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Due Date: Is 2:00pm Dec 18 2017 Today Attached: is the grading rubric and my other team's assignments add their parts to what you create. Create a 10- to 15-slide Microsoft® PowerPoint® presentation with a 2- to 4-minute video that captures at least six best practices your team has identified in regards to acquiring, developing, and managing high-performance project teams. Explain similarities and differences between managing local and virtual teams. Analyze benefits and strategies to managing high-performance project teams. Evaluate all considerations for outsourcing or keeping a project local. ...

Due Date:
Is 2:00pm Dec 18 2017 Today
Attached:
is the grading rubric and my other team's assignments add their
parts to what you create.
Create
a 10- to 15-slide Microsoft® PowerPoint® presentation with a
2- to 4-minute video that captures at least six best practices
your team has identified in regards to acquiring, developing,
and managing high-performance project teams.
Explain
similarities and differences between managing local and virtual
teams.
Analyze
benefits and strategies to managing high-performance project
teams.
Evaluate
all considerations for outsourcing or keeping a project local.

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Assgnment #2 Write a 3-4 page paper (not counting cover page and reference page) that addreses your views on the following Analyze a process of major social change which occurred in another country. a. Given what occured in the country you chose what is social change? b. Discuss the historical development (e.g. the economic, political, and social root causes) which led to the social change. c. What were the sources of resistance to the change and how was the movement dealt with them? d. Explain some ways the movement's organizing strategies are similar to or different from those described in the course. .

Assgnment #2 Write a 3-4 page paper (not counting cover page and ref.docx

Assgnment #2 Write a 3-4 page paper (not counting cover page and ref.docx

Assgnment #2 Write a 3-4 page paper (not counting cover page and ref.docx

Assets (in millions) Liabilities (in millions) Cash $ 800 CDs $2,000 Commercial loans 2,000 Savings accounts 1,500 Consumer loans 600 Long-term debt 1,000 Prime mortgages 800 Subprime mortgages 500 Total assets $4,700 Total liabilities $4,500 . Assume housing prices increase and defaults on subprime mortgages rise, causing the bank’s assets in subprime mortgages to decrease from $500 to $350. Total assets are now $[removed] million .

Assets (in millions)Liabilities (in millions) Cash .docx

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ask Name: Phase 5 Individual Project Deliverable Length: 2–3 pages Details: Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time. Based on what you have learned about available community resources in Madison County, Indiana, and based upon your work with Mr. Moore, prepare a report to your supervisor that identifies at least 3 community resources (these can be any combination of treatment, prevention, education, etc.) that you believe would be an appropriate referral for Mr. Moore. For each community resource you identified, do the following: Explain why you believe it to be an appropriate referral for Mr. Moore specifically. Discuss what you believe Mr. Moore will get out of the referral to this resource. State your goal for Mr. Moore in terms of referring Mr. Moore to this resource. Rank each of the 3 resources to which you referred Mr. Moore in order of most needed to least needed. You should also address whether you believe this community lacks any resources for Mr. Moore to which you would have made a referral if it existed in this county. .

ask NamePhase 5 Individual ProjectDeliverable Length2–3 pa.docx

ask NamePhase 5 Individual ProjectDeliverable Length2–3 pa.docx

ask NamePhase 5 Individual ProjectDeliverable Length2–3 pa.docx

ask Name: Phase 4 Individual Project Deliverable Length: 1 page Details: Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time. Student Instructions For each assignment, you will use the M.U.S.E. link to complete the lab. In this lab, you will see the time progression of impacts associated with either coal-fired or nuclear power plants for electricity generation to help you write up a scientific paper that centers on the following: Given that the current 2 primary sources of electricity generation are coal and nuclear power plants, which of these sources is better for human sustainability? Analyze Energy Sources Lab Everything people do in their daily lives involves the consumption of resources—particularly energy. With respect to energy, electricity is one of the most important resources consumed and also one of the highest in demand. Traditionally, fossil fuels such as coal, natural gas, and oil have dominated the U.S. energy mix; however, as it is well-known, carbon-emitting energy sources are very detrimental to the environment and are contributing to global warming. Fortunately, alternative energy resources such as solar, wind, hydro, and geothermal power are becoming more efficient and prevalent in today’s energy economy. Using the M.U.S.E. link, review the background information and gather your data. Use the Lab 4 worksheet for assignment instructions and data collection. .

