The final project in this course requires that you visit the Web sit.docx

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The final project in this course requires that you visit the Web site of a local health care organization (e.g., hospital, long-term care facility, ambulatory care clinic) in your town, city, county, or state and asses its goals and mission. Once you have assessed your chosen facility’s goals and mission statement, complete the following: Write a paper that integrates what you have learned throughout this course, and describe and discuss 4–6 important competencies that you need to have to effectively lead your chosen organization, based on its goals and mission. Explain why those competencies are important and how the information you gleaned from this course will improve your own leadership style and strategy. The 4 important competencies Establishing loyalty and trust. Leader communication emotional intelligence Leader listening strategies .

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· Interprofessional Collaboration Overview Draft a proposal of 4–5 pages for the development of an interprofessional team to address a problem in delivering safe, high-quality health care. Read each portion of the assessment carefully and see if the suggested resources can help you complete it. Effective interprofessional collaboration is an essential strategy for health care leaders in delivering safe, high-quality health care and reducing costs. The ability to establish effective professional relationships among internal and external resources is the foundation of collaboration (Lawson, 2004). This assessment provides an opportunity to consider the practical value and implementation of a collaborative strategy in your professional practice or area of interest. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 1: Explain the concepts, principles, and characteristics of effective health care leadership. · Analyze the factors contributing to a problematic health care issue. · Competency 2: Explain the role of health care leaders in facilitating interprofessional collaboration. · Explain the need for interprofessional collaboration to improve the quality and safety of health care in specific instances. · Assess the effectiveness of a particular leadership approach in building and maintaining interprofessional collaborative relationships. · Develop a collaborative plan for improving the quality and safety of health care in specific instances. · Determine the leader's role in implementing collaborative health care improvement projects. · Competency 4: Determine the influence of the practitioner-scholar role on professional practice and leadership development. · Determine how the practitioner-scholar model might be applied in resolving a particular health care issue. · Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards. · Develop a strategy for communicating the progress of interprofessional teams to organizational leaders. · Write coherently to support a central idea, using correct grammar, mechanics, and APA formatting. Reference Lawson, H. (2004). The logic of collaboration in education and the human services. Journal of Interprofessional Care, 18(3), 225–237. Context: Influential leaders such as Martin Luther King Jr., Mahatma Gandhi, and Abraham Lincoln recognized the power of working collaboratively, rather than in isolation, to provide the most effective leadership solutions to the most challenging times in history (Northouse, 2016). People want to work for individuals who have effective personal and professional leadership qualities, as well as effective communication skills. The ability to communicate with diverse sets of stakeholders about a problem, course of action, or recommendations involves a s ...

· Interprofessional Collaboration Overview Draft a proposal .docx

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Assessment 2 Instructions: Community Resources Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3-5 page report. As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity. Complete this activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment. Professional Context Many organizations work to better local and global communities' quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral. This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community services organization of interest. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze health risks and health care needs among distinct populations. Explain how an organization’s work impacts the health and/or safety needs of a local community. Competency 2: Propose health promotion strategies to improve the health of populations. Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements. Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. Assess the impact of funding sources, policy, and legislation on an organization’s provision of services. Competency 4: Integrate principles of social justice in community health interventions. Evaluate an organization’s ability to promote equal opportunity and improve the quality of life within a community. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. Write clearly and concisely in a logically coherent and appropriate form and style. Note: Complete the assessments in this course in the order in which they are presented. Preparation Assume you are interested in expanding your role as a nurse and are considering working in an area where you can help to promote equal opportunity and improve the quality of life within the local or global community. You are aware of the work of several nonprofit organizations and government agenci.

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Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care. NOTE: You are required to complete this assessment before Assessment 4. The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient's unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care. As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors. Analyze a health concern and the associated best practices for health improvement. Competency 2: Collaborate with patients and family to achieve desired outcomes. Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient. Competency 3: Create a satisfying patient experience. Identify available community resources for a safe and effective continuum of care. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Write clearly and concisely in a logically coherent and appropriate form and style. Preparation Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents. As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular in.

Develop a 3-4-page preliminary care coordination plan for an individ.docx

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Write a letter to the editor (3–5 double-spaced typed pages) of an academic or professional journal. Your submission should be succinct yet substantive. Note : Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented. Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy. SHOW LESS Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes. Evaluate the current state of the quality of care and outcomes for a specific issue in a target population. Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population. Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes. Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population. Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy. Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy. Advocate for policy development in other care settings with regard to a specific issue in a target population. Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards. Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling. Integrate relevant sources to support assertions, correctly formatting citations and references using APA style. Nurses have the opportunity to use their skills and develop programs to keep individuals and communities healthy. Health is complex however, and the nurse needs to possess strong advocacy skills to successfu.

