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Chapter 10 International Training and Management Development 1.Answer End-of-Chapter Discussion Questions for Chapter 10 What are the major issues related to international T&D? How can the effectiveness of global virtual teams be improved? How can global leadership be developed? How does one acquire a global mindset? What is the role of cross-cultural preparation in international assignment management? How can MNEs overcome barriers for knowledge sharing across borders? 2.Create “Infographic” for Chapter 10 3.Answer End-of-Chapter Discussion Questions for Chapter 13 What makes managing employee health and safety programs around the world so difficult? Why have family-friendly and work-life balance programs become so important? Describe the kinds of health, safety, and security problems that international employees encounter and design a crisis management program to deal with them. Why is designing and implementing a global human resource information system so difficult? What kinds of problems need to be overcome? 4.Create “Infographic” for Chapter #12(International Employee Performance Management) .

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Read 290: Critical Reading as Critical Thinking Online Week 6 This week you will be taking the quiz covering chapters 1 through 5 from the ARQ text. You will also be taking Exam #1 on Friday. The following checklist should help you to stay organized and focused on your online assignments. Week 6 – Checklist 1. View the Week 6 video announcement or Read the Week 6 announcement to get an overview of this week’s assignments. 2. Take the quiz on Chapters 1 through 5 in the ARQ text. The quiz consists of 25 multiple choice and true/false questions. It should not take more than 1 hour to complete. The quiz is due by Wednesday at 11:59pm. 3. Prepare for Exam #1 by completing the following steps: a) Read the article “It’s a Job for Parents, Not the Government” b) View the Exam 1 – Sample Analysis Presentation 4. Take Exam #1. The exam will be available from 12:00am until 11:55pm on Friday. You will have 2 hours to complete the exam. You will need to complete the following steps: a) Read the Exam 1 Article b) Analyze the article by completing the Exam 1 Worksheet c) Access and complete the Exam. Use your worksheet to answer the questions about the article. Then submit your exam. d) Submit your worksheet using the link provided in the week 6 section of TITANium. You must submit your worksheet to get credit for this exam. Good luck! Week Seven: Managing Knowledge Information Resource Management IT620 February 22, 2014 Running head: MANAGING KNOWLEDGE 1 MANAGING KNOWLEDGE 3 MANAGING KNOWLEDGE 2 Managing Knowledge Chapter 14: Question 3. How do human capital, structural capital, and customer capital differ? ANSWER. Human capital, structural capital and customer capital are three basic fundamentals of any organization. They differ in their roles playing for that organization. Human capital is the efficiency of a human being on the basis of its skills; more the human is skilled and efficient results in more human capital. On the structural capital is the efficiency of the organizations to provide environment in which they can increase the efficiencies of humans working for them such as data, systems, knowledge and designs. The customer capital is the relationship bond with organization products, stronger the bond between the customer and the products results in a stronger customer capital. Chapter 14: Question 8. What approach did the energy company take to encourage knowledge sharing among its 15 business units? ANSWER. The approach that the energy company took to encourage sharing among its 15 business units was establishing peer groups from various units. The idea was to have employees share his or her knowledge without the involvement of leadership to avoid political aspects. Since this was unsuccessful it was decided to provide a human portal for employees where they can ask questions regarding the problems they faced with their customers and employees from other business units provides a solution to them, its kind ...