ask NamePhase 4 Individual ProjectDeliverable Length1 page.docx

ask NamePhase 4 Individual ProjectDeliverable Length1 page.docx

ask NamePhase 4 Individual ProjectDeliverable Length1 page.docx

Asking the Right Questions: A Comprehensive Example Teenagers face extremely complicated social and emotional issues. The issues are inescapable, but most teens are not prepared to rationally handle them. Because they are ill prepared, the need for effective and honest communication between teens and their parents is more vital than ever. Parent's wisdom, accumulated by their experience and study, can guide their children to the best decision. This pressing need for communication is being undermined however, by the extension of individual rights to minors. A troubling example of minor's rights taken much too far is the federal law that permits minors to obtain an abortion without parental consent. The reasoning behind such a law is that a girl will be less likely to get the abortion she wants if she must disclose her intentions to her parents. What these supporters fail to consider is that just because a minor wants to get an abortion does not mean she should get one. Think about it. Would you want your daughter to make an impulsive decision about such an important matter? This law needs to be changed before more teenagers' lives are destroyed. Compare the situation with that of a young child who is terribly distraught over a particular bully's constant taunting. The child may want to retort with nasty remarks or a physical fight. Only after consulting with a parent will the child realize that a confrontation yields more aggravation and possible physical harm. Similarly, a girl who discovers she is pregnant will be overcome with emotions — regret, confusion, guilt, disappointment, and fear. With these emotions weighing upon her, she is likely to act unthinkingly. She needs the mature and rationale guidance a parent can provide to avoid making an impulsive decision. Supporters also argue that involuntary parental consent will only damage the parent/child relationship by escalating conflict and stress. Just the opposite is the case, however. Parental consent requirements prevent disastrous scenes that will inevitably occur if parents discover their daughter has had an abortion without their consent. Of course, some tensions may arise when the daughter reveals her pregnancy, but this initial tension is a small price to pay for an open and honest relationship. Statutes that allow abortions to be administered without parental consent prevent girls from seeking the advice of the people who care so much for them. These anti-parental-consent laws developed out of a legitimate concern for a minor's rights, but what about the rights of the parents? Law requires parental consent when a minor is to undergo any medical procedure. A minor can be refused medical attention until one parent consents, except in emergency situations. This law even applies to a minor's wish to get their ears pierced! In such cases, the law recognizes the parents' right to know the state of their child's well being. It is a denial of this right, therefore, to permit minors to und.

Asking the Right Questions A Comprehensive ExampleTeenagers face .docx

Asking the Right Questions A Comprehensive ExampleTeenagers face .docx

Asking the Right Questions A Comprehensive ExampleTeenagers face .docx

Asian Americans had been excluded from entering the U.S. for more than half a century through the litany of anti-Asian immigration legislation passed in the years (1882, 1917, 1924, 1934) leading up to WWII. How did the 1965 Immigration Act (Hart-Cellar Act) change this situation? Why have so many well-educated Asians immigrated into the U.S. after the passage of this act? To what extent will Asian immigrants continue to enter the U.S. in the 21 st century? Drawing upon evidence presented in the course reading (Fong's chapter), make a case that Asian immigrants will continue to come in a steady pace to the U.S., or slow down significantly, or halt altogether. Essay should be 3 to 4pages. .