Write a letter to the editor (3–5 double-spaced typed pages) of .docx

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My Leadership SMART Goal: Guidelines Purpose The purpose of this assignment is to develop a SMART-formatted goal related to your professional leadership applicable to your current practice setting or future leadership aspirations. This goal is about YOUR leadership development, not those of the organization or the department where you work. Many organizations have developed the SMART-goal framework as they strive for performance improvement. Your goal may tie to one of the departmental or organizational SMART goals but the components of the goal are about YOUR leadership development The Institute of Medicine’s quality initiative has identified five core healthcare profession competencies that serve as a framework for identification of YOUR leadership SMART goal. Course Outcomes Completion of this assignment enables the student to meet the following course outcomes. CO 1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO #2) CO 4: Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO #4) CO 5: Apply improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of healthcare. (PO #8) CO 8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO #8) Directions • Review the Institute of Medicine’s (IOM) core healthcare competencies. Select ONE of these competencies that you will work on for developing a Leadership SMART Goal. The five core competencies are listed below. • Managing Patient-Centered Care; • Working in interdisciplinary and/or interprofessional teams; • Employing evidence-based practice; • Applying quality improvement techniques; and • Utilizing informatics. • Create ONE leadership goal that is in the SMART goal format. You practiced this in the Week 3 Discussion, and received valuable feedback from your instructor and peers. Please refer to this as you work on the assignment. S – Specific (Who besides YOU is involved in the goal, what is YOUR goal, where will it take place?) M – Measurable (How are YOU going to achieve the goal?) Be specific with measureable outcomes. A – Attainable (What resources and/or experts are available to assist YOU with attaining YOUR goal?) R – Realistic (Is YOUR goal something that is realistically obtainable in YOUR professional practice?) Be specific. T – Time bound (What specific dates or weeks will YOU accomplish each task related to your leadership goal?) • Example NOT in SMART format:I will learn how to be a manager. This goal is lofty, not measurable, and unattainable in the time allotted, probably not realistic, and not time bound. .

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Taking a Stand Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others. As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues. At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position. For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome. To prepare: · Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources. · To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style. · Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly). · What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between ethical, moral, and legal leadership. · Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so? To complete: Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following: 1. Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper. 2. Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it. 3. Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue. 4. Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma. 5. Summary.

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Complete a leadership self-assessment of 5–7 pages. Be sure you read all of the requirements for this assessment and review the suggested resources to see if they may be useful in completing the assessment. The health care environment is complex, requiring leadership that is comprehensive and collaborative in the field. It is essential for leaders to be well-versed in a range of areas (practice, research, education) as a means of effective engagement with interprofessional communities. Effective leaders have heightened awareness of self and individual leadership styles, leading to professional growth, career advancement, and the ability to develop leaders for the future across the fields of practice (nursing, health administration, public health). This assessment provides an opportunity to analyze your own leadership qualities to create a portrait of the effective health care professional and leader you aspire to be. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Explain the concepts, principles, and characteristics of effective health care leadership. Analyze one's leadership strengths and weaknesses, in reference to one or more leadership theories or styles found in the literature. Explain how one's specific leadership characteristics enable oneself to guide, educate, inform, and influence others in managing change. Competency 2: Explain the role of health care leaders in facilitating interprofessional collaboration. Explain how one's specific leadership characteristics help oneself build and maintain interprofessional collaborative relationships. Competency 3: Analyze standards of professional ethics and the principles of diversity and inclusion as applied by health care leaders in real-world situations. Explain how one can best apply the principles of ethical leadership, given one's leadership style. Explain why diversity and inclusion are important to employee relations and the provision of safe, high-quality health care. Explain how one's specific leadership characteristics prepare oneself to develop and lead a diverse team of employees and serve a diverse community, within an ethical framework. Competency 4: Determine the influence of the practitioner-scholar role on professional practice and leadership development. Explain how research skills and critical thinking guide effective decision making and foster integrity in research and professional practice. Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards. Write coherently to support a central idea, using correct grammar, mechanics, and APA formatting. .

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As nonprofits consider the problem of program sustainability and capacity building; volunteers are a part of the answer. Effective organizations seek to engage volunteers in a variety of roles and responsibilities. This presentation provides information organizations can use as they seek to implement a volunteer program. This information will be helpful for organizations with current programs as ongoing review and revision is a part of effective volunteer management.

