth of these small firms, both domestic and foreign. [See Definition in Appendix for Small/Disadvantaged/Minority Firm] Department of Defense (DoD) - Brief Information The United States Department of Defense, created in 1949, is the executive department of the government that watches over everything involving or relating to national security and the military (DoD “About DoD” 2007). Its headquarters is the Pentagon, located in Arlington County, Virginia. The DoD has more.

Selling to the Government Best Prospects for Small Entreprene.docx

tcarolyn

Select a legal case from the following list or another case related to psychological assessment Legislation Americans with Disabilities Act of 1990 Civil Rights Act of 1964 (amended in1991), also known as the Equal Opportunity Employment Act Health Insurance Portability and Accountability Act of 1996 (HIPAA) Write a 1,500- to 1,750-word paper discussing: The background of your selected case and the legal implications of the decision An analysis of the biases related to the assessments in the case The ethical implications for diverse populations in relationship to the case The role of norming in creating bias .

Select a legal case from the following list or another case relate.docx

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1. Self Reflection Paper At the end of the semester, students are required to write a 5 to 6-page Self Reflection Paper (Times New Roman font size: 12, double-spaced) in the APA style, of what they have taken away from this class. The Self Reflection Paper is somewhat like a process of analyzing, reviewing, summarizing and also questioning the experiences gained; it is not a summary of the seven (7) Modules of the assigned reading from the text, Seven Trends in Corporate Training and Development. Rationale for Assignment: One way we learn is from experiences—they let us absorb (through reading, hearing and feeling), they let us do the activity, and they let us interact and apply the knowledge we learn when we socialize. Dewey (1933) wrote that another way we learn is by reflecting on these experiences. When we reflect, we are linking what we had just experienced and promoting a mental framework which is more complex and interrelated. This reflection and thinking allow us to look for things that are different, having commonalities, and also those that are interrelated, hence achieving the goal of developing higher order thinking skills. MUST USED THESE TO FOR CITATIONS Seven Trends in Corporate Training and Development. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Health. Rubric Grading Rubric for Reflection/Response Paper Grading Rubric for Reflection/Response Paper Criteria Ratings Pts This criterion is linked to a Learning OutcomeQuality of Information 1.5 pts

2. Good understanding in the depth and breadth of the subject matter fully and all related concepts. Quality of work suggests personal reflection. Work is of exceptional quality. 1.0 pts Some understanding of the key concepts and draws valid inferences. Articulately reflects some ideas, opinion, and alternate approaches. 0.5 pts Understands basic key concepts but is unable to draw inferences. Information presented has some errors. 0.0 pts Misunderstands key concepts. Significant errors in content, interpretation of the material. Reflection not relevant to material. 1.5 pts This criterion is linked to a Learning OutcomeCritical Thinking 1.5 pts Enhances the critical thinking process consistently through reflection in responses. 1.0 pts Critical thinking & reflection are sometimes demonstrated in responses. 0.5 pts Responds to some questions but does not engage in reflection. 0.0 pts Does not respond to posted questions. 1.5 pts This criterion is linked to a Learning OutcomeConnection to Outside Experiences 1.0 pts In-depth synthesis of thoughtfully selected aspects of experiences related to the topic. Makes clear connections between what is learned from outside experiences and the topic. 0.7 pts

3. Goes into some detail explaining some specific ideas or issues from outside experiences related to the topic. Makes general connections between what is learned from outside experiences and the topic. 0.3 pts Identify some general ideas or issues from outside experiences related to the topic. 0.0 pts Does not relate to the issues identified in the topic with outside experiences. 1.0 pts This criterion is linked to a Learning OutcomeProfessional Language 0.5 pts Professional vocabulary & writing style are used consistently. 0.3 pts Professional vocabulary & writing style are used Frequently. 0.15 pts Professional vocabulary & writing style are used only occasionally. 0.0 pts Professional vocabulary & writing style are not used. 0.5 pts This criterion is linked to a Learning OutcomeTimeliness 0.5 pts On Time 0.0 pts Late 0.5 pts Total Points: 5.0 Previous

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