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Asian Americans had been excluded from entering the U.S. for more .docx

Asian Americans had been excluded from entering the U.S. for more .docx

Asignación 3: Medidas de Tendencia Central y Dispersión 1. La tabla adjunta describe los asesinatos por mes que ocurrieron en Puerto Rico durante el año 2009 Enero Febrero Marzo Abril Mayo Junio Julio Agosto Sept. Octubre Nov. Dic. 56 80 75 63 91 79 63 75 84 84 85 59 Fuente: tendenciaspr.com Calcule las siguientes estadísticas: a. Promedio b. Mediana c. Moda d. Varianza e. Desviación estándar .

Asignación 3 Medidas de Tendencia Central y Dispersión 1. L.docx

Asignación 3 Medidas de Tendencia Central y Dispersión 1. L.docx

Asignación 3 Medidas de Tendencia Central y Dispersión 1. L.docx

Ashford 4: - Week 3 - Assignment Diversity, Inequality, and Immigration Use the following outline to discuss diversity, inequality, and immigration in human services: Overview of Inequality . Present the history of inequality and racial injustice in our society. Discuss the current disparities in housing and home ownership, health, health insurance, social mobility, employment status, and political representation. Have such disparities improved over time or have they become progressively worse? What is the current state of prejudice, discrimination, and oppression? Understanding Ethnicity . Describe how our overall view of ethnicity has been shaped by cultural definitions, media stereotypes, ethnic identity, institutional racism, and discrimination. Immigration . Examine the impact of immigration and immigration policy on cultural diversity and social inequities. What are the current controversies surrounding immigration, and what are your personal thoughts on them from a human services perspective? Working with Diverse Groups . As human services professionals, we work with a diverse group of audiences and clients. Discuss the considerations and guidelines for working with diverse groups, such as ethnic minorities, women, the gay and lesbian community, and people with disabilities. Your assignment should be two- to three-pages in length (excluding title and reference pages), formatted according to the APA guidelines as outlined in the Ashford Writing Center. You must utilize at least three scholarly sources that are cited according to APA style. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment . .

Ashford 4 - Week 3 - AssignmentDiversity, Inequality, and Imm.docx

Ashford 4 - Week 3 - AssignmentDiversity, Inequality, and Imm.docx

Ashford 4 - Week 3 - AssignmentDiversity, Inequality, and Imm.docx

Ashford 5: - Week 4 - Assignment Culturally Relevant Inspiration A number of important resources supporting the design, development, implementation, and evaluation of culturally relevant instructional experiences are available online. Throughout this course, you have had many opportunities to view a number of such resources. This assignment encourages you to reflect on the key concepts presented in the course through the creation of a web-based presentation or website that you can use in the future to support your teaching efforts. The goal is to showcase several model schools or programs representing what you have learned thus far regarding culturally relevant practices, creativity, and innovation. A plethora of options exists as you search for model schools or programs. While the K-12 public school setting may be on the forefront of your mind, remember there are a variety of learning environments available, such as charter and private schools, technical programs, post-secondary education and training programs, schools and programs pertaining to the military, Sunday schools and other religious schools, and more. Therefore, expand your search efforts to gain a well-rounded perspective to share in your website or web-based presentation. The resource you create can also be shared with colleagues (as well as the public in general) to advocate for implementing a more culturally-relevant instructional approach to professional practice. A listing of good free tools you might choose to use as you develop a website is presented in the Instructor Guidance. Each tool includes its own collection of help files and tutorials to support your creative endeavor. Similarly, there are numerous web-based tools that could be utilized to create an interactive presentation, such as animoto, knovio, prezi, or present.me. Use your creativity and try something new! Review the Week Four Instructor Guidance for detailed assistance about preparing for and completing this assignment. Next, construct your assignment to meet the content and written communication expectations below. Content Expectations Website or Web-based Presentation Content (8 points): Create a Website or Web-based Presentation that includes each of the following items: A separate page/slide for the three schools. Each page needs: A link to the school or program The location and general demographic information about the students A summary of why the school or program is innovative and/or unique A list of the 21st century skills supported by the school or program A description of how the learning experiences reflect culturally relevant pedagogy A description of how the school and/or program promotes creativity in the classroom for both teachers and students Website or Web-based Presentation Appearance (1.25 points): The Website or Web-based Presentation is well organized, formatted with high-contrast colors, and includes a logical navigational structure among pages and embedded or linked videos or ph.