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Chapter 10 Theodore Dalrymple The Frivolity of Evil Theodore Dalrymple When prisoners are released from prison, they often say that they have paid their debt to society. This is absurd, of course: crime is not a matter of double-entry bookkeeping. You cannot pay a debt by having caused even greater expense, nor can you pay in advance for a bank robbery by offering to serve a prison sentence before you commit it. Perhaps, metaphorically speaking, the slate is wiped clean once a prisoner is released from prison, but the debt is not paid off. It would be just as absurd for me to say, on my imminent retirement after 14 years of my hospital and prison work, that I have paid my debt to society. I had the choice to do something more pleasing if I had wished, and I was paid, if not munificently, at least adequately. I chose the disagreeable neighborhood in which I practiced because, medically speaking, the poor are more interesting, at least to me, than the rich: their pathology is more florid, their need for attention greater. Their dilemmas, if cruder, seem to me more compelling, nearer to the fundamentals of human existence. No doubt I also felt my services would be more valuable there: in other words, that I had some kind of duty to perform. Perhaps for that reason, like the prisoner on his release, I feel I have paid my debt to society. Certainly, the work has taken a toll on me, and it is time to do something else. Someone else can do battle with the metastasizing social pathology of Great Britain, while I lead a life aesthetically more pleasing to me. 121 From City Journal, Autumn 2004 by Theodore Dalrymple. Copyright © 2004 by The Manhattan Institute. Reprinted by permission. 1 2 10_Arandia.qxp_8.5 x 10.88 Standard 4/12/16 10:13 AM Page 121 My work has caused me to become perhaps unhealthily preoccupied with the problem of evil. Why do people commit evil? What conditions allow it to flourish? How is it best prevented and, when necessary, suppressed? Each time I listen to a patient recounting the cruelty to which he or she has been subjected, or has committed (and I have listened to several such patients every day for 14 years), these questions revolve endlessly in my mind. No doubt my previous experiences fostered my preoccupation with this problem. My mother was a refugee from Nazi Germany, and though she spoke very little of her life before she came to Britain, the mere fact that there was much of which she did not speak gave evil a ghostly presence in our household. Later, I spent several years touring the world, often in places where atrocity had recently been, or still was being, committed. In Central America, I witnessed civil war fought between guerrilla groups intent on imposing totalitarian tyranny on their societies, opposed by armies that didn’t scruple to resort to massacre. In Equatorial Guinea, the current dictator was the nephew and henchman of the last dictator, who had killed or driven into exile a third of the population, ex.

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Chapter 10 Check Point Answer the following questions. Please ensure to use the Author, YYYY APA citations with any content brought into the assignment. What are Anomalies/Outliers? And what are some variants of Anomaly/Outlier Detection Problems? What are some Challenges and Work Assumptions of Anomaly Detection? Explain the Nearest-Neighbor Based Approach and the different ways to Define Outliers. Explain the Density-based: LOF Approach. Provide the General Steps and Types of Anomaly Detection Schemes. .

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Chapter 10: Case Project 10-2: two page report double space Case Project 10-2: Discovering Web Application Attack Tools After discovering that Alexander Rocco Corporation has multiple Web servers running on different platforms, you wonder whether your security tools can asses Web applications vulnerabilities throughly. You have only two tools for conducting Web security tests: Wapiti and Wfetch. Based on the information write a two page report on other tools for security testers conducting Web applications vulnerability testing. Use the skills you have gained to search the Internet and explore the Kali DVD to find tools for Windows and *nix platforms. The report should state the tool's name, describe the installation method, and include a brief description of what the tool does. Chapter 11: Case Project 11-1- one-page report Case Project: Determining Vulnerabilities of Wireless Networks After conducting a security test on the Alexander Rocco network, you discover that the company has a wireless router configured to issue IP addresses to connecting stations. Vistumbler indicates that channel 6 is active, the SSID is linksys, and WEP is enabled. Based on this information, write a one-page report listing possible vulnerabilities of the WLAN’s current configuration. Your report should include recommendations for improving wireless security. .

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Chapter 1 provided a high-level overview of the Information Systems Security Policy Management: Information Systems Security (ISS). What is it? The act of protecting information and the systems that store, process and transmit Why is ISS needed? ISS provides a foundation for establishing protection of systems and data against risks such as: Unauthorized access and Use, Disclosure, System Disruption, Modification or Corruption Destruction After reading chapter 1 and looking at the ISS Management Life Cycle. Let’s look at a real-world scenario and discuss what C-I-A Triad is all about. You must do the following: 1) Create a new thread. As indicated above, please explain how DHS should handle the situation described in the preceding paragraph. .

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Change is an activity and mindset that many resists. Kotter proposed a “dual operating system” for accelerating change. 1. What are the main reasons why people resist change? (support response with academic sources). 2. Then, give an example when YOU were resistant to change. Explain what the change was about, why you resisted, and what was the outcome. 3. Describe Kotter’s idea of a dual operating system for making change happen in an accelerating world. (and support your answer). Then provide a critical assessment. .