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The fictional Be Good company recorded the following financial data for the year ended 20X2: Sales $1,000,000 Cash $25,000 Cost of goods sold $700,000 Inventory $50,000 Accounts receivable $75,000 Operating expenses $200,000 Fixed assets $400,000 Interest expenses $20,000 Accounts payable $15,000 Taxes $ 30,000 Long-term debt $300,000 Owner’s equity $225,000 Accruals $10,000 Organize these data into a balance sheet and an income statement. .

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The Federal Response to Hurricane Katrina Lessons Learned (February, 2006) recommended that the Department of Homeland Security (DHS) establish a National Exercise and Evaluation Program (NEEP). By extension, the NEEP designated the Homeland Security Exercise and Evaluation Program (HSEEP) as a way to standardize exercise planning and execution across governmental levels and sectors. Not all nongovernmental organizations use HSEEP in full or even partially. However, communities, states, and various federal agencies are expected to adopt and employ its tenets. Certainly, it provides the standard that is employed in the National Exercise Program (NEP). The HSEEP provides a standardized methodology for planners to use in designing, developing, conducting, evaluating, and improving exercises and training. The HSEEP also serves as an extensive resource, replete with useful tools, templates, and examples for building exercises and determining training needs, creating training events, and assessing the merits of all related activities. As you know or are learning, training and exercises are ideally integrated, not merely linked. What is the difference between these concepts of linked and integrated ? Exercises that are linked to training may (or may not) draw directly or indirectly from training drills and events. Exercises that integrate training are considerably more dynamic, with training occurring as the exercise unfolds. This latter technique better develops critical thinking, problem-solving, leadership, and decision-making abilities as well. The following illustration should clarify this benefit: Soldiers and law enforcement personnel routinely attend weapons ranges to practice and qualify on their assigned weapons. This training helps them to maintain proficiency or improve in their individual skills. Consider an exercise that links this specific training to other training. The soldiers are completing a special obstacle course in which they run, climb rope ladders, swing over water obstacles, etc. Sometime during the course, they shoot at targets and then dismantle weapons under timed conditions and must achieve a certain score on their target hits. There is linkage to firing weapons accurately to the overall stress-inducing obstacle course. Integrating the weapons training might look like the following: Soldiers, equipped with laser-emitting weapons, and wearing special sensors on their helmets and vests, commence to move in tactical formations proceeding through wooded (or desert, jungle, etc.) environments. Another group of soldiers, also equipped with special weapons and sensors, plays the opposing force. The two groups engage in realistic combat operations requiring accurate weapons fire, plus evasive movement, simulated first aid, evacuation of casualties, and other assorted requirements. In this case, firing a weapon potentially has an offensive and defensive role, yet is one part of a whole scenario. (You might substitute law en.

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The Federal Government’s Fiscal Policy and the National Debt [WLOs.docx

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The Federal Judiciary I. Constitutional Provisions A. Article III of the Constitution - “The judicial Power in the United States, shall be vested in one supreme Court, and in such inferior Courts as the Congress may from time to time ordain and establish.” Also provides for lifetime tenure. B. Marbury v. Madison (1803) - - gave the judicial branch the power to of judicial review - decide on the constitutionality of legislative enactments and executive actions. II. The Legal System A. Criminal and Civil Law 1. Criminal Law - the branch of law dealing with crimes and their punishments. (Murder, rape, robbery) state v citizen, innocent until proven guilty, burden of proof on government, beyond a reasonable doubt 2. Civil Law - is the body of law dealing with noncriminal matters, such as the laws of property, commercial law, and family law. (Employment discrimination) citizen v citizen, threshold of proof is lower, PREPONDERANCE OF EVIDENCE. B. Jurisdiction - the authority to hear and decide cases. 1. Original Jurisdiction - refers to a court’s authority to hear disputes as a trial court (Ex. O. J. Simpson’s case was held in a state level trial court). The facts of the case are established at the trial court level. More than 90 percent of all cases end at this stage. 2. Appellate Jurisdiction - refers to a court’s ability to review cases already decided by a trial court. III. The U.S. Court System: Organization and Jurisdiction A. Federal District Courts - are trial courts. There are 94, based on population but with at least one in each state. 1. They are courts of original jurisdiction. 2. Some use juries (either grand jury to decide if there is sufficient evidence to bring an indictment to an accused person or petit jury that hear evidence and sit in judgment) and other cases are heard by only a judge. B. Circuit Court of Appeal - are intermediate appellate courts. There are 12, based on regions or circuits that hear appeals from the federal district court. A thirteenth court, U.S. Court of Appeals for the Federal Circuit, hears cases on patents and government contracts. Usually, a group of three judges decides their cases. C. Supreme Court - is the ultimate appellate court. Most cases that it hears have proceeded through the lower courts first. Today, we have 8 justices and one chief justice - 9 in total. 1. Decisions of the U.S. Supreme Court are binding throughout the nation and establish legal precedents. 2. Also has original jurisdiction - disputes involving ambassadors, two or more states, etc. IV. Judicial Selection - the president’s means of exercising leadership of the judicial branch is through the nomination of federal judges. A. Selection of Lower-Court Judges - this involves the federal district courts and the court of appeals. The president nominates for a lifetime tenure and the Senate must confirm each nomination by a majority vo.