Ashford 5 - Week 4 - AssignmentCulturally Relevant InspirationA.docx

Ashford 5 - Week 4 - AssignmentCulturally Relevant InspirationA.docx

Ashford 5 - Week 4 - AssignmentCulturally Relevant InspirationA.docx

Ashford phi 208 : - Week 4 - Quiz Question 1. 1. Aristotle describes each virtue as: (Points : 1) a maximum. a minimum a relative mean. an absolute mean. Question 2. 2. Hill claims that a fruitful way to think about the badness of destroying the environment is: (Points : 1) To think about what kind of human would choose to destroy the earth. To appeal to theories about God and care for the earth. To examine people’s intuitions about whether it is right to harm the environment. To examine the rights that belong to the environment and act on the basis of those rights. Question 3. 3. In Aristotle’s view, the virtues are: (Points : 1) acquired through habit. acquired through philosophical reflection. a gift from the gods. something we are either born with or not. Question 4. 4. Which of the following would be an idea shared both by the teacher (Kevin Kline) from the clip of The Emperor’s Club, and by either MacIntyre or Aristotle (or both)? (Points : 1) If you act dishonestly, you are bound to eventually get caught, and that is why you should always be honest. If one exercises the virtues like honesty, one is bound to achieve greater wealth, success, and honor. Cheating might lead to external success, but at the cost of internal failure. Watch what you say because you never know who might be listening . Question 5. 5. According to Thomas Hill’s account of environmental ethics, a person might show a lack of virtue when they: (Points : 1) fail to realize that human needs and interests are worthless and unimportant. fail find any aesthetic value in nature. fail to recognize the rights of nonsentient beings. All of the above. Question 6. 6. Hill refers to the ability to understand oneself, to face oneself, and to be honest about the kind of creature one is by this term: (Points : 1) Self-love Humility Self-acceptance Relational harmony Question 7. 7. Robinson agrees with Aquinas’ idea that @The answer can be found on p. 265 of Robinson’s article “Magnanimity and Integrity as Military Virtues” (Points : 1) Honor is a subjective quality Honor is secondary to integrity Honor must be displayed in action Honor is secondary to magnanimity None of the above Question 8. 8. According to Aristotle, happiness is: (Points : 1) a contented state of mind. as much pleasure and as little pain as possible. feeling good about oneself. a life that is lived well. Question 9. 9. Aristotle conceives of a virtue as: (Points : 1) a rule that tells you what the right action is. a state of character that enables practically wise choices. a positive self-image. a way to gain as much pleasure as possible. Question 10. 10. Most definitions of honor regard it as having the following two elements: @The answer can be found on p 259 of Robinson’s article “Magnanimity and Integrity as Military Virtues” (Points : 1) Internal and external Subjective and personal Constructive and deductive Military and civilian None of the abov.

Ashford phi 208 - Week 4 - QuizQuestion 1. 1. Aristotl.docx

Ashford phi 208 - Week 4 - QuizQuestion 1. 1. Aristotl.docx

Ashford phi 208 - Week 4 - QuizQuestion 1. 1. Aristotl.docx

Ashford 6: - Week 5 - Final Project Final Project The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using Tiki-Toki . Focus of the Final Project For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event. Guidelines for the Timeline To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using Tiki-Toki . You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document. Additional notes regarding the timeline: Review the following example of the Final Timeline Assignment for EDU 324 . The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline. When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate. Please be sure that all images have captions. Written document must include: Cover page Reflection of the timeline Tiki-toki link A reference page Reflection Items: Determine which event listed in your timeline you feel is the most significant and explain why. State which event you found the most interesting and explain why. If you had access to a time travel machine, explain which event you would like to have been a part of and why. Predict an event that you think will be listed on future timelines and provide a rationale. Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items. The summari.