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Chapter 1: Combating terrorism has entailed restrictions on civil liberties. How can we reconcile civil liberty and national security? Are we better off opting for more liberty or more security? Are the two goals mutually exclusive? Have Americans become less supportive of the limitations on liberty put into place after the terror attacks in 2001, or do they still perceive that it makes sense to give up some liberties in order to feel more secure? .

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Challenges and Resources for Nurses Participating in a Hurrica.docx

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Chamberlain College of Nursing NR631 Nurse Executive Track—CGE I Learning Agreement Student name: Student D#: Student e-mail, phone: Mentor name and credentials: Mentor contact information (work phone, cell phone, e-mail and work address): Directions: For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission. The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Saturday of Week 8. See the Learning Agreement Grading Rubric for grading details. The Learning Agreement consists of three sections. I. Student Learning Outcomes table (Week 1) II. Signatures approving plan (Week 1) III. Signatures and mentor verification (Week 8) Due Dates: 1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1 2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8 A minimum of 144 hours practicum experience is required by the end of NR632. If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed. I. Student Learning Outcomes Course Outcomes Student Identified Practicum Goals to Meet COs Plan to Meet Student Identified Practicum Goals Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1 CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5) CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4) CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4) CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4) CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4) CO 6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (PO.

Chamberlain College of NursingNR631 Nurse Executive Track—CGE I.docx

zebadiahsummers

Chamberlain College of Nursing NR449 Evidence-Based PracticeEvidence Matrix Table Article Reference Purpose Hypothesis Study Question Variables Independent(I) Dependent(D) Study Design Sample Size and Selection Data Collection Methods Major Findings 1 (sample not a real article) Smith, Lewis (2013), What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112. How do educational support groups effect dietary modifications in patients with diabetes? D-Dietary modifications I-Education Qualitative N- 18 Convenience sample-selected from local support group in Pittsburgh, PA Focus Groups Support and education improved compliance with dietary modifications. 1 2 3 4 5 NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs 1 .

Chamberlain College of NursingNR449 Evidence-Based PracticeEvide.docx

zebadiahsummers

Centralized System for Strategic Resources Introduction Attention: According to recent news reports, US states are competing with each other to shop for medical supplies such as masks, PPE (personal protective equipment), and ventilators. Sometimes, states are even battling with the federal government for bidding, which pushed the prices for such supplies even higher and caused a lot of chaos. Reveal Topic: A centralized system for strategic resources means that the federal government would represent all individual states and make purchases globally as a single outward-facing entity. Then resources will be coordinated and allocated to individual states. Credibility: New York State Governor Cuomo states that it is very problematic to keep the current chaotic and unorganized systems. It costs more for taxpayers and could be life-threatening. Central Idea: US federal government should establish a centralized system for buying, coordinating, and allocating strategic resources such as medical supplies. Preview: Today, I will talk about why the lack of a centralized system for strategic resources could be costly and even deadly and the benefits of a centralized system. Transition: Now let's first have a look at the harmful impacts of the current unorganized situation. Body I. Main Point #1 (statement of the need for action): Since the unorganized bidding for medical supplies is causing chaos and uncertainty, there should be a way to organize the bidding efforts so that all states can be allocated sufficient supplies. A. (Description of the problem) The demand for medical supplies is high across all states in the United States amid the COVID-19 pandemic. 1. (signs, symptoms, effects of problem) Due to an increase in coronavirus cases, the low supply of medical resources, and the existence of numerous bidders in the market, States are experiencing a surge in the need for medical supplies (Lara, Rand, and Bartley). 2. (example, narrative, or testimony) The current situation in the country has slowed down the capacity of states to procure PPEs and has also augmented the costs (Triggle). B. (Importance of problem) There is no efficient way to facilitate the process as everyone is trying to purchase the same thing. 1. (extent of problem) In the past, states in the U.S have worked closely with regional officials when faced with emergencies such as hurricanes, but the current unprecedented situation has affected all states simultaneously and has made the process murkier. a. (facts/statistics) There is a bidding war between the various states and local governments as all states in the U.S are desperate to find a solution to meet the needs of their healthcare professionals in their fight against the spread of COVID-19 (Lara, Rand, and Bartley). b. (expert/narrative) According to Casey Tingle, deputy director of the Louisiana Governor’s Office of Homeland Security and Emergency Preparedness, it is not clear whether the federal administration can p.