The Federal Judiciary I. Constitutional Provisions .docx

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The federal government has assumed responsibility for educating children living on federal property since the 1800s by paying those children’s school tuition. The advent of the Korean War led to a significant increase in military housing. Military installations began building schools on federal properties in the southern states in the early 1950s. There are several reasons why military children began attending schools on military installations rather than the local public schools, also known as Local Education Activities (LEAs). One significant reason is related to desegregation. Desegregation in the U.S. Military occurred prior to desegregation in public education. To support its own desegregation policies and the type of community these policies fostered, the government established desegregated schools for the children of military personnel. In addition, state law prohibited the expenditure of tax revenues for the education of children living on federal property. The military decided to build its own schools for the children of military personnel rather than paying for these children to attend local public schools. At present, all stateside U.S. Department of Defense Educational Activity (DoDEA) schools fall under the responsibility of the Department of Defense Title 10 under the direction of the Secretary of Defense. The overseas schools (or, DoDDS) fall under the responsibility of Title 20, Department of Education (DoDEA; School Boards for Department of Defense Domestic Schools Training Materials, 2012). Throughout the years, there have been many changes and shifts, as well as attempts to reintegrate children into LEAs. From time to time, the cost of supporting the schools is brought into question. In addition, whenever a military installation closes, its associated school, if any, closes too. Not all military children attend schools on military installations. Many receive quality educations at their LEAs. Regardless if a military child attends a school on a military installation or an LEA, it is important for helping professionals to know the types of education available to military children, to know how to support the needs of these students, and to know the laws that protect and support the social, emotional, and academic success of military children. For this paper, take into account what you have learned so far about military culture, review the two videos assigned this week, and conduct some additional research to deepen your understanding of the education of military children. Submit a 3- to 4-page paper in which you: Choose one family from the videos and briefly describe their circumstances as if they were an identified client Explain how the DoDEA school system could be utilized to help the family you chose Analyze how the scenarios discussed or circumstances may have been different in a civilian school Explain what social work strategies you would utilize with this family Explain how military culture played a part .

The federal government has assumed responsibility for educating .docx

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The Facts Peel Factor is the leading fruit juice provider in the country. The company is family owned and has been headed by brothers, Ted and Kiki, since the untimely passing of their father a few years ago. Kiki is the face of the enterprise and acts as the Executive Director of Peel Factor, soaking in all the plaudits for how well the company has performed. Ted is the reliable right-hand man who, until recently, faithfully executes his duties as one of the directors. Unbeknownst to Kiki, Ted has always felt that he can do a better job than his brother in leading the company, if given the chance to do so. Secretly, Ted has been approached by a talent scout hired by Fresh Inc., who is Peel Factor’s direct competitor. Ted is intrigued by Fresh Inc.’s offer to head their company and is tempted by the potential to achieve recognition for his business sense and administrative ability. He gives his in-principle agreement to Fresh Inc. to accept their offer. Out of brotherly love, he decides to inform Kiki first before signing the employment contract proper. Unfortunately for Ted, a local news reporter gets wind of the intended appointment and releases the news via the country’s premier social media app. Kiki is enraged by this perceived “betrayal” and goes to talk to Ted, hoping to come to an agreement on the way forward. However, once he gets to the office, Kiki loses it and castigates Ted, calling him “a wastrel and a disgrace to the family.” Ted tries to ignore Kiki and refuses to speak to him initially. Kiki then goes on to tell Ted that he “is the reason why father passed on early,” because Ted “is such a disappointment.” Kiki also says that Ted is “lousy” and that is why he “failed” at his job, and that the company would do much better without him, even though he has no evidence for this statement. Unable to hold it together any longer, Ted yells that Kiki has “always been the spoilt favourite family brat” and has only got so far because he is “tied to mummy’s apron strings.” Incensed at the situation, Kiki then proposes to buy back Ted’s shares in the family business for $0.04 per share even though he knows that the market price is $0.20 per share. Ted shouts back that Kiki has always been a “bully” since Ted lost Kiki’s favourite stuffed toy in their youth, even though Ted knows this has nothing to do with the current dispute. Kiki and Ted then both claim that they will each hear from their respective lawyers about this situation. Inwardly, Kiki is devastated. He has always wanted the family business to do well and wanted to keep his family together. Before their father passed, Kiki promised to take care of his brother and now the family seems to be torn asunder. Heartbroken, Kiki wishes deeply to keep the promise to his late father. In fact, Kiki actually thought he was grooming Ted to eventually take over from him in the near future. Further, he is extremely concerned about losing his existing clients as well as his staff.