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe final assi.docx

Ashford 6: - Week 5 - Final Paper Civil Liberties, Habeas Corpus, and the War on Terror The final assignment for this course is a Final Paper. The purpose of the Final Paper is to give you an opportunity to apply much of what you have learned about American national government to an examination of civil liberties in the context of the war on terror. The Final Paper represents 20% of the overall course grade. Soon after the U.S. invasion of Afghanistan in 2001, the Bush administration developed a plan for holding and interrogating captured prisoners. They were sent to a prison inside a U.S. naval base at Guantanamo Bay, on land leased from the government of Cuba. Since 2002, over 700 men have been detained at Gitmo. Most have been released without charges or turned over to other governments. In 2011, Congress specifically prohibited the expenditure of funds to transfer Gitmo prisoners to detention facilities in the continental United States, making it virtually impossible to try them in civilian courts. As of April 2012, 169 remained in detention at Gitmo (Sutton, 2012). An assumption made by the Bush administration in selecting this location was that it was beyond the jurisdiction of U.S. courts. The administration wanted to avoid any judicial oversight of how it handled detainees, characterized as enemy combatants. A possible legal challenge to indefinite detention with no formal charges or judicial proceedings might arise from the habeas corpus provision of the Constitution. Article I, Section 9 of the Constitution states, "The Privilege of the Writ of Habeas Corpus shall not be suspended, unless when in Cases of Rebellion or Invasion the public Safety may require it." Under this provision, persons detained by the government are entitled to a judicial hearing to determine if there is any legal basis for their detention. Some legal commentators refer to the right of habeas corpus as the "great writ of liberty" because it is a prisoner's ultimate recourse to an impartial judge who can review the possibility that he is being held illegally by the executive (e.g., the police or the military). In nations that do not honor habeas corpus, people simply disappear into prisons without ever having their day in court. Several controversial Supreme Court cases have come out of Gitmo. One fundamental question that has been debated, but not clearly resolved, is to what extent the war on terror justifies the President's indefinite detention of enemy combatants without the possibility of the minimal judicial review protected by habeas corpus? Another issue in the debate is to what extent Congress must clearly authorize the President to conduct extra-judicial detentions in order for them to be legal? In 2008, the Supreme Court’s decision in Boumediene v. Bush offered some answers to these questions. However, the deeply divided 5-4 Court and the likelihood of the protracted nature of the war on terror suggest that debate around these important quest.

Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx

Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx

Ashford 6 - Week 5 - Final PaperCivil Liberties, Habeas Corpus, a.docx

Ashford 6: - Week 5 - Final Project Final Project The final assignment of this course is the creation of an interactive timeline. Each week you were required to complete a Discussion Forum, sharing five significant events/individuals that made an impact on education during each time period. You will now use this information to create an interactive timeline using Tiki-Toki . Focus of the Final Project For the Final Project, you are required to make a timeline of the events in the history of American education that made a significant impact, and include a summary of each event. Guidelines for the Timeline To create the timeline, use the information from each week’s Timeline Discussion Forum response. (You may use the events you listed or the events your peers have listed. You will upload your text, event by event, to a timeline you create using Tiki-Toki . You must include historical events, with each significant time period being represented with at least two different events/individuals. You must include an introduction timeline slide (as prompted by tiki-toki) that will include your name, the name of the course, and a brief description of what your timeline entails. You must include a minimum of 20 historical events; feel free to include more events in the area(s) that you feel were most significant. You are encouraged to use scholarly sources where appropriate. After selecting the historical events, compose a brief summary (25 to 50 words) for each, and select and include a historical image or video that highlights the event. Include a minimum of three sources in addition to your textbook and reference them in APA 6th-edition style. Once the timeline is complete, please include the final tiki-toki link in your written document. Additional notes regarding the timeline: Review the following example of the Final Timeline Assignment for EDU 324 . The events/figures that have been chosen for the example are not significant to the history of American Education and may not be used in your final timeline. When creating your own timeline, please be sure to adjust the date as needed; either the actual date; February 5, 2014 or 2014, whichever is appropriate. Please be sure that all images have captions. Written document must include: Cover page Reflection of the timeline Tiki-toki link A reference page Reflection Items: Determine which event listed in your timeline you feel is the most significant and explain why. State which event you found the most interesting and explain why. If you had access to a time travel machine, explain which event you would like to have been a part of and why. Predict an event that you think will be listed on future timelines and provide a rationale. Please note you will be graded on the clarity of your narrative and the appropriateness of design (e.g., the quality of the images, how well the images relate to the given event) and the quality of your response to the reflection items. T.

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx

Ashford 6 - Week 5 - Final ProjectFinal ProjectThe fi.docx

Ashford 5: - Week 4 - Discussion 1 Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. Share Your Action Research Study Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide. There are two parts to this discussion. Part 1: Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum: Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences). Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences) Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences) Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences) Explain why this study is important to the school and the students. ( two to three sentences) Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences) Part 2: Attach a link to your ePortfolio (Pathbrite) . In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress. Use the PowerPoint Template as a guide to help create a high quality presentation. Alternate: If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.

Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx

Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx

Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx

Ashford 3: - Week 2 - Assignment Porsche’s Analysis [CLOs: 2,6] Read the Porsche case provided in the course materials section and describe the company’s history, products, and major competitors in a paragraph or two. Assess the financial performance and condition of the organization. Then, conduct a SWOT analysis detailing the strengths, weaknesses, opportunities, and threats that may affect the organization. Finally, assess the quality of the decisions made by the company and provide recommendations for improvement. (NOTE: This will become part of your final paper). Your paper must be five to six pages in length (excluding the title and reference pages), incorporate at least two scholarly sources from the Ashford University Library (other than the case and textbook), and be formatted according to APA style guidelines as outlined in the Ashford Writing Center. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment. What’s Driving Porsche? Rebecca Henderson, Cate Reavis There are some customers who love the idea that an engineer working on their project in the afternoon was the same guy working on a 911 motor in the morning. —Managing Director, Porsche Engineering Group 1 We were working with Volkswagen on the next generation of the Cayenne (which shared its structure with the VW Touareg and Audi Q7) and I wanted a clear connection to safeguard Porsche’s interests. We could not do this alone. —Porsche CEO Wendelin Wiedeking, on decision to acquire VW 2 In early March 2008, Porsche’s supervisory board, which included the chairman of the Volkswagen Group, Ferdinand Piëch, agreed to raise its holding in Volkswagen from 31% to 50% giving it a majority stake. Porsche’s takeover of VW was seen by many as a wise move for the small, independent car company that, unlike rival brands Jaquar, Ferrari, Lamborghini, and Lotus, had managed to avoid being gobbled up by the auto industry’s behomoths the likes of General Motors, Chrylser and Ford. There was, however, a key strategic question about Porsche’s acquisition of VW that was not receiving a lot of press: Would the long-term stability of Porsche’s engineering and design prowess be at risk by bringing VW "in-house"? 1 Scott Miller, "Road More Traveled," The Wall Street Journal , August 21, 2002. 2 Ray Hutton, "Porsche Set to Take the Wheel at VW," The Sunday Times , October 14, 2007. WHAT’S DRIVING PORSCHE? Rebecca Henderson and Cate Reavis AUGUST 25, 2009 2 3 Bret Orekson, "Engineering Is Porsche’s Secret Weapon," Automotive News , January 15, 2001. 4 Adler, Dennis, Porsche: The Road from Zuffenhausen , 2003, p. 76. 5 Jeremy Cato, "Porsche Revs Up for Explosive Growth," The Globe and Mail , February 22, 2007. 6 €1 = US$1.47 (December 31, 2007) 7 Gail Edmondson, "Pedal to the Metal," BusinessWeek , September 3, 2007. Engineering and design were considered the hallmarks of Porsche’s competitive advantage, and rather t.