Centralized System for Strategic ResourcesIntroductionAttentio.docx

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Challenge your thinking. 10) After completing the WebQuest, has your opinion about the homeless individuals changed? 11) If so, how did it change? If not, provide rationale. 12) Suggest at least two community interventions relating to homelessness. 13) Are there examples of these interventions in our area? Identify and describe the services they offer. FS 1513 Observation Project Details Time Involved Students enrolled in FS 1513 are expected to complete at least 15 hours of observations related to human development. This work will involve creating a journal entry for each of their observational sessions. There should be entries for at least 15 hours of observations by the end of the semester. There should be 1 journal entry for each time you observe—whether it is for 1 hour or more—there should only be 1 entry. So, if you observed 3 times in 1 week for 1 hour each time then you would need 3 journal entries. Alternately, if you observed 1 time for 3 hours then you would need 1 journal entry. However, this means that there will be less information to assess your work (i.e., 1 mistake can cost more points). Observations: Who and Where Part of the purpose of this project is to observe differences in development across the life span. So, observations should involve people from different age ranges over the course of the semester. Some entries should focus on development observed during childhood (i.e., observing children from infancy through grade-school), others should involve observing development during adolescence (i.e., observing pubescent and adolescent children), and others should involve should involve observing development during adulthood (i.e., observing adults from early to later in life). The important point is that observations should be completed for at least three age groups for the entire semester. Observations should take place in naturalistic settings. Naturalistic means that people should be observed in place where they would normally be present (i.e., not in a lab). Ideally, this would mean that they are able to behave as they normally would. The goal, however, is to have enough time to observe a person so that they can demonstrate what they have developed. This means that you will need to be able to watch them behaving naturally for the duration of your observation (i.e., at least 1 hour). Observations that are less than 1 hour will not be counted as complete. Formatting Journal entries using the appropriate templates should be completed for each observation session. The templates (available on the course website and below) should contain all of the identifying information. Journal entries that do not use the template will not be graded. First, each journal entry must contain documentary information. This should cover (1) who did the observations and who was observed, (2) where and when did the observations happen, (3) what were the people being observed generally like, (4) what was the setting like, and (5) keep tr.

Challenge your thinking.10) After completing the WebQuest, has y.docx

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Ch.10 Discussion - Jingles 33 unread replies.33 replies. Discussion - Ch.10: Jingles Instructions: Jingles are a popular creative form in radio advertising. Even so, there may be as many jingles that you don't want to hear again as there are ones that you do. Identify one jingle that you really dislike and another one that you like. Analyze why these jingles either work or don't work and present your critique to the class. Explain your thoughts. Give thoughtful responses to at least two other students’ postings. Make your reply specific to their comments. Go beyond simple agreement and add something new to the discussion with your reply. A response posting should be a minimum of one short paragraph. Grading Rubric for Discussion Post: Criteria D: Below Standard C: Meeting Standard B: Above Standard A: Exceeding Standard Weight Criteria Definitions Incomplete and/or missing work; in need of major revisions, additions and edits Submission appears as first-draft quality needing edits and improvements; limited supporting data Submission contains all elements and includes supporting data; analysis, vision and/or strategy are still developing Submission has compelling analysis, vision and strategy; well-supported with strong data Discussion Assignment Professionalism: Proper grammar, spelling, citations, sources, good organization, readability, clear articulation of ideas, correct use of templates, etc. 40% Thoroughness: Follows instructions; response is well-researched and articulate; appropriate length; addresses all prompts and assignment criteria; thoughtful analysis 40% Progression: Incorporates feedback and suggestions from instructor and peers; demonstrates continuous improvement 20% .

Ch.10 Discussion - Jingles33 unread replies.33 replies.D.docx

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