The Facts Peel Factor is the leading fruit juice provider .docx

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The Federal Courts The judiciary ought to be the defender of .docx

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The Financial Review 40 (2005) 1--9 Reflections on the Efficient Market Hypothesis: 30 Years Later Burton G. Malkiel∗ Princeton University Abstract In recent years financial economists have increasingly questioned the efficient market hypothesis. But surely if market prices were often irrational and if market returns were as predictable as some critics have claimed, then professionally managed investment funds should easily be able to outdistance a passive index fund. This paper shows that professional investment managers, both in The U.S. and abroad, do not outperform their index benchmarks and provides evidence that by and large market prices do seem to reflect all available information. Keywords: efficient markets, stock market predictability JEL Classifications: G12, G14 I have been an advocate of the efficient market hypothesis for over 30 years. In my view, equity prices adjust to new information without delay and, as a result, no arbitrage opportunities exist that would allow investors to achieve above-average returns without accepting above-average risk. This hypothesis is associated with the view that stock market price movements approximate those of a random walk. If new information develops randomly, then so will market prices, making the stock market unpredictable apart from its long-run uptrend. I suggested, largely in jest, that ∗Corresponding author: Chemical Bank Chairman’s Professor of Economics, Princeton University, Princeton University—Bendheim Center for Finance; 26 Prospect Avenue; Princeton, NJ 08540; United States; Phone: (609) 258-6445; Fax: (609) 258-0771; E-mail: [email protected] This paper was presented to the 2004 Meetings of the Eastern Finance Association in Mystic, Connecticut. 1 2 B. G. Malkiel/The Financial Review 40 (2005) 1–9 a blindfolded chimpanzee throwing darts at the stock pages could select a portfolio that would do as well as the experts.1 In fact, the correct analogy is to throw a towel over the stock pages and simply buy an index fund, which buys and holds all the stocks making up a broad stock-market index. In recent years, many financial economists have come to question the efficient market hypothesis. At least ex-post, there seem to be several instances where market prices failed to reflect available information.2 Moreover, periods of large-scale irra- tionality, such as the technology-internet “bubble” of the late 1990s extending into early 2000, have convinced many analysts that the efficient market hypothesis should be rejected.3 In addition, financial econometricians have suggested that stock prices are, to a significant extent, predictable on the basis either of past returns or of certain valuation metrics such as dividend yields and price-earning ratios.4 Although it is possible to cast doubt on the statistical robustness of many of the predictable patterns that have been suggested,5 my skepticism is based on somewhat different evidence. Surely, if market prices often faile.

The Financial Review 40 (2005) 1--9Reflections on the Effi.docx

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The financial appraisal report should contain 4 sections that co.docx

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The financial appraisal report should contain 4 sections that cover the initial design concept, initial financial appraisal, design, and financial viability analysis, balancing design, and profitability. Further detail on each of these sections is provided below. need to use excel you will post one is the Excel, other is the word documents and the excel table need to Make a screenshot to put in the word document .

The financial appraisal report should contain 4 sections that cover .docx

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The final step in the course project is to develop the presentation with audio narration. You may use PowerPoint or another method (mp4 file) approved by your instructor. Deliver the presentation in a professional and engaging manner. Include parenthetical in-text citations support observations made in the presentation. Make sure to read the citations when recording your narration. Do not read the references slide. Presentation Requirements Length: 4-6 minutes narrated presentation Slide length: 5-8 slides (not including title slide, conclusion slide, or references slide) Title slide Conclusion slide References slide (minimum of 8 scholarly sources cited in APA format; not narrated) .

The final step in the course project is to develop the presentat.docx

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The Finalized PlanPlease respond to the following discussion.docx

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