Ashford 3 - Week 2 - AssignmentPorsche’s Analysis [CLOs 2,6]Re.docx

Ashford 3 - Week 2 - AssignmentPorsche’s Analysis [CLOs 2,6]Re.docx

Ashford 3 - Week 2 - AssignmentPorsche’s Analysis [CLOs 2,6]Re.docx

Ashford 3: - Week 2 - Assignment Multicultural Perspective Today’s classrooms are diverse and you will be expected to meet the needs of all of your students. Many of our students come from different cultures, which affects how they learn. We must take this into consideration when developing our lesson plans, making our role as an educator even more complex. As a result, we must be informed of our students’ cultural backgrounds as this includes another element of cognitive understanding that will guide our instructional practices. By understanding student culture, we can gain insight into learning preferences, interests, motivation, and prior knowledge. Based on the important features of multicultural education found in Figure 4.6 of our text and selecting a specific content standard from the Common Core State Standards Initiative (CCSS), develop a learning activity that includes these key features of multicultural education: Integration of content – How does your learning activity incorporate content from different cultures? Reducing Prejudice – How does the learning activity attempt to minimize any of your own prejudices as well as your students? Making Teaching Equitable – How does the instructional approach to your learning activity meet the needs of all your students by recognizing learning styles, interests, and motivation to help achieve academic potential? Empowering Learners – How does the learning activity empower all students to work toward their academic potential? Construction of Knowledge – How does your learning activity promote different perspectives that validate how culture influences knowledge and beliefs? Be sure to first provide your content standard from the CCSS followed by your learning activity. Then explain how your learning activity meets each element of multicultural education by providing evidence to justify and support your assertions. Then reflect on your K-12 school experience. Was a multicultural education part of your schooling? What factors may have contributed to the inclusion or exclusion of a multicultural education in your own early schooling? Make sure to incorporate the five key features of multicultural education in your reflection. Write a three-four page paper (does not include a title page or reference page) Be sure to reference the course text and at least one other scholarly source. Your assignment should follow APA formatting guidelines as outlined in the Ashford Writing Center , and be sure to include a title page or slide as well as reference page or slide. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment. .

Ashford 3 - Week 2 - AssignmentMulticultural Perspective.docx

Ashford 3 - Week 2 - AssignmentMulticultural Perspective.docx

Ashford 3 - Week 2 - AssignmentMulticultural Perspective.docx

ase for critical thinking Scenario planning at Royal Dutch Shell On 16 October 1973, a great oil crisis began when Organization of Petroleum Exporting Countries (OPEC) raised the price of oil by 70 per cent and reduced production. This was in response to the decision by the United States to re-supply the Israeli military during the Yom Kippur war, lasting until March 1974. As a consequence, the market price of oil rose substantially — from $3 a barrel to $12. The trend of recessions and high inflation in the world financial systems until the 1980s meant that the price of oil continued to increase 198 until 1986. 24 This, according to Shell, meant that ‘An era of cheap energy had come to an end and oil was no longer a buyer’s market’. 25 However, when the oil shock came in October 1973 after the Yom Kippur war, Shell was the only oil major prepared for it. In the early 1970s, Pierre Wack was a planner in Royal Dutch Shell in London, and had calculated the impact of a possible rise in the oil price and a likely increase in the world’s appetite for oil. He and his colleagues had mapped out a scenario in which the OPEC demanded much higher prices for their oil following the 1967 Arab–Israel six-day war. In effect, Shell’s managers were able to plan for this eventuality and apply this planning to the crisis following the Yom Kippur war while other oil companies struggled. 26 In order to survive, Shell adopted a policy of diversification, branching out into the areas of coal, nuclear power and metals. Firstly, in 1970 Shell purchased Billiton, an established metals mining company (which it later sold). In 1973, the company moved into nuclear power by forming a partnership with Gulf Oil to manufacture gas-cooled reactors and their fuels. Shell’s success in coal was limited. In the 1970s, the company also continued its work in developing the oil fields in the North Sea. While a huge investment was required due to the adverse weather conditions and the instability of the sea bed, the cost was justified due to the sheer size of the oil fields in the North Sea, as well as the fact that supply from the Middle East was reduced at the time. 27 Royal Dutch Shell became a leader in profitability, and continues to use scenario planning as an aid to opportunity-framing and strategy formulation. 28 With the world making commendable efforts to limit its consumption of fossil fuels in the face of ‘peak oil’ (the time when demand exceeds supply) and increasing its reliance on wind and solar power, the long-established ‘legacy expectations’ of enduring access to easily accessible oil remain stubbornly fixed in the minds of both developed and developing nations. Scenario planning is using careful research inputs to examine the prejudices of policy-makers and the demands of populations to arrive at sustainable solutions to energy needs, and to avoid the catastrophe of a war over oil. Is such a crisis likely, or even possible? Consider the following .

ase for critical thinkingScenarioplanningatRoyalDu.docx

ase for critical thinkingScenarioplanningatRoyalDu.docx

ase for critical thinkingScenarioplanningatRoyalDu.docx

As you study DNA, you find that every person's DNA is different from another's. Identical twins are the only people whose DNA is the same. Consider your parents and your siblings. Even though your brother and your sister have the same parents, it is unlikely that you look exactly like them unless you are identical twins. You may have common features, and you will all share common DNA among yourselves, but only identical twins will have the exact same DNA. DNA testing is used for many reasons such as the following: Identify potential suspects whose DNA may match evidence left at crime scenes Exonerate persons wrongly accused Match organ donors Assignment Guidelines Address the following in 4–5 pages: In your first case, you have been asked to list and explain the steps that you would use to identify and analyze DNA from a person who has been in prison for 10 years. The results of your test may exonerate the person. Once the physical evidence has been delivered to the forensics lab, what is the process of identifying DNA? Be specific, and explain in detail. Consider that the evidence is over 10-years old. Once the DNA evidence has been identified, what is the process of analyzing the DNA? Be specific, and explain in detail. What challenges exist that can make your analysis inadmissible in court? Explain. How are tissue matches made? Explain. Why is it important to utilize different DNA testing methods? Explain. Why is it that some methods may be preferred over others? Explain. Other than forensic uses, DNA testing is essential in paternity testing. What are the steps used to carry out a paternity test? Explain in detail. Why might the results of a paternity test be significant in a court case? Explain. Be sure to provide in-text citation and reference all sources using APA style. .

As you study DNA, you find that every persons DNA is different from.docx

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As you research your topic, simply compile a list or urls/documents/images that you may use in your research paper. As you focus on a specific set of the above resources, then begin to summarize their content in terms of the four main elements suggested: • (a) evaluate the authority or background of the author, •(b) comment on the intended audience, •(c) compare or contrast this work with another you have cited, ◦ or (d) explain how this work illuminates your bibliography topic. Research Topic is Folk/fairy tales are told and retold throughout history, changing in style and elements to reflect the contemporary morals and values of the people telling the stories. Find a folk/fairy tale story that has evolved and continues to be told today. Research the history of the story. What were the original sources? What kind of changes occurred and why? What are the current forms of the story? .

As you research your topic, simply compile a list or urlsdocuments.docx

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